Der japanische Diskurs zur Vergleichenden Erziehungswissenschaft: von Länderberichten zur funktionalen Analyse?

In diesem Beitrag geht es um eine Darstellung der Entwicklung und des Standes der Vergleichenden Erziehungswissenschaft in einem Land (Japan), das sich sowohl kulturell als auch bezüglich der Wissenschaftstradition deutlich von den uns näher gelegenen (west-)europäischen Systemen unterscheidet. Diese Betrachtung einer Entwicklung scheint auf den ersten Blick ein Blick von außen zu sein, öffnet aber bei genauerer Betrachtung auch einen vertiefenden Blick nach innen und liefert damit schließlich einen wichtigen Beitrag zur Reflexion der Vergleichenden Erziehungswissenschaft über die Grenzen Japans hinaus. (DIPF/Orig.).The discourse of comparative education in Japan is characterized by the adoption of the developments in other countries. For Japanese researchers in comparative education, it has been important to report the facts abroad exactly by using original data and documents. The comparative research consists mostly of the reports on education in other countries, or of the overview reports on a certain issue on the basis of the data from each country. Becouase of the difficulties of foreign languages and intercultural communication, the comparative education in Japan usually focuses on introduction or reproduction of a discourse abroad instead of its interpretation. This perspective implies an interpretation without discussing its blind spot. Although this perspective was criticized by three Japanese comparative researchers in the 1990s, the introduction or reproduction of a discourse abroad still remains the most important element of the Japanese comparative research. This paper follows the methodological discourse in Japanese comparative education, and proposes another methodology in comparative education showing an example of the author\u27s own research, which analyzes German school reports from the viewpoint of systems theory. (DIPF/Orig.)

<臨床>胃癌術後に肺転移巣を切除した2例

It is said that the prognosis is poor in cases with recurrent pulmonary metastasis after operation for gastric cancer. In this article, 2 cases with nodular type of pulmonary metastasis resected after operation for gastric cancer and surviving well are reported by the authors. Case 1: 57year-old female. The patient underwent a total gastrectomy for the 3'type of cardiac cancer. As the serum levels of tumor markers increased and the chest X-ray examination revealed a mass lesion in the right lung (S_10), the operation for the lesion under the diagnosis of metastatic lung cancer was performed 1 year and 2 months after gastrectomy. The patient died of pulmonal and pleural metastasis 4 years and 7 months after the first operation. Case 2: 65-year-old male. The patient underwent a subtotal gastrectomy for the 5'type of gastric cancer. Chest X-ray examination for follow-up study revealed a mass lesion in the left lung (S_5). The patient underwent a left pulmonary superior lobe resection 2 years and 9 months after gastrectomy. The patient is still alive 6 years after the first operation. Surgical treatment must be actively considered for nodular type of metastatic lung cancer after operation for gastric cancer.胃癌術後に肺転移をきたした症例の予後は不良とされている. 今回, 胃切除術後に結節型肺転移巣を切除し, 良好な結果を得た胃癌の2例を経験したので、報告する. 症例 1 は57歳, 女性. 噴門部 2'型胃癌の診断のもと, 胃全摘術を受けている. 腫瘍マーカーの上昇があり, 胸部X線写真で右肺 S_10 に腫瘤陰影を認めた. 胃癌術後1年2カ月目に肺部分切除術を施行した. 患者は胃癌切除後4年7カ月で肺転移および癌性胸膜炎のため死亡した. 症例2は65歳, 男性. 胃体部 5'型胃癌の診断のもと, 胃亜全摘を受けている. 術後経過観察中, 胸部X線写真で左肺 S_5 に腫瘤陰影を認め, 胃癌術後2年9カ月目に左肺上葉切除切除術を施行した. 患者は胃癌切除術後6年で健在である. 結節型の肺転移例に対しては積極的な外科手術を考慮すべきである

Novel anti‐tumor mechanism of galanin receptor type 2 in head and neck squamous cell carcinoma cells

