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This paper focuses on in-school teacher training (konaiken) based on social studies which is practiced at an elementary school in Western Japan. The purpose of this paper is to clarify why this elementary school chose social studies as main subject for their in-school teacher training. In order to answer this question, observation, interview, and discourse analysis techniques were employed. The analysis of konaiken reveal several key points. Firstly, the system works for promoting more comprehensive ability with the subject pedagogy. Secondly, the system strengthens the teacher group's collegiality. Finally, the system enhances the relation between the school/teacher and the neighbor communities/residents. Additionally, the system supports the professional development for educating mentor teachers. The authors conclude that the reason why the school focuses on social studies is because the school principal can reconstruct the meanings of the purpose, comprehensiveness and potential effects of the elementary social studies for the school reform, and social studies is considered a weak subject by most teachers, so they can engage in the professional development as beginners equally. These findings imply that the advantages of or preferences for each subject as in-school teacher training need to be considered carefully.

本研究は，本来の教育の理念を回復するために，特別支援教育の使命と理念である，“誰もがわかる，誰もが学ぶことができる”ことに学び，教育の新たな創造をめざすための予備的研究である。本研究では，つまずきは誰もが持っている教育の状態であり，特別に支援が必要な子どもだけではない。すべての子どもがつまずく可能性を持っている，と考え，学校の授業や活動についてすべての子どもたちが支障なく学ぶことができる状態を作り出すことが必要だろう，と仮定し，研究を進めている。 本稿は，第4稿として，研究の目的と仮説を確認したのち，公民的内容に焦点を当て，“特別支援学校”用社会教科書（『くらしに役立つ 社会』東洋館出版社，2007，以下，本教科書と略す）を“通常”学校用社会科公民教科書と比較し，研究仮説の妥当性を検討する。 検討の結果明らかにした点は，次の3点である。第1に，容易性の観点に関しては，学習に見通しを立てること，具体的なイメージ（表や図）を示すことで，内容の理解を容易にしている。第2に，決断性の観点に関しては，学習の見通しを容易にすることにより，学習の具体的な行為を提示している。第3に，行為随伴性に関しては，制度やしくみが目的を持ったものと理解し，それを生活で活用することを想定できるようにしている。, This research is the preliminary study to aim at educational new creation especially which are the mission of the special support education, “everyone can know and everyone can learn.” to restore an idea of the original education. In this research failure is in the educational state everyone has, not only the child who needs support especially. Our research team is thinking a possibility that all children fail and learning difficulty to have, supposes that it will be necessary to create the states that all children can learn without a trouble in a class and the activity of the school and push forward a study. This paper is the fourth consideration. It at first confirms the purpose of a study and the hypothesis, compares the Social Studies Textbook for the Special School“ Useful for Everyday living” and social studies textbooks for “usual” middle school focused on civics contents and considers the validity of the research hypothesis. As a result of consideration, we did the three following findings. First, the level of simplicity is related to making the contents easier to understand, involving the prediction of next steps in learning and the depiction of clear images (tables and diagrams). Second, in terms of determinism, concrete actions can involve facilitating the prediction of next steps in learning. Third, perceptional action coupling could provide a deeper understanding of the purpose of the systems and mechanisms, and could foster hypotheses about their applications in daily life.

Organic synthesis methods. (DOCX 46 kb)

Tumors isolated from mice transplanted with NIH3T3/EGFRvIII or NIH3T3/EGFRwt cells were overexpressing human EGFRvIII and EGFRwt, respectively. RNA was purified from tissue homogenates and RT-PCR was performed using primer sets (A): E1 forward and E11 reverse, (B): E13 forward and E21 reverse. Each primer was shown in (C): Primers. (PDF 250 kb)

I-Ertredin suppressed NIH3T3/EGFRvIII tumorigenicity. NIH3T3/EGFRvIII cells were subcutaneously transplanted into nude mice. The administration schedule was as described in Fig. 4 legend. (A) Weights of tumors. (B) Time-dependent changes in body weight of mice. (PDF 297 kb)

In order to support elderly people to remain activate in communicating with their families and friends, we are developing always-on communications systems that are based on the exchange of indirect information, the videophone, and touch panel displays. Two field experiments were conducted with elderly people in Japan. One of the experiments was conducted between families members, while the other was performed between elderly people and social workers. The results show that IT can support the enjoyment of elderly life.

