文献一覧: 中村清 (著者)

The authors studied the kinetics of the intestinal epithelium of mouse, and discussed the problems of cellular proliferation and differentiation.The results obtained are as follows:1. By colchicine method the generation time and mitotic duration of the crypt cell are estimated from the increase in counts of mitotic figures.2. By 3H-thymidine flash labeling autoradiography the authors divided mucosal lining of the crypt into two zones: ‘generation zone’ and ‘PANETH cell zone’. The former comforms to DNA-synthesizing zone and the latter consists of the PANETH cells.3. By pursuit of the label in the generation zone, it is proved that the villus cells go up to top of the villus and fall off into the lumen. Accordingly the life span of the villus cell is estimated.4. The generation time (tG), presynthetic time (tI), synthetic time (tS), postsynthetic time (t2) and mitotic duration (tM) are analysed by means of 3H-thvmidine autoradiography.5. The PANETH cells in the bottom of the crypt fall into the lumen of the crypt discharging their secretory granules.6. The intestinal epithelium consists of the villus cells, the PANETH cells and the generative cells. Only the generative cells are proliferating and supply cells to the other zones.7. These three kinds of epithelial cells constitute three compartments respectively with a settled bulk. The three compartments are bound in a controled balance.8. The cytodifferentiation from the generative cells into the villus cells and into the PANETH cells seems to be determined within a transitional zone, i. e., ‘differentiation zone’. The cells which enter in the differentiation zone during their presynthetic time are determined to differentiate into villus cells or PANETH cells and lose their capacity of DNA synthesis.9. It is infered that at the point of maturation from the generative cell into the villus cell or into the PANETH cell, environmental factors in differentiation zone give decisive influence on the cellular differentiation.10. The 3H-thymidine autoradiographic study on the stomach epithelium of Hamster reveals that the stomach epithelium also has ‘Generation zone’ in transitional portion between the surface epithelium and the glandular cells. The glandular cells in the stomach may be seen as homologous to the PANETH cells in intestinal epithelium from the standpoint of cytokinetics.

2021-08-24 12:45:23
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1 0 0 0 OA 機械工業会社史の考察(1) 精密機械

著者: 中村清司
出版者: 経営史学会
雑誌: 経営史学 (ISSN:03869113)
巻号頁・発行日: vol.25, no.2, pp.61-69, 1990-07-30 (Released:2009-11-06)

2021-02-05 11:51:00
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1 0 0 0 OA ライフサイクルの危機と教育理論の再構築老いと死の問題視角から

著者: 中村清
出版者: 教育哲学会
雑誌: 教育哲学研究 (ISSN:03873153)
巻号頁・発行日: vol.1994, no.69, pp.1-5, 1994-05-10 (Released:2009-09-04)
被引用文献数: 1

2021-01-30 22:04:00
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1 0 0 0 OA デュルケームの社会化の概念

著者: 中村清
出版者: 教育哲学会
雑誌: 教育哲学研究 (ISSN:03873153)
巻号頁・発行日: vol.1979, no.40, pp.1-15, 1979-11-30 (Released:2009-09-04)
参考文献数: 24

The pedagogy of Durkheim is here interpreted under the concept of socialization. This, however, has been frequently criticized as an interpretation limiting education to a function of conservative maintenance of the status quo. This paper examines the validity of such criticism.It is clear that Durkheim subjectively included in his idea of socialization the formation of a critical subject and therefore attributed to education also a function of social reform. But this critical subject is not correctly located in his sociology. It is unavoidable, therefore, that the individual is understood as subject to society. In spite of this shortcoming his view that, on the average, the individual reason does not transcend group reason is true and as long as that is admitted, his definition that education as a rule is socialization must also be admitted.

