• Nuclear industry
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• v.36 no.12
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• pp.11-40
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• 2016

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.1-7
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• 2006

• Proceedings of the Korean Professional Engineer Association Conference
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• 1995.12a
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• pp.89-93
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• 1995

• Satellite Communications and Space Industry
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• v.4 no.2
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• pp.34-41
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• 1996

• Magazine of the Korean Society of Agricultural Engineers
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• v.57 no.3
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• pp.2-10
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• 2015

• Magazine of the Korean Society of Agricultural Engineers
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• v.64 no.4
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• pp.39-45
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• 2022

• Journal of Digital Convergence
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• v.10 no.10
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• pp.439-445
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• 2012

The aim of the work that is presented in this paper is to develop the new prior educational materials which use the field trip and to present educational possibilities. The QR codes were used to develop the prior materials. The developed materials applied to elementary students who attended to filed trips in 2012. This was practically achieved by the use of smartphone which enhance the learning experience of a physical visit by providing personalized information with QR codes. The results demonstrate the technology supported physical field trips provides significantly improved learning outcomes, increases students curiosity. Furthermore the findings of the study demonstrate that the application of the specific emerging technologies could facilitate the development of advanced learning experiences in field trips, increasing at a significant level the learning outcomes and the motivation of the participating students.

• Cross-Cultural Studies
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• v.41
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• pp.141-161
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• 2015

A fundamental understanding of "sustainable development" is generally related to a triptych of social justice, ecological integrity, and economic well-being. It aims at a development of human societies that would achieve the reconciliation of social justice, ecological integrity, and the well-being of all living systems an the planet. Furthermore, the quest for "sustainable development" focuses on economic, ecological, and social dimensions. interdependence of culture and sustainable development. The original syntax was not quite standard English, i.e., it was also unclear and vague. Ergo, this is a hypothetical edit. If you demur, then please rectify it. In Germany, th "Tutzinger Manifest" also includes the cultural dimension as a major dimension of sustainability, thereby arguing for the integration of culture in strategies for sustainability; and furthermore for the building of networks in order to overcome this gap. The cultural dimension of sustainability in Germany involves not only cultural policy, but also culture management.

• Korean Journal of Construction Engineering and Management
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• v.24 no.6
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• pp.36-44
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• 2023

The aim of this study is to predict the potential for bid-rigging among public construction bidders and develop preventive and responsive measures. By employing the Fraud Triangle Theory (FTT), which considers the factors of opportunity, pressure, and rationalization, we analyze and explore the bid-rigging potential among construction industry professionals. A survey is conducted among General and specialized construction firms to validate the FTT research model and predict individual bid-rigging tendencies. The results indicate that higher levels of pressure, greater opportunities, and stronger rationalization increase the likelihood of individual bid-rigging. Moreover, more opportunities and stronger rationalization also raise the potential for bid-rigging by others. Understanding these dynamics enhances our knowledge and contributes to the development of policies aimed at preventing bid-rigging.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.439-448
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• 2022

The goal of this study is to develop a protocol that can be used for the purpose of developing inquiry class expertise in science teacher PLC, and to explore the possibility of field application of the developed protocol through test application with in-service teachers. PLC protocol for science inquiry class, consisting of five stages, was developed and applied sequentially to six participating teachers. In order to check the applicability of the protocol, the participating teachers wrote a reflection journal for each stage, and after the completion of the five-stage protocol, the participants' perceptions of the protocol were investigated through a group interview. The results are as follows: first, a protocol for enhancing science teachers' professionalism of inquiry classes was composed and developed in five stages such as (1) Revealing ideas about science inquiry classes, (2) Sharing science inquiry class experiences, (3) Looking together at students' scientific inquiry results, (4) Building literacy for science inquiry teaching, and (5) making science inquiry lesson plans. Second, the possibility of extensive application of the PLC protocol developed in this study was confirmed through the reflection journal and post-interview analysis results of the participants. According to the participating teachers, the protocol helped the systematic operation of PLC and teachers' participation. In addition, by experiencing the five-stage protocol, the teachers had an opportunity to reflect on their inquiry classes and ponder for improvement, and gained confidence in inquiry classes. Based on the research results, ways to develop and utilize the PLC protocol for science teachers were suggested.