• Proceedings of the Korea Multimedia Society Conference
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• 2003.11a
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• pp.290-293
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• 2003

다중 물체 추적은 움직이는 물체를 추출하고 검출된 정보와 물체 정보를 이용하여 움직임 궤도률 추적하는 것이다. 따라서 정확한 움직임 추적이 수행되려면 효율적인 물체의 추출이 선행 되어 져야 한다. 일반적으로 영상 분할 알고리즘은 다양한 증류의 영상에 대한 물체의 수학적 모델이 찌대로 설정되어 있지 않기 때문에 물체를 정확하게 분리해 내기 어렵다. 그러나 물체의 추출에 주로 처리 속도가 빠른 배경영상을 이용한 차(difference) 영상 기법과 반 자동 영상분할인 Snake Model이 갖는 Active Contour 알고리즘과 같이 물체 추출 과정에서 물체의 정의니 semantic 정보를 부여 한다면 개선된 영상 분할의 결과를 얻을 수 있다. 따라서 차 영상 기법과 semantic 정보를 가진 영상분할 알고리즘은 동영상에서 움직임 물체의 VOP(Video Object Plane)를 생성하는 매우 현실적인 방법이다. 본 논문에서는 영상의 상위 레벨Semantic 정보를 이용하기 위해 변형 Snake Model를 이용한 영상분할 방법을 이용하여 영상을 추출한다. 추출된 물체는 윤곽선(곡선) 정보와 함께 에지 성분의 기울기에서 얻은 특징 점을 이용하여 물체를 추적해 나간다.

• School Mathematics
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• v.15 no.1
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• pp.137-158
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• 2013

In this paper we compared waldorf education with korean public education in the area of teaching the numbers form 0 to 10. We took several characters of both. The korean education style has the characters like separation of 0~9 and 10, teaching of the meaning of ordinal numbers and cardinal numbers, use of storytelling. The waldorf education style has the characters like teaching of the qualitive meaning of numbers, use of storytelling, meeting numners in rhythm, teaching from whole to part.

• School Mathematics
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• v.7 no.1
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• pp.33-54
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• 2005

One of the major results of National Assessment of Educational Achievement in 2003 is that the final test results were reported by four levels such as Advanced, Proficient, Basic, and Below Basic. We used it to investigate into the characteristics of students according to achievement levels, and finally we listed them. We think that these results will be a help to instructions according to achievement levels.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.40 no.6
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• pp.95-105
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• 2003

A novel reference point detection method is proposed by exploiting tile gradient probabilistic model that captures the curvature information of fingerprint. The detection of reference point is accomplished through searching and locating the points of occurrence of the most evenly distributed gradient in a probabilistic sense. The uniformly distributed gradient texture represents either the core point itself or those of similar points that can be used to establish the rigid reference from which to map the features for recognition. Key benefits are reductions in preprocessing and consistency of locating the same points as the reference points even when processing arch type fingerprints. Moreover, the new feature extraction method is proposed by improving the existing feature extraction using filterbank method. Experimental results indicate the superiority of tile proposed scheme in terms of computational time in feature extraction and verification rate in various noisy environments. In particular, the proposed gradient probabilistic model achieved 49% improvement under ambient noise, 39.2% under brightness noise and 15.7% under a salt and pepper noise environment, respectively, in FAR for the arch type fingerprints. Moreover, a reduction of 0.07sec in reference point detection time of the GPM is shown possible compared to using the leading the poincare index method and a reduction of 0.06sec in code extraction time of the new filterbank mettled is shown possible compared to using the leading the existing filterbank method.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.375-392
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• 2016

The purpose of this study is to provide a philosophical reflection on mathematical process consistently emphasized in our curriculum and to stress the importance of sharing creativity and its applicability to the mathematical process with the value of sharing and participation. For this purpose, we describe five stages of changing process in a peer mentoring teaching method conducted by a teacher who taught this method for 17 years with the goal of sharing creativity and examine components of mathematical process and their impact on it in each stage based on learning environment, learning process, and assessment. Results suggest that six principles should be underlined and considered for students to be actively involved in mathematical process. After analyzing changes in the five stages of the peer mentoring teaching method, the five principles scrutinized in mathematical process are the principles of continuous interactivity, contextual dependence, bidirectional development, teacher capability, and student participation. On the basis of these five principles, the principle of cooperative creativity is extracted from effective changes of mathematical process as a guiding force.

