• Journal of the Korean Mathematical Society
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• v.44 no.4
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• pp.915-929
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• 2007

The main result of this paper is to construct the derivative twisted p-adic (h, q)-L-functions at s = 0. We obtain twisted version of Theorem 4 in [17]. We also obtain twisted (h, q)-extension of Proposition 1 in [3].

• Communications of the Korean Mathematical Society
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• v.27 no.2
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• pp.327-339
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• 2012

In this paper we study $h$-projectively semisymmetric, ${\phi}$-pro-jectively semisymmetric, $h$-Weyl semisymmetric and ${\phi}$-Weyl semisym- metric non-Sasakian ($k$, ${\mu}$)-contact metric manifolds. In all the cases the manifold becomes an ${\eta}$-Einstein manifold. As a consequence of these results we obtain that if a 3-dimensional non-Sasakian ($k$, ${\mu}$)-contact metric manifold satisfies such curvature conditions, then the manifold reduces to an N($k$)-contact metric manifold.

• Journal of the Chungcheong Mathematical Society
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• v.35 no.4
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• pp.315-327
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• 2022

In this paper, we investigate the transferred superstability for the p-radical sine functional equation $$f\(\sqrt[p]{\frac{x^p+y^p}{2}}\)^2-f\(\sqrt[p]{\frac{x^p-y^p}{2}}\)^2=f(x)f(y)$$ from the p-radical functional equations: $$f({\sqrt[p]{x^p+y^p}})+f({\sqrt[p]{x^p-y^p}})={\lambda}g(x)g(y),\;\\f({\sqrt[p]{x^p+y^p}})+f({\sqrt[p]{x^p-y^p}})={\lambda}g(x)h(y),$$ where p is an odd positive integer, λ is a positive real number, and f is a complex valued function. Furthermore, the results are extended to Banach algebras. Therefore, the obtained result will be forced to the pre-results(p=1) for this type's equations, and will serve as a sample to apply it to the extension of the other known equations.

• The Mathematical Education
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• v.49 no.4
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• pp.523-540
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• 2010

The purpose of the study were to analyze MathThematics textbooks and Korean middle school mathematics and to investigate the difference among the textbooks in the view of mathematical communication. According to the results, the textbook developers made a variety of efforts to develope students' mathematical communication ability. Students were encouraged to communicate with others about their mathematical ideas or problem solving processes in words or writing by means of discussion, oral report, presentation, journal, etc. MathThematics textbooks provided student self-assessment opportunity to improve student performance in problem solving, reasoning, and communication. In communication assessment, students can assess their use of mathematical vocabulary, notation, and symbols, the use of graphs, tables, models, diagrams and equation to solve problem and their presentation skills. The assessment activities would make a positive impact on the development of students' mathematical communication ability. MathThematics textbooks provided a variety of problem situation including history, science, sports, culture, art, and real world as a topic for communication, however, the researcher found that some of Korean textbooks depends heavily on mathematical problem situations.

• International Journal of Computer Science & Network Security
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• v.23 no.6
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• pp.193-201
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• 2023

In this paper, we consider the maximum scatter traveling salesman problem (MSTSP), a travelling salesman problem (TSP) variant. The problem aims to maximize the minimum length edge in a salesman's tour that travels each city only once in a network. It is a very complicated NP-hard problem, and hence, exact solutions can be found for small sized problems only. For large-sized problems, heuristic algorithms must be applied, and genetic algorithms (GAs) are found to be very successfully to deal with such problems. So, this paper develops a hybrid GA (HGA) for solving the problem. Our proposed HGA uses sequential sampling algorithm along with 2-opt search for initial population generation, sequential constructive crossover, adaptive mutation, randomly selected one of three local search approaches, and the partially mapped crossover along with swap mutation for perturbation procedure to find better quality solution to the MSTSP. Finally, the suggested HGA is compared with a state-of-art algorithm by solving some TSPLIB symmetric instances of many sizes. Our computational experience reveals that the suggested HGA is better. Further, we provide solutions to some asymmetric TSPLIB instances of many sizes.

• Communications of the Korean Mathematical Society
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• v.32 no.1
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• pp.39-46
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• 2017

In this paper, we propose a new multistep iteration for a finite family of asymptotically quasi-nonexpansive mappings in convex cone metric spaces. Then we show that our iteration converges to a common fixed point of this class of mappings under suitable conditions. Our result generalizes the corresponding result of Lee [5] from the closed convex subset of a convex cone metric space to whole space.

• Journal of the Chungcheong Mathematical Society
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• v.35 no.4
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• pp.307-313
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• 2022

In this paper, we will consider the periodic stationary Stokes equations on Rⁿ. For the cube of the period, we set Ω = ∏ⁿ_i=1(0, L_i). And we will study the stability of the solutions on various functional spaces, for the Stokes equations on Rⁿ.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.20 no.4
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• pp.3-16
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• 2010

Key derivation functions are used within many cryptographic systems in order to generate various keys from a fixed short key string. In this paper we survey a state-of-the-art in the key derivation functions and wish to examine the soundness of the functions on the view point of provable security. Especially we focus on the key derivation functions using pseudorandom functions which are recommended by NISI recently, and show that the variant of Double-Pipeline Iteration mode using pseudorandom permutations is a pseudorandom function. Block ciphers can be regarded as practical primitives of pseudorandom permutations.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.253-267
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• 2012

In this paper, we primarily focus on the perspectives about creative process, which is how mathematical creativity emerged, as one aspect of mathematical creativity and then present a desirable task characteristic to measure and program characteristics to develop mathematical creativity. At first, we describe domain-generality perspective and domain-specificity perspective on creativity. The former regard divergent thinking skill as a key cognitive process embedded in creativity of various discipline domain involving language, science, mathematics, art and so on. In contrast the researchers supporting later perspective insist that the mechanism of creativity is different in each discipline. We understand that the issue on this two perspective effect on task and program to foster and measure creativity in mathematics education beyond theoretical discussion. And then, based on previous theoretical review, we draw a desirable characteristic on instruction program and task to facilitate and test mathematical creativity, and present an applicable task and instruction cases based on Geneplor model at the mathematics class in elementary school. In conclusion, divergent thinking is necessary but sufficient to develop mathematical creativity and need to consider various mathematical reasoning such as generalization, ion and mathematical knowledge.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.12
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• pp.1-10
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• 2018

The purpose of this study is to analyze the mathematics competencies required in middle school Korean language class to find out ways to improve student's debate ability. The results of the analysis showed that creativity and information processing ability in research activities; problem solving ability, creativity, information processing ability in planning activities; reasoning and creativity, information processing ability in rebutting activities; problem solving and reasoning in summary activities. In cross-inquiry activities, problem solving and reasoning, information processing, and creativity are required; creativity in final focus; problem solving and reasoning ability in judgment and general review; preparation time activities require problem solving, reasoning, and information processing ability. Therefore, in order to improve the debate ability of the students, it is required that the mathematics competencies such as problem solving, reasoning, information processing, and creativity are increased.