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統計的探究プロセスを踏まえた教育実習生の指導力の育成
No full textIn this study, we conducted a statistics workshop with the aim of proposing an effective teaching practice curriculum for improving teaching practice related to statistical content based on the statistical inquiry process. As a result, it was considered effective for student teachers to reflect on their own teaching of statistical content by asking themselves how to apply the statistical inquiry process to real-life problems and conduct analysis, and by exchanging opinions with others. Of course, knowledge and understanding of the theory of statistics are necessary, but by experiencing this kind of statistical workshop, not only knowledge, but also practical understanding of statistical content can be deepened, and the difficulties felt by student teachers may be eliminated. In this way, we believe that the statistical inquiry process can serve as a perspective for analysis of each process in the problem-solving process, as well as a viewpoint from which to look at the process as a whole, and to find the significance of "thinking with statistics" from the standpoint of each learner and teacher
階層組織の失敗 : Eswaran and Kotwal (1984) “The Moral Hazard of Budget-Breaking” のレビュー
No full text 「インセンティブ・システム」の運用において均衡予算 （budget-balancing）に拘泥する限り、あるいは、また、チーム生産において外部性が存在する限り、パレート効率が達成されることはない。このとき、均衡予算制約を破る第三者をおくことで、チームのモラル・ハザードに対処することができ、そして、パーフェクト・ナッシュ均衡としてのパレート最適性を達成する契約を設計することが可能となる。しかしながら、不均衡予算を許容すると、第三者 （プリンシパル）がモラル・ハザードを引き起こす可能性を招来し、提案されたパーフェクト・ナッシュ均衡としてのパレート最適性が保証されなくなる。ところが、このとき、不均衡予算の枠組みの暗黙の前提、エージェントの制約された能力および権限をプリンシパルのそれと同等にまで許容し、しかも、一期間限りのゲームであることを緩和すると、不均衡予算の枠組みが有効的に機能する。私たちは、最終的に、不均衡予算の配分ルールに関して主張されたこれらの議論のうち、いかなる主張が組織的文脈において現実妥当性を持つのかを比較・検討する。研究プロジェクト（課題番号：26380462）への日本学術振興会の学術研究助成基金助成金の資金援助に深く感謝いたします。本レビューは、同研究プロジェクトの遂行にあたりなされた、一連の文献レビューの一環であり、本稿は、主として、Mukesh Eswaran and Ashok Kotwal, “The Moral Hazard of Budget-Breaking,” Rand Journal of Economics, Vol. 15, No. 4, 1984, pp. 578-581、Martin Gaynor, “The Presence of Moral Hazard in Budget Breaking,” Public Choice, Vol. 61, No. 3, 1989, pp. 261-267、Thomas H. Hammond and Gary J. Miller, “Moral Hazard in Work Organizations: A Comment on Gaynor, Eswaran and Kotwal, and Holmström,” Public Choice, Vol. 74, No. 2, 1992, pp. 245-256およびGary J. Miller, “Hidden Action in Hierachies: Principales, Agents, and Teams,” In Gary J. Miller, Managerial Dilemmas, N. Y.: Cambridge University Press, 1992, Chap. 6, pp.127-137を概括したものである
Preferences for Study Modalities Based on the Experience of E-Learning in Pandemics
No full textThe probability of changing preferences for study modalities was evaluated based on the experience of distance education during the COVID-19 pandemic among students of Marketing at a university in the Ecuadorian Andes. The analysis was based on the application of a questionnaire concerning factors associated with institutional conditions, as well as personal factors. Based on the data, the probability of changing the mode of study was estimated using a discrete choice model (logit - probit). The selection of the most appropriate model was based on the correct classification of the data (confusion matrix). The results show that certain aspects of personal satisfaction (physical space, dedication, time, commitment, content assimilation), Internet connection and flexibility of study plans are statistically significant. Student satisfaction with pedagogical planning, virtual platform, communication with teacher, virtual tutoring process, autonomous learning, teaching methodology, virtual classroom materials, complementary materials, evaluation process, variety of evaluation instruments and resolution of doubts do not generate changes in preferences. Therefore, the institution could promote this modality of studies by offering scheduling facilities and greater flexibility in the curriculum
Internationalization of Higher Education in Laos: Perspectives of university staff on rationales, challenges, and strategies for the post-COVID-19
No full textWhile internationalization has been a strategic driver in transforming higher education in universities across the world, little research has investigated how universities in less-developed countries have implemented the internationalization process to benefit their human and institutional capacity. This article explored the perspectives of university staff on rationales, challenges, and strategies for internationalization through the analysis of survey data collected from 82 university staff (i.e., presidents, deans, directors, academics, and staff) working at four public universities in Laos. The findings showed that resource assurance and academic rationales were the main drivers for internationalization in Lao universities toward strengthening institutional and human capacity and improving the quality of educational provisions. Meanwhile, the universities had attempted to overcome a shortage of capable human resources, financial constraints, and administrative mechanisms to expand internationalization practices. This study also found that universities focused on enhancing information and communication technology (ICT) and foreign language skills of faculty members, expanding partnerships with quality cooperation, and promoting digitalization in the teaching function of the institution as an internationalization strategy for post-COVID-19. These results could bring voices from an underrepresented country into the discourse on the internationalization of higher education and have implications for other contexts with similar conditions
オーストリア学派の法と経済学の憲法学への応用にむけた基礎的考察
No full textSocialist economic planning is impossible. While agreeing to this, the public and private sectors will work together to realize a new capitalism. Can these two be compatible? Will the state's intervention in the market economy lead to economic development and people to become more free?
