• Journal of the Korean Mathematical Society
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• v.56 no.5
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• pp.1265-1283
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• 2019

We develop a framework to construct geometric representations of finite groups G through the correspondence between real toric spaces $X^{\mathbb{R}}$ and simplicial complexes with characteristic matrices. We give a combinatorial description of the G-module structure of the homology of $X^{\mathbb{R}}$. As applications, we make explicit computations of the Weyl group representations on the homology of real toric varieties associated to the Weyl chambers of type A and B, which show an interesting connection to the topology of posets. We also realize a certain kind of Foulkes representation geometrically as the homology of real toric varieties.

• English & American cultural studies
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• v.14 no.1
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• pp.241-267
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• 2014

Media representations of race have attempted to contain blackness by packaging and commodifying it to reflect and affect preconceptions and prejudices of dominant culture. From the early beginnings of blackface minstrelsy as entertainment form in the $19^{th}$ century, representations of African Americans in popular culture and mainstream media have been closely associated with the notion of performance. The performative nature of racial representations is situated within the discursive struggle over what it meant to be Black, or what it meant to be labeled and portrayed as Black in American culture. This essay discusses four films that contain performances of "blackness" that assemble race and gender in complex configurations: Bamboozled (Spike Lee, 2000), Girl 6 (Spike Lee, 1996), Big Momma's House (Raja Gosnell, 2000), and White Chicks (Keenen Ivory Wayans, 2004). I explore how the performative nature of "blackness" is emphasized, thematized, and problematized in these films through the physicality of corporeal figures that embody the close link between race and gender identities. Once we are cognizant of the fact that race and gender are fabricated cultural constructs and performative acts, we can recognize that notions of "blackness" and "femininity" are not naturalized or essentialist, but open to recontextualization and revision.

• Journal of Smart Tourism
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• v.1 no.1
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• pp.65-67
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• 2021

This paper fills a gap in smart tourism research by investigating the link between online representations and their physical counterparts. This sort of phenomenology visualizes a doubled cultural mimesis that can be described by the story of the ship of Theseus, where the original is replaced by an ongoing process of installing new components. In this sense, social reality is conceptualized as having real cultural events and the production of cultural items as well as having digital reproductions that appear and circulate online. These are accessed by a variety of platforms where reality is simulated onsite through augmented reality technology or remotely through forms of virtual reality. This paper seeks to frame and to present this notion and its potential impacts on destination culture particularly during the COVID-19 pandemic in Korea.

• Communications of the Korean Mathematical Society
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• v.38 no.1
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• pp.123-135
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• 2023

It is proved that there is a one to one correspondence between representations of C^*-ternary ring M and C^*-algebra 𝒜(M). We discuss primitive and modular ideals of a C^*-ternary ring and prove that a closed ideal I is primitive or modular if and only if so is the ideal 𝒜(I) of 𝒜(M). We also show that a closed ideal in M is primitive if and only if it is the kernel of some irreducible representation of M. Lastly, we obtain approximate identity characterization of strongly quasi-central C^*-ternary ring and the ideal structure of the TRO V ⊗^tmin B for a C^*-algebra B.

• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.19-29
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• 2020

We analyzed the representations of acid-base models in 4 kinds of Chemistry I and 4 kinds of Chemistry II textbooks of the 2009 revised curriculum, and 9 kinds of Chemistry I textbooks and 6 kinds of chemistry II textbooks of the 2015 revised curriculum in this study. The problems of the textbook were divided into the problems of definitions and the representations of the logical thinking. As a result of the study, the lack of the concept of chemical equilibrium had a problem with the representation of reversible reactions in the definition of the Brønsted-Lowry model in the Chemistry I textbooks of 2009 revised curriculum, it also appeared to persist in Chemistry I textbooks of 2015 revised curriculum which contains the concept of chemical equilibrium. The representations of logical thinking were related to particle kinds of conservation logic, combinational logic, particle number conservation logic, and proportion logic. There were few problems related to representation of logical thinking in Chemistry I textbook in 2009 revision curriculum, but more problems of representations related to logics are presented in Chemistry I textbooks in 2015 revision curriculum. Therefore, as the curriculum is revised, the representations of chemistry textbooks related to acid and base models need to be changed in a way that can help students' understanding.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.479-490
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• 2014

