University of Niigata Prefecture Academic Repository
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Medium who speaks of oneself:An Essay on Japanese Academic Philosophy
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Current Status and Issues of Community Comprehensive Support Centers for Fidelity : Guarantees (Mimoto-Hosho) of Elderly Households without Relatives
Get PDFapplication/pdf相談支援の現場において、身元保証人等の不在を理由に適切な支援につながりにくい状況がある。全国調査で9 割近い地域包括支援センターが、身寄りのない方に関する相談を受け、対応に迫られている。身寄り問題に対してガイドライン、マニュアルの作成、地域課題としての取り組みが行われている。新潟県内の地域包括支援センターに対するアンケート調査の結果、地域包括支援センターが担当する世帯のなかで、「緊急時に連絡先がない」「緊急時に援助が見込めない」世帯数を挙げることは容易ではなく、「不明」「無回答」が4 割近くを占めた。把握しているところでは世帯の2 割に及んでいるところもあった。その一方で、利用者が直面する課題である「相談者の保証人」「医療同意」「金銭管理」「死後対応」に対しての利用者の「要望に応じない方針」の機関が3 分の2 を占めていた。法制度、相談支援機関の役割の狭間で、利用者をはじめ地域包括支援センターの職員、ケアマネジャーが困惑していた。そのなかで、援助が見込めない世帯の実数の把握から、個々の世帯の状況、その対応について、関係機関で連携を重ねる取り組みもみられた。This study aims to clarify the practice of Fidelity Guarantees (Mimoto-Hosho) at community comprehensive centers. Providing appropriate support to elderly persons in households without relatives is challenging.
In Japan, when a patient is admitted to a hospital or an elderly person is admitted to a welfare facility, a supporter called a “fidelity guarantor” (mimoto-hoshonin) is required. Traditionally, this support has been provided by relatives living together or close to one another. However according to NPO survey results, nearly 90% of community comprehensive centers have received consultations about people who have no relatives. For such situations, guidelines and manuals have been prepared by administrative and local governments for the issue of Fidelity Guarantees (Mimoto-Hosho). A questionnaire survey administered at the comprehensive community support center in Niigata Prefecture showed that determining the number of households that have no emergency contact or cannot expect assistance in an emergency is difficult. To compound the problem, two-thirds of community support centers have a policy of ignoring requests for fidelity guarantors, medical consent, financial management, or post-mortem care. As a result, the users, staff of comprehensive community support centers, and care managers face confusion in the gap between the legal system and the counseling and support organizations. From obtaining the actual number of households unlikely to receive assistance, efforts were also made to coordinate with the related organizations to determine individual household situations and how to deal with them. Furthermore, the role and cooperation of public institutions are also crucial in implementing fidelity guarantees.journal articl
Looking Back on the Regional Development Policies by Local Initiatives in China
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Responsibility for Citation:A Way to Understand Bystander Intervention in Sexual Violence through Judith Butlerʼs Theory of Performativity
Get PDFapplication/pdf2023 年度からはじまる「生命（いのち）の安全教育」には、バイスタンダー介入に関す
る教育が含まれる。しかし、文部科学省が提供する教材には、介入の前提となる、バイ
スタンダーとしての責任を認識する動機づけに関する言及がない。本稿は、性暴力の場
に居合わせたひとがもつ責任について、ジュディス・バトラーのパフォーマティヴィテ
ィ概念からの説明を試みる。性暴力が発生する空間を、被害者を排除する力が働く場と
して理解すると、性暴力を目撃しながら無視する行為は、何もしない行為ではなく、そ
の秩序を引用し強化する行為として位置づけることができる。バトラーが提示する言説
を引用することに対する責任の議論を、性暴力が発生する空間の検討に応用すると、居
合わせたひとは、その暴力の発生をゆるす秩序を引用することに対して責任をもつと理
解できる。バイスタンダー介入教育は、当初、被害者の仲間として学生を呼びかけるこ
とで、従来の加害者として呼びかける方法と比べて、学生が受け入れやすいだろうとそ
の可能性が期待されていた。しかし、加害性に目を向けないことは、性暴力の他者化に
つながる。性暴力の場に居合わせたひとに積極的に加害性を読み込む理解の仕方は、バ
イスタンダー介入の責任を効果的に認識することを可能にする。Japan’s Life Safety Education program includes bystander intervention education. However, the Life Safety Education program’s material, which the Ministry of Education, Culture, Sports, Science, and Technology prepared, does not refer to the motivation for recognizing one’s responsibility as a bystander. This paper attempts to explain the responsibilities that bystanders have in the space of sexual violence from Judith Butler’s theory of performativity. The public space in which sexual violence occurs can be understood as a place in which forces that exclude victims operate. Not only are harassment and victimization difficult to prosecute, but the process remains difficult for the victim, even after the harassment is reported to the police. In addition, harassment accusations are sometimes incorrectly deemed false. Such situations perpetuate the marginalization of women and those who are vulnerable to harassment. Ignoring sexual violencewhile witnessing it is not tantamount to inactivity; however, this ignorance can be positioned as an entity that cites and reinforces an order that permits harassment. Butler presented the idea of the responsibility of citation regarding hate speech. Following this idea, the original act of sexual violence may have been committed by the perpetrator, but the bystander can be understood as being responsible for citing the order that permits this violence. Ignoring harassment is not truly an act of passivity, but rather an act that forgives the harassment and allows it to be repeated. Furthermore, the active intervention of bystanders does not simply prevent the repetition and reinforcement of the harmful order of the public space—it also opens the possibility of shifting this order. Bystanders are responsible for disrupting the order that enables sexual violence. The bystander intervention program was originally anticipated to be more effective at reducing violence than traditional victim/perpetrator-focused models, calling on people to be allies of victims. However, the othering of the perpetrator leads to a lack of questioning of one’ own actions. The understanding that actively incorporates bystanders into perpetration offers effective ways to recognize one’s responsibility for bystander intervention.journal articl
Groundwater Vein of Black Music for Healing:Enduring Possibilities of Modern Hip-Hop Rooted in Spirituals Created during the Slavery
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Validity of the Critical Thinking Test Developed by Kuhara et. al.（1983）
Get PDFapplication/pdfThis paper discusses the validity of the critical thinking skills test developed by Kuhara, Inoue,and Hatano（1983）．Critical thinking is considered to be one of the 21st century competencies and recognized as of vital importance in general school education including English language teaching. Some academic studies, however, which use the critical thinking test developed by Kuhara et al.（1983）to validate their findings report statistically significant results without clarifying which construct of critical thinking they have focused on. This paper examines Kuharaʼs critical thinking test in detail and argues that since it is specifically designed to measure the inferential ability of critical thinking, it should be used for that purpose alone and not for any others.journal articl
About a Hu-Feng and Zhou-Yangʼs Controversy over the Lirterary “Type”
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