• Journal for History of Mathematics
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• v.30 no.1
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• pp.31-50
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• 2017

This study analyses on the history of uniform convergence, and discusses its educational implications. First, this study inspects 'overflowing of the Euclidean methodology' which was suggested by Lakatos as a cause of tardy appearance of uniform convergence, and reinterprets that cause in the perspective of 'symbolization'. Second, this study looks into the emergence of uniform convergence of Seidel and Weierstrass in this viewpoint of symbolization. As a result, of analysis, we come to know that the definition of uniform convergence had been changed into the theory of 'domain and graph' from that of 'point and function value' by the location change of the quantifier. As these results, this study puts forward an educational suggestion from an angle of epistemological obstacle, concept definition and concept image.

• Journal for History of Mathematics
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• v.14 no.2
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• pp.13-20
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• 2001

The topological structure of a topological space is completely determined by the data of convergence of filters on the space. We study the origin of convergence structure in the setting of filters and nets and their ramifications.

• Journal for History of Mathematics
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• v.27 no.1
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• pp.81-93
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• 2014

The $L^1$-convergence of Fourier series problems through additional assumptions for Fourier coefficients were presented by W. H. Young in 1913. We say that they are the classical results. Using modified trigonometric series is the convenience method to study the $L^1$-convergence of Fourier series problems. they are called the neoclassical results. This study concerns with the $L^1$-convergence of Fourier series. We introduce the classical and neoclassical results of $L^1$-convergence sequentially. In particular, we investigate $L^1$-convergence results focused on the results of Bhatia's studies. In conclusion, we present the research minor lineage of Bhatia's studies and compare the classes of $L^1$-convergence mutually.

• Journal for History of Mathematics
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• v.23 no.1
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• pp.67-78
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• 2010

This paper aims to show the role of mathematics in the age of disciplinary convergence. Classifying disciplinary convergence into three levels by its degree, I claim that mathematics can contribute to disciplinary convergence in three aspects: theoretical, linguistical, and spiritual. Then I assert that there is a corresponding relationship between three levels of convergence and three contributing aspects.

• Journal for History of Mathematics
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• v.23 no.1
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• pp.53-66
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• 2010

This study concerns with partial sum of Fourier series, Fourier coefficients and the $L^1$-convergence of Fourier series. First, we introduce the $L^1$-convergence results. We consider equivalence relations of the partial sum of Fourier series from the early 20th century until the middle of. Second, we investigate the minor lineage of $L^1$-convergence theorem from W. H. Young to G. A. Fomin. Finally, we compare and reinterpret the $L^1$-convergence theorems.

• Journal of the Korea Convergence Society
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• v.8 no.9
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• pp.85-91
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• 2017

The purpose of this study was conducted to identify differences of nursing professionalism and nurse's image before and after convergence-based nursing history and culture program. Study subjects were 29 juniors in B nursing college. The convergence-based nursing history and culture programs had been provided 6 times. In this study, the score of nursing professionalism and nurses' image were significantly increased after program. Among the sub-items of nursing professionalism, the self-concept of professionalism, the social awareness, the professionalism of nursing showed significant improvement, and among the sub-items of nurse's image, the role of nurse, the interpersonal relationship of nurse were statistically significant improvement after program. Nursing professionalism and Nurse's image had significant positive relationship with each other. Therefore this program could be a good extra-curriculum and it is necessary to develop more variable contents.

• Convergence Security Journal
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• v.14 no.3_1
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• pp.55-63
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• 2014

The history of mankind has been at war with the war now going on in this moment. To prepare for this war, war history has been studied and its importance can be summarized in three main points. First, to understand the predictions of war and, second, to develop doctrines to fit changing circumstances, and to hone tactics through indirect war experiences. The curriculum of war history education for noncommissioned officer's department(two-year program) must include war lessons and skills to prepare the war. By indirect experiences through training they will have the ability to perform their duties in the field. This paper focuses to review the contents and methods of war history education which is being taught and to propose the new model for war history education for the students who are commissioned as officers after graduation.

• Journal of the Korean Society of Industry Convergence
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• v.27 no.3
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• pp.581-590
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• 2024

This study aims to extract key topics through text mining of incident records (incident history, post-incident measures, preventive measures) from construction safety accident case data available on the public data portal. It also seeks to provide fundamental insights contributing to the establishment of manuals for disaster prevention by identifying correlations between these topics. After pre-processing the input data, we used the LDA-based topic modeling technique to derive the main topics. Consequently, we obtained five topics related to incident history, and four topics each related to post-incident measures and preventive measures. Although no dominant patterns emerged from the topic pattern analysis, the study holds significance as it provides quantitative information on the follow-up actions related to the incident history, thereby suggesting practical implications for the establishment of a preventive decision-making system through the linkage between accident history and subsequent measures for reccurrence prevention.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.499-510
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• 2019

History and philosophy of science has been consistently emphasized in science education for various purposes. In accordance with the introduction of the 2015 revised curriculum, history of science could be implemented for the curriculum; designing well-organized learning strategies is required. This study examines the case of undergraduate students who solved the convergence problem based on history and philosophy of science in the problem-based learning program. In particular, this study tries to find strategies for integrated education by comparing the problem structuring process and the meaning of problem solving experience of science/engineering and humanities/social sciences students. Participants were three students majoring in science/engineering and humanities/social sciences. Participants constructed and solved their own convergence problems by integrating the domains that were familiar to them into history and philosophy of science. While the process of structuring the problems and the use of history and philosophy of science were similar, there were differences between the science/engineering and humanities/social sciences students' point of view on history and philosophy of science and the other domain which they choose. Moreover, there were differences between the two group's meanings of problem solving experience. Finally, based on the results of this study, history and philosophy in science provided some implications in the context of science education and integrated education.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.25-40
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• 2009

This study concerns with John B. Fourier' s life, his teachers, his younger scholars and the $L^1$-convergence of Fourier series. First, we introduce the correlation between the French Revolution and Fourier who is significant in the history of mathematics. Second, we investigate Fourier' s teachers, students and a minor lineage of his younger scholars from 19th century to 20th century. Finally, we compare the theorem of Telyakovskii with the theorem of kolmogorov on $L^1$-convergence of Fourier series.