Lesson Study Manual for Teacher Educators International Edition

1. 授業研究への誘い －本マニュアルの構成と見方 － … 1 2. なぜ教師教育者に授業研究が必要なのか … 3 3. 授業研究の手順 … 5 　ステップ1　授業研究の組織を作る … 5 　ステップ2　事前協議会を行う … 7 　ステップ3　研究授業を実施し，観察する … 11 　ステップ4　事後協議会を行う … 15 　ステップ5　自分の授業を見直し，改善していく … 19 　ステップ6　授業研究の仲間を増やし，拡げる … 20 ４．おわりに … 22 ５．よくあるＱ＆Ａ … 23 執筆者・翻訳者一覧 … 2

Scope of Lesson Study in International Cooperation in Education : A case study of lesson improvement in Faculty of Educational Sciences, Autonomous University of Santo Domingo

The aim of this paper is to have implications for developing a cooperation model to improve teacher education in developing countries by focusing on lesson study. We reviewed significance and issues in prior projects which attempted to introduce lesson study mainly as a framework of in-service teacher training program, and discussed a case of lesson study in Faculty of Educational Sciences (Facultad de Ciencias de la Educación：FCE in Spanish), Autonomous University of Santo Domingo (Universidad Autónoma de Santo Domingo：UASD). Lesson study has been treated as a good practice of bottom-up measures for lesson improvement and professional development of in-service teacher training. However, the establishment of pre-service teacher training program in university with the core concept of lesson study would be essential as an initial condition or external condition for sustainable development of teacher education in developing countries from the long-term perspective. The paper showed that lesson study as a means of faculty development (FD) functioned effectively by promoting research on their own lessons in UASD-FCE. And also, it revealed that the project could not realize the dialogue and interaction in the discipline of educational studies, and curriculum research and development. We proposed that we should execute research on each practice in international cooperation consistently, and re-examined what to be transmitted and disseminated in the context of developing countries on the basis of educational and research experience in Hiroshima University

Immunosuppressant therapy successfully improved regorafenib-induced severe hepatic injury in a patient with metastatic gastrointestinal stromal tumor: A case report

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Manual Internacional de Estudio de Clase para Formadores de Maestros

1. Prólogo: Invitación al Estudio de Clases - Estructura del Manual y Orientación de Su Lectura … 1 2. ¿Por Qué se necesita el Estudio de Clases para los Formadores de Formadores? … 5 3. Procedimiento del Estudio de Clases … 10 　1. Organizar una estructura operativa del Estudio de Clases … 11 　2. Realizar la Planificatión Participativa (Reunión Previa a la Clase Demostrativa) … 15 　3. Conducir y Observar la "Clase con fines de Investigación) … 21 　4. Realizar la Reunión de Reflexión Participativa … 29 　5. Reflexionar y mejorar la propia Práctica … 41 　6. Involucrar a más compañeros extender la actividad de Estudio de Clases … 43 4. Epílogo … 47 5. Preguntas & Respuestas Más Frecuentes … 4

Methylation of drug resistance‐related genes in chemotherapy‐sensitive Epstein–Barr virus‐associated gastric cancer

Epstein–Barr virus (EBV)‐associated gastric cancer (GC) is associated with a high degree of DNA methylation. However, the association between chemotherapy susceptibility and tumor DNA methylation in advanced diseases remains unclear. The comprehensive DNA methylation status of GC cells obtained from an advanced EBV‐associated GC (EBVGC) case, in which complete response to S‐1 plus cisplatin chemotherapy was achieved, was analyzed using a DNA methylation microarray. We compared DNA methylation of GC cells with public data and identified genes with higher methylation in EBVGC cell lines than in normal gastric cells, and genes in which methylation was increased by EBV. Of these genes, ABCG2, AHNAK2, BCL2, FZD1, and TP73 are associated with published evidence for resistance to 5‐fluorouracil and cisplatin. Silencing of these genes may be associated with hypersensitivity to chemotherapy