• Journal of Korea Game Society
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• v.11 no.5
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• pp.23-30
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• 2011

Flocking behaviors are frequently used in games and computer graphics for realistic simulation of massive crowds. Since simulation of massive crowds in real time is a computationally intensive task, there were many researches on efficient algorithm. In this paper, we find experimentally the fact that there are unnecessary computations in the previous efficient flocking algorithm, and propose a noble algorithm that overcomes the weakness of the previous algorithm with a simple heuristic. A number of experiments were conducted to evaluate the performance of the proposed algorithm. The experimental results showed that the proposed algorithm outperformed the previous efficient algorithm by about 21% on average.

• School Mathematics
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• v.19 no.2
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• pp.319-343
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• 2017

In this study, we hope to reveal specialized content knowledge(SCK) and its features necessary to analyze student's errors and difficulties about the concept of irrational numbers. The instruments and interview were administered to 3 in-service mathematics teachers with various education background and teaching experiments. The results of this study are as follows. First, specialized content knowledge(SCK) were characterized by the fixation to symbolic representation like roots when they analyzed the concentration and overlooking of the representations of irrational numbers. Secondly, we observed the centralization tendency on symbolic representation and the little attention to other representations as the standard of judgment about irrational numbers. Thirdly, In-service teachers were influenced by content of students' error when they analyzed the error and difficulties of students. Lately, we confirmed that the content knowledge about the viewpoint of procept and actual infinity of irrational numbers are most important during the analyzing process.

• Journal of the Korean Geotechnical Society
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• v.17 no.6
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• pp.37-46
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• 2001

Pile load tests were carried out to investigate the contribution of the pile cap to the carrying capacity of a pile group and load transfer characteristics of piles in the group. A group of 24 piles$(4 \times6 array)$ of 92.5mm diameter steel pipe were installed to the depth of 3m fron the ground surface, the top of weathered rock. A maximum load of 320ton was applied to the pile cap, $1.5\times2.3m$, in contact with the ground surface. At the maximum load of 320ton, the pile cap has carried 22% of the total load. Average ultimate capacity of pile in the pile group was estimated to be 16.4ton, substantially higher than that of single pile, installed at the corner and tested before pile cap construction. For the same magnitude of settlement, the pile in the center carried less load than the pile at the perimeter due to strain superposition effect. Piles in the group showed almost constant contribution(approx. 60%) of side friction to the total capacity for all of the loading stages, while that of single pile decreased from 82% to 65%.

• Journal of the Korean Geotechnical Society
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• v.19 no.1
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• pp.31-40
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• 2003

Current design of pile group is based on the estimation of the overall bearing capacity of a pile group from that of a single pile using a group efficiency. However, the behaviors of a pile group are influenced by various factors such as the method of pile installation, pile-soil-pile interaction, cap-soil-pile interaction, etc. Thus, it is practically impossible to take into account these factors reasonably with the only group efficiency. In this paper, a new method for the design of pile groups is proposed, where the significant factors affecting the behavior of a pile group are considered separately by adopting several efficiencies. Furthermore, in the proposed method, the load transfer characteristics of piles and the difference of pile behaviors with respect to the pile locations in group can be taken into account. The efficiencies for the method are determined using the settlement failure criterion, which is consistent with the concept of allowable settlement fur structures. The efficiencies calculated from the results of existing model tests are presented, and the bearing capacity of a pile group in the other model test is calculated and compared with that from the test result to verify the validity of the proposed method.

• Journal of the Korean School Mathematics Society
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• v.19 no.1
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• pp.63-82
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• 2016

Mathematical notation is the main means to realize the power of mathematics. Under this perspective, this study analyzed the difficulties of learning an irrational number concept in terms of notation. I tried to find ways to overcome the difficulties arising from the notation. There are two primary ideas in the notation of irrational number using root. The first is that an irrational number should be represented by letter because it can not be expressed by decimal or fraction. The second is that $\sqrt{2}$ is a notation added the number in order to highlight the features that it can be 2 when it is squared. However it is difficult for learner to notice the reasons for using the root because the textbook does not provide the opportunity to discover. Furthermore, the reduction of the transparency for the letter in the development of history is more difficult to access from the conceptual aspects. Thus 'epistemological obstacles resulting from the double context' and 'epistemological obstacles originated by strengthening the transparency of the number' is expected. To overcome such epistemological obstacles, it is necessary to premise 'providing opportunities for development of notation' and 'an experience using the notation enhanced the transparency of the letter that the existing'. Based on these principles, this study proposed a plan consisting of six steps.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.237-246
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• 2007

According to 7-th curriculum, irrational number should be introduced using non-repeating infinite decimals. A rational number is defined by a number determined by the ratio of some integer p to some non-zero integer q in 7-th grade. In 8-th grade, A number is rational number if and only if it can be expressed as finite decimal or repeating decimal. A irrational number is defined by non-repeating infinite decimal in 9-th grade. There are misconceptions about a non-repeating infinite decimal. Although 1.4532954$\cdots$ is neither a rational number nor a irrational number, many high school students determine 1.4532954$\cdots$ is a irrational number and 0.101001001$\cdots$ is a rational number. The cause of misconceptions is the definition of a irrational number defined by non-repeating infinite decimals. It is a cause of misconception about a irrational number that a irrational number is defined by a non-repeating infinite decimals and the method of using symbol dots in infinite decimal is not defined in text books.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.583-600
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• 2013

In this paper, we study the recognition and fallacy of would-be in-service teachers about numbers with irrational exponent. We chose 51 secondary school teachers who are teaching mathematics in K metropolitan city and investigate their recognition and fallacy about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law. We found following facts. First, in-service teacher's a percentage of correct answers differ depending on the type of numbers with irrational exponent. Second, in-service teachers decide their answer depending on intuition rather than logic. Third, in-service teachers decide their answer depending on exponential rather than base.

• Current Industrial and Technological Trends in Aerospace
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• v.7 no.1
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• pp.141-152
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• 2009

The simultaneous operation of multiple UAV's makes it possible for us to raise the mission accomplishment and cost efficiency. For this we need an easily scalable control algorithm, and swarm intelligence having the characteristics such as flexibility, robustness, decentralized control and self-organization comes into the spotlight as a practical substitute. In this paper the features of swarm intelligence are described, and various research results are introduced which show that the application of swarm intelligence to the control of multiple UAV's enables the missions of surveillance, path planning, target tracking and attack to be accomplished efficiently by simulations and tests.

• Journal of Korea Game Society
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• v.8 no.3
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• pp.87-95
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• 2008

This paper proposes an algorithm for efficient behaviors of boids which freely move and have no predefined position. By finding the kNN and computing the value of behavioral characteristic of a boid approximately, the proposed algorithm improves the conventional spatial partitioning one. To do this, this paper defines and uses the representative boid which has the average direction and position for a group of boids. The proposed algorithm was implemented and compared with the conventional one experimentally. The results of the experimental comparisons show that the proposed algorithm outperforms the conventional one about $-5{\sim}130%$ in terms of the ratio of the number of rendering frames per the second.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.285-298
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• 2008

According to the 7th curriculum, irrational numbers should be introduced using infinite decimals in 9th grade. To do so, the relation between rational numbers and decimals should be explained in 8th grade. Preceding studies remarked that middle school students could understand the relation between rational numbers and decimals through the division appropriately. From the point of view with the arithmetic handling activity, I analyzed that the integers and terminating decimals was explained as decimals with repeating 0s or 9s. And, I reviewed the equivalent relations between irrational numbers and non-repeating decimals, rational numbers and repeating decimals. Furthermore, I suggested an alternative method of introducing irrational numbers.