• Journal of Engineering Education Research
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• v.9 no.3
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• pp.5-21
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• 2006

The engineer's creativity is becoming more important as high value-added products are required. In this paper, a new curriculum model for creative engineering education has been developed. This study proposes the method of applying Chem-E-Car to the chemical engineering education for students to develop creativity. The Chem-E-Car is used as a given problem to students for developing safety study, teamwork, communication skill and creativity. The PBL(problem based Learning) is used in the class. The problem in this case is to make the Chem-E-Car, a shoebox sized car powered only by chemical reactions. Four types of Chem-E-Car such as turbine, rocket, voltaic cell and fuel cell are developed through out this program. The fuel cell powered Chem-E-Car is emphasized to students as new problems with constraints. This paper shows how the students solved the problems with creativity.

• Atmosphere
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• v.27 no.4
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• pp.385-398
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• 2017

Numerical weather prediction experiments were carried out by applying topographic effects to reduce or enhance the solar radiation by terrain. In this study, x and ${\kappa}({\phi}_o,\;{\theta}_o)$ are precalculated for topographic effect on high resolution numerical weather prediction (NWP) with 1 km spatial resolution, and meteorological variables are analyzed through the numerical experiments. For the numerical simulations, cases were selected in winter (CASE 1) and summer (CASE 2). In the CASE 2, topographic effect was observed on the southward surface to enhance the solar energy reaching the surface, and enhance surface temperature and temperature at 2 m. Especially, the surface temperature is changed sensitively due to the change of the solar energy on the surface, but the change of the precipitation is difficult to match of topographic effect. As a result of the verification using Korea Meteorological Administration (KMA) Automated Weather System (AWS) data on Seoul metropolitan area, the topographic effect is very weak in the winter case. In the CASE 1, the improvement of accuracy was numerically confirmed by decreasing the bias and RMSE (Root mean square error) of temperature at 2 m, wind speed at 10 m and relative humidity. However, the accuracy of rainfall prediction (Threat score (TS), BIAS, equitable threat score (ETS)) with topographic effect is decreased compared to without topographic effect. It is analyzed that the topographic effect improves the solar radiation on surface and affect the enhancements of surface temperature, 2 meter temperature, wind speed, and PBL height.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.199-207
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• 2020

In this study, the case of capstone design course operation for the execution of SW development-oriented projects in the field of computer engineering is presented, and a 3-tier capstone design model is proposed through the case. Recently, most engineering departments operate capstone design classes, but in many cases, capstone design courses are generally operated in the graduation year. Students taking these capstone design courses are experiencing difficulties in the process of actually coding and implementing together with the collaboration process according to the team project class operation, but before these difficulties, derivation and verification of possible ideas and concrete ideas It is showing more difficulties in the process. In this study, in order to efficiently operate the capstone design and create results, in the second semester prior to graduation, students, professors, and mentors from industry mentors will work together to develop ideas through an idea tone contest, etc. Through the second semester, we propose a 3-tier capstone design model that can advance the idea and actual implementation and implementation of the derived ideas.

• Korean Medical Education Review
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• v.11 no.2
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• pp.33-37
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• 2009

Teaching and learning were carried out long before the word "education" was coined. As teaching and learning became more universal, the word "education" was construed as a social promise, and there was a general consensus as to what it denoted. Many university professors will most likely have great confidence and expertise with respect to "teaching" in their area of specialization, and they believe that they are fulfilling a social promise. However, how much expertise do they have in actually making students "learn"? How concerned are professors about enabling students to utilize their potential and talents to cultivate their learning abilities and to adjust to the different demands of various fields? The same issue arises in medical education. To what extent can professors' teaching heighten students' sense of purpose and motivation to learn? With regard to increasing learners' initiatives, the learning model of constructivism presupposes that learners are active and creative, have their own personalities, and possess unlimited learning potential. The PBL being carried out in medical schools today is a form of study that can take advantage of these aspects of learners. They can maximally widen the range of students' development through many intellectual activities and solve difficult problems by either sharing or critiquing the thoughts and ideas of others. The acts of teaching and learning that have been carried out for thousands of years remain difficult to this day and must be ceaselessly deliberated and researched by experts in the field of education. Just as good teachers are required to produce good learners, we must give ourselves room to rethink the basis of education in order to maximize effective and efficient learning.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.93-100
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• 2020

To qualitative improvement in addition to the quantitative growth of field placement, efforts to reduce short-term (4 weeks) and mid-term professional practice (8 weeks) and to increase the proportion of long-term term professional practice (12 weeks or more) are increasing at university sites. There are the problems: the absence of systematic and specialized field placement curriculum of the short-term and mid-term professional practice, the participation of university field placement increases, companies do not prefer to participate in its program and students hesitate to apply to long-term practice due to their major. In order to solve these problems, this paper proposes the IPBP(Industry Problem Based professional Practice) based on Gyeongbuk K University which the students solve the company's difficulties during the field placement with their professor if need. In order to build a win-win field practice culture with participating companies, we suggest that the IPBP solution field practice presented in this paper is one of the good models.

