“ライブラリー・カレッジ”の現代的意義

1970年代後半以降，アメリカ合衆国の高等教育を取り巻く状況は，教師中心から学生中心の時代への移行，生涯学習の協調という，２つの大きな変化を見せた。そのような流れの中で，大学図書館の在り方についても再考が必要な時期を迎えている。本稿では，ルイス・ジョアーズの“ライブラリー・カレッジ”を現代という文脈の中に位置づけ，大学および大学図書館の両側面から，“ライブラリー・カレッジ”が従来の問題点を解決しうる要素を含んでおり，技術面の進歩も“ライブラリー・カレッジ”の意義を高めていることを指摘した。それとともに，実現の障害となりうる問題についても取り上げ，解決の方向を探った

The Library-College and Lifelong Learning

1930年代にルイス・ショアーズ（Louis Shores)によって提唱された大学改革案である“ライブラリー･カレッジ（Library-College）”は，高等教育における学生中心への移行，生涯学習の強調，情報基盤の充実といった変化の中で，以前よりもその意義を増している。本稿では，そのうちの特に生涯学習との関わりに注目し，“ライブラリー・カレッジ”に生涯学習と結びつきうる発想が含まれており，実際“ライブラリー･カレッジ”の内容の変化を通して，アメリカ合衆国の高等教育界における生涯学習に対する考え方の変化が見えることを明らかにしたい

Inhibitory Effect of Fermented Papaya Preparation on Hydroxyl Radical Generation from Methylguanidine

We have previously shown that extremely high level of guanidino compounds such as methylguanidine (MG), known as a neurotoxin and also a nephrotoxin, generate reactive oxygen species (ROS) using an electron spin resonance (ESR) technique with spin trap 5,5-dimethyl-1-pyrroline-N-oxide (DMPO). In this in vitro study, the inhibitory effect of fermented papaya preparation (SAIDO-PS501:PS-501) on hydroxyl radical (·OH) generation from MG was examined using an ESR spectrometry, and it was found that PS-501 suppressed ·OH generation from MG in a dose-dependent manner. The ID50 value of PS-501 was 8 mg/ml. On the contrary, glucose itself did not suppress ·OH generation from MG up to100 mg/ml, whereas PS-501 almost completely suppressed ·OH generation from MG at a dose of 100 mg/ml. These results imply that PS-501 itself may have a beneficial effect of preventing ROS- and MG-related diseases

Perceived Efficacy and Anxiety of Teachers in Japan toward Supporting Students with Chronic Illness in Mainstream School

The objective of this study was to examine mainstream school teachers’ anxiety and selfefficacy to teaching students with chronic illness. A survey was completed by 59 elementary and 44 junior high school teachers in Japan. Results indicated that the majority of teacher respondents perceived themselves as inadequate to teach students with chronic illness due to lack of practical knowledge and experience. A high proportion of respondents indicated that they had no academic training (62.1%) and no teaching experience (72.8%) for supporting students with chronic illness. On the other hand, there is a positive relationship between selfefficacy, anxiety level and academic training or teaching experience for supporting students with chronic illness. That is, teachers with practical experience teaching students with chronic illness in the classroom and teachers with more academic training in inclusive approaches demonstrated higher efficacy and lower anxiety than teachers without these experiences or with less training in inclusive teaching approaches. All teachers must be equipped with the extensive knowledge of how best to assist students with chronic illness. Additional efforts are needed to adequately support students with chronic illness in the regular education classroom