カルシウムスパークは上皮層での組織流動性を亢進し、変異細胞の管腔側への逸脱を促進する

京都大学新制・課程博士博士(医科学)甲第24533号医科博第147号新制||医科||10(附属図書館)京都大学大学院医学研究科医科学専攻(主査)教授 篠原 隆司, 教授 松田 道行, 教授 伊藤 貴浩学位規則第4条第1項該当Doctor of Medical ScienceKyoto UniversityDFA

エビデンスに基づく指導を支援する学習分析基盤の開発

京都大学新制・課程博士博士(情報学)甲第24735号情博第823号新制||情||138(附属図書館)京都大学大学院情報学研究科社会情報学専攻(主査)教授 緒方 広明, 教授 伊藤 孝行, 教授 吉川 正俊学位規則第4条第1項該当Doctor of InformaticsKyoto UniversityDGA

Stalin, Japan, and the Struggle for Supremacy over China, 1894–1945

Stalin was a master of deception, disinformation, and camouflage, by means of which he gained supremacy over China and defeated imperialism on Chinese soil. This book examines Stalin’s covert operations in his hunt for supremacy. By the late 1920s Britain had ceded place to Japan as Stalin’s main enemy in Asia. By seducing Japan deeply into China, Stalin successfully turned Japan’s aggression into a weapon of its own destruction. The book examines Stalin’s covert operations from the murder of the Manchurian warlord Zhang Zuolin in 1928 and the publication of the forged “Tanaka Memorial” in 1929, to Stalin’s hidden role in Japan’s invasion of Manchuria in 1931, the outbreak of all-out war between China and Japan in 1937, and Japan’s defeat in 1945. In the shadow of these and other events we find Stalin and his secret operatives, including many Chinese and Japanese collaborators, most notably Zhang Xueliang and Kōmoto Daisaku, the self-professed assassin of Zhang Zuolin. The book challenges accounts of the turbulent history of inter-war East Asia that have ignored or minimized Stalin’s presence and instead exposes and analyzes Stalin’s secret modus operandi, modernized as “hybrid war” in today’s Russia. The book is essential for students and specialists of Stalin, China, the Soviet Union, Japan, and East Asia

Stalin, Japan, and the Struggle for Supremacy over China, 1894–1945

Stalin was a master of deception, disinformation, and camouflage, by means of which he gained supremacy over China and defeated imperialism on Chinese soil. This book examines Stalin’s covert operations in his hunt for supremacy. By the late 1920s Britain had ceded place to Japan as Stalin’s main enemy in Asia. By seducing Japan deeply into China, Stalin successfully turned Japan’s aggression into a weapon of its own destruction. The book examines Stalin’s covert operations from the murder of the Manchurian warlord Zhang Zuolin in 1928 and the publication of the forged “Tanaka Memorial” in 1929, to Stalin’s hidden role in Japan’s invasion of Manchuria in 1931, the outbreak of all-out war between China and Japan in 1937, and Japan’s defeat in 1945. In the shadow of these and other events we find Stalin and his secret operatives, including many Chinese and Japanese collaborators, most notably Zhang Xueliang and Kōmoto Daisaku, the self-professed assassin of Zhang Zuolin. The book challenges accounts of the turbulent history of inter-war East Asia that have ignored or minimized Stalin’s presence and instead exposes and analyzes Stalin’s secret modus operandi, modernized as “hybrid war” in today’s Russia. The book is essential for students and specialists of Stalin, China, the Soviet Union, Japan, and East Asia

New Questions on the Battle of Khalkhin Gol (Nomonhan)

Mongolian Journal of International Affairs Vol.19 2014: 49-5

Fostering Evidence-Based Education with Learning Analytics: Capturing Teaching-Learning Cases from Log Data

Evidence-based education has become more relevant in the current technology-enhanced teaching-learning era. This paper introduces how Educational BIG data has the potential to generate such evidence. As evidence-based education traditionally hooks on the meta-analysis of the literature, so there are existing platforms that support manual input of evidence as structured information. However, such platforms often focus on researchers as end-users and its design is not aligned to the practitioners’ workflow. In our work, we propose a technology-mediated process of capturing teaching-learning cases (TLCs) using a learning analytics framework. Each case is primarily a single data point regarding the result of an intervention and multiple such cases would generate an evidence of intervention effectiveness. To capture TLCs in our current context, our system automatically conducts statistical modelling of learning logs captured from Learning Management Systems (LMS) and an e-book reader. Indicators from those learning logs are evaluated by the Linear Mixed Effects model to compute whether an intervention had a positive learning effect. We present two case studies to illustrate our approach of extracting case effectiveness from two different learning contexts – one at a junior-high math class where email messages were sent as intervention and another in a blended learning context in a higher education physics class where an active learning strategy was implemented. Our novelty lies in the proposed automated approach of data aggregation, analysis, and case storing using a Learning Analytics framework for supporting evidence-based practice more accessible for practitioners

Liderazgos femeninos en la gestión política local de la ciudad de Tapachula, Chiapas: discursos y prácticas de poder

En este artículo se analizan las principales prácticas de mujeres que fungen como lideresas locales en una colonia de la ciudad de Tapachula, Chiapas, orientadas a conseguir apoyos gubernamentales. Mediante casos etnográficos, se evidencia cómo estas lideresas enarbolan en sus discursos algunas cualidades idealizadas de la mujer para legitimar su poder de liderazgo, y a la vez cómo recurren a mecanismos tradicionales de "intermediación" ya pautados, que responden a reglas no escritas de gestión local. En particular, las estrategias asumidas por estas lideresas y sus seguidores son examinadas como herramientas políticas dirigidas a la solución de sus problemas cotidianos

E-book-based learning activity during COVID-19: engagement behaviors and perceptions of Japanese junior-high school students

Recent spread of the COVID-19 forces governments around the world to temporarily close educational institutions. In this paper, we evaluated learning engagement, level of satisfaction and anxiety of e-book based remote teaching strategy on an online learning platform. The research involves 358 students at an urban junior-high school in Japan. Learning logs were analyzed to measure student engagement, whereas survey responses indicated their perception regarding the remote learning experience. Log analysis revealed that the average completion rate over 267 learning materials was 67%. We also observed a significant decrease in engagement 3 weeks after remote learning and different subjects and grades. Survey analysis showed students felt both satisfaction and anxiety about remote learning. However, there were significant differences in the level of satisfaction between different grades. The results indicated that (1) maintaining students' motivation is a challenge to remote learning in secondary schools, and (2) we need to relieve students' anxiety about their own progress in the class and their classes after the break. This study is the first to report trends in actual teaching-learning engagement, which were recorded during sessions of emergency remote teaching in Japanese schools. The results can inform the future implementation of remote learning in junior-high schools

Evidence Mining Using Course Schedule

Creating evidence from learning big data has become increasingly important as we can use eLearning infrastructure and store learning log digitally. On the other hand, we need to time and effort to create evidence because it is manual. In this paper, we proposed the method to make evidence easier. Especially, we focus on procedure to automatically select the duration of intervention and comparison data based on the course schedule information. We simulated the procedure and confirmed the making a case based on course schedule information. In the discussion part, we mentioned the points that should be further improved for practical use in the future. Through our method, we will democratize the evidence-based practice to all the teachers in schools