303 research outputs found
Development of palladium complexes bearing multidentate N-heterocyclic carbene ligands with sugar units and their application in catalysis in cross-coupling reactions in water
No full textAnalysis of Muscle Activity Patterns between Two Different Walking Exercise Programs: Qualitative Analysis of Walking Exercise for the Amputee.
No full textP(論文)journal articl
Analysis of Muscle Activity Patterns between Two Different Walking Exercise Programs: Qualitative Analysis of Walking Exercise for the Amputee.
No full textThe Imperial Edict from the Emperor Himself 御筆手詔 during the Song Period
No full textThis monograph is to clarify the following points: 1) The Imperial Edict from the Emperor himself was developed from the Imperial Edict from the Inner Court 内降手詔, which appeared in the first year of the Xining 煕寧 era (1068 A.D.), into an established form of imperial pronouncements 制書. 2) Through the Imperial Edict from the Emperor himself, various kinds of Inner Court Instructions 内批 were lumped together under his name. Its appearance was closely related to the principles of amending the compiled edicts 編勅 under the reign of the Emperor Shen-zong 神宗 of the Northern Song. 3) The Imperial Edict from the Emperor himself was then adopted as the most convenient mechanism, under which the bureaus and bureaucrats concerned were entrusted to formulate the law only approved by the Emperor. It was because they were thought to be more suitable than their superiors for this job considering the conditions of the society for which legislation was made. 4) The Imperial Edict from the Emperor himself, as a system to draft imperial pronouncements, promoted close working relationship between the Emperor and the Palace Domestic Service under the Department of Ministries 尚書内省 which was staffed and operated by the Palace Women. This newly introduced imperial pronouncement brought about considerable change to the nature of advisory bodies, such as the Three Departments 三省 in the Song government, and the direct command of the Six Ministries by Chinese emperors was first realized in the Song instead of the Ming. The author pays special attention to the fact that the Imperial Edict from the Emperor himself, officially added to the list of imperial pronouncements in the Southern Song period, created a new way through which orders and permissions of the emperor directly became law. The author suggests that it should be noticed in discussing this question. To conclude, the author takes a different view from many other researchers about the historical significance of the Imperial Edict from the Emperor himself in the Song period. The author doesn't think that its introduction implied political corruption during the Emperor Hui-zong 徽宗 era, nor does he think that its system served as a successful attempt by domineering Grand Councillors to achieve excessive power and keep it in hand
Influence of trunk muscle co-contraction on spinal curvature during sitting.
No full textP(論文)journal articl
Chronic Nicotine Exposure Induces Murine Aortic Remodeling and Stiffness Segmentation—Implications for Abdominal Aortic Aneurysm Susceptibility
No full textAim: Arterial stiffness is a significant risk factor for many cardiovascular diseases, including abdominal aortic aneurysms (AAA). Nicotine, the major active ingredient of e-cigarettes and tobacco smoke, induces acute vasomotor effects that may temporarily increase arterial stiffness. Here, we investigated the effects of long-term nicotine exposure on structural aortic stiffness. Methods: Mice (C57BL/6) were infused with nicotine for 40 days (20 mg/kg/day). Arterial stiffness of the thoracic (TS) and abdominal (AS) aortic segments was analyzed using ultrasound (PVVV, pulse wave velocity) and ex vivo pressure myograph measurements. For mechanistic studies, aortic matrix-metalloproteinase (MMP) expression and activity as well as medial elastin architecture were analyzed. Results: Global aortic stiffness increased with nicotine. In particular, local stiffening of the abdominal segment occurred after 10 days, while thoracic aortic stiffness was only increased after 40 days, resulting in aortic stiffness segmentation. Mechanistically, nicotine exposure enhanced expression of MMP-2/-9 and elastolytic activity in both aortic segments. Elastin degradation occurred in both segments;however, basal elastin levels were higher in the thoracic aorta. Finally, MMP-inhibition significantly reduced nicotine-induced MMP activity, elastin destruction, and aortic stiffening. Conclusion: Chronic nicotine exposure induces aortic MMP expression and structural aortic damage (elastin fragmentation), irreversibly increasing aortic stiffness. This process predominantly affects the abdominal aortic segment, presumably due in part to a lower basal elastin content. This novel phenomenon may help to explain the role of nicotine as a major risk factor for AM formation and has health implications for ECIGs and other modes of nicotine delivery
