• KSII Transactions on Internet and Information Systems (TIIS)
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• v.15 no.11
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• pp.4203-4223
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• 2021

Accelerated by the Internet of Things (IoT), the need for further technical innovations and developments within wireless communications beyond the fifth generation (B5G) networks is up-and-coming in the past few years. High altitude platform station (HAPS) communication is expected to achieve such high levels that, with high data transfer rates and low latency, millions of devices and applications can work seamlessly. The HAPS has emerged as an indispensable component of next-generations of wireless networks, which will therefore play an important role in promoting massive IoT interconnectivity with 6G. The performance of communication and key technology mainly depend on the characteristic of channel, thus we propose an efficient Markov chain based channel model, then analyze the HAPS communication system's uplink capability and swing effect through experiments. According to the simulation results, the efficacy of the proposed scheme is proven to meet the requirements of ubiquitous connectivity in future IoT enabled by 6G.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.29 no.4
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• pp.59-69
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• 2011

In this study I examined the status of the borrowed scenery of Soshaewon and analyzed the structure of Byeolseo Gardenusing "Soshaewon Sisun(瀟灑園詩選)", which consists of a collection of poems written by people who visited Soshaewon during Joseon Dynasty with bibliographical explanations and "the Thirty Poems of Soshaewon", written by Yang, Gyeong Ji who was the fifth generation from Yang, San Bo. This study expanded the concept of borrowed scenery to include visual, synaesthetic, temporary and ideal features based on the theory of borrowed scenery in "Won Ya(園冶)", which emphasized the time feature and change, and explained that a landscape garden could be perfected by the presence of borrowed scenery beyond the previous borrowed landscape which was recognized through visual value. It would be correct to understand that the visitors to Soshaewon accomplished imaginary scenery(意境) through recreating Soshaewon into a space that stimulated poetic sentiment and aesthetic sensitivity by creating four types of borrowed scenery of a landscape garden composed of both real and fictitious scenery. At present the scope of Soshaewon tends to be limited to its inner garden covering the stream garden. However, in this study I took a new approach in defining the scope of Soshaewon, providing three types of Byeolseo Garden area ; more specifically, the expanded scope of Soshaewon covers the outer garden that secured the outlook of visual, temporary and synaesthetic objects for borrowed scenery and the right to use by purchasing more area by the descendants and the ideological garden that was composed of the ideal borrowed scenery created by the Confucian friends and colleagues who praised the Jeungamcheon Stream area and various famous mountains longing for the immortal world.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.11-27
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• 2024

This study aimed to investigate the role of scientific empathy in influencing students' productive disciplinary engagement in scientific activities and analyze the key factors of scientific empathy that manifest during this process. Twelve fifth-grade students were divided into three subgroups based on their general empathic abilities. Lessons promoting productive disciplinary engagement, integrating design thinking processes, were conducted. Subgroup discourse analysis during idea generation and prototype stages, two of five problem-solving steps, enabled observation of scientific empathy and practice aspects. The results showed that applying scientific empathy effectively through design thinking facilitated students' productive disciplinary engagement in science. In the idea generation stage, we observed an initial increase followed by a decrease in scientific empathy and practice utterances, while during the prototyping stage, utterance frequency increased, particularly in the later part. However, subgroups with lower empathic abilities displayed decreased discourse frequency in scientific empathy and practice during the prototype stage due to a lack of collaborative communication. Across all empathic ability levels, the students articulated all five key factors of scientific empathy through their utterances in situations involving productive science engagement. In the high empathic ability subgroup, empathic understanding and concern were emphasized, whereas in the low empathic ability subgroup, sensitivity, scientific imagination, and situational interest, factors of empathizing with the research object, were prominent. These results indicate that experiences of scientific empathy with research objects, beyond general empathetic abilities, serve as a distinct and crucial factor in stimulating diverse participation and sustaining students' productive engagement in scientific activities during science classes. By suggesting the potential multidimensional impact of scientific empathy on productive disciplinary engagement, this study contributes to discussions on the theoretical structure and stability of scientific empathy in science education.