Записки из подполья: Письмо Сталину в защиту Достоевского

To replace paper-based textbooks with web-based textbooks has caused several available features. The textbooks which are provided on the internet can always keep the latest information, and it is facile to include not only texts but also contents using multimedia and special functions. The web-based textbook on pulsed power, which is one of technical and science fields, has been prepared. In the textbook, the parts of pulsed power bases are described in classic text style and the chapter of pulsed power applications is provided by lectures with slides and vocal audios. Specialized calculators on pulsed power and virtual pulsed power laboratory consisting of several simulators are served through the web interface. A function of “Who's Who is a database of the authors, researchers of pulsed power and users of this textbook in order to provide their communication by e-mails. A formation of the community for pulsed power researchers as well as learners is anticipated by using the database. This textbook will be beneficial to the education in graduate schools and to the COE program as a self-learning material.

1207 魅力ある大学院教育イニシアティブ : 「統合デザイン力教育プログラム」のコンセプト(OS17 設計教育と人材開発,未来社会を支えるものづくりとひとづくり(設計・システムから))

This research study, conducted within the past year, delved into the intricate interplay between learning and teaching styles in the context of graduate school education. Employing a mixed-methods approach, the study sought to identify, analyze, and facilitate the alignment of these styles to enhance the quality of graduate education. The investigation began with an exploration of the predominant learning styles among graduate students, revealing a diverse spectrum including diverging, assimilating, converging, and accommodating preferences. This diversity highlighted the importance of recognizing individual differences in learning styles within this student cohort. Educators in graduate schools employed a range of teaching styles and pedagogical approaches, including lectures, case studies, group discussions, and hands-on experiments. The diversity of teaching methods demonstrated a willingness among educators to adapt to varying learning needs and promote student engagement. However, the study unveiled a significant finding: there was not always perfect alignment between students' learning styles and educators' teaching styles. This misalignment emphasized the need for greater awareness and adaptation to cater to the diverse learning preferences of graduate students. The impact of this alignment, or lack thereof, was evident in student engagement and academic performance. When there was congruence between learning and teaching styles, students reported higher levels of engagement and satisfaction. Diverse teaching methods challenged students and prepared them to adapt to varying educational environments. Academic performance was notably influenced by the degree of alignment between learning and teaching styles, emphasizing the significance of tailored teaching approaches. The study concludes with a set of recommendations aimed at optimizing the alignment between learning and teaching styles in graduate school education. These recommendations encompass faculty pedagogical training, flexible curriculum design, student-centered learning, regular assessment and feedback mechanisms, faculty collaboration, technology integration, awareness campaigns, mentorship programs, research and assessment initiatives, and the promotion of inclusive learning environments. In summary, this research underscores the complex and dynamic relationship between learning and teaching styles in graduate education. Recognizing the diversity of learning preferences among graduate students and promoting adaptability in teaching methods are critical steps toward optimizing the graduate education experience. The findings contribute to ongoing discussions on pedagogical practices and their impact on student success in graduate school education, offering valuable insights for educators, administrators, and policymakers.

This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.

The report of the Council for the improvement in the education of pharmaceutical sciences and the recommendation of the Central Council for Education indicate that the 6-year education is required to develop pharmacists with high qualities as medical staff. Each college of pharmacy started the education and practical training based on the model core-curriculum with the original program. On the other hand, to develop a scientist for the development of novel medicines, 4-year education program is also required. Under these new education systems, what we should do in the education in the graduate school of pharmacy and pharmaceutical sciences has been discussed. Recently, the first report about the purpose and the strategy in the graduate school in the new generation was submitted. Here, I will comment on the details of this report.

