• Bulletin of the Korean Mathematical Society
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• v.30 no.2
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• pp.187-191
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• 1993

In this note we prove the following result: Let A be a complex Banach *-algebra with continuous involution and let B be an $A^{*}$-algebra./T(A) = B. Then T is continuous (Theorem 2). From above theorem some others results of special interest and some well-known results follow. (Corollaries 3,4,5,6 and 7). We close this note with some generalizations and some remarks (Theorems 8.9.10 and question). Throughout this note we consider only complex algebras. Let A and B be complex algebras. A linear mapping T from A into B is called jordan homomorphism if T( $x^{1}$) = (Tx)$^{2}$ for all x in A. A linear mapping T : A .rarw. B is called spectrally-contractive mapping if .rho.(Tx).leq..rho.(x) for all x in A, where .rho.(x) denotes spectral radius of element x. Any homomorphism algebra is a spectrally-contractive mapping. If A and B are *-algebras, then a homomorphism T : A.rarw.B is called *-homomorphism if (Th)$^{*}$=Th for all self-adjoint element h in A. Recall that a Banach *-algebras is a complex Banach algebra with an involution *. An $A^{*}$-algebra A is a Banach *-algebra having anauxiliary norm vertical bar . vertical bar which satisfies $B^{*}$-condition vertical bar $x^{*}$x vertical bar = vertical bar x vertical ba $r^{2}$(x in A). A Banach *-algebra whose norm is an algebra $B^{*}$-norm is called $B^{*}$-algebra. The *-semi-simple Banach *-algebras and the semi-simple hermitian Banach *-algebras are $A^{*}$-algebras. Also, $A^{*}$-algebras include $B^{*}$-algebras ( $C^{*}$-algebras). Recall that a semi-prime algebra is an algebra without nilpotents two-sided ideals non-zero. The class of semi-prime algebras includes the class of semi-prime algebras and the class of prime algebras. For all concepts and basic facts about Banach algebras we refer to [2] and [8].].er to [2] and [8].].

• Communications of Mathematical Education
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• v.37 no.3
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• pp.349-368
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• 2023

The revised 2022 educational curriculum highlighted the significance of mathematical literacy as a foundational competency that can be cultivated through the learning of various subjects, along with language proficiency and digital literacy. However, due to the lack of a precise definition for mathematical literacy, there exists a challenge in systematically implementing it across all subjects in the educational curriculum. The aim of this study is to clarify the definition of mathematical literacy in the curriculum through a literature review and to analyze the application patterns of mathematical literacy in other subjects so that mathematical literacy can be systematically applied as a basic literacy in Korea's curriculum. To achieve this, the study first clarifies and categorizes the meaning of mathematical literacy through a comparative analysis of terms such as numeracy and mathematical competence via a literature review. Subsequently, the study compares the categories of mathematical literacy identified in both domestic and international educational curricula and analyzes the application of mathematical literacy in the education curriculum of New South Wales (NSW), Australia, where mathematical literacy is reflected in the achievement standards across various subjects. It is expected that understanding each property by subdividing the meaning of mathematical literacy and examining the application modality to the curriculum will help construct a curriculum that reflects mathematical literacy in subjects other than mathematics.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.57-71
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• 2010

This paper is a study on the perception of current competency and expected competency of engineering freshmen by extracting core competencies acquired from university education. It also aims to suggest proper way for engineering university education. This study extracts competencies in the following five areas as core competencies: 'knowledge on major area', 'cultural ability', 'foreign language ability', 'basic learning ability', 'intercommunication ability'. To achieve this purpose, this study surveyed 'C' university engineering department freshmen (584 students) with questionnaires about their perception of core competencies. The results are as follows. First, engineering freshmen perceived current competencies were weak in every area, especially their capacities in 'foreign language ability' area were perceived to be weakest. Their demand for education is the highest in 'foreign language ability' area, and the second higher in 'knowledge on major area'. Secondly, there exists meaningful difference between perception of current competency and expected competency depending on the gender, high school department (science/liberal arts), high school location, types of college admissions, and types of mathematics in NAST. According to these results, this study suggests enhancement of foreign language (English) education in engineering department, design and implementation of various educational program to overcome individual difference, promoting importance of competencies in the 'cultural abilty' and 'intercommunication abilty', necessity of continuous adjustment and complementation for engineering educational program through accumulation of feedback processes, activation of career education through engineering education and special programs.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.11-20
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• 2021

This study extracts topics related to university education through newspaper articles and analyzes the characteristics of each topic and the reporting patterns of each newspaper. The 9 topics were discovered using LDA. Topic 1 and Topic 3 are related to university support projects for education, but Topic 3 is focused on local universities. Topic 2 is about university education after COVID-19, Topic 4 teaching-learning methods, Topic 5 government policies, Topic 6 the high school education contribution university support projects, Topic 7 the university education vision, Topic 8 internationalization, and Topic 9 the entrance exam. The Chosun Ilbo, Kyunghyang, and Hankyoreh reported a lot of articles associated to lectures after COVID-19, government policies, and comments on university education. Relevant articles since 2016 have been analyzed by newspaper type and before/after COVID-19 through which differences in the topics were studied and discussed. These findings would suggest a basic policy guideline for university education and imply that the positive and negative effects of the media need to be considered.

