• Honam Mathematical Journal
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• v.42 no.3
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• pp.569-576
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• 2020

An element x ∈ E is called a norming point of P ∈ P(ⁿE) if ║x║ = 1 and |P(x)| = ║P║. For P ∈ P(ⁿE), we define Norm(P) = {x ∈ E : x is a norming point of P}. Norm(P) is called the norming set of P. We classify Norm(P) for P ∈ 𝒫(²𝑙²_∞).

• Communications of the Korean Mathematical Society
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• v.37 no.4
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• pp.1131-1146
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• 2022

In this paper we present another characterization of the norming set of T ∈ 𝓛(²𝒍²_∞) in terms of Norm(T) ∩ Ω whose proofs are more systematic than those of Kim [6], where Ω = {((1, 1), (1, 1)), ((1, 1), (1, -1)), ((1, -1), (1, 1)), ((1, -1), (1, -1))}.

• Communications of the Korean Mathematical Society
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• v.39 no.3
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• pp.693-715
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• 2024

Let n ∈ ℕ, n ≥ 2. An element (x₁, . . . , x_n) ∈ Eⁿ is called a norming point of T ∈ 𝓛(ⁿE) if ||x₁|| = ··· = ||x_n|| = 1 and |T(x₁, . . . , x_n)| = ||T||, where 𝓛(ⁿE) denotes the space of all continuous n-linear forms on E. For T ∈ 𝓛(ⁿE), we define Norm(T) = {(x₁, . . . , x_n) ∈ Eⁿ : (x₁, . . . , x_n) is a norming point of T}. Norm(T) is called the norming set of T. Let $0{\leq}{\theta}{\leq}{\frac{{\pi}}{4}}$ and ${\ell}^2_{{\infty},{\theta}}={\mathbb{R}}^2$ with the rotated supremum norm $${\parallel}(x,y){\parallel}_{({\infty},{\theta})}={\max}\{{\mid}x\;cos\;{\theta}+y\;sin\;{\theta}{\mid},\;{\mid}x\;sin\;{\theta}-y\;cos\;{\theta}|\}$$. In this paper, we characterize the norming set of T ∈ 𝓛(ⁿℓ²_(∞,θ)). Using this result, we completely describe the norming set of T ∈ 𝓛_s(ⁿℓ²_(∞,θ)) for n = 3, 4, 5, where 𝓛_s(ⁿℓ²_(∞,θ)) denotes the space of all continuous symmetric n-linear forms on ℓ²_(∞,θ). We generalizes the results from [9] for n = 3 and ${\theta}={\frac{{\pi}}{4}}$.

• Journal of the Korean Mathematical Society
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• v.32 no.3
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• pp.583-591
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• 1995

Unless otherwise stated, we always assume that X is a Banach space, and $1 < p, q < \infty with \frac{p}{1}+\frac{q}{1} = 1$. We use S(X) and B(X) to denote the unit sphere and the unit ball in X respectively.

• Journal of Engineering Education Research
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• v.23 no.3
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• pp.66-75
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• 2020

The purpose of this study is to norm the engineering design competency test. To achieve the purpose of the study, a survey was conducted on engineering college students nationwide using engineering design competency test developed in the precedent study, and a total of 2,859 questionnaires were analyzed. The main results are as follows. First, the national average of engineering design competency scores was 158 out of 240 points. Second, there was no significant difference between genders in engineering design competency by background variables. On the other hand, there was a significant difference by major. It was found that mechanical and construction majors have higher engineering design competency than IT and chemical/material engineering majors. Also, the scores of engineering design competency increased as the grade went up. Third, the number of courses related to engineering design did not affect by engineering design competency, but the actual number of times of experience in engineering design was affected by engineering design competency.