<Survey and Practical Report>Empowering English Learners to Become Autonomous Users through the Use of AI: A Reflective Practical Report on Academic English Writing Courses at Kyoto University
No full textこの実践報告は、京都大学教養・共通教育課程の「英語ライティング- リスニングA/B」の2023 年度前後期および2024 年度前期において筆者が独自に行った生成AI（ChatGPT）の活用について分析的に報告する。本実践は、AI を使わない英語力（身体化された能力）を、AI を使った能力（AI 拡張的能力）で伸ばし、両者を相互補完する統合的能力を育てて、学習者を自律的な英語ユーザーとすることを目指した。本実践の学生はAI を利用しないライティング課題とAI からのフィードバックを得て自らの英文を改訂する課題の連動で学びを段階的に深めた。学生は、授業満足度、学習成果、授業進捗速度においてかなりの肯定的評価をアンケートで回答した。今後も、教師による英語の語法と文体の指導などと学生によるAI フィードバックからの学びを充実させれば、学習者を現実世界でAI を使いこなしながら英語を執筆する自律的ユーザーとして育てることが期待できる。同時にさらにAI が発展する将来においては、英語ライティング授業も、学習者の知の探求と他者との対話への意欲という、AI が代行し得ない欲求をこれまで以上に育てる必要があるだろう。This practical report provides a reflective analysis of how the author used generative AI (ChatGPT) in the English Writing-Listening A/B courses at Kyoto University during the first and second semesters of the 2023 academic year and the first semester of 2024. The special goal of the courses was to improve students’ integrated ability of English proficiency by combining their embodied ability with AI-augmented ability, aiming to empower students to become autonomous language users. Through the combined assignments of writing without using AI and then revising that writing based on AI feedback, students deepened their learning in a step-by-step manner. Survey responses indicated notably positive evaluations of course satisfaction, learning outcomes, and lesson pace. By strengthening teacher-led instruction in English usage and style, as well as the ways students engage with AI feedback, educators can foster autonomous learners who skillfully apply AI when composing English texts for real-world settings. However, as AI continues to evolve, English writing courses will need to place even greater emphasis on nurturing students’ motivation for intellectual exploration and dialogue with others—needs that AI cannot fulfill
<Survey and Practical Report>Reflection on the Early Implementation of the New E3 Course, Active Listening: Fostering Mutual Learning and Diverse Competition among Learners
No full textこの実践報告は、新E3科目「アクティブリスニング」の2023年度前期の担当者が、自らの実践を報告して考察し、同科目の今後について実践的な提案をするものである。「アクティブリスニング」のシラバスは同科目を、英語の音声的特徴を分析的に理解することによりリスニング能力を向上させるボトムアップ型の指導と、文脈・背景知識・発話状況などからの予測によりリスニングに対応するトップダウン型の指導を組み合わせる授業である、と定めている。筆者は、ボトムアップ型の指導を、「細かな技能習得から大局的な技能習得へ」「指導者の経験知の挿入」「リスニング直後の発音指導」「振り返りの共有」「AIとウェブによるリソースの整備」といった方針で行った。トップダウン型の指導では、「教師推薦サイト」と「受講生推薦サイト」の共有を行ったが、「英語変種の偏り」と「テスト形式リスニング」については改善の必要性を認めた。今後、2種類の指導を両立させるだけでなく有機的に統合し、受講生が必要とするリスニング力をさらに上げるためには、自由な学び合いと多様な競い合いを基盤としたリスニング活動をさらに充実するべきであると本稿は提案する。This practical report critically evaluates the implementation of the newly introduced E3 course, Active Listening, taught by the author in the first semester of AY2023, and provides recommendations for its refinement. The Active Listening syllabus stipulates combining a bottom-up approach that promotes an analytical understanding of English phonetics with a top-down approach that utilizes contextual predictions, background information, and the nuances of speech situations. The instructor implemented the bottom-up teaching with strategies such as progressing from specific to holistic skills, incorporating the instructor’s episodic knowledge, instructing pronunciation immediately after listening activities, sharing reflections, and utilizing AI and web resources. The top-down approach involved sharing YouTube sites that the instructor and students recommended, respectively. However, additional efforts are necessary to address biases in varieties of English and to improve “test-style listening skills.” Instead of merely juxtaposing the two teaching approaches, the course should integrate them for students’ enhanced engagement. To further elevate students’ listening skills, Active Listening should augment listening activities based on free mutual learning and diverse competition
Validity of Evaluation Index Utilizing Three Components of Trunk Acceleration during Walking
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