자동 초음파 검사를 위한 결함 영상 처리 시스템의 설계 및 구현

김한종,박종훈,김철원,Kim, Han-Jong,Park, Jong-Hoon,Kim, Chul-Won 한국정보통신학회 2010 한국정보통신학회논문지 Vol.14 No.1

용접부 내에 존재하는 결함의 형태, 위치, 크기 등의 정보를 정량적으로 파악하기 위하여 초음파 탐상 검사가 많이 활용되는데, 최근 들어 용접부의 결함 탐상을 위해, 검사과정을 기계적 스캐너로 자동화한 자동 초음파 탐상 시스템이 많은 산업 분야에서 활용되고 있고, 특히 배관 용접부의 건전성 평가를 위한 비파괴안전진단에서 그 활용 폭이 커지고 있다. 본 논문에서는 배관 용접부의 자동 초음파 검사를 위한 알고리즘 구현과 결함 영상을 보정하여 주는 결함영상 처리 시스템을 설계 및 구현하였다. 적용된 기법으로는 초음파 A-Scan 압축 알고리즘, Synthetic Aperture Focusing 알고리즘, 결함영상증폭 알고리즘과 이와 관련된 소프트웨어 설계 및 구현에 대하여 논한다. In this study, an automated ultrasonic testing system and post signal and image processing techniques are developed in order to construct ultrasonic flaw images in weldments. Image processing algorithms are built into the flaw image processing system for the automated ultrasonic testing system. The developed signal and image analysis algorithms addressed in this study include an A-Scan data compression algorithm, ultrasonic image amplification algorithm and B-scan flaw image correction algorithm(SAFT). This flaw image processing system for the automated ultrasonic testing system can be applied to various inspection fields.

디지털 오디오 방송을 위한 터보 부호화된 OFDM

김한종,Kim, Han-Jong 대한전자공학회 2001 전자공학회논문지TC (Telecommunications) Vol.38 No.11

The Pan-European Digital Audio Broadcasting(DAH) system's performance is characterized and improved with the aid of turbo codec. From the fact that the first bit among the four coded bits at the RCPC coding defined in the Eureka 147 DAD system is not. punctured and always transmitted, this paper proposes a new turbo coded DAB system model that replaces the existing RCPC codec by a turbo codec without modifying the puncturing procedure and puncturing vectors defined in the standard DAB system for compatibility. The performance of a new system is compared to that of the conventional system under the Rician fading channel and the Rayleigh fading channel in conjunction with DAD transmission mode I and III suitable for the terrestrial single frequency network and satellite broadcasting.

언어학적 접근으로 본 초, 중, 고등학교 역사 교과서 서술방식 비교

김한종(Kim, Han-Jong),이해영(Lee, Hae-Young) 한국교원대학교 교육연구원 2020 敎員敎育 Vol.36 No.2

이 글은 초등 사회교과서와 중, 고등학교 역사 교과서의 대몽항쟁 관련 서술을 언어학적 접근방식으로 분석하였다. 분석한 결과, 학교급별로 행위자의 유형, 행위자와 프로세스 관계 제시 방식이 달랐다. 행위자의 유형은 초등의 경우 다른 학교급에 비해 추상적이고 일반적인 행위자가 제시된 반면중, 고등학교 역사교과서는 행위자가 구체적 인물부터 집단과 세력 그리고 명사화된 추상적 행위자에 이르기까지 다양하였다. 행위자와 프로세스 관계를 보면, 초등은 행위자와 프로세스 유형이단일하게 연결되었지만 학년이 올라갈수록 행위자와 연결된 프로세스 유형이 복합적으로 제시되었다. 한편, 시간성과 인과관계를 보여주는 문법 장치는 학교급별 차이가 보이지 않았다. 학생들의이해 수준을 고려한 서술방식은 행위자의 유형이나 행위자와 프로세스의 관계를 단순화시키는 것보다 시간성이나 인과관계를 문법 장치로 명확하게 보여줄 필요가 있다. This research analyzed descriptions related to ‘Daemong struggle’ in elementary social studies textbooks and middle and high school history textbooks with a linguistic approach. Analysis showed that different types of participants, participants and process relationships were present at different levels in the schools. The participants were abstract and general participants in elementary school, while middle and high school history textbooks ranged from specific characters to groups and forces, and nominal abstract participants. When examining the relationship between the participants and the process,elementary schools had a single connection between the participants and the type of process that was associated with the participants, but as the grade level increased, the process types associated with participants were presented in a complex manner. Meanwhile, grammatical resources, illustrating time and causality, showed no difference in school levels. A descriptive approach that considers the level of students understanding needs to clearly illustrate these relationships with grammatical resources rather than simplifying the types of participants, or the relationship between participants and processes.

