• Journal of the Korea Society of Computer and Information
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• v.20 no.9
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• pp.47-53
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• 2015

In this paper, we propose a novel tangible interface system whose system does not use the expensive hardware is introduced. This proposed tangible interface is used on the table top capacitive multi touch-screen. The tangible interface apparatus which is called smart puck has sanguine arduino compatible board. The board has a Cds photo-sensing sensor and the EPP8266 WiFi module. The Cds sensor decodes the photometric PWM signals from the system and sends corresponding information to the system via TCP/IP. The system has a server called MT-Server to communicate with the smart pucks. The tangible interface shows reliable operation with fast response that is compatible to the expensive traditional devices in the market.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.80-83
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• 2009

본 논문에서는 AR 보드 게임을 위한 FTIR 방식의 멀티 터치 스크린 시스템을 제안한다. 기존 보드 게임은 카드의 정보나 위치등 다양한 정보를 보여주면서 사용자와의 상호작용에 있어서 버튼과 같은 단순한 형태의 입력을 요구한다. 이러한 낮은 상호작용을 보완하기 위해서 다양한 형태의 패턴 등을 입력할 수 있는 멀티 터치 스크린 시스템을 적용한 텐저블 사용자 인터페이스를 제공하여 사용자로 하여금 더 많은 상호작용과 높은 몰입감을 제공하고자 한다. 본 논문에서 제안하는 시스템은 다음과 같이 구성된다. 먼저, 텐저블 사용자 인터페이스를 위해서 Jefferson Y. Han이 제안한 시스템과 유사한 형태의 FTIR 방식의 멀티 터치 스크린을 테이블 탑 형태로 제작한다. 또한, 스크린 위의 카드를 인식하기 위해서 특정한 모양의 패턴을 적용한 적외선 반사지를 카드에 입힌 후, DI 방식을 사용하여 카드의 고유한 정보를 인식할 수 있도록 하였다. 마지막으로 사용자에게 인터페이스의 확장뿐만 아니라 시각적으로 높은 몰입감을 제공하기 위해 Bimber가 제안한 Virtual Showcase를 적용하였다. 이러한 시스템을 통해 사용자는 이전의 단조로운 형태의 게임에서 벗어나 훨씬 다양하고 높은 몰입감을 즐길 수 있게 되었다.

• Journal of the Korea Furniture Society
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• v.25 no.1
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• pp.19-27
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• 2014

This paper studied the materials of the furniture which the noble men used in Goryeo, based on the furniture material category of solid wood furniture, lacquerware inlaid with mother-of-pearl and hardware. As for the solid wood furniture, the wood and furniture types are inferred based on the documents. The trees used for the wood furniture were zelkova, korean willow, pine, royal paulownia, maidenhair tree, korean pine, chinese juniper and elm. The furniture types were table, chair, wooden bench, small portable table, writing table, and folding screen. As to the types of lacquerware inlaid with mother-of-pearl, most of them were hams with top, which were made of abalone shells. The features of the lacquerware inlaid with mother-of-pearl were in detail and elaborate like the pattern of the full bloomed chrysanthemum. Writing tables were also made of lacquerware as pieces of furniture. Distinctively, the mother-of-pearl furniture material was popular enough to be used even in a horse saddle. Regarding the metal feldspar used as both a practical use and decoration, there are drop handle, hinge, the front basis, and lock seen in the artifacts, which were made of cast iron, bronze, and brass. Their manufacture techniques were eojamoon, bratticing and sheet metal. Through this study of the furniture materials used in Goryeo, it seems that Goryeo furniture focused on the functions rather than on the decorations, and in turn the forms were simple and basic. The technique of mother-of-pearl, a bit elaborate one, was used in the props furniture like kitchen wares, hams, or writing talbes. Probably, the solid wood is inferred to be used in a low wooden bench, a chair, and a table based on the documents.

• Journal of radiological science and technology
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• v.21 no.1
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• pp.52-58
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• 1998

We can and must improve the diagnostic images using available knowledge and technology. At the same time we must strive to reduce the patient's integral and entrance radiation dose. Reducing the integral dose to the patient during the radiologic procedure is a primary concern of the patient, especially the pediatric patient, the radiologist and the technologist. A 100cm focal film distance generally is used for most over-table radiography. The early x-ray tubes and screen film combinations required long exposures, which often resulted in motion artifacts. But nowaday, we have the generators and x-ray tubes that can deliver the energy necessary in a very short time and the receptors that can record the information just as rapidly. And, we performed this studies to evaluate the patient exposure dose and the image quality by increasing focal film distance in diagnostic radiography. There are many factors which affected to exposure factor, but we studied to verify of FFD increase, only. Effect of increasing the focal film distance to a 140 cm distance was tested as follows; 1. The focal film distances were set at 100, 120, and 140cm. 2. A 18cm acryl(tissue equivalent) phantom was placed on the table top. 3. An Capintec 192 electrometer with PM 05 ion chamber was placed at the entrance surface of the phantom, and exposure were made at each focal film distances. 4. The procedure was repeated in the same manner as above except the ion chamber was placed beneath the phantom at the film plane. 5. Exit exposure were normalize to 8mR for each portions of the experiment. Based on the success of the empirical measurements, a detailed mathematical analysis of the dose reduction was performed using the percent depth dose data. The results of this study can be summerized as followings ; 1) Increasing FFD from 100 cm to 140 cm, we would create a situation that would have a significant effect on the overall quality of radiograph and achive the 17.42% reduction of entrance dose and the 18.95% reduction of integral dose that the patient receives. 2) Thickness of Al step wedge for equal film density increased with the long distance. 3) Increasing FFD, Magnification of image was lowered. 4) Resolution of image also increased with the FFD. As the results described above, we strongly recommend using the long FFD to provide better information for our patients and profession in abdomen radiographic studies.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.296-301
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• 2021

This study is a study dealing with the empirical test of standardized multimedia disaster warning broadcasting linked with the next-generation prediction and warning platform and the disaster warning additional data service of terrestrial UHD broadcasting. The next-generation prediction and warning platform used in the demonstration test complies with the CAP-based TTA standardization standard, and the UHD disaster warning additional data service complies with the AEAT standard. As a result of the experiment, when a standardized CAP disaster warning message is issued and delivered to a broadcasting company, a system was established so that it is automatically converted to AEAT, a UHD disaster warning additional data message, and transmitted. The receiver unit was configured by connecting a set-top capable of receiving disaster alert data and a TV with an HDMI cable. When a disaster is announced, the set-top displays the AEAT message on the TV broadcasting screen, customized to the priority of the disaster and the area where it is issued. In addition, incoming messages are displayed in a language suitable for user settings among 5 languages. Additional multimedia functions such as images and alarm sounds could also be linked. In particular, it was confirmed that the receiver message was displayed within 3 seconds of issuing the disaster alert, enabling prompt delivery of the disaster alert.

• 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.