• Communications of the Korean Mathematical Society
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• v.28 no.2
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• pp.303-317
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• 2013

In present paper, we obtain functions $R_t(c,{\nu},a,b)$ and $R_t(c,-{\mu},a,b)$ by using generalized hypergeometric function. A recurrence relation, integral representation of the generalized hypergeometric function $_2R_1(a,b;c;{\tau};z)$ and some special cases have also been discussed.

• Journal of the Korean Society of Clothing and Textiles
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• v.33 no.2
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• pp.200-212
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• 2009

Since the late of 20C, contemporary fashion have becoming enlargement between role and function of fashion through the combination and the deconstruction among various different spheres. Because multi-functional and trans-formal fashion transforms and extends original space and role toward any other fields through the morphologic and structural combination, this has been freed form the representational function pursuing more simple morphologic imitation, and becomes to change the space that is able to 'becoming' of Jill Deleuze. This paper intends to make a comparative study between the representation phenomenon about simple morphologic imitation of existing fashion design, and the becoming phenomenon of fashion focused on the change toward any other different object. This studies' conclusion as follows. 1) First representation imitates a lot of nature forms that are able to be restored any fixed form and picture. 2) Second representation is the representation of representation that re-imitates imitated object and art work. 3) Ontalogical becoming is classified with depaysement, self-presentation of fashion, morphing, and becoming the nature as a element.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.219-231
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• 2018

This study surveyed the elementary school teachers' use of visual representations and their perceptions of the functions of visual representations in the teaching of electricity unit. A total of 110 elementary teachers who have experiences in teaching electricity unit responded to online survey. The result showed firstly that most of the teachers use visual representations in their teaching and it is mostly limited to those presented in textbooks or images that they can get easily from internet search. Secondly, elementary teachers thought that they have high ability in using visual representations and low ability in understanding students' visual presentation ability. Thirdly, visual representations are more often preferred to be used as teacher-centered ways than student-centered ways for motivating students and conceptual understanding. However, in case of scientific inquiry, both teacher-centered and student-centered ways were equally preferred. Lastly, the teachers' perceptions of the functions of visual representations were categorized into 'teaching-instrumental function', 'learning-instrumental function', 'communicative-instrumental function' and 8 subcategories were found. The most frequent function was the 'information delivery function' in the 'teaching-instrumental function' category. Implications for teacher education and further studies were discussed.

• Journal of the Chungcheong Mathematical Society
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• v.10 no.1
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• pp.17-22
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• 1997

Let B be the open unit ball in the complex space $\mathbb{C}^n$. A holomorphic function $f:B{\rightarrow}C$ which satisfies sup{(1- ${\parallel}\;{\nabla}_zf\;{\parallel}\;{\mid}z{\in}B$} < $+{\infty}$ is called Bloch type function. In this paper, we will find some integral representation of Bloch type functions.

• The Pure and Applied Mathematics
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• v.23 no.4
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• pp.377-383
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• 2016

The set of priors in the representation of coherent risk measure is expressed in terms of quantile function and increasing concave function. We show that the set of prior, $\mathcal{Q}_c$ in (1.2) is equal to the set of $\mathcal{Q}_m$ in (1.6), as maximal representing set $\mathcal{Q}_{max}$ defined in (1.7).

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.3 no.1
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• pp.13-17
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• 2003

A continuous solution of the Dirichlet boundary value problem for the heat equation $u_t$＝$a2u_{xx}$ using a fuzzy system is described. We first apply the Crank-Nicolson method to obtain a discrete solution at the grid points for the heat equation. Then we find a continuous function to represent approximately the discrete values at the grid points in the form of a bicubic spline function (equation omitted) that can in turn be represented exactly by a fuzzy system. We show that the computed values at non-grid points using the bicubic spline function is much smaller than the ones obtained by linear interpolations of the values at the grid points. We also show that the fuzzy rule table in the fuzzy system representation of the bicubic spline function can be viewed as a gray scale image. Hence, the fuzzy rules provide a visual representation of the functions of two variables where the contours of different levels for the function are shown in different gray scale levels

• Journal of the Korean Mathematical Society
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• v.38 no.2
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• pp.297-309
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• 2001

White noise distribution theory over the complex Gaussian space is established on the basis of the recently developed white noise operator theory. Unitarity condition for a white noise operator is discussed by means of the operator symbol and complex Gaussian integration. Concerning the overcompleteness of the exponential vectors, a coherent sate representation of a white noise function is uniquely specified from the diagonal coherent state representation of the associated multiplication operator.

• Journal of the Korean Institute of Intelligent Systems
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• v.11 no.6
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• pp.454-458
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• 2001

Based on a fuzzy system representation of gray scale images, we derive and edge detection algorithm whose convolution kernel is different from the known kernels such as those of Robert's Prewitt's or Sobel's gradient. Our fuzzy system representation is an exact representation of the bicubic spline function which represents the gray scale image approximately. Hence the fuzzy system is a continuous function and it provides a natural way to define the gradient and the Laplacian operator. We show that the gradient at grid points can be evaluated by taking the convolution of the image with a 3$\times$3 kernel. We also that our gradient coupled with the approximate value of the continuous function generates an edge detection method which creates edge images clearer than those by other methods. A few examples of applying our methods are included.

• The Journal of Korean Institute of Electromagnetic Engineering and Science
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• v.17 no.9 s.112
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• pp.895-899
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• 2006

A compact representation of Green function is proposed by applying the discrete wavelet concept in the k-domain, which can be used for the acceleration of scattered field calculations in integral equation methods. Since the representation of Green function is very compact in the joint spatio-spectral domain, it can be effectively utilized in the fast computation of radiation integral of electromagnetic problems. A mathematical expression of Green function based on the discrete wavelet concept is derived and its characteristics are discussed.

• Education of Primary School Mathematics
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• v.7 no.1
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• pp.15-29
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• 2003

The present study examined the 7th national elementary school mathematics curriculum from a perspective of mathematical creativity. The study investigated to what extent the activities in the Pattern and Function lessons in the national elementary school mathematics textbooks promoted the development of mathematical creativity. The results indicated that the current elementary school mathematics curriculum was limited in many ways to promote the development of mathematical creativity. Regarding the activities in Pattern lessons, for example, most activities presented closed tasks involving finding and extending patterns. The lesson provided little opportunities to explore the relationships among various patterns, apply patterns to different situations, or create ones own patterns. In regard to the Function lessons, the majority of activities were about computing the rate. This showed that the function was taught from an operational perspective, not a relational perspective. It was unlikely that students would develop the basic understanding of function through the activities involving the computing the rate. Further, the lessons had students use exclusively the numbers in representing the function. Students were provided little opportunities to use various representation methods involving pictures or graphs, explore the strengths and limitations of various representation methods, or to choose more effective representation methods in particular contexts. In conclusion, the lesson activities in the current elementary school mathematics textbooks were unlikely to promote the development of mathematical creativity.