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/102710/1/cas12315.pd

切除不能進行胃癌に対する化学療法有効例の治癒形態の検討

大学院医学系研究

Postoperative assessment after AVR and TAVI

Background and aims : Severe aortic stenosis (AS) has been normally treated with surgical aortic valve replacement (AVR) whereas recently, transcatheter aortic valve implantation (TAVI) has been introduced as a minimally invasive operation for patients with high surgical risk and frailty. In this study, we have evaluated postoperative physical function and nutrition intake in the patients following AVR and TAVI. Methods : This prospective observational study involved 9 patients with surgical aortic valve replacement (AVR) and 7 patients with transcatheter aortic valve implantation (TAVI). Body composition was measured one day prior surgery, postoperative day (POD) 1, POD 3, POD 5 and POD 7. Hand grip strength, calf circumference and gait speed were measured one day before surgery and on the day of discharge. Results : Skeletal muscle was significantly decreased in AVR patients at postoperative day 3 and 7, while there was no change in TAVI patients. Patients with TAVI showed higher dietary intake after surgery compared to patients with AVR, and they maintained hand grip strength and calf circumference at discharge. Conclusions : In elderly patients with AS, TAVI can improve post-operative recovery maintaining nutritional status and physical function even

経頚静脈的管肝内門脈大循環短絡術による portal hypertensive gastropathy の変化

金沢大学医学系研究科荻野, 英

ユウキ ラジカル ト ソノ カンレン カゴウブツ ノ ジキ トクセイ ニ カンスル ケンキュウ

京都大学0048新制・課程博士博士(工学)甲第10468号工博第2319号新制||工||1294(附属図書館)UT51-2003-T294京都大学大学院工学研究科分子工学専攻(主査)教授 田中 一義, 教授 榊 茂好, 教授 横尾 俊信学位規則第4条第1項該当Doctor of EngineeringKyoto UniversityDA

A Study on German School Report from the Perspective of System Theory

This paper describes and analyzes German school reports from the perspective of Social System Theory by Niklas Luhmann. In the present day, every pupil / student in Germany receives school report at the end of each school year. In Japan, many discussions are on how teachers can motivate their children through their school reports. Adversely, in Germany there are no such discussions. The teacher's evaluation seriously sticks to its set standards. In any case, school report has functions of summarizing and visualizing what the essence of school education is. Therefore, this paper firstly outlines German school report as an institution. Secondly, the framework of System Theory is introduced. Thirdly, it explains the function of school report in the society. Finally, it answers the question : why do very few discussions on motivating children by school report appear to the public in Germany? This paper discusses : (1) The German school report as an institution, (2) the framework of the System Theory, and (3) what on school report is. Finally, the study attempts to answer the question why limited discussions on motivating children by school report appear to the public in German

Kleines Auslandsstudium zu Hause. Chancen und Grenzen des digitalen Lernens am Fall des japanisch-deutschen Online-Seminars "Global Medial"

Im Folgenden wird ein Modellprojekt eines online-basierten Hochschulseminars aus japanischer Perspektive vorgestellt. Im Seminar geht es um den Kompetenzerwerb deutscher und japanischer Studierender im Umgang mit Globalisierung und Digitalisierung. Die auf Deutsch durchgeführte Lehrveranstaltung fungierte für die japanischen Studierenden als ein kleines Auslandsstudium zu Hause. (DIPF/Orig.)The following article describes a project of an online-based seminar from a Japanese viewpoint. It is very important for students in Germany and Japan to develop their competence in the seminar especially focusing on globalization and digitalization. This seminar provided a small experience of studying at a foreign university to Japanese students without going abroad. (DIPF/Orig.

The Origin of the German School Report

This paper examines the origin and subsequent development of the German school report (Schulzeugnisse) with a particular focus on how it was first initiated. Several scholars assert that the current structure of the German school report is rooted in the 16th century, when the Reformation was launched by Martin Luther. The religious confrontation between the Catholic and the Protestant reconstructed the school system in Germany. The German school report has two intrinsic dimensions: as a certifying document (Zeugnisse) and as a grading document (Zensuren/Noteri). The earliest certificate was provided as the "Certificate for Charity" (Benefizienzeugnisse) in order to allow poor children to attend schools operated by the Protestant states. On the other hand, Catholic Jesuit schools adopted a competitive evaluation system to motivate and encourage students, which led to the institutionalization of marks/grades system