This paper presents the first dataset for Japanese Legal Judgment Prediction (LJP), the Japanese Tort-case Dataset (JTD), which features two tasks: tort prediction and its rationale extraction. The rationale extraction task identifies the court’s accepting arguments from alleged arguments by plaintiffs and defendants, which is a novel task in the field. JTD is constructed based on annotated 3477 Japanese Civil Code judgments by 41 legal experts, resulting in 7978 instances with 59,697 of their alleged arguments from the involved parties. Our (...) baseline experiments show the feasibility of the proposed two tasks, and our error analysis by legal experts identifies sources of errors and suggests future directions of the LJP research. (shrink)

In this paper, we develop an organization method of page information agents for adaptive interface between a user and a Web search engine. Though a Web search engine indicates a hit list of Web pages to user’s query using a large database, they includes many useless ones. Thus a user has to select useful Web pages from them with page information indicated on the hit list, and actually fetch the Web page for investigating the relevance. Unfortunately, since the page information (...) on a hit list is neither sufficient nor necessary for a user, the adequate information is necessary for valid selection. However which information is adequate depends on a user and a task. Hence we propose adaptive interface AOAI in which different page information agents are organized through man-machine interaction. In AOAI, the page information agents indicating different page information on a hit list like the file-size, network traffic and a page title are prepared at first. A user evaluates them through searching with a search engine, and the agents are organized based on the evaluation. As results, different organizations are achieved depending on a user and a task. Finally we make experiments with subjects and find out AOAI is promising for adaptive interface between a user and a search engine. (shrink)

The objective of Working Group 4 of the COST Action NET4Age-Friendly is to examine existing policies, advocacy, and funding opportunities and to build up relations with policy makers and funding organisations. Also, to synthesize and improve existing knowledge and models to develop from effective business and evaluation models, as well as to guarantee quality and education, proper dissemination and ensure the future of the Action. The Working Group further aims to enable capacity building to improve interdisciplinary participation, to promote knowledge (...) exchange and to foster a cross-European interdisciplinary research capacity, to improve cooperation and co-creation with cross-sectors stakeholders and to introduce and educate students SHAFE implementation and sustainability. To enable the achievement of the objectives of Working Group 4, the Leader of the Working Group, the Chair and Vice-Chair, in close cooperation with the Science Communication Coordinator, developed a template to map the current state of SHAFE policies, funding opportunities and networking in the COST member countries of the Action. On invitation, the Working Group lead received contributions from 37 countries, in a total of 85 Action members. The contributions provide an overview of the diversity of SHAFE policies and opportunities in Europe and beyond. These were not edited or revised and are a result of the main areas of expertise and knowledge of the contributors; thus, gaps in areas or content are possible and these shall be further explored in the following works and reports of this WG. But this preliminary mapping is of huge importance to proceed with the WG activities. In the following chapters, an introduction on the need of SHAFE policies is presented, followed by a summary of the main approaches to be pursued for the next period of work. The deliverable finishes with the opportunities of capacity building, networking and funding that will be relevant to undertake within the frame of Working Group 4 and the total COST Action. The total of country contributions is presented in the annex of this deliverable. (shrink)

Prior's three-valued modal logic Q was developed as a philosophically interesting modal logic. Thus, we should be able to modify Q as a temporal logic. Although a temporal version of Q was suggested by Prior, the subject has not been fully explored in the literature. In this paper, we develop a three-valued temporal logic $Q_t $ and give its axiomatization and semantics. We also argue that $Q_t $ provides a smooth solution to the problem of future contingents.

In this paper, illocutionary acts of commanding will be differentiated from perlocutionary acts that affect preferences of addressees in a new dynamic logic which combines the preference upgrade introduced in DEUL (dynamic epistemic upgrade logic) by van Benthem and Liu with the deontic update introduced in ECL II (eliminative command logic II) by Yamada. The resulting logic will incorporate J. L. Austin’s distinction between illocutionary acts as acts having mere conventional effects and perlocutionary acts as acts having real effects (...) upon attitudes and actions of agents, and help us understand why saying so can make it so in explicit performative utterances. We will also discuss how acts of commanding give rise to so-called “deontic dilemmas” and how we can accommodate most deontic dilemmas without triggering so-called “deontic explosion”. (shrink)

