Context: A growing number of Japanese people have completed advance directives, especially living wills, even though there is no legislation recognising such documents and little empirical research on their impact on clinical care at the end of life in Japan.Objectives: To investigate physicians’ attitudes about living wills and their experiences with patients who had completed a living will and later died.Design: Self administered survey and qualitative study using open question and content analysis.Setting: Japan.Participants: Physicians known to have cared for a (...) patient who had presented a living will prior to death.Measurements: The physician’s response to receiving a living will, communication about the living will, the impact of the living will on clinical care, demographics, and their opinion on advance directives, especially living wills.Main results: Fifty five per cent of respondents approved of advance directives in general, and 34% had more opportunities to communicate with a patient and his/her family after receiving the living will. Sixty nine per cent of the physicians who received a living will did not, however, change their course of therapy as a consequence of receiving the living wills. Based on the analysis, we identified three areas of concern in the comments on living wills: concerns relative to patients, physicians, and families; social context, and clinical and administrative concerns. The physicians raised various topics for discussion; they tended to describe the issues from a clinical perspective.Conclusions: Our identified areas of concern should prove helpful in better understanding the clinical and ethical implications of living wills in Japan. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 3-11 [Access article in PDF] A Historical Overview of Art Education in Japan Introduction The stage of art education in Japan that was given its form by "imports" from overseas — mainly Western countries — is now over. Recently, even at international art education conferences and similar venues, a wide range of dynamic presentations and speeches were heard representing Japan's unique perspective. (...) There is, however, a rather long and involved history leading up to this shift.In this essay, I present a general outline and an overview of art education in Japan, by looking back at the transitions this system of education has undergone. My hope is to increase understanding of the unique features of art education in Japan, examining the characteristics ofmodern art education, and determining the form that art education should take in the future. The Birth of Art Education: 1872-1910 Art education in Japan began in 1872 with the promulgation of the "Gakusei" as a formal system for school education. 1 It was in this same year that Germany introduced a similar system, an indication that Japan was more or less in step with advanced Western nations. Moreover, from the end of the Tokugawa shogunate through to the Meiji era (1868-1912), the seeds of Westernization had clearly taken root. Although the term "art education" is used, for many years the emphasis in art education was on drawing.The first curriculum was established at this time. In the context of art education, Kikagaku Keiga Taii [Introduction to Geometrical Line Drawing] (renamed Keiga the following month) was introduced as a compulsory subject in upper elementary grades (students 10 to 13 years of age) at ordinary elementary schools. Keiga referred to a method of copying pictures from a copybook using graph paper — a method that was extremely restrictive and emphasized practicality.By 1887, under the new government's policy, Westernization was being promoted in all aspects of society, including politics and culture. Art education was no exception, as Western style education began to focus on pencil drawings. During this period, a liberal system for issuing and selecting textbooks was in place, and a consequently a large number of art-related texts were issued. The first drawing textbook in Japan was Seiga Shinan [Guide to [End Page 3] Western Pictures] (1871), a translation of "The Illustrated Drawing Book" by English author Robert Scott Burn, with selected figure quotations from"The American Drawing-Book" by American author John G. Chapman. 2 In addition to these texts, many other books on drawing and the natural sciences were quoted. These textbooks adopted a pragmatic approach, using a "progressive method" in which students were taught to draw easy subjects and gradually moved to more difficult ones.The next significant change came in the form of calls for nationalism, as a reaction to the wave of Westernization early in the Meiji period. Educationalcircles underwent a shift toward nationalist education, and the art worldexperienced a resurgence in traditional Japanese art led by the American Ernest Fenollosa and Tenshin Okakura, among others. Reflecting this trend, a large number of brush painting textbooks were written, and an authorization system similar to the one currently in effect was adopted. The ZugaTorishirabe Gakari [the Committee for the Study of Drawing] was launched in 1885, and then reorganized in 1887, at which time it was renamed the Tokyo Fine Arts School (currently the Tokyo National University of Fine Arts and Music). The education offered at this new institution placed a strong emphasis on purely Japanese elements.In 1903, the Elementary School Order was revised and government-designated textbooks were issued. This system remained in force from 1904 until 1947. The debate surrounding pencil drawing and brush painting continued, and two types of texts were issued — a Enpitsuga Tehon [pencil drawing copybook] and a Mohitsuga Tehon [brush painting copybook] — either of which could be used by the instructor. Both copybooks had similar configurations, with copying as the basic theme, and using a progressive study method. Drawing was still an optional subject in ordinary elementary schoolsat the... (shrink)

