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Iwanaga</title> <meta name="description" content="Search results for: Saori Iwanaga"> <meta name="keywords" content="Saori Iwanaga"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Saori Iwanaga"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Saori Iwanaga</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Simulation of the Evacuation of Ships Carrying Dangerous Goods from Tsunami</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoshinori%20Matsuura">Yoshinori Matsuura</a>, <a href="https://publications.waset.org/abstracts/search?q=Saori%20Iwanaga"> Saori Iwanaga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Great East Japan Earthquake occurred at 14:46 on Friday, March 11, 2011. It was the most powerful known earthquake to have hit Japan. The earthquake triggered extremely destructive tsunami waves of up to 40.5 meters in height. We focus on the ship’s evacuation from tsunami. Then we analyze about ships evacuation from tsunami using multi-agent simulation and we want to prepare for a coming earthquake. We developed a simulation model of ships that set sail from the port in order to evacuate from the tsunami considering the ship carrying dangerous goods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ship%E2%80%99s%20evacuation" title="Ship’s evacuation">Ship’s evacuation</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent%20simulation" title=" multi-agent simulation"> multi-agent simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=tsunami" title=" tsunami"> tsunami</a> </p> <a href="https://publications.waset.org/abstracts/11743/simulation-of-the-evacuation-of-ships-carrying-dangerous-goods-from-tsunami" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Preliminary Evaluation of Passive UHF-Band RFID for Identifying Floating Objects on the Sea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasuhiro%20Sato">Yasuhiro Sato</a>, <a href="https://publications.waset.org/abstracts/search?q=Kodai%20Noma"> Kodai Noma</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenta%20Sawada"> Kenta Sawada</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazumasa%20Adachi"> Kazumasa Adachi</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoshinori%20Matsuura"> Yoshinori Matsuura</a>, <a href="https://publications.waset.org/abstracts/search?q=Saori%20Iwanaga"> Saori Iwanaga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> RFID system is used to identify objects such as passenger identification in public transportation, instead of linear or 2-dimensional barcodes. Key advantages of RFID system are to identify objects without physical contact, and to write arbitrary information into RFID tag. These advantages may help to improve maritime safety and efficiency of activity on the sea. However, utilization of RFID system for maritime scenes has not been considered. In this paper, we evaluate the availability of a generic RFID system operating on the sea. We measure RSSI between RFID tag floating on the sea and RFID antenna, and check whether a RFID reader can access a tag or not, while the distance between a floating buoy and the ship, and the angle are changed. Finally, we discuss the feasibility and the applicability of RFID system on the sea through the results of our preliminary experiment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=RFID" title="RFID">RFID</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20evaluation" title=" experimental evaluation"> experimental evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=RSSI" title=" RSSI"> RSSI</a>, <a href="https://publications.waset.org/abstracts/search?q=maritime%20use" title=" maritime use"> maritime use</a> </p> <a href="https://publications.waset.org/abstracts/1632/preliminary-evaluation-of-passive-uhf-band-rfid-for-identifying-floating-objects-on-the-sea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1632.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">578</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> The Impact of Online Visit Practice by Midwifery Students on Child-Rearing Midwives during The COVID-19 Pandemic: A Qualitative Descriptive Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mari%20Murakami">Mari Murakami</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Kawasaki"> Hiromi Kawasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Saori%20Fujimoto"> Saori Fujimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoko%20Ueno"> Yoko Ueno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: In Japan, one of the goals of midwifery education is the development of one’s ability to comprehensively support the child-rearing generation in collaboration with professionals from other disciplines. However, in order to prevent the spread of Covid-19, it has become extremely difficult to provide face-to-face support for mothers and children. Early on in the pandemic, we sought help from three parenting midwives as an alternative and attempted an online visit. Since midwives who are raising children respond to the training as both mothers who are care recipients and midwives as care providers. Therefore, we attempted to verify the usefulness of midwives experiencing training as mothers by clarifying the effects on those midwives who are raising children and who have experienced online visit training by students. Methods: The online visitations were conducted in June 2020. The collaborators were three midwives who were devoted to childcare. During the online visit training, we used the feedback records of their questions given by the collaborators (with their permission) to the students. The verbatim record was created from the records. Qualitative descriptive