大豆発芽時期におけるグリシニン分解酵素の活性変動

　Changes in glycinin-digesting protease activity during soybean germination have been investigated. The glycinin-digesting protease activities of imbibed or germinated soybean seed were assayed by RP‒HPLC using a tryptic peptide from CM‒glycinin or by SDS‒PAGE using CM‒glycinin as the endogenous substrate. Proteolytic activities of the germinated soybean seeds were found through the whole period of germination, the activities were maintained significantly unchanged during germination for 4 days, and then those specific activities declined slowly. AE‒HPLC analysis of the glycinin-digesting protease in the imbibed or germinated soybean seeds showed unchanged peaks corresponding to glycinin- digesting activity, suggesting that the glycinin-digesting protease was not induced during germination but had already been synthesized during seed maturation.　大豆発芽期におけるグリシニン分解酵素 (98 kDa SBP) の活性変動を解析した．大豆種子を４時間水で膨潤後， 25 ℃ 暗黒下で発芽させた．経時的にサンプリングを行い，2M NaCl を含むトリス緩衝液 (㏗ 7.0) により粗酵素を抽出 後，グリシニン由来のトリプシン分解ペプチドを基質としてグリシニン分解酵素の活性変動を逆相 HPLC により追 跡した．その結果，種子膨潤後４日間比活性はほぼ一定の値を保ち，以後徐々に低下することが分かった．次いで， 粗酵素溶液からイオン交換 HPLC により98 kDa SBP を部分精製するとともに，発芽期における 98 kDa SBP の消長 を解析したところ，98 kDa SBP は乾燥種子及び各発芽段階の種子中全てに認められ，かつグリシン分解活性もグリ シニン由来のトリプシン分解ペプチド基質に対する活性と同様に認められた．以上の結果から，98 kDa SBP は種子 発芽に伴い誘導されるプロテアーゼではなく，種子貯蔵型のプロテアーゼであることが明らかになった

小学校陸上運動(短距離走)の授業における集団での学びの要因に関する一考察

Because a learner mentions pleasure of exercise, through exercise of a sprint, each other's cooperation is concluded. I added examination by comparing a group what kind of factor acted on cooperation by doing group learning. As a result, I was able to know one end of it being important that there was the child who owned the leadership in a group

The Amelioration of Renal Damage in Skp2-Deficient Mice Canceled by p27 Kip1 Deficiency in Skp2−/− p27−/− Mice

SCF-Skp2 E3 ubiquitin ligase (Skp2 hereafter) targets several cell cycle regulatory proteins for degradation via the ubiquitin-dependent pathway. However, the target-specific physiological functions of Skp2 have not been fully elucidated in kidney diseases. We previously reported an increase in Skp2 in progressive nephropathy and amelioration of unilateral ureteral obstruction (UUO) renal injury associated with renal accumulation of p27 in Skp2−/− mice. However, it remains unclear whether the amelioration of renal injury in Skp2−/− mice is solely caused by p27 accumulation, since Skp2 targets several other proteins. Using Skp2−/−p27−/− mice, we investigated whether Skp2 specifically targets p27 in the progressive nephropathy mediated by UUO. In contrast to the marked suppression of UUO renal injury in Skp2−/− mice, progression of tubular dilatation associated with tubular epithelial cell proliferation and tubulointerstitial fibrosis with increased expression of collagen and α-smooth muscle actin were observed in the obstructed kidneys in Skp2−/−p27−/− mice. No significant increases in other Skp2 target proteins including p57, p130, TOB1, cyclin A and cyclin D1 were noted in the UUO kidney in Skp2−/− mice, while p21, c-Myc, b-Myb and cyclin E were slightly increased. Contrary to the ameliorated UUO renal injure by Skp2-deficiency, the amelioration was canceled by the additional p27-deficiency in Skp2−/−p27−/− mice. These findings suggest a pathogenic role of the reduction in p27 targeted by Skp2 in the progression of nephropathy in UUO mice