• Ecology and Resilient Infrastructure
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• v.2 no.1
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• pp.1-11
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• 2015

The needs for ecological engineering, which can design ecosystems that integrate human society and their natural environment for the benefit of both, has increased. The Korean Society of Ecology and Infrastructure Engineering (KSEIE) was established for this purpose and has contributed to the research and development of theories and technologies in related fields. However, the current state of educational services and contents of ecological engineering is still needed to be standardized and systematized. In this paper, we outlined the trends of ecological engineering education at international and domestic levels and proposed a sample services and curriculum, brought from the discussions and suggestions made during the forum, Founding the Education for Ecological Engineering, held by the KSEIE. Education of ecological engineering can nurture people who can design and manage ecosystems for the benefits of human and natural society and can restore ecosystems disturbed artificially. The services and curriculum have to meet and cover the challenges facing the future of ecological engineering; a. the ethical interpretation of the balance between human and nature, b. developing and strengthening its relationship with other scientific disciplines and societies - business, policy, education, and practitioners, c. identify and fuse the key ecological engineering principles into other discipline. We proposed a three layers curriculum system, basic (mathematics, physics, chemistry, biology, etc.), core (ecology, hydrology, engineering, etc.), and advanced subjects. The first two can belong to an undergraduate program and the last two can be put into graduate program. The selection of subjects is according to the purpose and needs of the major.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.261-272
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• 2020

The purpose of this study was to compare the earth science curriculums of South Korea and North Korea. Aspects such as the content of the curriculums and the timing of learning were analyzed, in order to provide basic data that can be used to design a revised and integrated Korean curriculum. The objects of this study were South Korean Science textbooks from grades 5-9, and the high school Unity of Science and Earth Science I and II textbooks. Additionally, from North Korea, the junior middle school Natural Science 1 and 2 textbooks and the senior middle school Chosun Geography 2 and Geography 1 textbooks were analyzed. The results of this study obtained through an analysis that used the Trends in International Mathematics and Science Study (TIMSS 2019) grade 8 earth science assessment framework were as follows. First, South Korea needs to adopt iterative learning. Repetitive learning, which is effective for understanding what is being learned, is applied to only 1 by 8th grade. Second, South Korea needs to adjust the time when certain content is learned. This is because there is a disparity between when content is learned in comparison to North Korea, and the timing of learning of about 50% of the TIMSS standards have not been followed. Third, it is necessary to reflect the content present within the TIMSS that have not been learned. This can be a way to increase the nations' educational competitiveness in the international community. This paper proposed a comparative analysis of South korean and North Korean approaches to the earth science curriculum and conducted practical research to facilitate the construction of an integrated curriculum.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.403-414
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• 2023

In this study, we examined the adaptive practices of science teachers in their classrooms and their perspectives on the distinguishing features of these practices within science subjects. Our analysis comprised 339 cases from 128 middle and high school science teachers nationwide, and 199 cases on the characteristics of adaptive practices in science disciplines. The primary findings were as follows: First, the most significant characteristic of adaptive practice in science disciplines pertained to experimental procedures. Within the 'suggestion of additional materials/activities' category, the most frequently cited adaptive practice, teachers incorporated demonstrations to either facilitate student comprehension or enhance motivation. Additionally, 'experimental equipment manipulation or presentation of inquiry skills' emerged as the second most common adaptive practice related to experiments. Notably, over 50% of teacher responses regarding the characteristics of adaptive practices in science pertained to experiment guidance. Second, many adaptive practices involving difficulties experienced by students in learning situations were presented, particularly in areas such as numeracy and literacy. Many cases were related to the basic ability of mathematics used as a tool in science learning and understanding scientific terms in Chinese characters. Third, beyond 'experiment guidance', the characteristic adaptive practices of science subjects were related to 'connections between scientific theory and the real world', 'misconception guidance in science', 'cultivation of scientific thinking', and 'convergence approaches'. Fourth, the cases of adaptive practice presented by the science teachers differed by school level and major; therefore, it is necessary to consider school level or major in future research related to adaptive practice. Fifth, most of the adaptive action items with a small number of cases were adaptive actions executed from a macroscopic perspective, so it is necessary to pay attention to related professionalism. Finally, based on the results of this study, the implications for science education were discussed.

