• Bulletin of the Korean Mathematical Society
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• v.57 no.1
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• pp.207-218
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• 2020

Some modular representations of reflection groups related to Weyl groups are considered. The rational cohomology of the classifying space of a compact connected Lie group G with a maximal torus T is expressed as the ring of invariants, H*(BG; ℚ) ≅ H*(BT; ℚ)^W(G), which is a polynomial ring. If such Lie groups are locally isomorphic, the rational representations of their Weyl groups are equivalent. However, the integral representations need not be equivalent. Under the mod p reductions, we consider the structure of the rings, particularly for the Weyl group of symplectic groups Sp(n) and for the alternating groups A_n as the subgroup of W(SU(n)). We will ask if such rings of invariants are polynomial rings, and if each of them can be realized as the mod p cohomology of a space. For n = 3, 4, the rings under a conjugate of W(Sp(n)) are shown to be polynomial, and for n = 6, 8, they are non-polynomial. The structures of H*(BT^n-1; 𝔽_p)^A_n will be also discussed for n = 3, 4.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.51-62
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• 2008

In the 7th-curriculum, only basic arithmetics of complex numbers have been taught. They are taught formally like literal manipulations. This paper analyzes mathematically essential relations between algebra of complex numbers and plane geometry. Historical analysis is also performed to find effective methods of teaching complex numbers in school mathematics. As a result, we can integrates this analysis with school mathematics by help of Viete's operations on right triangles. We conclude that teaching geometric interpretation of complex numbers is possible in school mathematics.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.3 no.1
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• pp.209-221
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• 1999

Several approaches to anlayzing real-time schedulability have been presented, but since these used a fixed priority scheduling scheme and/or traverse all possible state spaces, there take place exponential time and space complexity of these methods. Therefore it is necessary to reduce the state space and detect schedulability at earlier time. This paper proposes and implements an advanced schedulability analysis algorithm to determine that is satisfied a given deadlines for real-time processes. These use a minimum execution time of process, periodic, deadline, and a synchronization time of processes to detect schedulability at earlier time and dynamic scheduling scheme to reduce state space using the transition rules of process algebra. From a result of implementation, we demonstrated the effective performance to determine schedulability analysis.

• Communications of the Korean Mathematical Society
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• v.34 no.1
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• pp.279-286
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• 2019

Complex Grassmann manifolds $G_{n,k}$ are a generalization of complex projective spaces and have many important features some of which are captured by the $Pl{\ddot{u}}cker$ embedding $f:G_{n,k}{\rightarrow}{\mathbb{C}}P^{N-1}$ where $N=\(^n_k\)$. The problem of existence of cross sections of fibrations can be studied using the Gottlieb group. In a more generalized context one can use the relative evaluation subgroup of a map to describe the cohomology of smooth fiber bundles with fiber the (complex) Grassmann manifold $G_{n,k}$. Our interest lies in making use of techniques of rational homotopy theory to address problems and questions involving applications of Gottlieb groups in general. In this paper, we construct the Sullivan minimal model of the (complex) Grassmann manifold $G_{n,k}$ for $2{\leq}k<n$, and we compute the rational evaluation subgroup of the embedding $f:G_{n,k}{\rightarrow}{\mathbb{C}}P^{N-1}$. We show that, for the Sullivan model ${\phi}:A{\rightarrow}B$, where A and B are the Sullivan minimal models of ${\mathbb{C}}P^{N-1}$ and $G_{n,k}$ respectively, the evaluation subgroup $G_n(A,B;{\phi})$ of ${\phi}$ is generated by a single element and the relative evaluation subgroup $G^{rel}_n(A,B;{\phi})$ is zero. The triviality of the relative evaluation subgroup has its application in studying fibrations with fibre the (complex) Grassmann manifold.

• Bulletin of the Korean Mathematical Society
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• v.56 no.5
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• pp.1235-1255
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• 2019

In this paper, we introduce SR-additive codes as a generalization of the classes of ${\mathbb{Z}}_{p^r}{\mathbb{Z}}_{p^s}$ and ${\mathbb{Z}}_2{\mathbb{Z}}_2[u]$-additive codes, where S is an R-algebra and an SR-additive code is an R-submodule of $S^{\alpha}{\times}R^{\beta}$. In particular, the definitions of bilinear forms, weight functions and Gray maps on the classes of ${\mathbb{Z}}_{p^r}{\mathbb{Z}}_{p^s}$ and ${\mathbb{Z}}_2{\mathbb{Z}}_2[u]$-additive codes are generalized to SR-additive codes. Also the singleton bound for SR-additive codes and some results on one weight SR-additive codes are given. Among other important results, we obtain the structure of SR-additive cyclic codes. As some results of the theory, the structure of cyclic ${\mathbb{Z}}_2{\mathbb{Z}}_4$, ${\mathbb{Z}}_{p^r}{\mathbb{Z}}_{p^s}$, ${\mathbb{Z}}_2{\mathbb{Z}}_2[u]$, $({\mathbb{Z}}_2)({\mathbb{Z}}_2+u{\mathbb{Z}}_2+u^2{\mathbb{Z}}_2)$, $({\mathbb{Z}}_2+u{\mathbb{Z}}_2)({\mathbb{Z}}_2+u{\mathbb{Z}}_2+u^2{\mathbb{Z}}_2)$, $({\mathbb{Z}}_2)({\mathbb{Z}}_2+u{\mathbb{Z}}_2+v{\mathbb{Z}}_2)$ and $({\mathbb{Z}}_2+u{\mathbb{Z}}_2)({\mathbb{Z}}_2+u{\mathbb{Z}}_2+v{\mathbb{Z}}_2)$-additive codes are presented.

