It has been convincingly shown that peptides play important roles in the regulation and maintenance of a variety of tissues and organs in living animals. However, little is known concerning the potential role of peptides as signaling molecules in developmental processes. In Hydra, there is circumstantial evidence that small diffusible molecules act as morphogens in the regulation of patterning processes. In order to view the entire spectrum of peptide signaling molecules, we initiated a project aiming at the systematic identification of (...) peptide signaling molecules in Hydra. In this review, we describe three peptide signaling molecules and one family of peptides that function as signaling molecules in the processes of axial pattern formation and neuron differentiation in Hydra. These peptides are produced by epithelial cells and are therefore termed “epitheliopeptides”. We discuss the importance of epitheliopeptides in developmental processes within a subset of hydrozoans. (shrink)

Pyridoxal 5′‐phosphate, the vitamin B6 derivative, acts as the coenzyme of many enzymes involved in amino acid metabolism. Exceptionally, this compound was found covalently bound to glycogen phosphorylase, the key enzyme in the regulation of glycogen metabolism. Although it is essential for the function of phosphorylase, its direct role has remained an enigma. We have recently found that the glucose moiety of pyridoxal (5′)diphospho (1)‐α‐D‐glucose, a conjugate of pyridoxal 5′‐phosphate and glucose 1‐phosphate through a pyrophosphate linkage, is transferred to the (...) nonreducing end of glycogen, forming a new α‐1,4‐glucosidic linkage. This finding emphasizes the importance of the direct phosphate‐phosphate interaction between the coenzyme and the substrate in the phosphorylase catalytic reaction. We have proposed a catalytic mechanism for phosphorylase in which the phosphate group of pyridoxal 5′‐phosphate acts as an electrophile to the phosphate group of glucose 1‐phosphate. This appears to represent the first instance of the direct involvement of a phosphate group in catalysis by enzymes. (shrink)

Nevin & Grace's primary argument against theory and research on behavioral momentum is that preference and resistance to change may not covary. The method for evaluating preference and resistance to change seems problematic. Moreover, the theory fails to account convincingly for effects of average overall time to primary reinforcement on choice and preference for unsegmented schedules.

Alternative interpretations are proposed for the finding that market integration is positively related to fair behavior in experimental games. Market activities may produce market relevant concepts and stories that interpret experimental games as incidences of social exchange, and thus may enhance the relevance of (1) market-related preferences or (2) a decision heuristic designed for social exchange.

In the monograph [1] of Chang and Keisler, a considerable extent of model theory of the first order continuous logic is ingeniously developed without using any notion of provability.In this paper we shall define the notion of provability in continuous logic as well as the notion of matrix, which is a natural extension of one in finite-valued logic in [2], and develop the syntax and semantics of it mostly along the line in the preceding paper [2]. Fundamental theorems of model (...) theory in continuous logic, which have been proved with purely model-theoretic proofs in [1], will be proved with proofs which are natural extensions of those in two-valued logic. (shrink)

Extending techniques of Dowd and those of Poizat, we study computational complexity of in the case when is a generic oracle, where is a positive integer, and denotes the collection of all -query tautologies with respect to an oracle . We introduce the notion of ceiling-generic oracles, as a generalization of Dowd's notion of -generic oracles to arbitrary finitely testable arithmetical predicates. We study how existence of ceiling-generic oracles affects behavior of a generic oracle, by which we show that is (...) not a subset of is comeager in the Cantor space. Moreover, using ceiling-generic oracles, we present an alternative proof of the fact (Dowd) that the class of all -generic oracles has Lebesgue measure zero. (shrink)

This note is a continuation of our former paper ''Complexity of the r-query tautologies in the presence of a generic oracle.'' We give a very short direct proof of the nonexistence of t-generic oracles, a result obtained first by Dowd. We also reconstitute a proof of Dowd's result that the class of all r-generic oracles in his sense has Lebesgue measure one.

Reprinted From Abstracts Of Theses, The University Of Chicago, Humanistic Series, V6, 1927-1928.

