• Journal of the Chungcheong Mathematical Society
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• v.34 no.3
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• pp.209-219
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• 2021

A set {a₁, a₂, ⋯ , a_m} of positive integers is called a Diophantine m-tuple if a_ia_j + 1 is a perfect square for all 1 ≤ i < j ≤ m. Let F_n be the nth Fibonacci number which is defined by F₀ = 0, F₁ = 1 and F_n+2 = F_n+1 + F_n. In this paper, we find the extendibility of Diophantine pairs {F_2k, b} with some conditions.

• Communications of the Korean Mathematical Society
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• v.32 no.3
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• pp.653-659
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• 2017

Let $p{\geq}1$ be a real number. A tuple $T=(T_1,{\ldots},T_n)$ of commuting bounded linear operators on a Banach space X is called an ${\ell}^p$-spherical isometry if ${\sum_{i=1}^{n}}{\parallel}T_ix{\parallel}^p={\parallel}x{\parallel}^p$ for all $x{\in}X$. The tuple T is called a toral isometry if each Ti is an isometry. By a result of Ansari, Hedayatian, Khani-Robati and Moradi, for every $n{\geq}1$, there is a supercyclic ${\ell}^2$-spherical isometric n-tuple on ${\mathbb{C}}^n$ but there is no supercyclic ${\ell}^2$-spherical isometry on an infinite-dimensional Hilbert space. In this article, we investigate the supercyclicity of ${\ell}^p$-spherical isometries and toral isometries on Banach spaces. Also, we introduce the notion of semicommutative tuples and we show that the Banach spaces ${\ell}^p$ ($1{\leq}p$ < ${\infty}$) support supercyclic ${\ell}^p$-spherical isometric semi-commutative tuples. As a result, all separable infinite-dimensional complex Hilbert spaces support supercyclic spherical isometric semi-commutative tuples.

• Journal of the Korean Mathematical Society
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• v.55 no.2
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• pp.425-445
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• 2018

A set {$a_1,\;a_2,{\ldots},\;a_m$} of positive integers is called a Diophantine m-tuple if $a_ia_j+1$ is a perfect square for all $1{\leq}i$ < $j{\leq}m$. In this paper, we show that the form of third element in Diophantine pairs and develop some results which are needed to prove the extendibility of the Diophantine pair {a, b} with some conditions. By using this result, we prove the extendibility of Diophantine pairs {$F_{k-2}F_{k+1},\;F_{k-1}F_{k+2}$} and {$F_{k-2}F_{k-1},\;F_{k+1}F_{k+2}$}, where $F_n$ is the n-th Fibonacci number.

• Journal of Korean Institute of Industrial Engineers
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• v.22 no.4
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• pp.567-578
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• 1996

In relational databases the number of disk accesses depends on the amount of data transferred from disk to main memory for processing the transactions. N-ary vertical partitioning of the relation can often result in a decrease in the number of disk accesses, since not all attributes in a tuple are required by each transactions. In this paper, a 0-1 integer programming model for solving n-ary vertical partitioning problem minimizing the number of disk accesses is formulated and a branch-and-bound method is used to solve it. A preprocessing procedure reducing the number of variables is presented. The algorithm is illustrated with numerical examples and is shown to be computationally efficient. Numerical experiments reveal that the proposed method is more effective in reducing access costs than the existing algorithms.

• Research in Mathematical Education
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• v.8 no.2
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• pp.107-114
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• 2004

University teachers of linear algebra often feel annoyed and disarmed when faced with the inability of their students to cope with concepts that they consider to be very simple. Usually, they lay the blame on the impossibility for the students to use geometrical intuition or the lack of practice in basic logic and set theory. J.-L. Dorier [(2002): Teaching Linear Algebra at University. In: T. Li (Ed.), Proceedings of the International Congress of Mathematicians (Beijing: August 20-28, 2002), Vol. III: Invited Lectures (pp. 875-884). Beijing: Higher Education Press] mentioned that the situation could not be improved substantially with the teaching of Cartesian geometry or/and logic and set theory prior to the linear algebra. In East Asian countries, science-orientated mathematics curricula of the high schools consist of calculus with many other materials. To understand differential and integral calculus efficiently or for other reasons, students have to learn a lot of content (and concepts) in linear algebra, such as ordered pairs, n-tuple numbers, planar and spatial coordinates, vectors, polynomials, matrices, etc., from an early age. The content of linear algebra is spread out from grades 7 to 12. When the high school teachers teach the content of linear algebra, however, they do not concern much about the concepts of content. With small effort, teachers can help the students to build concepts of vocabularies and languages of linear algebra.

• Kyungpook Mathematical Journal
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• v.58 no.3
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• pp.573-581
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• 2018

In this paper we consider all orientation-preserving ${\mathbb{Z}}_{p^2}$-actions on 3-dimensional handlebodies $V_g$ of genus g > 0 for p an odd prime. To do so, we examine particular graphs of groups (${\Gamma}(v)$, G(v)) in canonical form for some 5-tuple v = (r, s, t, m, n) with r + s + t + m > 0. These graphs of groups correspond to the handlebody orbifolds V (${\Gamma}(v)$, G(v)) that are homeomorphic to the quotient spaces $V_g/{\mathbb{Z}}_{p^2}$ of genus less than or equal to g. This algebraic characterization is used to enumerate the total number of ${\mathbb{Z}}_{p^2}$-actions on such handlebodies, up to equivalence.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.11
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• pp.728-739
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• 2020

Using webometric big data, this study examines the diversity of online information sources about the novel coronavirus causing the COVID-19 pandemic. Specifically, it focuses on some 28 countries where confirmed coronavirus cases occurred in February 2020. In the results, the online visibility of Australia, Canada, and Italy was the highest, based on their producing the most relevant information. There was a statistically significant correlation between the hit counts per country and the frequency of visiting the domains that act as information channels. Interestingly, Japan, China, and Singapore, which had a large number of confirmed cases at that time, were providing web data related to the novel coronavirus. Online sources were classified using an N-tuple helix model. The results showed that government agencies were the largest supplier of coronavirus information in cyberspace. Furthermore, the two-mode network technique revealed that media companies, university hospitals, and public healthcare centers had taken a positive attitude towards online circulation of coronavirus research and epidemic prevention information. However, semantic network analysis showed that health, school, home, and public had high centrality values. This means that people were concerned not only about personal prevention rules caused by the coronavirus outbreak, but also about response plans caused by life inconveniences and operational obstacles.