Eros in the Hamsunian Male Figure: Fantasy Women in Knut Hamsun’s 1890s Literature

Using a psychoanalytic perspective, I explore Knut Hamsun’s novels, Sult (1890), Mysterier (1892), Pan (1894), and Victoria (1898) and focus on the power that the women in fantasy have over the different male protagonists, whom I term the Hamsunian male. Within each fantasy, the women either dominate or exert supernatural power over the Hamsunian male. By undertaking such an investigation, I examine how the desired women in fantasy differ from the main female characters, in so far as they portray the Hamsunian male’s desire that ranges from intense eroticism to fear and death. While my focus on the female characters in the Hamsunian male differs from the discussions concerning the main female characters, I note that such women comment on the depiction of the masculine gender in Hamsun’s work. Furthermore, the discussion shows the power of women in fantasy, thus questioning whether they should continue to be disregarded as only superficially feminine.Using a psychoanalytic perspective, I explore Knut Hamsun’s novels, Sult (1890), Mysterier (1892), Pan (1894), and Victoria (1898) and focus on the power that the women in fantasy have over the different male protagonists, whom I term the Hamsunian male. Within each fantasy, the women either dominate or exert supernatural power over the Hamsunian male. By undertaking such an investigation, I examine how the desired women in fantasy differ from the main female characters, in so far as they portray the Hamsunian male’s desire that ranges from intense eroticism to fear and death. While my focus on the female characters in the Hamsunian male differs from the discussions concerning the main female characters, I note that such women comment on the depiction of the masculine gender in Hamsun’s work. Furthermore, the discussion shows the power of women in fantasy, thus questioning whether they should continue to be disregarded as only superficially feminine.Using a psychoanalytic perspective, I explore Knut Hamsun’s novels, Sult (1890), Mysterier (1892), Pan (1894), and Victoria (1898) and focus on the power that the women in fantasy have over the different male protagonists, whom I term the Hamsunian male. Within each fantasy, the women either dominate or exert supernatural power over the Hamsunian male. By undertaking such an investigation, I examine how the desired women in fantasy differ from the main female characters, in so far as they portray the Hamsunian male’s desire that ranges from intense eroticism to fear and death. While my focus on the female characters in the Hamsunian male differs from the discussions concerning the main female characters, I note that such women comment on the depiction of the masculine gender in Hamsun’s work. Furthermore, the discussion shows the power of women in fantasy, thus questioning whether they should continue to be disregarded as only superficially feminine

Salaries, degrees, and babies: Trends in fertility by income and education among Japanese men and women born 1943-1975-Analysis of national surveys

BACKGROUND: While fertility rates have decreased during the second half of the 20th century in Japan, little is known regarding trends in the number of children that men and women have across birth cohorts and whether these differ by education and income. METHODS: We used data from four rounds of the National Fertility Survey (1992, 2005, 2010 and 2015) and included men and women aged 40-49 years (16728 men and 17628 women). By 5-year birth cohorts, we assessed the distribution of number of children (0, 1, 2 and 3 or more) and total fertility (the mean number of children) at completed fertility (age 45-49 or 40-44 years depending on birth cohort). We assessed trends in these fertility outcomes in men and women separately, and by education (no university education; university education) for men and women and by reported annual income (0 to \u3c3 000 000 JPY; 3 000 000 to \u3c6 000 000 JPY; ≥6 000 000 JPY) for men. RESULTS: When comparing those born in 1943-1948 with those born in 1971-1975, the proportion with no children had increased from 14.3 to 39.9% for men and from 11.6 to 27.6% for women. This increase coincided with a decrease in the proportions of individuals with 2 or more children. Total fertility had decreased from 1.92 to 1.17 among men and from 1.96 to 1.42 among women. For men, those with a university degree were more likely to have children than those without a university degree in all birth cohorts except 1943-1947. Men with higher income were more likely to have children across birth cohorts. While the proportion who had children had decreased in all income groups, the decrease was steeper among those in the lowest income group. Among women born 1956-1970, those with a university degree were less likely to have children than those without a university degree; this difference was no longer seen among those born 1971-1975. For both men and women, trends in having children and total fertility across birth cohorts did not differ by educational status. CONCLUSIONS: The decline in the total fertility rate in Japan can be attributed to both an increasing proportion of the population who have no children and a lower number of children among those who have children. Men with lower education and income were less likely to have children and the disparity in the number of children that men have by income had increased in more recent birth cohorts. Among women, higher education was associated with lower fertility, although this pattern was no longer observed among those born in 1971-1975

