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조현희 서울여자대학교 학생생활연구소 2005 학생생활연구 Vol.18 No.-
최근 보안의 필요성과 멀티미디어 처리 기술의 발달로 생체 인식 기술 중 하나인 얼굴 인식에 대한 관심이 증대되고 있다. 기존의 얼굴 검출과 인식에 대한 연구는 분리되어 연구되어 왔지만, 얼굴을 인식하기 위해서는 먼저 얼굴을 검출하는 과정이 필요하다. 본 논문에서는 얼굴을 검출해서 인식하기까지의 전체적인 기법과 얼굴 모델을 이용하지 않고 얼굴의 손상을 해결할 수 있는 복원 기법을 제안한다. 입력 이미지는 손상된 정면 컬러 얼굴 이미지로 얼굴의 좌 • 우 영역 중 한 쪽만 손상 되었고, 그 손상 범위가 전체 얼굴 영역의 50%를 넘지 않는다고 가정한다. 본 논문에서 제안하는 기법은 스킨 필터 기법을 이용하여 얼굴 영역을 검출하고,로그-극좌표 상에서 손상된 얼굴 영역을 복원한다. 복원한 후에는 자동상관관계 특징을 추출하여 주성분 분석 기법으로 얼굴을 인식시킨다. 실험 결과 복원된 이미지의 평균 인식률은 손상된 이미지보다 31.5% 향상된 94%를 보였다. 이 기법은 얼굴의 손상뿐만 아니라 얼굴의 이동, 크기에도 무관한 얼굴 인식 기법으로 확장 가능하며, 이로 인해 실생활에 효율적으로 응용될 수 있을 것이다. The recent necessity of security and the development of multimedia processing technologies bring great attention to face recognition. In this thesis, we propose a method to detect damaged faces and restore them for recognition. We assume that input images are the color frontal face images, which are (probably) damaged in the right or left part of the face, and the damaged area should not exceed 50% of the whole face. The proposed method takes an input image, detects the face region using skin filter, and restores the damaged face upon log-polar map. Subsequently, the restored face images are recognized based on auto - correlation feature and PCA( Principal Component Analysis). Our experiment results show that the average recognition rate of restored images is 94%, which is about 31.5% better than that of damaged images. Our method can be further extended to recognize translation, scale-invariant face image, and can be effectively applied to many other real applications.
Development of an endometriosis self-assessment tool for patient
조현희,윤영섭 대한산부인과학회 2022 Obstetrics & Gynecology Science Vol.65 No.3
ObjectiveThis study aimed to develop and verify an endometriosis self-assessment tool (ESAT). MethodsA non-experimental, descriptive, correlational study design was used. Candidate items were developed based on aconceptual framework constructed using the results of in-depth interviews and an integrative literature review. Theconstruct validity of the developed tool was also examined. One-hundred and forty-two participants (117 patientswith endometriosis and 25 patients without endometriosis) were included in the validity and reliability tests. Thedata were collected between August and December 2018. Nomological validity was verified based on significantcorrelations between the ESAT and the quality-of-life scores. ResultsA 21-item ESAT was developed, and its construct validity was supported. Exploratory factor analysis indicated that thetool consisted of four components (gastrointestinal symptoms, dysmenorrhea, usual symptoms, and the amount andcharacteristics of menstrual bleeding) with a variance of 61.6%. The variance in quality-of-life scores, as explainedby the ESAT scores, was relatively high. Receiver operator characteristics curve analysis indicated that ESAT scoressignificantly differentiated endometriosis from non-endometriosis with fair discriminatory power at a cut-off score of50 (sensitivity, 0.76; specificity, 0.72; area under the curve, >0.75; P<0.001). This means that patients with ESAT scores>50 points were more likely to have endometriosis. Thus, the reliability of the ESAT was confirmed. ConclusionThe devised tool appears valid and reliable. This tool may allow women to determine their risk of endometriosis bydistinguishing between normal and pathological menstruation-related symptoms.
Dialogic Space in I-R-E Discourse: Teacher Talk during Storytelling in Elementary English Classrooms
조현희 한국초등영어교육학회 2015 초등영어교육 Vol.21 No.2
This study aimed at explicating types and patterns of teacher talk in storytelling lesson events in English classrooms and discovering how dialogic moments were created during storytelling. The data for this study is based on two videotaped storytelling lesson events in 4th grade-level elementary English classrooms. Teachers’ utterances were analyzed inductively according to the types and topics as well as students’ utterances in order to understand the interactional context of the lesson. Overall, the traditional I-R-E discourse was discovered to govern interactions in the two lesson events. However, the lesson events showed interaction dynamics unique to each classroom. Classroom G revealed a more teacher-directed interaction pattern than Classroom S through more use of teacher direction, question, repetition, and confirmation. The teachers' questions about story content and responses to students were more frequently observed in Classroom S, suggesting that Classroom S involved more dialogic interactions between the teachers and students than Classroom G. Analysis of the teacher-student interactions in the flow of the lesson event revealed that dialogic spaces were created when the teachers offered students chances to connect words to real objects, imagine and express their personal ideas, and immerse themselves in the story narrative. In addition, the teachers appeared to shape a space in which students were able to talk voluntarily. The teachers’ use of polyphony was noticeable in Classroom S, which appeared to immerse the children in the story. This study includes Implications regarding teachers and teacher educators.