• Kyungpook Mathematical Journal
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• 제18권1호
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• pp.105-107
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• 1978

Considering the prime z-filters on a topological space X through the structures of the ring C(X) of continuous functions. a prime z-filter is uniquely determined by a primary z-ideal in the ring C(X), i. e., they have a one-to-one correspondence. Any primary ideal is contained in a unique maximal ideal in C(X). Denoting $\mathfrak{F}(X)$, $\mathfrak{Q}(X)$, 𝔐(X) the prime, primary-z, maximal spectra, respectively, $\mathfrak{Q}(X)$ is neither an open nor a closed subspace of $\mathfrak{F}(X)$.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제4권2호
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• pp.111-125
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• 2000

This paper presents cross-national perspectives on challenges in implementing current mathematics education reform ideals. This paper includes detailed qualitative descriptions of mathematics instruction from unevenly successful second-grade classrooms both in Koran and in the U. S with regared to reform recommendations. Despits dramatic differences in mathematics achivement between Korean and the U.S student. problems in both countries with regard to mathematics education are perceived to be very similar. The shared problems have a common origin in teacher-centered instruction. Educational leaders in both countries have persistently attempted to change the teacher-centered pedagogy to a student-centered approach. Many teachers report familiarity with and adherence to reform ideas, but their actual classroom teaching practices do not reflect the full implications of the reform ideals. Given the challenges in implementing reform, this study explored the breakdown that may occur between teachers adoption of reform objectives and their successful incorporation of reform ideals by comparing and contrasting two reform-oriented classrooms in both countries. This comparison and contrast provided a unique opportunity to reflect on possible subtle but crucial issues with regard to reform implementation. Thus, this study departed from past international comparisons in which the common objective has been to compare general social norma of typical mathematics classes across countries. This study was and exploratory, qualitative, comparative case study using grounded theory methodology based on constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The Korean portion of this study was conducted by the team of four researchers, including the author. The U.S portion of this study and a brief joint analysis were conducted by the author. This study compared and contrasted the classroom general social norms and sociomathematical norms of two Korean and two U.S second-grade teachers who aspired to implement reform. The two classrooms in each country were chosen because of their unequal success in activating the reform recommendation. Four mathematics lessons were videotaped from Korean classes, whereas fourteen lessons were videotaped from the U.S. classes. Intensive interviews were conducted with each teacher. The two classes within each country established similar participation patterns but very different sociomathematical norms. In both classes open-ended questioning, collaborative group work, and students own problem solving constituted the primary modes of classroom participation. However in one class mathematical significance was constituted as using standard algorithm with accuracy, whereas the other established a focus on providing reasonable and convincing arguments. Given these different mathematical foci, the students in the latter class had more opportunities to develop conceptual understanding than their counterparts. The similarities and differences to between the two teaching practices within each country clearly show that students learning opportunities do not arise social norms of a classroom community. Instead, they are closely related to its sociomathematical norms. Thus this study suggests that reform efforts highlight the importance of sociomathematical norms that established in the classroom microculture. This study also provides a more caution for the Korean reform movement than for its U.S. counterpart.

• 대한수학회지
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• 제48권5호
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• pp.927-938
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• 2011

Let G be an abelian monoid with identity e. Let R be a G-graded commutative ring, and M a graded R-module. In this paper we first introduce the concept of graded primal submodules of M an give some basic results concerning this class of submodules. Then we characterize the graded primal ideals of the idealization R(+)M.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제5권2호
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• pp.143-161
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• 2001

This paper explores how unequally successful mathematics practices were constructed in the two elementary mathematics classrooms. The interview data that pertain to the two teachers' personal reflections on the influences on their professional development were used as a source of inquiry to identify the underlying factors that might account for the differences and the similarities in implementing reform ideals in teaching mathematics. This affords not only exploration of the challenges of moving teaching practices toward student-centered approaches but also insight of the processes of developing mathematics teaching practices through teachers\`own career paths.

• Journal of applied mathematics & informatics
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• 제8권3호
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• pp.855-867
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• 2001

This note we give a construction of a quotient ring $R/{\mu}$ induced via a fuzzy ideal ${\mu}$ in a ring R. The Fuzzy First, Second and Third Isomorphism Theorems are established. For some applications of this construction of quotient rings, we show that if ${\mu}$ is a fuzzy ideal of a commutative ring R, then $\mu$ is prime (resp. $R/{\mu}$ is a field, every zero divisor in $R/{\mu}$ is nilpotent). Moreover we give a simpler characterization of fuzzy maximal ideal of a ring.