Silent learning

Contains fulltext : 200389.pdf (publisher's version ) (Closed access)We introduce the concept of "silent learning"-the capacity to learn despite neuronal cell-firing being largely absent. This idea emerged from thinking about dendritic computation [1, 2] and examining whether the encoding, expression, and retrieval of hippocampal-dependent memory could be dissociated using the intrahippocampal infusion of pharmacological compounds. We observed that very modest enhancement of GABAergic inhibition with low-dose muscimol blocked both cell-firing and the retrieval of an already-formed memory but left induction of long-term potentiation (LTP) and new spatial memory encoding intact (silent learning). In contrast, blockade of hippocampal NMDA receptors by intrahippocampal D-AP5 impaired both the induction of LTP and encoding but had no effect on memory retrieval. Blockade of AMPA receptors by CNQX impaired excitatory synaptic transmission and cell-firing and both memory encoding and retrieval. Thus, in keeping with the synaptic plasticity and memory hypothesis [3], the hippocampal network can mediate new memory encoding when LTP induction is intact even under conditions in which somatic cell-firing is blocked

Execution of new trajectories towards a stable goal without a functional hippocampus

The hippocampus is a critical component of a mammalian spatial navigation system, with the firing sequences of hippocampal place cells during sleep or immobility constituting a “replay” of an animal's past trajectories. A novel spatial navigation task recently revealed that such “replay” sequences of place fields can also prospectively map onto imminent new paths to a goal that occupies a stable location during each session. It was hypothesized that such “prospective replay” sequences may play a causal role in goal-directed navigation. In the present study, we query this putative causal role in finding only minimal effects of muscimol-induced inactivation of the dorsal and intermediate hippocampus on the same spatial navigation task. The concentration of muscimol used demonstrably inhibited hippocampal cell firing in vivo and caused a severe deficit in a hippocampal-dependent “episodic-like” spatial memory task in a watermaze. These findings call into question whether “prospective replay” of an imminent and direct path is actually necessary for its execution in certain navigational tasks.Aarhus Institute of Advanced Studies, AarhusUniversitet, Grant/Award Number: 754513;ICT-FET (European Commission), Grant/AwardNumber: 600725; Lundbeckfonden,Grant/Award Number: DANDRITE-R248-2016-2518; Novo Nordisk Fonden,Grant/Award Number: NNF17OC0026774;Wellcome Trust, Grant/Award Numbers:206491, 207481/Z/17/Z; European Molecular Biology Organization, Grant/Award Number:EMBOALTF382-2017Peer reviewe

ガッコウ ニオケル イジメ ヨボウ オ モクテキ トシタ ユニバーサル ヨボウ キョウイク : キョウイク モクヒョウ ノ コウセイ ト ソノ エビデンス

Bullying is one of the most pervasive and severe problems in schools. Although there are numerous programs and diverse educational methods designed to reduce or prevent bullying, recent research indicates that programs directing at specific bullying?related components and targeting bullies or victims, are less likely to be effective and to have continual impacts（e.g., Vreeman & Carroll, 2007）. Yamasaki and Uchida （2010）suggested the importance of the science of preventive education, and then Yamasaki, Sasaki, Uchida, Katsuma, and Matsumoto（in press introduced the more comprehensive and universal prevention education named “TOP SELF”（Trial Of Prevention School Education for Life and Friendship）that has been developed under the science of preventive education. TOP SELF consists of the comprehensive base education and the partial optional education. This paper focuses on the bullying prevention program which is belonged to the partial optional education and aims at describing its structure of hierarchical purposes. First, we addressed psychological factors associated with bullying, and then showed the scientific evidence and/or theories of the hierarchical purposes. Finally, the limitation and future extension of our bullying prevention program in TOP SELF are discussed

TOP SELF ベース ソウゴウ キョウイク コウシャカイセイ ノ イクセイ ニオケル モクヒョウ コウセイ

TOP SELF, that is, Trial of Prevention School Education for Life and Friendship, has been introduced in Yamasaki, Sasaki, Uchida, Katsuma, & Matsumoto（2011）. The aim of the present paper is to describe how the program purposes have been developed and constructed in order to cultivate prosociality among children. Firstly, the purposes of education to cultivate prosociality among children are explained. Secondly, the construction of hierarchical purposes which is determined on the basis of literature review is illustrated. The construction of the purposes includes constituent, intermediate, subordinate and operational purposes. The higher−order purposes contribute to the realization of primary purposes, whereas operational purposes directly relate to the effectuation of education methods. Those purpose are derived from evidence −based outcomes in the literature

