• Communications for Statistical Applications and Methods
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• v.4 no.3
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• pp.685-692
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• 1997

실험자의 주관을 제일 잘 반영한다고 볼 수 있는$I_{\lambda}-$최적 실험계획의 실제적 사용을 위하여 새로운 형태의 가중영역을 제시하였다. 그리고 반응표면분석에서 자주 쓰이는 이차원의 2차형식 함수를 기준으로 이에 대한 성질 및 특징을 알아보았다.

• Proceedings of the IEEK Conference
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• 2001.09a
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• pp.367-370
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• 2001

본 논문에서는 영상 합성을 위해 실시간으로 움직임 물체를 추출하고 움직임 물체의 홀이나 외곽선의 손실을 최소화하고 복원하는 알고리즘을 제안한다. 움직임은 기준영상과 현재 입력된 영상의 차이를 계산함으로써 검출 된다. 따라서 여기서 적당한 기준 영상과 검출 문턱치 방법의 선택이 필요하게 된다. 몇 가지 문턱치 선택 방법들이 연구되었나, 본 논문에서는 회귀적인 문턱치들을 이용한다. 그레이 영상을 통해 구해진 영역에서 칼라 값의 비교를 통해 손실된 영역을 복구하고 최종 실루엣 영상을 얻는다. 얻어진 움직임 물체의 실루엣 영상은 영상 합성에 이용한다.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.26 no.5B
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• pp.653-658
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• 2001

본 논문은 웨이블릿 변환 계수의 특성을 이용하여 영상에 워터마킹을 하는 방법을 제안하였다. 제안한 방법은 영상을 3단계 웨이블릿 변환 후 워터마크의 견고성(robustness)을 고려하여 저주파 영역 계수의 경우 인접계수간의 차이를 기준으로 워터마크를 삽입하고, HVS(Human Visual System)를 고려하여 고주파 영역 계수의 절대치를 기준으로 워터마트를 삽입하였다. 또 대역별로 반감확률을 적용한 스케일 변수를 다르게 부여함으로써 워터마크된 영상의 화질 열화를 줄일 수 있었고, 워터마크의 견고성을 증가시킴으로써 보다 안전한 디지털 컨텐츠 보호에 중점을 두고자 하였다.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.81-98
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• 2004

This study is to conduct the basic study for the achievement and assessment standards for the subject of 'Human Development' and 'Food and Nutrition', which are the curricula of Vocational Home Economics High Schools. These two subjects were newly adopted in the Vocational study Section of the 2005 College Entrance Examinations. In other words, this study is to provide the basic data for implementing the quality education based on the proper assessment of the curricula. For this purpose. this study analyzed the character & objective of 'Human Development' and 'Food and Nutrition'. Secondly. through the theoretical review for the concept & necessity of absolute evaluation standards. this study ensures the concept of achievement and assessment standards. and also designs the developing measures (including procedures). The achievement standards were developed by the following 5 step procedures. (1) Analyzing the objectives & contents of curricula. (2) Designating the development field of achievement standards (3) Developing the achievement standards. (4) The assessment of achievement standards. (5) Confirming the achievement standards. The assessment standards were developed by the following 5 step procedures. (1) Analyzing the achievement standards, (2) Designating the assessment field (3) Developing the assessment standards (4) Evaluating the assessment standards (5) Confirming the assessment standards Thirdly, this study suggested the exemplary achievement standards and assessment standards for the subject of Human Development, Food and Nutrition. Future study needs some critical review for the method of developing achievement and assessment standards for the subject of Human Development, Food and Nutrition. For example. the properness of 'Contents Element' which was designated as the developing field in the achievement standards, the discussion on validity of Contents Element abstract. the base of evaluating classification in terms of low, middle and high level, and other things should be considered through critical discussion. Especially the follow-up study should include the development of various evaluating methods to enable the clear communication for the achievement and assessment standards based on abstract concept and theory, thereby it could enable the actual interpretation and practical use.

• Journal of the Korean association of regional geographers
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• v.22 no.3
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• pp.730-744
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• 2016

This study aims to seek for solution to reinforce affective domain in World Geography instruction using travelog. The result can be summarized as follows. First, The World Geography textbooks are given too much emphasis on cognitive domain. This overevaluation is due to the fact that official World Geography curriculum is concentrated in cognitive domain. Second, Travelogs can be effectively used for reinforcing affective domain in World Geography education. They can reinforce the various attitudes and values that students need. I hope that this study could activate discussion on affective domain and graphic skills in geography education.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2001.05a
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• pp.653-655
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• 2001

본 논문은 홍채영상에 대한 에지를 검출하고 홍채진단을 위한 에지영상패턴 매칭을 이용하여 홍채의 진단영역을 인식하는 연구이다. 에지검출기법은 8방향 키어쉬-라프라시언 기법을 적용하고 진단영역인식은 진단기준패턴과 입력에지영상패턴과 오버레이 패턴매칭으로 진단영역을 인식하였다. 그 결과 적용한 에지검출영상의 PSNR이 131정도이며 패턴매칭 영역인식결과는 86%정도로 홍채에 의한 인체의 상태를 추정하는 자동진단시스템으로 환용 가능성을 제시하였다.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.77-87
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• 2017

We developed a framework of consisting of concept understanding and learning activities in the area of algorithm and programming for constructing SW curriculum that can be used in school field. Based on this, it is composed of five levels of achievement standards by area. The algorithm area consists of 18 achievement standards elements, and the programming area consists of 21 elements. To examine the importance of content about achievement standards and the appropriateness of the education time of each area, its validity was suggested through expert verification by delphi survey. The present study could be utilized as the research data of the standard model of information education curriculum and provides important implications for the development of SW curriculum in the school field.

