ザイタク リョウヨウシャ ト カイゴシャ ノ ソウゴ コウイ ブンセキ : アル セキツイ ソンショウシャ ノ キガエ バメン ニ チュウモク シテ

Our purpose of this study is to describe a field of home care in detail and to explore the lay knowledge (or body knowledge) and the particularity of the home care. We research the field by interaction analysis. A patient ‘F’ who has paralysis in the lower half of the body and the left upper limbs, permitted us video recording of her everyday life. We especially focus on the scene of (1) “putting on the jacket” and (2) “putting on the gloves (and so on)” with the help of two caregivers (housekeepers) in this paper. As a result of our analysis (1), we find that the caregivers move as if they were F’s hands and that the movements of them are overlapped in about 2 seconds. We also find that there is about 5 seconds interval between taking gloves and putting them on (2). ‘F’ holds out her hands, monitoring the caregivers’ movements one after the other. The F’s body consists in the intercorporeality with the caregivers. As A. Nishizaka suggests ‘the body distributed’, the body counters the distribution though F's body seems to be distributed in home care

物質量とモルに関る教具-開発と利用-の研究

前報（23巻1号）では，高校化学における物質量とモルの指導案を検討した。本論文では，この指導案をもとに，授業実践をするための教具を研究する。第1節では，物質量に関る教具の考え方と開発法について考察する。第2節では，生徒が手作りするモデル実験「豆世界」を提案する。この製作実験では「小豆」と「いんげん豆」を化学物質に見立てる。物質量とモルに関る教具は，物質の「つぶ構造」を学習者に意識させるものでなくてはならない。A previous paper (VOI. 23, No. 1, 2003) proposed an instruction plan for teaching chemical amount and the mole in school chemistry. This paper deals with teaching tools for the instruction plan. The first segment describes how to design and how to develop tools for teaching chemical amount. The second section addresses a model made by hand for high school students; this modeling experiment concerns \u27amounts\u27 of red and kidney beans as two kinds of chemical substance. It should be noted that the tools for teaching chemical amount and the mole have to present \u27corpuscular concept (granularity) of matter\u27 to the learners

制度的場面について : 緊急電話のエスノメソドロジー

In the first part (part1) ，we are going to illustrate what procedures sustain “proper emergency calls" inside and outside of the telephone emergency calls (119-talks). For that purpose，we analyzed the medical and fire emergency calls and their settings. The data were audio and videotaped at two dispatch centers in Japan from 1994 to 1995. First of all，following the studies by Don H. Zimmerman，we paid our attention to the inside of the talks. We found three features: (1) At the opening of the talk，the dispatcher asked the caller about the category of the emergency， (2) Both participants (caller and receiver) wanted to confirm the appropriateness (relevancy) of the emergency call， and (3) At the closing，almost every dispatcher said that a emergency vehicle was now leaving or had left already. Secondly，we investigated the video-data by referring to the studies by Jack Whalen. We found four important issues，which were useful for cooperative work within dispatch centers: (1) Dispatchers used item-line-up formats，(2) Dispatchers used some rather primitive communication tools，for example paper memo and white board. (3) Dispatchers were surrounded by well-integrated space-sound environments，and (4) Dispatchers take some particular body arrangements，including postures，to realize more collaborative works in the centers. By taking such procedures mentioned above， they accomplish and manage the emergency calls，and we may understand it is these procedures that construct the institutional settings of emergency dispatch centers. In part II，w e will examine institutional settings regarding the relationship between the (talk-in-) interaction and the institutions. Analyses of interaction are sometimes criticized that it is insufficient for treating institutions. However，we will note that the critics presuppose the interaction such a narrow way that it is limited at the micro-level. We would like to suggest so to speak the radicality of the interaction. First，we review the discussions in EM and CA regarding talk and institutional settings or the organization of work in order to examine this issue. Secondly，we consider another side of the problem that the concrete interactions which are observed in institutional settings do not accord easily with the nature of institutions which investigators suppose. After these examination，we investigate how the rules are followed or used by member as a part of skills informing their institutional feature

チュウト シンダン トイウ カテゴリー ヘンカ ノ ナカ デ イキル : ハッタツ ショウガイシャ ノ チュウト シンダン ケイケン ト ジコ タンキュウ ノ シャカイガク

