Estimated pretreatment hemodynamic prognostic factors of aneurysm recurrence after endovascular embolization.

BACKGROUND:Hemodynamic factors play important roles in aneurysm recurrence after endovascular treatment. OBJECTIVE:Predicting the risk of recurrence by hemodynamic analysis using an untreated aneurysm model is important because such prediction is required before treatment. METHODS:We retrospectively analyzed hemodynamic factors associated with aneurysm recurrence from pretreatment models of five recurrent and five stable posterior communicating artery (Pcom) aneurysms with no significant differences in aneurysm volume, coil packing density, or sizes of the dome, neck, or Pcom. Hemodynamic factors of velocity ratio, flow rate, pressure ratio, and wall shear stress were investigated. RESULTS:Among the hemodynamic factors investigated, velocity ratio and flow rate of the Pcom showed significant differences between the recurrence group and stable group (0.630 ± 0.062 and 0.926 ± 0.051, P= 0.016; 56.4 ± 8.9 and 121.6 ± 6.7, P= 0.008, respectively). CONCLUSIONS:Our results suggest that hemodynamic factors may be associated with aneurysm recurrence among Pcom aneurysms. Velocity and flow rate in the Pcom may be a pretreatment prognostic factor for aneurysm recurrence after endovascular treatment

生成発展カリキュラムにおける想像力の位置づけについての考察 : デューイとルソーの想像力概念を通して

本研究は、初等教育の領域において注目を集めている「生成発展カリキュラムemergent curriculum」において「想像力」がどのように位置づけられるのかを理論的に検討したものである。近年の教育理論において、想像力を育むことの重要性は頻繁に指摘されるものの、その概念は多義的に用いられている現状がある。本研究では、生成発展カリキュラムに関係の深いデューイの想像力概念について整理しつつ、想像力を批判的に捉えたルソーの概念と対話することによって、具体的な教育実践における想像力の意味と役割について批判的に検討する。結論として、想像力が子どもの生の過程に働き、経験を再構成する役割に加え、負の側面ももつことが明らかになる。また、想像力の方向性の問題が指摘される。生成発展カリキュラムにおいて、想像力は教師と子どもの相互主体的な関係のなかで生み出されるものであり、その内容、強さ、方向性を省察していくことが生成発展カリキュラムにおけるカリキュラム・マネジメントにつながることが論じられる。This research is a theoretical consideration of the role of imagination in emergent curricula that have attracted attention in the field of elementary education. Recently, cultivating imagination has been regarded as an important educational aim; however, the concept of imagination is ambiguous. This research first clarifies John Dewey’s concept of imagination, and then constructs a dialogue between Dewey’s theory and Jean-Jacques Rousseau’s negative conceptualization of imagination. This leads to the critical consideration of the meaning and roles of imagination in educational practice. In conclusion, I postulate that imagination works in the process of children’s lives, and reconstructs their experience, in both positive and negative senses. In addition, the direction of imagination is problematized. In emergent curricula, imagination emerges from the intersubjective relation between teachers and children. Teachers can manage the curricula by reflecting in their lessons the contents, intensity and direction of the imagination

The significance of KOGAKUDO through the controversy about KOGAKUDO education : An analysis on ""Nanman Kyoiku (South Manchuria Education)""

In this paper, I analyzed the controversy about KOGAKUDO education which was had in local educational magazines in Manchuria, ""Nanman Kyoiku"". And I tried to describe the realization of the teachers in KOGAKUDO and analyze their colonial consciousness

A more accurate analysis of maternal effect genes by siRNA electroporation into mouse oocytes

Maternal RNA and proteins accumulate in mouse oocytes and regulate initial developmental stages. Sperm DNA combines with protamine, which is exchanged after fertilization with maternal histones, including H3.3; however, the effect of H3.3 on development post-fertilization remains unclear. Herein, we established an electroporation method to introduce H3.3 siRNA into germinal vesicle (GV)-stage oocytes without removing cumulus cells. Oocyte-attached cumulus cells need to be removed during the traditional microinjection method; however, we confirmed that artificially removing cumulus cells from oocytes reduced fertilization rates, and oocytes originally free of cumulus cells had reduced developmental competence. On introducing H3.3 siRNA at the GV stage, H3.3 was maintained in the maternal pronucleus and second polar body but not in the paternal pronucleus, resulting in embryonic lethality after fertilization. These findings indicate that H3.3 protein was not incorporated into the paternal pronucleus, as it was repeatedly translated and degraded over a relatively short period. Conversely, H3.3 protein incorporated into the maternal genome in the GV stage escaped degradation and remained in the maternal pronucleus after fertilization. This new method of electroporation into GV-stage oocytes without cumulus cell removal is not skill-intensive and is essential for the accurate analysis of maternal effect genes

ホイク ニ オケル ソコ ニ アルモノ ノ カチ : アフォーダンス リロン ノ シゼン ジツザイロンテキ カイシャク オ トオシテ

本論文は、保育者と子どもが経験世界を共有することが可能であるかという問いについて、自然実在論に基づく哲学から応えていこうとするものである。実在論の哲学と実践との関係は、知覚の問題に焦点を当てることで結ばれることとなる。本論では、ギブソンのアフォーダンス理論を自然実在論的に解釈することで、私たちが「そこにあるもの」に直接知覚するリアリティが、協働的に確証されるプロセスにあることについて論じる。私たちは「そこにあるもの」の実在を共有しつつ、異なる仕方でそれを経験している。共通の実在を手掛かりに異なる経験世界を共有していくことで、お互いの理解と変容が生じることとなる。以上の議論から、環境の意味と価値は共有可能である一方、多様で汲みつくせないことが導かれる。結論として、保育者は、子どもがそれぞれの仕方で知覚するアフォーダンスに注意を向けることによって、子どもの経験世界を探求することが可能になることについて論じる。This paper answers the question whether it is possible for preschool teachers to share their experiential world with children from the perspective of natural realism. The problem of perception is explored to connect a philosophical perspective with practical issues. Through an interpretation of affordance theory as natural realism, in this paper, I shall clearify that the reality of `things out there\u27 is perceived directly during the process of collaborative verification. The common reality of `things out there\u27 is shared, but each of us experiences it in different ways. We can understand each other by sharing experiencial worlds though our common reality, which leads to the individual\u27s transformation. In this light, the meanings and values of our environment are shareable but infinite; therefore they cannot be perceived completely. In conclusion, I shall discuss the possibility of inquiring into children\u27s experiential worlds by paying attention to affordances, which children perceive in their own way