A number of middle and high school students are selected at the Korea Astronomy Olympiad (KAO) in every year. In the first stage of the selection, the resume, school transcript, and recommendation letters from teachers are referred. In the second stage, after video lectures and weekend observation classes, students are tested with on-line homeworks, and interviewed through internet. For 118 students who have gone through the second stage of the 2012 KAO, we have conducted a questionnaire survey, which asks the students the motivation and preparation for the KAO. The survey has also included inquiries for the selection process and education program of the 2012 KAO; the replies will be used as feedbacks for the next year's KAO. The survey has revealed that the first stage worked well, while the second stage needs to be improved in terms of fairness and objectivity. We have found that most students received private tutorings for the KAO, so we suggest efforts should be made for students to be able to prepare the KAO without receiving private tutorings.

We analyzed the current status of the telescope control system (TCS2) of the 1.8 m telescope in Bohyunsan Optical Astronomy Observatory (BOAO), and suggest a new TCS (TCS3) for the long term development of BOAO. The TCS2 was constructed in 1998 to replace the TCS1 which was installed with the telescope itself at the commencement of BOAO. One of the important parts of TCS is PMAC (Programmable Multi-Axis Controller), which is a general-purpose multi-axis motion controller. PMAC provides the direct interactive communication environment permitting users to command the controller directly with simple operations. This makes the setup, debugging, and diagnostics very easy. The TCS2 was operated stable for a long time, but the hardware and TCS computers have been deteriorated and are out of date now. The new TCS3 needs to be constructed based on a modern computer system. And functions such as pre-calculations of telescope limiting position, interworking with virtual observatory tools, and using GUI, etc should be added. Construction of the TCS3 will be a step creating a better observation environment for the Korean astronomical society.

We have carried out a follow-up study on the students who have participated or are going to participate in either the International Astronomy Olympiad (IAO), the Asia Pacific Astronomy Olympiad (APAO) or the International Olympiad on Astronomy and Astrophysics (IOAA) from 2002 to 2011. The survey questionnaires returned from ten high school students including five who are to participate in 2011 as well as fourteen college students have been analyzed in various aspects of their backgrounds and personal characteristics. In family life, their parents tend to have high educational background along with high expectations for their children. In regard to the academic environment, most students express a general satisfaction in school life, including their relationship with teachers and classmates. In personal characteristics, they describe themselves as inquisitive, perseverant, competitive, creative, self-motivated and goal-oriented, in addition to many other traits. Most students have a strong interest in astronomy which usually begins in middle schools through exposure to astronomy books. On top of it, the astronomy olympiad has provided them with an opportunity to strengthen their self-esteem, problem-solving ability and conviction about scientific careers. Accordingly, the experience in astronomy olympiad has led a considerable number of students to continuously studying in astronomy related fields or otherwise in other science and engineering areas. In conclusion, the astronomy olympiad plays such an important role that it can make a significant contribution to astronomy as well as science in general by having positive impact on the potential career path of its participants.

The International Olympiad on Astronomy and Astrophysics (IOAA) initiated by the Thailand Astronomical Society in 2007 is an annual competition for high school students. One of its aim is to enhance the development of international exchange in the field of school education in astronomy and astrophysics. This paper first provides the overview of the IOAA in terms of key regulations based on its statutes, history and current status. Secondly, the published syllabus of the IOAA is used for content analysis according to subject areas regarding the exam questions of the IOAA in theoretical, observational and data analysis parts from 2007 to 2010. Also, a scientific inquiry framework is applied to the same questions for assessment based on scientific inquiry in the cognitive aspect with two sub-classes of scientific knowledge and scientific reasoning. Among a dozen astronomy subject areas listed on the syllabus, the theoretical part of the IOAA makes more frequent use of the Sun, the solar system, properties of stars, and concept of time. In content knowledge, a factor of scientific knowledge, the IOAA questions, especially in the theoretical part have a lesser degree in difficulty than the IAO (International Astronomy Olympiad) exam questions for the same period whose degree in difficulty is comparable to college level. With regard to scientific reasoning, the IOAA questions tend to involve convergent rather than divergent thinking. Lastly, in light of these findings, discussions are given on the outcome of Korean participation in the previous IOAAs and ways to help better in preparing Korean students for future astronomy Olympiads.

A diagnostic tool has been proposed to convert the observed surface distribution of hydrogen recombination line intensities into the radial distributions of the electron temperature and the density in HII regions. The observed line intensity is given by an integral of the volume emission coefficient along the line of sight, which comprises the Abel type integral equation for the volume emission coefficient. As the emission coefficient at a position is determined by the temperature and density of electrons at the position, the local emission coefficient resulted from the solution of the Abel equation gives the radial distribution of the temperature and the density. A test has been done on the feasibility of our diagnostic approach to probing of HII regions. From model calculations of an HII region of pure hydrogen, we have theoretically generated the observed surface brightness of hydrogen recombination line intensities and analyzed them by our diagnostic tool. The resulting temperatures and densities are then compared with the model values. For this case of uniform density, errors in the derived density are not large at all the positions. For the electron temperature, however, the largest errors appear at the central part of the HII region. The errors in the derived temperature decrease with the radial distance, and become negligible in the outer part of the model HII region.

Productivity of the Giant Magellan Telescope is estimated based on the annual number of papers produced by the currently operating large telescopes such as the telescope at the ESO La Silla observatory, CFHT, AAT, the Magellan telescopes, ESO VLT, Japanese Subaru, the Gemini telescopes, and the Keck telescopes. We find that the amount of papers produced by a large telescope is roughly proportional to the diameter of its primary mirror. With this fact, we estimate the SCI-paper productivity of the Giant Magellan Telescope by extrapolating the productivity of the above-mentioned large telescopes. Moreover, according to the paper written in 2001 by Benn and Sanchez, the amount of highly-cited papers produced by a large telescope is roughly proportional to the light-gathering power of the telescope or the square of the diameter. Hence, we survey the productivity of Nature-class papers of the large telescopes and extrapolate the relationship to estimate the productivity of the Nature-class papers by using the Giant Magellan telescope of a filled aperture 21.4 meters in diameter. We expect that Korean astronomers will be able to produce annually 60 SCI-class papers and 20 Nature-class papers with high scientific impact by using the telescope-time corresponding to the 10% share of the Giant Magellan Telescope.

The International Astronomy Olympiad (IAO) was established by the Euro-Asian Astronomical Society in order to disseminate astronomical knowledge, promote international cooperation in astronomical education area and recognize the importance of astronomy in far-reaching field of science and human culture. The first IAO competition was held at the Special Astrophysical Observatory of the Russian Academy of Sciences located in the north Caucasus of Russia in 1996. Since then, it has been held every year. This paper describes the present status of the IAO main regulations regarding its operation and major results by year, related institutions, and organizations. We created a scientific inquiry framework to analyze past IAO problems in the recognitive aspect in order to measure levels of the scientific knowledges and the scientific thinking abilities. Through this analysis, we can understand the current status of the IAO, and examine the future direction of Korea Astronomy Olympiad. Also, we can make preparation for the IAO competition and the education of delegates.