• Journal of the Korean earth science society
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• v.35 no.1
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• pp.1-18
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• 2014

The purpose of this study was to analyze the sensitivity of meteorological fields and the variation of concentration of particulate matters (PMs) due to aerosol schemes and dust options within the WRF-Chem model to estimate Asian dusts affected on 29 May 2008 in the Korean peninsula. The anthropogenic emissions within the model were adopted by the $0.5^{\circ}{\pm}0.5^{\circ}$ RETRO of the global emissions, and the photolysis option was by Fast-J photolysis. Also, three scenarios such as the RADM2 chemical mechanism and MADE/SORGAM aerosol, the MOSAIC 8 section aerosol, and the GOCART dust erosion were simulated for calculating Asian dust emissions. As a result, the scenario of the RADM2 chemical mechanism & MADE/SORGAM aerosol depicted higher concentration than the others' in both Asian dusts and the background concentration of PMs. By comparing of the daily mean of PM10 measured at each air quality monitoring site in Seoul with the scenario results, the correlation coefficient was 0.67, and the root mean square error was $44{\mu}gm^{-3}$. In addition, the air temperature, the wind speed, the planetary boundary layer height, and the outgoing long-wave radiation were simulated under conditions of no chemical option with these three scenarios within the WRF or WRF-Chem model. Both the spatial distributions of the PBL height and the wind speed of u component among the meteorological factors were similar to those of the Asia dusts in range of 1,800-3,000 m and $2-16ms^{-1}$, respectively. And, it was shown that both scenarios of the RADM2 chemical mechanism and MADE/SORGAM aerosol and the GOCART dust erosion were interacted on-line between meteorological factors and Asian dusts or aerosols within the model because the outgoing long-wave radiation was changed to lower than the others.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.504-510
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• 2016

This study presents a model for blended problem-based learning (BPBL) for engineering colleges in Mongolia in order to efficiently train talented Mongolian specialists "With problem-solving skills for the current information technology era. BPBL is learner-centered teaching method that promotes learning. Moreover, current teaching methods in the engineering colleges of Mongolia should change to novel and flexible teaching environments and methods that meet learners' needs. Thus, using BPBL for engineering education development in Mongolia will provide more teaching possibilities, which will assist the professors. Over the past few years, universities in Mongolia have established the Center for Teacher Development, which provides training and gives advice to staff about teaching methods, although the majority of lectures are still fragmentary and anecdotal. Therefore, many professors teach the way they learned, and most teaching methods used up till now have been teacher-centered. However, modern college instructors and modem society demand different engineering teaching methods from teachers who are more familiar with old-fashioned methods. Furthermore, the methods should meet the needs of individuals and groups who prefer to apply technology in the engineering learning process. Using an effective engineering strategy in the development of a new engineering teaching method will lead to its success.

• 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.

• Korean Journal of Remote Sensing
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• v.32 no.3
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• pp.307-321
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• 2016

Planetary Boundary Layer Height (PBLH) is a major input parameter for weather forecasting and atmosphere diffusion models. In order to estimate the sub-grid scale variability of PBLH, we need to monitor PBLH data with high spatio-temporal resolution. Accordingly, we introduce a LIdar observation VEhicle (LIVE), and analyze PBLH derived from the lidar loaded in LIVE. PBLH estimated from LIVE shows high correlations with those estimated from both WRF model ($R^2=0.68$) and radiosonde ($R^2=0.72$). However, PBLH from lidar tend to be overestimated in comparison with those from both WRF and radiosonde because lidar appears to detect height of Residual Layer (RL) as PBLH which is overall below near the overlap height (< 300 m). PBLH from lidar with 10 min time resolution shows typical diurnal variation since it grows up after sunrise and reaches the maximum after 2 hours of sun culmination. The average growth rate of PBLH during the analysis period (2014/06/26 ~ 30) is 1.79 (-2.9 ~ 5.7) m $min^{-1}$. In addition, the lidar signal measured from moving LIVE shows that there is very low noise in comparison with that from the stationary observation. The PBLH from LIVE is 1065 m, similar to the value (1150 m) derived from the radiosonde launched at Sokcho. This study suggests that LIVE can observe continuous and reliable PBLH with high resolution in both stationary and mobile systems.