• Kyungpook Mathematical Journal
• /
• v.51 no.2
• /
• pp.233-239
• /
• 2011

In this article we study the noton of I-monotonic sequences. We prove the decomposition theorem and generalize some of the results on monotonic sequences. We also introduce I-convergent series and studied some results.

• Kyungpook Mathematical Journal
• /
• v.52 no.2
• /
• pp.189-200
• /
• 2012

In this article we introduce the class of I-convergent double sequences of fuzzy real numbers. We have studied different properties like solidness, symmetricity, monotone, sequence algebra etc. We prove that the class of I-convergent double sequences of fuzzy real numbers is a complete metric spaces.

• Journal of applied mathematics & informatics
• /
• v.40 no.1_2
• /
• pp.327-339
• /
• 2022

In this paper, we introduce arithmetic ${\mathcal{I}}$-statistically convergent sequence space $A{\mathcal{I}}SC$, ${\mathcal{I}}$-lacunary arithmetic statistically convergent sequence space $A{\mathcal{I}}SC_{\theta}$, strongly ${\mathcal{I}}$-lacunary arithmetic convergent sequence space $AN_{\theta}[{\mathcal{I}}]$ and prove some inclusion relations between these spaces. Futhermore, we give ${\mathcal{I}}$-lacunary arithmetic statistical continuity. Finally, we define ${\mathcal{I}}$-Cesàro arithmetic summability, strongly ${\mathcal{I}}$-Cesàro arithmetic summability. Also, we investigate the relationship between the concepts of strongly ${\mathcal{I}}$-Cesàro arithmetic summability, strongly ${\mathcal{I}}$-lacunary arithmetic summability and arithmetic ${\mathcal{I}}$ -statistically convergence.

• Kyungpook Mathematical Journal
• /
• v.52 no.4
• /
• pp.473-482
• /
• 2012

In this article we introduce the concepts of lacunary I-convergent sequences. We investigate its different properties like solid, symmetric, convergence free etc.

• Journal of applied mathematics & informatics
• /
• v.32 no.5_6
• /
• pp.687-695
• /
• 2014

In this article we introduce the zweier double sequence spaces $_2Z^I$(M), $_2Z_0^I$(M) and $_2Z_{\infty}^I$(M) using the Orlicz function M. We study the algebraic properties and inclusion relations on these spaces.

• Journal of applied mathematics & informatics
• /
• v.32 no.3_4
• /
• pp.331-341
• /
• 2014

In this article we introduce the sequence spaces $_2c^I_0(f,p)$, $_2c^I(f,p)$ and $_2l^I_{\infty}(f,p)$ for a modulus function f, where $p=(p_k)$ is a sequence of positive reals and study some of the properties of these spaces.

• Proceedings of the Korean Society of Dyers and Finishers Conference
• /
• 2010.03a
• /
• pp.193-193
• /
• 2010

• Kyungpook Mathematical Journal
• /
• v.54 no.2
• /
• pp.321-332
• /
• 2014

In this article we introduce different types of multiplier I-convergent double sequence spaces. We study their different algebraic and topological properties like solidity, symmetricity, completeness etc. The decomposition theorem is established and some inclusion results are proved.

• Journal of Microbiology and Biotechnology
• /
• v.25 no.5
• /
• pp.658-661
• /
• 2015

Genes encoding enzymes with sequence similarity to hopanoids biosynthetic enzymes of other organisms were cloned from the hopanoid (hop) gene cluster of Streptomyces peucetius ATCC 27952 and transformed into Streptomyces venezuelae YJ028. The cloned fragments contained four genes, all transcribed in one direction. These genes encode polypeptides that resemble polyprenyl diphosphate synthase (hopD), squalene-phytoene synthases (hopAB), and squalene-hopene cyclase (hopE). These enzymes are sufficient for the formation of the pentacyclic triterpenoid lipid, hopene. The formation of hopene was verified by gas chromatography/mass spectrometry.

• International Journal of Advanced Culture Technology
• /
• v.11 no.2
• /
• pp.56-63
• /
• 2023

I proposed the architectural guideline for educational environment based on design thinking approach to integrate and enhance learners' activities and achievements. The physical environment of design education learning space should be applied by teaching methods and learning activities, especially for STEAM-based convergent education, the architectural space conditions should support the design process based on design thinking. The learning environment conditions influence design education with physical design factors and learners' communication, and the flexible environment based on design thinking, which is crucial for design education. The 3 steps of design thinking experiences also allow students to learn the context of ideas, skills and outcomes. Therefore, I argued that the learning surrounding based on design thinking needs flexible and mobile, connected, integrated, organized, and team-focused environments to support learners' understanding, participation, and collaboration, and to achieve the design process based on research findings. For spaces for convergent learning environments based on design thinking, common design principles should be reviewed, such as coexistence with technology, safety and security, transparency and spatial extension, multi-purpose space and outdoor learning.