Japan, known for its good healthcare access via universal health insurance, leads the world in terms of life expectancy, and possesses a public health system that has improved health standards markedly in the 20th century. However, we currently face major challenges to maintain and promote people's health. Although these complicated problems pose numerous threats to public welfare, education of public health for health professionals still retains 20th-century standards. This also means that graduate education of public health in Japan is traditionally based on obtaining licensure as a medical professional, conducting research and writing papers, and on-the-job training. Since graduate school education is expected to produce competent public health leaders, Japan requires a reform toward a new education design that caters to the current societal needs. The current global trend in the education of health professionals leans toward outcome-based education to meet core competencies. Here, "competency" refers to a set of features or particular behavioral patterns possessed by highly qualified persons. In 2006, the World Health Organization (WHO) established a general health professional competency standard that includes both management and leadership competencies. Moreover, the Lancet Commission concluded that there was a need for transformative education based on a "health system approach." In brief, this means that our education should correspond to the needs of the health system to allow for the resolution of problems by educated professionals with satisfactory levels of competencies. In addition, as "change agents," these competent professionals are expected to promote societal change toward the realization of better public health. In Japan, the Central Education Council has produced several reports on professional graduate school reform since 2000. These reports indicate that graduate school curricula require reform to allow the health professionals to work locally and globally, as well as to solve problems through the application of systematic knowledge that matches practice with theory. Therefore, with reference to the current Japanese health situation, global trends in education, and the Japanese educational policies, transformational changes are needed toward a new era of Japanese public health education specifically through outcome-based education to improve the health professionals competencies. We hope that education in the new schools of public health will contribute to solve authentic public health problems and create a healthy future with competent professionals.

For 22 years from 2000 to 2021, a total of 140 doctoral dissertations in Korean contemporary history were published in the graduate school of history. Compared to the first doctoral dissertation on Korean contemporary history published in 1990 at the graduate school of history in 1990 and only 11 doctoral dissertations on Korean contemporary history were published in 10 years until 1999, this is a quantum leap in growth. Thanks to this, the field of Korean contemporary history was able to acquire and strengthen citizenship in the historical academia. The main reason for the increase in the number of doctoral dissertations on Korean contemporary history is that several graduate schools of history have established the structure of academic reproduction in the field of Korean contemporary history by appointing professors majoring in Korean contemporary history. However, the system, content, method, infrastructure, etc. of graduate school education do not deviate significantly from the existing framework and practice of history. In addition, since graduate school education on Korean contemporary history is still in its infancy, the distribution of doctoral dissertations is biased regionally, and the research period and topics are also biased. Therefore, in the future, graduate school education on Korean contemporary history should overcome the gap between quantitative expansion and qualitative stagnancy, and contribute to broadening the scope of research beyond the bias in the initial stage.

Novice Academic Librarians Provide Insight into Choosing Their Careers, Graduate School Education, and First Years on the Job

Education and popularization are basic requirements for the development of astronomy and astrophysics. Education in elementary, secondary, and high schools has been based on The Course of Study issued by the Ministry of Education and Science. Problems of astronomy education in this system are briefly reviewed here. In universities, astronomy is separated into general education and technical education; of these two, technical education in graduate schools has shown remarkable progress in the postwar period.

Relatively little is known about the symbolic and cultural leadership practices and approaches used to imbed character education in high schools in China. In addition, there is a lack of published studies and reports investigating the revival between character and moral education in the Chinese school system. Without additional information, it is impossible to understand and develop effective leadership approaches that will shape and mold school cultures to effectively support both character and moral education. The literature reviewed in this study revealed little information about if, and in what form, there is a return to moral education focusing on traditional Chinese, including Confucian-related, values, virtues, and principles in China. The research methodology consisted of a case study of three carefully selected high school principals. The study sought to: (1) identify traditional Chinese, including Confucian-related, values, virtues, and principles held by these principals; (2) describe the roles played by these high school principals in shaping and molding character education; (3) delineate symbolic and cultural leadership approaches used in implementing and supporting character education; and, (4) discuss leadership implications in character education development and implementation. Within the cultural context of China, the researcher developed a symbolic and cultural leadership portrait of the high school principal, and how principals shape and mold school culture through their leadership actions to support character education. The following are some of the general findings of this study: (1) The role of the principals in China is similar to that of a government agent: ie they receive orders and directives that they must follow. Within the school setting, they are the 'lead' character educator and they play out this role by 'modeling' the desired morals and values in both their personal and private lives; (2) Confucian-related moral and ethical teachings were considered helpful and somewhat important in character education by the principals. However, these morals and values were not found in the formal moral curricula established for the respective public high schools in China, rather, they were found in some of the articles used within the school's literature curriculum; (3) the five most important morals and values that should be at the heart of character education programs in China were found to be: patriotism; love to learn; loyalty to one's responsibility; honesty; and filial piety. Based on these findings, six recommendations for further study were made.

