シンショウ タイケン ガ ゲンフウケイ ノ ジユウ キジュツ ノ ナイヨウ ニ オヨボス エイキョウ

本研究では、290 名の大学生を対象にして、心像体験が原風景の自由記述の内容に及ぼす影響を検討した。自由記述の内容を補足的な説明の記述の有無、感情の記述の有無、行為の記述の有無の3 つに分類した。そして、心像の鮮明度や体験様式などの心像体験とこれらの記述の有無との関連をロジスティック回帰分析によって検討した。その結果、補足的な説明の有無は観察的心像と関連しており、行為の記述の有無は経験的心像と関連していることが明らかになった。また心像の鮮明度は、自由記述の内容には影響を与えないことも示された。原風景の報告は心像の体験様式によって大きく影響されるといえる。Effects of imagery experiences on the content of free description about a person\u27s original scenery were examined. Participants were university students (N=290). Free description sabout their original scenery were classified into three types, depending on supplementary explanations, descriptions about feelings, and descriptions about behaviors. Correlations between the vividness of imagery and modalities of mental imagery with the content of above descriptions were examined using logistic regression analysis. The results indicated that supplementary explanations were related to observational imagery, and descriptions about behaviors were related to experiential imagery. It was also indicated that the vividness of imagery did not affect the content of descriptions. It is concluded that reports of a person\u27s original scenery are highly affected by modalities of mental imager

キョウイン ヨウセイ カテイ ニオケル ディベート ガクシュウ ノ キョウクテキ コウカ : シコウリョク ト シャカイテキ ノウリョク ニ チャクモク シテ

共栄大学教育学部では、2 年次必修演習科目「教育学基礎演習」(半期・1 単位)の中で「知的思考力」と、協同的に問題解決をする「社会的能力」の育成を目的に、教育政策的なテーマで、チームによるディベートを行っている。本研究では、2015 年の授業記録とアンケート結果から、ディベート学習の教育的効果と課題を検討した。その結果、「知的思考力」の向上は認められたが、「社会的能力」に関しては有意な効果は認められなかった。しかし、説得力のあるディベートができたチームには、協同的に準備ができたという感想を持つ傾向があり、チームワークのスキルを学ばせる必要も示唆された。In the teacher education curriculum of Kyoei University, Kyoikugaku-kisoenshu(Foundation Course for Academic learning of Education) is offered in the first semester tothe second year students. The aims of this course are to build abilities for critical thinkingand develop collaborative problem solving skills through debates on education policies.This study analyzes the class records and student questionnaires to discuss the educationaleffects and challenges. As the results show, critical thinking abilities were improved; onthe other hand, collaborative problem solving skills did not show any significant increase.However, those teams that did better at the debate were also those that were better at preparingas a group. This suggests that teachers need to explicitly teach the target skills, inthis case teamwork

Vildagliptin Improves Glucose Tolerance and Decreases Plasma Triglycerides in Sprague-Dawley Rats

The number of patients with lifestyle-related diseases, including type 2 diabetes, is increasing. The onset of type 2 diabetes can be prevented by dietary and exercise interventions, as well as drug therapy. Dipeptidyl peptidase-4 inhibitors and glucagon-like peptide-1 receptor agonists have attracted attention recently as treatments for diabetes, and incretin hormones have been reported to have a protective effect on pancreatic β-cells. It is not clear whether vildagliptin (VIL) can prevent the progression of lifestyle-related disease. Thus, in the present study, Sprague-Dawley rats were fed a high-fat diet with sucrose water (HFDS) to determine whether VIL could inhibit deterioration in glucose tolerance and improve other biomarkers of lipid disorder. Four-month-old male Sprague-Dawley rats were divided into three groups (n = 7 in each group); one group was fed a normal diet for 4 months, whereas the remaining two groups were fed the HFDS, with or without VIL for 4 months. When rats were 7 months of age, they were subjected to an intraperitoneal glucose tolerance test (IPGTT); biomarkers of lipid disorder were measured in 8-month-old rats. There was a decrease in the glucose spike in the IPGTT 10min after loading in the HFDS + VIL group and plasma triglyceride (TG) levels were significantly lower in these rats compared with the HFDS group. The decreased TG levels in HFDS + VIL rats were accompanied by decreases in plasma chylomicron levels. These results suggest that VIL can prophylactically inhibit decreases in pancreatic β-cell function in type 2 diabetes and reduce the risk of cardiovascular disease due to high TG levels. Thus, VIL administration may contribute to the prevention of lifestyle-related disease

