• Journal of the Institute of Electronics Engineers of Korea SP
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• v.43 no.1 s.307
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• pp.91-100
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• 2006

A scheme is proposed for implementing the block LMS algorithm in a block floating point framework that permits processing of data over a wide dynamic range at a processor complexity and coat as low as that of a fixed point processor. The proposed scheme adopts appropriate formats for representing the filter coefficients and the data. Using these and a new upper bound on the step size, update relations for the filter weight mantissas and exponent are developed, taking care so that neither overflow occurs, nor are quantifies which are already very small multiplied directly. It is further shown how the mantissas of the filter coefficients and also the filter output can be evaluated faster by suitably modifying the approach of the fast block LMS algorithm

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.199-219
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• 2011

In this thesis, we designed a experimental learning-teaching plan of 'decimal fraction concept' at the 4-th grade level. We rest our plan on two basic premises. One is the fact that a essential concept of decimal fraction is 'polynomial of which indeterminate is 10', and another is the fact that the origin of decimal fraction is successive measurement activities which improving accuracy through decimal partition of measuring unit. The main features of our experimental learning-teaching plan is as follows. Firstly, students can experience a operation which generate decimal unit system through decimal partitioning of measuring unit. Secondly, the decimal fraction expansion will be initially introduced and the complete representation of decimal fraction according to positional notation will follow. Thirdly, such various interpretations of decimal fraction as 3.751m, 3m+7dm+5cm+1mm, $(3+\frac{7}{10}+\frac{5}{100}+\frac{1}{1000})m$ and $\frac{3751}{1000}m$ will be handled. Fourthly, decimal fraction will not be introduced with 'unit decimal fraction' such as 0.1, 0.01, 0.001, ${\cdots}$ but with 'natural number+decimal fraction' such as 2.345. Fifthly, we arranged a numeration activity ruled by random unit system previous to formal representation ruled by decimal positional notation. A experimental learning-teaching plan which presented in this thesis must be examined through teaching experiment. It is necessary to successive research for this task.

• Proceedings of the Membrane Society of Korea Conference
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• 1993.10a
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• pp.56-57
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• 1993

고분자 막을 통한 투과증발에서의 전달기구는 액체 혼합액의 막으로의 용해, 막을 통한 확산, 막 하부에서의 증발을 거쳐 분리가 일어난다고 알려져 있다. 이때 투과증발의 선택도는 수착선택도와 확산선택도의 곱으로 표현 될 수 있다(1). 물의 선택적 분리의 관점에서 친수성 고분자 막을 이용하는 경우, 선택도는 대부분 수착선택도에 기인하며, 우수한 투과속도와 함께 집중적인 연구의 대상이 되었으나 가소화 현상이 심하게 일어나는 단점이 있다. 한편 소수성 고분자 막을 이용하는 경우의 투과 증발 선택도는 대부분 확산선택도에 기인하며, 가소화 현상은 억제되나 투과속도가 낮은 단점이 있다. 그러나 소수성 고분자 막을 이용하는 경우에도 물에 대해 높은 선택도를 달성 할 수 있는데, 예를 들어 polystyrene(PS)으로 만들어진 고분자 막 및 fluoroalkylacrylatemethylstyrene copolymer로 만들어진 고분자 막은 물-에탄올 공급액으로 부터 물에 대한 높은 선택성을 보여주고 있다(2,3). 그러므로 막분리층의 두께를 가능한 한 얇게 하면 분리에 유효한 막이 될 수 있다.

• Proceedings of the KIEE Conference
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• 2001.07d
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• pp.2513-2515
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• 2001

본 논문에서는 유한비트 근사화를 통하여 고정소수점 연산을 이용하여 DCT구현시 발생하는 오차 영향에 대한 해석을 수행하였다. 고정소수점 연산을 위해서는 유한 비트 근사화를 실시하여야 하는데 이 과정에서 수치 표현범위의 제약으로 인한 오차가 발생하게 되고, 특히 순환 연산구조를 가지는 DCT등의 알고리즘 구현시 급격한 성능의 감소를 가져오게 된다. 본 논문에서는 순환 연산식을 유한비트 근사화를 통하여 구현시 발생되는 에러에 대한 분석을 수행하고, 해석식을 도출하였다.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.1-17
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• 2013

In this paper, firstly, 'value', 'vertices', 'height' are discussed, which are used in the multiple contexts. Then 'sketch', 'mental math', 'zero point oneth place/zero point zero oneth place/zero point zereo zero oneth place', 'number of place', 'natural number part/decimal part' are discussed, which are not used consistently. Finally, middle school mathematics terms 'distance', 'number line', 'the value of the expression' are discussed which are used in elementary school mathematics textbooks/workbooks. From these discussions, the following four suggestions are proposed as conclusions. First, as a mathematical term 'value' and 'distance' should be emphasized. As 'distance' is a middle school term, there is a need to consider the 'height' as 'the length of the line segment' instead of 'distance'. Second, 'number of place' which can be replaced with other suitable term, 'the value of the expression' including 'value of $20{\times}4$', 'natural number part/decimal part', 'vertex of pyramid/vertex of cone', 'mental math' should not be used. Third, there is a need to consider the use of 'mixed decimal' and 'proper decimal'. In addition, there is a need to expand the use of 'sketch'. Fourth, there is a need to consider the confirmation of 'number line' as an elementary school mathematics term. In addition, there is a need to consider to specify that 'decimal first place', 'decimal second place', 'decimal third place' can be used equivalently with 'zero point oneth place', 'zero point zero oneth place', 'zero point zereo zero oneth place' respectively.

