• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.69
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• pp.633-654
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• 2016

Recently open data has been spread rapidly in the world include Korea. Accordingly in international trade field open data and using it became a key point to get competitiveness. In this study, the author make an attempt to suggest the way for quality improvement of international trade information by looking for some problems with crating and using the information. Thus, the problems of using information are can be point out as follows. Firstly the range of open data is narrow. Secondly the management of the open data is not conducted properly. Thirdly the suppliers of the open data didn't prepare some investigation system for their data's usability for user. Expansion of the organizations who open data is one way to solve quantitative problem. There are four suggestions to solve qualitative problems. Firstly the guidelines should be established and operated in each organizations respectively. Secondly the criterion of expenses for open data should be arranged among the concerned parties. Thirdly the ability of the manpower and organization who charged in the quality improvement of information should be reinforced both quantitatively and qualitatively. Lastly the system for data usability for user should be equipped in early stages. Finally the author emphasize the establishment of total management system for using open data in international trade is not needed only the efforts of the specific parties but also all parties led by Ministry of Industry, Trade and Energy in order to carry out above suggestions successfully.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.907-935
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• 2010

The purpose of this study was to investigate the effects of using open-ended problems in ability-level activities in mathematics instruction and to draw some informative conclusions in order to improve the practice of teaching and learning mathematics in the elementary school. To fulfill the purpose, the research questions were established as follows: 1. Is there any difference between the academic achievements of the experimental group(doing ability-level activities using open-ended problems) and the control group(doing general ability-level activities)? 2. Which sub-group(grouped by achievement score in pretest) get affected most by ability-level activities using open-ended problem in the experimental group? 3. What kinds of responses do students show in their ability-level activities using open-ended problems? By applying t-test and analysing the response, the conclusions were drawn as follows: First, using open-ended problems in ability-level activities has positive effects on the academic achievement of the experiment group. The mean of posttest scores of the experiment group was statistically meaningfully higher(p<.05). Second, using open-ended problems in ability-level activities affect most to the achievement of lower sub-group in the experiment group. The mean of posttest scores of lower sub-group in the experiment group was statistically meaningfully higher than that of control group(p<.05). Third, students showed various and creative response in their ability-level activities using open-ended problems.

• Journal of the Korean Mathematical Society
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• v.44 no.5
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• pp.1185-1195
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• 2007

We will discuss some very old and some new open problems concerning infinite dimensional algebras. All these problems have been inspired by combinatorial group theory.

• The Mathematical Education
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• v.43 no.3
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• pp.275-289
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• 2004

The purpose of the study is to investigate how children and preservice teachers would make a progress in solving the open-problems related to area. In knowledge-based information age, information inquiry, information construction, and problem solving are required. At the level of elementary school mathematics, area is mainly focused on the shape of polygon such as square, rectangle. However, the shape which we need to figure out at some point would not be always polygon-shape. With this perspective, many open-problems are introduced to children as well as preservice teacher. Then their responses are analyzed in terms of their logical thinking and their understanding of area. In order to make students improve their critical thinking and problem solving ability in real situation, the use of open problems could be one of the valuable methods to apply.

• Research in Mathematical Education
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• v.10 no.3 s.27
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• pp.151-167
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• 2006

The open approach to teaching school mathematics in the United States is an outcome of the collaboration of Japanese and U. S. researchers. We examine the approach by illustrating its three aspects: 1) Open process (there is more than one way to arrive at the solution to a problem; 2) Open-ended problems (a problem can have several of many correct answers), and 3) What the Japanese call 'from problem to problem' or problem formulation (students draw on their own thinking to formulate new problems). Using our understanding of the Japanese open approach to teaching mathematics, we adapt selected methods to teach mathematics more effectively in the United States. Much of this approach is new to U. S. mathematics teachers, in that it has teachers working together in groups on lesson plans, and through a series of discussions and revisions, results in a greatly improved, effective plan. It also has teachers actively observing individual students or groups of students as they work on a problem, and then later comparing and discussing the students' work.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.19-38
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• 2011

The purpose of this study was to analyze the responses and the behavioral characteristics between mathematically promising students and normal students in solving open-ended problems. For this study, 55 mathematically promising students were selected from the Science Education Institute for the Gifted at Seoul National University of Education as well as 100 normal students from three 6th grade classes of a regular elementary school. The students were given 50 minutes to complete a written test consisting of five open-ended problems. A post-test interview was also conducted and added to the results of the written test. The conclusions of this study were summarized as follows: First, analysis and grouping problems are the most suitable in an open-ended problem study to stimulate the creativity of mathematically promising students. Second, open-ended problems are helpful for mathematically promising students' generative learning. The mathematically promising students had a tendency to find a variety of creative methods when solving open-ended problems. Third, mathematically promising students need to improve their ability to make-up new conditions and change the conditions to solve the problems. Fourth, various topics and subjects can be integrated into the classes for mathematically promising students. Fifth, the quality of students' former education and its effect on their ability to solve open-ended problems must be taken into consideration. Finally, a creative thinking class can be introduce to the general class. A number of normal students had creativity score similar to those of the mathematically promising students, suggesting that the introduction of a more challenging mathematics curriculum similar to that of the mathematically promising students into the general curriculum may be needed and possible.

• School Mathematics
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• v.1 no.1
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• pp.39-58
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• 1999

Nowadays, open education is popular in Korea. Various open education methods such as open time, open space, open curriculum, team teaching, small group learning are actively introduced into mathematics education. Current 'open education in mathematics' in Korea can be characterized as the application general education reform movement (open education movement) to mathematics education. This movement is interested in teaching methods rather than contents. In this article, I discussed with the limits and the problems of this application and argued that not the method-centered open general education reform movement but the content-centered mathematics education's own reform movement is necessary for the true mathematics education reform.

• Journal of the Society of Naval Architects of Korea
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• v.29 no.3
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• pp.80-89
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• 1992

This paper deals with the open boundary problems, and two numerical schemes are used for the implementation of open boundary condition. One is to add the artificial damping term to dynamic free-surface boundary condition. Determination of suitable damping coefficient and the damping cone is the most important in this scheme. The other scheme is a modified Orlanski's method. This will be useful for the problems with unidirectional waves. A few typical free-surface wave problems are modeled for the numerical test. Method of solution is fundamental source-distribution method and the fully nonlinear boundary conditions are applied. The computed results are compared with those of others for the proof of practicality of these schemes.

• Journal of The Institute of Information and Telecommunication Facilities Engineering
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• v.2 no.1
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• pp.78-87
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• 2003

One of the most difficult and important problems associated with radiated electromagnetic emissions from digital devices are the determination of antenna factor and site acceptability of an open area test site. This paper presents the problems of the open area test site and EMC antennas far measuring electromagnetic interferences radiated from the equipements. It seems desirable that the antenna factor of EMC antennas be revised to the antenna factor with zero reflection presented in this paper for accurate measurements.

• Bulletin of the Korean Mathematical Society
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• v.51 no.4
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• pp.1015-1022
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• 2014

This paper continues the investigation of covers of cyclic acts over monoids. Special attention is paid to (P)-covers and strongly flat covers of cyclic acts. In 2008 Mahmoudi and Renshaw posed some open problems and we gave some examples on them in 2012. In this paper, we obtained some further results on these problems and hence gave some deeper answers to them.