• Journal of the Korea Institute of Information and Communication Engineering
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• v.4 no.5
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• pp.1143-1150
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• 2000

A dual-mode multiplier (DMM) that performs single- and double-precision multiplications has been designed using a $0.25-\mum$ 5-metal CMOS technology. An algorithm for efficiently implementing double-precision multiplication with a single-precision multiplier was proposed, which is based on partitioning double-precision multiplication into four single-precision sub-multiplications and computing them with sequential accumulations. When compared with conventional double-precision multipliers, our approach reduces the hardware complexity by about one third resulting in small silicon area and low-power dissipation at the expense of increased latency and throughput cycles. The DMM consists of a $28-b\times28-b$ single-precision multiplier designed using radix-4 Booth receding and redundant binary (RB) arithmetic, an accumulator and a simple control logic for mode selection. It contains about 25,000 transistors on the area of about $0.77\times0.40-m^2$. The HSPICE simulation results show that the DMM core can safely operate with 200-MHZ clock at 2.5-V, and its estimated power dissipation is about 130-㎽ at double-precision mode.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.39 no.6
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• pp.59-68
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• 2002

In this paper, we design the two-dimensional Discrete Wavelet Transform (2D DWT) filter that is widely used in various applications such as image compression because it has no blocking effects and relatively high compression rate. The filter that we used here is two-channel four-taps QMF(Quadrature Mirror Filter) Lattice filter with PR (Perfect Reconstruction) property. The proposed DWT architecture, with two consecutive inputs shows an efficient performance with a minimum of such hardware resources as multipliers, adders, and registers due to a simple scheduling. The proposed architecture was verified by the RTL simulation, and utilizes the hardware 100%. Our architecture shows a relatively high performance with a minimum hardware when compared with other approaches. An efficient memory mapping and address generation techniques are introduced and the fixed-point arithmetic analysis for minimizing the PSNR degradation due to quantization is discussed.

• Journal of Korea Multimedia Society
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• v.8 no.2
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• pp.201-210
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• 2005

This paper proposes a power efficient 2-dimensional DCT/IDCT architecture driven by input data to be processed. The architecture achieves low power by taking advantage of the typically large fraction of zero and small-valued input processing data in video and image data compression. In particular, it skips multiplication by zero and dynamically activates/deactivates required bit-slices of fine-grain bit partitioned adders within multipliers and accumulators using simple input ANDing and bit-slice MASKing. The processed results from 1-D DCT/IDCT do not have unnecessary sign extension bits (SEBs), which are used for further power reduction in matrix transposer. The results extracted by bit-level transition activity simulations indicate significant power reduction compared to conventional designs.

• Proceedings of the Korean Society of Near Infrared Spectroscopy Conference
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• 2001.06a
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• pp.1041-1041
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• 2001

Removal of variability in spectra data before the application of chemometric modeling will generally result in simpler (and presumably more robust) models. Particularly for sparsely sampled data, such as typically encountered in diode array instruments, the use of Savitzky-Golay (S-G) derivatives offers an effective method to remove effects of shifting baselines and sloping or curving apparent baselines often observed with scattering samples. The application of these convolution functions is equivalent to fitting a selected polynomial to a number of points in the spectrum, usually 5 to 25 points. The value of the polynomial evaluated at its mid-point, or its derivative, is taken as the (smoothed) spectrum or its derivative at the mid-point of the wavelength window. The process is continued for successive windows along the spectrum. The original paper, published in 1964 [1] presented these convolution functions as integers to be used as multipliers for the spectral values at equal intervals in the window, with a normalization integer to divide the sum of the products, to determine the result for each point. Steinier et al. [2] published corrections to errors in the original presentation [1], and a vector formulation for obtaining the coefficients. The actual selection of the degree of polynomial and number of points in the window determines whether closely situated bands and shoulders are resolved in the derivatives. Furthermore, the actual noise reduction in the derivatives may be estimated from the square root of the sums of the coefficients, divided by the NORM value. A simple technique to evaluate the actual convolution factors employed in the calculation by the software will be presented. It has been found that some software packages do not properly account for the sampling interval of the spectral data (Equation Ⅶ in [1]). While this is not a problem in the construction and implementation of chemometric models, it may be noticed in comparing models at differing spectral resolutions. Also, the effects on parameters of PLS models of choosing various polynomials and numbers of points in the window will be presented.