Activation of Epidermal Toll-Like Receptor 2 Enhances Tight Junction Function: Implications for Atopic Dermatitis and Skin Barrier Repair

Atopic dermatitis (AD) is characterized by epidermal tight junction (TJ) defects and a propensity for Staphylococcus aureus skin infections. S. aureus is sensed by many pattern recognition receptors, including Toll-like receptor 2 (TLR2). We hypothesized that an effective innate immune response will include skin barrier repair, and that this response is impaired in AD subjects. S. aureus–derived peptidoglycan (PGN) and synthetic TLR2 agonists enhanced TJ barrier and increased expression of TJ proteins, claudin-1 (CLDN1), claudin-23 (CLDN23), occludin, and Zonulae occludens 1 (ZO-1) in primary human keratinocytes. A TLR2 agonist enhanced skin barrier recovery in human epidermis wounded by tape stripping. Tlr2−/− mice had a delayed and incomplete barrier recovery following tape stripping. AD subjects had reduced epidermal TLR2 expression as compared with nonatopic subjects, which inversely correlated (r=-0.654, P=0.0004) with transepidermal water loss (TEWL). These observations indicate that TLR2 activation enhances skin barrier in murine and human skin and is an important part of a wound repair response. Reduced epidermal TLR2 expression observed in AD patients may have a role in their incompetent skin barrier

Angelman syndrome: advancing the research frontier of neurodevelopmental disorders

This report is a meeting summary of the 2010 Angelman Syndrome Foundation's scientific symposium on the neuroscience of UBE3A. Angelman syndrome is characterized by loss of speech, severe developmental delay, seizures, and ataxia. These core symptoms are caused by maternal allele disruptions of a single gene—UBE3A. UBE3A encodes an E3 ubiquitin ligase that targets certain proteins for proteasomal degradation. This biology has led to the expectation that the identification of Ube3a protein targets will lead to therapies for Angelman syndrome. The recent discovery of Ube3a substrates such as Arc (activity-regulated cytoskeletal protein) provides new insight into the mechanisms underlying the synaptic function and plasticity deficits caused by the loss of Ube3a. In addition to identifying Ube3a substrates, there have also been recent advances in understanding UBE3A's integrated role in the neuronal repertoire of genes and protein interactions. A developmental picture is now emerging whereby UBE3A gene dosage on chromosome 15 alters synaptic function, with deficiencies leading to Angelman syndrome and overexpression associated with classic autism symptomatology

ヨボウ キョウイク カガク ニオケル ベース ソウゴウ キョウイク ト オプショナル キョウイク

After Yamasaki and Uchida（2010）that underscored the importance of the science of preventive education for children’s health and adjustment in schools, this paper introduced comprehensive base and partial optional education that are developed in the science of preventive education. The education is named “TOP SELF”（Trial Of Prevention School Education for Life and Friendship）. First, the structure of hierarchical purposes in each education was explained. In the comprehensive base education, developments of autonomy and interpersonal relatedness are established as primary purposes, and developments of selfconfidence, understanding and regulating emotions, prosociality, and social skills as constituent purposes. Under each constituent purpose, intermediate, subordinate, and operational purposes are developed in this order, and thereafter concrete methods are developed under each operational purpose. Meanwhile, the partial optional education has four taxonomic program groups such as School Adjustment, Mental Health, Physical Health, and Risk Behaviors. Each group has three or four prevention programs : Prevention programs for bullying, violence, and delinquency are included in School Adjustment ; revention programs for stress, anxiety, and depression in Mental Health ; prevention programs for drug abuse, sex-related misbehaviors, and smoking and drinking in Risk Behaviors ; and prevention programs for development and improvement of total lifestyles and dietary, exercise, and sleep lifestyles in order to prevent lifestyle diseases are included in Physical Health. Next, it was elucidated how to apply scientific theories and how to develop methods in TOP SELF. Specifically, common characteristics of the methods in TOP SELF were explained in detail, nderscoring development of materials and activities that are both attractive for children and easy for teachers to conduct and prepare for. Finally, basic implementation patterns of base and optional education in grade and junior high schools were suggested. Future topics that this paper did not cover are discussed