Coping flexibility, as defined by the dual-process theory, refers to one’s ability to relinquish a coping strategy recognized as ineffective—abandonment—and to devise and implement an alternative and more effective strategy—re-coping. The coping flexibility hypothesis dictates that richer coping flexibility produces more adaptive outcomes caused by stress responses, such as reduced psychological and physical dysfunction. We tested the reliability and validity of the Coping Flexibility Scale-Revised and the CFH using the CFS-R, which was developed to measure coping flexibility. In total, we (...) performed three studies involving 6,752 participants. Study 1 provided the psychometric properties of the CFS-R and tested this factorial structure by a confirmatory factor analysis. Study 2 estimated the validity of the CFS-R by examining the associations between its three subscales and variables that were conceptually similar to them. Study 3 tested the CFH using a longitudinal design after controlling for the effects of typical coping strategies and other types of coping flexibility. Overall, the CFH was supported by the use of the CFS-R, and the findings in Studies 2 and 3 showed that it had acceptable validity and reliability. Our findings implied that abandonment and re-coping can predict reduced depressive symptoms more than other types of theoretical framings for coping flexibility. Additionally, a meta-analysis of the Cronbach’s alphas for all samples in this study showed that they were 0.87 for abandonment, 0.92 for re-coping, and 0.86 for meta-coping. (shrink)

The mental fatigue elicited by working and studying consumed mental resources, thereby eliciting a declined performance and an increased mental stress. The long-term continuous work and study, which is typical for modern workers and students, can increase mental fatigue and health risks. Previous studies reported that the natural environment has a restorative of mental resources and reducing stress. However, it is difficult for urban workers and students to take sufficient breaks in real natural environment. We conducted an experiment to examine (...) whether brief and indirect exposure to the natural environment elicits a restorative of attention and reducing stress. Twenty-five undergraduate and graduate students from the university of modern city participated in the experiment. The experiment involved measuring the changes in the task performance of the participants and the subjective mental workload, while the attention restoration was indexed from physiological response over time. The participants had two types of resting periods in the middle of the task, i.e., by looking at a blank display or by watching a nature video having scenes of, e.g., a forest, small waterfall, and rustling leaves. The results indicate that the natural environment indirectly depicted through the nature videos does not affect the task performance and the subjective mental workload but decreases the SCL. The results of the physiological response suggest that having rest periods depicting the natural environment, even if indirectly and briefly, can restore the directed attention for the task. This experiment revealed a useful method of resting for urban workers and students to restore their attention to a task. (shrink)

This chapter contains sections titled: Notes.

Si pretendemos interpretar el significado de “Bu” con el pensamiento y las ideas actuales, dicha letra representaría el concepto de violencia, de la magnitud de una masacre. Esto es algo similar a la ficción que supone la tecnología que Winston-Churchill, narra en su obra sobre la Crisis Mundial, donde una sola llamada de teléfono podía hacer que miles de soldados mujeres y niños murieran, empujando de este modo a la humanidad al borde de la extinción. La Constitución de Japón, que (...) proclama la amenaza permanente de “La intimidación o el uso de la fuerza”, ilustra claramente este razonamiento. Nuestra guerra moderna en realidad implica poco más que derrotar la tecnología enemiga pero, el concepto que encierra la letra “Bu” no es tan mecánico ni superficial. (shrink)

ABSTRACTIn this article, we provide guidance for the implementation of education for sustainable development in schools. We combine Bhaskar's Transformational Model of Social Activity,...

In simulation-based learning environments, 'unexpected' phenomena often work as counterexamples which promote a learner to reconsider the problem. It is important that counterexamples contain sufficient information which leads a learner to correct understanding. This paper proposes a method for creating such counterexamples. Error-Based Simulation (EBS) is used for this purpose, which simulates the erroneous motion in mechanics based on a learner's erroneous equation. Our framework is as follows: (1) to identify the cause of errors by comparing a learner's answer with (...) the problem-solver's correct one, (2) to visualize the cause of errors by the unnatural motions in EBS. To perform (1), misconceptions are classified based on problem-solving model, and related to their appearance on a learner's answers (error-identification rules). To perform (2), objects' motions in EBS are classified and related to their suggesting misconceptions (error-visualization rules). A prototype system is implemented and evaluated through a preliminary test, to confirm the usefulness of the framework. (shrink)