Today's computers are becoming ever more versatile. They are used in various applications, such as for education, entertainment, and information services. In other words, computers are often required to not only inform users of information but also communicate with them socially. Previous studies explored the design of ambient light displays and suggested that such systems can convey information to people in the periphery of their attention without distracting them from their primary work. However, they mainly focused on using ambient lights (...) to convey certain information. It is still unclear whether and how the lights can influence people's perception and decision-making. To explore this, we performed three experiments using a ping-pong game, Ultimatum game, and Give-Some game, in which we attached an LED strip to the front-bottom of a computer monitor and had it display a set of light expressions. Our evaluation of the results suggested that expressive lights do affect human perception and decision-making. Participants liked and anthropomorphized the computer more when it displayed light animations. Particularly, they perceived the computer as positive and friendlier when it displayed green and low intensity light animation, while red and high intensity light animation was perceived as negative and more hostile. They consequently behaved with more tolerance and cooperation to the computer when it was positive compared with when it was negative. The findings can open up possibilities for the design of ambient light systems for various applications where human-machine interaction is needed. (shrink)

In this paper, we propose a Future View system that assists user's usual Web browsing. The Future View will prefetch Web pages based on user's browsing strategies and present them to a user in order to assist Web browsing. To learn user's browsing strategy, the Future View uses two types of learning classifier systems: a content-based classifier system for contents change patterns and an action-based classifier system for user's action patterns. The results of learning is applied to crawling by Web (...) robots, and the gathered Web pages are presented to a user through a Web browser interface. We experimentally show effectiveness of navigation using the Future View. (shrink)

Crispin Wright in his 1982 paper argues for strict finitism, a constructive standpoint that is more restrictive than intuitionism. In its appendix, he proposes models of strict finitistic arithmetic. They are tree-like structures, formed in his strict finitistic metatheory, of equations between numerals on which concrete arithmetical sentences are evaluated. As a first step towards classical formalisation of strict finitism, we propose their counterparts in the classical metatheory with one additional assumption, and then extract the propositional part of ‘strict finitistic (...) logic’ from it and investigate. We will provide a sound and complete pair of a Kripke-style semantics and a sequent calculus, and compare with other logics. The logic lacks the law of excluded middle and Modus Ponens and is weaker than classical logic, but stronger than any proper intermediate logics in terms of theoremhood. In fact, all the other well-known classical theorems are found to be theorems. Finally, we will make an observation that models of this semantics can be seen as nodes of an intuitionistic model. (shrink)

Approximately one in two hundred persons in the Marshall Islands have active tuberculosis. We examine the historical antecedents of this situation in order to assign ethical responsibility for the present situation. Examining the antecedents in terms of Galtung’s dialectic of personal versus structural violence, we can identify instances in the history of the Marshall Islands when individual subjects made decisions with large-scale ecologic, social, and health consequences. The roles of medical experimenters, military commanders, captains of the weapons industry in particular, (...) and industrial capitalism in general are examined. In that, together with Lewontin, we also identify industrial capitalism as the cause of tuberculosis, we note that the distinction between personal versus structural violence is difficult to maintain. By identifying the cause of the tuberculosis in the Marshall Islands, we also identify what needs be done to treat and prevent it. (shrink)

Some arguments beg the question. Question-begging arguments are bad arguments and cannot increase the level of justification one has for the conclusion. Question-begging arguments, unlike some other bad arguments, need not suffer the problem of having unjustified premises. Even if the premises are justified and even if the premises entail the conclusion, a question-begging argument fails to have any force when it comes to increasing one's justification for the conclusion. For example, many regard Moore's famous response to skepticism as a (...) question-begging argument: 1. I have hands . . . via perception 2. If I have hands, then I am not a handless brain in a vat 3. I am not a handless brain in a vat . . . from 1 and 2, modus ponensWhat about this piece of reasoning makes many feel uneasy? Nonskeptics will agree that Moore is justified in believing . They will also agree that he is justified in believing . In fact, under normal circumstances there will be no dispute that Moore knows the premises. The premises entail the conclusion and Moore knows this, too. In other words, the argument is sound, and is known to be sound. Yet many feel the argument begs the question. Why? (shrink)