This essay aims to deepen our comprehension of the economic ethics of different peoples in Asia, as well as realizing a degree of cultural relativism, in order to enhance amicable economic associations. It counterbalances the conventionally strong West-oriented views which regard exotic features of non-Western economies as backward and illogical elements that disturb smooth and orthodox development and, hence, should be eradicated. The author, first, recalls a number of facts which depict the eruptive economic transformation in Asia. He, then, criticizes (...) the imposition of Western-style development and exploitation without excluding Japan’s colonialism in Taiwan and Korea, and pleads for multiple forms of development and modernity. Economic transactions should be analysed in relation to sociocultural aspects, and, therefore, communities and ethics groups play a substantive role between the public and private sectors, the market, and individuals. For instance, small farmers in Southeast Asia, struggling with the weakness of tenant farmers and pressures of the market mechanism, developed ingenious and participatory forms of survival, increasingly supported by non-governmental organizations. Case studies from Thailand, Malaysia, and the Philippines give a vivid picture of these activities. Because the developing economies are composed of market and non-market sectors, reasonable attention should be given to theethics beyond market principles, with particular emphasis on community as foundation. (shrink)

This paper examines the semantics and pragmatics of the Japanese causal connective mono. We show that the meaning of mono has three components: a causal relation, an emotive attitude toward the causing proposition, and an indication that the causal relation is of high quality. Further, we show that the latter two components are not at-issue content but expressive content. A formalization is provided in terms of the analysis of mixed content in McCready (2010). Finally, the proposal is briefly compared with (...) previous, informal, accounts of the meaning of mono. (shrink)

In this thesis, we study the least fixed point principle in a constructive setting. A constructive theory of functions and sets has been developed by Feferman. This theory deals both with sets and with functions over sets as independent notions. In the language of Feferman's theory, we are able to formulate the least fixed point principle for monotone inductive definitions as: every operation on classes to classes which satisfies the monotonicity condition has a least fixed point. This is called the (...) principle of monotone inductive definition. Furthermore, we may formulate this principle in a uniform way as: there is an operation which maps a monotone operation to its least fixed point. This is called the principle of uniform monotone inductive definition. Feferman raised the question of the strength of the principle of monotone inductive definition when adjoined to his theory . This question is our primary concern in this thesis. ;Our main results are the consistency of both the principle of monotone inductive definition and the principle of uniform monotone inductive definition adjoined to his theory, and the proof theoretical equivalence between the principle of monotone inductive definition with Feferman's system without the inductive generation axiom and the system of the Pi-one-one Comprehension Axiom. Determination of the proof-theoretical strength of the principle of monotone inductive definition adjoined to Feferman's theory still remains open. ;The consistency of both the principle of monotone inductive definition and the principle of uniform monotone inductive definition with Feferman's theory will be achieved by constructing their models in set theoretical sense. The proof theoretical equivalence between the principle of monotone inductive definition with Feferman's system without the inductive generation axiom and the system of the Pi-one-one Comprehension Axiom can be obtained by a careful examination of the model construction for the principle of monotone inductive definition with Feferman's system without the inductive generation axiom, which is parallel to the model construction for the principle of monotone inductive definition with his theory. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in 1992, distributed to 156 (...) art teachers in Japan on their "real" curricula and compared them with syllabus samplers of nationally authorized textbooks. From 1993 to 1994, I studied in the United Kingdom the newly introduced National Curriculum and performed a survey on its impact on classroomteaching in 49 art departments in secondary schools, mostly in England. Since 1994, I have participated in a joint study project on craft education in secondary schools in Japan and Britain, in which 717 Japanese schools are cooperating via a questionnaire survey. The issues common to these surveys are how art teachers respond to the national standards in their own teaching practice, and what these responses suggest for the future development of this subject. This essay identifies survey findings in both countries, together with overviews on the systems and cultural factors affecting the state of Art and its implementation in curricula. Japan and the United Kingdom: An Overview Let us look briefly at the historical background of the national curricula in Japan and the United Kingdom. The education system in Japan was established by the central government and has maintained its unity. After World War II, a new national Course of Study was recommended but was not compulsory. But in the legislation of 1958, this Course of Study became binding and a new subject called "Technology and Home Economics" was introduced. A new term, "design" was adopted in Art, "craft" was removed, and the time allocated to Art was drastically reduced. In the 1969 revision, five main areas of Art study were established: drawing (painting), sculpture, design, craft, and art appreciation. In 1977, a recommended time allocation for each area in Art was eliminated, and the five areas were reorganized into two fields: "expression" and "appreciation." Between 1969 and 1977, lower secondary schools in Japan allotted two compulsory hours per week for Art in grades 7 and 8, one compulsory hour and one non-compulsory hour in grade 9. However, after the revisions of 1989 and 1998, the time allotted for Art has gradually decreased. [End Page 101]In the United Kingdom, different educational systems developed concurrently, and through political and ideological conflicts, the involvement of central government gradually grew until an integrated school system was established. 1 The National Curriculum, first introduced through the Education Act of 1988, clearly indicates Art as compulsory from Years 1 to 9 in state schools. 2 The Courses of Study in Japan are separated into primary, lower, and upper secondary levels, however, the consistency of Art as a subject is not as clear. 3 In England, the content is not differentiated into the areas of art, craft, and design, but is organized as a series of processes common to these areas including investigation, creation, and evaluation, based upon knowledge and understanding.The United Kingdom has no national system for authorizing textbooks, but the examination board syllabus for the General Certificate ofSecondary Education (GCSE), for example, has influenced the school curriculum. Art departments of each secondary school function as fairly independent entities, taking responsibility for curriculum and study resources. In Japan, in most cases, lower and upper secondary schools are separated, with only about one art teacher per school, which means improving the curriculum is determined by the efforts of the individual teacher in a limited environment.We also need to consider the cultural background. The United Kingdom has made a notable effort to incorporate a multicultural perspective, based upon the urgent recognition that the country has become a multi-ethnic society. There is also a growing awareness in Western societies that individual expression should be approved in relation to the culture of a given social group. In Japan, it has... (shrink)

