• The Mathematical Education
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• v.60 no.4
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• pp.555-580
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• 2021

The purpose of this study is to explore the factors of situational interest in math learning, and based on the results, to reveal the factors of situational interest included in teaching and learning methods, teaching and learning activities in mathematics class, and extracurricular activities outside of class. As a result of conducting a questionnaire to high school students, the factors of situational interest in learning mathematics were divided into 10 detail-domain(Enjoy, Curiosity, Competence / Real life, Other subjects, Career / Prior knowledge, Accumulation knowledge / Transformation, Analysis), 4 general-domain(Emotion, Attitude / Knowledge, Understanding), 2 higher-domain(Affective / Cognitive) were extracted. In addition, it was revealed that various factors of situational interest were included teaching and learning methods, teaching and learning activities and extracurricular activities. When examining the meaning of 10 situational interest factors, it can be expected that the factors for developing individual interest are included, so it can be expected to serve as a basis for expanding the study on the development of individual interest in mathematics learning. In addition, in order to maintain individual interest continuously, it is necessary to maintain situational interest by seeking continuous changes in teaching and learning methods in the school field. Therefore, it can be seen that the process of exploring the contextual interest factors included in teacher-centered teaching and learning methods and student-centered teaching and learning activities and extracurricular activities is meaningful.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.1-21
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• 2022

The purpose of this study is to analyze the current situation of EduTech, which is proposed as a way to build a flexible learning environment regardless of time and place according to the use of digital technology in mathematics subjects. The process of designing classes to use the EduTech platform, which is still in the development introduction stage, in public education is still difficult, and research to observe its effects and characteristics is also in its early stages. However, in the stage of preparing for future education, it is a meaningful process to grasp the current situation and point out the direction in preparation for the future in which EduTech will be actively applied to education. Accordingly, the current situation and utilization trends of EduTech at home and abroad were confirmed, and the functions and roles of EduTech platforms used in mathematics were analyzed. As a result of the analysis, the EduTech platform was pursuing learners' self-directed learning by constructing its functions so that they could be useful for individual learning of learners in hierarchical mathematics education. In addition, we have confirmed that the platform is evolving to be useful for teachers' work reduction, suitable activities, and evaluations learning management. Therefore, it is necessary to implement instructional design and individual customized learning support measures for students that can efficiently utilize these platforms in the future.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.55-66
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• 2013

The purposes of this study were to examine major satisfaction and career decision level of Home Economics Education major college students, to investigate factors influencing on major satisfaction and career decision level, and to provide basic informations for career counseling. A survey was conducted to students majoring Home Economics Education at four universities, and students majoring Korean Language Education and Mathematics Education at one same university in Seoul from October to November, 2011. General satisfaction in major of Home Economics Edu. students was above average, but social perception satisfaction was low. The social perception satisfaction was lower for Home Economics edu. students than Korean Language edu. and Mathematics edu. students. There were significant differences in major satisfaction by university and class standing, but no significant difference by gender. Students showed the lowest value in Home Economics teacher as considering job, and most of students considered teacher and major unconcerned job. Students considering major concerned job showed higher major satisfaction compared to students considering major unconcerned job. Career decision level was medium and there were not significant differences in career decision level by major, university, class standing, gender, considering job. Career decision level was affected positively by only general satisfaction in major.

• Journal of Gifted/Talented Education
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• v.13 no.4
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• pp.45-63
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• 2003

The purpose of this study is to analyze the status and gifted students' perception on curriculum implementation for gifted education at Busan Science Academy. For the purpose, we investigated the curriculum documents, the process of implementing curriculum and the result of the questionnaire. The questionnaire about the curriculum courses, teaching strategies and evaluation method was answered by 143 students at Busan Science Academy. The curriculum courses are composed of general courses and specialized courses: general courses comprise of Korean language, social studies, foreign languages, arts, and physical education. Specialized courses consist of mathematics, physics, chemistry, biology, earth science, information science. Elective courses are divided into basic elective courses and in-depth courses. Each in-depth course deals with more specialized content. The significant results of the questionnaire are as follows: First, according to gifted students' perception, the credits of specialized courses and in-depth elective courses need to be increased and the credits of general courses need to be reduced. Second, teachers at this school mainly use teaching strategies such as lecture, group activities and discussion, but the students prefer diverse teaching strategies such as lecture, discussion, experiment, individual research, problem solving and field studies. Third, students prefer a paper-and-pencil testing assesment rather than a written report assesment and lab experiment assesment. According to this study, the characteristics of the acceleration curriculum at Busan Science Academy were too intensive. Thus it is difficult to implement the enrichment education according to the demand of gifted students in this school. Therefore, this study suggests that we need to revise the curriculum courses of Busan Science Academy and develop contents and strategies for gifted education in science and mathematics.

• Journal of Communications and Networks
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• v.17 no.1
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• pp.21-26
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• 2015

The general wiretap channel with noiseless feedback is first investigated by Ahlswede and Cai, where lower and upper bounds on the secrecy capacity are provided in their work. The upper bound is met with equality only in some special cases. In this paper, we study a special case of the general wiretap channel with noiseless feedback (called non-degraded wiretap channel with noiseless feedback). Inner and outer bounds on the capacity-equivocation region of this special model are provided. The outer bound is achievable if the main channel is more capable than the wiretap channel. The inner bound is constructed especially for the case that the wiretap channel is more capable than the main channel. The results of this paper are further explained via binary and Gaussian examples. Compared with the capacity results for the non-degraded wiretap channel, we find that the security is enhanced by using the noiseless feedback.

