• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.179-185
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• 2021

We performed to explore the applicability of protocol to improve the curriculum literacy for special education pre-teachers. For this, protocol of Park et al (2018), which can be used in the educational field, was partially modified and applied to enhance the special education curriculum expertise of pre-teachers. The literacy protocol of the special education curriculum was applied as Protocols 1 and 2, and Protocol 1 was focused on adaptation the 2015 special education curriculum and understanding literacy. Protocol 2 consisted of reorganizing the subject level centering on the five subjects presented in the special education curriculum, and establishing an integrated theme setting and reorganization plan. We applied the research design during a total of 15 weeks of special education curriculum subjects. The class format was flipped learning (e.g, pre-video lectures, theory lectures (E-Sheets), and learner-led activities (W-Sheets) for each topic was carried out. We found that pre-teachers' thought that the academic achievement and satisfaction of students with disabilities could be increased by adaptation the curriculum. Pre-teachers reported that the experience of reorganizing each subject/intersection helped improve their literacy but found it difficult.

• Journal of the Korea Society for Simulation
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• v.31 no.3
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• pp.45-54
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• 2022

This paper is about designing and implementing the simulation training equipment (simulator) for the CBRN Reconnaissance Vehicle-II (armor type). The simulation training equipment (simulator) is a military training equipment in a virtual environment that analyzes the training using various CBRN equipment according to the CBRN situation and make a professional report. The controller or training instructor can construct a scenario using the instructor control system for a possible CBRN situation, spread the situation, and observe the process of the trainee performing the propagated situation appropriately. All process can be monitored and analyzed by the system, and it can be recorded, so it is also used for AAR (After Action Review). To implement CBRN situation training in a virtual environment, instructor control (IOS), host (HOS), video (IGS), input/output device (IOC), and sound (ACS) were implemented, a long-range chemical automatic detector (LCA), a combined chemical detector (CAD), a control (MCC) and an operation (OCC) computer were developed as simulators. In this paper, the design and development of simulation training equipment for CBRN Reconnaissance Vehicle-II (armor type) was conducted, and the performance was verified through integrated tests and acceptance tests.

• Journal of the Society of Disaster Information
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• v.19 no.3
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• pp.498-509
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• 2023

Purpose: This paper proposes a method detecting the falling of a maintenance worker in the underground utility tunnel, by applying deep learning techniques using CCTV video, and evaluates the applicability of the proposed method to the worker monitoring of the utility tunnel. Method: Each rule was designed to detect the falling of a maintenance worker by using the inference results from pre-trained YOLOv5 and OpenPose models, respectively. The rules were then integrally applied to detect worker falls within the utility tunnel. Result: Although the worker presence and falling were detected by the proposed model, the inference results were dependent on both the distance between the worker and CCTV and the falling direction of the worker. Additionally, the falling detection system using YOLOv5 shows superior performance, due to its lower dependence on distance and fall direction, compared to the OpenPose-based. Consequently, results from the fall detection using the integrated dual deep learning model were dependent on the YOLOv5 detection performance. Conclusion: The proposed hybrid model shows detecting an abnormal worker in the utility tunnel but the improvement of the model was meaningless compared to the single model based YOLOv5 due to severe differences in detection performance between each deep learning model

• Journal of Korea Multimedia Society
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• v.14 no.1
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• pp.54-75
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• 2011

PoC(Push-to-talk Over Cellular) is an integrated technology of group voice calls, video calls and internet based multimedia services. If a PoC user can not participate in the PoC session for various reasons such as an emergency situation, lack of battery capacity, then the user can use the PoC Box which has a similar functionality to the MM Box in the MMS(Multimedia Messaging Service). The RTSP(Real-Time Streaming Protocol) method is recommended to be used when there is a transmission session between the PoC box and a terminal. Since the existing VOD service uses a wired network, the packet size of RTSP-based VOD service is huge, however, the PoC service has wireless communication environments which have general characteristics to be used in RTSP method. Packet loss in a wired communication environments is relatively less than that in wireless communication environment, therefore, a buffering latency occurs in PoC service due to a play-out delay which means an asynchronous play of audio & video contents. Those problems make a user to be difficult to find the information they want when the media contents are played-out. In this paper, the following techniques and methods were proposed and their performance and superiority were verified through testing: cross-over dual reception buffering technique, advance partition multi-reception buffering technique, and on-demand multi-reception buffering technique, which are designed for effective picking up of information in media content being transmitted in short amount of time using RTSP when a user searches for media, as well as for reduction in playback delay; and same-priority packetization transmission method and priority-based packetization transmission method, which are media data packetization methods for transmission. From the simulation of functional evaluation, we could find that the proposed multiple receiving buffering and packetizing methods are superior, with respect to the media retrieval inclination, to the existing single receiving buffering method by 6-9 points from the viewpoint of effectiveness and excellence. Among them, especially, on-demand multiple receiving buffering technology with same-priority packetization transmission method is able to manage the media search inclination promptly to the requests of users by showing superiority of 3-24 points above compared to other combination methods. In addition, users could find the information they want much quickly since large amount of informations are received in a focused media retrieval period within a short time.

