• Journal of Practical Engineering Education
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• v.5 no.2
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• pp.129-137
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• 2013

In this paper, we suggest the roles of IPP (Industry Professional Practice) professor that are necessary for efficient and systematic operation and management of IPP system, which has been implemented by KOREATECH recently under the goal of nurturing industry-oriented talents with practical skills, based on the analysis of actual operational practices of advanced overseas universities and the IPP experiences for 2 years. The roles of IPP professor are largely divided into the following three: IPP manager; student career counselor; educator of IPP educational program. During the initial stage of IPP system, the role of IPP manager is most significant. However, as the system is systematically managed and operated, the role of IPP manager gradually decreases, and the role of career counselor becomes more important. Since IPP system is an educational program that gives credits, IPP professor should also perform the role of educator, including designing experiential learning curriculum and evaluation on educational goal accomplishment.

• Journal of Practical Engineering Education
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• v.10 no.2
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• pp.131-137
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• 2018

In this study, the results of the IPP system were examined and the direction of development was suggested from the viewpoint of students participating in long-term field practice. The participating students recognized that the IPP system was helpful in enhancing their major competence, non-major competence, and job competitiveness. On the other hand, satisfaction with practicing companies and operating universities remains at a normal level for three years, and the intention to recommend IPP system to junior colleagues and colleagues has been consistently high for three years. The more consistent the desired job and the IPP participation job, the greater the positive perception of the IPP effect and the greater the recommendation intention of IPP system.

• Journal of Practical Engineering Education
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• v.6 no.1
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• pp.57-64
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• 2014

KOREATECH has introduced a long-term co-op program called IPP (Industry Professional Practice) to address problems in engineering education of Korea since 2012. In order to evaluate and improve the IPP program, the IPP Center of KOREATECH has developed a comprehensive performance evaluation scheme on the basis of the Kirkpatrick's four stage performance evaluation model for training programs. This study aimed to analyze student questionnaire survey data from the IPP performance evaluation scheme, which was acquired before and after IPP terms in 2013 and measured students' perceptions on the five aspects of major competencies, non-major competencies, perception of and satisfaction with the IPP program and attitudes to occupation. The findings showed that the IPP program was effective to a certain degree at enhancing non-major competencies and attitudes to occupation of students. Participating students were quite satisfied with their jobs and companies. In the last part, several directions for improving the effectiveness of the IPP program were discussed.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.321-329
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• 2020

Most of the curricula of higher educational institutions, including universities, have been operated on a theoretical basis, and as a result, the academic talents have been mismatched with the competencies of industrial demand. Since 2015, the government project called "IPP-type Work and Learning Dual Program(WLDP)" is supporting four-year universities to minimize the academic talents mismatch. The purpose of the project is to improve the working ability of students by linking IPP with WLDP. However, the outcome of linking IPP to WLDP has been frustrating so far. In this study, "WLDP coupled with IPP" is proposed to reduce the perception gap between students and companies. In the suggested progress, student performs IPP first and WLDP second. Two examples have shown that the suggestion can be a quite effective process in matching student with the company.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.1
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• pp.86-92
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• 2012

For the successful operation of IPP program which is a unique Korean Co-op education program designed and implemented by Korea Tech, it is very crucial to have both a reasonable performance evaluation system and a systematic feedback and upgrading system for the program. In this paper, we will provide the logic model for long-term performance evaluation of Korea Tech's IPP program. Since the critical success factors(CSF) and Key Performance Index(KPI) are very important for the IPP program implementation, they are also provided and discussed in detail. In addition, we will discuss and analyze about the student and the industry survey results for IPP program's sucess factors.

