著者

加藤 哲郎

出版者

JAPANESE POLITICAL SCIENCE ASSOCIATION

雑誌

年報政治学 (ISSN:05494192)

巻号頁・発行日

vol.32, pp.151-180, 1982-10-08 (Released:2009-12-21)

著者

宇野 功一

出版者

日本宗教学会

雑誌

宗教研究 (ISSN:03873293)

巻号頁・発行日

vol.88, no.3, pp.673-699, 2014-12-30 (Released:2017-07-14)

---

祈りとは、人格的または非人格的な絶対的超越者の存在を前提として、何かに注意を集中することで、自己や他者や世界の存在の様態を自己の内面で変革しようとする行為である。この定義に基づき、グルジェフの祈祷論を検討する。彼は祈る対象として、祈りに専念しやすいからという理由で、神・祈祷者自身・祈祷者に最も近しい生者を措定した。そして祈られた願望を達成するのは非人格的な神や、祈祷者に最も近しい生者ではなく、祈祷文などにたいする祈祷者自身の注意の集中だと考えた。それは自己観察兼自己想起を伴う修行法でもあった。彼はまた、祈祷者が適切なやり方で祈ればその肉体に具わっている磁気という物質が変容すると説いた。彼はさらに、この変容は肉体にたいする魂であるアストラル体の形成を助けると説いた。彼の祈りは言語の使用に重きを置いた、自己の存在の様態の変革を志向するものであった。

著者

山本 佳世子

出版者

日本宗教学会

雑誌

宗教研究 (ISSN:03873293)

巻号頁・発行日

vol.90, no.1, pp.99-123, 2016 (Released:2017-07-03)

---

「非宗教者」によるスピリチュアルケアの営みを支えるビリーフを検討するために、臨床現場から逃げずに、ケア対象者の「今」を無条件に受け入れるという営みにおける「祈り」について考察する。その際に、「信仰に基づかない祈り」に言及した論考として、小説家の大江健三郎と写真家の藤原新也の論考を検討する。そこから見えてくるのは、自身の限界が身に沁みるとき、私たちは所詮「なんでもない人」なんだと覚悟を決め、開き直ることで受け入れる祈りであった。それは「それでも世界は続いていく」という確信のもと、「なんでもない人」である私が、「なんでもない人」であるあなたを受け入れたいと、「なんでもない人」として死んでいった小さな存在・無名の存在を愛おしみ、慈しむ「祈り」である。このような確信と行為は、日本独自の無常観と、愛おしみ慈しむことで死者を賦活させ、交流する先祖供養に基づく死生観に支えられている。

著者

阿部 卓也

出版者

デジタルアーカイブ学会

雑誌

デジタルアーカイブ学会誌 (ISSN:24329762)

巻号頁・発行日

vol.5, no.s1, pp.s59-s62, 2021 (Released:2021-04-20)

参考文献数

16

---

アーカイブ構築に関する構想力は、常にその時代ごとの技術水準に規定されている。本報告の目的は、アーカイブの歴史を、テクノロジーからの影響や相互作用という視点で読み直すことである。特にアナログ的な「複製技術」の進展が、近代以降の日本で、文書資料を中心とするアーカイブ構築活動をいかに支えてきたかを考察する。漢字仮名まじりで必要文字数が多い日本語文書の複製においては、明治以降、ゼリーグラフや謄写版など「イメージを複製するテクノロジー」が主流になるという、世界的に特異な展開があった。そこから青写真、青焼き、PPC、マイクロフィルムなどへと至る20世紀末までの技術の変遷が、文書館や図書館でのアーカイブ構築活動とどう響き合ってきたかという問題を整理する。その上でデジタルアーカイブの現状を、そうした過去の文脈から断絶・飛躍したものではなく、連続したものとして捉えることを目指す。

著者

北村 忠弘

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.108, no.10, pp.2177-2185, 2019-10-10 (Released:2020-10-10)

