• The Korean Journal of Applied Statistics
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• v.17 no.1
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• pp.75-88
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• 2004

The Support Vector Machine(SVM) algorithm has paid attention on maximizing the shortest distance between sample points and discrimination hyperplane. This paper suggests the total margin algorithm which considers the distance between all data points and the separating hyperplane. The method extends existing support vector machine algorithm. In addition, this newly proposed method improves the generalization error bound. Numerical experiments show that the total margin algorithm provides good performance, comparing with the previous methods.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.2 no.3
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• pp.210-214
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• 2002

Association rule mining is an exploratory learning task to discover some hidden dependency relationships among items in transaction data. Quantitative association rules denote association rules with both categorical and quantitative attributes. There have been several works on quantitative association rule mining such as the application of fuzzy techniques to quantitative association rule mining, the generalized association rule mining for quantitative association rules, and importance weight incorporation into association rule mining fer taking into account the users interest. This paper introduces a new method for generalized fuzzy quantitative association rule mining with importance weights. The method uses fuzzy concept hierarchies fer categorical attributes and generalization hierarchies of fuzzy linguistic terms fur quantitative attributes. It enables the users to flexibly perform the association rule mining by controlling the generalization levels for attributes and the importance weights f3r attributes.

• The Korean Journal of Applied Statistics
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• v.25 no.1
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• pp.225-237
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• 2012

This study proposes a quantification algorithm for a PLS method with several sets of variables. We called the quantification method for PLS with more than 2 sets of data a generalization. The basis of the quantification for PLS method is singular value decomposition. To derive the form of singular value decomposition in the data with more than 2 sets more easily, we used the constraint, $a^ta+b^tb+c^tc=3$ not $a^ta=1$, $b^tb=1$, and $c^tc=1$, for instance, in the case of 3 data sets. However, to prove that there is no difference, we showed it by the use of 2 data sets case because it is very complicate to prove with 3 data sets. The keys of the study are how to form the singular value decomposition and how to get the coordinates for the plots of variables and observations.

• Communications of Mathematical Education
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• v.22 no.1
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• pp.65-77
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• 2008

In this paper we study new proofs and generalization of Haga theorem in paper folding. We analyze developed new proofs of Haga theorem, compare new proofs with existing proof, and describe some difference of these proofs. We generalize Haga second theorem, and suggest simple proof of generalized Haga second theorem.

• Journal of Korea Society of Industrial Information Systems
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• v.11 no.5
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• pp.163-169
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• 2006

In order to use parallel computers in specific applications, algorithms need to be developed and mapped onto parallel computer architectures. Main memory access for shared memory system or global communication in message passing system deteriorate the computation speed. In this paper, it is found that the m-step generalization of the block Lanczos method enhances parallel properties by forming in simultaneous search direction vector blocks. QR factorization, which lowers the speed on parallel computers, is not necessary in the m-step block Lanczos method. The m-step method has the minimized synchronization points, which resulted in the minimized global communications and main memory access compared to the standard methods.

• Kyungpook Mathematical Journal
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• v.29 no.2
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• pp.133-139
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• 1989

A generalization class $\sum_{P}$(${\alpha}$, ${\beta}$, ${\gamma}$) of certain meromorphic univalent functions with positive coefficients is introduced. The class $\sum_{P}$(${\alpha}$, ${\beta}$, ${\gamma}$) is a generalization of the class which was stuied by N.E. Cho, S.H. Lee and S. Qwa [1]. The object of the present paper is to prove some properties of functions in the class $\sum_{P}$(${\alpha}$, ${\beta}$, ${\gamma}$).

• International Journal of Advanced Culture Technology
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• v.6 no.4
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• pp.80-86
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• 2018

The intervention of Autism Spectrum Disorder (ASD) is limited research focus on the effect of occupational-based intervention. This study sought to determine the effect of occupational-based intervention of chopstick skills for children with ASD. This study included a total of 3 children with ASD.Using single-subject study design, a changing criterion design and ABC design were implemented. The participants' behavior was observed and recorded throughout each session. In this study, the results were analyzed through visual graphs. The amount of food that was moved using the chopsticks was gradually increased. The results show that all participants significantly improved in their ability to use chopsticks in each intervention session. In addition, Assessment of Motor and Process Skills (AMPS) improved the generalization. According to the AMPS, both the overall motor and process skills increased from baseline an average of 0.7 logit. The results of this study showed occupational-based intervention on chopsticks skill to be effective in acquisition and generalization of chopstick skill in children with ASD.

• Communications of the Korean Mathematical Society
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• v.37 no.1
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• pp.177-193
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• 2022

The main aim of this paper is to introduce a new generalization of the Wright series in two variables, which is expressed in terms of Hermite polynomials. The properties of the freshly defined function involving its auxiliary functions and the integral representations are established. Furthermore, a Gauss-Hermite quadrature and Gaussian quadrature formulas have been established to evaluate some integral representations of our main results and compare them with our theoretical evaluations using graphical simulations.

• School Mathematics
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• v.15 no.2
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• pp.459-479
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• 2013

The Purpose of this study was to explore the methods of generalization and errors pattern generated by mathematically gifted students and non-gifted students in elementary school. In this research, 6 problems corresponding to the x+a, ax, ax+c, $ax^2$, $ax^2+c$, $a^x$ patterns were given to 156 students. Conclusions obtained through this study are as follows. First, both group were the best in symbolically generalizing ax pattern, whereas the number of students who generalized $a^x$ pattern symbolically was the least. Second, mathematically gifted students in elementary school were able to algebraically generalize more than 79% of in x+a, ax, ax+c, $ax^2$, $ax^2+c$, $a^x$ patterns. However, non-gifted students succeeded in algebraically generalizing more than 79% only in x+a, ax patterns. Third, students in both groups failed in finding commonness in phased numbers, so they solved problems arithmetically depending on to what extent it was increased when they failed in reaching generalization of formula. Fourth, as for the type of error that students make mistake, technical error was the highest with 10.9% among mathematically gifted students in elementary school, also technical error was the highest as 17.1% among non-gifted students. Fifth, as for the frequency of error against the types of all patterns, mathematically gifted students in elementary school marked 17.3% and non-gifted students were 31.2%, which means that a majority of mathematically gifted students in elementary school are able to do symbolic generalization to a certain degree, but many non-gifted students did not comprehend questions on patterns and failed in symbolic generalization.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.619-636
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• 2012

The main purpose of this study was to explore the process of generalization generated by mathematically gifted students. Specifically, this study probed how fourth, fifth, and sixth graders might generalize geometric patterns and represent such generalization. The subjects of this study were a total of 30 students from gifted classes of one elementary school in Korea. The results of this study showed that on the question of the launch stage, students used a lot of recursive strategies that built mainly on a few specific numbers in the given pattern in order to decide the number of successive differences. On the question of the towards a working generalization stage, however, upper graders tend to use a contextual strategy of looking for a pattern or making an equation based on the given information. The more difficult task, more students used recursive strategies or concrete strategies such as drawing or skip-counting. On the question of the towards an explicit generalization stage, students tended to describe patterns linguistically. However, upper graders used more frequently algebraic representations (symbols or formulas) than lower graders did. This tendency was consistent with regard to the question of the towards a justification stage. This result implies that mathematically gifted students use similar strategies in the process of generalizing a geometric pattern but upper graders prefer to use algebraic representations to demonstrate their thinking process more concisely. As this study examines the strategies students use to generalize a geometric pattern, it can provoke discussion on what kinds of prompts may be useful to promote a generalization ability of gifted students and what sorts of teaching strategies are possible to move from linguistic representations to algebraic representations.