• Journal of Contemporary Eastern Asia
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• 제18권1호
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• pp.70-93
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• 2019

The contemporary educational system in South Korea is built on high-stakes standardised tests, a manifestation of the national project of social reconstruction and reform. One recent outcome is the emergence of an unfamiliar yet ubiquitous phenomenon: the "pig mum"; a Korean parent who is fully involved in organising, scheduling and managing the educational process from primary to secondary school for a group of children in a neighbourhood. Based on a quasimixed method utilizing a survey of a group of students and parents, this pilot study explores the "pig mum" phenomenon and its linkage to education policy. The authors conclude that the current educational policy fails to achieve the ideals it professes to value. This creates deep and negative societal norms that endanger a growing generation of students by creating a parallel private education market environment where "pig mums" thrive.

• 대한수학회보
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• 제57권2호
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• pp.407-417
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• 2020

Let (R, m) be a d-dimensional Cohen-Macaulay local ring with infinite residue field. Let I be an ideal of R that has analytic spread ℓ(I) = d, satisfies the G_d condition, the weak Artin-Nagata property AN^-_d-2 and m is not an associated prime of R/I. In this paper, we show that if j₁(I) = λ(I/J) + λ[R/(J_d-1 :_RI+(J_d-2 :_RI+I):_R m^∞)] + 1, then I has almost minimal j-multiplicity, G(I) is Cohen-Macaulay and r_J(I) is at most 2, where J = (x₁, _…, x_d) is a general minimal reduction of I and J_i = (x₁, _…, x_i). In addition, the last theorem is in the spirit of a result of Sally who has studied the depth of associated graded rings and minimal reductions for m-primary ideals.

• 영어영문학
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• 제59권4호
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• pp.619-643
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• 2013

The experience of interment during World War II has been one of the primary motifs of fictional and autobiographical narratives by Japanese Americans. Examining textual evidences in John Okada's No-No Boy and Monica Sone's Nisei Daughters, this paper argues that the internment has been designed, carried out and concluded based primarily on the principles of economics. Borrowing the notion that 'wealth has (racial) color' as Lui and others maintain, this paper analyzes episodes in which the protagonists and other characters testify how their internment has resulted in their loss of capital as well as human rights and dignity, not to mention temporary suspension of their citizenships. In addition, this paper contrasts the image of the US as a land of equity as represented in the literary texts of the $18^{th}$ century authors in the US with that of our two authors. In doing so, this paper argues that the historical incident of internment in the $20^{th}$ century is the scene in which American ideals become irrecoverably sullied and American dreams turn into American nightmares.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.39-66
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• 2022

Modern Bulgarian nationalists aspired towards incorporating the self-identified Bulgarian lands into the Bulgarian state. The Treaty of San Stefano ending the Russo-Turkish War of 1877-78 tantalizingly achieved these so-called national ideals. Great Power diplomacy quickly diminished Bulgaria's borders and international legal status with the 1878 Treaty of Berlin, exacerbating nationalist grievances. Bulgaria would expand vast resources to restore the San Stefano borders until Balkan Communist authoritarian regimes eventually suppressed the Macedonian issue as a foreign policy subject. Sofia's policy towards its neighbor has been overdetermined by the efforts of successive Bulgarian governments to institutionalize post-communist Bulgaria's own national identity. Bulgaria's integration into so-called Euro-Atlantic structures, i.e., NATO and the EU, had been the primary strategic objective of the Bulgarian authorities since the end of the Zhivkov regime. North Atlantic community security policy aims in response to the earliest post-Cold War foreign policy crises in the Western Balkans framed the parameters of Bulgarian diplomacy. The stabilization of FYROM in 2001, followed by Bulgaria's 2007 EU accession, led to Bulgarian nationalist values become more salient in Bulgarian politics and foreign policy. Sofia-Skopje relations are a test case for the effects of Europeanization on interdependent Balkan ethno-sectarian nationalisms and state territorial institutional development.

• Human Ecology Research
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• 제62권1호
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• pp.137-149
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• 2024

This study aims to understand the experiences of highly educated married immigrant women from China, who hold a master's degree or higher, when selecting an elementary school for their children and to explore the significance of that experience. This study included eight participants, all of whom were married immigrant women who had resided in Korea for a minimum of five years. Data was collected through in-depth interviews, which were conducted over approximately one year, from June 2022 to August 2023. The study was approached as a case study. As a result of this study, the similarities between the cases were "choices based on charactercentered education and cultural convergence", "choices for the child's future and career", and "choices influenced by the primary caregiver's use of bilingualism". The differences observed in the cases appeared in "choices based on the balance between global education ideals and economic realities", "choices based on specialized curriculum content", and "choices based on connections to higher-level schools". This study is important, as it underscores the need to conduct various research initiatives on multinational immigrant women and their children. These findings suggest that the study can contribute to the development of multicultural policies that are grounded in the actual experiences and critical awareness of married Chinese immigrant women, who constitute a substantial part of Korean society.