著者

辻田 眸 塚田 浩二 椎尾 一郎 Hitomi Tsujita Koji Tsukada Itiro Siio お茶の水女子大学大学院人間文化創成科学研究科 お茶の水女子大学アカデミックプロダクション お茶の水女子大学大学院人間文化創成科学研究科 Graduate School of Humanities and Sciences Ochanomizu University Academic Production Ochanomizu University Graduate School of Humanities and Sciences Ochanomizu University

出版者

日本ソフトウェア科学会

雑誌

コンピュータソフトウェア (ISSN:02896540)

巻号頁・発行日

vol.26, no.1, pp.25-37, 2009-01-27

参考文献数

17

被引用文献数

5

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携帯電話やメールなどさまざまな通信手段が普及したにもかかわらず,いまなお遠距離恋愛で悩んでいる人たちは多い.遠距離恋愛中のカップルは,個人差はあるにせよ,相手とつながり感を保ちたいという強いモチベーションをお互いに持っていると考えられる.こうした状況では,従来のアウェアネス共有システムのように弱いつながり感を共有するだけでなく,両者の生活空間での行為自体が相互に影響を与えあうような,比較的強いつながり感を提供する,いわば仮想的に同居しているような感覚を与えるシステムが有効になるのではないかと考えた.そこで,本研究では,プライバシーが守られる形で,遠隔地に設置されたランプ/ゴミ箱などの日用品の状態を相互に同期させることで,こうした仮想的な同居感覚を提供するシステム"SyncDecor"を提案,試作する.そして遠距離恋愛カップル間での遠隔実験の結果を示し,今後の展望を述べる.Despite the fact that various means of communication such as mobile phones, instant messenger and e-mail are now widespread; many romantic couples separated by long distances worry about the health of their relationships. Likewise, these couples have a greater desire to feel a sense of connection, synchronization or "oneness" with their partners than traditional inter-family bonds. This paper concentrates on the use of common, day-to-day items and modifying them to communicate everyday actions while maintaining a sustained and natural usage pattern for strongly paired romantic couples. For this purpose, we propose the "SyncDecor" system, which pairs traditional appliances and allow them to remotely synchronize and provide awareness or cognizance about their partners - thereby creating a virtual "living together" feeling. We present evidence, from a 3-month long field study, where traditional appliances provided a significantly more natural, varied and sustained usage patterns which ultimately enhanced communications between the couples.

著者

木村 祐子 Yuko KIMURA お茶の水女子大学大学院 Graduate School Ochanomizu University

出版者

東洋館出版社

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.79, pp.5-24, 2006-12-10

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Since the later half of the 1990s, lack of adaptability of children to the educational setting has been explained through the new medical category of "developmental disabilities." In this paper, medical intervention is conceived of as "medicalization," and the educational setting is focused on and inspected. In particular, the paper focuses on "developmental disabilities" as a medical diagnosis characterized by uncertainty, situational dependence and feelings of resistance toward labeling, and clarifies how these characteristics are interpreted in the educational setting. Section 1 reviews previous studies that look critically at the elements of medicalization, pointing out the characteristics and problems of "developmental disabilities" as medicalization. (1) The elements of "developmental disabilities" are vague despite the fact that they are medical concepts, and consequently there is a lack of scientific grounds, standardized tests and treatment. This enables interpretation by a diverse range of knowledge. (2) These disabilities function as a form of "risk management." This study dynamically analyzes how these medical diagnoses are interpreted in the educational setting, with the aim to approach the reality of medicalization. Section 2 summarizes the research method which was used in the interview research of nine teachers. Section 3 examines medicalization in children, first from the viewpoint of responsibility and the role and position of children. The viewpoint of medical treatment has made rapid advances through the intervention of institutionalized medicine. Medical labeling exempts parents and teachers from responsibility, based on the assumption that the problem is a "disability." In this way, the children are obliged to play the "sick role." Parents and teachers sometimes display feelings of rejection or resistance toward medical labeling. In addition, uncertainty regarding the cause of the "developmental disability" creates difficulties in medical practice. However, the feelings of rejection and the medical uncertainty can be minimized by medical practice and interpretation in the educational setting.