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KAIST Listed as Top 100 Global Innovator by Clarivate
KAIST was named as one of the Top 100 Global Innovators 2021 by Clarivate. Among the top 100, 42 US corporations, including Amazon, Apple, Google, and Facebook, and 29 Japanese corporations made the list. The list included four Korean corporations Samsung Electronics, LG Electronics, LS Electronics, and SK Telecommunications. KAIST, the only university listed as a global innovator, regained its place in the Top 100 Global Innovators this year after last being named in 2013. Industrywide, the electronics and semiconductor sectors took the majority of the top global innovators spots with 21 and 12 corporations respectively. President Kwang Hyung Lee received the trophy from Clarivate Korea Regional Director Seongsik Ahn on May 12 at KAIST’s main campus. President Lee said, “We are glad that our continued innovation efforts are receiving worldwide recognition and will continue to strive for sustainable growth as a university that creates global value and impact.” Every year since 2012, the Top 100 Global Innovators has identified companies and institutions at the pinnacle of the global innovation landscape by measuring the ideation culture that produces patents and puts them at the forefront. Clarivate tracks innovation based on four factors: 1. volume of patents 2. influence 3. Success and 4. globalization using patents, patents indices, and citation index solutions. For measuring the patent volume, the Top 100 candidate must meet a threshold of 100 granted patents received in the past five years and more than 500 in the Derwent World Patents Index over any time period. Clarivate assesses the level of influence of the patented ideas by reviewing the number of external citations their inventions received over the past five years. For measuring success, they look at how successful each candidate has been getting their applications for patent protection approved by patent offices around the world over past five years. Globalization measures the investment levels of each candidate in their patent applications, a metric designed to assess both the importance of invention to the companies as well as the footprint of commercialization. (END)
2021.05.12
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Observing Individual Atoms in 3D Nanomaterials and Their Surfaces
Atoms are the basic building blocks for all materials. To tailor functional properties, it is essential to accurately determine their atomic structures. KAIST researchers observed the 3D atomic structure of a nanoparticle at the atom level via neural network-assisted atomic electron tomography. Using a platinum nanoparticle as a model system, a research team led by Professor Yongsoo Yang demonstrated that an atomicity-based deep learning approach can reliably identify the 3D surface atomic structure with a precision of 15 picometers (only about 1/3 of a hydrogen atom’s radius). The atomic displacement, strain, and facet analysis revealed that the surface atomic structure and strain are related to both the shape of the nanoparticle and the particle-substrate interface. Combined with quantum mechanical calculations such as density functional theory, the ability to precisely identify surface atomic structure will serve as a powerful key for understanding catalytic performance and oxidation effect. “We solved the problem of determining the 3D surface atomic structure of nanomaterials in a reliable manner. It has been difficult to accurately measure the surface atomic structures due to the ‘missing wedge problem’ in electron tomography, which arises from geometrical limitations, allowing only part of a full tomographic angular range to be measured. We resolved the problem using a deep learning-based approach,” explained Professor Yang. The missing wedge problem results in elongation and ringing artifacts, negatively affecting the accuracy of the atomic structure determined from the tomogram, especially for identifying the surface structures. The missing wedge problem has been the main roadblock for the precise determination of the 3D surface atomic structures of nanomaterials. The team used atomic electron tomography (AET), which is basically a very high-resolution CT scan for nanomaterials using transmission electron microscopes. AET allows individual atom level 3D atomic structural determination. “The main idea behind this deep learning-based approach is atomicity—the fact that all matter is composed of atoms. This means that true atomic resolution electron tomogram should only contain sharp 3D atomic potentials convolved with the electron beam profile,” said Professor Yang. “A deep neural network can be trained using simulated tomograms that suffer from missing wedges as inputs, and the ground truth 3D atomic volumes as targets. The trained deep learning network effectively augments the imperfect tomograms and removes the artifacts resulting from the missing wedge problem.” The precision of 3D atomic structure can be enhanced by nearly 70% by applying the deep learning-based augmentation. The accuracy of surface atom identification was also significantly improved. Structure-property relationships of functional nanomaterials, especially the ones that strongly depend on the surface structures, such as catalytic properties for fuel-cell applications, can now be revealed at one of the most fundamental scales: the atomic scale. Professor Yang concluded, “We would like to fully map out the 3D atomic structure with higher precision and better elemental specificity. And not being limited to atomic structures, we aim to measure the physical, chemical, and functional properties of nanomaterials at the 3D atomic scale by further advancing electron tomography techniques.” This research, reported at Nature Communications, was funded by the National Research Foundation of Korea and the KAIST Global Singularity Research M3I3 Project. -Publication Juhyeok Lee, Chaehwa Jeong & Yongsoo Yang “Single-atom level determination of 3-dimensional surface atomic structure via neural network-assisted atomic electron tomography” Nature Communications -Profile Professor Yongsoo Yang Department of Physics Multi-Dimensional Atomic Imaging Lab (MDAIL) http://mdail.kaist.ac.kr KAIST