The Manifestation Requirement, advanced by Dummett in his critique of semantic realism, has been criticized for being behavioristic, and the responses have been made that the critics are mistaken. However, the dispute has failed to exhibit the point of the Requirement. In this paper, I shall argue (1) that, in the light of Anscombe's theory of practical knowledge, knowledge of linguistic meaning is to be seen as the knowledge-how that forms the basis of the practical knowledge that an agent has (...) of his own intentional actions, (2) that such knowledge of linguistic meaning is to be based on mutual agreements in a community, and (3) that the Manifestation Requirement is a condition for the possibility of such mutual agreements. As a result, the Manifestation Requirement finds its basis on the idea that language and linguistic acts are tools that we use while continually improving them. (shrink)

ABSTRACTThe Japanese translation of Bernard Suits's The Grasshopper was published in 2015. We report in this article the background of the translation, the way our project was operated, some notable difficulties we had and the impact that our translation has had so far. The description of the difficulties with translation touches upon how we interpreted the terms ‘lusory’ and ‘prelusory’. This article also includes an appendix describing the history of how the word ‘grasshopper’ has been translated into Japanese.

There are three main points of the paper. 1. There are straightforward ways of manipulating expected gains and losses that result in a divergence between fair betting odds and credence. Such manipulations are familiar from tools of finance. One can easily see that the Sleeping Beauty case is structured in such a way as to result in a divergence between fair betting odds and credence. 2. The inspection of credences and betting odds in certain betting situations shows that the two (...) main extant positions, Elga's and Lewis's, are both mistaken. 3. My proposal may seem to require a revision of probability theory but it does not. The Sleeping Beauty case merely calls attention to a constraint on partitioning of possibility space that is usually satisfied as a matter of course but can in fact be violated. (shrink)