Previous findings in cultural psychology indicated that East Asians are more likely than North Americans to be attentive to contextual information (e.g., Nisbett & Masuda, ). However, to what extent and in which conditions culture influences patterns of attention has not been fully examined. As a result, universal patterns of attention may be obscured, and culturally unique patterns may be wrongly assumed to be constant across situations. By carrying out two cross-cultural studies, we demonstrated that (a) both European Canadians (...) and Japanese attended to moving objects similarly when the task was to simply observe the visual information; however, (b) there were cultural variations in patterns of attention when participants actively engaged in the task by constructing narratives of their observation (narrative construction). These findings suggest that cultural effects are most pronounced in narrative construction conditions, where the need to act in accordance with a culturally shared meaning system is elicited. (shrink)

Modeling legal argumentation is one of the most important research in AI and Law, and a lot of models have been proposed. However, most research has not treated value judgement and debate. In this paper, we introduce a legal reasoning model which covers various aspects of legalreasoning such as making argument, selecting argument and debate.Furthermore, we present how criminal law is described and reasoned inthis model.

In the natural deduction system for classical propositional logic given by G. Gentzen, there are some inference rules with assumptions discharged by the rule. D. Prawitz calls such inference rules improper, and others proper. Improper inference rules are more complicated and are often harder to understand than the proper ones. In the present paper, we distinguish between proper and improper derivations by using sequent systems. Specifically, we introduce a sequent system \(\vdash_{\bf Sc}\) for classical propositional logic with only structural rules, (...) and prove that \(\vdash_{\bf Sc}\) does not allow improper derivations in general. For instance, the sequent \(\Rightarrow p \to q\) cannot be derived from the sequent \(p \Rightarrow q\) in \(\vdash_{\bf Sc}\). In order to prove the failure of improper derivations, we modify the usual notion of truth valuation, and using the modified valuation, we prove the completeness of \(\vdash_{\bf Sc}\). We also consider whether an improper derivation can be described generally by using \(\vdash_{\bf Sc}\). (shrink)

In the natural deduction system for classical propositional logic given by G. Gentzen, there are some inference rules with assumptions discharged by the rule. D. Prawitz calls such inference rules improper as opposed to proper ones. Improper inference rules are more complicated than proper ones and more difficult to understand. In 2022, we provided a sequent system based solely on the application of proper rules. In the present paper, on the basis of our system from 2022, we classify improper inference (...) rules. (shrink)

The idea of interpretability logics arose in Visser [Vis90]. He introduced the logics as extensions of the provability logic GLwith a binary modality. The arithmetic realization of A B in a theory T will be that T plus the realization of B is interpretable in T plus the realization of A. More precisely, there exists a function f on the formulas of the language of T such that T + B C implies T + A f.The interpretability logics were considered (...) in several papers. An arithmetic completeness of the interpretability logic ILM, obtained by adding Montagna ''s axiom to the smallest interpretability logic IL, was proved in Berarducci [Ber90] and Shavrukov [Sha88]. [Vis90] proved that the interpretability logic ILP, an extension of IL, is also complete for another arithmetic interpretation. The completeness with respect to Kripke semantics due to Veltman was, for IL, ILMand ILP, proved in de Jongh and Veltman [JV90]. The fixed point theorem of GLcan be extended to ILand hence ILMand ILP. The unary pendant "T interprets T + A" is much less expressive and was studied in de Rijke [Rij92]. For an overview of interpretability logic, see Visser [Vis97], and Japaridze and de Jongh [JJ98]. (shrink)

私たちは、暴力的な存在なのか?人間にとって、暴力とは何か?その不可避性と、回避/克服の可能性をともに見すえつつ思考をつむぐ、「暴力の哲学/倫理学」の試み。.

Japan created in 1992 to provide a legal framework for international peacekeeping activities, following its financial involvement in the Gulf War of 1991. This paper argues that the PKO Law imposed certain restrictions which complicated the missions of the Japanese Self Defence Forces (SDF) and civilian personnel in operational fields. Post 11 September (2001), the Japanese government created a new legal framework for counter-terrorism and dispatched its SDF personnel to the United Nations Transitional Administration in East Timor (UNTAET) and the (...) United Nations Mission of Support in East Timor (UNMISET). (shrink)