Profit Sharing is one of the reinforcement learning methods. An agent, as a learner, selects an action with a state-action value and receives rewards when it reaches a goal state. Then it distributes receiving rewards to state-action values. This paper discusses how to set the initial value of a state-action value. A distribution function ƒ( x ) is called as the reinforcement function. On Profit Sharing, an agent learns a policy by distributing rewards with the reinforcement function. On Markov Decision (...) Processes (MDPs), the reinforcement function ƒ( x ) = 1/ L x is useful, and on Partially Observable Markov Decision Processes (POMDPs), ƒ( x ) = 1/ L w is useful, where L is the sufficient number of rules at each state, and W is the length of an episode. If episodes are always long, the value of the reinforcement function is little. So the differences of rule values become little, and the agent learns little by using the roulette selection as an action selection. This problem is called as Learning Speed Problem. If the value of the reinforcement function for an action is very higher than its state-action value, an agent will not select other action. There is a problem when its action is not a optimal action. This problem is called as Past Experiences Problem. This paper shows that both Learning Speed Problem and Past Experiences Problem are caused by the bad setting between the initial values of a state-action values and the function values of a reinforcement function. We propose how to set the initial values of a state-action values at each state. The experiment shows that an agent can learn correctly even if the length of episode is large. And shows the effectiveness on both MDPs and POMDPs. Our proposed method focuses on the initialization of state-action values and does not limit reinforcement functions. So it can apply to any reinforcement function. (shrink)

Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes that difficulties in professional (...) ethics education in Japan are caused by the fact that both teachers and students lack experience in leading and participating in discussion-based classes and misunderstand the effectiveness of a case-based pedagogy. It also suggests that we need to offer teachers systematic opportunities to be trained to be proficient in enabling students to be active and critical in class. (shrink)

This special issue of the _ Revue d’études benthamiennes _, entitled the 'International and Colonial Thought of the British Empire', aims to broaden recent debates on global intellectual history and imperial history. While this subject has been extensively studied in current scholarship, the issue attempts to approach several relatively under-examined figures, including Adam Ferguson, Josiah Tucker, and Frederic Rogers, as well as classical thinkers such as Jeremy Bentham and Adam Smith, from new perspectives. In this Introduction, we describe a pan-European (...) intellectual setting wherein these thinkers’ international and imperial thought should partly be situated, with a focus on the idea of international law, cosmopolitanism, and colonialism. (shrink)

Smith’s critique of empire has recently attracted scholarly attention, but it has mostly been from the perspective of justice. The present article, however, argues that his views on it could also be appreciated by his 'utilitarian' attitude toward it. Combined with a similar line of analysis of Josiah Tucker, another key (though neglected) figure, the authors hope to add to the current trends of scholarship on the Enlightenment critique of empire. Neither Smith nor Tucker appealed merely to political right principles, (...) but rather frequently explored imperial problems from 'utilitarian' viewpoints. A difference between Smith and Tucker derives from the latter's explicit appeal to Christian, or Protestant, ethics, by which Tucker was in a way associated not only with his mentor, Joseph Butler, but also with some of his adversaries, such as Richard Price and Joseph Priestley. The non-welfarist or non-consequentialist concept of justice was a significant element in the Enlightenment crit... (shrink)

Revisiting Guattari's visits to Japan in the 1980s during the country's ‘bubble economy’, this paper investigates from a personal perspective the Radio Homerun mini-FM station as well as other stops on Guattari's Tokyo ‘pilgrimage’. Guattari's reception and influence in Japan is contextualised through the writer Kõbõ Abe and philosopher Kiyoteru Hanada, in addition to the groundbreaking work of Tetsuo Kogawa, against the backdrop of the rise of postmodernism. Similarities between Guattari's sense of Japan and Brazil are then broached.

