• East Asian mathematical journal
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• v.4
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• pp.33-39
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• 1988

The object of the present paper is to derive some inequalities for certain integrals of functions belonging to the classes A(n), S*(n,$\alpha$) and K(n,$\alpha$). As the special class of our theorems, we have the corresponding result shown by M. $Obradovi\'{c}$ [2].

• Journal of the Korean Mathematical Society
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• v.49 no.5
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• pp.965-976
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• 2012

We prove an $L^2$-estimate of Ricci curvature in terms of harmonic 1-forms on a closed oriented Riemannian 3-manifold admitting a solution of any rescaled Seiberg-Witten equations. We also give a necessary condition to be a monopole class on some special connected sums.

• Journal of applied mathematics & informatics
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• v.6 no.1
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• pp.253-264
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• 1999

In this paper we introduce and study a new class of vari-ational inequalities which are called the generalized strongly nonlin-ear quasi-variational inequalities. An algorithm for finding the ap-proximate solution of generalized strongly nonlinear quasi-variational inequalities is also given. These variational inequalities include the previously known classes of variational inequalities as special cases.

• Bulletin of the Korean Mathematical Society
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• v.37 no.1
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• pp.53-62
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• 2000

In this paper we explore relations between joint Weyl and Browder spectra. Also, we give a spectral characterization of the Taylor-Browder spectrum for special classes of doubly commuting n-tuples of operators and then give a partial answer to Duggal's question.

• Communications of the Korean Mathematical Society
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• v.28 no.4
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• pp.783-797
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• 2013

Recently, Liu et al. [Bilateral generating functions for the Chan-Chyan-Srivastava polynomials and the generalized Lauricella function, Integral Transform Spec. Funct. 23 (2012), no. 7, 539-549] investigated, in several interesting papers, some various families of bilateral generating functions involving the Chan-Chyan-Srivastava polynomials. The aim of this present paper is to obtain some bilateral generating functions involving the Chan-Chyan-Sriavastava polynomials and three general classes of multivariable polynomials introduced earlier by Srivastava in [A contour integral involving Fox's H-function, Indian J. Math. 14 (1972), 1-6], [A multilinear generating function for the Konhauser sets of biorthogonal polynomials suggested by the Laguerre polynomials, Pacific J. Math. 117 (1985), 183-191] and by Kaano$\breve{g}$lu and $\ddot{O}$zarslan in [Two-sided generating functions for certain class of r-variable polynomials, Mathematical and Computer Modelling 54 (2011), 625-631]. Special cases involving the (Srivastava-Daoust) generalized Lauricella functions are also given.

• Bulletin of the Korean Mathematical Society
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• v.53 no.4
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• pp.1095-1103
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• 2016

B. Y. Chen introduced a series of curvature invariants, known as Chen invariants, and proved sharp estimates for these intrinsic invariants in terms of the main extrinsic invariant, the squared mean curvature, for submanifolds in Riemannian space forms. Special classes of submanifolds in Sasakian manifolds play an important role in contact geometry. F. Defever, I. Mihai and L. Verstraelen [8] established Chen first inequality for C-totally real submanifolds in Sasakian space forms. Also, the differential geometry of slant submanifolds has shown an increasing development since B. Y. Chen defined slant submanifolds in complex manifolds as a generalization of both holomorphic and totally real submanifolds. The slant submanifolds of an almost contact metric manifolds were defined and studied by A. Lotta, J. L. Cabrerizo et al. A Chen first inequality for slant submanifolds in Sasakian space forms was established by A. Carriazo [4]. In this article, we improve this Chen first inequality for special contact slant submanifolds in Sasakian space forms.

• School Mathematics
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• v.5 no.4
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• pp.441-457
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• 2003

The purpose of this paper is to compare affective characteristics of mathematically gifted children and average students, by analying self-tests of self-efficacy and attitudes about mathematics. we survey 109 children from Mathematically Gifted Education Institutes located in Busan, and students from 6 elementary schools, each two graded A, B, and C, where schools graded A and B refer to so-called schools with concurrent and general classes and C schools with, semi-special and special classes ones. Those schools are determined through the consideration of geographical, cultural, and environmental conditions of 48 elementary schools under Seobu Educational Office, Busan Metropolitan City. From each of the six schools, a 5th-grade class is selected. That is, 205 students from 6 classes are finally selected. Results of the study can be described as follows. First, mathematically gifted children score higher on whole attitudes about mathematics and interest, preference, and confidence in each subarea than children from schools whose location is classified as A, B, and C. Irrespective of genders, mathematically gifted children are scored higher in the whole attitudes about mathematics than children from schools classified as A, B, and C. Second, mathematically gifted children are higher in score for self-efficacy than children from schools graded A, B, and C. Regardless of gender, mathematically gifted children are scored higher in self-efficacy than other groups of children. But mathematically gifted children's score is not significantly higher than that of children form schools graded A.

• The Journal of Sustainable Design and Educational Environment Research
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• v.21 no.1
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• pp.1-10
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• 2022

To understand the level of disability-free environment in existing high schools, this study evaluated the level of application of facilities for the disabled at 177 high schools located in Seoul and suggested the direction of improving the physical environment of high schools. Detailed standards related to school facilities such as the Act on the guarantee of convenience promotion for persons with disabilities, senior citizens, pregnant women and nursing mothers, and the Act on the prohibition of discrimination against persons with disabilities were examined, and previous studies related to the subject were reviewed. The overall application level of facilities for the disabled was investigated by conducting a field survey of high schools, and the application level was analyzed by the period before and after the enforcement of the Acts and by the presence or absence of special classes.

• Journal of Music and Human Behavior
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• v.10 no.1
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• pp.47-66
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• 2013

This study aimed to develop a music teaching-learning program for secondary students with intellectual disabilities in special education settings based on music therapy approach. Designed lesson plans included three learning domains based on the guidelines from 2008 amendments to the special education music curriculum: Perception, expression, and appreciation. Within the domains, instruction topics and its corresponding contents were re-structured as considered more appropriate and effective for implementing music classes for this population. With consideration of therapeutic goals as well as educational goals, student activities and teacher activities were designed and the activities were presented at three levels depending on students' functional levels. Integrating these instructional components into an actual plan, this study presented yearly (for 20 hours of classes) and monthly lesson plans. The developed lesson plans were reviewed and verified by related professionals including special class teachers and music therapists. As systematic and well-organized lesson plans, the results from this study would provide basic music education resources for students with intellectual disabilities in special education settings. It would also enable the discussion on the music therapy-based teaching-learning program as new methodological and strategic ideas applicable to future special education.

• International Journal of Human Ecology
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• v.12 no.1
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• pp.1-14
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• 2011

This study examined the features of maternal involvement in Korean children's early education and their relation to contextual variables and three forms of parental cognition. For this study 333 Korean mothers with 5 to 7 year-old children completed questionnaires that covered aspects such as demographical characteristics, three forms of involvement in their children's education, and three forms of parental cognition. Descriptive analysis indicated that mothers who were more involved in monitoring homework paid more monthly activity fees for supplementary classes and engaged more in cognitively stimulating activities at home. Financial investment in supplementary classes for children was not associated with engagement in cognitively stimulating activities at home. Stepwise regression analysis found that mothers who were more involved in monitoring their young childrens homework expressed higher aspirations for their childrens future occupation. Korean mothers who paid more for their child's supplementary classes had higher family incomes. Korean mothers who engaged more often in cognitively stimulating activities at home expressed higher parental self-efficacy, had a higher educational level, had a younger child, and had an earlier birth order or only child.