Background: Nurses are expected to make and implement autonomous decisions to provide patients with excellent quality nursing while practicing complex, high-level care. However, studies have shown that nursing practice based on autonomous decision-making is difficult, and a gap exists between decision-making and implementation. Research question/aim/objectives: This study aims to clarify trends among nursing professionals who recognize they are practicing ethical behavior in their nursing practice. Research design/Participants and research context: We surveyed the basic attributes of and used the Ode’s Ethical (...) Behavior Scale for Nurses with 3467 nursing professionals working at 34 hospitals in suburban cities of Japan and investigated the relationships among these factors. Ethical considerations: This study was approved by the appropriate research ethics committee. The Ethical Behavior Scale for Nurses was used with the authors’ permission. Findings/results: Significant differences were found in the mean “ethical behavior” scores between nurses and licensed practical nurses and midwives and licensed practical nurses. Mean scores for the “justice” subscale differed significantly between the low experience group and mid-level experience group and between the high experience group and mid-level experience group. Significant differences were also found in the mean scores between those with ethics education experience and those without, those with ethics training experience and those without, and those with ethics conference experience and those without. Discussion: Midwives and nurses had higher ethical behaviors than licensed practical nurses. Nursing professionals with low and high experience had higher justice scores than those with mid-level experience. Finally, nursing professionals with ethics education, training, or conference experience had higher ethical behavior than those without such experience. Conclusion: Nursing professionals who recognize they are practicing ethical behavior tend to be midwives or nurses with low or high levels of experience who attended ethics education, training, or conferences. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 50-58 [Access article in PDF] Evolution in Qualitative Factors Used to Evaluate Japanese Students [Tables] Introduction Two basic viewpoints are typically taken in the evaluation of achievement in Japanese schools: either the focus is primarily on "field-content-basedevaluation" or on "ability-concept-based evaluation." I have compared the qualitative factors encompassed by these two viewpoints as reflected in the permanent school records of Japanese students. (...) These recordsinclude classes taken, grades earned, and school-related information. Kanten (in Japanese) has become a key word in the evaluation of academic achievement in Japan. It represents the qualitative factors that should be considered when evaluating a student's learning achievements. In this essay, I review how these qualitative factors have evolved, both for general subjects and for fine arts.From the beginning of the educational system (1872) to 1938, the "assessment" [Hyoutei] of a student depended on the comprehensiveness of the student's achievement in each subject. (Overall assessments are now usually made using a three-point scale; 1-3, a five-point scale; 1-5, or an ABC scale.) However, it was not clearly specified how scholastic ability and learning accomplishment should be assessed or which qualitative factors should be considered.Starting in 1941, teachers were required to evaluate, comprehensively assess, and record the student's learning, consideration, dealing, application, skill, appreciation, practice, and learning attitude through his or her daily learning and activity. 1 The factors seem to be basically equivalent to those recently used as "interest/aspiration/attitude," "thinking," "judgment," [End Page 50] and "expressive power." After 1941, the point of view in the area of fine arts gradually changed from focusing on the "field-content-based factor" to the "ability-concept-based factor" in both the educational content and in evaluation.This report focuses on the evolution in the qualitative factors used in evaluations in the postwar era. From 1949 to 1991 "Understanding," "attitude," and "skill" were specified as factors that shouldbe considered when evaluating a student's learning achievements in 1949. For a few years, these factors were considered independently in the non-referenced evaluation of five-point ratings. The two basic viewpoints, "field-content-based factor" and "ability-concept-based factor," coexisted in the course of study in the early 1950s, according to a tentative plan published in 1951. "Attitude" and "habits" carried the same weight as "understanding" and "skill." These factors received minimal attention at the elementary school level. Evaluations thus evolved from simply an overall assessment of the student's achievement in a subject to an assessment of these specific factors. For instance, at the elementary school level, drawing and handicrafts both had factors related to "field content difference" (for example, drawing, color, and pattern) and to "ability concept difference" (for example, attitude and habit). At the junior high level, the factors were represented by a double-layer structure (Table 1). The elements underlined in Table 1 reflect on the "ability concept difference" (for example, expression activities and understanding activities) instead on the "field content difference." Following the revision of the permanent cumulative records in 1955, students were evaluated based only on an overall assessment of their individual [End Page 51] performance in each subject (Japanese language, mathematics, social studies, music, and drawing and handicrafts). There were three main reasons for this change.The effort it takes to evaluate each factor analytically. The difficulty of evaluating "attitude." The demand by schools at the next level for a comprehensive and uniform evaluation for each student for each subject. 3Furthermore, although "interest" was added as one of factors to be considered in the evaluation, it was not to be dealt with analytically in the evaluation of what the student learned. Consequently, evaluations became clearer and more comprehensive, although the weights of the factors, referred to as the "affective domain," took a step backward. In 1961, the factor "interest/attitude toward fine arts" was added. At the same time, "interest" was given more weight. However, the higher weighting of the factor was short-lived because intangible factors such as... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 50-58 [Access article in PDF] Evolution in Qualitative Factors Used to Evaluate Japanese Students [Tables] Introduction Two basic viewpoints are typically taken in the evaluation of achievement in Japanese schools: either the focus is primarily on "field-content-basedevaluation" or on "ability-concept-based evaluation." I have compared the qualitative factors encompassed by these two viewpoints as reflected in the permanent school records of Japanese students. (...) These recordsinclude classes taken, grades earned, and school-related information. Kanten (in Japanese) has become a key word in the evaluation of academic achievement in Japan. It represents the qualitative factors that should be considered when evaluating a student's learning achievements. In this essay, I review how these qualitative factors have evolved, both for general subjects and for fine arts.From the beginning of the educational system (1872) to 1938, the "assessment" [Hyoutei] of a student depended on the comprehensiveness of the student's achievement in each subject. (Overall assessments are now usually made using a three-point scale; 1-3, a five-point scale; 1-5, or an ABC scale.) However, it was not clearly specified how scholastic ability and learning accomplishment should be assessed or which qualitative factors should be considered.Starting in 1941, teachers were required to evaluate, comprehensively assess, and record the student's learning, consideration, dealing, application, skill, appreciation, practice, and learning attitude through his or her daily learning and activity. 1 The factors seem to be basically equivalent to those recently used as "interest/aspiration/attitude," "thinking," "judgment," [End Page 50] and "expressive power." After 1941, the point of view in the area of fine arts gradually changed from focusing on the "field-content-based factor" to the "ability-concept-based factor" in both the educational content and in evaluation.This report focuses on the evolution in the qualitative factors used in evaluations in the postwar era. From 1949 to 1991 "Understanding," "attitude," and "skill" were specified as factors that shouldbe considered when evaluating a student's learning achievements in 1949. For a few years, these factors were considered independently in the non-referenced evaluation of five-point ratings. The two basic viewpoints, "field-content-based factor" and "ability-concept-based factor," coexisted in the course of study in the early 1950s, according to a tentative plan published in 1951. "Attitude" and "habits" carried the same weight as "understanding" and "skill." These factors received minimal attention at the elementary school level. Evaluations thus evolved from simply an overall assessment of the student's achievement in a subject to an assessment of these specific factors. For instance, at the elementary school level, drawing and handicrafts both had factors related to "field content difference" (for example, drawing, color, and pattern) and to "ability concept difference" (for example, attitude and habit). At the junior high level, the factors were represented by a double-layer structure (Table 1). The elements underlined in Table 1 reflect on the "ability concept difference" (for example, expression activities and understanding activities) instead on the "field content difference." Following the revision of the permanent cumulative records in 1955, students were evaluated based only on an overall assessment of their individual [End Page 51] performance in each subject (Japanese language, mathematics, social studies, music, and drawing and handicrafts). There were three main reasons for this change.The effort it takes to evaluate each factor analytically. The difficulty of evaluating "attitude." The demand by schools at the next level for a comprehensive and uniform evaluation for each student for each subject. 3Furthermore, although "interest" was added as one of factors to be considered in the evaluation, it was not to be dealt with analytically in the evaluation of what the student learned. Consequently, evaluations became clearer and more comprehensive, although the weights of the factors, referred to as the "affective domain," took a step backward. In 1961, the factor "interest/attitude toward fine arts" was added. At the same time, "interest" was given more weight. However, the higher weighting of the factor was short-lived because intangible factors such as... (shrink)