• Electronics and Telecommunications Trends
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• v.36 no.2
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• pp.32-42
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• 2021

The rapid growth of deep-learning applications has invoked the R&D of artificial intelligence (AI) processors. A dedicated software framework such as a compiler and runtime APIs is required to achieve maximum processor performance. There are various compilers and frameworks for AI training and inference. In this study, we present the features and characteristics of AI compilers, training frameworks, and inference engines. In addition, we focus on the internals of compiler frameworks, which are based on either basic linear algebra subprograms or intermediate representation. For an in-depth insight, we present the compiler infrastructure, internal components, and operation flow of ETRI's "AI-Ware." The software framework's significant role is evidenced from the optimized neural processing unit code produced by the compiler after various optimization passes, such as scheduling, architecture-considering optimization, schedule selection, and power optimization. We conclude the study with thoughts about the future of state-of-the-art AI compilers.

• Communications of Mathematical Education
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• v.28 no.3
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• pp.353-366
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• 2014

Recently, the widespread usage of 3D-Printing has grown rapidly in popularity and development of a high level technology for 3D-Printing has become more necessary. Given these circumstances, effectively using mathematical knowledge is required. So, we have developed free web tools for 3D-Printing with Sage, for mathematical 3D modeling and have utilized them in college education, and everybody may access and utilize online anywhere at any time. In this paper, we introduce the development of our innovative 3D-Printing environment based on Calculus, Linear Algebra, which form the basis for mathematical modeling, and various 3D objects representing mathematical concept. By this process, our tools show the potential of solving real world problems using what students learn in university mathematics courses.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.27-43
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• 2007

The aim of this paper is to develop a web-based learning system in order to motivate college students in the area of science and engineering to study college calculus. We designed and developed web-based contents, named MathBooster, using Mathematica, webMathematica and phpMath taking advantages of rapid computation and symbolic computation. The features of MathBooster consists of four parts: graphical representation of calculus concepts, textual illustrations of conceptual understanding, example-based step-by-step learning with phpMath, and quizzes with diagnostic feedback. After the MathBooster was practiced with engineering students, the formative evaluation was conducted with survey items composed in four categories: user responses, screen layout, practicing examples and diagnostic feedback in solving quizzes. The overall level of user satisfaction was statistically measured using SPSS. Those results indicate which parts of MathBooster are needed for future enhancement.

• The KIPS Transactions:PartD
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• v.16D no.3
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• pp.339-352
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• 2009

There are a number of formal methods for distributed real-time systems in ubiquitous computing to analyze and verify the behavioral, temporal and the spatial properties of the systems. However most of the methods reveal structural and fundamental limitations of complexity due to mixture of spatial and behavioral representations. Further temporal specification makes the complexity more complicate. In order to overcome the limitations, this paper presents a new formal method, called Timed Calculus of Abstract Real-Time Distribution, Mobility and Interaction(t-CARDMI). t-CARDMI separates spatial representation from behavioral representation to simplify the complexity. Further temporal specification is permitted only in the behavioral representation to make the complexity less complicate. The distinctive features of the temporal properties in t-CARDMI include waiting time, execution time, deadline, timeout action, periodic action, etc. both in movement and interaction behaviors. For analysis and verification of spatial and temporal properties of the systems in specification, t-CARDMI presents Timed Action Graph (TAG), where the spatial and temporal properties are visually represented in a two-dimensional diagram with the pictorial distribution of movements and interactions. t-CARDMI can be considered to be one of the most innovative formal methods in distributed real-time systems in ubiquitous computing to specify, analyze and verify the spatial, behavioral and the temporal properties of the systems very efficiently and effectively. The paper presents the formal syntax and semantics of t-CARDMI with a tool, called SAVE, for a ubiquitous healthcare application.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.215-232
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• 2005

Computer algebra system (CAS) calculators are becoming increasingly common in schools and universities. While Hey offer quite sophisticated mathematical capability to teachers and students, it is not clear at present how they may best be employed. In particular their integration into students' learning and problem-solving remains an issue. In this paper we address this issue through the lens of a study that considered the introduction of the TI-89 CAS calculator to students about to enter university. We describe a number of different aspects of the partnership they formed with the calculator as they began the process of instrumentation of the CAS in their learning.