• Communications of the Korean Mathematical Society
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• v.34 no.2
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• pp.671-684
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• 2019

In this paper, we propose a new interior point method for solving nonlinear complementarity problems. In this method, we use a new profitable searching direction and instead of using the logarithmic quadratic term, we use a square root quadratic term. We prove the global convergence of the proposed method under the assumption that F is monotone. Some preliminary computational results are given to illustrate the efficiency of the proposed method.

• Journal of the Chungcheong Mathematical Society
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• v.23 no.4
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• pp.699-704
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• 2010

In this paper, we prove that the Hilbert 2-class field tower of an imaginary quadratic function field $F=k({\sqrt{D})$ is infinite if $r_2({\mathcal{C}}(F))=4$ and exactly one monic irreducible divisor of D is of odd degree, except for one type of $R{\acute{e}}dei$ matrix of F. We also compute the density of such imaginary quadratic function fields F.

• Bulletin of the Korean Mathematical Society
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• v.60 no.1
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• pp.75-81
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• 2023

If a multiplicative function f is commutable with a quadratic form x² + xy + y², i.e., f(x² + xy + y²) = f(x)² + f(x) f(y) + f(y)², then f is the identity function. In other hand, if f is commutable with a quadratic form x² - xy + y², then f is one of three kinds of functions: the identity function, the constant function, and an indicator function for ℕ ＼ pℕ with a prime p.

• Nonlinear Functional Analysis and Applications
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• v.28 no.4
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• pp.887-902
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• 2023

In this article, we investigate an approximate quadratic Lie *-derivation of a quadratic functional equation f(ax + by) + abf(x - y) = (a + b)(af(x) + bf(y)), where ab ≠ 0, a, b ∈ ℕ, associated with the identity f([x, y]) = [f(x), y²] + [x², f(y)] on a 𝜌-complete convex modular *-algebra χ_𝜌 by using ∆₂-condition via convex modular 𝜌.

• Journal of the Chungcheong Mathematical Society
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• v.37 no.2
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• pp.87-97
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• 2024

For any fixed integers k, l with kl(l - 1) ≠ 0, we establish the generalized Hyers-Ulam stability of an Euler-Lagrange quadratic functional equation f(kx + ly) + f(kx - ly) + 2(l - 1)[k²f(x) - lf(y)] = l[f(kx + y) + f(kx - y)] in normed spaces and in non-Archimedean spaces, respectively.

• School Mathematics
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• v.16 no.4
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• pp.827-845
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• 2014

This study aims to investigate how the university educational programs about quadratic curves are operated in relation to the high school curriculum and what their effects may be, and the degree of understanding for the prospective and current teachers of the mathematical content knowledge about quadratic curves. To solve this research questions, we randomly selected three universities and one high school. Then we investigated the curricula of each department of mathematics education, compared them with the high school curricula, and conducted surveys of the professors' and students' conception on how much mathematical content knowledge they need to know about quadratic curves. The study resulted in the following conclusions. First, the curriculum on the subject of quadratic curves in the college of education is closely connected to the high school programs. This study's results showed that the college of education's curriculum includes a series of lectures regarding quadratic curves, and that within them, the mathematical content about quadratic curves associated with high school mathematics was thoroughly covered. Also, a large number of students who attended the lecture reported a significant increase in their understanding in regards to the quadratic curves. Second, it is strongly recommended to strengthen the connection between the college of education's curriculum and the actual high school education field. The prospective teachers think that there is a substantial need to learn about the quadratic curves because it is closely connected with the high school curriculum. But they find it challenging to put what they were taught into practical use in the high school education field, and feel that an improvement in this area is much needed. Third, it is necessary to promote, encourage and support the voluntary efforts to expand the range of the content knowledge in quadratic curves to cover the academic content associated with the high school mathematics.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.35 no.3
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• pp.259-266
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• 2011

We present a new dual sequential approximate optimization (SAO) algorithm called SD-TDQAO (sequential dual two-point diagonal quadratic approximate optimization). This algorithm solves engineering optimization problems with a nonlinear objective and nonlinear inequality constraints. The two-point diagonal quadratic approximation (TDQA) was originally non-convex and inseparable quadratic approximation in the primal design variable space. To use the dual method, SD-TDQAO uses diagonal quadratic explicit separable approximation; this can easily ensure convexity and separability. An important feature is that the second-derivative terms of the quadratic approximation are approximated by TDQA, which uses only information on the function and the derivative values at two consecutive iteration points. The algorithm will be illustrated using mathematical and topological test problems, and its performance will be compared with that of the MMA algorithm.

• Journal of the Society of Naval Architects of Korea
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• v.51 no.4
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• pp.274-282
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• 2014

Time series of the dynamic response of a slender marine structure was predicted using quadratic Volterra series. The wave-structure interaction system was identified using the NARX(Nonlinear Autoregressive with Exogenous Input) technique, and the network parameters were determined through the supervised training with the prepared datasets. The dataset used for the network training was obtained by carrying out the nonlinear finite element analysis on the freely standing riser under random ocean waves of white noise. The nonlinearities involved in the analysis were both large deformation of the structure under consideration and the quadratic term of relative velocity between the water particle and structure in Morison formula. The linear and quadratic frequency response functions of the given system were extracted using the multi-tone harmonic probing method and the time series of response of the structure was predicted using the quadratic Volterra series. In order to check the applicability of the method, the response of structure under the realistic ocean wave environment with given significant wave height and modal period was predicted and compared with the nonlinear time domain simulation results. It turned out that the predicted time series of the response of structure with quadratic Volterra series successfully captures the slowly varying response with reasonably good accuracy. It is expected that the method can be used in predicting the response of the slender offshore structure exposed to the Morison type load without relying on the computationally expensive time domain analysis, especially for the screening purpose.

• Journal of Digital Convergence
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• v.12 no.12
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• pp.553-560
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• 2014

In this paper, we propose a method to convert 2D image to 3D anaglyph using quadratic & cubic B$\acute{e}$zier Curves in HTML5. In order to convert 2D image to 3D anaglyph image, we filter the original image to extract the RGB color values and create two images for the left and right eyes. Users are to set up the depth values of the image through the control point using the quadratic and cubic B$\acute{e}$zier curves. We have processed the depth values of 2D image based on this control point to create the 3D image conversion reflecting the value of the control point which the users select. All of this work has been designed and implemented in Web environment in HTML5. So we have made it for anyone who wants to create their 3D images and it is very easy and convenient to use.

• The Mathematical Education
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• v.57 no.3
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• pp.231-246
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• 2018

In this paper, we applied Sfard's reification theory to analyze the secondary students' level of conceptualization with regard to the formula of quadratic equation. Through the generation and development of mathematical concepts from a historical perspective, Sfard classified the formulation process into three stages of interiorization, condensation, and reification, and proposed levels of formulation. Based on this theory, we constructed a test tool reflecting the reversibility of the nature of manipulation of Piaget's theory as a criterion of content judgement in order to grasp students' conceptualization level of the formula of quadratic equation. By applying this tool, we analyzed the conceptualization level of the formula of quadratic equation of the $9^{th}$ and $10^{th}$ graders. The main results are as follows. First, approximately 45% of $9^{th}$ graders can not memorize the formula of quadratic equation, or even if they memorize, they do not have the ability of accurate calculation to apply for it. Second, high school curriculum requires for students to use the formula of the quadratic equation, but about 60% of $10^{th}$ graders have not reached at the level of reification that they can use the formula of quadratic equation. Third, as a result of imaginarily correcting the error of the previous concept, there was a change in the levels of $9^{th}$ graders, and there was no change in $10^{th}$ graders.