• Journal of Korean Tunnelling and Underground Space Association
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• v.19 no.6
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• pp.915-936
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• 2017

In this study, current status of Korean hazard mitigation guideline for tunnel operation is summarized. It shows that requirement for CCTV installation has been gradually stricted and needs for tunnel incident detection system in conjunction with the CCTV in tunnels have been highly increased. Despite of this, it is noticed that mathematical algorithm based incident detection system, which are commonly applied in current tunnel operation, show very low detectable rates by less than 50%. The putative major reasons seem to be (1) very weak intensity of illumination (2) dust in tunnel (3) low installation height of CCTV to about 3.5 m, etc. Therefore, an attempt in this study is made to develop an deep-learning based tunnel incident detection system, which is relatively insensitive to very poor visibility conditions. Its theoretical background is given and validating investigation are undertaken focused on the moving vehicles and person out of vehicle in tunnel, which are the official major objects to be detected. Two scenarios are set up: (1) training and prediction in the same tunnel (2) training in a tunnel and prediction in the other tunnel. From the both cases, targeted object detection in prediction mode are achieved to detectable rate to higher than 80% in case of similar time period between training and prediction but it shows a bit low detectable rate to 40% when the prediction times are far from the training time without further training taking place. However, it is believed that the AI based system would be enhanced in its predictability automatically as further training are followed with accumulated CCTV BigData without any revision or calibration of the incident detection system.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.173-185
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• 2024

Mathematics is a subject that is closely related to ensuring basic academic abilities. As the importance of basic academic abilities has emerged recently, various policies and programs have been implemented to ensure basic academic abilities in mathematics. In this study, we extracted the programs related to mathematics from the Implementation Plans of the Basic Academic Abilities Guarantee of 17 city and provincial education departments and analyzed the actual status of the programs. We divided the programs into diagnosis and support. Regarding diagnosis, we analyzed what types of diagnostic tools are used, who chooses diagnostic tools, who is diagnosed, and when students are diagnosed. Regarding support, we classified it as in-class, in-school, and out-of-school support, and further analyzed the type of the learning support program and the expertise of the instructor. The results of this study showed that there was room for improvement in the timing of diagnosis and diagnostic expertise. This study also found the problems with the lack of preventive programs, ensuring teacher expertise, and support for dyscalculia. This study is expected to contribute to the implementation of programs to ensure basic academic abilities in mathematics and to promote research on basic academic abilities in mathematics education.