• Proceedings of the Korea Water Resources Association Conference
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• 2019.05a
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• pp.190-190
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• 2019

호우로 인해 도시지역에 발생하는 홍수의 대표적인 특성은 도로와 저지대의 내수침수라고 할 수 있다. 이러한 침수현상을 모의하고 예측하기 위해서는 일반적으로 도시유출해석 모형과 연계된 2차원 침수해석 모형을 활용한다. 다만, 이러한 물리적, 수치해석 도구들은 공간적인 해상도가 높고, 대상영역이 넓을수록 많은 연산시간이 소요되므로 집중호우와 같이 단시간에 많은 비가 발생하는 경우 홍수예보에 활용하는데 한계가 있다. 따라서 시나리오 기반의 침수위험 정보를 사전에 정의하나, 위험기준을 정의하는 방법에 따라 위험지역과 위험도가 달라질 수 있다. 이에 본 연구에서는 시공간적으로 상세한 침수 예상 정보를 빠르고, 정확하게 제공하기 위해서 침수시나리오 기반의 침수위험 예보 기준 지도를 작성하고, 기준 지도 작성 시 위험기준 요소의 정의를 다양하게 적용하여 서울시의 침수위험 지역과 위험도의 변화를 분석하고자 한다. 여기서 침수시나리오는 76개 강우 시나리오와 SWMM모형, 2차원 침수해석모형(GIAM)을 활용하여 생산한 결과를 활용하였다. 생산된 침수시나리오는 6m 시공간 해상도를 갖지만, 예측강우를 활용한 돌발홍수예보 프로토타입의 기준 격자망을 고려하여 500m 해상도로 변환하여 분석에 활용한다. 본 연구에서는 침수위험의 유무, 위험 정도를 분류하는 위험기준을 영역 내 최대침수심, 평균침수심, 침수면적 비율 등으로 다양화하고, 각 위험기준 요소별 침수위험 예보 기준 지도를 작성한다. 또한, 실제 침수발생 사례에 작성한 침수위험 예보 기준 지도를 적용하여, 침수위험 지역과 위험도를 가장 적합하게 구현한 위험기준을 찾고자 한다.

• The KIPS Transactions:PartB
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• v.9B no.3
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• pp.311-318
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• 2002

Document image layout analysis contains the process to segment document image into detailed regions and the process to classify the segmented regions into text, picture, table or etc. In the region classification process, the size of a region, the density of black pixels, and the complexity of pixel distribution are the bases of region classification. But in case of picture, the ranges of these bases are so wide that it's difficult to decide the classification threshold between picture and others. As a result, the picture has a higher region classification error than others. In this paper, we propose document image layout analysis method which has a better performance for the picture and text region classification than that of previous methods including commercial softwares. In the picture and text region classification, median filter is used in order to reduce the influence of the size of a region, the density of black pixels, and the complexity of pixel distribution. Futhermore the classification error is corrected by the use of region expanding filter and constrained conditions.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.107-127
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• 2021

The purpose of this study is to examine the relationship between the content areas and competencies of the Family & Consumer Sciences National Standards(NSFCS 3.0) of the U. S. and UNESCO Global Citizenship Education(GCED). For this purpose, the global perspective, content areas and competencies in NSFCS 3.0 and the keywords related to the three areas of content areas of UNESCO GCED were analyzed. Specifically, the content standards and competencies related to the words 'world' or 'global' were extracted and their relationship to the GCED topics and keywords were analyzed. The results of the study are as follows. First, NSFCS 3.0 described the direct correlation between individuals and the world by recognizing individuals as global citizens in 14 areas except for 'interpersonal relations' and 'parenting', specifically using the keyword of 'world' in content standards and competencies. Second, in the content standards and competencies of NSFCS 3.0, the keywords related to the topics of GCED areas were presented evenly in the three areas of FCS, dietary habits, family life, and human development. The social and emotional areas were not presented in clothing, housing, and consumer life. On the other hand, the behavioral area, which is emphasized most in the GCED, is presented in all the FCS content areas. From this, it is apparent that the learning field for GCED may be considered as the area of life pursued by the home economics curriculum. The results of this study provide foundational bases for understanding the relationship between NSFCS 3.0 and the GCED, and implications as to how to implement the content of the GCED in the next revision of the national home economics curriculum of Korea.