• International conference on construction engineering and project management
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• 2015.10a
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• pp.122-126
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• 2015

Credit enhancement is absolutely essential for financing Independent Power Producer (IPP) projects in Asia particularly for countries whose sovereign credit rating is on non-investment grade and foreign investment is difficult to achieve. Due to nexus of agreements among varies parties in IPP project, it is hard to clearly visualize the roles of these agreements. Examples are: What credit enhancement factors are most influential to minimize the associated risks of IPP projects? Why are they powerful? What are their roles? Who are less powerful and what are the obstacles that causes them less powerful? A research is conducted to identify the credit enhancement factors for IPP projects in Asia. IPP professionals validated 27 out of 28 identified credit enhancement factors, and five factor groupings were made through factor analysis. Afterwards, network theory is applied to find the unanswered questions, which by graphical and mathematical representations show that the host government's credit enhancement, MDBs, ECAs and other parties' credit enhancement are prominent and of great importance to handle the associated risks of IPP projects in Asia

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.101-108
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• 2020

KOREATECH has operated a Co-op program called 'Industry Professional Practice (IPP)' that allows students to work full-time in relevant industries for at least four months since 2012, and also developed a systematic performance evaluation model on the basis of Kirkpatrick's four-stage assessment model. This study aims to share KOREATECH's Levels 3 and 4 evaluation results which are clearly what practitioners and academic investigators of cooperative education want to know the most. For this purpose, a questionnaire survey was conducted for KOREATECH graduates and their superiors to examine influence of IPP experiences on employment and job performance. A total of 730 alumni who graduated within last 5 years participated in the survey, with 213 (29.2%) having IPP experiences, and 162 superiors rated their subordinates on seven performance criteria. The analysis results were mixed. On the one hand, employment rate of IPP participants was 89.7%, compared to 86.8% of alumni without field experiences. Participants of the IPP program were more satisfied with their salary and felt less unfair about their career and promotion opportunities than alumni without field experiences. On the other, superiors rated their subordinates without IPP experiences slightly more positively than IPP participants in terms of job performance. These contrasting results are judged to show strengths and weaknesses of the IPP program at the same time. The limitations of the study and future research directions are discussed at the last part.

• The KIPS Transactions:PartD
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• v.10D no.7
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• pp.1197-1206
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• 2003

This paper describes the IPP (Internet Printing Protocol), a standard that makes network setup for printers potentially much easier and, not so incidentally, also user can print over the Internet and specifies an implementation of IPP client/server system. It allows the system administrator and operators to control IPP system users and printer devices. The focus of this effort is optimized capabilities the security features for authentication, authorization, and policies, also improved compatibility with existing WP devices. Finally this paper presents conclusions and further researches.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.9
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• pp.4101-4107
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• 2014

Protein phosphatase 1 (PP1) is a major serine/threonine phosphatase that controls gene expression and cell cycle progression. The active mutant IPP5 ($8-60hIPP5^m$), the latest member of the inhibitory molecules for PP1, has been shown to inhibit the growth of human cervix carcinoma cells (HeLa). In order to elucidate the underlying mechanisms, the present study assessed overexpression of $8-60hIPP5^m$ in HeLa cells. Flow cytometric and biochemical analyses showed that overexpression of $8-60hIPP5^m$ induced G2/M-phase arrest, which was accompanied by the upregulation of cyclin B1 and phosphorylation of G2/M-phase proteins ATM, p53, $p21^{cip1/waf1}$ and Cdc2, suggesting that $8-60hIPP5^m$ induces G2/M arrest through activation of the ATM/p53/$p21^{cip1/waf1}$/Cdc2/cyclin B1 pathways. We further showed that overexpression of $8-60hIPP5^m$ led to delayed nuclear translocation of cyclin B1. $8-60hIPP5^m$ also could translocate to the nucleus in G2/M phase and interact with $pp1{\alpha}$ and Cdc2 as demonstrated by co-precipitation assay. Taken together, our data demonstrate a novel role for $8-60hIPP5^m$ in regulation of cell cycle in HeLa cells, possibly contributing to the development of new therapeutic strategies for cervix carcinoma.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.2
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• pp.128-135
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• 2011

In this paper, we will introduce IPP (Industry Professional Practice) model which is a unique Korean long-term co-op (co-operative) education model developed and will be implemented by Korea Tech. IPP model is designed to make up for the weak points of the existing short-term job training system and to fit Korean educational environment by benchmarking North America co-op model that has 100 years of history, and it will be supported by the Korean government (Ministry of Employment and Labor) unlike other existing co-op systems in Korea. In order to be a successful IPP program, it is required of companies' active participation to this program with open mind, and university's investment on IPP infrastructure such as concrete academic system design and IPP center, etc.