参考文献数

10

被引用文献数

1

---

糖尿病領域において,グルカゴンは常にインスリンの脇役であった.実際,インスリン研究に比べ,グルカゴン研究は大きく遅れている.その最大の理由は,グルカゴンの測定が正確にできなかったためである.グルカゴンは,プロセッシングの過程で類似するペプチドが複数産生され,測定の際に交差反応を起こす.最近,この問題を解決すべく,サンドイッチELISA法やLC-MS/MS法によるグルカゴン測定法が開発された.これらを用いた再検証で,従来とは異なるグルカゴンの本態が見えてきた.健常者でも食後はグルカゴン分泌が促進されること,グルカゴンは糖代謝調節よりもアミノ酸代謝調節に重要であること,糖尿病ではグルカゴンの過剰分泌及び糖負荷後の分泌抑制不全が認められること等である.さらに,グルカゴン抑制を主作用とする新しいクラスの糖尿病薬が開発中であり,今後の糖尿病診断及び治療方針決定において,グルカゴンは重要性を増している.

著者

谷 尚樹

出版者

森林遺伝育種学会

雑誌

森林遺伝育種 (ISSN:21873453)

巻号頁・発行日

vol.3, no.2, pp.73-77, 2014-04-25 (Released:2020-07-13)

参考文献数

15

著者

柴崎 直明

出版者

地学団体研究会

雑誌

地学教育と科学運動 (ISSN:03893766)

巻号頁・発行日

vol.90, pp.25-32, 2023 (Released:2023-08-03)

参考文献数

7

著者

永田 忠靖 Nagata Tadayasu

出版者

國學院大學

巻号頁・発行日

2021-03-19

---

授与年:2021.03.19 博士論文(神道学)

著者

奥村 剛宏

出版者

日本毒性学会

雑誌

日本毒性学会学術年会 第43回日本毒性学会学術年会

巻号頁・発行日

pp.S11-3, 2016 (Released:2016-08-08)

---

医薬品の製造業界においては、バイオ医薬品や再生医療等医薬品の製造にシングルユースシステム(SUS)が使用されるようになっている。製造の生産性向上や交叉汚染の減少などの利点がある一方、SUS由来の抽出物・溶出物、微粒子に加え、完全性、無菌性などバイオ医薬品の品質に直接的、間接的に与える影響が懸念される。SUS製品(バック、フイルター、チューブなど)の特徴は、その品質がサプライヤーの品質保証システムに依存していることである。従って、サプライヤーへの技術訪問や監査によりリスク評価を行い、その結果にもとづいて適切にサプライヤーを管理することが求められる。医薬品の品質や製造に影響を与える製品のサプライヤー/製造サイトとは品質契約を締結し、定期的に監査をすることが望ましい。また、単回使用であるため、ユーザーは、通常、受入れ試験で使用前に品質を確認することができない。SUS製品の設計段階からユーザーとサプライヤーで緊密に協議してユーザー仕様要件を確立することが、SUSに対する品質管理の重要な要素である。サプライヤーから、当該SUS製品の適格性評価データ、抽出物・溶出物に関する評価結果、リーク試験条件や無菌性保証のバリデーションデータなどの技術情報の提供を受け、サプライヤーと協議を行ないながら、その品質管理戦略を構築する。抽出物・溶出物についても各サプライヤーが取得したデータをもとにリスク評価を行ない、追加実験の要否や毒性評価の結果を判断する必要がある。また、バイオ医薬品の安定供給のためには、SUS製品の入手性などビジネス面での評価も必要になるため、試験部門だけでなく製造部門や購買部門を含めた総合的な戦略が必要である。2015年、厚労省研究班では、産官学の共同で、「シングルユースシステムを用いて製造されるバイオ医薬品の品質確保に関する提言書」がまとめられ、現在、国内外の関係者から広く意見を求めている。

著者

朴 炫貞

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2011, no.42, pp.22-41, 2011 (Released:2023-07-19)

