Commemorative Lecture Research Articles

The 36th International Mammalian Genome Conference: A scientific gathering under the cherry blossoms in Tsukuba.

The 36th International Mammalian Genome Conference (IMGC) was held in a hybrid format at the Tsukuba International Congress Center in Tsukuba, Ibaraki, Japan, for 4 days from March 28 to 31, 2023. This international conference on functional genomics of mouse, human, and other mammalian species attracted 246 participants in total, of which 129 were from outside Japan, including Europe, the United States and Asia, and 117 participants were from Japan. The conference included three technical workshops, keynote lectures by domestic researchers, commemorative lectures for the conference awards, 57 oral presentations, and 97 poster presentations. The event was a great success. Topics included the establishment and analysis of disease models using genetically engineered or spontaneous mutant mice, systems genetic analysis using mouse strains such as wild-derived mice and recombinant inbred mouse strains, infectious diseases, immunology, and epigenetics. In addition, as a joint program, a two-day RIKEN Symposium was held, and active discussions continued over the four-day period. Also, there was a trainee symposium, in which young researchers were encouraged to participate, and excellent papers were selected as oral presentations in the main session.

Redefining International Collaborations During the Pre- and Post-Pandemic World National Association for Kinesiology in Higher Education 57th Amy Morris Homans Commemorative Lecture 2023

ABSTRACT The author discusses the potential impacts of international collaboration on learning, teaching, scholarship, and overall career. As a by-product and beneficiary of international collaborations, she recounted her journey, starting from playing sports in a village in Kenya to being a physical education teacher in Kenya and a kinesiology professor in higher education in the United States of America. She described how international education provided her with lifelong transformative experiences that continue to shape her international activities. Examples of international collaborative activities during the pre- and post-pandemic World are described. Although the Covid pandemic greatly impacted international collaborations across the spectrum, collaborative and innovative strategies continue to sustain them.

IEEE SSCS Japan Chapter Holds a Technical Seminar on Special Reports From ISSCC 2023 and an IEEE Fellow Award Commemorative Lecture [Chapters

IEEE SSCS Japan Chapter Holds a Technical Seminar on Special Reports From ISSCC 2023 and an IEEE Fellow Award Commemorative Lecture [Chapters

The 54th Symposium on Powder Technology and Commemorative Lecture for the 30th Anniversary of the Foundation and the KONA Award Presentation

The 54th Symposium on Powder Technology and Commemorative Lecture for the 30th Anniversary of the Foundation and the KONA Award Presentation

일제시기 어린이날 기념 문화를 통해 본 어린이 인권 인식 - 1920년대를 중심으로 -

The declaration and commemoration of Children’s Day, which began in 1922, promoted the development of a sectoral movement called the colonial youth movement and spread the idea and culture of protecting and respecting the human rights of children as the main actors of society. Children’s Day commemorative culture consisted of various activities and cultures such as distribution of various propaganda papers for adults and children, commemorative ceremonies, commemorative lectures, street parades, athletic meet, and speech contest. Children’s human rights were represented in the propaganda of Children’s Day as the right to survival and personal protection, financial protection and the right to prohibit child labor, the right to social protection and development, and the right to life, participation, and nationality. The four basic rights stipulated in the UN Convention on the Rights of the Child, the standard for the human rights of children shared by colonial Joseon and the world today —the right to live, protect, develop and participate—were also appearing in colonial Joseon’s awareness of children’s human rights in the 1920s. The 1924 Geneva Declaration stipulated the obligations of adult humanity toward children who were not protected by war and violence as the victorious countries reflected on the damage caused by the war after World War I. It was not centered on the rights of children and youth per se.<BR> However, the awareness of children’s human rights expressed in colonial Joseon’s Children’s Day propaganda in the 1920s advocated that children have the right to protection and development and specified their rights as subjects of social participation. It can be said that the right to participate in the colonial national problem worked in order not to be harmed by the application of colonial control and discrimination, while Japan’s child policy advocated protection and development. Unlike the Declaration of Children’s Rights in Europe, which was centered on the victorious countries of World War I, children’s rights in East Asian colonial Joseon were linked to the task of the liberation of the colonized people. In the 1920s, children’s human rights, represented by the establishment and commemoration of Children’s Day, were working together with modern universal respect for human rights and colonial specificity and historicity. It was a reflection of the colonial human rights reality, which was different from the Japanese colonialist child policy and secured children’s rights as a nation.