The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems - Planning experiment - Investigation through observation on experiment - Analyzing and interpreting data - Constructing pre-model - Presenting model - Expressing model using multimodal representations - Evaluating model - Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.475-502
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• 2010

In this paper, the ability to use mathematical representations in solving math problem was analyzed according to student assessment levels using 113 first-year high school students, and the characteristics of their representation usage according to student assessment levels were also examined. For this purpose, problems were presented that could be solved using various mathematical representations, and the students were asked to solve them using a maximum of three different methods. Also, based on the comparative analysis results of a paper evaluation, six students were selected and interviewed, and the reasons for their representation usage differences were analyzed according to their student assessment levels. The results of the analysis show that over 50% of high ranking students used two or more representations in all questions to solve problems, but with middle ranking students, there were deviations depending on the difficulty of the questions. Low ranking students failed to use representation in diverse ways when solving problems. As for characteristics of symbol usage, high ranking students preferred using formulas and used mathematical representations efficiently while solving problems. In contrast, middle and low ranking students mostly used tables or pictures. Even when using the same representations, high ranking students' representations were expressed in a more structurally refined manner than those by middle and low ranking students.

• The Mathematical Education
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• v.48 no.3
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• pp.303-328
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• 2009

In this study, we developed the teaching methods using manipulative materials to teach regular polytopes, and applied these to first-year student of middle school who is attending the extra math class. In that class, we focused on the change of the mathematical representations -especially verval, visual and symbolic representations- and mathematical behavioral. By analyzing characterstics the students' work sheets, we obtained affirmative results as follows. First, manipulative materials played an important role on drawing a development figure of regular polyhtopes describing the verval representation definition of regular polytopes. Second, classes utilizing manipulative materials changed students verbalism level of representations the definition of regular polytopes. For example, in the first class about 60% of students are in the $0{\sim}2$ vervalism level, but in the third class, about 65% of students are in the $6{\sim}7$ level. Third, classes utilizing manipulative materials improved visual representation about development figure. After experiences making several development figures about regular octahedron directly, and discussion, students found out key points to be considered for draws development figure and this helped to draw development figures about other regular polytopes. Fourth, students were unaccustomed to make symbolic representations of regular polytopes. But, they obtained same improvement in symbolic representations, so in fifth the class some students try to make symbol about something in common of whole regular polytopes. Fifth, after the classes, we have significant differences in the students, especially behavioral characteristics in II items such as mind that want to study own fitness, interest, attachment, spirit of inquiry, continuously mathematics posthumously. This means that classes using manipulative materials. Specially, 'mind that want to study mathematics continuously' showed the biggest difference, and it may give positive influence to inculcates mathematics studying volition while suitable practical use of manipulative materials. To conclude, classes using manipulative materials may help students enhance the verbal, visual representation, and gestates symbol representation. Also, the class using manipulative materials may give positive influence in some part of mathematical behavioral characteristic. Therefore, if we use manipulative materials properly in the class, we have more positive effects on the students cognitive perspect and behavioral cteristics.

• Journal of the Korean Chemical Society
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• v.67 no.5
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• pp.353-361
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• 2023

This study analyzed the uses of visual representations of particles in the matter units of the middle school science textbooks developed under the 2015 Revised National Curriculum. The material units in four textbooks were divided into explanation, inquiry, and evaluation sections, and visual representations of particles presented in the science textbooks were analyzed by the use type, the activity type, and the level of activity. In the explanation section, the visual representations of particles were mainly presented in the auxiliary use type, and in the inquiry and evaluation section, they were mainly presented in a direct use type. In terms of the activity types of the direct use of visual representations of particles, the interpreting activity was mainly presented in the explanation and evaluation sections, while the generating activity and completing activity were presented in relatively higher proportion in the inquiry section than the other two sections. In terms of activity level, identifying was the most common activity level in the explanation section, and inferring was the most common activity level in the inquiry and evaluation sections. Based on these results, the implications for the presentation and uses of visual representations of particles in science textbooks are discussed.

• Journal of the Korean Chemical Society
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• v.52 no.5
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• pp.550-560
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• 2008