著者

山下 達也

出版者

教育史学会

雑誌

日本の教育史学 (ISSN:03868982)

巻号頁・発行日

vol.50, pp.97-109, 2007-10-01 (Released:2017-06-01)

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This paper intends to clarify diversity amongst "Mainlander" (Japanese) teachers in colonial Korea. "Mainlander" (Japanese) teachers were a central presence in elementary schools in colonial Korea that cannot be overlooked when discussing Japanese colonial education policies. Conventional literature on the subject has heretofore clarified such matters as teachers' hometown, transfers, instructional activities, and the like. Results of such studies are keys to clarifying the reality of "Mainlander" teachers. However, understanding of "Mainlanders" who became teachers in colonial Korea should not be limited to only one category, and I problematize this point. Among "Mainlander" teachers in Korea, a variety of people coexisted who can be differentiated by length of stay/career in Korea, presence or lack of experience spent in "the Mainland" (Japan) and gender. The historical reality, therefore, cannot be determined if all teachers in colonial Korea are simply labeled "Mainlander" teachers. Although it goes without saying that we should not overlook the fact that "Mainlanders" as settlers possessed specific positions and roles, at the same time, it is necessary to recognize their internal diversity. Following this outlook, this paper differentiates so-called "Mainlander" teachers by examining the characteristics and relations of "Mainlander" teachers invited from "the Mainland" versus "Mainlander" teachers trained in Korea. First, I pay attention to the teacher-training phase of each, because it is clear that these groups passed through a different process of training. Second, I examine the characteristics and relations of both through document analysis, looking specifically at the times when these individuals became teachers, understandings about educational ideas and policies of the Governor-General's office, knowledge about Korea, and grasp of "the Mainland" were different for each group of teachers. In particular, I argue that these differences originated in differences in the teacher-training process found in Japan and colonial Korea. In addition, I argue that when "Kominka Education" became strongly entrenched, a difference in the characteristics of each type of teacher becomes evident. In addition, I reexamine the implications of the existence of invited teachers from Japan, whose presence had previously been understood as necessary in order to make up for the lack of teachers in colonial Korea.

著者

横山 能文 森 真理 平手 友章 篠田 邦大 桑原 祐也 宮﨑 太地 大城 一航 金山 朋子 野田 美香 山下 達也 門井 絵美 神田 香織

出版者

The Japanese Society of Pediatric Hematology / Oncology

雑誌

日本小児血液・がん学会雑誌 (ISSN:2187011X)

巻号頁・発行日

vol.56, no.2, pp.198-201, 2019 (Released:2019-09-10)

参考文献数

9

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10歳女児.発熱,頭痛を主訴に近医を受診した際に,白血球高値,貧血,血小板減少を認め当科紹介受診となった.骨髄検査にてAML(FAB-M2)と診断し,治療を開始した.1コース終了時点で寛解を確認したが,FLT3-ITD陽性と判明し造血幹細胞移植を行う方針となった.初診時陽性であった末梢血WT1mRNAは,1コース終了時より<5.0×101を維持していたが4コース終了時点で1.3×102に上昇を認めた.前処置CY+TBI,GVHD予防FK506+sMTXで臍帯血移植を行い,day32に生着を確認した.Day35で行った骨髄検査では寛解を維持していたが,末梢血WT1mRNAは1.7×102(day34),2.3×102(day39)と上昇を認めた.day40よりFLT3阻害薬sorafenib 200 mg/bodyの内服を開始した.末梢血WT1mRNAはday81より<5.0×101を維持し,その後約2年間sorafenib内服を継続した.現在内服終了後1年が経過し,末梢血WT1mRNAは<5.0×101を維持し,再発を疑う所見を認めていない.本例においてFLT3-ITD陽性AMLに対する移植後維持療法としてのsorafenib内服は,安全かつ有効であったと考えられた.

著者

浅見 徹 江崎 浩 関谷 勇司 斎藤 賢爾 山下 達也 岩浪 剛太

出版者

一般社団法人電子情報通信学会

雑誌

電子情報通信学会誌 = The journal of the Institute of Electronics, Information and Communication Engineers (ISSN:09135693)

巻号頁・発行日

vol.95, no.9, pp.809-814, 2012-09-01

参考文献数

5

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本稿は平成23年12月に解散したネットワーク高度利用推進協議会の活動報告である.平成19年8月, Winnyに代表されるP2P (Peer to Peer)技術による著作権侵害や情報漏えいによる通信業界の混乱と,それによる商用P2Pサービスの立ち遅れが目立った日本の事情を鑑み, P2Pネットワーク実験協議会が設立され,キャッシュ技術全般に対象を拡大したネットワーク高度利用推進協議会に発展し,後述するヒントサーバ実験や標準化活動, P2Pガイドラインの制定,優良P2Pの認定等普及啓発活動を行った.第171回通常国会で著作権法が一部改正され,送信を効率的に行うために必要と認められる限度において著作権侵害にはならないことが明確になった.

著者

山下 達也

出版者

長崎大学教育学部政治学研究室

雑誌

架橋

巻号頁・発行日

vol.4, pp.431-465, 2003-03-31