This article examines the crisis management capabilities of Japan's Self Defense Forces (SDF) in the areas of United Nations (UN) peacekeeping, counter-terrorism, and disaster relief. The three types of overseas operations were all initiated by Japan as a response to international crises. While SDF crisis management capabilities for UN peacekeeping operations have steadily evolved, room for improvement remains. For example, Japan's commitment to logistic and rapid deployment missions could be strengthened. Regarding the second type of operations, counter-terrorism, Japan's crisis management (...) capabilities were enhanced by the passing of a novel Anti-Terrorism Law in October 2001 after the 9/11 attacks. The law legalized a SDF oil-fuelling mission in the Indian Ocean in support of the US-led war on terror in Afghanistan. Compared to the first two types of missions, SDF crisis management capabilities in disaster relief are the least controversial. This is due to the nature of the SDF as politically neutral and their humanitarian and non-military activities. This article highlights and compares the strengths and weaknesses of Japan's capabilities in the three types of SDF overseas operations. It demonstrates that a number of problem areas remain, including the need for legal amendment as well as the enhancement of public support and political consensus. The Japanese government and the SDF should face up to these challenges so that Japan can become better positioned to react quickly to crisis situations that require the dispatch of the SDF. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 3-11 [Access article in PDF] A Historical Overview of Art Education in Japan Introduction The stage of art education in Japan that was given its form by "imports" from overseas — mainly Western countries — is now over. Recently, even at international art education conferences and similar venues, a wide range of dynamic presentations and speeches were heard representing Japan's unique perspective. (...) There is, however, a rather long and involved history leading up to this shift.In this essay, I present a general outline and an overview of art education in Japan, by looking back at the transitions this system of education has undergone. My hope is to increase understanding of the unique features of art education in Japan, examining the characteristics ofmodern art education, and determining the form that art education should take in the future. The Birth of Art Education: 1872-1910 Art education in Japan began in 1872 with the promulgation of the "Gakusei" as a formal system for school education. 1 It was in this same year that Germany introduced a similar system, an indication that Japan was more or less in step with advanced Western nations. Moreover, from the end of the Tokugawa shogunate through to the Meiji era (1868-1912), the seeds of Westernization had clearly taken root. Although the term "art education" is used, for many years the emphasis in art education was on drawing.The first curriculum was established at this time. In the context of art education, Kikagaku Keiga Taii [Introduction to Geometrical Line Drawing] (renamed Keiga the following month) was introduced as a compulsory subject in upper elementary grades (students 10 to 13 years of age) at ordinary elementary schools. Keiga referred to a method of copying pictures from a copybook using graph paper — a method that was extremely restrictive and emphasized practicality.By 1887, under the new government's policy, Westernization was being promoted in all aspects of society, including politics and culture. Art education was no exception, as Western style education began to focus on pencil drawings. During this period, a liberal system for issuing and selecting textbooks was in place, and a consequently a large number of art-related texts were issued. The first drawing textbook in Japan was Seiga Shinan [Guide to [End Page 3] Western Pictures] (1871), a translation of "The Illustrated Drawing Book" by English author Robert Scott Burn, with selected figure quotations from"The American Drawing-Book" by American author John G. Chapman. 2 In addition to these texts, many other books on drawing and the natural sciences were quoted. These textbooks adopted a pragmatic approach, using a "progressive method" in which students were taught to draw easy subjects and gradually moved to more difficult ones.The next significant change came in the form of calls for nationalism, as a reaction to the wave of Westernization early in the Meiji period. Educationalcircles underwent a shift toward nationalist education, and the art worldexperienced a resurgence in traditional Japanese art led by the American Ernest Fenollosa and Tenshin Okakura, among others. Reflecting this trend, a large number of brush painting textbooks were written, and an authorization system similar to the one currently in effect was adopted. The ZugaTorishirabe Gakari [the Committee for the Study of Drawing] was launched in 1885, and then reorganized in 1887, at which time it was renamed the Tokyo Fine Arts School (currently the Tokyo National University of Fine Arts and Music). The education offered at this new institution placed a strong emphasis on purely Japanese elements.In 1903, the Elementary School Order was revised and government-designated textbooks were issued. This system remained in force from 1904 until 1947. The debate surrounding pencil drawing and brush painting continued, and two types of texts were issued — a Enpitsuga Tehon [pencil drawing copybook] and a Mohitsuga Tehon [brush painting copybook] — either of which could be used by the instructor. Both copybooks had similar configurations, with copying as the basic theme, and using a progressive study method. Drawing was still an optional subject in ordinary elementary schoolsat the... (shrink)

Narrative Representation Theory, an evolved framework of Verse Analysis, has come into existence with the mission of explaining the operation of macro-systemic structure that could be hardwired in the brain. Based on the analyses of creoles or archetypal human languages, the theory puts forward the premise stating that the fundamental design of the human language faculty possesses the computational system for internalized discourse. The theory preserves the principles of Quint-patterning, Idea-formatting, N-ary-branching and X-numbering, complying respectively with the hierarchical orderings of (...) constituency, the atomic elements of componentiality, the linear sequences of precedence and the specific measurement of terminal nodes. NRT tells that the macro-system of narrative superstructure must have emerged autonomously, yet links closely with the micro-system of phonology, morphology and syntax. This article explores for the first time scientific insights into the nature of human language, referring to recent research on the right cerebrum as well as on the prefrontal lobes of the brain, the relationship between mental disorders and their genetic deficiencies, and the investigations of human evolution during the period 200,000–40,000 years BP. All the converging evidence in biological sciences reinforces the hypothesis that the narrative superstructure of language faculty manifests as an inherent linguistic capacity in our mind. (shrink)

