• 정보처리학회논문지A
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• 제18A권2호
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• pp.69-74
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• 2011

그래프 G의 최소 dominating set 문제는 G의 dominating set들 중 가장 작은 크기의 dominating set을 찾는 문제이며, NP-complete class에 속해 polynomial time안에 해결할 수 없는 문제로 잘 알려져 있다. 그러나, heuristic한 방법 혹은 approximation 방법을 이용해 특정한 분야에 적용이 가능하다. 본 논문에서는 세 개의 서로 다른 simulated annealing 알고리즘을 제시하여, 이들 알고리즘을 DIMACS에서 제시한 그래프들에 적용한 경우 효율성 증가가 이루어지는 것을 실험적으로 보이고자 한다.

• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2019년도 춘계학술대회
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• pp.151-152
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• 2019

본 논문에서는 동물 이미지 분류를위한 작은 데이터 세트를 기반으로 개선 된 심층 학습 방법을 제안한다. 첫째, CNN은 소규모 데이터 세트에 대한 교육 모델을 작성하고 데이터 세트를 사용하여 교육 세트의 데이터 세트를 확장하는 데 사용된다. 둘째, VGG16과 같은 대규모 데이터 세트에 사전 훈련 된 네트워크를 사용하여 작은 데이터 세트의 병목을 추출하여 새로운 교육 데이터 세트 및 테스트 데이터 세트로 두 개의 NumPy 파일에 저장하고, 마지막으로 완전히 연결된 네트워크를 새로운 데이터 세트로 학습한다.

• 소성∙가공
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• 제5권3호
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• pp.232-238
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• 1996

A dynamic mill set-up technique was developed to achieva a more precise roll gap set-up of the finishing mill stands for steel strip rolling. In the conventional mill set-up model the set-up values such as roll gap and roll speed are determined before the sheet bar reached the entry side of the finishing mill train and maintained constant until the strip top end passes through the last stand. In the way however a dynamic set-up logic that gives a way to adjust the roll gap value of the final mill stand for the strip ingoing from the ahead of the front stand was developed and attached to the existing set-up model. The roll gap modification is based on the analysis of the observation in the third stand of the finishing mill train. The dynamic set-up model was proved very effective for the more precise mill set-up and for operational stability in the hot strip finishing mill train.

• The Journal of Korean Physical Therapy
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• 제31권2호
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• pp.103-110
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• 2019

Purpose: This study evaluated the usefulness of International Classification of Functioning, disability and health core set for children and youths with cerebral palsy (ICF-core set for CP) by comparing the Gross Motor Function Measure-88 (GMFM-88), which is the most widely used outcome measure in children with cerebral palsy (ICF-core set for CP). Method: One subject (Female, 14) was evaluated by GMFM-88 and ICF-core set for CP. In addition, the concept of GMFM-88 was compared with the concept of the ICF-core set for CP in compliance with ICF linking rules. The numerical values both of the GMFM-88 categories and the ICF-core set for CP's items were compared. Results: The ICF b760 was linked to the GMFM-88 59~61. d415 was linked to 57~58 of GMFM-88. d450 was linked to GMFM-88's 65~72. d455 was linked to GMFM-88 at 77and 80~83. Conclusion: The association of the ICF-core set for CP and GMFM-88 was confirmed. In addition, the number of categories of ICF-core set for CP was smaller than the number of items of GMFM-88. In conclusion, the ICF-core set for CP is an evaluation tool that can identify the various features of children. In addition, GMFM-88 was linked to the ICF core set for CP according to the ICF linking rules.

• 대한수학회보
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• 제41권2호
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• pp.269-274
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• 2004

We investigate a deranged Cantor set (a generalized Cantor set) using the similar method to find the dimensions of cookie-cutter repeller. That is, we will use a Gibbs measure which is a weak limit of a subsequence of discrete Borel measures to find the dimensions. The deranged Cantor set that will be considered is a generalized form of a perturbed Cantor set (a variation of the symmetric Cantor set) and a cookie-cutter repeller.

• Journal of applied mathematics & informatics
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• 제39권5_6호
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• pp.743-749
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• 2021

The purpose of this article is to study few properties of fuzzy mean open and fuzzy mean closed sets in fuzzy topological spaces. Further, the idea of fuzzy mean clopen set is introduced. It is observed that a fuzzy mean clopen set is both fuzzy mean open and fuzzy mean closed but the converse is not true.

• 한국지능시스템학회:학술대회논문집
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• 한국퍼지및지능시스템학회 2001년도 추계학술대회 학술발표 논문집
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• pp.319-323
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• 2001

First, we study some properties of F-continuities. Second, we introduce the concept of fuzzy set-valued mappings and study some properties of fuzzy set-valued mappings and fuzzy set-valued continuous mappings. Finally, we Introduce the concept of fuzzy semi-continuous of fuzzy set-valued mappings and investigate their some properties.

• 대한산업공학회지
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• 제20권4호
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• pp.65-72
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• 1994

An independent set of nodes is a set of nodes no two of which are joined by an edge. An independent set is called maximal if no more nodes can be added to the set without destroying its independence. The greatest number of maximal independent set is the maximum possible number of maximal independent set of a graph. We consider the greatest number of maximal independent set in connected graphs with fixed numbers of edges and nodes. For arbitrary number of nodes with a certain class of number of edges, we present the connected graphs with the greatest number of maximal independent set. For a given class of number of edges, the structure of graphs with the greatest number of maximal independent set is that the two components are completely joined; one consists of disjoint triangles as many as possible and the other is the complete graph with remaining nodes.

• 한국지능시스템학회:학술대회논문집
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• 한국퍼지및지능시스템학회 1997년도 추계학술대회 학술발표 논문집
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• pp.331-337
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• 1997

In this paper we will discuss a type of inductive learning called learning from examples, whose task is to induce general descriptions of concepts from specific instances of these concepts. In many real life situations however new instances can be added to the set of instances. It is first proposed within the framework of rough set theory, for such cases, an algorithm to find minimal set of rules for decision tables without recalculation for overall set of instances. The method of learning presented here is based on a rough set concept proposed by Pawlak[2]. It is shown an algorithm to fund minimal set of rules using reduct change theorems giving criteria for minimum recalculation and an illustrative example.

• 대한수학교육학회지:수학교육학연구
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• 제12권1호
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• pp.125-143
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• 2002

The concept of "set" in school mathematics has undergone many changes according to the revision of curriculum and the transition of the paradigm in mathematics education. In the discipline-centered curriculum, a set was a representative concept which reflected the spirit of New Math. After the Back to Basics period, the significance of a set concept in school mathematics has been diminished. First, this paper elaborated several controversial aspects of the terms related to set, such as a collection and a set, a subset, and an empty set. In addition, the changes of the significance imposed to a set concept in school mathematics were investigated. Finally, this paper provided two alternative approaches to introduce and explain a set concept which emphasized both mathematical rigor and learner's psychology.