文献一覧: 中島ゆり (著者)

3 0 0 0 IR 大学IR推進上の課題

著者: 中島ゆり
出版者: 長崎大学大学教育イノベーションセンター
雑誌: 長崎大学大学教育イノベーションセンター紀要 = Journal of the Center for Educational Innovation, Nagasaki University (ISSN:21883467)
巻号頁・発行日: no.7, pp.1-8, 2016-03

The Department of Institutional Research for Education in the Center for EducationalInnovation and the Office of Institutional Research have been launched in NagasakiUniversity. This paper aims to figure out what problems Institutional Research activities have faced and consider how to address the issues. First, we needed to seek legal assistance in collecting and analyzing data including personally identifiable information. Also, ethical consideration is significant to use the data. Regarding this, we need to define what data should be used for university improvement. Third, the understanding of students and cooperation with each secretariat and department are needed. Moreover, we have to develop the rule of authorization for data usage for educational improvement. In addition, rethinking what surveys are really needed for IR activities is significant; otherwise, tons of research could steal time from classes. Finally, I suggest the need of qualitative research as well as quantitative analyses for educational improvement, referring Ishii's argument (2015).Especially for improving individual educational practices, action research could be useful in order to assist each faculty members' research-based teaching.

https://ci.nii.ac.jp/naid/120005745476

2 0 0 0 IR 大学IR推進上の課題

著者: 中島ゆり
出版者: 長崎大学大学教育イノベーションセンター
雑誌: 長崎大学大学教育イノベーションセンター紀要 = Journal of the Center for Educational Innovation, Nagasaki University (ISSN:21883467)
巻号頁・発行日: no.7, pp.1-8, 2016-03

https://ci.nii.ac.jp/naid/120006974246

1 0 0 0 OA <研究ノート>災害リスクを軽減する防災教育の検討 : ジェンダーの視点から

著者: 寺崎里水中島ゆり
出版者: 法政大学キャリアデザイン学会
雑誌: 生涯学習とキャリアデザイン = 生涯学習とキャリアデザイン (ISSN:13493051)
巻号頁・発行日: vol.14, no.1, pp.147-165, 2016-10

This paper aims to figure out what problemswomen face at the time of disaster and whatissues school disaster prevention education in Japan has with a gender perspective. In the recent years, disaster risk has been increasing. Natural hazards frequently occurred such as earthquakes and volcanic eruptions, and human-induced environment destruction. In a time of such disasters, thevulnerable as women, sexual minorities, foreigners, children, the elderly, and the disabled are more easily and strongly exposedto risk. In Japan, after the Great Hanshin-Awaji Earthquake in 1995, many studies have pointed out the vulnerability of women(Aikawa 2006, Equal Net Sendai 2013, Masai2014, Okaniwa 2013, Takenobu & Akashi2012). This perspective of gender has been reflected in international and national governmentsʼ policies such as Hyogo Framework for Action, Sendai Framework for Disaster Risk Reduction, the Disaster Management Basic Plan, Basic Act on Disaster Control Measures, and the Second and Third Basic Plan for Gender Equality. These policies have introduced the concept of resilience. On the other hand, Okaniwa (2013) points out that local governments and communities, which are exact agents in disaster prevention and reconstruction, do necessarily neither share the perspective, plans, and information of women, nor run well systems introduced in the national policies. Okaniwaʼs study implies that suchgender perspective has not penetrated in educational fields even after the Great EastJapan Earthquake in 2011. We examine how Japanese government defines disaster prevention education in the Courses of Studyand find that their descriptions are relatedto safe behavior, the grain of nature, peopleʼs effort for disaster prevention, injury, and disciplinary training. Agents for revolution and the concept of resilience suggested in international and national policies are not found in the Courses of Study. In conclusion, we suggest the need ofdisaster "resilience" education with a genderperspective, while the current Courses ofStudy focus on disaster "prevention" education. There are three issues in school disaster resilience education. First, as disaster often has long-term consequences for victims, we need to seek new knowledge and skills to learn in addition to existing subject contents. Second, disaster resilience education needs citizenship education with a gender perspective in order to solve gender problems prominently appearing at the time of disaster. Third, tocultivate leaders for making disaster policies and running evacuation centers is the most significant issue. Especially women need leadership. Accordingly this attitude nurtures resilience. Students need to learn leadership, citizenship, and resilience from their own experience through workshops and so on.