---

In this paper, the establishment of medical and law schools in the Republic of Korea are analyzed from the standpoint of institutional change. In the Republic of Korea, medical schools and law schools have been established since 2005 and 2009, respectively, with the Japanese system having been used since the pre-war period. The Japanese system appears to have been substituted with an American-style approach in light of the establishment of two distinct, professional schools. How might we come to understand the theoretical underpinnings of these changes?   It is important to define ‘institutional change’ as a composite concept having two components, the change in qualifying requirements and the change of common expectations. ‘Institutional change’ occurs when an actors related to the institution recognize a change of environment. Actors who recognize this change then try to adapt to their new environs. In this process, there are conflicts among the various attendants or stakeholders who are related to the institution. When these conflicts occur, we can observe interplay of ideologies, contexts and features of a society, the impact of foreign countries, and leadership personalities related to these conflicts. In these processes, the revision of requirements and the formulation of common expectations occurs.   To examine the conflicts related to institutional change, it is useful to refer to the power balance among actors related to the institution. The concept of ‘the regime of the training profession’ is applied in this study. This concept comprises three components in opposition to one another: government, professionals and the higher education system. Around the regime, there is society and a world that is recognized by the different components of the regime. ‘Institutional change’ is formed through a power dynamic and discussions about issues related to formalities.   Two regimes serve as the foci of this paper: ‘training doctors’ and ‘training lawyers’. While distinct in and of themselves, the two regimes share mutual features. These include expectations of government and justifications for the establishment of the two schools, including (1) training ‘worldwide professions’ and (2) to reduce the effects entrance examinations from the undergraduate level upwards. The government expected the establishment of the two schools to be the solution to these problems for a variety of reasons. In the regime of training doctors, the government has heavy influence over medical schools through higher education policy, especially regarding the direction, supervision and administrative approval of, and financial support for, university institutions. Professors of medicine opposed and resisted these influences, but have been unable to articulate their arguments officially. Schools of medicine have therefore changed steadily since 2005.   In contrast to the regime of training doctors, in the regime of training lawyers, a powerful legal profession was initially able to prevent the establishment of law schools though opposition to government policy. However, in the regime of training lawyers, the legal profession was critical in facilitating institutional change. Since 2003, the legal profession has led the reform of the judicial system and has come to adopt a more positive approach to the establishment of law schools and the Law School Act was approved in the Diet in 2007. The Act changed a key aspect of the regime of training, limiting the number of applicants admitted to law schools. While legal profession and nonlegal actors opposed each other on this issue, the legal profession has the ultimate authority to limit the number of law school admissions. In the lawyer training regime, there is one important feature related to the international sphere worthy of attention. (View PDF for the rest of the abstract.)

著者

冨岡 勝

出版者

記録管理学会

雑誌

レコード・マネジメント (ISSN:09154787)

巻号頁・発行日

vol.75, pp.14-17, 2018 (Released:2018-12-25)

著者

有田 洋子

出版者

美術科教育学会

雑誌

美術教育学:美術科教育学会誌 (ISSN:0917771X)

巻号頁・発行日

vol.40, pp.35-50, 2019 (Released:2020-04-28)

参考文献数

33

---

戦後日本の教員養成大学・学部における美術教育学の人的制度基盤は,戦後の大学での教員養成政策が教養教育重視から教職の専門性重視へ転換していく過程で成立する。師範学校が教員養成大学・学部に移行しても美術科教育の専門性は意識されなかった。昭和39年から53年にかけての学科目「美術科教育」の設置は美術科教育の専門性を形式的に出現させた。ただ時代的な余裕から教官配置の遅れや所属教官の研究内容との不整合等はあった。昭和43年からの大学院美術教育専攻の設置は,文部省の委員会による美術科教育教官の論文業績審査があり,美術教育学の内容的専門性を制度的に保証した。最初は大学院設置に関して大学や教官の温度差やコンセプトの違いはあったものの,平成11年に美術教育専攻の全国設置が完了した。大学院美術教育専攻設置によって美術教育学の人的制度基盤は成立した。

著者

小林 剛

出版者

一般社団法人 日本教育学会

雑誌

日本教育学会大會研究発表要項 (ISSN:2433071X)

巻号頁・発行日

vol.58, pp.124-127, 1999-08-30 (Released:2018-04-20)

著者

中島 悠介

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2016, no.53, pp.93-115, 2016 (Released:2020-08-29)

