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Tomoko Kanayama 《The Information Society》2003,19(2):185-194
This article examines whether Section 255 of the 1996 Telecommunications Act achieves accessibility for people with disabilities. Taking the interest group approach, it shows that the Federal Communications Commission (FCC) implemented Section 255 in a way that is favorable to the telecommunications industry and not to people with disabilities. The FCC's regulations only encourage the telecommunication industry to consider accessibility issues for people with disabilities. This proindustry regulatory bias is in keeping with the established pattern of policymaking in other areas concerning people with disabilities. The paper argues that if the FCC continues to rely on the voluntary efforts of the industry, people with disabilities will not enjoy benefits of access to telecommunications systems. 相似文献
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Deborah Ann Fields Yasmin Kafai Tomoko Nakajima Joanna Goode Jane Margolis 《Equity & Excellence in Education》2018,51(1):21-35
Recent discussions of making have focused on developing out-of-school makerspaces and activities to provide more equitable and enriching learning opportunities for youth. Yet school classrooms present a unique opportunity to help broaden access, diversify representation, and deepen participation in making. In turning to classrooms, we want to understand the crucial practices that teachers employ in broadening and deepening access to making. In this article, we investigate two high school teachers' approaches in implementing a novel eight-week, electronic textiles unit within the Exploring Computer Science curriculum, where students designed wearable electronic textile projects with microcontrollers, sensors, and LEDs. We share teachers' emergent practices in transforming their classrooms into makerspaces, including valuing student expertise and promoting connections in personalized work. We discuss the ways these practices succeeded in broadening access to making while deepening participation in computing and establishing home-school connections. 相似文献
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ABSTRACTScholars have called for ethnographers to reveal the emotional and controversial aspects of fieldwork. Through analysis of our fieldwork with teens in the United States and Japan, this article documents how we, two adult researchers, attempted to address adultism—a pervasive system of oppression that deems young people inferior. We discuss three types of encounters which we believe reflect how adultism operated in our fieldwork and the challenges related to de-stabilising it. The encounters revealed specific patterns and manifestations of adultism including 1) how adults regulated young people’s identities, 2) our assumptions about what rapport and reciprocity with youth meant, and 3) the dilemmas of whether or not to deploy adult power to intervene in youth dynamics we found to be troublesome. This article suggests that adult researchers reflexively examine and document challenging and unsettling moments with youth in fieldwork in order to interrupt and unlearn adultist behaviours and beliefs. 相似文献
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Tomoko Tokunaga 《International journal of qualitative studies in education》2016,29(9):1086-1099
This article, based on two years of ethnographic fieldwork, explores the ways in which eight Asian American immigrant high school girls construct a borderland community, which they call the ‘Basement Group,’ after the place where they gather at school. While the girls struggle with displacement in the borderlands, including isolation in their family homes and alienation in formal classes, they have sufficient creativity and improvisational skills to invent a borderland community where they can reject mainstream values and beliefs as well as affirm diversity and cultural hybridity. Examining the possibilities and constraints of youth-led space, this article reveals the otherwise unseen sense of belonging, desires, and capacities of these Asian American immigrant girls who navigate lives in-between multiple nation states, cultures, and traditions. The article illuminates the power and possibilities of youth-created spaces that reflect the strengths, assets, and possibilities that marginalized immigrant youth possess. 相似文献
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This study compared views on homosexuality among US adults who varied in their consumption of pornography. Nationally representative cross-sectional data generated by the General Social Survey (GSS) between 2000 and 2012 were employed. Pornography consumers expressed more positive attitudes toward gay individuals' civil liberties, more moral acceptance of homosexuality, and more support for same-sex marriage. Moderation analyses indicated the importance of consumers' views on personal freedom and morality. Associations between pornography consumption and positive views on homosexuality were strongest when consumers placed a premium on personal freedom and adopted a relativistic perspective on morality. Mediation analyses indicated that pornography consumption indirectly predicted more positive views on homosexuality through a nontraditional attitude toward sex. Supplementary analysis of nationally representative three-wave GSS panel data confirmed the temporal sequencing of these links. Prior pornography consumption predicted a more positive subsequent attitude toward nontraditional sex, which in turn predicted more positive subsequent views on homosexuality. 相似文献