形成的評価による授業研究をつくる

子どもからみた形成的授業評価の歴史的変遷 : 現在の体育教育界において, 形成的授業評価が授業の改善に役立つているのは周知の事実である。では形成的授業評価とは, どのような経過により研究・考察が重ねられてきたのかを紹介する。形成的授業評価の先駆者としてあげられるのは, 高田典衛である。1972年, 高田は「よい体育授業の条件」は4つあると主張した。1981年に中村敏雄が「高田4原則」と命名し, 今なお多くの教師に支持されている。その後, 高橋健夫・林恒明・藤井喜一・大貫耕一ら, 体育の授業改善に意欲をもっ体育実践者と大学で体育科教育学を学ぶ者が集まり共同して授業研究を始めるようになった。はじめは, 名もない会合であったが, 1989年4月より雑誌「体育科教育」に連載を始めることになったのを契機に, この集まりを「体育の授業を創る会」と呼ぶようになった。「体育科教育」への連載は, 2年半の長きにわたっている。さらに高橋らは「よい体育授業」の姿をめぐって様々な授業の観察分析をし, 1996年に「体育授業研究会」を設立し, 活動を続けている。形成的授業評価について, 高橋らは「高田4原則」を受け入れつつも, その方法が教師の経験的な考えに基づくものであり客観性の乏しさを指摘した。1994年, 高橋らは統計的手法によって開発した4次元・9項目からなる簡便で実用的な形成的授業評価法を作成した。単行本体育の授業を創るの中で, 巻末に形成的評価票・形成的評価基準・形成的評価得点表等を掲載し, その方法が具体的にイメージできるように, 実際の授業分析例を示した。さらに2003年発行の「体育授業を観察評価する」(明和出版)の中では, 1993年の指導要録の改定に伴い, 自学能力を育成するねらいから自己評価や形成的評価を促進させるための資料を数多く提供している。その後も高橋の教え子たちだけにとどまらず, 研究・考察活動が現在も広まっている。このようにして, 子どもからみた授業評価を通して授業を振り返る方法である形成的授業評価法が確立された。教員間での研修の際にも科学的データに基づく具体的な資料として使われ, 授業改善に果たした功績は大きい。Historical Transition of the Formative Education Evaluated by Students : Today it is widely known that the formative education evaluation contributes to the improvement of class lessons. We introduce the process of the study and consideration of the evaluation went through in the past. One of the pioneers on formative education evaluation is Norie Takada. He formulated the 4 principles that create "good physical education teaching". Toshio Nakamura named the principles "4 principles by Takada" in 1981 and then the principles have had a broad base of support of teachers. Afterwards practitioners such as Takeo Takahashi, Tsuneaki Hayashi, Kiichi Hayashi and Koichi Ohnuki who have strong desire to improve physical education and others who study the pedagogy of physical education at university gathered together and started class lesson research. Their group "ion" was unknown for the beginning. Takahashi et al. have investigated and analyzed various class lessons. And they established TAIIKU JYUGYO KENKYUKAI (The Institute of Physical Education) in 1996 and continue their activities. They adopted "4 principles by Takada", but at the same time they pointed out the lack of objectivity. The principles were based on the experience of physical education teaching. They created simple and practical formative education evaluation method with 4 dimensions and 9 items which was developed on statistical technique in 1994. They showed sample analyze of actual class to understand the actual image of the method by inserting formative evaluation sheet, measurement, score card and others at the end of a book ''TAIIKU NO JYUGYO WO TSUKURU (Create physical education class)". Furthermore they provide a lot of materials to promote self-evaluation and formative evaluation to nurture self-study capability in the book ''TAIIKU JYUGYO WO KANSATSU HYOKA SURU (observe and evaluate physical education class)" (Meiwa Publishing 2003) according to the revision of the Japanese government guideline of education in 1993. Afterwards the study and investigation activities on formative education evaluation are still expandingnow among not only by the students of Takahashi but by a lot of people. In this way, formativeeducation evaluation reflected on the class by students' evaluation was established. It is used as concretematerials based on scientific data at teachers' training and make a large contribution to improvephysical education class

