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5,894 results on '"Kim, Young Hoon"'

210. An impermeable copper surface monolayer with high-temperature oxidation resistance

Author

Jeong, Se-Young, primary, Kim, Su Jae, additional, Lee, Yousil, additional, Kim, Young-Hoon, additional, Yang, Sang-Hyeok, additional, Kim, Seon, additional, Jung, Min-Hyoung, additional, Kim, Young-Min, additional, Lamichhane, Bipin, additional, Regmi, Binod, additional, Kim, Seong-Gon, additional, Jang, Jae Hyuck, additional, Jeong, Hu Young, additional, Seong, Maeng-Je, additional, and Choi, Hak Soo, additional

Published
2024
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223. Comprehensive defect suppression in perovskite nanocrystals for high-efficiency light-emitting diodes

Author

Kim, Young-Hoon, Kim, Sungjin, Kakekhani, Arvin, Park, Jinwoo, Park, Jaehyeok, Lee, Yong-Hee, Xu, Hengxing, Nagane, Satyawan, Wexler, Robert B., Kim, Dong-Hyeok, Jo, Seung Hyeon, Martínez-Sarti, Laura, Tan, Peng, Sadhanala, Aditya, Park, Gyeong-Su, Kim, Young-Woon, Hu, Bin, Bolink, Henk J., Yoo, Seunghyup, Friend, Richard H., Rappe, Andrew M., and Lee, Tae-Woo

Published
2021
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225. Effect of Helicobacter pylori eradication after subtotal gastrectomy on the survival rate of patients with gastric cancer: follow-up for up to 15 years

Author

Choi, Yonghoon, Kim, Nayoung, Yun, Chang Yong, Choi, Yoon Jin, Yoon, Hyuk, Shin, Cheol Min, Park, Young Soo, Ahn, Sang-Hoon, Joong Park, Do, Lee, Hye Seung, Kim, Ji-Won, Kim, Jin Won, Lee, Keun-Wook, Chang, Won, Park, Ji Hoon, Lee, Yoon Jin, Lee, Kyoung Ho, Kim, Young Hoon, Lee, Dong Ho, and Kim, Hyung-Ho

Published
2020
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228. A Practical Learning Environment for Sustainability and Sustainable Tourism: The Case of Student Engagement at the Sustainability House (SH)

Author

Kim, Young Hoon, Spears, Daniel L., Vargas-Ortega, Elecer E., and Kim, Tae-Hee

Abstract

Purpose: This paper aims to review the current joint master's program between two international institutions in the USA and Costa Rica; to identify students' perceptions and experiences with the sustainability house (SH); and to apply these experiences in an effort to improve the practical learning environment for future students. Design/methodology/approach: In an effort to understand student outcomes provided by the SH, an in-depth literature review on practical learning environments and interview methods were applied. The following open-ended questions were asked in an effort to gather and consolidate student experiences with the SH. What are your experiences in/with SH? Please tell us briefly about your experiences. The language has been adjusted and interviewers answered questions and made clarifications if asked to. Master's in international sustainable tourism (MIST) program students were selected for this study. Participants' responses were recorded using the computer-assisted personal interviewing technique. Findings: The most important characteristic students recognized about the SH is that it "provided us a safe place to fail". One student described SH as "[…] a safe space where students can gain experiences of learning new processes firsthand without external pressures (e.g., on-the-job training, eventuation, and financial analysis)". The safety attribute of the SH environment is considered as a comfortable place to learn from other classmates or visitors (mostly volunteers and interns). It is a "real" hospitality and tourism business-learning center, which is a great benefit to the students not only because of its environment but also because of the diversity among student's educational and professional backgrounds. Research limitations/implications: The primary limitations of this study need to be addressed. The number of interviews was very limited with one year data which could affect the generalizability of this study. In addition, it was not clearly explained to the student what rubrics and standardized metrics were used during interview process; after interview, students were asked to provide a better way to improve the research outcomes. For further studies, it is strongly recommended to provide the direction to make sure it applies to the conditions that are prevalent in the existing site to be examined. Practical implications: Both strategies that link the SH to this MIST program have significant merit. Students implementing best practices in the courses have clearly identified the challenges of implementation, but all agree that there is tremendous value in the experiences they have received during their studies. Furthermore, using the SH as an engagement tool has motivated students to consciously interactive and collaborative in a more proactive manner. Originality/value: This unique experience and operational competency at the SH provides participants with an in-depth understanding of the context and challenges of sustainability but needs to be detailed and promoted more in the future. The SH is facilitating a learning environment among not only students but also faculty and staff. The results clearly indicated that the SH has influenced sustainable behaviors by promoting interactive engagement.

Published
2018
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