Ambivalent 'selves': Japanese women's diasporic experiences in Australian higher education

In an age of globalisation and internationalisation, how women learn to represent themselves in terms of their cultural, social and gender identities in the wider world is significant. A group of 17 Japanese women studying in postgraduate courses in three Australian universities were interviewed for part of this longitudinal project, and their case studies are presented in this paper to portray the women's lived experiences and interpret how higher education overseas affects their reconstruction of their 'selves' and traditional Japanese femininity. I set my analytic framework through a discussion of the forceful globalisation of higher education and discourses of identity and 'self', and then analyse the present status of Japanese women in contemporary Japan. I then provide excerpts of the women's narratives which indicate ambivalent 'selves' in transition. Two possibilities have arisen from their narratives to illuminate this ambivalence - one possibility is that women's positive experiences in Australia and their increased and diverse exposure to and experience of other cultures may influence cultural change such as the transformation of constructs of women at home, and challenge existing identity and femininity discourses in Japan. The second possibility is that negative aspects of their 'diasporic experiences' can also articulate other complex identity politics, such as Japanese women's 'double marginalisation' which means being both a woman and a member of an ethnic minority group, conflicts between the homogenisation of 'Asian women' and representations of 'new Japanese women', and their sense of belongingness to their original culture. These contradictory phenomena of identity formations within Japanese women have the potential to shift the debate and challenge current essentialist views of hegemonic homogenisation of regional identities.

Developing relational navigation to effectively understand software

Effective comprehension of complex software systems requires understanding of both the individual documents that represent software and the complex relationships that exist within and between documents. Relationships of all kinds play a vital role in a software engineer's comprehension of, and navigation within and between, software documents. User-determined relationships have the additional role of enabling the engineer to create and maintain relational documentation that cannot be generated by tools or derived from other relationships. We argue that for a software development environment to effectively support the understanding of complex software systems, relational navigation must be supported at both the document-focused (intra-document) and relation-focused (inter-document) levels. The need for a relation-focused approach is highlighted by an evaluation of an existing document-focused relational interface. We conclude with the requirements for a relation-focused approach to relational navigation. These requirements focus on the user's perspective when interacting with a collection of related documents. We define the requirements for a software development environment that effectively supports the understanding of the software documents and relationships that define a complex software system.

Mummy! Ball! Fish!: Why English-learning children produce nouns earlier than verbs

When English-learning children begin using words the majority of their early utterances (around 80%) are nouns. Compared to nouns, there is a paucity of verbs or non-verb relational words, such as 'up' meaning 'pick me up'. The primary explanations to account for these differences in use either argue in support of a 'cognitive account', which claims that verbs entail more cognitive complexity than nouns, or they provide evidence challenging this account. In this paper I propose an additional explanation for children's noun/verb asymmetry. Presenting a 'multi-modal account' of word-learning based on children's gesture and word combinations, I show that at the one-word stage English-learning children use gestures to express verb-like elements which leaves their words free to express noun-like elements.

Data partitioning for parallel spatial join processing

The cost of spatial join processing can be very high because of the large sizes of spatial objects and the computation-intensive spatial operations. While parallel processing seems a natural solution to this problem, it is not clear how spatial data can be partitioned for this purpose. Various spatial data partitioning methods are examined in this paper. A framework combining the data-partitioning techniques used by most parallel join algorithms in relational databases and the filter-and-refine strategy for spatial operation processing is proposed for parallel spatial join processing. Object duplication caused by multi-assignment in spatial data partitioning can result in extra CPU cost as well as extra communication cost. We find that the key to overcome this problem is to preserve spatial locality in task decomposition. We show in this paper that a near-optimal speedup can be achieved for parallel spatial join processing using our new algorithms.

MHCWeb: Converting a WWW database into a knowledge-based collaborative environment

The World Wide Web (WWW) is useful for distributing scientific data. Most existing web data resources organize their information either in structured flat files or relational databases with basic retrieval capabilities. For databases with one or a few simple relations, these approaches are successful, but they can be cumbersome when there is a data model involving multiple relations between complex data. We believe that knowledge-based resources offer a solution in these cases. Knowledge bases have explicit declarations of the concepts in the domain, along with the relations between them. They are usually organized hierarchically, and provide a global data model with a controlled vocabulary, We have created the OWEB architecture for building online scientific data resources using knowledge bases. OWEB provides a shell for structuring data, providing secure and shared access, and creating computational modules for processing and displaying data. In this paper, we describe the translation of the online immunological database MHCPEP into an OWEB system called MHCWeb. This effort involved building a conceptual model for the data, creating a controlled terminology for the legal values for different types of data, and then translating the original data into the new structure. The 0 WEB environment allows for flexible access to the data by both users and computer programs.

Competing notions of social justice and contradictions in special education reform

In the past three decades, special education has been subjected to extensive critique and reform of practices. These critiques have been based on notions of social justice and equity. However, the field has suffered from inadequate attention to assumptions about social justice. Social justice is essentially a contested concept. Rather than representing a unitary and universally shared concept, social justice has variable meanings. Differing views of social justice can be seen to underlie apparent contradictions in continuing practice in response to pressures for reform. Reforms predicated on individual rights have been undermined by deep commitments to meritocratic practices in U.S. schools. Reforms based on more communitarian principles, however, ignore the need for structure and the tendency for communal values to marginalize people with disabilities. Special education reform today requires a different basis in a relational definition of the self, structures to support the qualities of relationships, and a belief in the mutability of social justice.