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Gastrointestinal microbiota and feed resource utilization of buffalo in the Philippines
Get PDF三重大学博士(学術)application/pdf要約/三重大学大学院生物資源学研究科thesi
Collaboration between school teachers and rehabilitation professionals in physical education for children with developmental disabilities －The role of rehabilitation professionals in the consideration of the enhancement of educational activities－
Get PDF本研究は、発達障害児の運動機能面への支援を行うリハビリテーション専門職の実践知及び経験則を分析し、発達障害児の体育における配慮とリハビリテーション専門職の役割について検討したものである。対象は、理学療法士1名及び作業療法士1名であり、個別に半構造化インタビューを実施した後、得られた逐語録をSteps for Coding and Theorization（SCAT）の方法を用いて分析した。その結果、発達障害児の体育における配慮として、「体育の教科特性」及び「児童の実態把握」に基づいた「障害特性に応じた配慮」や「運動機能面の配慮」が必要であることが示された。また、リハビリテーション専門職の役割として、「児童の詳細な実態把握のための運動機能評価」「体育の土台作りを補完する支援」「新たな運動スキル獲得の困難さへの支援」及び「授業場面を想定した配慮の提案」が示唆された。これらの役割を実践で導入するためには、放課後等デイサービスや保育所等訪問支援の制度を活用し、「保護者を介した教師とリハビリテーション専門職の情報伝達」を推進することが重要であると考えられた。departmental bulletin pape
Do young Japanese children immediately think of God as a supernatural being?
Get PDFThe purpose of this study was to clarify whether young Japanese children immediately think of God as a supernatural being and to what other beings besides God they attribute supernatural abilities. We also examined the developmental process of the concept of God’s mind. We presented 58 4-, 5-, and 6-year-old children with a box that was dark so that they could not see what was inside （dark box task） and a box that was closed so that they could not know what was inside （closed box task） . We then asked them who could see/know what was inside the box. We also presented them with God, Santa Claus, ghosts, fairies, aliens, and humans, and asked them who could see/know what was inside the box and why. The results of the study showed that only a few 6-year-olds spontaneously mentioned God （30% in the closed box task） , and most children did not immediately think of God as a supernatural being. Instead, they thought of special animals, special humans, or ghosts. In addition, the number of children who answered “What humans cannot see or know, God can” increased from 4 to 6 years old.departmental bulletin pape
The Corresponding Chinese Expression for the Japanese Word “Sasuga”
Get PDFThis study examines the meanings and usages of various expressions of sasuga in modern Japanese, focusing on their corresponding expressions in Chinese. The analysis reveals the following points. First, when modifying verbal or adjectival predicates, sasuga corresponds to the Chinese expression“不愧是…还真是…,” while sasugani corresponds to “但是…果然还是….” Second, when modifying nominal predicates, both sasuga and sasugawa align with“不愧是,”departmental bulletin pape
Reading the Blind Spot in Edith Wharton's Her Son
Get PDFEdith Wharton 晩年の中編小説 Her Son は、生き別れた息子を探す富裕な中年未亡人Catherine Glenn が詐欺師に騙され続け、悲惨な最期を迎える話として読まれるのが一般的であろう。だが、これは一人称語り手 Norcutt の目がとらえた物語であり、彼はWharton 小説の主要男性登場人物によくあるように、女性の真意を読めない不完全な観察者として設定されていることに注意したい。小説の結末において、語り手の目には単なる悪党に過ぎなかったMrs. Brown は、彼の犯した重大な見落としを指摘し、隠されてきた物語を自ら語る。一方で、Norcutt の精神的盲目は女主人公Catherine をめぐる物語に曖昧な部分を残したままである。Norcutt が信じるように、Catherine は最後までMrs. Brown に騙され続けたのだろうか。この問いは、出版当時の書評においても批判されている物語の不自然さに関連する。これは作者がありえない設定を読者に信じさせようとしているのではなく、むしろその逆で、一人称語り手による物語に矛盾や嘘が含まれていることを示唆するものではなかろうか。本稿は、Norcutt の認識が及ばないCatherine の言動の裏にある意味を探り、小説に隠されたもう一つの物語の可能性を提示する試みである。Edith Wharton's Her Son (1933) is among the prolific author's later works that have attracted less critical attention. The novella-length story is told by the first-person male narrator, Norcutt, as he becomes involved in the adventurous life of the heroine, Catherine Glenn, a rich, middle-aged widow searching for her long-lost son, Stephen. Catherine's adventure seems to end in a depressing tragedy after she is victimized disastrously by the villain, Mrs. Brown, who professes to be Stephen's adoptive mother. However, as is often the case with Whartonian bachelor dilettante characters, Norcutt fails to recognize the true nature of female characters. His failure to see Mrs. Brown's real motive and Catherine's intention is exposed in the final scene in which Mrs. Brown discloses her entire story while Catherine appears to die, keeping her own story ambiguous. The narrator's mental blindness allows the reader to explore what is beyond his recognition, which may be Wharton's artistic and strategic way of telling the story. This paper seeks the truth of Catherine's story and suggests a possible hidden plot between the female characters by focusing on whether Catherine, whom Norcutt assumes to be innocent and naïve, is really deceived by Mrs. Brown.departmental bulletin pape
A Study on localization of senior secondary education in Kiribati