• Journal of KIISE
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• v.41 no.9
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• pp.699-706
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• 2014

As XML documents are getting bigger and more complex, a keyword-based search method that does not require structural information is needed to search these large XML documents. In order to use this method, not only all keywords expressed as nodes in the XML document must be labeled for indexing but also structural information should be well represented. However, the existing labeling methods either have very simple information of XML documents for index or represent the structural information which is difficult to deal with the increase of XML documents' size. As the size of XML documents is getting larger, it causes either the poor performance of keyword search or the exponential increase of space usage. In this paper, we present the Repetitive Prime Labeling Scheme (RPLS) in order to improve the problem of the existing labeling methods for keyword-based search of large XML documents. This method is based on the existing prime number labeling method and allows a parent's prime number to be used at a lower level repeatedly so that the number of prime numbers being generated can be reduced. Then, we show an experimental result of the comparison between our methods and the existing methods.

• Proceedings of the Korean Information Science Society Conference
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• 2001.10c
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• pp.736-738
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• 2001

예전에는 소수 사람들의 전 유물로만 여겨졌던 인터넷을 이제는 가정주부나 어린이들까지도 쉽게 접근할 수 있을 정도로 보편화되었다. 이렇게 보편화된 인터넷은 우리의 생활을 윤택하게 해주는 다른 한편에서는 불법 음란물의 확산 및, 인터넷 중독과 같은 사회문제를 낳고 있다. 이로 인해서 웹 필터링 시스템의 사용이 늘어가고 있으나 이 웹 필터링 시스템 또한 광범위한 정보의 차단으로 인해 다른 사람들의 표현 및 정보공유의 자유를 침해한다는 주장이 나오고 있다. 본 논문에서는 이러한 문제를 해결하기 위한 해결책으로 사용자별 인증을 통한 필터링 시스템을 설계하였다.

• Proceedings of the Korea Contents Association Conference
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• 2019.05a
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• pp.51-52
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• 2019

문화 기호는 민족 문화를 이해하고 특성을 분석하는 효과적인 방법이다. 중국에서 민족 문화 정체성에 대한 분석은 중화 민족 화합을 위한 중요한 자료로 활용된다. 이에, 본 논문은 <채운남(彩云南), 2009> 애니메이션 속 문화 기호 정체성의 표현에 대한 분석을 통해 민족문화 정체성을 고찰하고자 한다. 이를 통해, 다양한 민족 간 유대감과 소속감을 유도할 수 있는 기초 학술자료가 되리나 기대한다.

• Education of Primary School Mathematics
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• v.25 no.3
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• pp.251-278
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• 2022

The purpose of this study is to obtain implications for mathematical education by analyzing how the multiplication and division of decimal numbers are presented in the elementary mathematics textbooks in Korea, Japan, Singapore, and Finland. Compared to the fact that students often have misconceptions about multiplication and division of decimal numbers, there have been not many comparative studies in recent elementary mathematics textbooks. For this study, we selected elementary mathematics textbooks those are widely used in Japan, Singapore, and Finland along with Korean elementary mathematics textbooks. We chose the textbooks because the students in the selected countries have scored high in international achievement studies such as TIMSS and PISA. The analysis was examined in terms of elementary mathematics curriculum related to multiplication and division of decimal numbers, introduction and content, real-life situations, use of visual models, and formalization methods of algorithms. As a result of the study, the mathematics curricula related to multiplication and division of decimal numbers includes estimation in Korea and Finland, while Japan and Singapore emphasize real-life connections more, and Finland completes the operations in secondary schools. The introduction and content are intensively provided in a short period of time or distributed in various grades and semesters. The real-life situations are presented in a simple sentence format in all countries, and the use of visual models or formalization of algorithms is linked to the operations of natural numbers in unit conversions. Suggestions were made for textbook development and teacher training programs.

• Journal of the Korea Society of Computer and Information
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• v.16 no.10
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• pp.101-109
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• 2011

The Riemann's zeta function $\zeta(s)$ has been known as answer for a number of primes $\pi$(x) less than given number x. In prime number theorem, there are another approximation function $\frac{x}{lnx}$,Li(x), and R(x). The error about $\pi$(x) is R(x) < Li(x) < $\frac{x}{lnx}$. The logarithmic integral function is Li(x) = $\int_{2}^{x}\frac{1}{lnt}dt$ ~ $\frac{x}{lnx}\sum\limits_{k=0}^{\infty}\frac{k!}{(lnx)^k}=\frac{x}{lnx}(1+\frac{1!}{(lnx)^1}+\frac{2!}{(lnx)^2}+\cdots)$. This paper shows that the $\pi$(x) can be represent with finite Li(x), and presents generalized prime counting function $\sqrt{{\alpha}x}{\pm}{\beta}$. Firstly, the $\pi$(x) can be represent to $Li_3(x)=\frac{x}{lnx}(\sum\limits_{t=0}^{{\alpha}}\frac{k!}{(lnx)^k}{\pm}{\beta})$ and $Li_4(x)=\lfloor\frac{x}{lnx}(1+{\alpha}\frac{k!}{(lnx)^k}{\pm}{\beta})}k\geq2$ such that $0{\leq}t{\leq}2k$. Then, $Li_3$(x) is adjusted by $\pi(x){\simeq}Li_3(x)$ with ${\alpha}$ and error compensation value ${\beta}$. As a results, this paper get the $Li_3(x)=Li_4(x)=\pi(x)$ for $x=10^k$. Then, this paper suggests a generalized function $\pi(x)=\sqrt{{\alpha}x}{\pm}{\beta}$. The $\pi(x)=\sqrt{{\alpha}x}{\pm}{\beta}$ function superior than Riemann's zeta function in representation of prime counting.