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[技術・研究報告] 甲南大学におけるサウンドロゴの提案
Get PDF本研究では甲南大学のサウンドロゴの候補を複数制作し，評価実験によってその中から最も評価の高いものを決定した．小売業で使用されているサウンドロゴの時間長や特徴を分析した結果から，時間長を約2秒とし，メロディを伴う「甲南大学」という歌声を入れるという条件を定めた．サウンドロゴのメロディは，甲南学園歌の冒頭部分を採用し，学園(大学) の伝統を表現した．4つのテーマに沿った4種のサウンドロゴを制作し，評価実験により「彩り」をテーマとしたサウンドロゴを甲南大学のサウンドロゴとして提案した．甲南大学の動画広告にてこのサウンドロゴを統一して用いることによって，広告の印象を高め，宣伝効果を向上させることが期待できる．departmental bulletin pape
Building the State to Advance Hybrid Peace in Afghanistan: An Empirical Analysis of the Buffering Effects of Local Trust Network Institutions
Get PDFThis study investigates the relationship between state-building efforts and peacebuilding in Afghanistan, focusing on the buffering effects of contextual factors such as local trust networks. Utilizing district-level data from the World Bank (393 observations) and individual-level perception surveys from the Asia Foundation(378 observations), the analysis employs the Hayes SPSS Process Macro to test the buffering effects. Key findings reveal significant relationships:administrative control reduces conflict (b=-15.2, 95% CI [-24.8, -5.6], t=-3.1, p<.001), but its pacifying effect is buffered by proximity to Pakistan, which moderate and reverses the relationship in border districts (b=8.1642, 95% CI [-.6344, 16.9628], t=1.8243, p=.0689). Civil servant access mitigates conflict (b=-.4358, 95% CI [-.690, -.030], t=-2.142, p=.033), yet proximity to Pakistan weakens this effect when it exceeds a critical threshold (b=.4915, 95% CI [.2195, .7635], t=3.5522, p<.001). Trust in informal jirgas/shuras negatively influences security perception (b=-.2916, 95% CI [-.4632, -.1199], t=-3.3391, p<.001) and buffers the relationship between state capacity and security. These findings emphasize the intricate interplay between formal governance structures and informal institutions, highlighting the need for bottom-up approaches to peacebuilding in conflict-affected regions.departmental bulletin pape
Leader Development and Leadership Development: A Consideration of Praxis
Get PDFIntroducing this examination of leader development and leadership development,the paper discusses the mooted distinction between these two items,noting that the two have often been conflated. Two recent literature reviews are examined, to situate discussion.Following this are two‘critical’approaches to the literature, examining within the respective fields of education and healthcare. Informed by the literature and by practical examples the paper then questions the assumed efficacy of leadership training,noting a number of pervading issues.departmental bulletin pape