Spirituality and religiosity have a significant impact on one's well-being. Although previous studies have indicated that the neuropeptide hormone oxytocin is associated with spirituality/religiosity, existing findings remain inconsistent. Some studies have reported a positive relationship between oxytocin and spirituality/religiosity, while other studies have reported a negative association. Herein, we examined the association between endogenous oxytocin and spirituality/religiosity in 200 non-Abrahamic Japanese individuals by measuring the level of salivary oxytocin and spiritual/religious faith. We found that the level of salivary oxytocin was (...) negatively associated with spiritual/religious faith. Individuals with higher levels of salivary oxytocin tend to have more negative spiritual/religious faith compared with those with low oxytocin levels. Moreover, this tendency was only significant in individuals who were not interested in a specific religion. The uniqueness of spirituality/religiosity in Japan could help interpret the current findings. (shrink)

Yarkoni's analysis clearly articulates a number of concerns limiting the generalizability and explanatory power of psychological findings, many of which are compounded in infancy research. ManyBabies addresses these concerns via a radically collaborative, large-scale and open approach to research that is grounded in theory-building, committed to diversification, and focused on understanding sources of variation.

We found that children sometimes abused a social robot placed in a shopping mall hallway. They verbally abused the robot, repeatedly obstructed its path, and sometimes even kicked and punched the robot. To investigate the reasons for the abuse, we conducted a field study in which we interviewed visiting children who exhibited serious abusive behaviors, including physical contact. We analyzed interview contents to determine whether the children perceived the robot as human-like, why they abused it, and whether they thought that (...) the robot would suffer from their abusive behavior. We obtained valid interviews from 23 children over 13 days of observations. We found that 1) the majority of the children engaged in abuse because they were curious about the robot’s reactions or enjoyed abusing it and considered it human-like, and 2) about half of them believed the robot was capable of perceiving their abusive behaviors. (shrink)

I criticize Yamada's account of rule-following. Yamada's conditions are not necessary. And he misses the deepest level of the rule-following considerations: how meaning rules come about.