• The KIPS Transactions:PartB
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• v.14B no.4
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• pp.311-320
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• 2007

This paper presents vision-based 3D facial expression animation technique and system which provide the robust 3D head pose estimation and real-time facial expression control. Many researches of 3D face animation have been done for the facial expression control itself rather than focusing on 3D head motion tracking. However, the head motion tracking is one of critical issues to be solved for developing realistic facial animation. In this research, we developed an integrated animation system that includes 3D head motion tracking and facial expression control at the same time. The proposed system consists of three major phases: face detection, 3D head motion tracking, and facial expression control. For face detection, with the non-parametric HT skin color model and template matching, we can detect the facial region efficiently from video frame. For 3D head motion tracking, we exploit the cylindrical head model that is projected to the initial head motion template. Given an initial reference template of the face image and the corresponding head motion, the cylindrical head model is created and the foil head motion is traced based on the optical flow method. For the facial expression cloning we utilize the feature-based method, The major facial feature points are detected by the geometry of information of the face with template matching and traced by optical flow. Since the locations of varying feature points are composed of head motion and facial expression information, the animation parameters which describe the variation of the facial features are acquired from geometrically transformed frontal head pose image. Finally, the facial expression cloning is done by two fitting process. The control points of the 3D model are varied applying the animation parameters to the face model, and the non-feature points around the control points are changed by use of Radial Basis Function(RBF). From the experiment, we can prove that the developed vision-based animation system can create realistic facial animation with robust head pose estimation and facial variation from input video image.

• 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.

• Korean Journal of Remote Sensing
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• v.39 no.5_2
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• pp.811-825
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• 2023

In accordance with the government's stance of actively promoting intelligent administrative service policies through data utilization, in the disaster and safety management field, it also is proceeding with disaster and safety management policies utilizing data and constructing systems for responding efficiently to new and complex disasters and establishing scientific and systematic safety policies. However, it is difficult to quickly and accurately grasp the on-site situation in the event of a disaster, and there are still limitations in providing information necessary for situation judgment and response only by displaying vast data. This paper focuses on deriving specific needs to make disaster situation management work more intelligent and efficient by utilizing intelligent information technology. Through individual interviews with workers at the Central Disaster and Safety Status Control Center, we investigated the scope of disaster situation management work and the main functions and usability of the geographic information system (GIS)-based integrated situation management system by practitioners in this process. In addition, the data built in the system was reclassified according to purpose and characteristics to check the status of data in the GIS-based integrated situation management system. To derive needed to make disaster situation management more intelligent and efficient by utilizing intelligent information technology, 3 strategies were established to quickly and accurately identify on-site situations, make data-based situation judgments, and support efficient situation management tasks, and implementation tasks were defined and task priorities were determined based on the importance of implementation tasks through analytic hierarchy process (AHP) analysis. As a result, 24 implementation tasks were derived, and to make situation management efficient, it is analyzed that the use of intelligent information technology is necessary for collecting, analyzing, and managing video and sensor data and tasks that can take a lot of time of be prone to errors when performed by humans, that is, collecting situation-related data and reporting tasks. We have a conclusion that among situation management intelligence strategies, we can perform to develop technologies for strategies being high important score, that is, quickly and accurately identifying on-site situations and efficient situation management work support.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.193-214
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• 2017