사물인터넷(IoT)을 위한 무선통신 교육장비 개발

김한종 ( Han-jong Kim ) 한국실천공학교육학회 2021 실천공학교육논문지 Vol.13 No.2

Wireless communication is a core technology constituting the Internet of Things (IoT), but there is no suitable educational equipment to learn various wireless communication technologies used in the Internet of Things through practice. This paper deals with the development of advanced education and training equipment that can perform various IoT wireless communication practices. It uses an Arduino mega board as a device to control various sensors. As wireless network technologies to send and receive the sensing date wirelessly, it makes use of RFID/NFC and Bluetooth among WPAN technologies, WiFi among WLAN technologies and LoRa and 2.4GHz wireless transceiver among WWAN technologies. In addition, GPS, infrared communication, I2C communication, and SPI communication are organized so that various IoT wireless communication technologies can be learned through practice. In addition, since the educational equipment developed in this paper is equipped with two devices, it is designed to perform transmission and reception experiments for wireless network technology within the equipment.

움직임이 있는 인터랙티브 제품 디자인을 위한 기구 설계 소프트웨어 개발

김한종(Kim, Han-Jong),김주환(Kim, Ju-Whan),남택진(Nam, Tek-Jin) 한국디자인학회 2016 한국디자인학회 학술발표대회 논문집 Vol.2016 No.5

독립운동에 대한 정치·사회 인식의 변화와 독립유공자 서훈

김한종 ( Kim Han Jong ) 청람사학회 2021 靑藍史學 Vol.34 No.-

The purpose of this study is to explore the change of conferring persons of distinguished service to independence in the political and social context. After the liberation of August 15, 1945, the persons of distinguished service to independence conferment changed according to the social context and political power. Many cases of conferring persons of distinguished service to independence were carried out with political intentions, and ideological controversies and social conflicts arose over the scope and subject of them. Even now, such the problem is not free from political and social influences. Moreover, new conflict relationships arise due to the democratization and pluralization of society. In order to solve this problem, the following tasks need to be solved. First, it is a question of whether the criteria for conferring persons of distinguished service to independence should be viewed as an activity for independence itself or whether the relationship with the Republic of Korea should be considered afterwards. There is a conflict over whether the independence movement itself should be judged or whether the construction of the Republic of Korea and the protection of liberal democracy should be included as qualifications. This problem also contains differences in perspective on whether to view patriots and veterans as compensation for contributions and sacrifices to the state and its members, or for the purpose of establishing nation state or national identity. The second is the close relationship between persons of distinguished service to independence conferment and government bias. At the base of those who oppose the conferment of socialist independence activist’s, there is no less antipathy toward the government than the conferment itself. There are also mixed views on the discovery of female independence activists and the conferment of persons of distinguished service to independence as the expansion of the independence movement category and the influence of feminism. The framework for the selection criteria for conferring persons of distinguished service to independence was established in the late 1950s and has been maintained until now. In order to resolve repeated conflicts over the selection of persons of distinguished service to independence, it is necessary to establish a new standard for selecting independence patriots conferments according to today’s context.

인터랙티브 시나리오 제작을 위한 경험 프로토타이핑 도구의 개발 및 배포

김한종(Han-Jong Kim),남택진(Tek-Jin Nam) 한국디자인학회 2018 한국디자인학회 학술발표대회 논문집 Vol.2018 No.11

