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Morihiro Kogure,Naomi Mimura,Hideshi Ikemoto,Shintaro Ishikawa,Takako Nakanishi-Ueda,Masataka Sunagawa,Tadashi Hisamitsu 사단법인약침학회 2012 Journal of Acupuncture & Meridian Studies Vol.5 No.1
The purpose of this study was to compare the effectiveness of moxibustion (MOX) treatment at the GV4 and CV12 acupoints, and to determine the correlations between MOX treatment and interleukin (IL)-6 and corticosterone levels in a collagen-induced arthritis (CIA) mouse model. CIA mice were immunized twice intradermally over a 3-week interval with bovine type II collagen. After the second immunization (day 21), MOX was applied to the mouse equivalent of the GV4 and CV12 acupoints with a 1 mg moxa cone five times/day. Clinical symptoms of CIA were observed three times/week until day 35. The concentrations of IL-6 and corticosterone in the blood samples were measured by immunoassay kits. At day 35, the incidence of CIA was significantly decreased in mice treated with MOX at the GV4 acupoint (78%, nZ23, p < 0.05), compared to untreated CIA mice (100%) and mice treated with MOX at the CV12 acupoint (100%). IL-6 and corticosterone levels were significantly increased by immunization. IL-6 levels significantly decreased in mice treated with MOX at the GV4 acupoint. These results suggest that MOX treatment suppressed CIA at the GV4 acupoint, not at the CV12 acupoint, possibly through inhibition of IL-6 production.
Cultural Images Seen in the Movies
Morihiro Kubota 영상영어교육학회 2003 영상영어교육 (STEM journal) Vol.4 No.1
It is quite natural that we enjoy movies as public entertainment, but many of them are masterpieces as valuable records or documents in a field of study. In particular, we can discover some typical features, such as cultural or social aspects seen in the stories shown on the screen. We are often affected by the cultural images of racism, feminism, and discrimination created in the movies. When we think of the differences in cultural phenomena seen in the movies, we have to take into consideration how to correctly evaluate each scene portrayed by the movie makers. I would like to point out these aspects and study the meanings behind the real scenes shown to us.
町田守弘 ( Machida Morihiro ) 고려대학교 한국어문교육연구소 2011 국제학술제 Vol.1 No.-
A teacher make her students read aloud a portion of a text allocated to them. Then, the teacher also read aloud the rest of the text for herself. While reading the text aloud, the teacher explains the meaning by sentence. The teacher writes important points related to the text on the blackboard as she explains the text. The students take notes of them carefully. The classroom is silent and every student seems to be actively engaged in their learning. However, the students listen to their teacher`s explanation, take notes, and memorize what they jot down since it is going to be on their exam. They learn what they take notes by rote not because they are interested in the lesson, but because they have a practical purpose to go to prestigious schools. These four steps - reading aloud, explanation, understanding, and memorization - seem to take strong root in Japanese literacy class. Can the students perform authentic and meaningful learning in the class? Does the teacher realize the potential results of their instructional method? I suggest that we Japanese educators stop stuffing their students` heads with traditional culture and knowledge based on a fixed standard. Instead, we should make our students realize the pleasure of reading and writing based on their personalities and interests. It is our task to move from teacher-centered literacy instruction to student-centered literacy instruction based on authentic texts and meaningful activities. Sato Manabu described the current situation of Japanese literacy education by using metaphoric expression that Japanese students are escaping from reading and writing. Classroom should be a place where students transact their different reading styles and processes together and share different meanings they constructed. If there are 40 students in a classroom, it means that there are 40 different reading practices. If the students are empowered and motivated to learn, they negotiate the different reading styles and processes together to create a classroom culture where all of them can participate actively. Media literacy based on technology can foster these shift from the cramming instruction to meaningful and authentic instruction. It connects our students "sub-cultures" from out-of-school literacy with a "main culture" of school literacy in productive ways. Educators might create digital reading materials based on students` sub-cultures to motive their reading and writing.