• Journal of applied mathematics & informatics
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• v.42 no.3
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• pp.583-605
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• 2024

This paper discusses the properties of attractors of Type 1 IFS which construct self similar fractals on product spaces. General results like continuity theorem and Collage theorem for Type 1 IFS are established. An algebraic equivalent condition for the open set condition is studied to characterize the points outside a feasible open set. Connectedness properties of Type 1 IFS are mainly discussed. Equivalence condition for connectedness, arc wise connectedness and locally connectedness of a Type 1 IFS is established. A relation connecting separation properties and topological properties of Type 1 IFS attractors is studied using a generalized address system in product spaces. A construction of 3D fractal images is proposed as an application of the Type 1 IFS theory.

• Journal of Institute of Control, Robotics and Systems
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• v.12 no.4
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• pp.346-352
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• 2006

In a networked control system (NCS), time delays which are larger than one sampling period can change the control period. As a result, it may cause system instability. This paper presents a control method for an NCS using the controller area network (CAN), where time delays arise in the control loop. Specifically, a simple yet efficient method is proposed to improve control performance in the presence of time delays. The proposed method, which can be regarded as a gain scheduling method, selects a suitable LQ control gain among several gains to deal with the problems due to the change of control period. It is found that the gain can be scheduled in terms of the relation between the gain and the sampling period, which is represented by first-order algebraic equations. The proposed method is evaluated with an inverted cart pendulum system where the actuator and sensors are connected through the CAN. Experiment results are presented to show the efficiency of the proposed method.

• The Transactions of the Korean Institute of Power Electronics
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• v.3 no.4
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• pp.353-364
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• 1998

This paper presents a systematic approach to the modeling of power electronic circuits with systemlongrightarrowlevel simulation l languages. It is shown that a circuit model reduces to one of four basic types according to input/output conditions. The e elementary models for single series components and shunt components are derived which are integrated to develop a m model of given converter circuit. The constraints imposed on the model development-matching input/output conditions a and avoiding algebraic loop-are discussed in relation to the realization example of a buck converter circuit model. It is s shown that the constraints can always be fullfilled by introducing fictitious interface blocks, which is generalized to the c concept of model transformation.

• The Transactions of the Korean Institute of Power Electronics
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• v.22 no.4
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• pp.297-304
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• 2017

The purpose of this paper is to analyze losses because of switching devices and the secondary side circuit diodes of 500 W full bridge dc-dc converter by applying gallium nitride (GaN) field-effect transistor (FET), which is one of the wide band gap devices. For the detailed device analysis, we translate the specific resistance relation caused by the GaN FET material property into algebraic expression, and investigate the influence of the GaN FET structure and characteristic on efficiency and system specifications. In addition, we mathematically compare the diode rectifier circuit loss, which is a full bridge dc-dc converter secondary side circuit, with the synchronous rectifier circuit loss using silicon metal-oxide semiconductor (Si MOSFET) or GaN FET, which produce the full bridge dc-dc converter analytical value validity to derive the final efficiency and loss. We also design the heat sink based on the mathematically derived loss value, and suggest the heat sink size by purpose and the heat divergence degree through simulation.

• Journal for History of Mathematics
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• v.27 no.3
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• pp.165-182
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• 2014

After algebraic expressions for the roots of 3rd and 4th degree polynomial equations were given in the mid 16th century, seeking such a formula for the 5th and greater degree equations had been one main problem for algebraists for almost 200 years. Lagrange made careful and thorough investigation of various solving methods for equations with the purpose of finding a principle which could be applicable to general equations. In the process of doing this, he found a relation between the roots of the original equation and its auxiliary equation using permutations of the roots. Lagrange's ingenious idea of using permutations of roots of the original equation is regarded as the key factor of the Abel's proof of unsolvability by radicals of general 5th degree equations and of Galois' theory as well. This paper intends to examine Lagrange's contribution in the theory of polynomial equations, providing a detailed analysis of various solving methods of Lagrange and others before him.

