• Journal of Gifted/Talented Education
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• v.14 no.2
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• pp.1-18
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• 2004

This study attempted to survey the present status of the eight students who, 17 years from now, had participated in a special program for 170 days preparing for early entrance to the KAIST. With six students who responded to the questionnaire previously sent, the study focused on each participant's achievement at present, his evaluation on Accelerated Education, his personal opinions on early entrance to university and Gifted Science Education. From the survey, we could find out that three participants had received a doctorate and they are currently working as researchers at research center or professors at university. The other three participants are working as researchers at research center after receiving the M. S. Academic achievements vary according to each participant, but three of them, who ranked high in research achievement, had their articles published in international journals of the SCI level even when they were between 25 and 28 of age. Two of them in particular showed outstanding engineering and developing the commercial modem for IMT 2000 for the first time in Korea. One participant entered Harvard University to major in physics and afterwards studied the law in UCLA. He is now a professor in the law department. Concerning the evaluations on Accelerated Education and early entrance system, four participants answered positively while two participants expressed negative attitudes. When asked their opinions on the Gifted Education in Korea, such problems were pointed out as too much pressure of entering the first-class universities, the tendency to avoid choosing science-related major at universities, the lack of education system that encourages creative thinking, etc. It is necessary that the accelerated education play an important role to maximize their hidden potentials. It remains to be seen in what places these six participants will find themselves and of what ideas they will come up within the next 17 years. It will be worthwhile to wait until then for another survey.

• Journal of Distribution Science
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• v.12 no.6
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• pp.15-20
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• 2014

Purpose - In general, researchers try to abide by the code of research ethics, but many of them are not fully aware of plagiarism, unintentionally committing the research misconduct when they write a research paper. This research aims to introduce researchers a clear and easy guideline at a conference, which helps researchers avoid accidental plagiarism by addressing the issue. This research is expected to contribute building a climate and encouraging creative research among scholars. Research design, data, methodology & Results - Plagiarism is considered a sort of research misconduct along with fabrication and falsification. It is defined as an improper usage of another author's ideas, language, process, or results without giving appropriate credit. Plagiarism has nothing to do with examining the truth or accessing value of research data, process, or results. Plagiarism is determined based on whether a research corresponds to widely-used research ethics, containing proper citations. Within academia, plagiarism goes beyond the legal boundary, encompassing any kind of intentional wrongful appropriation of a research, which was created by another researchers. In summary, the definition of plagiarism is to steal other people's creative idea, research model, hypotheses, methods, definition, variables, images, tables and graphs, and use them without reasonable attribution to their true sources. There are various types of plagiarism. Some people assort plagiarism into idea plagiarism, text plagiarism, mosaic plagiarism, and idea distortion. Others view that plagiarism includes uncredited usage of another person's work without appropriate citations, self-plagiarism (using a part of a researcher's own previous research without proper citations), duplicate publication (publishing a researcher's own previous work with a different title), unethical citation (using quoted parts of another person's research without proper citations as if the parts are being cited by the current author). When an author wants to cite a part that was previously drawn from another source the author is supposed to reveal that the part is re-cited. If it is hard to state all the sources the author is allowed to mention the original source only. Today, various disciplines are developing their own measures to address these plagiarism issues, especially duplicate publications, by requiring researchers to clearly reveal true sources when they refer to any other research. Conclusions - Research misconducts including plagiarism have broad and unclear boundaries which allow ambiguous definitions and diverse interpretations. It seems difficult for researchers to have clear understandings of ways to avoid plagiarism and how to cite other's works properly. However, if guidelines are developed to detect and avoid plagiarism considering characteristics of each discipline (For example, social science and natural sciences might be able to have different standards on plagiarism.) and shared among researchers they will likely have a consensus and understanding regarding the issue. Particularly, since duplicate publications has frequently appeared more than plagiarism, academic institutions will need to provide pre-warning and screening in evaluation processes in order to reduce mistakes of researchers and to prevent duplicate publications. What is critical for researchers is to clearly reveal the true sources based on the common citation rules and to only borrow necessary amounts of others' research.

• 대한공업교육학회지
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• v.41 no.2
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• pp.48-68
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• 2016

This study was conducted to identify the NCS-related research trends, Keywords, the Keywords Networks and the extension of the Keywords using the sementic network analysis and to seek for the development plans about NCS. For this, the study searched 345 the papers, with the National Competency Standards or NCS as a key word, among master's theses, dissertations and scholarly journals that RISS provides, and selected a total of 345 papers. Annual frequency analysis of the selected papers was carried out, and Semantic Network Analysis was carried out for 68 key words which can be seen as key terms of the terms shown by the subject. The method of analysis were KrKwic software, UCINET6.0 and NetDraw. The study results were as follows: First, NCS-related research increased gradually after starting in 2002, and has been accomplishing a significant growth since 2014. Second, as a result of analysis of keyword network, 'NCS, development, curriculum, analysis, application, job, university, education,' etc. appeared as priority key words. Third, as a result of sub-cluster analysis of NCS-related research, it was classified into four clusters, which could be seen as a research related to a specific strategy for realization of NCS's purpose, an exploratory research on improvement in core competency and exploration of college students' possibility related to employment using NCS, an operational research for junior college-centered curriculum and reorganization of the specialized subject, and an analysis of demand and perception of a high school-level vocational education curriculum. Fourth, the connection forming process among key words of domestic study results about NCS was expanding in the form of 'job${\rightarrow}$job ability${\rightarrow}$NCS${\rightarrow}$education${\rightarrow}$process, curriculum${\rightarrow}$development, university${\rightarrow}$analysis, utilization${\rightarrow}$qualification, application, improvement${\rightarrow}$plan, operation, industry${\rightarrow}$design${\rightarrow}$evaluation.'

