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Mutation Analysis of Autosomal-Dominant Polycystic Kidney Disease Patients
Get PDF三重大学博士(医学)application/pdf要約 / 三重大学大学院医学系研究科 生命医科学専攻 臨床医学系講座 循環器・腎臓内科学分野thesi
Evaluation of rapid amplicon-based nanopore sequencing using the latest chemistry for accurate whole genome analysis of influenza A virus in clinical samples
Get PDF三重大学博士(医学)application/pdf要約 / 三重大学大学院医学系研究科 生命医科学専攻 臨床医学系講座 成育医学分野thesi
帝王切開術後 1か月までの術後疼痛および疼痛自己効力感と産後うつとの因果関係
Get PDF三重大学博士(看護学)application/pdf要約 / 三重大学大学院医学系研究科 看護学専攻（博士後期課程）看護学領域 母子看護学分野thesi
A Quantitative Analysis about the Relationship between Learning Time and Sense of Effort Effectiveness in Students
Get PDF三重大学博士(学術)application/pdf内容の要旨・審査結果の要旨 / 地域イノベーション学専攻thesi
"Openness toward Society" as self-help, mutual help, and public help －The Possibility of "Public" in Disaster Response Education－
Get PDFThe implementation of the Japanese Curriculum Guidelines of 2018, which first began in elementary schools in April 2020, was completed in April 2024 for all grades, including upper secondary schools. The core of the Guidelines lies in "the philosophy of creating a better society through improved school education" (MEXT 2022), which is to be achieved through cooperation and collaboration between schools and society by utilizing human and material resources in the community. In order to turn this idea into reality, schools are required to provide students with opportunities to learn about and engage in activities that support society. This paper aims to explore the current status and issues of the concept of "openness toward society" in the context of disaster response education. Firstly, I examine activities that support society during disasters, which were conducted at an upper secondary school founded in the spirit of Taisho Liberal Education. Secondly, I explore the interaction between "openness toward society" and disaster response education. Thirdly, I analyze the characterization of activities that support society during disasters which appears in twelve authorized textbooks of the new mandatory subject "public (kokyo)", which were introduced to Japan’s high schools in April 2022. Finally, I explore the current status and issues of "openness toward society" during disasters at the upper secondary schools by focusing on the concepts of self-help, mutual help, and public help, which form the basic framework of activities that support society.departmental bulletin pape
A qualitative study on alternative communication methods for individuals with spasmodic dysphonia
Get PDF痙攣性発声障害の当事者が模索する補助代替手段について検討した。比較的導入が容易なのは紙とペン、ホワイトボード、スマホやタブレット、ノートパソコンなどのツールである。ただし、入力や出力に時間がかかり、対面状況ではタイムラグが生じやすく間が持たないという性質上、音声の代わりにはなり得ないことが多かった。電気式の代用音声等の導入は前掲のツールと比較してコストやハードルが高く、手話については言語習得や汎用性の課題に直面する。そのため、急性期を過ぎて環境調整が進み、代替手段の限界を感じた当事者の一部では「何とか（無理にでも）声を出す方法」へと回帰した結果、かえって周囲の理解を得られにくくなるという課題が顕在化した。departmental bulletin pape
Teacher training program for creating classes from the perspective of educational counseling
Get PDF生徒の心理社会的発達を促す授業のあり方が、現代の学校教育には求められている。ここでは、筆者がA県の高校教員を対象に行った研修をもとに、生徒の成長や学校適応を促進するための「教育相談的視点を活かした授業作り」のための研修プログラムについて検討する。研修プログラム作りにおいては、学校心理学の観点から整理した大友・吉岡（2009）の４つの枠組みをもとに構成した。①一次的援助サービスとしての授業、②アセスメントの場面としての授業、③ストレッサーとしての授業、④動機づけを向上させるための取り組みの４つである。実践した結果、研修プログラムを実践する際に留意すべき点として、特定の教科において心理教育を実践するのではなく、多様な教科で展開可能な授業作りを提案する必要性、アセスメントの場として授業を活用する際にも特定の生徒に着目するだけでなく、予防的な観点から様々な生徒の情報を集め、アセスメントを行うこと、そして授業場面において心理的安全性を確保する工夫を行うこが重要である。その際に学校や学級集団の特徴や授業課題にも着目することが必要であることが示唆された。今回のプログラムは総論的なものであるが、今後、研修の参加者の実際の授業改善までサポートしていく研修やプロジェクト的関わりが必要であろう。departmental bulletin pape
Young children's understanding of beings with supernatural abilities
Get PDFThis study examined young Japanese children's understanding of beings with supernatural abilities. Three studies involved 4-, 5-, and 6-year-old children (N = 201). The four supernatural abilities discussed were: (1) The ability to read people's minds ("Can you know what someone wants without talking?"), (2) The ability to monitor people's actions ("Can you know someone's experience without looking?"), (3) The ability to fly ("Can you fly in the sky without riding an airplane?"), (4) The ability to talk to animals ("Can you talk to animals without using special equipment?"). Study 1 examined whether children believed that God and their own mothers could have these supernatural abilities. We also asked about the image of God. The results showed that the concept of God as a being with supernatural abilities develops significantly among 6-year-olds. In terms of the ability to read people's minds and monitor people, many 4-year-olds believed that not only God but also their mothers could have supernatural abilities. Study 2 examined whether children believed that other mothers and children could also have supernatural abilities. The results showed that most children did not believe that other mothers or children could have supernatural abilities. In other words, children believed that only their mothers could have supernatural abilities. Study 3 examined whether children believed Santa Claus and elves could have supernatural abilities. The results showed that many children believed that Santa Claus and elves could also have supernatural abilities, although to a lesser extent than God. The above results were discussed from two points: the development of the concept of God in Japanese children and the development of understanding of beings with supernatural abilities.departmental bulletin pape