The influence of unsupervised time on elementary school children at high risk for inattention and problem behaviors

In the last few decades, changing socioeconomic and family structures have increasingly left children alone without adult supervision. Carefully prepared and limited periods of unsupervised time are not harmful for children. However, long unsupervised periods have harmful effects, particularly for those children at high risk for inattention and problem behaviors. In this study, we examined the influence of unsupervised time on behavior problems by studying a sample of elementary school children at high risk for inattention and problem behaviors. The study analyzed data from the Children's Mental Health Promotion Project, which was conducted in collaboration with education, government, and mental health professionals. The child behavior checklist (CBCL) was administered to assess problem behaviors among first- and fourth-grade children. Multivariate logistic regression analysis was used to evaluate the influence of unsupervised time on children's behavior. A total of 3,270 elementary school children (1,340 first-graders and 1,930 fourth-graders) were available for this study; 1,876 of the 3,270 children (57.4%) reportedly spent a significant amount of time unsupervised during the day. Unsupervised time that exceeded more than 2 h per day increased the risk of delinquency, aggressive behaviors, and somatic complaints, as well as externalizing and internalizing problems. Carefully planned afterschool programming and care should be provided to children at high risk for inattention and problem behaviors. Also, a more comprehensive approach is needed to identify the possible mechanisms by which unsupervised time aggravates behavior problems in children predisposed for these behaviors.     

Mediating Diasporas and Fandom: Second-Generation Korean American Adolescent Diasporas,Identification, and Transnational Popular Culture

Research on second-generation diasporic reception practices is rare, and it is the goal of this article to continue the nascent inquiry on multiple-generation diasporic audiences. The complicated ways in which diasporic identity is negotiated allows for greater understanding of the border zones that multiple-generation diasporas inhabit. Fully acculturated but not fully included, second-generation diasporas infuse their identities with meanings drawn in part through reception of transnational popular media and the development of fan communities. For Korean Americans, it is a way of identifying with a transnational home identity that allows for counterhegemonic identification. Boundaries of fan communities, however, exclude as well as include. Intraethnic taste hierarchies define what counts as authentically ethnic and who counts as sufficiently Korean.     

Genetically optimized Hybrid Fuzzy Set-based Polynomial Neural Networks

We investigate a new category of fuzzy-neural networks such as Hybrid Fuzzy Set-based Polynomial Neural Networks (HFSPNN). These networks consist of a genetically optimized multi-layer with two kinds of heterogeneous neurons such as fuzzy set-based polynomial neurons (FSPNs) and polynomial neurons (PNs). We have developed a comprehensive design methodology that helps determine the optimal structure of networks dynamically. The augmented genetically optimized HFSPNN (referred to as gHFSPNN) results in a structurally optimized structure and comes with a higher level of flexibility in comparison to the one we encounter in the conventional HFPNN. The GA-based design procedure being applied at each layer of gHFSPNN leads to the selection of preferred nodes (FSPNs or PNs) available within the HFSPNN. In the sequel, the structural optimization is realized via GAs, whereas the ensuing detailed parametric optimization is carried out in the setting of a standard least square method-based learning. The performance of the gHFSPNN is demonstrated through intensive experimentation where we use a number of modeling benchmarks—synthetic and experimental datasets are already being used in fuzzy or neurofuzzy modeling.     

Cultural differences in how individuals explain their lying and truth-telling tendencies