This paper examines prospects for and content of a global regime for human rights. Competing schools of thought forecast convergence and divergence of national standards under stress of globalization. No such regime exists, and there is no compelling theory of international corporate social responsibility. However, elements of an emerging global regime can be identified and partially overlap with environmental protection issues. This regime is highly fragmented, underdeveloped, and only partially enforceable—but it is in development. The UN Global Compact, the Global (...) Reporting Initiative (GRI), ISO 26000 (expected in 2010), the U.S. Alien Tort Claims Act (ATCA) of 1789 and the permanent international criminal court established in 2002 are illustrations of such elements. The third Ruggie Report, issued 2008, is an important summary of conditions and proposes a strategy for forward progress. Human rights impose important obligations on multinational enterprises (MNEs) operating across highly diverse political, legal, and cultural realities. (shrink)

The Dominican theologian Albert the Great was one of the first to investigate into the system of the world on the basis of an acquaintance with the entire Aristotelian corpus, which he read under the influence of Islamic philosophers. The present study aims to understand the core of Albert's natural philosophy. Albert's emblematic phrase, “every work of nature is the work of intelligence” , expresses the conviction that natural things are produced by the intellects that move the celestial bodies, just (...) as houses are made by architects moving their instruments. Albert tried to fathom the secret of generation of natural things with his novel notion of “formative power” , which flows from the celestial intellects into the sublunary elements. His conception of the natural world represents an alternative to the dominant medieval view on the relationship between the artificial and the natural. (shrink)

Comparative quantifiers, such as more than three books, cannot take scope over any quantifier in subject position if they occupy object position. This is clearly different from the behavior of other quantifiers (e.g., universal quantifiers). This paper argues that this scope puzzle is due to a more complex internal structure of comparative quantifiers than other quantifiers. In the decompositional approach that I pursue, comparative quantifiers are decomposed into two generalized quantifiers (i.e., in the case above, the comparative operator er than (...) three and the DP many books). In this approach, obligatory narrow scope of comparative quantifiers in object position is a consequence of the interplay of the independently motivated principles of grammar that also constrain other quantifiers. On the basis of the scope puzzle, I specifically argue for two constraints on Scope Shifting Operations (SSOs) a locality condition on SSOs and Scope Economy, proposed by Fox (2000), which prohibits SSOs that have no effect on semantic interpretation. Thus, I argue that the apparently peculiar facts of comparative quantifiers are, in fact, additional evidence for the core properties of SSOs. (shrink)

The scientific, ethical, and policy issues raised by research involving the engraftment of human neural stem cells into the brains of nonhuman primates are explored by an interdisciplinary working group in this Policy Forum. The authors consider the possibility that this research might alter the cognitive capacities of recipient great apes and monkeys, with potential significance for their moral status.

