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Morimichi Kato 《Asia Pacific Education Review》2014,15(1):55-63
This article intends to illuminate the educational significance of the rhetorical and humanistic tradition. This tradition exerted a great influence upon Western education in the past, but its significance has been largely overlooked by the current philosophy of education. This is probably owing to the centuries-old prejudice against rhetoric and “pedantry” espoused since Plato. Against such criticism, this article intends to defend the educational value of the rhetorical and humanistic tradition by retrieving three essential features as noted by its major theorists—Protagoras (ca. 490–420 B.C.), Cicero (106–43 B.C.), and Leonardo Bruni (1370–1444). These features include public spiritedness, a broader understanding of language, and multi-perspective knowledge. Protagoras, Cicero, and Bruni (each in their own historical context) criticized the closed attitude of philosophers toward monopolizing truth and stood in favor of the public sphere where important matters could be openly discussed. Second, they criticized the philosophical understanding of language as a mirror that represents truth and presented a wider understanding of language that considers the speaker–listener relationship. Third, they developed their concept of multi-perspective knowledge, which was opposed to the philosophical knowledge directed toward a special object, as seen in the Platonic Ideas. The re-evaluation of these three features is absolutely necessary if we wish to rescue the rhetorical and humanistic tradition from the blame of parochial chauvinism. By retrieving these features, the rhetorical and humanistic tradition can help to make contemporary education more publicly open (less closed to specialists), more sensitive to the power of language, and more appropriate within the multi-cultural and multi-lingual experience of the modern world. 相似文献
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J Kato Alice Abraham Ruram S Sekharjit Singh S Bilasini Devi Th Ibetombi Devi W Gyaneshwar Singh 《Indian journal of clinical biochemistry : IJCB》2007,22(1):128-130
The present, study was conducted to determine the level of malondialdehyde (MDA) as an index of free radial induced lipid
peroxidation and antioxidant vitamins-vitamins A, vitamin C and vitamin E in 75 confirmed cases of urolithiasis. Significantly
high level of MDA (p<0.001) with significantly low levels of vitamin E (p<0.001) and vitamin A (p<0.001) with no significant
decrease in vitamin C (p>0.05) were observed in the plasma of urolithiasis cases as compared to normal controls. In conclusion,
it appears that a role of lipid peroxidation and oxidative function exists in the pathogenesis of urolithiasis. But, the exact
mechanism how this occurs remains to be elucidated. 相似文献
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Characterization of a-Si:H/SiN multilayer waveguide polarization using an optical pumping application—LED 总被引：1，自引：1，他引：0
Mohd Saiful Dzulkefly Zan Isamu Kato Mohammad Syuhaimi Ab-Rahman Seri Mastura Mustaza 《浙江大学学报(A卷英文版)》2009,10(10):1421-1427
This paper describes the fabrication of a waveguide and the analysis of its polarization characteristics by applying light-emitting diode （LED） pumping lights to its surface. By using double tubed coaxial line （DTCL） microwave plasma chemical vapor deposition （MPCVD） equipment, an a-Si：H/SiN multilayer waveguide was fabricated whose thickness could be controlled at nanometer order. The main structural material of the waveguide sample consisted of a combination of layers of amorphous silicon hydrogen and silicon nitrate. Once the sample was ready, another major objective of the experiment was to analyze the polarization characteristics of the fabricated waveguide. The idea of the experiment was to analyze how the waveguide reacts when three types of LED （blue, yellow, and red） are radiated onto its surface. The results showed that the fabrication of the a-Si：H/SiN sample is successful. Most effective transmission results, which accord with the polarization characteristics analysis, were obtained. 相似文献
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Emmanuel Manalo Yuri Uesaka Sarah Pérez-Kriz Masashi Kato Tatsushi Fukaya 《Educational studies》2013,39(1):118-123
The use of diagrams in learning and communication is generally considered efficacious and an important skill to cultivate, especially among science students. At the same time, previous research has revealed many problems in student diagram use, including a lack of spontaneity in such use, but the extent to which these problems persist into the tertiary level had not been investigated. The present study examined science and engineering university students’ use of diagrams in note taking to learn information from a written passage, and in a subsequent task of constructing an explanation of that information for another person. The results showed that the students used significantly fewer diagrams in explaining compared to when they were note taking, suggesting that many students may lack awareness of the usefulness of diagrams in effectively communicating information to others. The results also revealed that the students used significantly more diagrams in taking notes from and explaining a passage with higher imageability (i.e. easier to visually imagine) compared to one with lower imageability. Educational implications of the findings are discussed. 相似文献
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Photocell timing systems are used routinely to measure running speeds. In this study, the accuracy of such systems was evaluated using centre of mass speed estimates from three-dimensional video analysis as criteria. One subject ran at five nominal speeds (5-9 m x s(-1)) for each of five separations (1.6-2.4 m) between consecutive photocells. Running speeds were calculated from the photocell data using single beam and double beam systems. For single beam systems, the start of the first break of a beam and the start of the longest break of a beam were used as trigger criteria. For double beam systems, the first occurrence of both beams being broken and the start of the longest double break were used as trigger criteria. Root mean square speed errors were smaller for the double beam systems. The longest break criterion gave smaller root mean square errors than the first break criterion. In general, errors in speed were smaller for greater photocell separations. An error of 0.1 m x s(-1) was achieved using a single beam system set at hip height with a longest break criterion for photocell separations of around two stride lengths. The advantage of using a double beam system is that it achieves this accuracy without the need to adjust photocell separation for different stride lengths. 相似文献
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Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献