簡(jiǎn)介：NOTICEOFRETRACTIONAFTERCAREFULANDCONSIDEREDREVIEWOFTHECONTENTOFTHISPAPERBYADULYCONSTITUTEDEXPERTCOMMITTEE,THISPAPERHASBEENFOUNDTOBEINVIOLATIONOFIEEESPUBLICATIONPRINCIPLESWEHEREBYRETRACTTHECONTENTOFTHISPAPERREASONABLEEFFORTSHOULDBEMADETOREMOVEALLPASTREFERENCESTOTHISPAPERTHEPRESENTINGAUTHOROFTHISPAPERHASTHEOPTIONTOAPPEALTHISDECISIONBYCONTACTINGTPIIIEEEORG2010INTERNATIONALCORIFERENCEONEDUCATIONALANDINFORMATIONTECHNOLOGYICEIT2010IMPROVEDGENERALLYHOWEVER,SOMECOLLEGESANDUNIVERSITIESHAVESETTLEDFORSMALLAMOUNTOFIMPROVEMENTLEVELOFTHEPHYSICALEDUCATIONALQUALITY,IGNORINGTHEHUGEROLETHE?HYSICALEDUCATIONALQUALITYCONTROLLINGSYSTEMPLAYSTHEPHYSICALEDUCATIONALQUALITYCONTROLLINGSYSTEMHASNOTBEEN?NOWNENOUGHANDCOULDNOTARISEENOUGHATTENTION,AFFECTMGTHEFASTDEVELOPMENTOFTHEPHYSICALEDUCATIONALQUALITYIITHEDEVELOPMENTOFPHYSICALEDUCATIONALQUALITYCONTROLLINGSYSTEMOFHIGHEREDUCATIONINSTITUTIONSESTABLISHINGTHEBASICCONTROLMODEOFPHYSICALEDUCATIONALQUALITYCONTROLLINGSYSTEMTHEEVALUATIONOFUNDERGRADUATECOURSETEACHINGLEVELASPARTOFTHEEDUCATIONADMINISTRATIVEFUNCTIONS,THEEVALUATIONSYSTEMISSTATUTORY,MANDATORY,AUTHORITATIVEANDNORMATIVEVARIOUSCOLLEGESANDUNIVERSITIESHAVEESTABLISHEDEVALUATIONOFFICEEVALUATIONTEAMSANDOTHERGRASSROOTSORGANIZATIONSI?SUCCESSIONTODEVOTEACTIVELYTOWORKINGATPRESENT,THEPHYSICALEDUCATIONALQUALITYCONTROLLINGSYSTEMISSUBORDINATETOEACHCOLLEGEANDUNIVERSITYITISTHESAMEWITHTHETEACHINGAPPRAISAL,DEMANDINGTOESTABLISHTHEMACROSCOPICBASICCONTROLMODELOFNATIONALPHYSICALEDUCATIONALQUALITYCONTROLLINGSYSTEM,WHICHHASUNIVERSALGUIDINGSENSE5,6TOTHEIMPLEMENTATIONOFTHEPHYSICALEDUCATIONALQUALITYCONTROLLINGSYSTEMFOREACHORDINARYCOLLEGEANDUNIVERSITY,ANDFORMSTHEPROGRAMMATICMODEBLUEPRINTTOEFFECTIVELYPROMOTEANDREGULATETHEIMPLEMENTATIONOFTHEPHYSICALEDUCATIONALQUALITYCONTROLLINGSYSTEMESTABLISHINGTHECOMMONCONTROLOBJECTIVESOFEDUCATIONALADMINISTRATIVEDEPARTMENTSANDACCURATELYRELEASINGTASKSORGANIZATIONDEPARTMENTSOFPHYSICALEDUCATIONALQUALITYCONTROLMUSTCONSTITUTECONTROLOBJECTIVESINACCORDANCEWITHTHEGENERALOBJECTIVEOFIMPROVINGEDUCATIONALQUALITY,ANDPERFORMTHEOBJECTIVESDECOMPOSITIONTOFORMASERIESOFOPERABLESPECIFICOBJECTIVESOFVARIOUSLEVELSANDDEPARTMENTSANDTOESTABLISHCOMMONANDMACROSCOPICOBJECTIVESSYSTEMSFORCOLLEGESANDUNIVERSITIESWHATNEEDSTOBECLEARISTHAT,BECAUSETHEEDUCATIONALQUALITYITSELFCONSTANTLYCHANGESWITHTHETIMESREQUIREMENTS,CONSTITUTEDOBJECTIVESOFCONTROLLINGRGANIZATIONSHOULDALSOBEADJUSTEDDYNAMICALLYTHEREFORE,ITSHOULDFOLLOWTHEMACROECONOMICGUIDANCIALITYOFOVERALLCONTROLOBJECTIVES,COMBININGWITHBASICSITUATIONSOFEACHCOLLEGEANDUNIVERSITYTODEVELOPIMPLEMENTATIONOBJECTIVESOFDISTINCTIVEPHYSICALEDUCATIONALQUALITYCONTROLLINGSYSTEMFOCUSONMONITORINGANDEVALUATIONOFPHYSICALEDUCATIONALQUALITYCONTROLLINGPROCESSOFHIGHEREDUCATIONALINSTITUTIONSRUNNINGCONDITIONSOFOPERATINGPHYSICALEDUCATIONALQUALITYCONTROLLINGPROCEDUREOFEACHHIGHEREDUCATIONALINSTITUTION,ANDWHETHERREALLYSERVINGFORTHEIMPROVEMENTOFPHYSICALEDUCATIONALQUALITYINTHEIMPLEMENTATIONPROCESSAREMAINLYCHECKEDBYEDUCATIONALADMINISTRATIVEDEPARTMENTSMEASURESINCLUDETHEFOLLOWINGSETTINGUPEXPERTQUALITYEVALUATIONTEAMSWITHTHEGROUPINGSHIFTSYSTEMTOIRREGULARLYSPOTCHECKACCORDINGTOTHESCHOOLCLASSIFICATIONEGPERTHECLASSIFICATIONOFRESEARCHINGINSTITUTIONS,TEACHINGINSTITUTIONSANDPROFESSIONALINSTITUTIONSTOCONSTITUTESPECIFICMEASURESFORQUALITYCONTROL,PROPOSEDIFFERENTQUALITYREQUIREMENTSATTHESAMETIME,ENCOURAGEANDDEVELOPSOCIALINTERMEDIARYASSESSMENTORGANIZATIONEG,ACADEMICDISCIPLINEASSOCIATIONS,ANDEXPERTASSESSMENTTEAMSOFRELATEDENTERPRISES,ETCTOACTIVELYPARTICIPATEINACCREDITATIONACTIVITIESOFPHYSICALEDUCATIONALQUALITYCONTROLLINGSYSTEMOFHIGHEREDUCATIONALINSTITUTIONSSTRENGTHENINGTHEINTERCOORDINATIONBETWEENMACROINTERMEDIARYPERSPECTIVE,ANDMICROCONTROLORGANIZATIONS?EMPHASIZINGTHEINTERNALCONTROLORGANIZATIONSOFHIGHEREDUCATIONALINSTITUTIONSTOFORMMUTUALTRUSTANDMUTUALCONSULTATIONANDINFORMATIONSHARINGBETWEENSUPERIORANDSUBORDINATEORGANIZATIONS,LONGITUDINALANDLATERALORGANIZATIONS,HORIZONTALANDDIAGONALCROSSORGANIZATIONSITMAINLYAIMSATTHENATIONALHIGHEREDUCATIONALADMINISTRATIVESERVICEDEPARTMENTTOESTABLISHTHECORRESPONDINGSTATELEVELORGANIZATIONSANDAGENCIES,ANDESTABLISHESSUCCESSIVELYTHEINTERNALINFORMATIONACCEPTANCEORGANIZATION,THETRANSMISSIONORGANIZATIONINHIGHEREDUCATIONALINSTITUTIONSANDSOON,TOTRANSMITTOLOWERLEVELSISSUEDRELATEDINFORMATIONSOURCEOFPHYSICALEDUCATIONALQUALITYCONTROLONEBYONEESTABLISHESTHEINFORMATIONSHARINGPLATFORMINTHEINTERNALOFEACHLEVELOFORGANIZATIONSTOCARRYONTHETRANSMISSIONANDEXCHANGEOFINFORMATIONEACHCOLLEGEANDUNIVERITYMUSTRECEIVETHEINFORMATIONFROMHIGHERAUTHONTYTHROUGHDELEGATINGINFORMATIONOFFICERSANDOTHERFORMS,TORAPIDLYACCEPTTHEINFORMATION,ANDACCURATELYTRANSMITTOTHEBASICLEVELORGANIZATION,ASWELLASCONVENIENTLYDEVELOPTHEWORKFULLYPLAYINGSUBJECTIVEINITIATIVEOFPHYSICALEDUCATIONALQUALITYCONTROLMAINBODYFULLYPLAYINGSUBJECTIVEINITIATIVEOFPHYSICALEDUCATIONALQUALITYCONTROLMAINBODYISTHEKEYOFEFFECTIVELYIMPLEMENTINGTHECONTROLSYSTEM,MAINLYTHROUG??RAININGTHECONTROLABILITYOFCONTROLMAINBODY,CONSTRAMMGCONTROLBEHAVIORSOFCONTROLMAINBODY,ENHANCINGCREDIBILITYANDINTEGRITYDEGREEOFCONTROLMAINBODYSUCHASLEA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簡(jiǎn)介：4800英文單詞，英文單詞，28000英文字符，中文英文字符，中文9100字文獻(xiàn)出處文獻(xiàn)出處WATTSLK,WAGNERJ,VELASQUEZB,ETALCYBERBULLYINGINHIGHEREDUCATIONALITERATUREREVIEWJCOMPUTERSINHUMANBEHAVIOR,2017,69268274CYBERBULLYINGINHIGHEREDUCATIONALITERATUREREVIEWLYNETTEKWATTS,JESSYCAWAGNER,BENITOVELASQUEZ,PHYLLISIBEHRENSABSTRACTWITHTHEMOREPERVASIVEUSEOFTECHNOLOGY,THEPREVALENCEOFCYBERBULLYINGHASINCREASEDUNIVERSITIESANDCOLLEGESHAVEIMPLEMENTEDMOREWAYSTOREACHSTUDENTSOVERTHEINTERNETANDBYOTHERELECTRONICMEANSCONSEQUENTLY,ITISIMPORTANTTOINVESTIGATETHEPREVALENCEOFCYBERBULLYINGINHIGHEREDUCATIONTHISLITERATUREREVIEWWASCREATEDTORAISEAWARENESSOFTHISCONTINUINGTRENDOFCYBERBULLYINGAMONGCOLLEGESTUDENTSCYBERBULLYINGISDEFINEDASINTENTTOCONSISTENTLYHARASSANOTHERINDIVIDUALTOCAUSEHARMVIAANYELECTRONICMETHOD,INCLUDINGSOCIALMEDIA,ANDINCLUDESDEFAMATION,PUBLICDISCLOSUREOFPRIVATEFACTS,ANDINTENTIONALEMOTIONALDISTRESSANEXHAUSTIVESEARCHOFCURRENTLITERATUREWASCONDUCTEDUSINGAVARIETYOFDATABASESINCLUDINGACADEMICSEARCHCOMPLETE,EDUCATIONSOURCE,EJOURNALS,ERIC,PSYCARTICLES,PSYCHOLOGYANDBEHAVIORALSCIENCESCOLLECTION,ANDPSYCINFOGOOGLE,GOOGLESCHOLAR,ANDREFERENCELISTSFROMKEYSTUDIESWEREALSOUSEDTOGATHERRELEVANTSTUDIESFORINCLUSIONINTHISREVIEWARTICLESWEREUSEDTODEFINECYBERBULLYING,BUILDAHISTORICALBASEOFCYBERBULLYINGAMONGADOLESCENTS,EXAMINEFACTORSINVOLVEDINCYBERBULLYING,DESCRIBEEFFECTSOFCYBERBULLYING,ANDEXAMINETHISTRENDAMONGCOLLEGESTUDENTSSTRATEGIESSUCHASREPORTING,MONITORINGONLINEINTERACTIONS,ANDLEGALACTIONSTOADDRESSCYBERBULLYINGINALLAREASOFEDUCATIONWEREINCLUDEDFUTURERESEARCHSHOULDINVESTIGATEIFEDUCATIONALPROGRAMSLEADTODECREASEDCYBERBULLYING,INCREASEDRATESOFREPORTING,ANDHOWCYBERBULLYINGMAYCHANGESOCIALMEDIAETIQUETTEKEYWORDSHIGHEREDUCATIONCYBERBULLYINGCYBERBULLYINGPREVALENCECYBERBULLYINGAWARENESSSOCIALMEDIACYBERBULLYING1INTRODUCTIONTHEINTERNETCANHAVEANIMPACTONUSERSSOCIALLYANDPSYCHOLOGICALLYBESSIERE,PRESSMAN,KIESLER,KRAUTETAL,1998,2002MOREINDIVIDUALSAREUSINGTHEINTERNETFORSOCIALCOMMUNICATIONWITHEMAIL,INSTANTMESSAGING,CHATROOMS,ANDGAMINGALONGWITHGENERALINFORMATIONRETRIEVAL,HEALTHRESOURCES,ANDENTERTAINMENTBESSIEREETAL,2010KRAUTETAL,2002WHILETHEUSEOFTHEINTERNETHASITSBENEFITS,THEREHASBEENMUCHSPECULATIONASTOWHETHERTHEINTERNETMAYALSOBEHARMFULTOONESSOCIALANDPSYCHOLOGICALWELLBEINGTHEARGUMENTHASBEENPRESENTEDTHEINTERNETCOULDCAUSEUSERSTOBECOMESOCIALLYINEPTANDISOLATED,WHEREASOTHERSBELIEVETHEINCREASEDINTERACTIONCOULDIMPROVESOCIALRELATIONSHIPSKRAUTETAL,1998UNFORTUNATELY,THEUSEOFTHEINTERNETTOPERPETRATECYBERBULLYINGMAYPRESENTASTRONGERARGUMENTFORTHEDETRIMENTALEFFECTSOFTHETECHNOLOGYBULLYINGISAMAJORPROBLEMINTODAYSSOCIETYANDOCCURSATMANYDIFFERENTAGESANDINMANYDIFFERENTFORMSWITHTHEINCREASEINTHEUSEOFTECHNOLOGY,ADISTURBINGTRENDWORLDWIDEISCYBERBULLYING,WHEREINDIVIDUALSCANHARASSOTHERSONLINETHROUGHEMAILS,TEXTMESSAGING,ANDSOCIALMEDIAWEBSITES24HADAY,SEVENDAYSAWEEKTHEANONYMITYCYBERBULLYINGPROVIDESGIVESBULLIESASENSEOFPOWERANDCONTROLTHATOTHERWISEMIGHTNOTBEPRESENTIFTHEYWEREFACETOFACEWITHTHEIRVICTIMSALSO,THEPREVALENCEOFTHISTOPICINCURRENTNEWSANDMEDIACANBEEMPOWERINGTOANINDIVIDUALBECAUSEOFGAINEDPUBLICITY,EVENIFHEORSHEISTHEONLYONEAWAREWITHTHEINTENTOFHARMING,EMBARRASSING,ORDAMAGINGTHEOTHERINDIVIDUALBEALEBERAN,RINALDI,BICKHAM,BHAT,2008MASON,2008PATCHINAKBULUT,SAHIN,FINN,2004MACDONALDHOWEVER,CYBERBULLYINGVIASOCIALNETWORKINGSITESSUCHASFACEBOOK,TWITTER,ANDYOUTUBEAPPEARSTOBEGAININGINPOPULARITYBECAUSEOFTHEABILITYOFTHEMASSESTOWITNESSAND/ORPARTICIPATEINTHEATTACKSBRACKFESTLLENHART,MADDEN,PURCELL,ZICKUHR,MACDONALDRAFFERTYWHITTAKERSHEEXPLAINEDWITHOUTTHESEELEMENTS,ITISDIFFICULTTOLABELASINGLEMALICIOUSACTASBULLYING/CYBERBULLYING4HISTORICALPERSPECTIVEHISTORICALLY,STUDIESREGARDINGCYBERBULLYINGHAVEBEENCONDUCTEDAMONGYOUNGADOLESCENTSWITHFEWERSTUDIESOCCURRINGATTHECOLLEGELEVELTHISREVIEWISGEAREDTOWARDCYBERBULLYINGINCIDENCESAMONGCOLLEGESTUDENTSHOWEVER,AHISTORICALCONTEXTCANNOTBEOVERLOOKEDASCYBERBULLYINGFIRSTWASREPORTEDANDSTUDIEDINADOLESCENTSTHEPERCENTAGEOFCYBERBULLYINGAMONGADOLESCENTSISASTONISHINGPATCHINANDHINDUJA2006CONDUCTEDASTUDYAMONG384YOUTHSANDREPORTED11OFPARTICIPANTSWERECYBERBULLIES,APPROXIMATELY29WERECYBERVICTIMS,ANDALMOST50WEREWITNESSESTOCYBERBULLYINGTHATSAMEYEAR,HOWEVER,LI2007CONDUCTEDASTUDYAMONG461JUNIORHIGHCANADIANANDCHINESESTUDENTSANDDISCOVERED556OFMALESAND545OFFEMALESKNEWSOMEONEWHOHADBEENCYBERBULLIEDSHEWENTONTOREPORTAPPROXIMATELY30OFHERRESPONDENTSHADBEENCYBERBULLIED,ANDAPPROXIMATELY18HADENGAGEDINCYBERBULLYINGMOREALARMINGTHANTHETRENDOFCYBERBULLYINGISTHELACKOFREPORTINGITLI2007NOTEDONLY35OFRESPONDENTSREPORTEDBEINGCYBERBULLIEDTOADULTSIN2008,UNITEDPRESSINTERNATIONAL

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