The current graduate school education system has largely been focusing on producing better learners and problem solvers. The rise of problem based learning approaches are testimonial to the importance of such skills at all levels of education from early childhood to graduate school level. However, most of the programs so far have focused primarily on producing better problem solvers neglecting problem finding at large. Problem finding, an important skill is a subset and first step in creative problem solving. Most studies on problem finding skills have only focused on industries and corporations for training employees to think out of the box for innovative product design and development. At school or university level, students are generally given a well-defined problem in most Problem Based Learning (PBL) scenarios and problem discovery or how to deal with ill-structured problems is mostly ignored. In this study, we present the Nitobe School Program and discuss our unique curriculum to teach problem finding in graduate school education. We show how introducing problem finding at graduate level increases student's ability to comprehend difficult and wicked problems in a team based learning environment. Moreover, we present how it influences creativity in graduate students resulting in better problem solvers.

A pós-graduação tem como foco a produção de conhecimento e por consequência a formação de pesquisadores, no entanto, é a responsável legal pela formação de professores para a docência no Ensino Superior. Atualmente algumas atividades formativas da pós-graduação são voltadas para a docência, como o estágio de docência obrigatório para bolsistas, e a tutoria. Esta pesquisa teve como objetivo investigar as contribuições dessas atividades na formação de pós-graduandos. Para tal, foram analisados, a partir da análise de conteúdo, 39 questionários de pós-graduandos cursando o estágio. Os resultados permitem inferir que as experiências vivenciadas ao longo do estágio são as principais contribuições. Entretanto, ainda é tímida a reflexão sobre a prática docente, de modo que acreditamos que professor e pós-graduando devam estabelecer uma relação formativa do início ao fim da disciplina, superando a concepção de um estágio de docência limitado a um viés prático. Concluímos que o estágio de docência e a tutoria tem relevante contribuição na formação dos estudantes, com potencial para desenvolver a reflexão crítica e formação continuada de pós-graduandos e professores do Ensino Superior. Acreditamos também que este estudo possa contribuir para o fomento de políticas institucionais voltadas para a formação docente na pós-graduação.

大学院教育の現場からの二、三の反省

It is essential to predict the long-term supply and demand for the number of radiologic technologists as medical resources. However, it is difficult to predict the number of Japanese radiologic technologists due to complex and intertwining factors. Our purpose in this study was to predict the future number of radiologic technologists using the concept of system dynamics (SD), and to clarify the effects of relevant factors. In order to estimate the number of Japanese radiologic technologists, we constructed a flow diagram using the concept of SD. We simulated the number of radiologic technologists for the following 4 cases: maintaining the status quo, a change in the pass rate for the national examination, a change in the post-graduate employment rate, and a change in the rate of continuing education. The result for the predicted number of radiologic technologists was 50,509 in 20 years, which is 4,394 (9.5%) more than the present number, and 50,166 in 40 years, which is 4,051 (8.8%) more than the present number. For the factors influencing the number of technologists, the influence of the pass rate on the national examination and that of the rate for post-graduate employment was larger than that of the rate of continuing education in graduate school. The number of Japanese radiologic technologists will increase until 2033 and decrease until 2042, and it does not change after 2042 in case of maintaining the status quo. Implementing the concept of SD allowed us easily to clarify the factors influencing the predicted number of radiologic technologists.

大学院における工学教育 : 機械工学教育