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Susan Dente Ross 《广播与电子媒介杂志》2013,57(2):254-270
Video market entry options available to telephone companies under the Telecommunications Act of 1996 have First Amendment implications that will affect the constitutional value of telephone video. These entry options impose regulatory constraints upon providers and differ in potentials for provider speech, speaker access, and content diversity. The author concludes that the Act's open video system option best advances First Amendment interests in increased diversity of and access to speech. 相似文献
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In this paper we question whether the radical change in the life situation of people with learning difficulties triggered by the closure of long‐stay hospitals does in fact represent an adequate inclusion into civil society or whether people with learning difficulties continue to experience strong exclusionary tendencies. We will explore the implications of a range of contemporary social justice theories for people with learning difficulties and examine the justice inherent in arrangements for training people with learning difficulties made by Local Enterprise Companies (LECs). We argue that training may be seen as a crucible of social values since its distribution transmits powerful messages about who is considered salvageable or unsalvageable, who is likely to become economically active and who is to be consigned to some special status of otherness. Finally, we consider what conceptualizations of social justice might hold out most hope for people with learning difficulties. 相似文献
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Parenting gifted adolescents requires democratic and androgynous parenting practices to provide the guidance that gifted students look for as they grow toward adulthood. 相似文献
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Heather Mendick 《International Journal of Inclusive Education》2013,17(2):161-180
This paper focuses on the ways in which many researchers working in the area of gender and mathematics make sense of their data. In particular, it is argued that their use of the oppositional framing, separation versus connection (and others, such as cognition versus affect and objective versus subjective), operates to fix difference, and so to fix gender and mathematics within a structure of binary thinking that ultimately serves to re/produce gender inequalities. The aim is to suggest a more productive approach to understanding the continued gendering of participation in mathematics. This approach is based in deconstructing these oppositional patterns. This theoretical approach is illustrated using readings of interviews with two young mathematics students, Analia and Phil, talking about their relationships with the subject. The paper ends by looking at what this unfixing of difference means for mathematics pedagogy. 相似文献
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Jeffrey Ian Ross 《Journal of Criminal Justice Education》2013,24(3):446-460
This book review essay discusses and analyzes how introductory textbooks on correctional administration, written primarily for the American university market, frame the discourse on this subject matter. The writer presents both quantitative and qualitative empirical evidence of coverage given to prison administration. In addition to traditional content analysis methods, the authors of these books were contacted and asked to explain the decision‐making processes they used for content inclusion, exclusion and/or minimization. The paper concludes with a handful of recommendations on improving texts in this subdiscipline. 相似文献
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This article presents findings of an instrumental case study that examined the perceptions held by African-American parents on the efficacy of schools in meeting the needs of African-American learners in a North Carolina community. A theme of distrust emerged and evidenced the need for teachers, administrators, and teacher educators to reconsider approaches used with African-American parents, particularly where building culturally reciprocal home-school-community relationships is concerned. 相似文献
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