---

This paper clarifies the characteristics of two International Branch Campuses (IBCs) in the United Arab Emirates (UAE); Mohammed V University-Agdal Abu Dhabi (UM5A-Abu Dhabi) and the University of Saint Joseph-Dubai (USJ-Dubai). While IBCs in UAE have dramatically developed mainly for expatriate students, generally Emiratis prefer to study in federal universities for the perceived social well-being of Emiratis. It is said that UAE has developed as an Education Hub within the network of foreign institutions and students. However, almost all students in UM5A-Abu Dhabi and USJ-Dubai are Emiratis and it seems that these two IBCs have a theory of development different from that of an Education Hub. Clarifying the characteristics of these two IBCs will make up for the research blank and suggest the actual conditions of the regionalization of higher education in the Arab states.   Firstly, the development of the higher education system in the UAE is investigated to clarify the systematical framework for IBCs. At the federal level, the Commission for Academic Accreditation (CAA) was established by the federal government to approve the establishment of institutions and accredit their programs. However, Dubai established economic free zones exempt from federal regulations and IBCs in these zones can choose to be under the federal regulation or Emirati regulation. Many IBCs in free zones choose to follow the regulation of the Dubai government, but they cannot be recognized as official institutions at the federal level nor affiliate with institutions accredited by the CAA, and graduates of these IBCs sometimes cannot work in federal institutions or other Emirates. On the other hand, Abu Dhabi has developed a different education system. The Abu Dhabi Education Council (ADEC) was established as governing body for education in Abu Dhabi and makes a huge financial investment in educational infrastructure with its rich oil resources. Economic free zones do not exist in Abu Dhabi and all IBCs must follow federal regulations. The regulatory environment for IBCs is therefore different between emirates, and each emirate has initiatives for building relationships with IBCs in accordance with their respective social economic environments.   Next, the kinds of higher education institutions (other than federal universities) that Emirati students tend to study in are analyzed. While many Emirati students in Abu Dhabi prefer to study in non-federal public institutions, private higher education institutions providing legal education, media and Arab/Islamic studies hold many Emirati students in Dubai. In the UAE, Emiratization in public and private sectors remains a social problem. Especially, Emirati students hope to work in the public sector because of better working conditions, and the labor market in the public sector needs highly skilled Emiratis.   In addition, the developments of UM5A-Abu Dhabi and USJ-Dubai are examined in terms of their management systems and educational programs. UM5A-Abu Dhabi is the IBC of Mohammed V University-Agdal in Morocco and was established in 2009 from the partnership between the ruler of Abu Dhabi and the king of Morocco. UM5A-Abu Dhabi provides bachelor, master and doctoral programs in Islamic studies and 11 Emirati graduates in 2013 gained employment as preachers within the Abu Dhabi government. In terms of management system, UM5A-Abu Dhabi has a board of trustees which consists of UM5A professors and governmental persons in Abu Dhabi. While UM5A has the initiative in academics, ADEC holds the initiative in administration and finance. Students do not pay tuition fees and they get scholarships from the financial assistance of the ADEC. UM5A-Abu Dhabi provides programs in Islamic studies to foster Emirati preachers and focuses on Islamic research and the practice of preaching. (View PDF for the rest of the abstract.)

著者

黒田 千晴

出版者

日本国際教育学会

雑誌

国際教育 (ISSN:09185364)

巻号頁・発行日

vol.25, pp.1-17, 2019 (Released:2020-09-08)

