研究発表 王朝文学における求愛ストラテジーの考察

Courtship has a romantic image, but as depicted in court literature it seems it was often an unpleasant experience for women. In this paper I will first examine the various ways in which men used both physical and psychological coercion as they courted reluctant women.While even Genji did not hesitate to frighten women by suddenly barging into their rooms, he quickly turned to calming them down and then seduced them. In some other cases, however, a man interprets a woman’s distress as a sign of docility and then rapes her.Men sometimes threatened women by suggesting that they might be subject to spirit possession or other grief if they did not return a man’s love. Men also made women feel guilt and responsibility by saying such things as, ‘it will be your fault if I kill myself to escape the suffering of this unrequited love.’ Men also pressured women using an illogical application of the common cultural concept that love is a matter of fate. When love is mutual it seems reasonable enough to claim that the relationship was destined, but the notion that unrequited love is fated is a one-sided, serve-serving argument. Finally, even though it seems it should have been counter-productive, there are a great many examples of men severely criticizing women whose love they hoped to win.Next, I will consider the significance of these coercive courtship strategies. One question is how do we evaluate men who used these strategies? While it is tempting to disparage them as scoundrels, we must consider the context. In the world depicted in court literature emotionality was highly esteemed, and often negatively contrasted with cold, calculating ambition. That value system placed love above everything else. As long as a man acted out of deep feeling, all else was forgiven.Another question is why did men find these strategies necessary? Why were women so often so reluctant to enter romantic relationships? My theory is this: Polygamy gave men the freedom to indulge in love as a pastime. A man would marry for social advancement, and then be free to pursue romance. A woman, on the other hand, usually had only one chance to make an advantageous marriage. Women had to choose their marriage partners wisely. In many of the love affairs depicted in court literature men were seeking love, while women sought secure social status and respectability. These drastically asymmetrical desires turned courtship into a power struggle in which men often used coercive methods to win

研究発表 文学としての出家遁世談

Now that so much time has been spent on literary historical questions surrounding medieval shukke-tonsei stories, it is time to take a new look at their literary value. Since they are granted status in the literary corpus, we can assume they have some literary value. However, when we use them only to study historical issues, we are treating them as artifacts, not as literature. This view is based upon work by Barbara Herrnstein Smith (On the Margins of Discourse, University of Chicago Press, 1978), who divides all verbal discourse into either natural discourse, what we understand and interpret in a specific historical context, and fictive discourse, which we understand and interpret creatively. Fictive discourse refers to “verbal structures that have been designed or discovered .t.o .invite and reward. cognitive play“ (p. 121). Cognitive play includes “the exploration of the formal and symbolic properties of language“ (p. 121) and “contextually unrestricted interpretation，” i.e., identifying and making explicit the propositions (the work) exemplifies“ (p. 142).My question is, how rewarding are Aki no yo no nagamonogatari and Sannin hoshi, two stories that have traditionally been highly regarded, when we read them as fictive discourse?Looking for “formal and symbolic properties，” we find that the sermon with which Aki no yo no nagamonogatari begins, introduces metaphors basic to the story ’s meaning: “the blossoming of trees in spring increases the tendency to aspire to supreme enlightenment, and as the autumn moon sinks to the bottom of the water it symbolizes the salvation of all beings (“Chigo monogatari: Love Stories or Buddhist Sermons？” Monumenta Nipponica 35. 2, p. 132). Consistently identifying Umewaka, Keikai’s beloved, with spring blossoms and the autumn moon, the text hints that Umewaka is not an obstacle to Keikai\u27s longed for religious awakening, but the agent of its attainment. Considering the process by which Keikai comes to a religious awakening, we can identify the proposition that romantic love and faith are fired by the same energy: Keikai falls in love with Umewaka after he has begun an earnest search for religious inspiration, and he achieves a religious awakening only when the object of his passion is lost to him.The first two tales that comprise Sannin hoshi present characters whose religious awakenings can be interpreted in a variety of ways. The third tale, on the other hand, is the static and repetitive presentation of a man’s heart-rending reunion with his children six years after having abandoned them to become a priest. The reader feels as though he has only one piece of a puzzle to consider. This part of ‘sannin hoshi, at least, is not rewarding as an object of cognitive play

