• 호남수학학술지
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• 제42권3호
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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_∞).

• 대한수학회논문집
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• 제37권4호
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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))}.

• 대한수학회논문집
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• 제39권3호
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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 ${\theta}={\frac{{\pi}}{4}}$.

• 대한수학회지
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• 제32권3호
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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.

• 공학교육연구
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• 제23권3호
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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.