• Journal of the Institute of Electronics and Information Engineers
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• v.49 no.12
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• pp.64-72
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• 2012

Synchronization including timing recovery, frequency offset compensation, and frame synchronization is most important signal processing block in all wireless/wired communication systems. In most communication systems, synchronization schemes based on training sequences or preambles are used. WLAN standards of 802.11a/g/n released by IEEE are based on OFDM systems. OFDM systems are known to be much more sensitive to frequency and timing synchronization errors than single carrier systems. A loss of orthogonality between the multiplexed subcarriers can result in severe performance degradations. The starting position of the frame and the beginning of the symbol and training symbol can be estimated using correlation methods. Correlation processing functionality is usually complex because of large number of multipliers in implementation especially when the reference signal is non-binary. In this paper, a simple correlation based synchronization scheme is proposed for IEEE 802.11a/g/n systems. Existing property of a periodicity in the training symbols are exploited. Simulation and implementation results show that the proposed method has much smaller complexity without any performance degradation than the existing schemes.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.24 no.12A
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• pp.2015-2024
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• 1999

Presented in this paper are a new complex-umber filter architecture, which is suitable for an efficient implementation of baseband signal processing of digital communication systems, and a chip-set design of adaptive decision-feedback equalizer (ADFE) employing the proposed structure. The basic concept behind the approach proposed in this paper is to apply redundant binary (RB) arithmetic instead of conventional 2’s complement arithmetic in order to achieve an efficient realization of complex-number multiplication and accumulation. With the proposed way, an N-tap complex-number filter can be realized using 2N RB multipliers and 2N-2 RB adders, and each filter tap has its critical delay of $T_{m.RB}+T_{a.RB}$ (where $T_{m.RB}, T_{a.RB}$are delays of a RB multiplier and a RB adder, respectively), making the filter structure simple, as well as resulting in enhanced speed by means of reduced arithmetic operations. To demonstrate the proposed idea, a prototype ADFE chip-set, FFEM (Feed-Forward Equalizer Module) and DFEM (Decision-Feedback Equalizer Module) that can be cascaded to implement longer filter taps, has been designed. Each module is composed of two complex-number filter taps with their LMS coefficient update circuits, and contains about 26,000 gates. The chip-set was modeled and verified using COSSAP and VHDL, and synthesized using 0.8- μm SOG (Sea-Of-Gate) cell library.

• The KIPS Transactions:PartA
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• v.11A no.2
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• pp.115-122
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• 2004

In this paper, the multiple-valued adders and multipliers are implemented by current-mode CMOS. First, we implement the 3-valued T-gate and the 4-valued T-gate using current-mode CMOS which have an effective availability of integrated circuit design. Second we implement the circuits to be realized 2-variable 3-valued addition table and multiplication table over finite fields $GF(3^2)$, and 2-variable 4-valued addition table and multiplication table over finite fields $GF(4^2)$ with the multiple-valued T-gates. Finally, these operation circuits are simulated under $1.5\mutextrm{m}$ CMOS standard technology, $15\mutextrm{A}$ unit current, and 3.3V VDD voltage Spice. The simulation results have shown the satisfying current characteristics. The 3-valued adder and multiplier, and the 4-valued adder and multiplier implemented by current-mode CMOS is simple and regular for wire routing and possesses the property of modularity with cell array. Also, since it is expansible for the addition and multiplication of two polynomials in the finite field with very large m, it is suitable for VLSI implementation.

• Journal of IKEEE
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• v.26 no.4
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• pp.736-741
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• 2022

Lattice-based cryptography is the most practical post-quantum cryptography because it enjoys strong worst-case security, relatively efficient implementation, and simplicity. Ring learning with errors (R-LWE) is a public key encryption (PKE) method of lattice-based encryption (LBC), and the most important operation of R-LWE is the modular polynomial multiplication of rings. This paper proposes a method for optimizing modular multipliers based on approximate computing (AC) technology, targeting the medium-security parameter set of the R-LWE cryptosystem. First, as a simple way to implement complex logic, LUT is used to omit some of the approximate multiplication operations, and the 2's complement method is used to calculate the number of bits whose value is 1 when converting the value of the input data to binary. We propose a total of two methods to reduce the number of required adders by minimizing them. The proposed LUT-based modular multiplier reduced both speed and area by 9% compared to the existing R-LWE modular multiplier, and the modular multiplier using the 2's complement method reduced the area by 40% and improved the speed by 2%. appear. Finally, the area of the optimized modular multiplier with both of these methods applied was reduced by up to 43% compared to the previous one, and the speed was reduced by up to 10%.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.