• Journal of the Korean Society of Safety
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• v.11 no.1
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• pp.16-26
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• 1996

In a series of original papers, [1-17] efficient methods and algorithms have been presented, for the exact solution of many reliability problems represented by binary networks. A starting point of these methods was the concept of domination, firstly introduced in ,elation with reliability problems in [2]. It's application to directed networks resulted in the development of a topological formula for the classical problem of the two terminal reliability. This result was extended later to the all-terminal and the k-terminal reliability problems. All papers mentioned above use a path oriented representation for the network topology. In practical applications, however, it is common and often advantageous to work with cut sets. This article considers the Domination theory for reliability problem of a network. Some topological formula are derived and the power and the application of this formula are shown through the alternative proof of topological formula of A. Satyanarayana [2].

• English & American cultural studies
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• v.14 no.1
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• pp.219-239
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• 2014

Arjun Appadurai contends that "the new global cultural economy has to be seen as a complex, overlapping, disjunctive order that cannot any longer be understood in terms of existing center-periphery models" (32); though discerning and perhaps becoming more and more apt, Appadurai's observation of the breakdown of the "center-periphery" binary appears as mere "academic jargon" in the lives of new immigrants, tackling the murky waters of identity politics in the transcultural technoscape of modern America in Kunzru's Transmission. Kunzru's antihero is Arjun Mehta, a software technician, who comes to America with high hopes of realizing the "American Dream." To a certain extent, Arjun himself is culpable of resurrecting the "center" as he prioritizes America and its values over all else. Despite his best efforts, Arjun cannot prevail in the perilous politics of exclusion/inclusion, and is relegated into a "high-tech coolie," exploited for his technological savvy. Even as the "center-periphery" binary stays intact in the production of an (Asian) American identity, it becomes undone in the hands of this "would-be" American; ultimately denied inclusion into America, Arjun unleashes a destructive virus that has major global consequences. In a sense, the boundary that separates the center and the periphery comes down as both collectively become victims to Arjun's retributive malfeasance. Arjun seems to rely on the "American" promise that old allegiances (to a national identity) are now defunct and new ones can be easily forged; as Kunzru's Transmission demonstrates with the tragic story of Arjun, the complex politics of identity production in America does not necessarily deliver on this promise. This essay hence aims to examine the politics of (national) belonging in the age of transnationalism.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.123-132
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• 1994

The experimental evidence evaluation of the 11th grade students(N:91) was investigated. Specially, the influence of students' ideas about optical phenomena and presented evidence types on their evidence evaluation, and the influence of students' ideas on their causal inference modes were investigated. After eliciting the students' ideas about shadow phenomena and conformity of their idea, the experimental results with a binary outcome were presented as the evidence. Then the students were asked to evaluate the evidence. Again students' ideas were elicited. Most of students had causal ideas such that the shape of object(96%) and the inclination of screen(75%) were causes of shadow shape, not the shape(70%) and color(92%) of light source. In the case of the shape of object and the color of light source, most students(70%) believed strongly their ideas. Most responses(80%) in the evidence were evidence-based, and 12% of them were theory-based. There was no significant difference of reponses types between students with causal ideas(81%) and students with non-causal ideas(78%), between covariable and non-covariable evidence. But in the case of non-causal ideas, covariable evidence was more likely to yield evidence-based reponses than non-covariable evidence. If students had preconcepts inconsistent(84%) with the evidence, they were more likely to make evidence-based responses than the students with consistent ideas (75%) with the evidence. Especially in the case perceptually biased evidence, this tendency was marked. In the case of covariable evidence, many students made inclusion inferences(40%) rather than uncertainty inferences(32%). In the case of uncertainty inferences(94%), students more likely to make evidence-based reponses than inclusion inferences(83%) and exclusion infernces(88%). In the case of inclusion inferences and exclusion infernces, students tended to make idea-based responses and distort the evidences. In conclusion, when the students evaluate the experimental evidences, their ideas influence the causal inference modes. Especially, according to the conformity of the preconcepts and logical relation of evidences, the inference modes are more strongly depended upon the preconcepts rather than evidences.