• Journal of the Society of Naval Architects of Korea
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• v.32 no.2
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• pp.32-42
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• 1995

When the thickness becomes so small as in the case of the trailing edge of the propeller blade or when the curvature of the surface varies rapidly as in ship stem, the existing panel method employing a flat-surface panel, obtained by collapsing the original non-planar surface into its mean location, suffers the leakage problem and also gives inaccurate induction upon the field point very close to the panel. The hyperboloidal panel deals with the induction from the dipole distributed on the non-planar surface without approximation, overcoming the defects of the flat-surface panel. This paper introduces two distinct derivations of the formulae to compute the integral for the potential induced by a dipole of uniform density distributed on a non-planar hyperboloidal surface element. One method is based on the Gauss-Bonnet theorem and the other is based on the transformation of the surface integral into a line integral.

• Journal for History of Mathematics
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• v.20 no.4
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• pp.85-92
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• 2007

In this paper We study Some history and development of Geometry from the early 19th century to the late 20th century.

• Bulletin of the Korean Mathematical Society
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• v.60 no.4
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• pp.1085-1100
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• 2023

For any given function f, we focus on the so-called prescribed mean curvature problem for the measure e^-f(|x|2)dx provided thate^-f(|x|2) ∈ L¹(ℝⁿ⁺¹). More precisely, we prove that there exists a smooth hypersurface M whose metric is ds² = dρ² + ρ²d𝜉² and whose mean curvature function is ${\frac{1}{n}}(\frac{u^p}{{\rho}^{\beta}})e^{f({\rho}^2)}{\psi}(\xi)$ for any given real constants p, β and functions f and ψ where u and ρ are the support function and radial function of M, respectively. Equivalently, we get the existence of a smooth solution to the following quasilinear equation on the unit sphere 𝕊ⁿ, $${\sum_{i,j}}({{\delta}_{ij}-{\frac{{\rho}_i{\rho}_j}{{\rho}^2+|{\nabla}{\rho}|^2}})(-{\rho}ji+{\frac{2}{{\rho}}}{\rho}j{\rho}i+{\rho}{\delta}_{ji})={\psi}{\frac{{\rho}^{2p+2-n-{\beta}}e^{f({\rho}^2)}}{({\rho}^2+|{\nabla}{\rho}|^2)^{\frac{p}{2}}}}$$ under some conditions. Our proof is based on the powerful method of continuity. In particular, if we take $f(t)={\frac{t}{2}}$, this may be prescribed mean curvature problem in Gauss measure space and it can be seen as an embedded result in Gauss measure space which will be needed in our forthcoming papers on the differential geometric analysis in Gauss measure space, such as Gauss-Bonnet-Chern theorem and its application on positive mass theorem and the Steiner-Weyl type formula, the Plateau problem and so on.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.479-491
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• 2009

This paper researches the possibility of introducing Descartes' theorem to mathematically gifted students. Not only is Descartes' theorem logically equivalent to Euler's theorem but is hierarchically connected with Gauss-Bonnet theorem which is the core concept on differential geometry. It is possible to teach mathematically gifted students Descartes' theorem by generalizing mathematical property in solid geometry through analogical reasoning, that is, so in a polyhedrons the sum of the deficient angles is $720^\circ$ as in an polygon the sum of the exterior angles is $360^\circ$. This study introduces an alternative method of instruction that we enable mathematically gifted students to reinvent Descartes' theorem through analogical reasoning instead of deductive reasoning.

• Journal for History of Mathematics
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• v.18 no.4
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• pp.85-100
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• 2005

In recent papers (Pak et al., Pak and Kim), it was suggested to positively use the history of mathematics for the education of mathematics and discussed the determining problem of the order of instruction in mathematics. There are three kinds of order of instruction - historical order, theoretical organization, lecturing organization. Lecturing organization order is a combination of historical order and theoretical organization order. It basically depends on his or her own value of education of each teacher. The present paper considers a concrete problem determining the order of instruction for the concept of angle. Since the concept of angle is defined in relation to figures, we have to solve the determining problem of the order of instruction for the concept of figure. In order to do this, we first investigate a historical order of the concept of figure by reviewing it in the history of mathematics. And then we introduce a theoretical organization order of the concept of figure. From these basic data we establish a lecturing organization order of the concept of figure from the viewpoint of problem-solving. According to this order we finally develop the concept of angle and a related global property which leads to the so-called Gauss-Bonnet theorem.