• Journal of the Korea Convergence Society
• /
• v.10 no.9
• /
• pp.265-272
• /
• 2019

In this study, 'poverty', which we think in our daily life, started from something. In particular, this study typified the perception of poverty by using the 'Q methodology', a subjective research method, to examine individual subjective opinions. The results of the analysis are as follows. is a "Retraction type", and poverty is a problem of 'Retention', 'Individual Effort Problem', 'Social Structure Problem', 'Low Status' and 'Laziness'. is a "Individual Problem type", and emphasizes 'Individual Effort Problem', 'Laziness', 'Incompetence', 'Starvation' and so on. is a "Basic Problem type", and emphasizes the basic element of life such as 'The Food and Shelter problem', 'Starvation', 'Laziness', and 'No Money'. is a "Resource Distribution Problem Type" that emphasizes the problem of resource allocation according to social structural problems. This study typifies the perception of poverty using subjectivity research method on 21st century and expects converging extension study to empirical studies for generalization.

• Journal of Elementary Mathematics Education in Korea
• /
• v.5 no.1
• /
• pp.77-98
• /
• 2001

This study has a purpose to find out how the problem posing activity by presenting the problem situation effects to the mathematical problem solving ability. It was applied in two classes(Experimental group-35, Controlled group-37) of the fourth grade at ‘D’ Elementary school in Bang Jin Chung nam and 40 Elementary school teachers working in Dang Jin. The presenting types of problem situation are the picture type, the language type, the complex type(picture type+ language type), the free type. And then let them have the problem posing activity. Also, We applied both the teaching-teaming plan and practice question designed by ourself. The results of teaching and learning activities according to the type of problem situation presentation are as follows; We found out that the learning activity of the mathematical problem posing was helpful to the students in the development of the mathematical problem solving ability. Also, We found out that the mathematical problem posing made the students positively change their attitude and their own methods for mathematical problem solving.

• Journal of the Korea Society of Computer and Information
• /
• v.16 no.4
• /
• pp.127-135
• /
• 2011

Efficient ordering of decision variables is one of the methods that find solutions quickly in the depth first search using backtracking. At this time, development of variables ordering algorithms considering dynamic and static properties of the problems is very important. However, to exploit optimal variable ordering algorithms appropriate to the problems. In this paper, we propose a problem classifying rule which provides problem type based on variables' properties, and use this rule to predict optimal type of variable ordering algorithms. We choose frequency allocation problem as a DS-type whose decision variables have dynamic and static properties, and estimate optimal variable ordering algorithm. We also show the usefulness of problem classifying rule by applying base station problem as a special case whose problem type is not generated from the presented rule.

• Women's Health Nursing
• /
• v.8 no.4
• /
• pp.608-618
• /
• 2002

The purpose of this study is to analyze the type of ego states and stress coping style on female college students who are in the course of nursing study. This study is performed in the view of Transactional Analysis and designed to scrutinize descriptive correlations between the type of ego states and stress coping style. The subject is consists of 144 freshmen and sophomore, 138 junior and senior students group, who are students of K nursing college located in Seoul. The sampling investigation period is on Sept. 14, 2002 to Oct. 26, 2002. The measuring instrument used for Transactional Analysis ego state is 50 items Ego-gram research paper devised by Dusay(1997). For studying coping style, Folkman & Lazarus's measurement(1984) was adopted, which is translated and modified by Han, and Oh,(1990). Statistic average and standard deviation were generated by using SPSS PC+, t-test and Pearson correlation. The results were as follows: 1) In the type of ego states on both groups(lower group : freshmen, sophomore upper group : junior, senior) indicated the arithmetic apex NP(maximum value), then the point A was high and the data made a down slope to point AC. In the comparison to type of ego states between two groups, only at point CP, the data value of upper year students represented higher than that of lower year ones by C(t=2.28, p=.023). In the psychological energy level of ego states, both groups indicated average level.2) Stress coping style of whole students were highly and affirmatively dedicated to research. Consecutive consequences follow like this(high to low) : the central point of problem, search for social support, hopeful aspect and indifference. Especially hopeful aspect(t=.67, p=.05), relaxation of tension(t=-2.16, p=.03) made significant difference each other in the view of arithmetic calculation 3) While verifying coping style in terms of ego states level between lower and upper students group, In type CP, high level ego states group indicated significant difference on stress coping style area than low leveled group and made such sequences as the central point of problem, hopeful aspect, search for social support, positive interest and relaxation of tension. In type NP, sequences such as the central point of problem, search for social support, positive interest and relaxation of tension were emerged with little differences. In type A, the central point of problem, positive interest and relaxation of tension. In type FC, hopeful aspect, search for social support, positive interest and relaxation of tension. In type AC, hopeful aspect and indifference were derived significantly different(p<.05). 4) In the aspect of relation between ego states and coping style, type CP presented the central point of problem and relaxation of tension, type NP presented positive interest, search for social support and the central point of problem, type A showed the central point of problem, positive interest and relaxation of tension, type FC showed relaxation of tension, positive interest, search for social support, indifference and the central point of problem, type AC showed hopeful aspect, indifference and the central point of problem. All the sequence shown above had high-to-low procedure and represented static relations each other(p<.05).

