• Smart Structures and Systems
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• v.26 no.5
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• pp.559-573
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• 2020

One of the powerful data management tools is Building Information Modeling (BIM) which operates through obtaining, recalling, sharing, sorting and sorting data and supplying a digital environment of them. Employing SHM, a BIM in monitoring systems, would be an efficient method to address their data management problems and consequently optimize the economic aspects of buildings. The recording of SHM data is an effective way for engineers, facility managers and owners which make the BIM dynamic through the provision of updated information regarding the occurring state and health of different sections of the building. On the other hand, digital transformation is a continuous challenge in construction. In a cloud-based BIM platform, environmental and localization data are integrated which shape the Internet-of-Things (IoT) method. In order to improve work productivity, living comfort, and entertainment, the IoT has been growingly utilized in several products (such as wearables, smart homes). However, investigations confronting the integration of these two technologies (BIM and IoT) remain inadequate and solely focus upon the automatic transmission of sensor information to BIM models. Therefore, in this composition, the use of BIM based on SHM and IOT is reviewed and the economic application is considered.

• Journal of Internet of Things and Convergence
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• v.8 no.2
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• pp.1-6
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• 2022

This paper presents a regionalized time slotted channel hopping (TSCH) slotframe-based aerial data collection using wake-up radio. The proposed scheme aims to minimize the delay and energy consumption when an unmanned aerial vehicle (UAV) collects data from sensor devices in the large-scale service area. To this end, the proposed scheme divides the service area into multiple regions, and determines the TSCH slotframe length for each region according to the number of cells required by sensor devices in each region. Then, it allocates the cells dedicated for data transmission to the TSCH slotframe using the ID of each sensor device. For energy-efficient data collection, the sensor devices use a wake-up radio. Specifically, the sensor devices use a wake-up radio to activate a network interface only in the cells allocated for beacon reception and data transmission. The simulation results showed that the proposed scheme exhibited better performance in terms of delay and energy consumption compared to the existing scheme.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.17 no.12
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• pp.3383-3397
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• 2023

Scene graphs serve as semantic abstractions of images and play a crucial role in enhancing visual comprehension and reasoning. However, the performance of Scene Graph Generation is often compromised when working with biased data in real-world situations. While many existing systems focus on a single stage of learning for both feature extraction and classification, some employ Class-Balancing strategies, such as Re-weighting, Data Resampling, and Transfer Learning from head to tail. In this paper, we propose a novel approach that decouples the feature extraction and classification phases of the scene graph generation process. For feature extraction, we leverage a transformer-based architecture and design an adaptive calibration function specifically for predicate classification. This function enables us to dynamically adjust the classification scores for each predicate category. Additionally, we introduce a Distribution Alignment technique that effectively balances the class distribution after the feature extraction phase reaches a stable state, thereby facilitating the retraining of the classification head. Importantly, our Distribution Alignment strategy is model-independent and does not require additional supervision, making it applicable to a wide range of SGG models. Using the scene graph diagnostic toolkit on Visual Genome and several popular models, we achieved significant improvements over the previous state-of-the-art methods with our model. Compared to the TDE model, our model improved mR@100 by 70.5% for PredCls, by 84.0% for SGCls, and by 97.6% for SGDet tasks.

• Nuclear Engineering and Technology
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• v.52 no.7
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• pp.1565-1570
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• 2020

Photons with the energy of 60 keV are regularly used for some kinds of bone density examination devices, like the single photon absorptiometry (SPA). This article reports a flexible and lightweight rare earth/polymer composite for enhancing shielding efficiency against photon radiation with the energy of 60 keV. Lead oxide (PbO) and several rare earth element oxides (La₂O₃, Ce₂O₃, Nd₂O₃) were dispersed into natural rubber (NR) and the photon radiation shielding performance of the composites were assessed using monte carlo simulation method. For 60 keV photons, the shielding efficiency of rare earthbased composites were found to be much higher than that of the traditional lead-based composite, which has bad absorbing ability for photons with energies between 40 keV and 88 keV. In comparison with the lead oxide based composite, Nd₂O₃-NR composite with the same protection standard (the lead equivalent is 0.25 mmPb, 0.35 mmPb and 0.5 mmPb, respectively), can reduce the thickness by 35.29%, 37.5% and 38.24%, and reduce the weight by 38.91%, 40.99% and 41.69%, respectively. Thus, a flexible, lightweight and lead-free rare earth/NR composite could be designed, offering efficient photon radiation protection for the users of the single photon absorptiometry (SPA) with certain energy of 60 keV.

