• Korean Journal of Heritage: History & Science
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• v.54 no.1
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• pp.260-279
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• 2021

The Goguryeo kingdom established a unique defense system centered on a series of mountain fortresses. However, modern-day studies on its defense system have tended to focus on how they were positioned and generally consist of little more than individual surveys or introductions to the relevant materials, leaving much to be desired. This study attempts to extend the scope of studies about fortresses dating back to the Goguryeo period, taking into account the limitations of the available materials. As such, this study reviews the defense system of Goguryeo during the Gungnaeseong Period (i.e., the period when Gungnaeseong was the capital of Goguryeo) using the GIS system, with the focus on fortresses that are thought to have been built in the area extending from the middle and upper reaches of the Amnok River to the mid-stream region of the Liohe River, based on the aforementioned studies. The results of the study are as follows. First, the major roads built during the Gungnaeseong Period were as stated in the foregoing studies to some extent. Researchers believed that during the middle period of the dynasty, a major road ran along the Suzihe, Fuer and Xinkai rivers before finally reaching Jian. The study found that fortified walls and fortress strongholds were built along this road. Second, there were seven fortresses between the middle and upper reaches of the Amnokgang River and the midstream region of the Liaohe River. A primary defense line was closely established between the strongholds and the nearby walls, with secondary and tertiary defense lines established more loosely and encompassing a much wider area. Third, regarding the defense system along the major roads, the Choejinbosanseong, Goisanseong and Cheolbaesanseong fortresses served as strongholds along the 60-kilometer-long primary defense line, with 80-kilometer-long secondary and tertiary defense lines set up behind it. The final 120-kilometer-long defense line of the capital was established along with the Onyeosanseong Fortress, while a stumbling block was set up close to the capital as a defense system, rather than building a fortified wall. To summarize, a primary defense system was established centered on a series of fortresses, with each stronghold maintaining a closely-knit defense system in connection with other nearby strongholds to repel invaders.

• The Mathematical Education
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• v.63 no.2
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• pp.123-138
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• 2024

This study described the utilization of ChatGPT in teaching and students' learning processes for the course "Introductory Mathematics for Artificial Intelligence (Math4AI)" at 'S' University. We developed a customized ChatGPT and presented a learning model in which students supplement their knowledge of the topic at hand by utilizing this model. More specifically, first, students learn the concepts and questions of the course textbook by themselves. Then, for any question they are unsure of, students may submit any questions (keywords or open problem numbers from the textbook) to our own ChatGPT at https://math4ai.solgitmath.com/ to get help. Notably, we optimized ChatGPT and minimized inaccurate information by fully utilizing various types of data related to the subject, such as textbooks, labs, discussion records, and codes at http://matrix.skku.ac.kr/Math4AI-ChatGPT/. In this model, when students have questions while studying the textbook by themselves, they can ask mathematical concepts, keywords, theorems, examples, and problems in natural language through the ChatGPT interface. Our customized ChatGPT then provides the relevant terms, concepts, and sample answers based on previous students' discussions and/or samples of Python or R code that have been used in the discussion. Furthermore, by providing students with real-time, optimized advice based on their level, we can provide personalized education not only for the Math4AI course, but also for any other courses in college math education. The present study, which incorporates our ChatGPT model into the teaching and learning process in the course, shows promising applicability of AI technology to other college math courses (for instance, calculus, linear algebra, discrete mathematics, engineering mathematics, and basic statistics) and in K-12 math education as well as the Lifespan Learning and Continuing Education.