A reading based theory of teaching appropriate for the South African context

The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests to this. Based on the understanding that a teacher, whose literacy level is less than adequate, is in a weak position to teach others how to read and write, the imperative to systematically address the issue of poor teacher and learner literacy levels, provided the impetus for a careful investigation of the methodology and theory of the Learning to Read: Reading to Learn pedagogy. Originally developed in Australia and applied in primary, secondary and tertiary contexts, this literacy pedagogy was described as a means of rapidly improving the literacy competence of all learners, across all subject areas. Using an approach located within the tradition of interpretative educational theory, the meaning of the theory and practice of the Learning to Read: Reading to Learn pedagogy was explored. As a result of the enquiry undertaken, it was found that the Learning to Read: Reading to Learn approach provides a practical means of enhancing epistemological access. Access of this nature is a precondition for success of learning in schools and in tertiary education. The LR:RL pedagogy provides a carefully structured means of holding literacy at the centre of learning. The sequence of practical steps theoretically rooted in three powerful – but usually separate realms of discourse, is a central contribution of the pedagogy to field of literacy development. Intersecting three discrete disciplines, represented by Bernstein’s model of education as pedagogic discourse, Vygotsky’s model of learning as a social process and Halliday’s model of language as text in social context gives rise to a unique literacy pedagogy. The theory that emerges from use, in a range of situations, over many years, and the carefully sequenced practice, together offer a sound means of addressing the challenges of literacy and learning prevalent in the South African context. iii This thesis argues for a reading based theory of teaching as a means of meeting the challenges of literacy and learning head on. The capacity to learn independently from written text is critical for progress within the schooling and tertiary systems. The Learning to Read: Reading to Learn pedagogy provides a means of realizing such a theory of teaching. Simultaneously teaching print literacy, while teaching the content of curricula, is proposed as a way of bringing about effective learning. Within the context of teacher education, the pedagogical content knowledge (PCK) of many teachers is acknowledged to be inadequate. However, there is a key dimension missing for the construct of PCK to be truly useful for South African teachers. Print literacy is as an essential determinant of the knowledge of teachers. The construct of PCK can thus supplemented by foregrounding reading and writing as essential elements of this category of teacher knowledge. Thus the content of the teacher education curriculum is taught as the reading and writing competence of teachers is developed. Similarly, within the school context, the Learning to Read: Reading to Learn pedagogy can be used to teach required content and teach the requisite high level reading and writing skills needed by all learners to progress successfully through the schooling system

Teacher adaptation of a curriculum during implementation

The purpose of this study is to investigate to what extent foundation phase teachers adapt Curriculum 2005. The study was guided by two research questions: (1) What are the critical components of Curriculum 2005 (foundation phase)? (2) What are the adaptations that teachers have made in teaching this curriculum? The specific focus of this study is foundation phase teachers’ initial implementation of the revised version of Curriculum 2005, the Revised National Curriculum Statement (RNCS). An Innovation Configuration Checklist was developed identifying the critical components of the RNCS and the variations of each. Using the checklist, foundation phase teachers were surveyed to establish the adaptations being made during implementation. The findings of this study indicate that there is less active learning and more teacher directed activity than is required by the RNCS. Assessment appears to be a problem area. Most teachers understand what is expected of them in terms of assessment and attempt to put it into practice. Assessment has however, proved to be burdensome and time consuming. Teachers’ planning demonstrates a sound understanding of the procedures to be followed. Teachers do however, need support in terms of deeper pedagogical content knowledge. Although teachers comply with the technical aspects of curriculum development they neglect the emancipatory aspects of the RNCS. The situation in foundation phase classrooms might be described as one where much change is taking place, but little transformation is happening at present. Teachers are nevertheless, reflecting on how to improve their teaching and continue to explore ways to adapt and improve the RNCS

Gut Microbiota of the Cabbage Looper, \u3ci\u3eTrichoplusia ni\u3c/i\u3e

The gut microbiome plays an essential role in the health of many organisms, including insects. Here we report initial findings of bacteria present in the caterpillar midgut of the cabbage looper, Trichoplusia ni, grown in lab conditions on artificial diet and identified using biochemical tests. We identified one species previously reported as part of the gut microbiota of Trichoplusia ni and three species not previously reported. Our results support the need for multiple types of bacterial identification when looking at gut microbiomes, with the most confidence in identification being when multiple tests are in agreement

Nurses\u27 Alumnae Association Bulletin - Volume 18 Number 1

Alumnae Notes Central Dressing Room Committee Reports Digest of Alumnae Association Meetings Graduation Awards - 1952 Greetings from Miss Childs Greetings from the President Marriages Modern Trends in Orthopaedic Surgery Necrology New Arrivals Physical Advances at Jefferson Hospital - 1953 Staff Activities - 1952-1953 Student Activities The Artificial Heart Lung Machin

