This paper explores the theory of the citizen model that has emerged in the 21st century Internet environment. The paper starts with a discussion of "mediatization" and "emotionalization," which are perceived as mechanisms to motivate new citizen participation. It then explains the need to replace the dominant model of the informed citizen by reviewing contemporary discussions of mass media, Internet, and emotion. It proposes instead the term "emotional monitorial citizen" as the citizen model for the Internet. This citizen model highlights the influence of emotions on various participatory activities, which are reinforced in the Internet environment. This model indicates that citizens willparticipate in political activities when they judge the situation to be critical or in a "crisis." The study uses the term "hot cognition" to refer to the ability of emotions such as anger to activate a situation, with the Internet playing a key role in helping to trigger citizen action.
This study examines the college admission system and its reliance on standardized test scores. Instead, the college admission system should consider a synthesis of standardized testing, such as the SAT and high school GPA, and student abilities demonstrated in addition to these standard measures.
For a long time now, the high school GPA and SAT scores of student have been used as the primary tool to determine which high school students are admitted to college. But special activities and community outreach by the student have not been adequately included in admission decisions because they involve qualitative data that is hard to evaluate. This study seeks to broaden the debate about the attributes of candidates for college admission and offer tools that admission officers can use in the admission process to assess those attributes.
First, leadership skills, persistence, talent, and passion for learning should be included in admission evaluations of students. Also special activities within the school curriculum should be considered as well. If data is collected from school records on admission decisions and evaluated, a more meaningful college admission system can be developed.
This study explains Internet addiction in teenagers by analyzing the relation between school adaptation and healthy family relationships in combating Internet addiction, which has become a serious teenage problem.
This study surveys 417 junior and senior high school students in Gwangju Metropolitan City and conducts frequency analysis, factor analysis, chi-square test, t-test, one-way analysis of variance (ANOVA), and hierarchical (multiple) regressionon the sample using the SPSS statistical software.
The main results are as follows: Male teenage high school students who have poor family relationships, spend more time on the Internet, have lower school life adaptation, and have lower school class adaptation are at the highest risk of serious Internet addiction.
The results show that Internet addiction is related to the family’s psychological health and school adaptation. Therefore, improvement in school life adaptation and class attitude and reinforcement of family relationships can have a positive effect on the prevention andof Internet addiction in teenagers.
The purpose of this study is to explore variables that impact the effect of childcare accreditation using verification of an effectiveness model of childcare accreditation through data mining. The research subjects for this study are 223 directors and teachers at childcare facilities in the Gwangju and Jeonnam regions who have completed accreditation. In addition to childcare accreditation, the study carefully examines the effects of indicator variables on varying aspects of childcare, the differences in effectiveness by sector according to the types of childcare facilities, and the differences inawareness regarding the effectiveness of childcare accreditation. As a result of this study, the changes in childcare effectiveness is explained through accreditation.However, the directors and teachers perceive the effectiveness of childcare accreditation differently. The study concludes that teachers are more prone to perceive that the quality of childcare is significantly maintained through accreditation as compared with directors.