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Problems in“ Civil Trust” practice（14）
No full text本稿は、2006年に改正施行される公益信託法の下で、不動産それ自体又はその価値を公益活動に役立てるにあたりその活用可能性があると見込まれる限定責任信託において、その責任財産の制限を正当化する債権者保護措置としての給付制限規定（信託法225条から228条まで）は、受益者が存在しないとされる公益信託においても適用があるというべきことを論じた。
また、分割利益信託を整理したうえで、その設定の有効性につき検討し、前記公益信託法及び現行信託法の下では一定の制約があることを確認し、その代替策として私益信託と組み合わせた公益信託の設定であれば現行法上可能であることを示した
Structures of Exclusion within the Sovereign State Framework : From an Anarchist Perspective on Domination
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Empowering EFL Learners Through Presentations : Progressive Classroom Techniques for the Digital Age
Get PDFThe study of oratory benefits EFL students by enhancing communication skills, confidence, and language proficiency. This paper explores modern, progressive, classroom techniques, integrating digital tools to improve speaking and engagement. It examines interactive methods, multimedia, and online platforms, demonstrating how technology-driven strategies can empower EFL learners in the digital age
Athlete-Centered Coaching: Philosophical Foundations and Applications in Sports Science
Get PDFThis paper examines the philosophical underpinnings and pedagogical implications of Athlete-Centered Coaching (ACC), an approach that has gained increasing traction in contemporary sport coaching. In contrast to traditional directive or outcome-driven coaching models, ACC emphasizes holistic athlete development, autonomy, and intrinsic motivation. The paper begins by highlighting the contextual diversification of coaching practices and notes that athletes consistently prefer coaching styles that prioritize empathy, respect, and collaborative decision-making. Ethical critiques of authoritarian coaching—particularly its potential psychological and physical burdens—have further strengthened the case for ACC.
ACC is grounded in multiple theoretical traditions. First, social constructivism positions knowledge and identity as socially constructed through interaction, with coaches acting as facilitators of learning.
Second, humanistic psychology—especially Carl Rogers’ client-centered approach—emphasizes empathy, unconditional positive regard, and authenticity, all of which align with the relational ethos of ACC. Third, John Dewey’s philosophy of experiential and learner-centered education resonates with ACC’s emphasis on experience-based, reflective learning.
Despite these theoretical strengths, ACC faces methodological challenges. Much of the existing literature relies on qualitative descriptions rather than empirical validation, and experiential models have been critiqued for limited guidance and weak replicability. To advance ACC as a scientifically credible and practically robust framework, greater emphasis on quantitative research, empirical rigor, and theoretical integration is essential.
Ultimately, ACC is not merely a coaching technique but a transformative educational philosophy grounded in relational ethics, human growth, and collaborative learning. Its further development will require both theoretical refinement and evidence-based practices that are responsive to the complex and dynamic nature of modern sport environments