• Journal of Broadcast Engineering
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• v.27 no.4
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• pp.527-537
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• 2022

As multimedia contents demand and supply increase, internet traffic around the world increases. Several standardization groups are striving to establish more efficient compression standards to mitigate the problem. In particular, research to introduce deep learning technology into compression standards is actively underway. Despite the fact that deep learning-based technologies show high performance, they suffer from the domain gap problem when test video sequences have different characteristics of training video sequences. To this end, several methods have been made to introduce content-adaptive deep video compression. In this paper, we will look into these methods by three aspects: codec information-aware methods, model selection methods, and information signaling methods.

• The Journal of the Acoustical Society of Korea
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• v.28 no.2E
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• pp.35-42
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• 2009

In this paper, we present criteria of objective measurement of speech quality to provide the mobile-VoIP services efficiently over wireless mobile internet. The mobile-VoIP service, which is based on mobility and is error-prone compared to conventional VoIP over wired network, is about to be launched, but there have not been adequate quality indexes and the Quality of Service (QoS) standards for evaluating speech quality of Mobile-VoIP. In addition, there are many factors influencing on the speech quality in packet network of which packet loss contribute directly to the overall voice communication quality. For this reason, we adopt the Gilbert-Elliot Channel Model for modeling packet network based on IP and assess the voice quality through the objective speech method of ITU-T P. 862 PESQ and ITU-T P. 862.1 MOS-LQO under various packet loss rates in the transmission channel environments. Our simulation results address the specific criteria and QoS for the mobile-VoIP services in terms of the various packet loss environments.

• ETRI Journal
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• v.33 no.4
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• pp.611-620
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• 2011

Since card-type one-time password (OTP) generators became available, power and area consumption has been one of the main issues of hardware OTPs. Because relatively smaller batteries and smaller chip areas are available for this type of OTP compared to existing token-type OTPs, it is necessary to implement power-efficient and compact dedicated OTP hardware modules. In this paper, we design and implement a low-power small-area hardware OTP generator based on the Advanced Encryption Standard (AES). First, we implement a prototype AES hardware module using a 350 nm process to verify the effectiveness of our optimization techniques for the SubBytes transform and data storage. Next, we apply the optimized AES to a real-world OTP hardware module which is implemented using a 180 nm process. Our experimental results show the power consumption of our OTP module using the new AES implementation is only 49.4% and 15.0% of those of an HOTP and software-based OTP, respectively.

• Journal of Power Electronics
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• v.10 no.6
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• pp.628-634
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• 2010

The paper describes aspects regarding an E-learning approach of resonant ac inverters. The learning process is based on "Learning by Doing" paradigm supported by several learning tools: electronic course materials, interactive simulation, laboratory plants and real experiments accessed by Web Publishing Tools under LabVIEW. Built on LabVIEW and accompanied by a robust, flexible and versatile hardware, the experiment allows a comprehensive study by remote controlling and performing real measurements on the inverters. The study is offered in a gradual manner, according to the Leonardo da Vinci project EDIPE ($\b{E}$-learning $\b{D}$istance $\b{I}$nteractive $\b{P}$ractical $\b{E}$ducation) philosophy: theoretical aspects followed by simulations, while in the end the real experiments are investigated. Studying and experimenting access is opened for 24 hours a day, 7 days a week under the Moodle booking system.

• International journal of advanced smart convergence
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• v.12 no.1
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• pp.82-91
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• 2023

In 2020 when the COVID-19 pandemic began in full-scale, the WHO Director-General warned of the dangers of an infodemic. The infodemic is a phenomenon in which false information spreads rapidly like an epidemic and causes chaos, and it was noted that the COVID-19 pandemic is not just limited to health problems, but also linked to a variety of issues such as human rights, economic inequality, various discrimination, hate speech, fake news, global governance etc. In the field of education, it is necessary to think about how to connect this global situation with school classes. Accordingly, this study suggested the direction for global citizenship education by analyzing how the infodemic spreads on Korean social media with the case of the recent global COVID-19 pandemic. According to the research results, the rate of negative emotions was higher than positive ones in the emotions that generate infodemic, while anxiety and anger were focused among negative emotions. In addition, the infodemic tended to spread widely with the feelings of anger rather than anxiety, and the feelings of anger led to advocating aggressive policies against certain country and regions. Therefore, global citizenship education is required to focus on a sense of duty and responsibility as a citizen, not on the level of national identity based on an exclusive sense of belonging. Furthermore, global citizenship education needs to lead to presenting a blueprint for education in a way that can enhance the awareness of the global community for joint response to global challenges and realize common prosperity based on sustainability and justice.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.