• Journal of the Korea Society of Computer and Information
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• v.13 no.6
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• pp.117-125
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• 2008

The Object tracking by real-time image analysis is one of the major concerns in computer vision and its application fields. The Object detection process of real-time images must be preceded before the object tracking process. To achieve the stable object detection performance in the exterior environment, adaptive background model generation methods are needed. The adaptive background model can accept the nature's phenomena changes and adapt the system to the changes such as light or shadow movements that are caused by changes of meridian altitudes of the sun. In this paper, we propose a robust background model generation method effective in an illegal parking auto-detection application area. We also provide a evaluation method that judges whether a moving vehicle stops or not. As the first step, an initial background model is generated. Then the differences between the initial model and the input image frame is used to trace the movement of object. The moving vehicle can be easily recognized from the object tracking process. After that, the model is updated by the background information except the moving object. These steps are repeated. The experiment results show that our background model is effective and adaptable in the variable exterior environment. The results also show our model can detect objects moving slowly. This paper includes the performance evaluation results of the proposed method on the real roads.

• Journal of Christian Education in Korea
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• v.78
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• pp.21-55
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• 2024

Purpose of study: The purpose of this study is to examine the crisis situation of Christian education experienced by Korean churches and theological education institutions after the COVID-19 pandemic, and to seek new tasks and directions that Korean churches should prepare for the recovery and growth of Christian education. Research Contents and Methods: Before reviewing the current crisis experienced by Korean churches and theological education institutions after the COVID-19 pandemic, the terms and concepts of Christian education are first reflected. In addition, the causes and phenomena of the Korean church and Christian education crisis after the COVID-19 Pandemic are examined through statistics, media, and church field data. The researcher identified the causes of the crisis experienced by Korean churches and theological education institutions as follows: 1. The influence of COVID-19 Pandemic: suspension of faith and educational activities, 2. The age of population cliffs: increase in the elderly vs. decrease in young people, 3. Neoliberalism: marketism, infinite competition, efficiency, winner-take-all, 4. post-religious era: post-Christianity, weakened communitarianism, and reduced number of Christians. The results of this study are four points as follows: 1. Crisis of church education: suspension of operation of Sunday school and feeling of failure, 2. Crisis of faith of young generation: nurturing unstable future church leaders, 3. Faith of adult generation: crisis and hope, 4. The faith of the elderly generation: light and shadow. Conclusion and Recommendations: The new task and direction of Christian education that Korean churches should pursue after the COVID-19 pandemic are as follows: 1. New conversion of Sunday school faith education: From schooling-paradigm education to faith education that integrates family and generation. 2. New conversion of theological education: From knowledge education to spirituality training. 3. Re-ignition of faith education for middle-aged adults: Activation of faith through worship and small groups, 4. New conversion of church elder education: The need to change from caring objects to creative religious life.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.340-350
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• 2023

This study analyzed the difficulty level of class on the seasonal change unit for 84 students at a university of education. The conclusions of this study are as follows. First, if we first present the four topics that make up the seasonal changes in elementary science, the subjects that have the greatest difficulty in teaching for prospective elementary school teachers are 'Why do seasonal changes occur?' (Teaching difficulty level 4.05), 'The sun changes depending on the season' What is the difference between the southern altitude and the length of day and night?' (difficulty level of class, 3.12), 'What is the relationship between the altitude of the sun, length of shadow, and temperature during the day?' (difficulty level of class, 2.85), 'How does the temperature change depending on the season?' (class difficulty level 2.80). As a result, in the elementary science season change unit, the class on the four topics 'Why do seasons change?', which is classified as a class topic that requires the concept of spatial perception, showed a higher level of class difficulty than other units. Second, in the seasonal change unit, various factors of class difficulty appeared depending on the class topic. When pre-service elementary school teachers look at the factors that make class difficult when teaching a lesson on seasonal changes in order of frequency, 42 (50%) said 'Experimental instruction for comparing the altitude of solar masculine according to the tilt of the axis of rotation', followed by 'Solar masculine'. 38 people (45%) answered 'Difficulty in explaining mid-high altitude and the length of day and night', 27 people (32%) answered 'Difficulty in explaining the concept of mid-high altitude', and 24 people (32%) answered 'Difficulty in explaining seasonal changes in the sun's position.' 29%), 20 people (24%) said 'Explain the reasonable reason why the height of the light should be adjusted when measuring the solar altitude', and 16 people (19%) said 'It is difficult to explain the reason for the discrepancy between the solar altitude and the maximum temperature'. ), 'difficulties in measuring sand (ground) temperature' were mentioned by 12 people (14%). Third, when analyzing the factors of class difficulty, there were more curriculum factors than teacher factors. In this context, the exploratory activities on 'Why do seasonal changes occur?', the fourth topic of the seasonal change unit in which elementary school pre-service teachers showed the greatest difficulty in teaching, need improvement in terms of the curriculum.