There are similar characters between regional science research and developmental disorder research. The subjects of each field can be categorized into various types. When conducting research from the subject’s perspective, it is necessary, when connecting factors involved in categories, to treat matters related from the point of view of subject who are handling matters from their own strategic resources. Here is where the characteristics are similar between the two research fields. The present study considers the interdisciplinary overlap shared between regional science and developmental disorder research concerning the situation of undergoing a midlife diagnosis. Diagnoses undergone during midlife is defined as a diagnosis after the person has grown up, is able to self-select and mobilize resources and with the various resources conduct complex selections to accept or ease the impact of the diagnosed self. Thus, in the present study, interviews were conducted to investigate persons diagnosed in midlife with a developmental disorder. Based on the interview data, we clarify what strategies the persons developed upon diagnosis and how those particular strategies were related to characteristic of the diagnosed disorder. Following Fujimura, Masayuki’s perspective, we assume that contemporary society is a risk society In addition, we discuss, based on the hypothesis of the influence of a risk society, how to live or how to live after being diagnosed with a developmental disorder. As a result, we found that for those diagnosed with a developmental disorder, rather than the influence and effect of the diagnosis itself, critical is the influence and effect of the decisions of various organized systems of self-determination that are invoked upon the diagnostic. Furthermore, we found that there is a considerable differences in orientations of individual diagnosis and the reorganization strategies of living. However, this diversity represents similar characters of strategies of living in society with developmental disorders

RNA structure-wide discovery of functional interactions with multiplexed RNA motif library

RNA構造のライブラリ化を通じてRNA 構造ごとにおけるRNA-タンパク質相互作用を大規模に解析するシステム「FOREST」の開発 --RNAを標的とする創薬に道--. 京都大学プレスリリース. 2020-12-09.Biochemical assays and computational analyses have discovered RNA structures throughout various transcripts. However, the roles of these structures are mostly unknown. Here we develop folded RNA element profiling with structure library (FOREST), a multiplexed affinity assay system to identify functional interactions from transcriptome-wide RNA structure datasets. We generate an RNA structure library by extracting validated or predicted RNA motifs from gene-annotated RNA regions. The RNA structure library with an affinity enrichment assay allows for the comprehensive identification of target-binding RNA sequences and structures in a high-throughput manner. As a proof-of-concept, FOREST discovers multiple RNA-protein interaction networks with quantitative scores, including translational regulatory elements that function in living cells. Moreover, FOREST reveals different binding landscapes of RNA G-quadruplex (rG4) structures-binding proteins and discovers rG4 structures in the terminal loops of precursor microRNAs. Overall, FOREST serves as a versatile platform to investigate RNA structure-function relationships on a large scale

Tunable corrugated patterns in an active nematic sheet

International audienc

高速電力線通信を利用した教室内および教室間ネットワークの教育での活用

金沢大学教育学部附属高等学校研究目的:保健室登校や保健室で休憩する必要のある生徒に対する学習機会を確保していく方法として,授業の中継を高速電力線通信(PLC)を用いておこない,運用にあたっての効果と注意点を明確にする。研究方法:授業を保健室へ中継し,その授業を受講した生徒から,生徒にとっての利便性や望ましい付随した環境の整備に関する意見を聴取する。研究成果:授業を中継することについて,映像の面では問題がなく,カメラのズームとパンの機能はパソコンのwebブラウザから操作できるため,板書をメモすることなどが容易にできるとともに,保健室での視聴であるため,授業に安心して集中していた。また,ノートパソコンを利用することで,生徒のいる場所で視聴することも可能であり,学習環境の提供という面では有効であった。ただ,音声の中継では,PLCではエコーが生じるため話の内容が聞き取りにくいことがわかった。この点は無線LANでは生じないため,通信速度などの問題であるようだが年度内に解決出来なかった。なお,機器の設置には特別な知識を必要とせず,運用もビデオカメラを使用する感覚で出来る。しかし,配電盤で区切られた場所の間の接続には特別な機器を配電盤に設置するか,無線での接続が必要となる。本年度の後半は無線LANによる接続もおこなってみた。このような実践の結果,音声通信の問題と配電盤への機器の設置ががなされれば,授業の機会保障という面で,PLC通信はきわめて有効な手段となり得ることが確認できた。研究課題/領域番号:19907006, 研究期間(年度):2007出典：「高速電力線通信を利用した教室内および教室間ネットワークの教育での活用」研究成果報告書　課題番号19907006（KAKEN：科学研究費助成事業データベース（国立情報学研究所））（https://kaken.nii.ac.jp/ja/grant/KAKENHI-PROJECT-19907006/)を加工して作