• Korean Journal of Construction Engineering and Management
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• v.17 no.4
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• pp.103-115
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• 2016

The 106 buildings of 200 meters' height or greater were completed around the world in 2015 (CTBUH, The Council on Tall Buildings and Urban Habitat). They beat every previous year on record, including the previous record high of 99 completions in 2014. This brings the total number of 200-meter-plus buildings in the world to 1,040, exceeding 1,000 for the first time in history and marking a 392% increase from the year 2000, when only 265 existed. South Korea recorded three completions during 2015 - improving slightly over 2014, in which it had one. This study focused on the fact that high-rise building development project risks have not reduced in Korea in spite of numerous studies and measures. And it attempted to examine whether existing studies and measures have been presented on the basis of the accurate analysis of existing studies and measures and classify and analyze the characteristics of each phase' s risk factors in the hope that its results would be one reference point as to the measure to prevent high-rise building development project risks in the future. A high-rise building development project is the high risk project as compared with the low-rise project. Because a high-rise development project takes long and is very sensitive to the changing environment. Therefore, in order to succeed the project it becomes necessary to effectively manage the risk involved in the process of the high-rise building development project. The result of this study can be used as the guideline to make the risk management system for the high-rise development project.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.560-576
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• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.