• Journal of the Korean Mathematical Society
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• v.43 no.5
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• pp.931-950
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• 2006

We study the identification problems of constant parameters appearing in the perturbed sine-Gordon equation with the Neumann boundary condition. The existence of optimal parameters is proved, and necessary conditions are established for several types of observations by utilizing quadratic optimal control theory due to Lions [13].

• Journal of the Korean Mathematical Society
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• v.50 no.1
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• pp.173-187
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• 2013

This paper studies the properties of solutions of the Riccati equation arising from the quadratic optimal control problem of the general damped second order system. Using the semigroup theory, we establish the weak differential characterization of the Riccati equation for a general class of the second order distributed systems with arbitrary damping terms.

• Journal of the Korean Mathematical Society
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• v.39 no.4
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• pp.509-524
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• 2002

We Study the Problems Of identification for the damped sine-Gordon equations with constant parameters. That is, we establish the existence and necessary conditions for the optimal constant parameters based on the fundamental optimal control theory and the transposition method studied in Lions and Magenes [5].

• The Pure and Applied Mathematics
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• v.25 no.4
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• pp.267-278
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• 2018

In this paper, we introduce the notion of the (L, ${\ast}$)-filter spaces on ecl-premonoids. Moreover, we obtain various (L, ${\ast}$)-filters incuced by two (L, ${\ast}$)-filters and give their examples.

• Journal of Practical Engineering Education
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• v.7 no.2
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• pp.81-87
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• 2015

The Direct Instruction (DI) was applied to the learning-disabled in the basic engineering education (especially, physics education). The DI is specified as an educational method in which the instructor strongly controls during the whole process of the entire course. The tests of understanding, reasoning, memory, and problem-solving speed showed that 20 students (20%) out of random 100 students are learning-disabled. The average points of mid-term and final exams were 53.7% and 61.0% respectively for a certain 41-students class. However, in this class, for the lower point students who obtained less than 50% points, the average points of mid-term and final exams were 29.8% and 28.2% respectively, which showed decreased. From this lower point group, the 8 students (20% students of 41 students) were selected as the learning-disabled. With additional DI studies provided, the average points of mid-term and final exams for the learning-disabled were 18.9% and 25.5% respectively, which showed 6.6% increase that means the DI for the learning-disabled was effective.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.56-65
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• 2018

This research aims to explore the relationships between academic writing ability and 'thinking styles' (capable of representing individual differences and diversity) in engineering freshmen in Korea, and to draw educational implications for the development of instructional strategies. (Academic) Writing is not just about conveying an idea or content, it is also about the representation of writer's self. In this perspective, there has been some research conducted on writing (process) and personality. However, to date, little attention has been paid to writing ability of engineering students and its relationships with thinking styles. This study was conducted with 127 engineering freshmen as well as 67 non-engineering freshmen at H University, and students' writing ability as well as their thinking styles have been measured before and after writing class for 15 weeks. Our findings show that firstly, there was a significant difference of writing ability by majors. Second, there were significant differences in freshmen's thinking styles by majors. Third, there was significant differences of writing ability according to thinking styles. Freshmen's internal, legislative and hierarchical styles scored significantly higher in writing ability than the others. And as for the engineering freshmen, internal, external and global styles scored significantly higher in writing ability than the others. Finally, there was a weak but significant relationship between writing ability and thinking styles(hierarchical & internal). These findings are expected to provide an explanation for the development of instructional strategies of writing (related) courses in engineering school.

• Journal of Practical Engineering Education
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• v.10 no.1
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• pp.57-62
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• 2018

The recognition of the importance of lifelong vocational competency development, the proliferation of MOOC, and interest in online education have increased. As a result, efforts are continuously being made to develop an education system for lifelong vocational competency development. However, research on design and development of competency-based evaluation tools and systems in the field of technology engineering is still insufficient. In this paper, we designed and implemented a Competency-based Assessment System for Lifelong Vocational Competency Development(CBAS-LVCD). CBAS-LVCD utilizes NCS-based rubric-based assessment tools to evaluate learners and provides simulation tools for use in technology engineering. This is expected to be of great help in assessing the competencies required for practical affairs in the field of technology engineering, where practical work and on-line testing are limited.

• East Asian mathematical journal
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• v.34 no.4
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• pp.511-536
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• 2018

There is currently a growing need to nurture creative and convergent talent in the face of the fourth Industrial Revolution. Developing such talent requires interdisciplinary convergent education across the science, engineering, humanities, social studies, and arts disciplines. Such interdisciplinary convergence could cultivate humanities and social knowledge and qualities along with scientific expertise. In Korea, there are currently six science schools for the gifted that aim to discover and nurture science, technology, engineering, and mathematics (STEM) researchers from an early stage, and two science and art schools for the gifted that aim to cultivate new talent combining students' scientific and artistic qualities. These schools establish and follow curriculums that are suited to achieving the education objectives guaranteed by the Gifted Education Promotion Act and its Enforcement Decrees. This study compares the curriculums and curriculum tables of the science schools for the gifted to those of the science and art schools for the gifted to evaluate their methods of operation and performance. Additionally, it determines which curriculums provide an opportunity for students to nurture convergent thinking, and discusses how suitable curriculums could be implemented to develop convergent thinking.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.401-408
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• 2023

In this study, a career exploration program was developed for athletic students. Therefore, existing research on career exploration for athletics was analyzed, requirements were identified, and a learning plan was designed. Based on this, a step-by-step educational program was developed. In addition, since research on career exploration for athletic students was not active in previous studies, 'problem definition' - 'data collection' - 'data preprocessing' - 'data analysis' by referring to existing career exploration studies that were studied in the school field. - 'Data visualization' - 'Simulation analysis' were divided into stages to conduct the study. Through this study, it is expected that research on vocational education for athletic students will be more active.

• Journal of Convergence for Information Technology
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• v.9 no.5
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• pp.130-136
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• 2019

Recently, the importance of creativity and problem-solving skills are being emphasized in engineering education. In particular, research is actively being conducted on learning models considering practicality or applicability in practice and education among many creative problem-solving methods. The objective of the present study is to develop a teaching and learning model and verify its effects in order to promote creative thinking and problem-solving skills using the TRIZ Contradiction Analysis. This study led the participants to obtain basic knowledge of creative engineering design through the creative engineering design course for freshmen at an engineering college, and come up with ideas and solutions using the TRIZ Contradiction Analysis. A survey was conducted and analyzed to verify the effectiveness of education using the proposed teaching and learning model, and as a result, the effectiveness of education has been proven by an average of 89 positive responses. Follow-up research is needed on improved application models so that the proposed learning model can be applied to various subjects.