GlobaLIS : an effort to describe trends in Japanese LIS education for global collaboration / Makiko Miwa, Yumiko Kasai and Shizuko Miyahara

The GlobaLIS Project takes an initiative in attaining the globalization of Japanese library and information science (LIS) professional education by defining the requirements for internationally transparent and harmonized educational programs for LIS professionals. We ask three research questions in a stepwise manner: (1) What are the basic requirements for globalizing Japanese LIS professional education? (2) What kinds of efforts are required for us to attain a global collaboration between Asia and the Pacific in quality assurance of LIS education? (3) How can we attain global collaboration in the development of a common curriculum framework for LIS education in Asia and the Pacific using school librarian training as an instantiation? At the initial stage of the GlobaLIS project, we reviewed the literature and interviewed people involved in regional and global collaboration for quality assurance and mutual accreditation of LIS educational programs, to identify the recent trends. For the first research question, we identified three requirements: (1) establishment of an office responsible for preparing and administering mutual accreditation of LIS programs with overseas counterparts,(2) implementation of the LIS examination as a means of establishing an outcome-based assessment of LIS education, and(3) establishment of graduate level LIS education programs to be mutually exchangeable with overseas counterparts. For the second research question, we tentatively identified three areas requiring effort: (1) improvement of international transparency of the Japanese LIS professional system,(2) comparison of the LIS curriculum contents with those of overseas counterparts, and(3) stimulation of interest in global trends in LIS education among Japanese LIS educators. For the third research question, we have begun preparation for the collaborative curriculum development of school library professionals planned for 2013. Keywords: Library and Information Science (LIS) education; Global collaboration; Mutual accreditation; Common curriculum development; School library professionals; Comparative librarianshi

中学生・高校生の「性の多様性」への意識調査 : 徳島県の中学生と高校生を対象に

This study was aimed to have a grasp on the attitude of junior high school students and high school students in Tokushima towards sexual and gender minorities (SGM). The attitude survey was conducted to 673 junior high school students and 218 high school students in Tokushima after lectures on SGM. Results showed that only less than 20% students knew the word "sexual minority" and less than 25% students knew the word "LGBT," which is much smaller numbers compared with attitude survey towards adult in 2019 (91%). However, they answered that they want to learn more and to be friends with SGM. The prevalence of teasing and bullying related to SGM was asked and junior high school students have heard of teasing in schools (41.5%) more than those of high school students (20.2%). From these results, teachers need to become more aware of teasing and bullying towards SGM students and need to guide and teach those teasing hurt them. The social situation has changed drastically around SGM in Japan (Partnership regulation, insurance coverage of SRS, and so on) and the attitudes towards SGM need to be changed. School teachers have a great responsibility to reduce prejudice and discrimination against SGM and teach positive attitudes towards all minorities

ドウセイアイ リョウセイアイ コウテイテキ カウンセリング ジコ コウリョクカン シャクド ニホンゴバン LGB-CSIJ サクセイ ノ ココロミ

The purpose of this study was to develop a Japanese version of the Lesbian, gay, and bisexual affirmative counseling self?efficacy scale (LGB?CSIJ) by analyzing of it reliability and validity across a Japanese sample. The data for this study were collected from a sample comprising 56 first?year and 40 second?year graduate students pursuing Master’s degree in clinical psychology. The results indicated that the scale had three?factor construction of the “LGB?related knowledge and assessment,” “General clinical psychology knowledge,” and“Awareness and seeking outside help,” and the reliability and validity of this scale was indicated. Further, there were differences between neither the first?year and second?year students nor male and female students in terms of the three factors. However, the scores of students above 41 years of age or having a background experience of teaching at elementary or secondary schools were higher as compared to those of the students below ２５ years of age or having no teaching experince. The younger generation seems to have more experience of seeing LGB people in the society or through media, and that affect their sense of affirmativeness. Therefore, we concluded that an LGB affirmative training program is required and that it is important to offer opportunities to acquire and practice LGB sensitive counseling skills in all training programs

