• Journal of Korea Game Society
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• v.10 no.1
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• pp.65-78
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• 2010

In Video Software Dealers Association v. Arnold Schwarzenegger, the federal 9th Circuit Court decided that a California law imposing restrictions and a labeling requirement on the sale or rental of violent video games to minors (the "Act") violated rights guaranteed by the First and Fourteenth Amendments to the United States Constitution because: (1) the state introduced insufficient evidence to support a compelling interest that video games created psychological or neurological harm, (2) the Act was not the least-restrictive alternative to negate the harm, and (3) the lower, rational basis standard applicable to commercial speech did not apply to the Act's labeling requirements because the required label did not convey factual information. On the contrary, Korean Constitutional Court decided that "Harmful Medium to Youth" and "Preliminary Rate Classification" would be constitutional. However, under the least-restrictive method rule of the U. S. Court and Korean Court, overlap application of "Harmful Medium to Youth" and "Preliminary Rate Classification" could be a problem and it would be possible that stronger regulation among these would be found as unconstitutional.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.79-107
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• 2013

The purpose of this study purpose was to analyze the structural model of variables such as experiences and personal- and professional- beliefs of cultural diversity, and the culturally responsive teaching efficacy of early childhood preservice teachers including identifying the beliefs as mediating variables. Another purpose was finding the different structural relations among the research variables according to the stages of a teacher education program. The participants were 273 students who enrolled in K grade teacher education programs in the southwest areas of the U.S. The research variables were measured with the items used by Schroeder (2008), Pohan and Aguilar (2001), and Siwatu (2007). The structural equation model analysis showed that the direct effects were found between the paths from the cultural diversity experiences and personal beliefs to the culturally responsive teaching efficacy, from the experiences to personal beliefs, from the personal to professional beliefs. The personal beliefs were identified as a mediator of the path from the experiences to professional beliefs. By multi-group analysis, the path from professional beliefs to the culturally teaching efficacy showed a meaningful difference between the initial and final stage groups of a teacher education program. Suggestions for future research and early childhood teacher education programs were presented based on the results.