One prominent feature of belief is that a belief cannot be formed at will. This paper argues that the best explanation of this fact is that belief formation is a process that takes aim at the truth. Taking aim at the truth is to be understood as causal responsiveness of the processes constituting belief formation to what facilitates achieving true beliefs. The requirement for this responsiveness precludes the possibility of belief formation responding to intentions in a way that would count (...) as forming a belief at will. (shrink)

This paper describes an automatic monitoring system that constantly checks partial update in Web pages and notifies them to a user. While one of the most important advantages of the WWW is update of Web pages, we need to constantly check them out and this task takes much cognitive load. Thus applications to automatically check update of Web pages have been developed, however they can not deal with partial update like update in a particular cell in a table in a (...) Web page. Hence we developed a automatic monitoring system that checks such partial update. A user can give a system regions in which he/she wants to know the update in a Web page as training examples, and it is able to learn rules to identify the partial update by classification learning. By this learning, a user do not need to directly describe the rules. We implemented our system and some executed examples were presented. (shrink)

This paper presents what the authors call the ‘divergence problem’ regarding choosing between different future possibilities. As is discussed in the first half, the central issue of the problem is the difficulty of temporally locating the ‘active cause’ on the modal divergent diagram. In the second half of this paper, we discuss the ‘second-person freedom’ which is, strictly, neither compatibilist negative freedom nor incompatibilist positive freedom. The divergence problem leads us to two hypothetical views (i.e. the view of single-line determination (...) and that of one-off chance), and these views bring humans closer to the afree side – i.e. outside of the contrast between being free and being unfree. The afree side is greatly different from the ordinary human side. This paper tries to secure the second-person freedom as a substitute for the ordinary human freedom while preventing the divergence problem from arising. (shrink)

Developmental research suggests that young children tend to value dominant individuals over subordinates. This research, however, has nearly exclusively been carried out in Western cultures, and cross-cultural research among adults has revealed cultural differences in the valuing of dominance. In particular, it seems that Japanese culture, relative to many Western cultures, values dominance less. We conducted two experiments to test whether this difference would be observed in preschoolers. In Experiment 1, preschoolers in France and in Japan were asked to identify (...) with either a dominant or a subordinate. French preschoolers identified with the dominant, but Japanese preschoolers were at chance. Experiment 2 revealed that Japanese preschoolers were more likely to believe a subordinate than a dominant individual, both compared to chance and compared to previous findings among French preschoolers. The convergent results from both experiments thus reveal an early emerging cross-cultural difference in the valuing of dominance. (shrink)

This volume gathers together for the first time are all the key texts in a crucial debate in modern philosophy, centered on Leibniz's famous 1695 essay, the "New System of the Nature of Substances and their Communication," in which he introduced his strikingly original theory of metaphysics. His "system" became increasingly famous and drew him into discussion and development of these ideas, both in public and in private, with a variety of thinkers, most notably the great French philosopher Pierre Bayle. (...) Woolhouse's and Francks's new English edition gives the only full representation of this debate, and will therefore be essential reading for anyone who wishes to gain a proper understanding of Leibniz's philosophy and its intelletual context. All the texts are newly translated and extensively annotated; many appear in English for the first time. (shrink)

The BTB domain is a protein–protein interaction motif that is found throughout eukaryotes. It determines a unique tri‐dimensional fold with a large interaction surface. The exposed residues are highly variable and can permit dimerization and oligomerization, as well as interaction with a number of other proteins. BTB‐containing proteins are numerous and control cellular processes that range from actin dynamics to cell‐cycle regulation. Here, we review findings in the field of transcriptional regulation to illustrate how the high variability of the BTB (...) has allowed related transcription factors to evolve different functional abilities. We then report how recent work has showed that, in spite of their high sequence divergence and apparently unrelated functions, many BTB‐containing proteins have at least one shared role: the recruitment of degradation targets to E3 ubiquitin ligase complexes. Taken together, these findings illustrate diverse and convergent functions of a versatile protein–protein interaction domain. BioEssays 28: 1194–1202, 2006. © 2006 Wiley Periodicals, Inc. (shrink)

This paper discusses a way to create social innovation around 2040. With such innovation, social restrictions that are regarded as being inevitable in the current society can be eliminated. First, it is necessary to determine how to approach the innovation. Symbiotic technology is one of the promising technologies for achieving social innovation. It is the fusion of scientific technology and socio-technology. Its elemental technologies are classified into two categories: technologies for converging the real and cyber worlds and those for integrating (...) hetero-systems. This paper describes examples of those technical categories and introduces the challenges of the first step toward social innovation. (shrink)