241 research outputs found

    熊野本宮における一遍聖の熊野権現夢想について

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    This paper represents a preliminary exploration of Ippen\u27s dream/vision at Kumano Hongu Shrine conducted through a detailed examination of the painting and accompanying text of scroll III, section I, of the Ippen hijiri-e. This set of scrolls is the earliest and most authentic source for the biography of Ippen (1239-1289) and for information about his Jishu teachings and practices. Careful consideration is given to how Eni\u27s painting and Shokai\u27s text, corresponding to the visionary and the narrative aspects of the dream, complement one another in elucidating the significance of Ippen\u27s experience for his religious practices and teachings. Finally, the paper concludes with a discussion of the relationship between Ippen\u27s dream and the sacred geography of Kumano Hongu Shrine. (Article in Japanese

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    Judith Jeffcoate, Multimedia in Practice ‐Technology and Applications, BCS Practitioner Series, Prentice‐Hall International, 1995. ISBN: 0–13–123324–6. £24.95

    Australia: PISA Australia—Excellence and Equity?

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    Australia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage

    Reducing Hospitalizations and Emergency Department Visits in Patients With Venous Thromboembolism Using a Multicomponent Care Transition Intervention

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    Preventing utilization of hospital and emergency department after diagnosis of venous thromboembolism is a complex problem. The objective of this study is to assess the impact of a care transition intervention on hospitalizations and emergency department visits after venous thromboembolism. We randomized adults diagnosed with a new episode of venous thromboembolism to usual care or a multicomponent intervention that included a home pharmacist visit in the week after randomization (typically occurring at time of discharge), illustrated medication instructions distributed during home visit, and a follow-up phone call with an anticoagulation expert scheduled for 8 to 30 days from time of randomization. Through physician chart review of the 90 days following randomization, we measured the incidence rate of hospital and emergency department visits for each group and their ratio. We also determined which visits were related to recurrent venous thromboembolism, bleeding, or anticoagulation and which where preventable. We enrolled 77 intervention and 85 control patients. The incidence rate was 4.50 versus 6.01 visits per 1000 patient days in the intervention versus control group (incidence rate ratio = 0.71; 95% confidence interval = 0.40-1.27). Most visits in the control group were not related to venous thromboembolism or bleeding (21%) and of those that were, most were not preventable (25%). The adjusted incidence rate ratio for the intervention was 1.05 (95% confidence interval = 0.57-1.91). Our patients had a significant number of hospital and emergency department visits after diagnosis. Most visits were not related to recurrent venous thromboembolism or bleeding and of those that were, most were not preventable. Our multicomponent intervention did not decrease hospitalizations and emergency department visits

    Opposing tensions of local and international standards for EAP writing: programmes: who are we assessing for?

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    In response to recent curriculum changes in secondary schools in Hong Kong including the implementation of the 3e3e4 education structure, with one year less at high school and one year more at university and the introduction of a new school leavers' exam, the Hong Kong Diploma of Secondary Education (HKDSE), universities in the territory have revisited their English language curriculums. At City University a new EAP curriculum and assessment framework was developed to fit the re-defined needs of the new cohort of students. In this paper we describe the development and benchmarking process of a scoring instrument for EAP writing assessment at City University. We discuss the opposing tensions of local (HKDSE) and international (CEFR and IELTS) standards, the problems of aligning EAP needs-based domain scales and standards with the CEFR and the issues associated with attempting to fulfil the institutional expectation that the EAP programme would raise students' scores by a whole CEFR scale step. Finally, we consider the political tensions created by the use of external, even international, reference points for specific levels of writing performance from all our students and suggest the benefits of a specific, locallydesigned, fit-for-purpose tool over one aligned with universal standards
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