Podocyte autophagy is associated with foot process effacement and proteinuria in patients with minimal change nephrotic syndrome

Autophagy is a cellular mechanism involved in the bulk degradation of proteins and turnover of organelle. Several studies have shown the significance of autophagy of the renal tubular epithelium in rodent models of tubulointerstitial disorder. However, the role of autophagy in the regulation of human glomerular diseases is largely unknown. The current study aimed to demonstrate morphological evidence of autophagy and its association with the ultrastructural changes of podocytes and clinical data in patients with idiopathic nephrotic syndrome, a disease in which patients exhibit podocyte injury. The study population included 95 patients, including patients with glomerular disease (minimal change nephrotic syndrome [MCNS], n = 41; idiopathic membranous nephropathy [IMN], n = 37) and 17 control subjects who underwent percutaneous renal biopsy. The number of autophagic vacuoles and the grade of foot process effacement (FPE) in podocytes were examined by electron microscopy (EM). The relationships among the expression of autophagic vacuoles, the grade of FPE, and the clinical data were determined. Autophagic vacuoles were mainly detected in podocytes by EM. The microtubule-associated protein 1 light chain 3 (LC3)-positive area was co-localized with the Wilms tumor 1 (WT1)-positive area on immunofluorescence microscopy, which suggested that autophagy occurred in the podocytes of patients with MCNS. The number of autophagic vacuoles in the podocytes was significantly correlated with the podocyte FPE score (r = -0.443, p = 0.004), the amount of proteinuria (r = 0.334, p = 0.033), and the level of serum albumin (r = -0.317, p = 0.043) in patients with MCNS. The FPE score was a significant determinant for autophagy after adjusting for the age in a multiple regression analysis in MCNS patients (p = 0.0456). However, such correlations were not observed in patients with IMN or in control subjects. In conclusion, the results indicated that the autophagy of podocytes is associated with FPE and severe proteinuria in patients with MCNS. The mechanisms underlying the activation of autophagy in association with FPE in podocytes should be further investigated in order to elucidate the pathophysiology of MCNS

Evaluation of a communication skills seminar for students in a Japanese medical school: a non-randomized controlled study

BACKGROUND: Little data exist for the effectiveness of communication skills teaching for medical students in non-English speaking countries. We conducted a non-randomized controlled study to examine if a short intensive seminar for Japanese medical students had any impact on communication skills with patients. METHODS: Throughout the academic year 2001–2002, a total of 105 fifth-year students (18 groups of 5 to 7 students) participated, one group at a time, in a two-day, small group seminar on medical interviewing. Half way through the year, a five-station objective structured clinical examination (OSCE) was conducted for all fifth-year students. We videotaped all the students' interaction with a standardized patient in one OSCE station that was focused on communication skills. Two independent observers rated the videotapes of 50 students who had attended the seminar and 47 who had not. Sixteen core communication skills were measured. Disagreements between raters were resolved by a third observer's rating. RESULTS: There was a statistically significant difference in proportions of students who were judged as 'acceptable' in one particular skill related to understanding patient's perspectives: asking how the illness or problems affected the patient's life, (53% in the experimental group and 30% in the control group, p = .02). No differences were observed in the other 15 core communication skills, although there was a trend for improvement in the skill for asking the patient's ideas about the illness or problems (60% vs. 40%, p = .054) and one of the relationship building skills; being attentive and empathic nonverbally (87% vs. 72%, p = .064). CONCLUSION: The results of this study suggest that a short, intensive small group seminar for Japanese medical students may have had a short-term impact on specific communication skills, pertaining to understanding patient's perspectives