Recently, agent technologies have attracted a lot of interest as an emerging programming paradigm. With such agent technologies, services are provided through collaboration among agents. At the same time, the spread of mobile technologies and communication infrastructures has made it possible to access the network anytime and from anywhere. Using agents and mobile technologies to realize ubiquitous computing systems, we propose a new framework based on KODAMA and VPC. KODAMA provides distributed management mechanisms by using the concept of community and (...) communication infrastructure to deliver messages among agents without agents being aware of the physical network. VPC provides a method of defining peer-to-peer services based on agent communication with policy packages. By merging the characteristics of both KODAMA and VPC functions, we propose a new framework for ubiquitous computing environments. It provides distributed management functions according to the concept of agent communities, agent communications which are abstracted from the physical environment, and agent collaboration with policy packages. Using our new framework, we conducted a large-scale experiment in shopping malls in Nagoya, which sent advertisement e-mails to users' cellular phones according to user location and attributes. The empirical results showed that our new framework worked effectively for sales in shopping malls. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in 1992, distributed to 156 (...) art teachers in Japan on their "real" curricula and compared them with syllabus samplers of nationally authorized textbooks. From 1993 to 1994, I studied in the United Kingdom the newly introduced National Curriculum and performed a survey on its impact on classroomteaching in 49 art departments in secondary schools, mostly in England. Since 1994, I have participated in a joint study project on craft education in secondary schools in Japan and Britain, in which 717 Japanese schools are cooperating via a questionnaire survey. The issues common to these surveys are how art teachers respond to the national standards in their own teaching practice, and what these responses suggest for the future development of this subject. This essay identifies survey findings in both countries, together with overviews on the systems and cultural factors affecting the state of Art and its implementation in curricula. Japan and the United Kingdom: An Overview Let us look briefly at the historical background of the national curricula in Japan and the United Kingdom. The education system in Japan was established by the central government and has maintained its unity. After World War II, a new national Course of Study was recommended but was not compulsory. But in the legislation of 1958, this Course of Study became binding and a new subject called "Technology and Home Economics" was introduced. A new term, "design" was adopted in Art, "craft" was removed, and the time allocated to Art was drastically reduced. In the 1969 revision, five main areas of Art study were established: drawing (painting), sculpture, design, craft, and art appreciation. In 1977, a recommended time allocation for each area in Art was eliminated, and the five areas were reorganized into two fields: "expression" and "appreciation." Between 1969 and 1977, lower secondary schools in Japan allotted two compulsory hours per week for Art in grades 7 and 8, one compulsory hour and one non-compulsory hour in grade 9. However, after the revisions of 1989 and 1998, the time allotted for Art has gradually decreased. [End Page 101]In the United Kingdom, different educational systems developed concurrently, and through political and ideological conflicts, the involvement of central government gradually grew until an integrated school system was established. 1 The National Curriculum, first introduced through the Education Act of 1988, clearly indicates Art as compulsory from Years 1 to 9 in state schools. 2 The Courses of Study in Japan are separated into primary, lower, and upper secondary levels, however, the consistency of Art as a subject is not as clear. 3 In England, the content is not differentiated into the areas of art, craft, and design, but is organized as a series of processes common to these areas including investigation, creation, and evaluation, based upon knowledge and understanding.The United Kingdom has no national system for authorizing textbooks, but the examination board syllabus for the General Certificate ofSecondary Education (GCSE), for example, has influenced the school curriculum. Art departments of each secondary school function as fairly independent entities, taking responsibility for curriculum and study resources. In Japan, in most cases, lower and upper secondary schools are separated, with only about one art teacher per school, which means improving the curriculum is determined by the efforts of the individual teacher in a limited environment.We also need to consider the cultural background. The United Kingdom has made a notable effort to incorporate a multicultural perspective, based upon the urgent recognition that the country has become a multi-ethnic society. There is also a growing awareness in Western societies that individual expression should be approved in relation to the culture of a given social group. In Japan, it has... (shrink)

Barhebraeus' major philosophical work draws on earlier Greco-Syriac and Arabic sources. This partial edition of the work casts important light on the manner in which Greek science and philosophy were transmitted in the Orient.