• Journal of the Chungcheong Mathematical Society
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• v.25 no.2
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• pp.283-289
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• 2012

In this paper, we define the Ono invariants of imaginary quadratic function fields and obtained several results concerning the relations between the Ono invariants and the class numbers.

• American Studies
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• v.44 no.1
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• pp.39-79
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• 2021

This paper examines professional and popular medical discourse on "mongolism" (Down syndrome) in the early twentieth century to delve into the history of mongolism and the "Oriental imaginary" of modern America. The Oriental imaginary is a concept to explore the ways in which Americans, who had heard of mongolism or seen a "Mongol" themselves, imagined and conceptualized the defect in terms of the contemporary race relations. Moving beyond the interests of medical professionals discussed in the previous scholarship, this paper aims to include views and perceptions of the American public. The second section reviews the existing studies of the history of mongolism in the West. The third section discusses the mongolism of Asians and African Americans, among whom it had long been believed not to occur. Lastly, an analysis of American newspaper health advice columns on mongolism sheds light on the public reception and transmission of medical knowledge.

• Journal of the Chungcheong Mathematical Society
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• v.26 no.1
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• pp.161-166
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• 2013

In this paper we study the infiniteness of the Hilbert 3-class field tower of imaginary cubic function fields.

• Honam Mathematical Journal
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• v.34 no.4
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• pp.597-601
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• 2012

In this paper we study the density of imaginary cubic function fields having the infinite Hilbert 3-class field tower.

• Korean Journal of Mathematics
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• v.20 no.4
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• pp.477-483
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• 2012

In this paper we study the infiniteness of the Hilbert ${\ell}$-class field tower of imaginary ${\ell}$-cyclic function fields when ${\ell}{\geq}5$.

• Bulletin of the Korean Mathematical Society
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• v.45 no.2
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• pp.375-384
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• 2008

Let $k={\mathbb{F}}_q(T)$ and ${\mathbb{A}}={\mathbb{F}}_q[T]$. Fix a prime divisor ${\ell}$ q-1. In this paper, we consider a ${\ell}$-cyclic real function field $k(\sqrt[{\ell}]P)$ as a subfield of the imaginary bicyclic function field K = $k(\sqrt[{\ell}]P,\;(\sqrt[{\ell}]{-Q})$, which is a composite field of $k(\sqrt[{\ell}]P)$ wit a ${\ell}$-cyclic totally imaginary function field $k(\sqrt[{\ell}]{-Q})$ of class number one. und give various conditions for the class number of $k(\sqrt[{\ell}]{P})$ to be one by using invariants of the relatively cyclic unramified extensions $K/F_i$ over ${\ell}$-cyclic totally imaginary function field $F_i=k(\sqrt[{\ell}]{-P^iQ})$ for $1{\leq}i{\leq}{\ell}-1$.

• Bulletin of the Korean Mathematical Society
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• v.50 no.3
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• pp.1049-1060
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• 2013

In this paper we study the infiniteness of Hilbert 2-class field towers of imaginary quadratic function fields over $\mathbb{F}_q(T)$, where $q$ is a power of an odd prime number.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.724-729
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• 2008

Well-integrated science instruction with art often motivates students to more engage in science learning and to freely express their thoughts and feelings on what they have learned in science classes. This study, therefore, attempted to explore Korean children's imaginary science drawings. Ninety elementary students ($3^{rd}-6^{th}$ graders) in Seoul, South Korea, participated in this study. The guiding research questions were 1) what overall characteristics of students' imaginary science drawings are and how these characteristics represent children's image of science, and 2) what educational value of children's imaginary science drawing activity as a case of science-art integration is. Data sources included a set of children's drawings and individual interviews with selected students. From the drawings, it was found that most of the subjects that children drew tended to be limited to the space. In addition, the children tended to assimilate science into technology that makes our life more convenient. We also found imaginary science drawing can be a good science-art integrated instruction method. Imaginary science drawing has educational benefits; one is a tool to investigate children's thoughts and knowledge of science while the other is method that motivate children to learn science effectively.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.175-186
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• 2014

This study investigated the influences of pair activity on characteristics of science imaginary pictures drawn by elementary school students and their perceptions of science imaginary drawing. To do this, fourth graders (N=123) from one of the elementary schools were selected and assigned to individual science imaginary drawing (n=61) and paired science imaginary drawing (n=62) groups. The students of each group were administered the questionnaires. The analyses of the results indicated that pair science imaginary drawing was useful in some cognitive aspects (e.g., the understanding of science imaginary drawing, the diversification of topics and times, the generation of scientific ideas, and the elaboration of the pictures) and motivational aspects (e.g., the inducement of interest and intimacy about science, interest about science imaginary drawing, and sociability with friends). However, there were some limitations in positively changing the perceptions of some cognitive aspects (e.g., the acquirement of new scientific knowledge, the remembrance of scientific knowledge, the improvement of the ability to construct scientific logics, and the improvement of scientific imagination) and aesthetic aspects (e.g., the improvement of the abilities to express themes in drawing, paint the picture, and complete the works of art). In addition, the difficulties in imagining, selecting the subject, and expressing could not be overcome; a few disadvantages in the lack of discussion skills were also pointed out.

• Journal of Oriental Neuropsychiatry
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• v.19 no.3
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• pp.35-44
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• 2008

Objective: There are many meditation methods used in clinical field. But the effect of meditation may be different to people's mind, and meditation itself. Now we investigate this subject with two different meditation methods which has been analyzed by heart rate variability. Method: We tried to check people's heart rate who educated meditation, before educated and during the meditation. The meditation was educated differently for each group. One is the auto genes traning, and the other is the imaginary meditation by thinking about eating and smelling favorite fruits. All of them are used to oriental psychiatry clinic patients. And we simultaneously conduct people's emotional state by SCL-90-R. Result: The result in Autogene traning group has significant difference in total power and HRV-index score between before and during the training but in imaginary meditation group has no significance: Autogene traning group has a significance in low frequency score and has increased tendency with increasing tendency of Heart rate index and Total power. Through the SCL-90-R score, the higher depression t-score, the anxiety t-score, and the hostility score is, the HRV scores such as total power, low frequency, and HRV-index much increase. and so on. Conclusion: We can guess that the Autogenes training has more significant effect than the imaginary meditation. And we can also guess that as the emotional problem is getting more severe, the effect of meditation would be much better. And we finally suggest that we should make a standard guideline of imaginary meditation, cause the imaginary meditation has so many variation.