• Journal of the Korean Mathematical Society
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• v.45 no.4
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• pp.1075-1087
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• 2008

We study a class of KMS-symmetric quantum Markovian semigroups on a quantum spin system ($\mathcal{A},{\tau},{\omega}$), where $\mathcal{A}$ is a quasi-local algebra, $\tau$ is a strongly continuous one parameter group of *-automorphisms of $\mathcal{A}$ and $\omega$ is a Gibbs state on $\mathcal{A}$. The semigroups can be considered as the extension of semi groups on the nontrivial abelian subalgebra. Let $\mathcal{H}$ be a Hilbert space corresponding to the GNS representation con structed from $\omega$. Using the general construction method of Dirichlet form developed in [8], we construct the symmetric Markovian semigroup $\{T_t\}{_t_\geq_0}$ on $\mathcal{H}$. The semigroup $\{T_t\}{_t_\geq_0}$ acts separately on two subspaces $\mathcal{H}_d$ and $\mathcal{H}_{od}$ of $\mathcal{H}$, where $\mathcal{H}_d$ is the diagonal subspace and $\mathcal{H}_{od}$ is the off-diagonal subspace, $\mathcal{H}=\mathcal{H}_d\;{\bigoplus}\;\mathcal{H}_{od}$. The restriction of the semigroup $\{T_t\}{_t_\geq_0}$ on $\mathcal{H}_d$ is Glauber dynamics, and for any ${\eta}{\in}\mathcal{H}_{od}$, $T_t{\eta}$, decays to zero exponentially fast as t approaches to the infinity.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.10
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• pp.4889-4902
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• 2018

It is a challenging issue to improve the energy efficiency of neighbor discovery in WSNs. This paper proposes an optimal discovery model (ODM) for the first time. Based on the model, we investigate the influence of the relative size of two unequal active slots on the energy efficiency. ODM provides the energy optimal value of the length of the larger active slot at a given duty cycle. Other than existing methods, the worst-case latency bound of ODM is only one period. This is a subversive conclusion, because almost all other related methods are based on a wake-up schedule that contains several periods. We theoretically deduce that ODM can reduce worst-case discovery latency by 43.89% compared to Searchlight-Trim when their duty cycles are the same. The simulations verify the advantage of ODM.

• ETRI Journal
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• v.33 no.2
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• pp.267-274
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• 2011

This paper proposes an efficient masking method for the block cipher SEED that is standardized in Korea. The nonlinear parts of SEED consist of two S-boxes and modular additions. However, the masked version of these nonlinear parts requires excessive RAM usage and a large number of operations. Protecting SEED by the general masking method requires 512 bytes of RAM corresponding to masked S-boxes and a large number of operations corresponding to the masked addition. This paper proposes a new-style masked S-box which can reduce the amount of operations of the masking addition process as well as the RAM usage. The proposed masked SEED, equipped with the new-style masked S-box, reduces the RAM requirements to 288 bytes, and it also reduces the processing time by 38% compared with the masked SEED using the general masked S-box. The proposed method also applies to other block ciphers with the same nonlinear operations.

• The Mathematical Education
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• v.53 no.1
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• pp.93-110
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• 2014

Algebra deals with so general properties about number system that it is called as 'generalized arithmetic'. Observing students' activities in algebra classes, however, we can discover that recognition of the generality in algebraic proofs is not so easy. One of these difficulties seems to be caused by variables which play an important role in algebraic proofs. Many studies show that students have experienced some difficulties in recognizing the meaning and the role of variables in algebraic proofs. For example, the confusion between 2m+2n=2(m+n) and 2n+2n=4n means that students misunderstand independent/dependent variation of variables. This misunderstanding naturally has effects on understanding of the meaning of proofs. Furthermore, students also have a difficulty in making a transition from algebraic proof to numerical cases which have the same structure as the proof. This study investigates whether middle school students can recognize dependent generality and make a transition from proofs to numerical cases. The result shows that the participants of this study have a difficulty in both of them. Based on the result, this study also includes didactical implications for teaching the generality of algebraic proofs.

• The Journal of Korean Physical Therapy
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• v.31 no.4
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• pp.184-192
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• 2019

Purpose: This study was conducted to review the curriculum and license examination of physical therapists in the United States. Methods: The doctor of physical therapy (DPT) curriculum was evaluated by a review Course Work Tool version 6 (CWT6) data and current physical therapy licensure examination (National Physical Therapy Exam, NPTE) category in the United States. Results: The results indicated that they were required to meet the doctor of physical therapist degree based on 'Guide to Physical Therapist Practice' of American Physical Therapy Association (APTA). This includes general education in the areas of communications and humanities, physical science, biological science, social and behavioral science, and mathematics. A minimum of one course must be completed successfully in each area of general education. Moreover, there should be at least 68 didactic credits of professional education and 22 clinical education credits, which is a minimum of two full-time clinical internships with no less than 1050 hours in total, which were supervised by a physical therapist. Regarding the physical therapy licensure examination, National Physical Therapy Exam (NPTE, 2016) consisted of a physical therapy examination (26.5%), evaluation, differential diagnosis, baseline of prognosis (32.5%), intervention (28.5%), protection, responsibility, and research (6.5%) based on the 'Guide to Physical Therapist Practice'. Conclusion: Based on the study results provided above, it is considered a standard to meet domestic reality as the Guide to Physical Therapist Practice of APTA for South Korean physical therapists.