This paper discusses Adam Smith’s intellectual relationship with the French Enlightenment, with a particular focus on his view of French culture as conveyed in The Theory of Moral Sentiments. Compared to England at that time, eighteenth-century Scotland is considered as having a closer affiliation with France in terms of their intellectual and cultural life during what has been dubbed the Enlightenment. While David Hume was representative of the affinity between the French and Scottish literati, Smith also held an enduring interest (...) in the French philosophy, literature, and other aspects of its civilisation, long before the historic visit to Toulouse and Paris that would shape his political economy greatly. While this paper shall examine Smith’s Francophile and Europeanist tendency within his moral argument, it also emphasises that he was abundantly aware of the moral cultural tensions between these two branches of the European Enlightenment. (shrink)

Macroautophagy is a major degradation mechanism of cell components via the lysosome. Macroautophagy greatly contributes to not only cell homeostasis but also the prevention of various diseases. Because macroautophagy proceeds through multi‐step reactions, researchers often face a persistent question of how macroautophagic activity can be measured correctly. To make a straightforward determination of macroautophagic activity, diverse monitoring assays have been developed. Direct measurement of lysosome‐dependent degradation of radioisotopically labeled cell proteins has long been applied. Meanwhile, indirect monitoring procedures have been (...) developed. In these assays, autophagosome marker proteins, microtubule‐associated proteins 1A/1B light chain 3B‐II (LC3B‐II) and gamma‐aminobutyric acid receptor‐associated protein‐II (GABARAP‐II) have been analyzed and the validity of the assays strongly depends on appropriate assessment of the fluctuation of LC3‐II and/or GABARAP‐II levels in the presence or absence of lysosomal inhibitors. This article describes these monitoring methods, paying special attention to the principles and characteristics of each procedure. (shrink)

Despite the police preventing special fraud victimisation of older adults, both the number of cases and the amount of damage have remained high in Japan. ‘Special fraud’, in Japan, is a crime in which victims are tricked by fraudsters who through phone or postcards impersonate the victims’ relatives, employees and other associates, to dupe the victims of their cash or other valuables. The number of recognised cases of special fraud has been turned to increase in 2021. Although police or consumer (...) affairs administrations have been conducting all-encompassing enlightenment or public education for prevention, it is also necessary to reach out to those who are vulnerable to fraud. In this study, we determine the psychosocial characteristics of victims of special fraud in Japanese older adults. We analysed the age, gender, education, residential status, household satisfaction, risk perception and scam vulnerability scale of 56 older adults aged 60 years or older who had been victims of special fraud and 99 older adults aged 60 years or older who had never been victims of special fraud. The study found that the victimised older adults were more likely to be females who live alone and go out less frequently than the non-victimised older adults. The total scores of the scam vulnerability scale were higher among the elderly victims of special fraud compared to those who had never been scammed, suggesting that the psychosocial characteristics of victims of special fraud among older adults are being female, living alone, going out infrequently, having high confidence against fraud victimisation and responding quickly to phone calls and unknown visitors. Therefore, government agencies or family members should take care of older women who meet these characteristics to reduce their contact with fraudsters. (shrink)

This paper studies the theory and practice of Minna in Manabi, as the Japanese concept of learning from the perspective of moral education. The Japanese word Minna, which means “all” or “everyone,” plays an important role in Manabi. The word “Minna” is often found in textbooks used in moral education classes, and great value is placed on “thinking about everyone.” Minna, a component of Manabi, not only makes the self (the learner) nothing and selfless, but also makes it possible to (...) enter all, everyone, and the world. This may create possibilities for inclusiveness, reciprocal harmony, hospitality, solidarity, and cooperativeness. This Manabi of “thinking about everyone” can be found in moral classes and in all aspects of learning (educational) activities in Japanese schools. Among them, in addition to being a traditional Buddhist practice dealing with Nothingness and Selflessness, Souji (cleaning time) is also very important in schools as a Japanese moral practice of “thinking about everyone.” The moral concepts developed in the West, such as democracy, community, solidarity, engagement, and citizenship, are not only realized through the establishment of the individual, self-realization, and perfection of personality, but by “thinking about everyone,” as expressed in Nothingness, Selflessness, and Minna. (shrink)

Cell phone abuse amongst Japanese school students, including sex crimes and bullying, are commonly managed with filters and phone bans. Many believe these measures are more effective than moral education. Japanese teenagers therefore enter college without moral education in the Internet society, which can cause problems on campus: students plagiarizing from the Internet, or posting anonymous defamatory messages on bulletin boards. Japanese universities address these problems ineffectively. Problems are caused by both student ignorance of network ethics and moral immatureness. Therefore, (...) it is insufficient to provide only information ethics knowledge; students require a citizenship education to learn to build a moral community in the globalized network society. Here, the authors examine the effectiveness and difficulties in the practice of educating students to be moral subjects in such a society. Students are encouraged to debate ethical and practical issues, to express ethical remarks, and to understand the impact of their remarks. (shrink)