Cracks in the narrative: Black and Latinx pre-service PE teachers in predominantly white PETE programs

ABSTRACT Background PE curricula and pedagogy maintain dominant discourses of whiteness as normalized, lacking in cultural relevancy and disregarding racially minoritized students’ cultural knowledges (Azzarito 2019, “‘Look to the Bottom’: Re-Writing the Body Curriculum Through Storylines.” Sport, Education and Society 24 (6): 638–650; Clark 2020, “Toward a Critical Race Pedagogy of Physical Education.” Physical Education and Sport Pedagogy 25 (4): 439–450; Culp 2020, “Thirdspace Investigations: Geography, Dehumanization, and Seeking Spatial Justice in Kinesiology: National Association for Kinesiology in Higher Education 39th Dudley Allen Sargent Commemorative Lecture 2020.” Quest (grand Rapids, Mich) 72 (2): 153–166; Flintoff and Dowling 2019, “‘I Just Treat Them all the Same, Really’: Teachers, Whiteness and (Anti) Racism in Physical Education.” Sport, Education and Society 24 (2): 121–133). Both pre-service and in-service PE teachers of color often experience marginalization, hypervisiblity, exclusion, racism, and must consistently negotiate an additional emotional ‘load’ when located within white educational spaces (Flintoff 2014, “Tales from the Playing Field: Black and Minority Ethnic Students’ Experiences of Physical Education Teacher Education.” Race, Ethnicity and Education 17 (3): 346–366, 2015, “Playing the ‘Race’ Card? Black and Minority Ethnic Students’ Experiences of Physical Education Teacher Education.” Sport, Education and Society 20: 190–211; Simon and Azzarito 2019a, “‘Singled out Because of Skin Color … ’: Exploring Ethnic Minority Female Teachers’ Embodiment in Physical Education.” Sport, Education and Society 24 (2): 105–120, 2019b, ““Putting Blinders on”: Ethnic Minority Female PE Teachers’ Identity Struggles Negotiating Racialized Discourses.” Journal of Teaching in Physical Education 38 (4): 367–376.). Purpose This study aimed to understand Black and Latinx pre-service PE teachers’ negotiations of whiteness, and the accompanying emotional ‘load,’ at predominantly white institutions (PWIs). We utilized Critical Race Theory, Critical Whiteness Studies, and emotionality to establish a framework that included interrogating normalized discourses of whiteness through counternarratives (Milner and Howard 2013, “Counter-narrative as Method: Race, Policy and Research for Teacher Education.” Race, Ethnicity and Education 16 (4): 536–561), destabilizing a white/‘other’ dichotomy, and validating emotions connected to racialized identities (Ahmed 2014, Cultural Politics of Emotions. Edinburgh University Press). Method This qualitative study employed visual narrative methods, extricating, via counternarratives to whiteness (Miller, Liu, and Ball 2020, “Critical Counter-Narrative as Transformative Methodology for Educational Equity.” Review of Research in Education 44 (1): 269–300), the racialized experiential knowledge of 10 Black and Latinx pre-service PE teachers enrolled in predominantly white PE teacher education (PETE) programs. The researchers collected data through interviews, written reflections, and visual texts. Data, including interview transcriptions, participant-generated images, and researcher reflections, were analyzed both inductively and deductively. Results The results of this study demonstrated how participants first presented emotionally distanced negotiations of overwhelming whiteness in their PETE programs, engaging in a self-preservation response to inherent ‘othering’ and hypervisibility (Evans-Winters and Esposito 2010). With time and developed rapport with the researchers, ‘cracks’ in their positive narratives appeared as more details emerged about the pain caused by consistent experiences of racism in their PWIs. It was clear that participants’ racialization through dominant whiteness presented a multi-layered emotionality that had to be masked in order to be accepted within their white educational communities (Kohli 2018, “Behind School Doors: The Impact of Hostile Racial Climates on Urban Teachers of Color.” Urban Education 53 (3): 307–333). Conclusion Participants’ emotional responses to racially ‘othered’ hypervisibility provided insights to program attrition by students of color, and how teacher education maintains racialized discourses of whiteness. The results of this research support the idea that PE teacher educators need to demonstrate an outright and long-standing commitment to racial equity and to minoritized students’ emotional well-being before students of color may open up and share what’s ‘really going on,’ thus furthering emotional connections and understandings that can prevent pre-service teacher of color attrition. In the case of the Black and Latinx teachers in this study, the norms of whiteness which underpinned their educational context denied them their humanity regarding their potentially strong emotions towards their experiences of racism, prejudice, discrimination, biases, and stereotypes, placing them as ‘outsiders’ within predominantly white ‘collective bodies’ (their PETE programs and institutions).

Commemorative Lecture on the Occasion of Medical University of Vienna's "Dies Academicus" and Announcement of Elsevier's Donation of the Pernkopf Atlas Anatomical Illustrations to the Josephinum.