Nurses\u27 Alumnae Association Bulletin - Volume 6 Number 9

Remember the Relief Fund Welcome! Miss Childs Financial Report Calendar of Coming Events Lest You Forget! Attention Review of the Alumnae Association Meetings Institutional Staff Nurses\u27 Section Report of Staff Activities - 1947-1948 Private Duty Section The White Haven Division Barton Memorial Division Remember the Relief Fund Student Nurses\u27 Activities Jefferson Scores Again The Clara Melville Scholarship Fund Interesting Activities of the Nurses\u27 Home Committee of the Women\u27s Board Exclusive for Nurses Changes in the Maternity Division Gray Lady Musical Therapy Service Memorial Service Honoring Mrs. Bessie Dobson Altemus The Blood Donor Center The Hospital Pharmacy Medical College News Remember the Relief Fund Administrative Staff and Faculty of the School of Nursing Streptomycin Changes in the Staff at Jefferson Hospital Care of the Thoracic Surgical Patient Miscellaneous Items Marriages New Arrivals Deaths The Bulletin Committee Attention, Alumnae New Addresse

Function, Adjustment, Quality of Life and Symptoms (FAQS) in Allogeneic Hematopoietic Stem Cell Transplantation (HSCT) Survivors: A Study Protocol

<p>Abstract</p> <p>Background</p> <p>The population of survivors following allogeneic HSCT continues to increase, and yet their experiences of recovery and long-term survivorship have not been fully characterized. This paper presents a study protocol examining over time the functional status, psychosocial adjustment, health-related quality of life, and symptom experience of survivors who have undergone allogeneic transplantation. The aims of the study are to: 1) explore the patterns of change in these health outcomes during the survivorship phase; 2) characterize subgroups of survivors experiencing adverse outcomes; and 3) examine relationships among outcomes and demographic and clinical factors (such as age, graft-versus-host disease (GVHD), and disease relapse).</p> <p>Methods</p> <p>In this longitudinal observational study, adults who survive a minimum of 3 years from date of allogeneic transplantation complete a series of questionnaires annually. Demographic and clinical data are collected along with a series of patient-reported outcome measures, specifically: 1) Medical Outcomes Study SF- 36; 2) Functional Assessment of Chronic Illness Therapy (FACIT) - General, 3) FACIT-Fatigue; 4) FACIT- Spiritual; 5) Psychosocial Adjustment to Illness Scale; 6) Rotterdam Symptom Checklist-Revised; and 7) Pittsburgh Sleep Quality Index.</p> <p>Conclusions</p> <p>This study will provide multidimensional patient-reported outcomes data to expand the understanding of the survivorship experience across the trajectory of allogeneic transplantation recovery. There are a number of inherent challenges in recruiting and retaining a diverse and representative sample of long-term transplant survivors. Study results will contribute to an understanding of outcomes experienced by transplant survivors, including those with chronic GVHD, malignant disease relapse, and other late effects following allogeneic transplantation.</p> <p>Trial Registration</p> <p>ClinicalTrials.gov: <a href="http://www.clinicaltrials.gov/ct2/show/NCT00128960">NCT00128960</a></p

Molecular restoration of archived transcriptional profiles by complementary-template reverse-transcription (CT-RT)

Gene expression profiling of formalin-fixed and paraffin-embedded (FFPE) specimens, banked from completed clinical trials and routine clinical care, has the potential to yield valuable information implicating and linking genes with clinical parameters. In order to prepare high-quality cDNA from highly fragmented FFPE-RNA, previously precluded from high-throughput analyses, we have designed a novel strategy based on the nucleic acid restoration of incomplete cDNA sequences prior to T7 in vitro transcription (IVT) amplification. We describe this strategy as complementary-template reverse-transcription (CT-RT) because short single-stranded T7-oligo-dT24-VN-DNA sequences, obtained from FFPE-RNA, are used as primers for the RT of complementary RNA templates contained in a sense-RNA library. We validated our assay by determining the correlation between expression profiles of a matched 10-year-old frozen and FFPE breast cancer sample. We show that T7 IVT-amplification of cDNA transcripts restored by CT-RT is a specific and reliable process that allows recovery of transcriptional features undetectable by direct T7 IVT-amplification of FFPE-RNA. Furthermore, CT-RT restored 35–41% of the transcripts from archived breast and cervical specimens when compared to matched frozen tissue; and profiles included tissue-specific transcripts. Our results indicate that CT-RT allows microarray profiling of severely degraded RNA that could not be analyzed by previous methods