• Economic and Environmental Geology
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• v.55 no.6
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• pp.737-760
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• 2022

For the geological disposal of high-level radioactive wastes (HLW), an understanding of deep subsurface environment is essential through geological, hydrogeological, geochemical, and geotechnical investigations. Although South Korea plans the geological disposal of HLW, only a few studies have been conducted for characterizing the geochemistry of deep subsurface environment. To guide the hydrogeochemical research for selecting suitable repository sites, this study overviewed the status and trends in hydrogeochemical characterization of deep groundwater for the deep geological disposal of HLW in developed countries. As a result of examining the selection process of geological disposal sites in 8 countries including USA, Canada, Finland, Sweden, France, Japan, Germany, and Switzerland, the following geochemical parameters were needed for the geochemical characterization of deep subsurface environment: major and minor elements and isotopes (e.g., ³⁴S and ¹⁸O of SO₄^2-, ¹³C and ¹⁴C of DIC, ²H and ¹⁸O of water) of both groundwater and pore water (in aquitard), fracture-filling minerals, organic materials, colloids, and oxidation-reduction indicators (e.g., Eh, Fe²⁺/Fe³⁺, H₂S/SO₄^2-, NH₄⁺/NO₃^-). A suitable repository was selected based on the integrated interpretation of these geochemical data from deep subsurface. In South Korea, hydrochemical types and evolutionary patterns of deep groundwater were identified using artificial neural networks (e.g., Self-Organizing Map), and the impact of shallow groundwater mixing was evaluated based on multivariate statistics (e.g., M3 modeling). The relationship between fracture-filling minerals and groundwater chemistry also has been investigated through a reaction-path modeling. However, these previous studies in South Korea had been conducted without some important geochemical data including isotopes, oxidationreduction indicators and DOC, mainly due to the lack of available data. Therefore, a detailed geochemical investigation is required over the country to collect these hydrochemical data to select a geological disposal site based on scientific evidence.

• The Mathematical Education
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• v.63 no.2
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• pp.255-272
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• 2024

This study aims to design mathematics-integrated classes that cultivate artificial intelligence (AI) thinking and to analyze students' AI thinking within these classes. To do this, four classes were designed through the integration of the AI4K12 Initiative's AI Big Ideas with the 2015 revised elementary mathematics curriculum. Implementation of three classes took place with 5th and 6th grade elementary school students. Leveraging the computational thinking taxonomy and the AI thinking components, a comprehensive framework for analyzing of AI thinking was established. Using this framework, analysis of students' AI thinking during these classes was conducted based on classroom discourse and supplementary worksheets. The results of the analysis were peer-reviewed by two researchers. The research findings affirm the potential of mathematics-integrated classes in nurturing students' AI thinking and underscore the viability of AI education for elementary school students. The classes, based on AI Big Ideas, facilitated elementary students' understanding of AI concepts and principles, enhanced their grasp of mathematical content elements, and reinforced mathematical process aspects. Furthermore, through activities that maintain structural consistency with previous problem-solving methods while applying them to new problems, the potential for the transfer of AI thinking was evidenced.