This study investigated how cultural differences between Korea and the United States in attitudinal and normative components affect individuals’ explanation of their intentions to lie or tell the truth. Study 1 examined individuals’ intentions to base their lying or truth-telling tendencies on attitude-related reasons (i.e., attitudinal reasons) and subjective norm-related reasons (i.e., normative reasons). Study 2 examined individuals’ evaluation of a person who used attitudinal reasons or normative reasons to explain his/her behaviors of lying or truth-telling. The results showed that neither culture used one type of reason consistently across different behaviors. Instead, the types of behaviors influenced the way attitudinal and normative components were related to behavioral intentions. The attitudinal component was important for individuals’ explanations of their attitudinal reasons to lie and to tell the truth and that the normative component was important for individuals’ explanations of their normative reasons to lie. However, both the attitudinal and normative components were important for individuals’ explanations of their normative reasons to tell the truth. Cross-culturally, Koreans were more likely to use normative reasons when they had to explain why they intended to lie for a friend, whereas Americans were more likely to use normative reasons when they had to explain why they intended to tell the truth. In addition, Koreans and Americans had different preferences for each reason type depending on the type of behavior probably because Koreans, as compared to Americans, tend to view lying for a friend less negatively.     

Canonical versus “me” studies: a Shakespearean moonlights as an Asian Americanist

ABSTRACT

Some philosophers and sociologists have recently criticized scholars who engage in so-called “me studies” – members of oppressed groups who study their own oppression. Such “me” studies, according to these critics, are self-serving, susceptible to biases, and generally bad at taking criticism from outsiders, many of whom may be afraid to speak up for fear of appearing to be unsympathetic racists or bigots. By examining standpoint epistemology in various disciplines, by reflecting on my own experience of being trained as a Shakespearean and studying Asian American literature, and by reviewing the history of Asian American scholarship in the United States, I defend “me studies” as a way to move towards the goal of inclusion and global social justice.     

High school diversification against educational equality: a critical analysis of neoliberal education reform in South Korea

Recent reforms of high school education in Korea have focused on transforming the uniform and standardized system into a deregulated and diversified system that has an emphasis on school choice and competition. Situating the high school diversification policy in the context of the recent controversy of the neoliberal educational reform, this study argues that school diversification in Korea is deeply impaired and unfulfilled, such as in situations in which the school differentiation and elite high school credentials struggle are reinforced by the peculiar nature of the Korean educational market, namely the hakbul-based society and the development of private educational markets. It suggests that special attention should be drawn to integrate the reform efforts for high school diversification into the ways in which the policy is being configured and delivered within the pursuit of educational equality and social justice.     

A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth graders’ perceptions of academically high performing classmates

Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students’ perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea), where the students reported more neutral views of high performers. In conclusion, it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements     

Developmental research on an interactive application for language speaking practice using speech recognition technology

Educational technology research and development - This developmental research aims to (1) examine the design and developmental process, (2) investigate the nature and structure of the application,...     

The magic roundabout: work‐related learning within the 14–19 curriculum

This article examines the cyclical nature of government policy vis‐à‐vis work‐related learning. First, it looks at the purposes and types of work‐related learning which exist in the 14–19 educational phase. Second, it describes the policy history surrounding work‐related learning, highlighting policy emphasis on recurring themes such as enterprise education, workplace socialisation, motivation and academic achievement. Third, the way in which work‐related learning has been organised is described. This leads to a discussion of whether and to what extent the multiplicity of purposes of work‐related learning set out by the government can actually be achieved. More importantly, it suggests that the organisational and policy aspects of work‐related learning are offered as ‘new and improved products’ every so often, and that more empirical research should be undertaken and thought given before the results of this agenda can be judged effectively.     

Japanese colonial education as a contested terrain: What

This historical analysis examines the process of structuring the Korean elementary schooling under the Japanese colonial rule for the period of 35 years, spanning from 1910 to 1945. Colonial education in Korea was used as an ideological device for perpetuating the colonization of Korea. But Koreans resisted to such education policy persistently, unlike for the case of other colonized countries in the same era. The majority of Koreans, including even a small number of pro-Japan people, irrespective of their social class status, demanded the expansion of elementary education and further took initiatives to raise necessary funds for it. Here we must realize that the aspiration of Koreans was incompatible with Japanese ruler’s intention. Korean and Japanese had different ideologies and expectations of establishing Common Schools. Japan’s colonial education resulted in unintended and unwanted consequences in Korea.