参考文献数

15

被引用文献数

1

---

This paper presents an empirical study of international collaborative education offered at an Institute which was jointly established by two leading universities of China and the US—namely Shanghai Jiaotong University and the University of Michigan. The Institute was formed in Shanghai Jiaotong University in 2006 under the regulatory scheme “Chinese–Foreign Cooperation in Running Schools”; it offers undergraduate, masters, doctoral, and international collaborative programs in the field of engineering. Adopting a case study approach, this work aimed to explore the prospects and challenges generated through international collaboration in higher education. Qualitative data were acquired by document analysis and semi-structured interviews with key informants. The author first examined the motivation of each parent university to pursue the establishment of the Institute, explored the outcomes of the collaboration, and finally discussed the remaining issues. The findings generated from the case analysis were as follows. The US parent university intended to create an educational/research hub for their students and faculty in China to provide opportunities of collaborating with Chinese students and researchers at the Chinese partner university. It also expected to gain access to high-achieving Chinese students for recruitment to graduate programs in the US parent university. Another intention was to enhance its reputation in China through the collaboration with the Chinese parent university, which is a leading higher education institution in China. Meanwhile, the Chinese parent university particularly aimed to gain know-how in academic–industrial partnership, enhance international competitiveness through joint research, and improve the quality of their education by importing advanced educational resources and curriculum through the collaboration. While the data of this case analysis reveal that most of the objectives of both parent universities were achieved satisfactorily, complexity was also observed. As depicted above, one of the objectives was to strengthen the research collaboration between the existent departments, the Institute, and the US parent university. The research collaboration however remains limited; there is an emerging competition between the existent departments and the Institute in terms of student recruitment. This is attributed to the duplication of the programs offered by the existent departments and the Institute. Furthermore, a so-called “brain drain” has emerged as a complex issue. A large portion of the graduates of the Institute have pursued advanced degrees at graduate schools mostly in the US, and most of the graduates have been admitted to graduate programs at the US parent university. For the US side, this initiative can certainly be recognized as a successful outcome. By contrast, for the Chinese side, it presents a complex issue in terms of retention of highly skilled human resources. Another remaining challenge is the inequality of access to the programs offered at the Institute. Although the Institute is considered an academic department of the Chinese parent university, its tuition fee is much higher than those of the existent departments. Consequently, access to the programs at the Institute is limited to students from affluent families.

著者

中村 早苗

出版者

Society for the Historical Studies of Early Childhood Education and Care in Japan

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

vol.14, pp.15-31, 2019 (Released:2020-03-25)

参考文献数

26

---

Aoyama Gakuin Kindergarten was established in 1961. However, there were two other kindergartens that preceded it in the prewar period: Kaigan-jogakko Kindergarten (1893-1899) and Aoyama Gakuin Midorigaoka Kindergarten (1937-1944). I was interested in these kindergartens because I was a member of the editorial board of the history of the school, and I wanted to inquire further about two points. First, why were both kindergartens closed, and why did they not resume quickly? Kindergarten teacher training courses at Aoyama Gakuin University and Junior College were first established after the war, so teachers of the two prior kindergartens were educated at other schools. These teachers' names were Ai Takano and Ume Hamada (Kaigan-jogakko Kindergarten), and Tadako Tamura (Midorigaoka Kindergarten). It is known that Hamada, Tamura and Haru Yoneyama (director of Midorigaoka Kindergarten) were graduates of Kaiganjogakko (Aoyama Jogakuin); however, about Takano, we know only that she was a member of the Presbyterian Church and came from Osaka. Second, where was Takano educated and why did Kaigan-jogakko invite her from another church ? Miss Dora Schoonmaker, a missionary of the Woman's Foreign Missionary Society of the Methodist Episcopal Church (WFMS), established the Joshi-shougakko (girl's elementary school) in Azabu, Tokyo in 1874, which was the beginning of Aoyama Gakuin. After a lapse of several years, Joshi-shougakko moved to the Tsukiji foreign settlement, and its name was changed to Kaigan-jogakko. WFMS started early childhood education at the school with Kaiganjogakko kindergarten. Midorigaoka kindergarten was established by Haru Yoneyama, her husband also established Midorigaoka elementary school at the same time. The purpose of this paper is to clarify two kindergartens and their teachers, using historical materials, especially journals and annual reports of WFMS, and official documents of Tokyo Metropolitan Archives. In particular, this paper argues the following points. Ai Takano, the teacher of Kaigan-jogakko kindergarten, was inspired by Miss Mary True and studied at Sakurai-jogakko, learning early childhood education from Miss Elizabeth Milliken. After graduation, she became a kindergarten teacher at Smith-jogakko in Sapporo. After that, she was invited to Kaigan-jogakko kindergarten as a teacher. Takano and Hamada received high education by missionaries and became kindergarten teachers. This example shows that the missionaries recognized the importance of early childhood education in their establishment of girls' education in Japan. Aoyama Jogakuin (Kaigan-jogakko) Kindergarten was closed because of “Kunrei” (the Educational Act of 1899) and government regulations for kindergartens. The kindergarten was unable to resume because under Kunrei they were not allowed to teach Christian education, and thereby losing WFMS support for their kindergarten facilities. Midorigaoka Kindergarten closed after a notification from the government in 1944 and was burned down by air raids in 1945. This paper clarifies that Aoyama Gakuin planned to resume the kindergarten in 1950.