マイノリティ キョウカン Inter-minority Empathy : セイ ノ タヨウセイ オ ミトメル タイド ニ カンレン スル ヨウイン

This study discussed the concept of "inter-minority empathy," which refers to the attitudes acknowledging sexual and gender diversity. Previous research about positive and affirmative attitudes toward sexual minorities were reviewed, revealing three kinds of motivations, 1) personal and meaningful relationships with LGBT people, 2) principles and values such as justice, civil rights and religious/moral beliefs, and 3) negative emotions such as guilt. Our research in Japan (Kasai & Odo, 2018) revealed 4 categories of promoting attitudes acknowledging sexual and gender diversity ; "Visualization and knowledge of LGBT+," "Personal and intimate relationship with LGBT+ people," "Inter-minority empathy," and "Joining LGBT+ activities." "Inter-minority empathy" is a new concept for promoting these attitudes and the definition of this is "the empathy toward other minority based on their own experience as a minority." Inter-minority empathy can be a bridge among many different minority issues and also a solution for prejudice and discrimination against different minorities

カウンセリング ジコ コウリョクカン シャクド Counselor Activity Self-Efficacy Scales ニホンゴバン サクセイ ノ ココロミ

The purpose of this study was to develop a Japanese version of the Counselor Activity Self-Efficacy Scales through an analysis of their reliability and validity across a Japanese sample. The data for this study were collected from a sample comprising 50 first-year and 46 second-year graduate students pursuing their Master\u27s degrees. The results indicated that a marginal difference existed between the Japanese and the original samples in the factor construction of the "Helping Self-Efficacy Scale." The "Session Management Self-Efficacy Scale" and the "Counseling Challenges Self-Efficacy Scale" exhibited identical factor constructions in these two samples, and the reliability and validity of these scales were also indicated. The scores of the latter two scales could be utilized to differentiate between students with differing levels of counseling experience. Implications for future research and training applications were considered.国立情報学研究所『研究紀要公開支援事業』により電子化

中学生・高校生・大学生の同性愛者(LG)への態度と被異質視不安傾向・異質拒否傾向との関連

A high risk of being bullied or having suicidal thoughts among sexual minority students has been reported. The special needs of sexual minority students have been brought to our attention by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in 2010 and 2015. Some schools have taken actions by holding special lectures or seminars about sexual orientation and gender identity. although, most schools have yet to adopt any measures in this regard. This study investigated the factors which influence the attitude towards lesbians and gay men (LG) among junior high, high school, and university students. The first hypothesis was that there was a relationship between age and students\u27 attitude towards LG. The second was that there was a relationship between the anxiety of being viewed as different and the tendency to reject people who were different, and the attitude towards LG. The results showed that as the students got older, they had more positive attitudes towards LG. Further the tendency to reject people different from themselves was related to a negative attitude towards LG. The hypotheses were supported by our results; however, it should be noted that junior high school students reported more direct contact with LG than the other age groups. Some studies have showed a relationship between direct contact with LG and more positive attitudes towards them. Therefore, in the future prejudice and discrimination against LG might be reduced and positive attitudes toward them could become common in school environments

大学生の恋愛の発達と自己の発達との関連 : 自己心理学的観点による分析と恋愛相談との関連

本研究は，大学生の恋愛の発達と自己の発達との関連を検討することを目的とした。大学生３５２名を対象に，自己構造の安定性に関する質問紙，恋愛様相尺度，及び主な養育者による被受容感尺度を用いて調査を実施した。交際経験のある２０３名を対象に適合性の高いモデルにおいてジェンダー差を検討した結果，男性では，自己対象体験不全が自己の発達を阻害するが，自己の発達は恋愛の発達に影響しないことが見出された。一方，女性では，自己対象体験不全が自己の発達を阻害し，自己の発達不全が恋愛の発達も阻害することが見出された。恋愛相談においては，身近な他者からの共感と助言を求める学生が多いことが見出された。これらの結果から，大学生の恋愛の発達と自己の発達が関連するという仮説が部分的に支持された。今後は，主な養育者以外との間での自己対象体験と恋愛や自己の発達との関連を検討することが課題である。This study aimed to examine the relationship between mature love and development of self among university students. In total, 352 university students completed three scales, namely the Constancy of Self-Structure scale, Scale of Immature/Mature Love, and Sense of Acceptance scale. We examined gender differences among 203 participants, who had prior experience of being in romantic relationships, using structural equation modeling. The results revealed that while both males and females displayed an obstructed development of self due to improper selfobject experiences, only females displayed obstructed mature romantic relationships due to improper development of self. We also found that the participants often needed empathetic responses and advice from their close ones regarding their romantic relationships. These findings suggest only partial confirmation of the hypothesis, which states that mature love is related to development of self. The task for future research is to examine the relationship between selfobject experiences with individuals other than caregivers, mature romantic relationships, and development of self

