• Journal of the Korean earth science society
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• v.43 no.1
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• pp.60-76
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• 2022

This study presents a software full setup and the following test execution times in a Linux cluster for the United Kingdom Earth System Model (UKESM) and then compares the model results from control and experimental simulations of the UKESM relative to various observations. Despite its low resolution, the latest version of the UKESM can simulate tropospheric chemistry-aerosol processes and the stratospheric ozone chemistry using the United Kingdom Chemistry and Aerosol (UKCA) module. The UKESM with UKCA (UKESM-UKCA) can treat atmospheric chemistryaerosol-cloud-radiation interactions throughout the whole atmosphere. In addition to the control UKESM run with the default CMIP5 SO₂ emission dataset, an experimental run was conducted to evaluate the aerosol effects on meteorology by changing atmospheric SO₂ loading with the newest REAS data over East Asia. The simulation period of the two model runs was 28 years, from January 1, 1982 to December 31, 2009. Spatial distributions of monthly mean aerosol optical depth, 2-m temperature, and precipitation intensity from model simulations and observations over East Asia were compared. The spatial patterns of surface temperature and precipitation from the two model simulations were generally in reasonable agreement with the observations. The simulated ozone concentration and total column ozone also agreed reasonably with the ERA5 reanalyzed one. Comparisons of spatial patterns and linear trends led to the conclusion that the model simulation with the newest SO₂ emission dataset over East Asia showed better temporal changes in temperature and precipitation over the western Pacific and inland China. Our results are in line with previous finding that SO₂ emissions over East Asia are an important factor for the atmospheric environment and climate change. This study confirms that the UKESM can be installed and operated in a Linux cluster-computing environment. Thus, researchers in various fields would have better access to the UKESM, which can handle the carbon cycle and atmospheric environment on Earth with interactions between the atmosphere, ocean, sea ice, and land.

• Economic and Environmental Geology
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• v.55 no.5
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• pp.551-561
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• 2022

Geophysical exploration methods are very useful for generating high-resolution images of underground structures, and such methods can be applied to investigation of buried cultural properties and for determining their exact locations. In this study, image feature extraction and image segmentation methods were applied to automatically distinguish the structures of buried relics from the high-resolution ground-penetrating radar (GPR) images obtained at the center of Silla Kingdom, Gyeongju, South Korea. The major purpose for image feature extraction analyses is identifying the circular features from building remains and the linear features from ancient roads and fences. Feature extraction is implemented by applying the Canny edge detection and Hough transform algorithms. We applied the Hough transforms to the edge image resulted from the Canny algorithm in order to determine the locations the target features. However, the Hough transform requires different parameter settings for each survey sector. As for image segmentation, we applied the connected element labeling algorithm and object-based image analysis using Orfeo Toolbox (OTB) in QGIS. The connected components labeled image shows the signals associated with the target buried relics are effectively connected and labeled. However, we often find multiple labels are assigned to a single structure on the given GPR data. Object-based image analysis was conducted by using a Large-Scale Mean-Shift (LSMS) image segmentation. In this analysis, a vector layer containing pixel values for each segmented polygon was estimated first and then used to build a train-validation dataset by assigning the polygons to one class associated with the buried relics and another class for the background field. With the Random Forest Classifier, we find that the polygons on the LSMS image segmentation layer can be successfully classified into the polygons of the buried relics and those of the background. Thus, we propose that these automatic classification methods applied to the GPR images of buried cultural heritage in this study can be useful to obtain consistent analyses results for planning excavation processes.

• 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.