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Shi L Huang XQ Shi L Tao YF Yao YF Yu L Lin KQ Yi W Sun H Tokunaga K Chu JY 《Journal of Zhejiang University. Science. B》2011,12(6):428-435
A study of the human leukocyte antigen (HLA) genetic characteristics in the Zhuang, the largest ethnic population in China, would provide insight into Zhuang history and give a useful tool for disease associations, transplantation, and anthropology. In the present study, we report the comprehensive HLA-A, HLA-B, HLA-C, and HLA-DRB1 alleles and haplotypes in the Zhuang population of southern China for the first time. A total of 13 HLA-A, 24 HLA-B, 22 HLA-C, and 18 HLA-DRB1 were identified in 104 Zhuang individuals. The frequencies of HLA-A*11:01, A*02:07, A*24:02, A*02:03, and A*33:03 on A loci, B*15:02, B*58:01, B*46:01, and B*13:01 on B loci, C*03:04, C*08:01, C*01:02, C*03:02, and C*07:02 on C loci, and DRB1*15:01, DRB1*16:02, DRB1*14:01, DRB1*15:02, and DRB1*03:01 on the DRB1 loci were >10%. The A*33:03-C*03:02-B*58:01-DRB1*03:01 and A*02:07-C*01:02-B*46:01-DRB1*14:01 haplotypes were predominant in the Zhuang. The phylogenetic tree, as well as the analysis of haplotypes, suggested that the Zhuang are genetically similar to southern Chinese populations, especially the Zhuang-Dong language-speaking populations, such as the Bouyei, Dai, and Maonan. Even though the Zhuang and southern Chinese populations shared common alleles and haplotypes, the Zhuang has maintained its unique genetic characteristics. 相似文献
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Tomoko Traphagan John Traphagan Linda Neavel Dickens Paul Resta 《Interactive Learning Environments》2013,21(3):253-270
Motivated by the need to facilitate Net Generation students' information literacy (IL), or more specifically, to promote student understanding of legitimate, effective use of Web-based resources, this exploratory study investigated how analyzing, writing, posting, and monitoring Wikipedia entries might help students develop critical perspectives related to the legitimacy of Wikipedia and other publicly accessible Web-based resources for academic tasks. Results of survey and interview data analyses from two undergraduate courses indicated that undergraduate students typically prefer using publicly accessible Web-based resources to traditional academic resources, such as scholarly journal articles and books both in print and digital form; furthermore, they view the former as helpful academic tools with various utilities. Results also suggest that the Wikipedia activity, integrated into regular course curriculum, led students to gain knowledge about processes of Web-based information creation, become more critical of information on the Web, and evaluate the use of publicly accessible Web-based resources for academic purposes. Such changes appear more conspicuous with first year than with upper division students. The findings suggest that experiential opportunities to grapple with the validity of publicly accessible Web-based resources may prepare students better for their college and professional careers. The study results also indicate the need for integrating multiple existing frameworks for IL into one comprehensive framework to better understand various aspects of students' knowledge, use, and production of information from cognitive and technical perspectives and for a variety of purposes. 相似文献
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In 2003, the Japanese Ministry of Education accredited the high school diplomas of most “ethnic high schools,” which are schools by and for specific ethnic minority populations, such as Korean, Brazilian, or Chinese students in Japan. Prior to this policy, diplomas from most ethnic high schools were not recognized by the Japanese government as valid, and if graduates wanted to apply to universities or colleges, specifically national universities, they were required to take a high school equivalency exam. This article examines the policy's evolution toward championing equity for equal treatment, a concept that ensures that individuals with similar levels of schooling have access to similar levels of status. Through heated debate and resistance, the policy furthered equity for some ethnic minority students while maintaining inequitable circumstances for others, specifically students in ethnic high schools that serve North Korean communities. The analysis reveals four important features of the policy's development that furthered equity: (1) protesting by non-governmental actors, (2) taking advantage of a policy window, (3) using strategic value-laden language, and (4) facilitating incremental change. Often, Japanese education policies rightfully are critiqued as assimilative and discriminatory. However, this article reveals some potential to move the conversation beyond these critiques and offers suggestions to promote and iteratively come closer to educational equity for ethnic minority students. 相似文献