We are gathered here today, on this momentous occasion of March 12, 2021 to commemorate all those who were victimized by the National Socialist regime in Austria. These are not only the – above all – Jewish members of the University of Vienna, who were dismissed, expelled, murdered. No, these are also others who had to suffer injustice in connection with the university.&#x0D; Image credit: Table of Contents photo of the Josephinum provided by the Medical University of Vienna

Surviving and Thriving: Understanding and Developing Your Emotional Intelligence

ABSTRACT The National Association for Kinesiology in Higher Education’s (NAHKE) efforts to connect professionals to share our strategies and passions for success within kinesiology are more valuable than ever beforel and developing emotionally intelligent leaders and administrators is very important. For the 30th Delphine Hanna Commemorative Lecture, the concept of Emotional Intelligence (EI) is explored. EI can be understood most simply as one’s ability to recognize the emotions of themselves and others to help motivate themselves or others, which lends the ability to manage emotions and relationships. Within this lecture, definitions, components, and competencies are presented in an attempt to bolster our human development and our performance in the kinesiology higher education profession. Compared to our intellectual capacities, which are somewhat inherent and difficult to improve upon, EI can be regarded as a set of skills that continue to develop with practice. Thus, an analysis of various practices that may help individuals improve EI abilities is also presented.

「脱炭素社会の実現に資する等のための建築物等における木材の利用の促進に関する法律」施行記念講演会・シンポジウム

「脱炭素社会の実現に資する等のための建築物等における木材の利用の促進に関する法律」施行記念講演会・シンポジウム

Embodying Temptation: The Representation of Choice in Medieval and Early Modern Drama

The human dilemma of making everyday choices between good and evil— obedience or disobedience to God—is poignantly depicted in several medieval Miracle and Morality plays and Early Modern plays, reflecting some of the anxiety induced by the pressure to make such choices by externalising, and thus physically embodying, the alternatives. The effects of these representations and the potential outcome—salvation or damnation—of these decisions are explored in the Catholic Morality play Everyman and its successors, including Johannes Kolross’s Protestant everyman drama, Das Spil von Fünfferlei Betrachtnussen zur Buss. In the early 16th-century Miracle play Mariken van Nieumeghen, Mariken spends seven years with the devil, and in Marlowe’s late 16th-century tragedy Doctor Faustus, the protagonist enters into a contract with him. The article argues that allowing the audience to see and experience abstract concepts at a visceral level makes these concepts part of the very fabric of their lives. As a commemorative lecture, the article also draws on and extends some of the research of the late Margaret Raftery, honouring her contribution to medieval scholarship.

Achieving Inclusive Excellence in Kinesiology: Insights, Strategies, and Perspectives

ABSTRACTInclusive Excellence (IE) serves as the central topic of the 28th annual Delphine Hanna Commemorative Lecture. Moreover, the professional accomplishments of Delphine Hanna, a kinesiology trailblazer, are explored. I present the concept of Inclusive Excellence and articulate its applicability to academic leadership in the field of kinesiology. Particularly, I provide a definition of Inclusive Excellence, guiding principles, an overview of the history of Inclusive Excellence, and examples of promising strategic practices. Lastly, I present a case-study outlining Auburn University’s integration of Inclusive Excellence principles and implementation of practices. Recommendations for the National Association for Kinesiology in Higher Education (NAKHE) organization are presented.

Commemorative Lectures

Commemorative Lectures

Commemorative Lectures

Commemorative Lectures

S03 ソノケミストリーの２５年と今後の展望 (四半世紀記念講演)

S03 ソノケミストリーの２５年と今後の展望 (四半世紀記念講演)

S02 ソノケミストリーが本当に進歩するにはどうしたら良いのだろうか？ (四半世紀記念講演)

S02 ソノケミストリーが本当に進歩するにはどうしたら良いのだろうか？ (四半世紀記念講演)

Third A.S. Geyser Commemorative Lecture on 30 March 2017: Welcoming address by the moderator of the executive of the General Assembly of the Netherdutch Reformed Church of Africa

Third A.S. Geyser Commemorative Lecture on 30 March 2017: Welcoming address by the moderator of the executive of the General Assembly of the Netherdutch Reformed Church of Africa

Albert Geyser’s resignation speech on 03 September 1968

No abstract available.

Third A.S. Geyser Commemorative Lecture on 30 March 2017: Welcoming address by the moderator of the executive of the General Assembly of the Netherdutch Reformed Church of Africa

No abstract available.

There is only one Church! Albert Geyser’s ecclesiology in Delayed Action

A.S. (Albert) Geyser was professor of New Testament at the University of Pretoria from 1946 to 1961, when he accepted an appointment at the University of the Witwatersrand. He was one of the most active and outspoken critics of apartheid and played a leading role in the establishment of the Christian Institute and the appointment of Beyers Naude as the first director of the Institute. However, Geyser received very little attention either in church history or in the history of South Africa. This contribution, presented as the Third A.S. Geyser Commemorative Lecture at the University of Pretoria, reflects on Geyser’s ecclesiology. It is quite remarkable that Geyser chose ecclesiology as point of entry into the discourse on apartheid. He engaged in fundamental theological criticism of segregation in church and state based on his understanding of the unity of the church in Christ and a humanity unified under the kingship of Christ.

Report of the Centennial Commemorative Lecture Meeting of The Journal of Japanese Botany and Summaries of the Lectures (a part)

Report of the Centennial Commemorative Lecture Meeting of <i>The Journal of Japanese Botany</i> and Summaries of the Lectures (a part)