역사교과서의 사회문화적 기능과 국가 이데올로기

金漢宗(Kim, Han-Jong) 역사교육연구회 2014 역사교육 Vol.131 No.-

This study examined the function of history textbook as the social and cultural tool and its relation with the national knowledge. Ruling group, who dominates the state, wants to influence on people’s thinking and action in order to support their policies and ideologies. They have the monopoly of interpreting historical facts, constructing ‘official history’ to serve as the cultural tool. The emphasis on people’s lack of historical knowledge is one way for ruling group to utilize history education as the mean for instilling their ideologies. An intention for excluding historical consciousness and critical thinking is included in the argument that people’s historical knowledge is insufficient. And they often drive the difference of interpreting historical facts among history textbooks to ideological conflict. On this pretext, they attempt to intensify the control of the course of making the history textbook and its contents, and include their historical perspective in the history textbook. National narrative is a typical representation including the ideology of state in the history textbook. It would get people to have the national identity and the pride as one of nation-state members. The national narrative used to describe as a story of freedom and development in Korea as well as U.S. The narrative of Syng-man Rhee government is the story of liberal democracy, whereas the story of Chung-hee Park government is the story of development. We should open the historical interpretation in history textbook and improve pupil’s critical thinking through history for overcoming this problem.

역사교육 개념어의 용례 검토 : 역사적 사고, 역사해석, 역사인식, 역사의식

金漢宗(Kim Han-Jong) 歷史敎育硏究會 2010 역사교육 Vol.113 No.-

This study investigated the concepts of terminologies frequently used in history education articles. The terminologies investigated in this study are historical thinking, historical interpretation, historical cognition and historical consciousness. The general meanings of these terminologies are searched first, and then practically used examples in articles are analyzed. Twenty articles, which theoretically discuss history education, are analyzed in this study. The followings are the results and suggestions of this study. First, it is agreed that historical thinking should reflect the historian's thinking mode. Though some articles tried to classify the elements of historical thinking, other articles criticized this type of study insisting that it reduced historical thinking to general educational thinking. There has been a disagreement between both studies whether the interpretation is an element of historical thinking or not. Second, some articles criticized that precedent studies on historical thinking had focused on methods than contents; the result than the process of thinking. But history education should concern about cultivating student's desirable historical cognition of historical facts as well as carrying out historical thinking process. Third, the concept of historical cognition used in articles was difficult to differentiate the view of history. But I think that although the view of history is the general perspective of thinking history and historical facts, historical cognition is formalized from combining the knowledge of historical facts and the view of history. Fourth, 'historical cognition' was frequently confused with the historical interpretation. Most history education articles argued that the historian's subjective view would be involved in the historical interpretation. We understand historical facts and have the historical cognition on the basis of interpreting historical materials. Accordingly, historical interpretation is the foundation of the historical cognition. Fifth, the concept of 'historical consciousness' has been used as both historical consciousness representing psychological development and historical problematic or critical consciousness, and confused with historical thinking. It was because the study of the development of historical consciousness in Japan used the components of historical thinking as the concept of 'historical consciousness'. I suggest we should analyze the components of historical consciousness suggested in the study of 'the development of historical consciousness', and classify them into historical thinking and historical problematic or critical consciousness. Though the concepts of the terminologies investigated in this study cannot be unified or simplified, we should discuss the basic meaning of those terminologies so that the debate and critical comment on history education research might become more active.

이명박 정부의 역사 인식과 역사교육 정책

김한종(Kim Han Jong) 역사비평사 2011 역사비평 Vol.- No.96

History education has fallen into confusion in Lee Myung Park Government, and the dispute about history education continues until now. Lee Myung Park Government aim to throw his own historical awareness into school history education. Lee Myung Park Government and conservative scholars regard history since founding Republic of Korea 1948 as ‘history of miracle’. They think that main agents making ‘history of miracle’ are political leaders such as Rhee Syng Man and Park Chung Hee, and particularly respect Rhee Syng Man as ‘father of founding Republic of Korea’. They don’t have willingness to admit historical view and history textbook contents critical to such political leaders and their government. Compulsorily modifying Korean Modern and Contemporary History textbook contents and criticizing revised Korean History textbook as left leaning are its products. And Lee Myung Park Government reinforce certification of history textbook for the purpose of controling its contents and suppressing its authors’ resistance. Lee Myung Park Government has implemented history education policies focused on political judgment than intrinsic value of history. He aims to utilize history education as the instrument of integrating people under his policies. It is because policies on history education have been confused. National history curriculum has been revised every year during Lee Myung Park Government, and school history lesson has been weakened 2009, but Korean history shall be become mandatory subject in high school since 2012. This confusion makes teachers difficult to plan history lesson and pupils learn history systematically. Moreover, it is difficult to anticipate that the reinforcing policy of history education will be effective in school and history classroom.