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.57 no.4
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• pp.316-333
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• 2021

In order to understand basic data for improving the fishing system and fishing vessel structure in coastal improved stow net fishery, a questionnaire survey and on-site hearing were conducted from May 10 to June 11, 2019 to analyze opinions on the improvement of operation status and fishing vessel structure. The questionnaire survey consisted of ten questions on the operation status of coastal improved stow net fishery and six questions on the improvement of fishing vessel structure, and the results of each question were analyzed by the region, the captain's age, the captain's career and the age of fishing vessel. As a result of analyzing opinions on the operation status of the coastal improved stow net fishery, it was found that the average time required for casting net was 32.8 to 33.0 minutes and that the average time required for hauling net was 41.0 to 42.2 minutes which took 10 to 12 minutes more than for casting net. The most important work requiring improvement during fishing operation (the first priority) were 'hauling net operation,' 'readjustment and storage of fishing gear,' and 'fish handling' and the hardest factor in fishing management were in the order of 'reduction of catch,' 'labor shortage' and 'rising labor costs.' The most institutional improvement that is most needed in coastal improved stow net fishery was an 'using fine mesh nets.' Most of the respondent to the questions on the experience in hiring foreign crews was 'either hiring or willing to hire foreign crews,' and the average number of foreign crews employed was found to be 2.3 to 2.4 persons. The most important reason for hiring (or considering employment) foreign crews was 'high labor costs.' The degree of communication with foreign crews during fishing operation were 'moderate' or 'difficult to direct work.' The most important problem in hiring foreign crews (the first priority) was an 'illegal departure.' As the survey results on the opinion of structural improvement of coastal improved stow net fishing vessel, the degree of satisfaction with fishing vessel structure related to fishing operation was found to be somewhat unsatisfactory, with an average of 3.3 points on a five-point scale. The inconvenient structure of fishing vessel in possession (the first priority), the space needed most for the construction of new fishing vessel (the first priority) and the space considered important for the construction of new fishing vessel (the first prioprity) was a 'fish warehouse.' The most preferred equipment for the construction of new fishing vessel were 'engine operation monitoring' and 'navigation safety devices.' The average size (tonnage class), the average horse power and the average total length of fishing vessel for proper profit and safety fishing operation was between 13.8 and 14.0 tonnes, 808.3 to 819.5 H.P. and 23.4 to 23.5 meters, respectively. The results of the operation status of coastal improved stow net fishery and the requirement for improving the fishing vessel structure are expected to be provided as basic data for reference when we build or improve the fishing vessel.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.45-55
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• 2014

Lacan gives an explanation on our real actual world by the concepts the "Real", the "Imaginary" and the "Symbolic". Although this three registers are not far from each other, they never can be unified. Among animals, only human has interest in the "truth". The concept of truth is discussed and debated in several contexts, including philosophy and religion. Many human activities depend upon the concept, which is assumed rather than a subject of discussion, including science, law, and everyday life. Language and words are a means by which humans convey information to one another, and the method used to determine what is a "truth" is termed a criterion of truth. Accepting then that "language is the basic social institution in the sense that all others presuppose language", Lacan found in Ferdinand de Saussure's linguistic division of the verbal sign between signifier and signified a new key to the Freudian understanding that "his therapeutic method was 'a talking cure'". The purpose of this paper is to understand Lacan's psychology and psychoanalysis by using the mathematical concepts and mathematical models, especially geometrical and topological models. And re-explanation of the symbolic model and symbols can help students understand new ideas and concepts in the educational scene.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.563-585
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• 2010

The major goals of this study are to find the factors that enhance self-directed math learning in college math classes and to provide the students with the opportunities to check and develop their self-directed math learning attitude. For these research goals, we prepared the questionnaires that asked about their learning motivations, basic learning ability, self-discipline strategies, and self-directed learning strategies. Another purpose of the questionnaires was to give them the chances to check and improve their attitude toward those learning strategies, motivation and ability. From the research results, we find that the important factors for self-directed learning are internal & external motivations, concentration ability, and the goal-setting and plan-making abilities. In addition, concentration ability, good habit, stress-control, recognition of math value, and self-directing ability are found to be necessary for the desirable learning environment. On the other hand, we find that the ability to perform note-taking, class preparation and review, time-control, and test-control is required for the selection and practice of self-fitting learning strategies. Finally, we provided our own self-directed math learning model. Our model, containing the necessary factors for self-directed math learning, is the revised and modified one of Knowles(1975)'s 5 stage self-directed learning model that comprises diagnosis of learning desire, setting learning goals, grasping human&material resources, selection and practice of proper learning strategies, and evaluation of learning results.