The impossibility of economic planning was proven by the Austrian School's socialist calculation debate. The task of confirming once again why socialism is impossible will be essential in considering whether new capitalism, a new interventionism, is really possible.
Therefore, this paper will conduct a basic study to derive implications for constitutional law from the Austrian school of human behavior (praxeology) and its main concepts of subjectivism and interest in institutions. First, we will confirm that the analysis of human behavior and the constitution are not unrelated, and we will see that economics as a social science is useful as a means of analyzing legal systems. We will also organize the theoretical essence of the Austrian school in law and economics. I then state that the impossibility of socialist calculation is part of the impossibility of rationalist intervention in human behavior in general.
As Ludwig von Mises and Friedrich August von Hayek argued, allowing interference in economic life also allows interference in mental life, and that approving economic plans will lead to the collapse of democracy and freedom. The fear has not faded even now
中国刑法における犯罪関与体系の性質 : 統一的正犯理論に基づいて（２・完）
No full textA single-offender system of complicity initially characterized the system of criminal participation in Chinese criminal law due to the country’s legal traditions and the influence of the criminal law of the former Soviet Union. In the 1990s, China introduced German and Japanese criminal law theories. Although the single-offender system of complicity remains in the criminal law provisions, the German-Japanese two-tier system of complicity in committing a crime has become the mainstream of doctrine and judicial practice. Various German and Japanese criminal law concepts have become part of Chinese criminal law but have created contradictions with the unitary complicity system of Chinese criminal law provisions. This paper will explore the nature of the criminal participation system in Chinese criminal law and confirm whether it fits or is compatible with German and Japanese criminal laws to gain insights into the development of Chinese criminal law
辛苦の省察
No full textJapanese people grasp and express their everyday hard active work as Sin-Ku. Sin means hard and Ku means suffering. Sin as Kanji (Chinese character) is translated to “turai (=hard)” in Japanese word. Turai is used usually in the hard difficult activity like as a work in society. Turai is not used in passive matter, used in positive activity and is the feeling of hardships that carry out the difficult work. Ku as Kanji is translated to “kurusii (=pain, suffering)” in Japanese word. Kurusii is used for the suffering of individual person. If his want or impulse is not satisfied, he feels suffering by its inhibition. Though physiological pain occurs from pain sense (sensation), kurusimi (suffering) occurs in the ego (apperception). Sin-Ku as Kanji is compound of Sin (hard) and Ku(suffering). This idiom means the total pain of human activities or positive / negative matters of hardships. This is not used for the only passive matter, but for the active doing like as works. Then, Turai is at first used in the difficulty of compound work. In the beginning, it is only difficult (hard). However, in the continuing it becomes more difficult and is felt as pain or suffering. And lastly it is felt as big suffering and it will be abandoned. In this last stage, person will try to challenge for keeping the suffering by Turai(hardship). This last Turai includes the sorrowness. Because person anticipates the defeat
シュタイナー教育の基盤にある自己認識の理論
No full textKnow yourself（γνῶθι σεαυτόν：gnothi seauton）.
This word, as is well known, refers to one of the proverbs dedicated to the temple of Delphi by Ancient Greek philosophers. From these words, we can receive the message, “If you want to know the true nature of things, first, look inside your own heart, watch with the mind's eye, and think.”
This paper focuses on Rudolf Steiner's work, “Truth and Science: Prelude to a Philosophy of Freedom” (“Wahrheit und Wissenschaft: Vorspiel einer Philosophie der Freiheit”, Rudolf Steiner Verlag, Dornach, 1892), making self-introspection an important practical issue in cognition, and aims to clarify the thought structure of the epistemology.
Specifically, how Steiner faced the Kantian dualism of cognition and existence that was dominant at the time, how he overcame it, and how he developed his own original expression was revealed.
It was thought that complete reality would be revealed only when this newly created realm was connected to the world given to our senses. Steiner thinks that it is an inseparable impulse for human nature to explore the deep essence of things, and as Kant says, that there is no basis for seeking this origin outside of the sensory and spiritual world given to us. In other words, Steiner questioned the view of things-in-themselves, and divisions such as the phenomenal world and the noumenal world, the particular and the universal, the subjective and the objective, the individual and the holism, the experience and things beyond experience.
Based on this, he proposes a theory of creative subject transformation that centers on the ego and thinking. He believes that complete reality would only be revealed when this newly created realm is combined with our senses. In this sense, we human beings are positioned as co-creators who are actively involved in the world