• 대한수학회보
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• 제37권2호
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• pp.285-289
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• 2000

An additional term between the arithmetic mean and the geometric mean is presented.

• 대한수학회논문집
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• 제31권1호
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• pp.95-100
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• 2016

In this paper, we establish a new refinement of the arithmetic-geometric mean inequality. Applying this result in information theory, we obtain a more precise upper bound for Shannon's entropy.

• Kyungpook Mathematical Journal
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• 제50권2호
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• pp.213-228
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• 2010

A weighted version of the geometric mean of k ($\geq\;3$) positive invertible operators is given. For operators $A_1,{\ldots},A_k$ and for nonnegative numbers ${\alpha}_1,\ldots,{\alpha}_k$ such that $\sum_\limits_{i=1}^k\;\alpha_i=1$, we define weighted geometric means of two types, the first type by a direct construction through symmetrization procedure, and the second type by an indirect construction through the non-weighted (or uniformly weighted) geometric mean. Both of them reduce to $A_1^{\alpha_1}{\cdots}A_k^{{\alpha}_k}$ if $A_1,{\ldots},A_k$ commute with each other. The first type does not have the property of permutation invariance, but satisfies a weaker one with respect to permutation invariance. The second type has the property of permutation invariance. We also show a reverse inequality for the arithmetic-geometric mean inequality of the weighted version.

• 한국수학교육학회지시리즈B:순수및응용수학
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• 제26권3호
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• pp.189-197
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• 2019

In this paper we obtain some new inequalities for the weighted chaotically geometric mean of two positive operators on a complex Hilbert space.

• 한국수학교육학회지시리즈B:순수및응용수학
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• 제19권3호
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• pp.305-313
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• 2012

In this note we study Nesbitt's Inequality and modify it to make several inequalities. We prove some inequalities by using power series and Cauchy-Schwarz Inequality.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권3호
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• pp.311-328
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• 2018

In school mathematics, the concept of an average is not a concept that is limited to a unit of statistics. In particular, high school students will learn about arithmetic mean and geometric mean in the process of learning absolute inequality. In calculus learning, the concept of average is involved when learning the concept of average speed. The arithmetic mean is the same as the procedure used when students mean the test scores. However, the procedure for obtaining the geometric mean differs from the procedure for the arithmetic mean. In addition, if the arithmetic mean and the geometric mean are the discrete quantity, then the mean rate of change or the average speed is different in that it considers continuous quantities. The average concept that students learn in school mathematics differs in the quantitative nature of procedures and objects. Nevertheless, it is not uncommon to find out how students construct various mathematical concepts into mathematical knowledge. This study focuses on this point and conducted the interviews of the students(three) in the second grade of high school. And the expression of students in the process of average concept formation in arithmetic mean, geometric mean, average speed. This study can be meaningful because it suggests practical examples to students about the assertion that various scholars should experience various properties possessed by the average. It is also meaningful that students are able to think about how to construct the mean conceptual properties inherent in terms such as geometric mean and mean speed in arithmetic mean concept through interview data.

• Kyungpook Mathematical Journal
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• 제49권1호
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• pp.167-181
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• 2009

Based on Ricatti equation $XA^{-1}X=B$ for two (positive invertible) operators A and B which has the geometric mean $A{\sharp}B$ as its solution, we consider a cubic equation $X(A{\sharp}B)^{-1}X(A{\sharp}B)^{-1}X=C$ for A, B and C. The solution X = $(A{\sharp}B){\sharp}_{\frac{1}{3}}C$ is a candidate of the geometric mean of the three operators. However, this solution is not invariant under permutation unlike the geometric mean of two operators. To supply the lack of the property, we adopt a limiting process due to Ando-Li-Mathias. We define reasonable geometric means of k operators for all integers $k{\geq}2$ by induction. For three positive operators, in particular, we define the weighted geometric mean as an extension of that of two operators.

• 대한전기학회:학술대회논문집
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• 대한전기학회 2004년도 학술대회 논문집 정보 및 제어부문
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• pp.218-220
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• 2004

Orthogonal frequency division multiplexing(OFDM) is one of the most promising technique for next generation wireless broadband communication systems. In this paper, we propose a new bit allocation algorithm in multiuser OFDM. The proposed algorithm is derived from the geometric progression of the additional transmit power of subcarriers and the arithmetic-geometric means inequality. The simulation shows that this algorithm has similar performance to the conventional adaptive bit allocation algorithm and lower computational complexity than the existing algorithms.

• Kyungpook Mathematical Journal
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• 제47권4호
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• pp.595-600
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• 2007

In this paper we consider weighted arithmetic and geometric means of several positive definite operators proposed by Sagae and Tanabe and we establish a reverse inequality of the arithmetic and geometric means via Specht ratio and the Thompson metric on the convex cone of positive definite operators.

• Journal of applied mathematics & informatics
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• 제41권6호
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• pp.1181-1191
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• 2023

This paper investigates Young inequalities for matrices, a problem closely linked to operator theory, mathematical physics, and the arithmetic-geometric mean inequality. By obtaining new inequalities for unitarily invariant norms, we aim to derive a fresh Young inequality specifically designed for matrices.To lay the foundation for our study, we provide an overview of basic notation related to matrices. Additionally, we review previous advancements made by researchers in the field, focusing on Young improvements.Building upon this existing knowledge, we present several new enhancements of the classical Young inequality for nonnegative real numbers. Furthermore, we establish a matrix version of these improvements, tailored to the specific characteristics of matrices. Through our research, we contribute to a deeper understanding of Young inequalities in the context of matrices.