2021.05.12
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The Educational ‘Metaverse’ Is Coming
The universities best equipped with digital infrastructure and savvy human resources will emerge as the new leaders − no matter where they are, says Kwang Hyung Lee It goes without saying that the Covid-19 pandemic has taken a heavy toll on the education sector. Approximately 1.6 billion students from 192 countries, or 91 per cent of the world’s student population, have experienced educational disruptions. As we all know, this disruption led to online education hastily emerging as an important new platform. However, approximately 29 percent of young people worldwide, about 364 million individuals, are not online. In many ways, the digital divide is now wider than ever. We do, however, have an opportunity to ensure that the integration of emerging technologies is further accelerated and that online delivery becomes an integral component of education. This should, in theory, lead to more inclusive and creative pedagogical solutions. The entire world has effectively taken part in an educational experiment, and at KAIST we were able to confirm that blended education worked effectively for our students. It made up for the long-standing pedagogical shortfalls of the one-way delivery of knowledge and made it possible to shift to a learner-centric model, giving us a great opportunity to unlock the creativity and collaborative minds of our students. Education tailored to students’ individual levels will not only help them accumulate knowledge but improve their ability to use it. A recent survey in South Korea found that 96 per cent of Seoul citizens believed that the pandemic widened the existing learning gap, but 74 per cent said that schools should carry out a blended form of education using both remote and in-person classes. The feedback from KAIST students on our online classes gives us a glimpse into the new paths we need to take. From last March, we offered 60 per cent real-time classes via Zoom and 40 per cent through our pre-recorded learning management system. Our students were satisfied with the real-time classes in which they could interact face to face with professors. The blended class format combining real-time and pre-recorded content received very satisfactory evaluations. The problem, however, came with lab classes via Zoom. Students expressed their dissatisfaction with the passive and indirect learning experiences. Developing online tools or technologies that can enable scientific experiments, engineering prototyping and other hands-on activities remains a challenge. However, we can begin to address these issues using complementary technologies such as virtual reality, augmented reality, image recognition and eye-tracking technologies. The barriers to access to these new experiences are both complex and pervasive, yet there are ways we can pull together to disrupt these barriers at a global level in the hope of fostering inclusive growth. For instance, the virtual campus will become a reality at the Kenya-KAIST campus, which will open by September 2023 in the Konza Technopolis, 60km outside Nairobi. There, we aim to go beyond online education by creating a “metaverse” that provides assistance for running classes and creates an immersive learning experience that runs the gamut of campus activities while utilising the latest digital technologies. Following a feasibility study of the Kenya campus that took place five years ago, we planned to utilise Mooc courses created by KAIST professors. Using online content there will help mitigate the educational gap between the two institutions, plus it will reduce the need for many students and faculty to make the long commute from the capital to the campus. Although students are expected to live on campus, they will probably engage in other activities in Nairobi and want to take classes wherever they are. Since it will take some time to select and recruit an excellent group of faculty members, we feel it will be more effective to use online lecture platforms to deliver standardised and qualified content. It has been posited that the fast adoption of online education will affect international students’ enrolment in universities, which will lead to reductions in revenue. However, we expect that students will choose a university that offers more diverse and interactive metaverse experiences on top of academic and global experiences. The time has come to rebuild the curriculum and infrastructure for the world of the metaverse. We can’t go back to the way things were before. Universities around the world are now on the same starting line. They need to innovate and pioneer new approaches and tools that can enable all sorts of campus activities online. They should carve out their own distinct metaverse that is viable for human interaction and diverse technological experiences that promote students’ creativity and collaborative minds. The universities best equipped with digital infrastructure and savvy human resources will emerge as the new leaders − no matter where they are. Successful education needs the full support of communities and equal access to opportunities. Technological breakthroughs must be used to benefit everyone. To this end, the private and public sectors need to collaborate to bring about inclusive learning opportunities and help shore up global resilience against this and any future pandemics. The hope is that such disruption will bring about new technology and knowledge that we can leverage to reshape the future of education. ⓒ Source: Times Higher Education (THE)
2021.05.10
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