The mitotic spindle contains the machinery responsible for sister chromatid segregation. It is composed of a complex and dynamic array of microtubules, which are nucleated from the spindle poles. Studies of yeast spindle functions by molecular genetic analysis and by in vitro functional analysis have identified proteins that are mitosis‐specific and present at very low concentrations in the cell, and have revealed the molecular bases of several processes required for the formation and functioning of the mitotic spindle. Here I review (...) the current knowledge of the processes that are common to most eukaryotes: microtubule nucleation at the spindle poles, bipolar spindle assembly, maintenance of the spindle structure, chromosome attachment to the spindle and chromosome separation on the spindle. (shrink)

In this article, we first study abduction in human dialogues. Given an utterance, objective abduction produces a hearer’s belief that could explain the utterance, while subjective abduction produces a hearer’s belief that could explain the belief state of a speaker. Different types of abduction are formulated using propositional epistemic logic. We next consider conversational implicature used as pragmatic inference in speech acts. Two conflicting implicatures, Q-implicature and I-implicature, are formulated and contrasted with abduction. We also argue how speakers could use (...) abduction or conversational implicature for the purpose of misleading hearers. (shrink)

The simple substitution property provides a systematic and easy method for proving a theorem from the additional axioms of intermediate prepositional logics. There have been known only four intermediate logics that have the additional axioms with the property. In this paper, we reformulate the many valued logics S' n defined in Gödel [3] and prove the simple substitution property for them. In our former paper [9], we proved that the sets of axioms composed of one prepositional variable do not have (...) the property except two of them. Here we provide another proof for this theorem. (shrink)

In this paper, we discuss semantical properties of the logic \(\textbf{GL}\) of provability. The logic \(\textbf{GL}\) is a normal modal logic which is axiomatized by the the Löb formula \( \Box (\Box p\supset p)\supset \Box p \), but it is known that \(\textbf{GL}\) can also be axiomatized by an axiom \(\Box p\supset \Box \Box p\) and an \(\omega \) -rule \((\Diamond ^{*})\) which takes countably many premises \(\phi \supset \Diamond ^{n}\top \) \((n\in \omega )\) and returns a conclusion \(\phi \supset (...) \bot \). We show that the class of transitive Kripke frames which validates \((\Diamond ^{*})\) and the class of transitive Kripke frames which strongly validates \((\Diamond ^{*})\) are equal, and that the following three classes of transitive Kripke frames, the class which validates \((\Diamond ^{*})\), the class which weakly validates \((\Diamond ^{*})\), and the class which is defined by the Löb formula, are mutually different, while all of them characterize \(\textbf{GL}\). This gives an example of a proof system _P_ and a class _C_ of Kripke frames such that _P_ is sound and complete with respect to _C_ but the soundness cannot be proved by simple induction on the height of the derivations in _P_. We also show Kripke completeness of the proof system with \((\Diamond ^{*})\) in an algebraic manner. As a corollary, we show that the class of modal algebras which is defined by equations \(\Box x\le \Box \Box x\) and \(\bigwedge _{n\in \omega }\Diamond ^{n}1=0\) is not a variety. (shrink)

Here, we provide a detailed description of the mutual relation of formulas with finite propositional variables p1, …, pm in modal logic S4. Our description contains more information on S4 than those given in Shehtman (1978) and Moss (2007); however, Shehtman (1978) also treated Grzegorczyk logic and Moss (2007) treated many other normal modal logics. Specifically, we construct normal forms, which behave like the principal conjunctive normal forms in the classical propositional logic. The results include finite and effective methods to (...) find a normal form equivalent to a given formula A by clarifying the behavior of connectives and giving a finite method to list all exact models. (shrink)

The simple substitution property provides a systematic and easy method for proving a theorem by an axiomatic way. The notion of the property was introduced in Hosoi [4] but without a definite name and he showed three examples of the axioms with the property. Later, the property was given it's name as above in Sasaki [7].Our main result here is that the necessary and sufficient condition for a logicL on a finite slice to have the simple substitution property is thatL (...) is finite. Here the necessity part is essentially new, for the sufficiency part has been proved in Hosoi and Sasaki [5]. Also the proof of sufficiency part is improved here. (shrink)