• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.68-76
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• 2005

The purpose of this study was to investigate the effects of utilizing Gowin's Vee diagram to increase the ability to think both experimental data and related theory simultaneously. This study shows that pre-service elementary teachers' activities of constructing Gowin's Vee diagram can reduce problems that experimental data is recognized separately from theory by students, and contribute to instruct the relationships between experimental data and related theoretical aspects.

• Communications of the Korean Mathematical Society
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• v.26 no.3
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• pp.385-403
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• 2011

Generalizations of the notion of fuzzy hyper K-subalgebras are considered. The concept of fuzzy hyper K-subalgebras of type (${\alpha},{\beta}$) where ${\alpha}$, ${\beta}$ ${\in}$ {${\in}$, q, ${\in}{\vee}q$, ${\in}{\wedge}q$} and ${\alpha}{\neq}{\in}{\wedge}q$. Relations between each types are investigated, and many related properties are discussed. In particular, the notion of (${\in}$, ${\in}{\vee}q$)-fuzzy hyper K-subalgebras is dealt with, and characterizations of (${\in}$, ${\in}{\vee}q$)-fuzzy hyper K-subalgebras are established. Conditions for an (${\in}$, ${\in}{\vee}q$)-fuzzy hyper K-subalgebra to be an (${\in}$, ${\in}$)-fuzzy hyper K-subalgebra are provided. An (${\in}$, ${\in}{\vee}q$)-fuzzy hyper K-subalgebra by using a collection of hyper K-subalgebras is established. Finally the implication-based fuzzy hyper K-subalgebras are discussed.

• Kyungpook Mathematical Journal
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• v.47 no.3
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• pp.403-410
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• 2007

Using the belongs to relation (${\in}$) and quasi-coincidence with relation (q) between fuzzy points and fuzzy sets, the concept of (${\alpha}$, ${\beta}$)-fuzzy subalgebras where ${\alpha}$ and ${\beta}$ areany two of {${\in}$, q, ${\in}{\vee}q$, ${\in}{\wedge}q$} with ${\alpha}{\neq}{\in}{\wedge}q$ was already introduced, and related properties were investigated (see [3]). In this paper, we give a condition for an (${\in}$, ${\in}{\vee}q$)-fuzzy subalgebra to be an (${\in}$, ${\in}$)-fuzzy subalgebra. We provide characterizations of an (${\in}$, ${\in}{\vee}q$)-fuzzy subalgebra. We show that a proper (${\in}$, ${\in}$)-fuzzy subalgebra $\mathfrak{A}$ of X with additional conditions can be expressed as the union of two proper non-equivalent (${\in}$, ${\in}$)-fuzzy subalgebras of X. We also prove that if $\mathfrak{A}$ is a proper (${\in}$, ${\in}{\vee}q$)-fuzzy subalgebra of a CK/BCI-algebra X such that #($\mathfrak{A}(x){\mid}\mathfrak{A}(x)$ < 0.5} ${\geq}2$, then there exist two prope non-equivalent (${\in}$, ${\in}{\vee}q$)-fuzzy subalgebras of X such that $\mathfrak{A}$ can be expressed as the union of them.

• Proceedings of the KWS Conference
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• 1999.10a
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• pp.140-141
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• 1999

• Journal of Internet Computing and Services
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• v.8 no.2
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• pp.67-76
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• 2007

Data used for the SFP module are stored in A0 and A2 memory area based on the SFP-MSA standard. In this paper the auto set-up program for SFP module has been designed and implemented. In order to make the Digital Diagnostic Monitoring Interface, the specific value has been written into the designated register via RS232 communication channel in the LD Driver IC. The Agilent VEE is used as a programming language for factory automation, and optical characteristics of SFP module and SFP-MSA standard are main structure of the implementation. The implemented program has been applied to the manufacturing field and the system gains a higher effect than the result of 6-Sigma.

• Communications of the Korean Mathematical Society
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• v.28 no.4
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• pp.679-695
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• 2013

In this paper, the concept of ($\bar{\in},\bar{\in}{\vee}\var{q}$)-fuzzy hyper K-subalgebras and fuzzy hyper K-subalgebras with thresholds are introduced, and related properties and characterizations are discussed.

• Journal of the Korean Society of Manufacturing Technology Engineers
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• v.5 no.3
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• pp.50-57
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• 1996

This study was performed the blankholding force and Vee-ring effects on blanking characteristics, such as maximum blanking force, burnish, dish-shape, hardness. etc. in fine-blanking die by the experimental method. Two types of aluminum (Al.1050-O, Al, 5052-H) Such as annealed and unannealed materials were used for the experiment. In order to get a hydrostatic pressure effect, the clearance was set to 0.5% of the thickness of strip, and the counter punch and stripper plate with Vee-ring was set-up. While this experiment was carry8ing out, the average blanking velocity was constant (37.5mm/sec). As a result of this study, we got a good surface roughness and a dimensions, the good squareness and the reduction of dish-shape could be obtained, and also the additional results obtained were such that the hardness of shear plane was increased and the maximum blanking force was reduce in the condition of Vee-ring height of 1.0~1.5mm, and blankholding force of 1200kg.

• 한국지구과학회:학술대회논문집
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• 2002.09a
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• pp.41-42
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• 2002

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.229-238
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• 1999

This study investigated the influences of Vee diagram and regulative metacognitive learning strategies upon 6th-graders' achievement, difficulty toward science lesson, self-efficacy, and learning approach. The Vee diagram and regulative metacognitive learning strategies were modified in a pilot study. Before instruction, an achievement test was administered, and its score was used as a blocking variable. A previous science grade was used as a covariate for post-achievement. Tests of difficulty toward science lesson, self-efficacy, and learning approach were also administered, and the test scores were used as covariates. After instruction, a researcher-made achievement test and post-tests of the above variables were administrated. Two-way ANCOVA results revealed that although there were no significant differences in the achievement test scores, the application subtest scores of the two treatment groups were significantly higher than those of the control group. There were no significant differences in the difficulty toward science lesson and learning approach, but self-efficacy scores for the students with Vee diagram and regulative metacognitive learning strategies were significantly higher than those of the other groups. The perceptions of the students using Vee diagram were also analyzed.

• Korean Journal of Mathematics
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• v.16 no.3
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• pp.403-412
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• 2008

We define the operations ${\vee}$ and ${\wedge}$ for fuzzy sets in a lattice, characterize fuzzy sublattices in terms of ${\vee}$ and ${\wedge}$, develop some properties of the distributive fuzzy sublattices, and find the fuzzy ideal generated by a fuzzy subset in a lattice and the fuzzy dual ideal generated by a fuzzy subset in a lattice.