• Journal of Korea Multimedia Society
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• v.16 no.1
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• pp.108-118
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• 2013

Recently the 3D modeling techniques were developed rapidly due to rapid development of computer vision, computer graphics with the excellent performance of hardware. With the advent of a variety of 3D contents, 3D modeling technology becomes more in demand and it's quality is increased. 3D face models can be applied widely to such contents with high usability. In this paper, a 3D face modeling is attempted from a given single 2D frontal face image. To achieve the goal, we thereafter the feature points using AAM are extracted from the input frontal face image. With the extracted feature points we deform the 3D general model by 2-pass mesh warping, and also the depth extraction based on intensity values is attempted to. Throughout those processes, a universal 3D face modeling method with less expense and less restrictions to application environment was implemented and it's validity was shown through experiments.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.1-16
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• 2013

In this research, we tried to discover the characteristics of gifted students by analyzing their experience in showing task commitment. In order to do this, we asked science gifted students to specifically describe their experiences while deeply experimenting on a scientific cause or theory. From their responses, we inductively explored the characteristics of science gifted students by extracting and analyzing the characteristics that show task commitment. Consequentially, the characteristics of the gifted students are divided into nine categories, which are confidence, setting a challenging goal, challenging approach for solving problems, sense of potential control, loss of self-consciousness, time distortion, submission to difficult task, initiative, and endurance, all of which appear repeatedly among the gifted students. With consensus among three experts who have experience in research on gifted education, these nine characteristics can be categorized into 3 characteristics; challenge, flow, and willingness. The three characteristics such as challenge, flow, and willingness well represent a definition of task commitment. These characteristics can explain the level of task commitment exhibited by science gifted students. It is possible to develop the tool and framework for judging the task commitment of gifted students on the basis of their characteristics.