2021-01-30 21:15:00
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1 0 0 0 CHDG含有歯みがき剤使用による歯垢生成抑制と歯肉炎治療効果

著者: 山田茂久野敏行中村清隆小原正紀加文字幸雄郷義明
出版者: 一般社団法人口腔衛生学会
雑誌: 口腔衛生学会雑誌 (ISSN:00232831)
巻号頁・発行日: vol.29, no.1, pp.51-56, 1979

小学校5学年男女, 78名を, 2群に分け, A群41名に, a歯みがき剤を, B群37名に, b歯みがき剤を, 1ヵ月間使用させ, その間における歯面清潔度と, PMA指数を, 調査した。<BR>実験集計終了後, A群は2.5% Chlorhexidine digluconate (以下CHDGと略称) 含有歯みがき剤, b群はPlaceboであることが判明した。使用歯みがき剤は, スイスHawe-Noes Dental社製のもの (商品名Plak Out) である。<BR>歯面清潔度は, 日数の経過と共に, 改善の傾向を示し, 15日後と, 30日後は, 1%の危険率でCHDG含有パスタ使用群が勝っていた。PMA指数は, 歯面清潔度ほど明確でなかったが, 日数の経過と共に, いくぶんCHDG含有パスタ使用群が優る傾向を示し, 30日後では, 5%の危険率で勝っていた。<BR>実験期間中は副作用を認めなかった。

2020-12-15 03:00:07
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1 0 0 0 OA 国史学のしをり

著者: 小中村清矩著
出版者: 吉川半七
巻号頁・発行日: 1895

2020-11-21 18:52:50
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1 0 0 0 OA 「地域医療連携で支える超高齢社会」~非がん患者の終末期医療

著者: 杉町正光中村清子上岡孝人白山宏人
出版者: 一般社団法人日本内科学会
雑誌: 日本内科学会雑誌 (ISSN:00215384)
巻号頁・発行日: vol.106, no.6, pp.1224-1230, 2017-06-10 (Released:2018-06-10)

2020-11-21 07:33:00
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1 0 0 0 OA 人格の完成をめざす教育の意味

著者: 中村清
出版者: 一般社団法人日本教育学会
雑誌: 教育学研究 (ISSN:03873161)
巻号頁・発行日: vol.65, no.4, pp.299-307,418, 1998-12-30 (Released:2007-12-27)

The Fundamental Law of Education specifies that education shall aim at the full development of personality. This aim has been generally accepted by most of those engaged in educational theories and practices as well as in policy making. But interpretation of the aim has been so ambiguous that quite opposite views on education have been justified. Particularly problematic is that the original intent of the aim, i.e.education should aim at the full development of personality because it is broader and more basic than the formation of a good member of the nation, seems to be forgotten by most interpretations. This paper tries to clarify the weakness of the usual interpretation of the aim and to replace it with a more reasonable one. The concept of the personality in the original interpretation of the aim presupposes that human beings are unique in that they have the ability of reson. This characteristic enables them to pursue the universal values of truth, good and beauty, free from the causality of the material world. This interpretation has been accepted by most educational literature and policy documents. The concept of reason in the interpretation is almost the same as that in the age of the Enlightenment. Such a view has been persuasively critcized since the 19th century, particularly by so-called postmodern thinkers of the present. The above interpretation of the full development of the personality neglects these criticisms and, as a result, becomes an abstract concept which fails to have concrete effect on educational practices. A dificulty in educaionsl theories based on the Enlightenment concept of the reason is that a clear distinction is made between adults and children, namely, rational adults educate irrational children until they become rational. Viewed in this way, children's ability to reason has no place in education and neither equal relationaship nor mutual understanding between adults and children can be established. Then education becomes just another name for conditioning children by adults. This is a logical consequence of the Enlightenment theory of education that justifies the transformation of public education into national education. Although human beings may bear different values in different societies and among individuals in the same society as well, they may find common values if they make an adequate effort to do so when necessary. At least this possibility should not be denied even before they try. The ability to find a common value when necessary may be called reason, because it is what makes human beings understand each other in an equal relationship. Education that aims at the full development of personality based on this understanding of reason means to enhance mutual understanding of human beings. This effort is mainly made by adults upon children within a certain society, but in principle it is open to all human beings.