JunB regulates homeostasis and suppressive functions of effector regulatory T cells

Foxp3-expressing CD4(+) regulatory T (Treg) cells need to differentiate into effector Treg (eTreg) cells to maintain immune homeostasis. T-cell receptor (TCR)-dependent induction of the transcription factor IRF4 is essential for eTreg differentiation, but how IRF4 activity is regulated in Treg cells is still unclear. Here we show that the AP-1 transcription factor, JunB, is expressed in eTreg cells and promotes an IRF4-dependent transcription program. Mice lacking JunB in Treg cells develop multi-organ autoimmunity, concomitant with aberrant activation of T helper cells. JunB promotes expression of Treg effector molecules, such as ICOS and CTLA4, in BATF-dependent and BATF-independent manners, and is also required for homeostasis and suppressive functions of eTreg. Mechanistically, JunB facilitates the accumulation of IRF4 at a subset of IRF4 target sites, including those located near Icos and Ctla4. Thus, JunB is a critical regulator of IRF4-dependent Treg effector programs, highlighting important functions for AP-1 in Treg-mediated immune homeostasis

キョウイク ガクブ ショネンジ エンシュウ カモク ノ ジッセン ト ヒョウカ ノ ココロミ タンキュウガタ ガクシュウ ノ コウカ ニ チャクモク シテ

本研究では、共栄大学教育学部1 年次の専門必修演習科目「基礎演習」(通年・2 単位)の中でも、初年次教育を担い、探究型学習を協同的に行う「活動の時間」の教育的成果と課題の整理・検討を試みた。2013 年から2014 年にかけての授業記録と、学生からのアンケート結果を分析した結果、与えられた時間が少ないにもかかわらず一定の教育的成果が確認できた。課題は、グループの人間関係と学びの質に相関関係が認められたことである。人間関係へのより丁寧な教師の介入が、学びの質に良い影響を与えるであろうことが推測できる。さらに、所属感が低く、かつ不安が少ない学生は、大学から離れる傾向が見られた。所属感と不安感に着目することが不適応の早期発見につながる可能性がある。This study analyzes the educational outcomes and challenges of the first-year foundation seminar in college of education, Kyoei University. This mandatory seminar is divided into three blocks. One of them is ‶Activity block," which aims to provide opportunities for new students to acquire necessary skills and knowledge to succeed in university education utilizing cooperative inquiry-based learning approach. This study analyzes the records of the Activity Block curriculum in 2013 and 2014 and the data collected through questionnaires in 2014. The results showed relationships between the quality of group interactions and the quality of individual learning. It is assumed that the faculty could consider more tactful interventions into interactions within and among groups. In addition, the students with less sense of belonging and less anxiety tended to dropout at early stages. Potentially this questionnaire can take a role to identify students having difficulty to adopt their new life

ヒサイチ シエン ボランティア カツドウ ガ キョウショク シボウ ノ ダイガクセイ ニ アタエル キョウイクテキ イミ: イシノマキ シナイ ノ ショウガッコウ ニオケル シエン カツドウ オ トオシテ

共栄大学教育学部は、2011 年3 月11 日の東日本大震災で地震・津波の被害を受けた小学校を訪問し、休み時間に子どもたちと遊ぶ等のボランティア活動を行っている。それが、被災地支援として意味あることであるのはもちろんだが、小学校教諭をめざす本学教育学部の学生にとっても教育的に意味のある活動となっている。そこで、2012 年9 月に行った訪問支援活動を対象に、引率した4 名の教員による観察、参加した学生へのアンケート調査、学生の感想文の分析を行なった。その結果、支援内容が児童や教員に喜ばれていること、学生同士コミュニケーションを取り協力しあう体制ができていることが、学生の心理的な安定と充実感に寄与し、教職への意欲を高める機会になっていた。In the teacher education program of Kyoei University, we have a program to visit and work as volunteers in the elementary schools in the area affected by the East Japan Earthquake and Tsunami of March 11, 2011. The primary purpose of the program is to provide long-term support to elementary schools in the area, while offering a meaningful experience for university students who seek to become elementary school teachers. This study evaluates the actual experiences of the Kyoei University students who participated in the volunteer program for two weeks in September, 2012. The evaluation involved observations by the four university instructors who led the volunteer program, participant questionnaires, and reflection papers by the university students. The results indicated that the students had positive feelings about the experience mainly due to the fact that they were well accepted by the children and teachers in the elementary schools, and that they had built closely cooperative system among them.Consequently, the program contributed to the wellness and their sense of fulfillment of the university students, and increased their motivation to become teachers