• Journal of applied mathematics & informatics
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• v.41 no.5
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• pp.963-972
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• 2023

In this paper, geometrically convex and s-convex functions in third and fourth sense are merged to form (g, s)-convex function. Characterizations of (g, s)-convex function, algebraic and functional properties are presented. In addition, novel functions based on the integral of (g, s)-convex functions in the third sense are created, and inequality relations for these functions are explored and examined under particular conditions. Further, there are also some relationships between (g, s)-convex function and previously defined functions. The (g, s)-convex function and its derivatives will then be used to extend the well-known H-H and Fejer's type inequalities. In order to obtain the previously mentioned conclusions, several special cases from previous literature for extended H-H and Fejer's inequalities are also investigated. The relation between the average (mean) values and newly created H-H and Fejer's inequalities are also examined.

• Journal of applied mathematics & informatics
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• v.41 no.5
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• pp.1037-1046
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• 2023

The reason behind to investigate axiom systems with fewer axioms into investigate what types of results still hold, and what results become more general. Seminearrings obtained by the generalisation of nearrings and semirings. Clearly, seminearrings are common abstraction of semirings and nearrings. The aim of this work is to carry out an extensive study on algebraic structure of seminearrings and the major objective is to further enhance the theory of seminearrings in order to study the special structures of seminearrings, this work addresses some special structures of seminearrings such as right duo seminearrings. The right ideal of a seminearring need not be a left ideal. We focused on those seminear-rings which demonstrate this property. A seminearring S is right duo if every right ideal is two sided. Here we have concentrated on the seminearring which are right duo and regular. Main aim of this paper is to deal with properties of regularity in right duo seminearring. We have given some results on right duo seminearring. Followed by that, we have derived some theorems on the relation between the properties of seminearring such as regularity, semi simplicity and intra-regularity in right duo seminearring. We also illustrate this concept with suitable examples.

• School Mathematics
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• v.10 no.3
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• pp.357-374
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• 2008

The complex number system is supposed to introduce first chapter in the first grade of high school. When number system is expanded to complex numbers, the main aim is to understand preservation of algebraic structure with regard to the flow of curriculum and textbook. This research reviewed overall alternative articulation and treatment of textbooks from a logical viewpoint. Two research questions are developed below. First, in the structure of the current curriculum, when we consider student's 'level', how are the alternative articulation and treatment of textbooks in complex unit on a logical point of view? Second, What are more logical alternative articulation and treatment? What alternative articulation and treatment are suitable for a running goal? and what are the improvement which is definitive?

• Communications of Mathematical Education
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• v.23 no.1
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• pp.109-128
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• 2009

This study aimed to investigate students' learning process by examining their perception process of problem structure and mathematization, and further to suggest an effective teaching and learning of mathematics to improve students' problem-solving ability. Using the qualitative research method, the researcher observed the collaborative learning of two middle school students by providing problem-posing activities of five lessons and interviewed the students during their performance. The results indicated the student with a high achievement tended to make a similar problem and a new problem where a problem structure should be found first, had a flexible approach in changing its variability of the problem because he had advanced algebraic thinking of quantitative reasoning and reversibility in dealing with making a formula, which related to developing creativity. In conclusion, it was observed that the process of problem posing required accurate understanding of problem structures, providing students an opportunity to understand elements and principles of the problem to find the relation of the problem. Teachers may use a strategy of simplifying external structure of the problem and analyzing algebraical thinking necessary to internal structure according to students' level so that students are able to recognize the problem.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.153-171
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• 2013

The purpose of this study is to investigate characteristics of students' problem solving processes based on their mathematical thinking styles and thus to provide implications for teachers regarding how to employ multiple representations. In order to analyze these characteristics, 202 university freshmen were recruited for a paper-and-pencil survey. The participants were divided into four groups on a mathematical-thinking-style basis. There were two students in each group with a total of eight students being interviewed. Results show that mathematical thinking styles are related to defining a mathematical concept, problem solving in relation to representation, and translating between mathematical representations. These results imply methods of utilizing multiple representations in learning and teaching mathematics by embodying Dienes' perceptual variability principle.