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퍼지볼트와 스테가노그래피를 이용한 스마트폰 지문 인증 시스템
남한솔(Han-Sol Nam),김애영(Ae-Young Kim),이상호(Sang-Ho Lee) Korean Institute of Information Scientists and Eng 2015 정보과학회논문지 Vol.42 No.4
This paper proposes a fingerprint verification system on a fuzzy vault with steganography for a smartphone. While biometric-based authentication can provide strong security, the biometric data must be handled carefully as it cannot be re-enrolled when it is revealed to other people. When the transformed data is used for authentication, the original biometric data can be protected. In this paper, we combine a fingerprint verification system with a fuzzy vault scheme to protect the fingerprint data of a smartphone user. In addition, the transformed data using a fuzzy vault scheme increases the security as it is concealed by the steganography scheme. The result of the experiment using fingerprint databases shows that the proposed scheme provides a high level of convenience and security for authentication of a smartphone having with a fingerprint sensor.
측두골 골절후 발생한 안면마비 환자의 안면신경감압술: 25명 환자들의 증례분석
남한가위 ( Han Ga Wi Nam ),황형식 ( Hyung Sik Hwang ),문승명 ( Seung Myung Moon ),신일영 ( Il Young Shin ),신승훈 ( Seung Hun Sheen ),정제훈 ( Je Hoon Jeong ) 대한외상학회 2013 大韓外傷學會誌 Vol.26 No.3
Purpose: The aim of this study is to present a retrospective review of patients who had a sudden onset of facial palsy after trauma and who underwent facial nerve decompression. Methods: The cases of 25 patients who had traumatic facial palsy were reviewed. Facial nerve function was graded according to the House-Brackmann grading scale. According to facial nerve decompression, patients were categorized into the surgical (decompression) group, with 7 patients in the early decompression subgroup and 2 patients in the late decompression subgroup, and the conservative group(16 patients). Results: The facial nerve decompression group included 8 males and 1 female, aged 2 to 86 years old, with a mean age of 40.8. In early facial nerve decompression subgroup, facial palsy was H-B grade I to III in 6 cases (66.7%); H-B grade IV was observed in 1 case(11.1%). In late facial nerve decompression subgroup, 1 patient (11.1%) had no improvement, and the other patient(11.1%) improved to H-B grade III from H-B grade V. A comparison of patients who underwent surgery within 2 weeks to those who underwent surgery 2 weeks later did not show any significant difference in improvement of H-B grades (p>0.05). The conservative management group included 15 males and 1 female, aged 6 to 66 years old, with a mean age of 36. At the last follow up, 15 patients showed H-B grades of I to III(93.7%), and only 1 patient had an H-B grade of IV(6.3%). Conclusion: Generally, we assume that early facial nerve decompression can lead to some recovery from traumatic facial palsy, but a prospective controlled study should and will be prepared to compare of conservative treatment to late decompression.
2015 개정 중학교 역사 교육과정의 내용 구성 방식과 그 특징
남한호 ( Nam Han-ho ) 역사교육학회 2016 역사교육논집 Vol.60 No.-
Contents of 2015 revised history curriculum secure sequences of middle and high schools and are rationalized so are constructed depending on logic to lighten the academic pressure. In content organization, middle school history is organized by focusing on a subject, so is different from Korean history in high school constructed with syntax structure focusing on political history. In content construction, middle school history, Korean history in high school, world history, and East Asian history are divided into five fields, and a method that big idea(key concept) is made as an organizer of contents so is made as the central axis penetrating grade is selected. Five results that content construction of 2015 revised middle school history curriculum is analyzed by focusing on characteristics and problems of key competencies becoming a reference frame of a curriculum, big idea playing a role of a content organizer, and validity of content construction focusing on a subject can be arranged. First, a clear concept of key competencies is not agreed yet. In addition, there is no significant differences between key subject competences suggested in a history curriculum and historical thinking, and key subject competences are also impertinent to be made as standards of content selection and construction of a curriculum. Second, ‘big idea(key concept)’ suggested as a frame of content construction is a super ordinate concept involving various concepts, so content elements based on individually historical truths are selected as key concept in comparison to a constituting principle of a curriculum enabling deep learning as an organizer combining fields in a subject, so it goes against a principle of a curriculum. Key concept constituting fields has the meaning of simple content elements, and is closer to characteristic as a subject rather than a concept. In addition, it is difficult to find a community combining Korean history and world history, and the meaning as an organizer connecting historical contents is weak. Third, the intention to constitute historical contents in middle school by focusing on a subject is to differentiate contents in middle school from contents in high school. However, when a study on a sequence method is referred, it is organized by focusing on a subject in middle school because syntax structure understanding the flow of history is better fitted for a method retrogressing an understanding of students in middle school. A subject is the meaning as learning experience that students can investigate a particular subject deeply in the learning process rather than a content construction principle of a curriculum, so is impertinent to be made as a content construction principle of a curriculum. Fourth, if detailed purposes, field system table, and achievement standards of a history curriculum are examined, a difference of content construction between middle school history and Korean history in high school is not clear, and there is a problem that political history should be repeated for elementary, middle, and high schools. Fifth, a method to reduce scope and contents treated in a world history field is selected to lighten academic pressure of students. As a result, the world history field does not treat history except for Chinese history, European history, and some of Japanese history in middle school history. This is because the reality of history education is not properly understood, so finally, this will cause desolation of world history education.
Fabrication and Application of Ultra-thin Diffraction Device based on Laser Direct Writing
Y. Lee(이영근),D. Yang(양동욱),H. G. Han(한효근),S. H. Kim(김승환),H. K. Nam(남한구),Y.-R. Kim(김영렬),T.-S. D. Le(레딘츤손),H. Yoon(윤효상),S.-W. Kim(김승우),Y.-J. Kim(김영진) Korean Society for Precision Engineering 2023 한국정밀공학회 학술발표대회 논문집 Vol.2023 No.5