• Journal of the Korea Society of Computer and Information
• /
• v.21 no.4
• /
• pp.81-88
• /
• 2016

The optimal solution of quadratic assignment problem (QAP) cannot get done in polynomial time. This problem is called by NP-complete problem. Therefore the meta-heuristic techniques are applied to this problem to get the approximated solution within polynomial time. This paper proposes an algorithm for a random type QAP, in which the instance of two nodes are arbitrary. The proposed algorithm employs what is coined as a max flow-min distance rule by which the maximum flow node is assigned to the minimum distance node. When applied to the random type QAP, the proposed algorithm has been found to obtain optimal solutions superior to those of the genetic algorithm.

• The Mathematical Education
• /
• v.57 no.3
• /
• pp.271-287
• /
• 2018

This is a case study that defined collaborative utterances and analyzed how they appear in the problem-solving process when 5th-grade students solved problems in groups. As a result, collaborative utterances consist of an interchange type and a deliver type and the interchange type is comprised of two process: the verification process and the modification process. Also, in groups where interchange type collaborative utterances were generated actively and students could reach an agreement easily, students applied the teacher's help to their problem-solving process right after it was provided and could solve problems even though they had some mathematics errors. In interchange-type collaborative utterances, each student's participation varies with their individual achievement. In deliver-type collaborative utterances, students who solved problems by themselves participated dominantly. The conclusions of this paper are as follows. First, interchange-type collaborative utterances fostered students' active participation and accelerated students' arguments. Second, interchange-type collaborative utterances positively influenced the problem-solving process and it is necessary to provide problems that consider students' achievement in each group. Third, groups should be comprised of students whose individual achievements are similar because students' participation in collaborative utterances varies with their achievement.

• Communications of Mathematical Education
• /
• v.24 no.2
• /
• pp.445-474
• /
• 2010

The results of performing first survey after learning linear equation and second survey after 5 months to find out whether there is change in solving process while seventh grade students solve linear equations are as follows. First, as a result of performing McNemar Test in order to find out the correct answer ratio between first survey and second survey, it was shown as $p=.035^a$ in problem x+4=9 and $p=.012^a$ in problem $x+\frac{1}{4}=\frac{2}{3}$ of problem type A while being shown as $p=.012^a$ in problem x+3=8 and $p=.035^a$ in problem 5(x+2)=20 of problem type B. Second, while there were students not making errors in the second survey among students who made errors in the solving process of problem type A and B, students making errors in the second survey among the students who expressed the solving process correctly in the first survey were shown. Third, while there were students expressing the solving process of linear equation correctly for all problems (type A, type B and type C), there were students expressing several problems correctly and unable to do so for several problems. In conclusion, even if a student has expressed the solving process correctly on all problems, it would be difficult to foresee that the student is able to express properly in the solving process when another problem is given. According to the result of analyzing the reaction of students toward three problem types (type A, type B and type C), it is possible to determine whether a certain student is 'able' or 'unable' to express the solving process of linear equation by analyzing the problem solving process.

• Communications of the Korean Mathematical Society
• /
• v.19 no.1
• /
• pp.179-196
• /
• 2004

Mond-Weir type duals for multiobjective variational problems are formulated. Under generalized vector variational type I invexity assumptions on the functions involved, sufficient optimality conditions, weak and strong duality theorems are proved efficient and properly efficient solutions of the primal and dual problems.

• Proceedings of the Korean Institute of Intelligent Systems Conference
• /
• 2001.12a
• /
• pp.314-318
• /
• 2001

Constructing a shortest path on a graph is a fundamental problem in the area of graph theory. In an application where we cannot exactly determine the weights of edges, fuzzy weights can be used instead of crisp weights, and Type-2 fuzzy weights will be more suitable if this uncertainty varies under some conditions. In this paper, shortest path problem in type-1 fuzzy weighted graphs is extended for type-2 fuzzy weighted graphes. A solution is also given based on possibility theory and extension principle.

• Journal of the Chungcheong Mathematical Society
• /
• v.26 no.4
• /
• pp.723-734
• /
• 2013

A robust optimization problem, which has a maximum function of continuously differentiable functions as its objective function, continuously differentiable functions as its constraint functions and a geometric constraint, is considered. We prove a necessary optimality theorem and a sufficient optimality theorem for the robust optimization problem. We formulate a Wolfe type dual problem for the robust optimization problem, which has a differentiable Lagrangean function, and establish the weak duality theorem and the strong duality theorem which hold between the robust optimization problem and its Wolfe type dual problem. Moreover, saddle point theorems for the robust optimization problem are given under convexity assumptions.