• International conference on construction engineering and project management
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• 2015.10a
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• pp.573-577
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• 2015

Safety is paramount for construction industry throughout the world. Human errors which contribute to more than half of construction accidents, could be proactively prevented through effective education and training methods. Although Virtual Reality (VR) and Augmented Reality (AR) have gained much attention in various disciplines, few studies applied them for construction safety education. This research presents a new approach in construction safety education by utilizing VR and AR. The vision of aligning teaching & learning strategies is examined in order to ensure the potential benefits of the new method. This innovative approach shifts safety education from "Listen, and I will forget. See, and I may remember" towards "Practice, and I understand".

• Analytical Science and Technology
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• v.8 no.3
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• pp.293-298
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• 1995

The stability of brass coated on steel cords with pH and applied constant potential changes in aqueous solution has been investigated by AC impedance measurements. In solutions of the constant pH, as a applied constant potential is shifted to positive potential, the coating pore resistance is reduced. The fact indicates that as a applied constant potential is shifted to positive potential, the brass coated is dissolved more in solution. The stability of brass coated on steel cords decrease in the order pH=7.1 > pH=4.0 > pH=10.0. The above results are demonstrated by the data of scanning of electronic microscopy(SEM)/energy dispersive spectrometer(EDS).

• Geomechanics and Engineering
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• v.10 no.3
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• pp.269-284
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• 2016

Simplified techniques based on in situ testing methods are commonly used to assess seismic liquefaction potential. Many of these simplified methods were developed by analyzing liquefaction case histories from which the liquefaction boundary (limit state) separating two categories (the occurrence or non-occurrence of liquefaction) is determined. As the liquefaction classification problem is highly nonlinear in nature, it is difficult to develop a comprehensive model using conventional modeling techniques that take into consideration all the independent variables, such as the seismic and soil properties. In this study, a modification of the Multivariate Adaptive Regression Splines (MARS) approach based on Logistic Regression (LR) LR_MARS is used to evaluate seismic liquefaction potential based on actual field records. Three different LR_MARS models were used to analyze three different field liquefaction databases and the results are compared with the neural network approaches. The developed spline functions and the limit state functions obtained reveal that the LR_MARS models can capture and describe the intrinsic, complex relationship between seismic parameters, soil parameters, and the liquefaction potential without having to make any assumptions about the underlying relationship between the various variables. Considering its computational efficiency, simplicity of interpretation, predictive accuracy, its data-driven and adaptive nature and its ability to map the interaction between variables, the use of LR_MARS model in assessing seismic liquefaction potential is promising.

• Proceedings of the Microbiological Society of Korea Conference
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• 2005.05a
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• pp.117-119
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• 2005

• Hwankyungkyoyuk
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• v.11 no.1
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• pp.217-236
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• 1998

There is lack of social awareness on the importance of natural environments and effective operating systems for environmental education in natural settings. In this study, the environmental education systems of three U. S. National Parks in the State of Washington were investigated in order to examine the potential of applying the environmental education systems to the Korean situation. To this end, the authors made field trips to the Mount Rainier National Park, Olympic National Park and North Cascades National Park and interviewed the field environmental education professionals. There is one common theme of environmental education shared by the three National Parks, that is the National Parks are open to the students and ordinary people as classrooms for environmental education. All of the three National Parks were supported by regional societies of environmental conservation and education. However, the contents of the approaches to the environmental education of each National Park were different to each reflecting the differences of the natural environment and cultural background. This implies that environmental education systems should be designed based on the characteristics of the local environment and cultural tradition, although advanced environmental education systems of foreign countries would be useful for developing our own environmental education systems.

• Journal of the Korean Applied Science and Technology
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• v.36 no.2
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• pp.479-487
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• 2019

The purpose of this study is to present a caddie education program that can improve the performance of golf caddies in China by comparing and analyzing the golf caddie education programs in South Korea and China. Caddie education programs were collected from 4 golf clubs, 3 professional caddie education institutions and 8 public institutions in South Korea and 6 golf clubs and 2 professional caddie education institutions in China. The following results were obtained. Although the caddie training in China is conducted over more time and term than in South Korea, it is necessary to have an education program considering golf expertise and quality of customer service. Therefore, the caddie education program in China is composed of golf related education(golf etiquette, golf practice skill), caddie duty training(safety management, customer service and image making), and training for caddie(fitness management, injury prevention, skin care, and cost-saving etc.). In the future, the Chinese golf club industry will has a potential to develop. In order to provide a consistent and systematic education, manual training on caddie education and training on caddie master to manage caddies should be conducted.