• Journal of Nutrition and Health
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• v.50 no.5
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• pp.504-518
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• 2017

Purpose: The objective of this study was to develop a processed foods database (DB) for estimation of processed food intake in the Korean population using data from the Korea National Health and Nutrition Survey (KNHANES). Methods: Analytical values of processed foods were collected from food composition tables of national institutions (Development Institute, Rural Development Administration), the US Department of Agriculture, and previously reported scientific journals. Missing or unavailable values were substituted, calculated, or imputed. The nutrient data covered 14 nutrients, including energy, protein, carbohydrates, fat, calcium, phosphorus, iron, sodium, potassium, vitamin A, thiamin, riboflavin, niacin, and vitamin C. The processed food DB covered a total of 4,858 food items used in the KNHANES. Each analytical value per food item was selected systematically based on the priority criteria of data sources. Results: Level 0 DB was developed based on a list of 8,785 registered processed foods with recipes of ready-to-eat processed foods, one food composition table published by the national institution, and nutrition facts obtained directly from manufacturers or indirectly via web search. Level 1 DB included information of 14 nutrients, and missing or unavailable values were substituted, calculated, or imputed at level 2. Level 3 DB evaluated the newly constructed nutrient DB for processed foods using the 2013 KNHANES. Mean intakes of total food and processed food were 1,551.4 g (males 1,761.8 g, females 1,340.8 g) and 129.4 g (males 169.9 g, females 88.8 g), respectively. Processed foods contributed to nutrient intakes from 5.0% (fiber) to 12.3% (protein) in the Korean population. Conclusion: The newly developed nutrient DB for processed foods contributes to accurate estimation of nutrient intakes in the Korean population. Consistent and regular update and quality control of the DB is needed to obtain accurate estimation of usual intakes using data from the KNHANES.

• Journal of Korean Home Economics Education Association
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• v.28 no.3
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• pp.47-63
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• 2016

The purpose of this study is to suggest the basic information for diverse and balanced research and development in this field with understanding research trends related to safety education in home economics. In order to so, this study makes population and sampling by targeting cases which refer to 'safety' on 15 papers of academic journals related to home economics registered in the National Research Foundation from 2001 to 2015, 244 papers related to safety education area and 179 master doctorate thesis by searching keyword as 'safety'. Analysis contents are research trends of papers related to safety education by year and by subject and research trends of safety education by area and by research method. As a result of the study, first, the number of research papers related to safety education by year on home economics curriculum repeated increase and decrease and there have been consistent studies conducted on safety education with 14-52 papers per every year and yearly average 28.2 papers. On the other hand, the most number of studies conducted in 2015 with 52 papers which are twice as much of 26 papers in 2014. This seems to be affected by the announcement of safety comprehensive countermeasures from government and the emphasis of safety subject on 2015 curriculum revision of the Ministry of Education. Second, with regards to research trends by topic, 137 papers are related to safety education (29%), 336 papers are related to safety actual condition (71%). Accidents and recognition had a greater percentage in a paper before 2009 (74.4%) and studies are increased after 2009 (from 21 papers to 53 papers) in terms of development or evaluation of safety education program, development of education materials, development of education method etc. Subject area dealt with the most on the research of safety actual condition is regarding safety accidents or effective variables (23.2%). Subject regarding the variables are researches related to factors influencing family violence, internet addiction, spouse violence, willingness to purchase unsafe food, age harassment, or suicidal attempt etc. Next, researches related to safety recognition (13.9%), safety knowledge and attitude (7.4%), safety behaviors (6.3%), safety consciousness (2.3%) show in sequence. Subject area dealt with the most on the researches regarding safety education is development and evaluation of safety education program (11%) and this appears the most in 2015 by year (21.5%). Third, with regards to eight areas of safety education, there are 143 papers regarding public safety (33.8%), 106 papers regarding violence and personal safety (25.1%), 93 papers regarding general subject on safety or whole safety area (22%) and 58 papers regarding drug and internet addiction (13.7%) in sequence. And there is no paper related to first aid and 1 paper is related to occupational safety (0.2%). Occupational safety area is less researched nevertheless its included in home economic curriculum as relative chapter. First aid does not directly correlate with home economics curriculum but should be studied in preparation for accident which could happen in practical class. Forth, with regards to research trends by research method, quantitative research (89.1%) is mostly used and both research study (70.4%) and experimental research (18.7%) are used the most frequently. In particular, researches on the actual condition of safety education and experimental studies for effectiveness verification take most of research method. As qualitative studies, there are phenomenological study (3.1%) and case study (3.1%) related to actual conditions of safety accidents. 10 papers (2.4%) are mixture of quantitative and qualitative research and some research conducted research study and experimental research at the same time (0.9%). With regards to subject of study, human environments (87.5%) are more than physical environments (12.5) and students (48.4%) are more than teachers and school parents (20.6%). As the subject of physical environments, school (6.5%) is the most but home environment is none. As a result of the study, research for the development of evaluation tool for evaluating safety education, occupational safety and lifelong education should be conducted from this time forward. In addition, the object of study shall be expanded to both human environments in terms of entire life and physical environments for home. An in-depth qualitative research should be needed by observing and meeting with each student.