• The Journal of the Korea institute of electronic communication sciences
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• v.16 no.4
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• pp.577-584
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• 2021

Electrical energy is an essential component in present societies, which is an important basis for our technological society. In the design of new power infrastructure, it is important to consider the psychological aspects of how our culture considers and aspects its development as an integral component of the community environment. The construction of new high voltage overhead transmission lines has become a controversial issue for public policy of government due to social opposition. The members of community are concerned about how these power lines may have an impact on their lives, basically caused by their effects on health and safety. The landscape and visual impact is one of the most impact that can be easily perceived for local community. The computer 3D simulation of new landscape is illustrated by a real life use corresponding to the selection of the power line route with least observability for local community. This paper used ArcGIS(geographic information system tool) for planning, survey, basic route and detailed route, route for implementation of transmission line corridor. Also, the paper showed the map of natural environment, living environment, safety and altitude using database of power line corridor, and transmission siting model was developed by this study. The suggested landscape of computer simulation with lowest visibility on a power line zone can contribute to reducing oppositions of local community and accelerating the construction of new power lines.

• Journal of Korean Society of Transportation
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• v.29 no.5
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• pp.121-138
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• 2011

More affordable and available cutting-edge technologies (e.g., wireless vehicle communication) are regarded as a possible alternative to the fixed infrastructure-based traffic information system requiring the expensive infrastructure investments and mostly implemented in the uninterrupted freeway network with limited spatial system expansion. This paper develops an advanced decentralized traveler information System (ATIS) using vehicle-to-vehicle (V2V) communication system whose performance (drivers' travel time savings) are enhanced by three complementary functions (autonomous automatic incident detection algorithm, reliable sample size function, and driver behavior model) and evaluates it in the typical $6{\times}6$ urban grid network with non-recurrent traffic state (traffic incident) with the varying key parameters (traffic flow, communication radio range, and penetration ratio), employing the off-the-shelf microscopic simulation model (VISSIM) under the ideal vehicle communication environment. Simulation outputs indicate that as the three key parameters are increased more participating vehicles are involved for traffic data propagation in the less communication groups at the faster data dissemination speed. Also, participating vehicles saved their travel time by dynamically updating the up-to-date traffic states and searching for the new route. Focusing on the travel time difference of (instant) re-routing vehicles, lower traffic flow cases saved more time than higher traffic flow ones. This is because a relatively small number of vehicles in 300vph case re-route during the most system-efficient time period (the early time of the traffic incident) but more vehicles in 514vph case re-route during less system-efficient time period, even after the incident is resolved. Also, normally re-routings on the network-entering links saved more travel time than any other places inside the network except the case where the direct effect of traffic incident triggers vehicle re-routings during the effective incident time period and the location and direction of the incident link determines the spatial distribution of re-routing vehicles.

• Journal of Appropriate Technology
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• v.6 no.2
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• pp.151-162
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• 2020

Education is one of the priority sectors specified in Tanzania, and it has committed to provide 11 years of compulsory free basic education for all from pre-primary to lower secondary level. Despite the Government's efforts to provide free basic education to all children, there are 2.0 million (23.2 per cent) out of 8.5 million children at the primary school age of 7-13, who are out of school in Tanzania. The ICT class should be offered as a regular class in all secondary schools in Tanzania, recommended by the ministry of education. However, many schools are struggling to implement this mandate. Most of schools offer the ICT class with theory without any real hardware. Some schools were given with computers but they were not maintained for operation. There is a huge task to make ICT education universal. Main issues include: remoteness (off-grid area), lack of ICT teachers, lack of resources such as hardware, infrastructure, and lack of practical lessons or projects to be used at schools. An innovative blended ICT/STEM education program is being conducted not only for Tanzanian public and private/international schools, but also for out-of-school adolescents through institutions, NGO centers, home visits and at the E3 Empower academy center. For effective STEM education to take place and remain sustainable, more practical curriculum, and close-up teacher support need to be accompanied concurrently. Practical, project-based simple coding lessons have been developed and employed that students experience true learning. The effectiveness of the curriculum has been demonstrated in various project centers, and it showed that students are showing new interests in exploring new discovery, even though this was a totally new area for them. It has been designed for an easy replication, thus students who learned can repeat the lessons themselves to other students. The ultimate purpose of this project is to have IT education offered as universally as possible throughout the whole Tanzania. Quality education for all children is a key for better future for all. Previously it was hoped that education with discipline will improve the active learning. But now more than ever, we believe that children have the ability to learn on their own with given proper STEM education tools, guidelines and environment. This gives promising hope to all of us, including those in the developing countries.