• Research in Mathematical Education
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• v.27 no.3
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• pp.253-265
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• 2024

This editorial explores the transformative potential of technology in advancing equitable teaching and learning in mathematics education. The COVID-19 pandemic has underscored the need for innovative approaches to education, particularly in leveraging technology to create more inclusive and effective learning environments. This special issue focuses on how emerging technologies can deepen students' mathematical proficiencies, shape students' identities, and promote equitable teaching practices. The EqT-tech framework is introduced, highlighting six key dimensions that enhance equitable mathematics education through technology: inquiry-based learning, mathematical identity and agency, formative assessment, collaborative learning, amplification of cognitive processes, and insights into social justice issues. Through a review of seven manuscripts, three recurring themes are identified: the use of technology to develop students' mathematical identity and agency, the role of collaborative platforms in enhancing collective learning, and the expanding nature of emergent technology to increase mathematical rigor as well as awareness for teaching mathematics for social justice exploring inequities within our communities. These studies imply an emphasis on the importance of task design and teacher knowledge in implementing equitable teaching practices, suggesting that technology, when used thoughtfully, can significantly advance equity in mathematics education.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.101-108
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• 2012

The purpose of this study is to infer how is the effect of a governmental funding project to graduate schools by taking an example of World Class University Project's potential impact on the change of world university rankings in an international university ranking survey. Systematic results show that WCU contributes to improving academic peer reviews for both individual and institutional standings and discipline-based rankings. The potential effect of improving world rankings of participating universities could be ascribed to relatively higher weight of the survey to international peer review and invitation of world class scholars to the participating universities, which is a core device of the project. This implies a need to affirmatively utilize WCU foreign scholars over the course of facilitating international academic networking. The results should also be taken into consideration by universities and the government when developing evaluation systems and restructuring the project.

• Transactions of the Korean Society of Automotive Engineers
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• v.16 no.4
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• pp.159-164
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• 2008

In diesel engine technology the drive to reduce emissions and fuel consumption with improved performance targets has led to many advances. In particular, Exhaust Gas Recirculation (EGR) and Variable Geometry Turbocharger (VGT) have played a key role in achieving these aims by permitting flexible control of the engine inlet gas charge. The full potential of these devices are difficult to achieve due to limitations in the classical control methods. However, fuzzy logic is particularly appealing due to its simple heuristic nature. The controller used in this work was designed using the Matlab Fuzzy Logic Toolbox. The overall object is to access the potential for emissions and fuel consumption reductions during transient events whilst maintaining and even improving driveability. Classical control methods (PID), as used on production engines, are examined and contrasted with an coordinated control that utilizes fuzzy logic.

• Journal of The Korean Association For Science Education
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• v.25 no.1
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• pp.41-56
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• 2005

Assessing students' knowledge can be a challenging endeavor, as researchers attempt to capture the full complexity and potential development of children's ideas. In this study, the Dynamic Science Assessment (DSA) method (Magnusson, Templin, and Boyle, 1997) was employed to investigate 9-12 year old students' understandings of light, while engaging in multiple tasks with a flashlight with various reflectors and mirrors. The results showed that DSA was effective in providing an opportunity to establish a Zone of Proximal Development, in addition to diagnosing a student's prior understanding. Throughout the interview, a student showed a conceptual model of light as being a solid single entity whose shape can be determined by the shape of the casing of a flashlight. However, as DSA provided phenomena that could not be explained by his unitary model, the student began to re-examine his original conceptual model, and attempted to revise it. This study addressed how Dynamic Science Assessment can help us better understand, not only students' current state of understanding, but also a potential development of understanding in their ZPD. In that sense, this study argues that we should pay more attention to the instructive role of classroom assessment that can promote and support further development of students' deeper understandings.