Novel potential of tunicamycin as an activator of the aryl hydrocarbon receptor – dioxin responsive element signaling pathway

AbstractTunicamycin is a well-known inhibitor of protein glycosylation and used as an inducer of endoplasmic reticulum (ER) stress. We found that tunicamycin induced expression of cytochrome P450 1A1 in a dose-dependent manner. Like dioxin, the transcriptional induction was associated with dose-dependent activation of the dioxin responsive element (DRE). This effect was independent of inhibition of protein glycosylation or induction of ER stress. Pharmacological and genetic inhibition of the aryl hydrocarbon receptor (AhR) significantly attenuated activation of DRE by tunicamycin. These results elucidated the novel potential of tunicamycin as an activator of the AhR – DRE signaling pathway

Transcriptional suppression of nephrin in podocytes by macrophages: Roles of inflammatory cytokines and involvement of the PI3K/Akt pathway

AbstractExpression of nephrin, a crucial component of the glomerular slit diaphragm, is downregulated in patients with proteinuric glomerular diseases. Using conditionally immortalized reporter podocytes, we found that bystander macrophages as well as macrophage-derived cytokines IL-1β and TNF-α markedly suppressed activity of the nephrin gene promoter in podocytes. The cytokine-initiated repression was reversible, observed on both basal and inducible expression, independent of Wilms’ tumor suppressor WT1, and caused in part via activation of the phosphatidylinositol-3-kinase/Akt pathway. These results indicated a novel mechanism by which activated macrophages participate in the induction of proteinuria in glomerular diseases

ジドウ セイト ノ ニンゲン カンケイ チョウセイリョク ノ イクセイ ニ カンスル ケンキュウ : ニンゲン カンケイ チョウセイリョク ノ テイギ ト イクセイ プログラム ノ カイハツ オ トオシテ

本研究は，児童生徒が人間関係をうまく結ぶ力としての人間関係調整力を育成するために，育成プログラムの開発・検討を行うことを目的とした。それには，まず，曖昧であり，一般的な概念としては見当たらない人間関係調整力の定義から始めた。しかし，人間関係調整力につながる資質・能力については非常に多岐にわたるものとなるため，育成プログラムを開発していく上では，「他者理解力」「自己表現力」「合意形成力」の３つの力に絞って開発を進めていこうと考えた。また，指導の継続性・系統性を実現するための系統的指導目標の作成を行った。育成プログラムとしては，①人間関係調整能力の直接的な育成（特活・道徳の時間・ＨＲ等を活用した育成），②人間関係調整力につながる資質・能力の育成（教科の授業における育成）の２方面からの授業実践を行った。その結果，「他者理解力」「自己表現力」「合意形成力」のそれぞれにおいて向上が見られた。The purpose of the current study was to develop a program aimed at promoting interpersonal adjustment competency among school students. The concept of interpersonal adjustment competency was defined; based on this definition, we focused on three domains: “competency for understanding others,” “competency for expressing oneself,” and “competency for mutual agreement.” To promote sequential and systematic learning, specific education goals for the program were employed. Two basic strategies were employed: 1) direct education through extracurricular activities, ethics classes, and homeroom classes, and 2) indirect education through regular classes. Results from questionnaires and reaction papers obtained from students revealed that scores for all three competencies increased after the program. Students also reported a heightened awareness of the importance of understanding others, expressing themselves, and mutual agreement