本研究は，本来の教育の理念を回復するために，特別支援教育の使命と理念である，“誰もがわかる，誰もが学ぶことができる”ことに学び，教育の新たな創造をめざすための予備的研究である。本研究では，つまずきは誰もが持っている教育の状態であり，特別に支援が必要な子どもだけではない。すべての子どもがつまずく可能性を持っている，と考え，学校の授業や活動にいてすべての子どもたちが支障なく学ぶことができる状態を作り出すことが必要だろう，と仮定し，研究を進めている。 本稿は，第２稿として，研究の目的と仮説を確認したのち，地理的内容に焦点を当て，“特別支援学校”用社会教科書（『くらしに役立つ 社会』東洋館出版社，2007，以下，本教科書と略す）を“通常”学校用社会科地理教科書と比較し，研究仮説の妥当性を検討する。 検討の結果明らかにした点は，１つ目は，生徒にとってイメージしやすい生活との連関を重視することで「容易性」を高めているといえるだろう。２つ目は，生徒が実際に使える，場合によっては使ったことがある地図を取り上げることで「行為随伴性」を高めているといえるだろう。３つ目は，生徒が旅行したり生活したり際に使える知識を学習することで「行為随伴性」を高めているということである。, This research is the preliminary study to aim at educational new creation especially which are the mission of the special support education, “everyone can know and everyone can learn.” to restore an idea of the original education. In this research failure is in the educational state everyone has, not only the child who needs support especially. Our research team is thinking a possibility that all children fail and learning difficulty to have, supposes that it will be necessary to create the states that all children can learn without a trouble in a class and the activity of the school and push forward a study. This paper is the second consideration. It at first confirms the purpose of a study and the hypothesis, compares the Social Studies Textbook for the Special School “Useful for Everyday living” and social studies textbooks for “usual” middle school focused on historical contents and considers the validity of the research hypothesis. As a result of consideration, we found that the first raises “easiness” in the point that we clarified as a result of examination by making much of linkage with the life that it is easy to image for a student. The second raises “act accompanying characteristics” by taking up the map which we have used depending on the case that a student is really usable. The third is that we raise “act accompanying characteristics” by learning knowledge that a student travels and lives, and to be usable in case.

本研究は，本来の教育の理念を回復するために，特別支援教育の使命と理念である，“誰もがわかる，誰もが学ぶことができる”ことに学び，教育の新たな創造をめざすための予備的研究である。本研究では，つまずきは誰もが持っている教育の状態であり，特別に支援が必要な子どもだけではない。すべての子どもがつまずく可能性を持っている，と考え，学校の授業や活動においてすべての子どもたちが支障なく学ぶことができる状態を作り出すことが必要だろう，と仮定し，研究を進めている。 本稿は，第３稿として，研究の目的と仮説を確認したのち，歴史的内容に焦点を当て，“特別支援学校”用社会教科書（『くらしに役立つ 社会』東洋館出版社，2007，以下，本教科書と略す）を“通常”学校用社会科歴史教科書と比較し，研究仮説の妥当性を検討する。 考察の結果，特定の視点による現在と結び付けた歴史の学習と，独立し，網羅的に配列した歴史の学習という歴史学習の違いが明らかになった。歴史の学習には基本的に，学習者の現在の生活と時間的な隔たりがある。その隔たりが歴史的内容の抽象性を高め，学習困難を生む可能性がある。しかし，本教科書のように，歴史的内容を現在学習者が生活している場所（地理）や社会のシステム（公民）と関連付けることによって，歴史的内容の抽象性を緩和するように工夫することができる。, This research is the preliminary study to aim at educational new creation especially which are the mission of the special support education,“ everyone can know and everyone can learn.” to restore an idea of the original education. In this research failure is in the educational state everyone has, not only the child who needs support especially. Our research team is thinking a possibility that all children fail and learning difficulty to have, supposes that it will be necessary to create the states that all children can learn without a trouble in a class and the activity of the school and push forward a study. This paper is the third consideration. It at first confirms the purpose of a study and the hypothesis, compares the Social Studies Textbook for the Special School“ Useful for Everyday living” and social studies textbooks for“ usual” middle school focused on historical contents and considers the validity of the research hypothesis. As a result of consideration, we found independent with learning of the history that it joined together now by the specific viewpoint, and a difference of the history learning called the learning of the history that we arranged cyclopedically became clear. Learning of the history has life as of one of a learner and time difference basically. The difference makes the abstractness of historic contents it and may produce learning difficulty. However, we can devise it by connecting historic contents with a place (geography) and a social system (citizen) that a learner lives like this textbook now to relax the abstractness of historic contents.

In this article, a new telecommunication environment for tsunagari-kan communication that enables users to exchange situational cues continuously and interactively via a network is described. In face-to-face communication or when communicators share one space physically, people exchange many situational cues. These cues allow one to sense or "feel" the other person, and they evoke emotional responses such as smiles and feelings of happiness. This tsunagari-kan communication aims at evoking thoughts about others in users' minds from cues or signs and at engendering tsunagari-kan (a sense of closeness to others), even when the individuals are in separate locations. This new style of telecommunication offers people comfort as if they are together, and it eventually helps them keep and foster their personal relationships. As the first step in verifying this concept, a communication terminal for family members living apart was developed, and a field test was run. This terminal facilitates the exchange of data ...

The aim of this paper is to clarify the factor of qualitative differences in the social studies teaching plans designed by the pre-service teachers. In this study, we investigated by the two following ways. First, we required student to design the teaching plan as assignment of "Teaching Social Studies" class, and compared the plans. Second, we conducted the interview for them to hear the background of their plans. As a result, the factors of the differentia among them are as follows. (1) It depends on whether they had experienced the high-quality Social Studies class from their elementary to high school. (2) It depends on whether they have the will to examine and apply the newly-acquired theories thought in the university critically. These results suggest that to encourage the student to reflect on their own perceptions on the meanings of learning/teaching Social Studies is significant for the pre-service teacher.