• Proceedings of the Korean Institute of Industrial Safety Conference
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• 2001.11a
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• pp.25-30
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• 2001

엔진이나 콤프레셔 등과 같은 기기 진동의 동특성은 불규칙적으로 변동하는 성분을 갖는 랜덤 프로세스로 그것을 수학적으로 명확히 기술하는 것은 어렵다/sup 1)/. 하지만 통계학적인 입장에서 시계열 데이터를 보면 시계열 데이터가 확률변수로서 각각의 모집단에 속한다. 따라서 이 점에 주목하여 시계열의 확률적인 특징을 추출하는 것으로, 각각의 시계열 데이터를 확률공간으로 구별하는 것이 가능하다면 시계열 데이터에 의해 표현되어진 상태의 식별가능하다는 이론이 성립된다/sup 2)/.(중략)

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.371-393
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• 2012

There have been many studies about education in private institute, yet the researches on mathematics lessons in private institute have not been conducted enough. The purpose of this study is to analyze mathematics private lessons and obtain some implications to improve mathematics lessons in public education. First, a variety of mathematics private lessons were reviewed, and then three prevalent private lesson types were selected in each school level. Then, the nine lessons were observed and recorded, and characteristics were summarized. Later, analyzing frame with two axes (curriculum and communication) was developed, and nine lessons were located in the quadrant. As a conclusion, the weakness and strengths of mathematics private lessons were discussed along with implication to mathematics lessons in public education.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.323-338
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• 2010

In this study we analyzed the teaching units for the area of geometrical figures by the same method in the previous research of Kang, Wan and Kim, Nam Jun in 2010, where they extracted the teaching units based on the mathematics curriculum based on the theory of Wittmann (1984). Teaching units are a systematic organization of the essential contents for mathematics education according to 4 elements, objectives, data, functions, and backgrounds. In this study, the features and titles of the teaching units, extracted from the area of geometrical figures in revised mathematics curriculums in 2007, are analyzed and categorized as accepting of concept type, application of concept type, and acquiring of relation type. Their meanings for education are investigated, in addition, the way of their practical application to research of education for the area of geometrical figures. The teaching units are a model consistently compensated and evolved rather than fixed. It will be an important material for establishing new educational courses if the teaching units are more systematically studied by mathematics researchers and teachers in educational fields.

• The Journal of the Korea institute of electronic communication sciences
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• v.13 no.6
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• pp.1281-1286
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• 2018

The sea cucumber, which is distributed over 1,500 species worldwide, is a highly value-added variety that has been considered an important source of marine resources in many countries for a long period of time. Most of the research on sea cucumbers involves the effectiveness of food and its extractions; however, there was no research on the extraction of sea cucumbers. In response, this research suggested a boundary detection algorithm to extract the special spot of sea cucumbers Therefore, in order to capture a large quantity of high value-added in sea cucumbers and we believe that they will be a great help to the sea cucumber recognition program in the future.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.535-555
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• 2012

The aim of this study is to analyze how the context problems by prospective teachers are solved. In order to achieve this aim, this study examined the conceptual nature of context based on previous studies. I developed context problems about linear programming with reference to the results of the examination about the natural characterization of context. These problems were given to 44 prospective teachers and qualitative methods were used to analyze the data obtained from the written solutions by the participants. This study also developed the framework descriptors for this analysis in the light of the Mathematics Scoring Rubric from Illinois Department of Education(2005). The data was analyzed and interpreted in terms of this framework and the specific characteristics shown in the process of problem solving by the teachers were categorized into four types as a result.