기계학습을 통한 주간 반투명 구름탐지 연구: GK-2A/AMI를 이용하여 (A Study on Daytime Transparent Cloud Detection through Machine Learning: Using GK-2A/AMI)
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- 대한원격탐사학회지
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- 제38권6_1호
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- pp.1181-1189
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- 2022
구름은 대기 중에 떠 있는 작은 물방울이나 얼음 알갱이들 또는 혼합물 등으로 구성되며 지구 표면의 약 2/3를 덮고 있다. 위성영상내에서의 구름은 일부 다른 지상 물체 또는 지표면과 유사한 반사도 특성으로 인해 구름과 구름이 아닌 영역을 분리하는 구름탐지는 매우 어려운 작업이다. 특히 뚜렷한 특징을 가지는 두꺼운 구름과 달리 얇은 반투명 구름은 위성영상내에서 구름과 배경의 대비가 약하고 지표면과 혼합되어져 나타나기 때문에 대부분 구름탐지에서 쉽게 놓쳐지고 많은 어려움을 주는 대상으로 작용한다. 이러한 구름탐지의 반투명 구름의 한계점을 극복하기 위해, 본 연구에서는 머신러닝 기법(Random Forest [RF], Convolutional Neural Networks [CNN])을 활용하여 반투명 구름을 중점으로 한 구름탐지 연구를 수행하였다. Reference자료로는 MOderate Resolution Imaging Spectroradiometer (MODIS)에서 제공하는 MOD35자료에서 Cloud Mask와 Cirrus Mask를 활용하였으며 반투명 구름 픽셀을 고려한 모델 훈련을 위해 훈련 데이터의 픽셀 비율을 구름, 반투명 구름, 청천이 약 1:1:1이 되도록 구성하였다. 연구의 정성적 비교 결과, RF와 CNN 모두 반투명 구름을 포함한 다양한 형태의 구름 등을 잘 탐지하였고, RF 모델 결과와 CNN 모델 결과를 혼합한 RF+CNN경우에는 개별 모델의 한계점을 개선시키며 구름탐지가 잘 수행되어진 것을 확인하였다. 연구의 정량적 결과 RF의 전체 정확도(OA) 값은 92%, CNN은 94.11%를 보였고, RF+CNN은 94.29%의 정확도를 보였다.
This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.
우리나라는 근래(近來) 고도경제성장(高度經濟成長)으로 인(因)하여 목재수요(木材需要)가 급증(急增)하고 있으나 국내생산재(國內生産材)가 공급율(供給率)은 수요량(需要量)의 20% 정도(程度)에 지나지 않아 많은 외재(外在)를 도입(導入)하고 있으므로 장래(將來)의 목재(木材) 수요공급(需要供給)의 균형(均衡)을 이룩하기 위하여 강력(强力)한 산림자원(山林資源) 조성사업(造成事業)의 추진(推進)이 요망(要望)된다. 산림자원(山林資源) 조성사업(造成事業)을 추진(推進)하는데 있어서 가장 중요(重要)한 것은 조림의욕(造林意慾)을 높이고 조림사업(造林事業)에 필요(必要)한 산업자본(産業資本)을 산림(山林)에 유치(誘致)하도록 하는 일인데, 이러한 역할(役割)을 할 수 있는 경제적시설(經濟的施設)의 하나가 산림보험제도(山林保險制度)의 실시(實施)인 것이다. 산림보험(山林保險)을 실시(實施)하면 산림재해(山林災害)가 보상(補償)되므로 자본가(資本家)는 안심(安心)하고 조림투자(造林投資)를 할 수 있을 뿐만 아니라 산림(山林)을 담보(擔保)로 한 금융(金融)의 길도 열리어 투자(投資)한 산림(山林)에 환금성(換金性)이 주어지므로 산업자본가(産業資本家)가 산림투자(山林投資)를 회피(回避)하지 않게 되어 산림자원(山林資源) 조성사업(造成事業)이 촉진(促進)될 수 있다. 이러한 관점(觀點)에서 외국(外國)에서는 19세기말(世紀末)부터 산림보험제도(山林保險制度)가 실시(實施)되기 시작(始作)하여 주요(主要) 임업선진국(林業先進國)에서는 모두 산림보험(山林保險)을 실시(實施)하고 있는 것이다. 산림보험(山林保險)을 실시(實施)하는데 있어서 가장 중요(重要)한 것은 장기간(長期間)에 걸친 산림재해(山林災害)의 통계자료(統計資料)를 정확(正確)히 조사(調査)하는 일과 그 나라의 여건(與件)에 맞는 산림보험제도(山林保險制度)를 창설(創設)하는 일이다. 과거(過去) 10년간(年間)(1961~1970)의 년평균(年平均) 산림재해상황(山林災害狀況)을 조사(調査)한 결과(結果)는 산림화재(山林火災)가 9,000여정보(餘町步), 곤충피해(昆蟲被害)가 570,000정보(町步), 병균피해(病菌被害)가 694정보(町步)로 나타났다. 특(特)히 그중 외국(外國)의 산림보험(山林保險)에서 재해보상(災害補償) 대상(對象)의 으뜸이 되고 있는 산림화재(山林火災) 피해상황(被害狀況)을 과거(過去) 18년간(年間)(1953~1970)에 걸쳐서 조사(調査)한 결과(結果)에 의하면 산화면적(山火面積) 위험율(危險率)이