Get PDF本研究の目的は、キリバス共和国（以下、キリバス）を事例として小規模島嶼国の後期中等教育がローカル化する過程について、その特徴を考察することである。特に後期中等教育のローカル化は初等教育に比べて後回しにされることが多く、その過程も様々である。太平洋小規模島嶼国で見られるローカル化にもそれぞれの特徴が見られる。太平洋小規模島嶼国では、後期中等教育12年生の資格試験が、海外のメトロポリタン試験から地域共通の「太平洋後期中等教育資格」（PSSC）を経て、各国独自の資格試験へとローカル化が進められた。その過程にいくつかの特徴が見られる。本稿が対象とするキリバスでは、名称を「キリバス後期中等教育資格」（KSSC）と変更しながらも、ほぼPSSCを踏襲しており、独自の内容や構成は見られない。また、後期中等教育最終の13年生の試験は、まだ独自の試験ではなく太平洋の地域共通試験を用いている。しかしながら、ローカル化を進めていないわけではない。例えば、2015年の『ナショナル・カリキュラム評価枠組み』でも、キリバスの文脈に沿った教育が行われるように作成されている。また、前期中等教育の9年生と後期中等教育10・11年生の資格試験ではキリバスの文脈に沿った内容やキリバスの資源を教材に活用した構成となっている。また、これら資格試験が2020年以降に「成果に基づいた評価」（Outcomes based assessment）に沿った資格試験へと改訂された。この方向性は他の太平洋島嶼国の教育改革の流れと同一ではあるものの、キリバスは独自に教育改革を行えるという意味でのローカル化が進んでいることが伺える。また、これら前期中等教育と後期中等教育の資格試験には系統性が見られる。また、この流れでKSSC自体も近年中に改訂されることとなっている。本稿では、このように、キリバスの資格試験のカリキュラム分析を進め、他の太平洋島嶼国との比較も踏まえて、キリバスの後期中等教育のローカル化が、①資格試験の独自の運用可能性、②ローカルの文脈に沿ったカリキュラムの導入、③学年段階間でのカリキュラムの系統性の確立という点で進められているという特徴を考察した。The purpose of this study is to discuss the unique features of the process of localization of senior secondary education in small island countries, taking the Republic of Kiribati in Oceania as an example. Localization in secondary education tends to be prioritized lower than that of primary education, and the processes of this localization range in style. Various features can be observed in the localization which occurs in the small island countries of Oceania.
Oceanian nations have typically localized their own senior secondary school certificates from such metropolitan certificates and examinations as those of the UK and New Zealand, through to a common regional one called the PSSC (Pacific Senior Secondary Certificate). In this shared process among those states, some features of localization in senior secondary education can be found. In Kiribati, the case examined in the present study, the process of localization replaced the PSSC with its own certificate called KSSC (Kiribati Senior Secondary Certificate) for Year 12.. Name change notwithstanding, the contents and structure of the examination remain nearly the same as the PSSC. And Kiribati uses the SPFSC, South Pacific Form 7 Certificate, for Year 13.
The present paper argues that this does not mean that Kiribati has not localized its senior secondary education. For example, the “National Curriculum and Assessment Framework” approved in 2015 includes contexts specific to Kiribati and facilitates Kiribati education. The Kiribati Junior School Certificate in Year 9, which is for junior secondary education, and the Kiribati National Certificate in Year 11, which is for senior secondary education, both include content which is specific to Kiribati contexts and utilizes Kiribati resources. Examinations have been revised, including the Kiribati Certificate in Basic Education (KCBE) and Kiribati School Certificate of Secondary Education (KCSE). Furthermore, Outcomes based assessment has been introduced. Although this direction of education reform appears the same as that of other countries in Oceania, critically, it can now be said that Kiribati is able to carry out its own locally-based management of education reform. These examinations represent a national curriculum for Kiribati (i.e., a unified, localized curriculum), not a patchwork of overseas examination systems. To this end, the KSSC will be revised and localized in the near future.
This study analyzed the aforementioned curriculum and examinations and compared them to senior secondary education in other small island countries in Oceania. Finally, this study examines the following processes through which Kiribati localizes its senior secondary education: a) local manageability of the curriculum and examinations, b) the introduction of a curriculum in line with local contexts, and c) the establishment of systematic curriculum sequences between year levels.departmental bulletin pape
In Vivo Assessment of Individual and Total Proteinuria in Zebrafish Larvae Using the Solvatochromic Compound ZMB741
No full text三重大学博士(医学)application/pdfThe robustness of blood filtration in the kidney is supported by two major functions: the molecular sieve of the glomerulus and reabsorption of the proximal tubules. Detecting glomerular dysfunction is challenging because of the compensatory nature of proximal tubule reabsorption. To facilitate pathophysiological studies of the vertebrate kidney, zebrafish pronephroi are used, owing to their simple glomerular and proximal tubular configuration. In this study, a solvatochromic dye with an affinity for plasma proteins was used to detect urinary proteins leaking into the ureter of zebrafish. Aristolochic acid exposure to fertilized eggs of transgenic zebrafish expressing green fluorescent protein from the proximal tubules to the excretory pore induced concentration-dependent renal dysfunction. The solvatochromic dye ZMB741 was applied via static immersion to analyze leaked dye−plasma−protein complexes in the ureter; their axial distribution was imaged by using confocal microscopy. The effect of resveratrol, an attenuator of aristolochic acid nephropathy, was further analyzed. This method enables individual-level analysis of podocytopathy, a mild glomerular disease that does not necessarily lead to the excretion of proteinuria. Moreover, it will be useful for pathophysiological studies of renal function and the identification of potential therapeutic drugs.本文 / Department of Systems Pharmacology, Mie University Graduate School of Medicine, Tsu, Mie, Japan13pdoctoral thesi