著者

田村 俊作

出版者

日本図書館情報学会

雑誌

日本図書館情報学会誌 (ISSN:13448668)

巻号頁・発行日

vol.62, no.4, pp.281-282, 2016 (Released:2017-01-08)

著者

浅沼 薫奈

出版者

一般社団法人 日本教育学会

雑誌

日本教育学会大會研究発表要項 (ISSN:2433071X)

巻号頁・発行日

vol.62, pp.92-93, 2003-08-20 (Released:2018-04-20)

著者

日永 龍彦

出版者

日本教育経営学会

雑誌

日本教育経営学会紀要 (ISSN:02872870)

巻号頁・発行日

vol.57, pp.40-50, 2015-06-15 (Released:2017-07-06)

被引用文献数

2

---

This study traces the process of the establishment and transformation of university autonomy in Japan. The concept of autonomy is defined by the combination of self-governance and self-government. This study focuses on the latter, especially self-government against the power of the state, because the state has repeatedly tried to intervene in university autonomy since the Meiji era. In order to trace this process, the author divided these approximately 150 years into three periods. The first is from the beginning of the Meiji era to 1952. In this period the modern universities were established, autonomy was gradually forming as a custom before World War II, and the bureaucratic control of universities so far was eliminated after the war. The second is from the end of the occupation by the Allied Powers to the end of the 20th century. In this period the government colluded with industry to try classifying the universities into several types of higher education institutions, but they were finally forced to abandon this attempt and leave the universities to diversify themselves. The government also had to abandon the higher education policy of strictly regulating the numbers of universities and students because the number of children was rapidly declining. The last period is from the start of this century to the present. In this period the Prime Minister led deregulation and used evaluation as a tool for allocating financial resources to universities. At the start of university evaluation, the government clearly stated considering university autonomy and regarded the mission and objectives of each institution as evaluation standards. Recently the government has intensified intervening in the missions and objectives of the universities and is forcing university classification, making a distinction in financial support among the universities.

著者

曽根 涼子 安永 奈央

出版者

一般社団法人 日本体育・スポーツ・健康学会

雑誌

日本体育・スポーツ・健康学会予稿集

巻号頁・発行日

vol.71, 2021

---

<p>一般的な縄跳び運動の筋の収縮動態は典型的な伸張-短縮サイクル(SSC)運動であり、縄跳び運動でSSC運動の遂行能力が強化される可能性が示唆されている。本研究では、大学陸上短距離選手において、多回旋跳びを取り入れた縄跳びレーニングがSSC運動の遂行能力(RJ-indexを指標とした)、およびその能力と密接な関係が認められている走跳能力に及ぼす影響について検討した。被験者は、短距離種目を専門とする学生であり、非トレーニング群(7名)には通常のトレーニングのみ行わせ、トレーニング群(6名)にはそれに加えて段階的に多回旋跳びに挑戦するように計画された4週間の縄跳びトレーニングを行わせた。跳び方は、接地時・跳躍時に膝を曲げず、接地時間を短くするようにさせた。トレーニング期間の前後とトレーニングの有無を要因とした分散分析を行った結果、1・2回旋跳び時の跳躍高/接地時間の値、および最大連続跳躍(RJ)での跳躍高/接地時間の値(RJ-index値)、および60 m走、垂直跳び、立ち幅跳びと立ち五段跳びの記録について、いずれにも有意な交互作用は認められなかった。ただし、上記検討とは別に運動習慣のない学生(4名)にも同じ縄跳びトレーニングを行わせたところ、RJ-index値および立ち幅跳びの記録が全員で向上した。縄跳び運動時の%RJ-index値は、110 bpmでの1回旋跳びが約50%、90 bpmでの1回旋跳びと2回旋跳びが約75%、3回旋跳びが約95%であった。以上のことから、日々鍛錬している大学陸上短距離選手では、多回旋跳びを取り入れた4週間の縄跳びトレーニングによってSSC運動の遂行能力に対する向上効果は認められないことが示された。また、よりゆっくりとした速さで短い接地時間で縄跳びを行うことは、より高いSSC運動の遂行能力を発揮できることが確認された。</p>