This study was carried out to identify the reality of students' understanding of Korean traditional scientific knowledge (TSK), the educational contexts influenced their understanding of TSK, and their sense of value of TSK, through the science activity 'Being a commentator on Korean traditional scientific culture' as a way of finding direction to apply TSK to science education while maintaining the inherent meaning of our traditional science. Seventh grade students have discovered TSK contents in Changdeok Palace, prepared their own scripts for seven months, and finally, explained to fifth to sixth grade students. The video recordings of all lessons, scripts of explanation, reports of field activities, and individual interviews were all analyzed. Students understood TSK in four viewpoints: the traditional view of nature, the traditional science and technology, the traditional life using science, and the natural science contents. During their activities, communication with peers or elders both in classroom and in Changdeok Palace, the interaction with place, and the sense of responsibility as a commentator helped students understand the scientific aspects of TSK, form contextual and sensible scientific knowledge, and apprehend various scientific explanations of contents. Depending on their internalization of experiences, the students' experiences produced three types of interpretation: delivery, persuasion, and understanding. Students formed their TSK sense of value as scientific characteristics, the need of new perspective about science, the need to protect and maintain TSK as our culture. The results of this study show that TSK can provide integrated and actual contextual education in science education and can be used to understand the cultural diversity of scientific and scientific methods and the characteristics of oriental scientific thinking. In addition, the simultaneous approach of TSK and school science to traditional culture can contribute to ideal concept formation and subjective attitude toward our traditional culture.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.46 no.3
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• pp.60-68
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• 2009

This work proposes a 10b 200MS/s 65nm CMOS ADC for high-definition video systems such as HDTV requiring high resolution and fast operating speed simultaneously. The proposed ADC employs a four-step pipeline architecture to minimize power consumption and chip area. The input SHA based on four capacitors reduces the output signal range from $1.4V_{p-p}$ to $1.0V_{p-p}$ considering high input signal levels at a low supply voltage of 1.2V. The proposed three-stage amplifiers in the input SHA and MDAC1 overcome the low output resistance problem as commonly observed in a 65nm CMOS process. The proposed multipath frequency-compensation technique enables the conventional RNMC based three-stage amplifiers to achieve a stable operation at a high sampling rate of 200MS/s. The conventional switched-bias power-reduction technique in the sub-ranging flash ADCs further reduces power consumption while the reference generator integrated on chip with optional off-chip reference voltages allows versatile system a locations. The prototype ADC in a 65nm CMOS technology demonstrates a measured DNL and INL within 0.19LSB and 0.61LSB, respectively. The ADC shows a maximum SNDR of 54.BdB and 52.4dB and a maximum SFDR of 72.9dB and 64.8dB at 150MS/S and 200MS/s, respectively. The proposed ADC occupies an active die area of $0.76mm^2$ and consumes 75.6mW at a 1.2V supply voltage.

• Cartoon and Animation Studies
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• s.49
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• pp.633-649
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• 2017

The purpose of this study is to conceptualize the changing aspects of human freedom of observation and viewing as the visual media evolves from film to 3D stereoscopic film and VR. The purpose of this study is to conceptualize the aspect of freedom and viewing aspect from the viewpoint of genealogy. In addition, I will identify the media aesthetic characteristics of VR and identify the identity and ontology of VR. Media has evolved around the most artificial sense of human being. There is a third visual space called screen at the center of all the reproduction devices centering on visual media such as painting, film, television, and computer. In particular, movies, television, and video screens, which are media that reproduce moving images, pursue perfect fantasy and visual satisfaction while controlling the movement of the audience. A mobilized virtual gaze was secured on the assumption of the floating nature of the so-called viewers. The audience sees a cinematic illusion with a view while seated in a fixed seat in a floating posture. They accept passive, passive, and passively without a doubt the fantasy world beyond the screen. But with the advent of digital paradigm, the evolution of visual media creates a big change in the tradition of reproduction media. 3D stereoscopic film predicted the extinction of the fourth wall, the fourth wall. The audience is no longer sitting in a fixed seat and only staring at the front. The Z-axis appearance of the 3D stereoscopic image reorganizes the space of the story. The viewer's gaze also extends from 'front' to 'top, bottom, left, right' and even 'front and back'. It also transforms the passive audience into an active, interactive, and experiential subject by placing viewers between images. Going one step further, the visual media, which entered the VR era, give freedom to the body of the captive audience. VR secures the possibility of movement of visitors and simultaneously coexists with virtual space and physical space. Therefore, the audience of the VR contents acquires an integrated identity on the premise of participation and movement. It is not a so-called representation but a perfection of the aesthetic system by reconstructing the space of fantasy while inheriting the simulation tradition of the screen.