ヒガシニホン ダイシンサイ ノ ツナミ ヒガイ カラ カイフク シツツアル ショウガッコウ エノ シエン : キョウイク ヨウセイ カテイ ノ ダイガクセイ ニヨル ボランティア カツドウ ノ カノウセイ ト カダイ

共栄大学教育学部は、東日本大震災の2011 年から、被災した小学校を年2 回訪問し、子どもたちと遊ぶ等のボランティア活動を行ってきた。本研究では、2013-2014 年の4回のボランティア活動を、先に行った2011-2012 年の活動成果の研究と比較し、分析を行なった。その結果、復興とともに求められる支援内容も、瓦礫の片付けといった復旧作業から、図書の整理等の一般的なものに変化した。さらに、被災地の学校は、被災した子どもたちへのケアから、被災を乗り越えて生きる力を育もうとする方向へと移行しつつあった。医療・心理などの専門家による支援が必要な子どもたちはまだ存在するが、大学生ができることは限られている。それでも、学生の満足感は高く、子どもたちや教員から温かく迎えられ、絆も生まれた。大学に戻った学生が彼らの学びを内外に報告することが災害体験の伝承にもなっており、ボランティアは小学校教諭をめざす教育学部の学生にとり、意義深いことに変わりはなかった。Since 2011, Kyoei University Department of Education has sent groups of volunteer students twice a year to elementary schools in Ishinomaki, a city hit by the East Japan Earthquake and Tsunami. This study looks at four visits from 2013 and 2014, and compares them with the results of an earlier paper looking at the 2011-12 visits. The kinds of activities required of the volunteers has changed over the years from major clean-up of debrisin the early visits to more routine activities such as library duties in the later ones. Also, the emphasis has shifted from helping children recover from the shock of their experience to helping them with their educational needs. Compared to before, the need for medical and psychological expertise is greatly reduced, but is still there, although our volunteers were unable to provide it. However, both the University student volunteers, and the pupils and staff at the elementary schools showed great satisfaction with the work they were able to do. The volunteers have shared their experiences and the lessons learnt to the rest of the student body and local community. Many of the participating students continued their relationship with the elementary schools in Ishinomaki, and the experience will probably continue to inform them as they develop as teachers

The Japanese space gravitational wave antenna; DECIGO

DECi-hertz Interferometer Gravitational wave Observatory (DECIGO) is the future Japanese space gravitational wave antenna. DECIGO is expected to open a new window of observation for gravitational wave astronomy especially between 0.1 Hz and 10 Hz, revealing various mysteries of the universe such as dark energy, formation mechanism of supermassive black holes, and inflation of the universe. The pre-conceptual design of DECIGO consists of three drag-free spacecraft, whose relative displacements are measured by a differential Fabry– Perot Michelson interferometer. We plan to launch two missions, DECIGO pathfinder and pre- DECIGO first and finally DECIGO in 2024

DECIGO pathfinder

DECIGO pathfinder (DPF) is a milestone satellite mission for DECIGO (DECi-hertz Interferometer Gravitational wave Observatory) which is a future space gravitational wave antenna. DECIGO is expected to provide us fruitful insights into the universe, in particular about dark energy, a formation mechanism of supermassive black holes, and the inflation of the universe. Since DECIGO will be an extremely large mission which will formed by three drag-free spacecraft with 1000m separation, it is significant to gain the technical feasibility of DECIGO before its planned launch in 2024. Thus, we are planning to launch two milestone missions: DPF and pre-DECIGO. The conceptual design and current status of the first milestone mission, DPF, are reviewed in this article