analysis was used, and subcategories and categories were extracted. This study was approved by the Ethical Committee for Epidemiology of Hiroshima University. Results: The average age of the three midwives was 36.3 years, with an average of 12.3 years of experience after graduation. They were each raising multiple children (ranging between a minimum of 2 and a maximum of 4 children). Their youngest infants were 6.7 months old on average for all. Five categories that emerged were: contributing to the development of midwifery students as a senior; the joy of accepting the efforts of a mother while raising children; recalling the humility of beginners through the integrity of midwifery students; learning opportunities about the benefits of online visits; and suggesting further challenges for online visits. Conclusion: The online visit training was an opportunity for midwives who are raising their own children to reinforce an honest and humble approach based on the attitude of the students, for self-improvement, and to reflect on the practice of midwifery from another person’s viewpoint. It was also noted that the midwives contributed to the education of midwifery students. Furthermore, they also agreed with the use of online visitations and considered the advantages and disadvantages of its use from the perspective of mothers and midwives. Online visits were seen to empower midwives on childcare leave, as their child-rearing was accepted and admired. Online visits by students were considered to be an opportunity to not only provide a sense of fulfillment as a recipient of care but also to think concretely about career advancement, during childcare leave, regarding the ideal way for midwifery training and teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child-rearing%20midwife" title="child-rearing midwife">child-rearing midwife</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20visit%20practice" title=" online visit practice"> online visit practice</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitive%20descriptive%20study" title=" qualitive descriptive study"> qualitive descriptive study</a> </p> <a href="https://publications.waset.org/abstracts/133372/the-impact-of-online-visit-practice-by-midwifery-students-on-child-rearing-midwives-during-the-covid-19-pandemic-a-qualitative-descriptive-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133372.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Nursing Students’ Learning Effects of Online Visits for Mothers Rearing Infants during the COVID-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saori%20Fujimoto">Saori Fujimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Kawasaki"> Hiromi Kawasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Mari%20Murakami"> Mari Murakami</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoko%20Ueno"> Yoko Ueno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Coronavirus disease (COVID-19) has been spreading throughout the world. In Japan, many nursing universities have conducted online clinical practices to secure students’ learning opportunities. In the field of women’s health nursing, even after the pandemic ended, it will be worthwhile to utilize online practice in declining birthrate and reducing the burden of mothers. This study examined the learning effects of conducting online visits for mothers with infants during the COVID-19 pandemic by nursing students to enhance the students’ ability to carry out the online practice even in ordinary times effectively. Methods: Students were divided into groups of three, and information on the mothers was assessed, and the visits were planned. After role-play was conducted by the students and teachers, an online visit was conducted. The analysis target was the self-evaluation score of nine students who conducted online visits in June 2020 and had consented to participate. The evaluation contents included three items for assessment, two items for planning, one item for ethical consideration, five items for nursing practice, and two items for evaluation. The self-evaluation score ranged from 4 (‘Can do with a little advice’) to 1 (‘Can’t do with a little advice’). A univariate statistical analysis was performed. This study was approved by the Ethical Committee for Epidemiology of Hiroshima University. Results: The items with the highest mean (standard deviation) scores were ‘advocates for the dignity and the rights of mothers’ (3.89 (0.31)) and ‘communication behavior needed to create a trusting relationship’ (3.89 (0.31)).’ Next were the ‘individual nursing practice tailored to mothers (3.78 (0.42))’ and ‘review own practice and work on own task (3.78 (0.42)).’ The mean (standard deviation) of the items by type were as follows: three assessment items, 3.26 (0.70), two planning items, 3.11 (0.49), one ethical consideration item, 3.89 (0.31), five nursing practice items, 3.56 (0.54), and two evaluation items, 3.67 (0.47). Conclusion: The highest self-evaluations were for ‘advocates for the dignity and the rights of mothers’ and ‘communication behavior needed to create a trusting relationship.’ These findings suggest that the students were able to form good relationships with the mothers by improving their ability to effectively communicate and by presenting a positive attitude, even when conducting health visits online. However, the self-evaluation scores for assessment and planning were lower than those of ethical consideration, nursing practice, and evaluation. This was most likely due to a lack of opportunities and time to gather information and the need to modify and add plans in a short amount of time during one online visit. It is necessary to further consider the methods used in conducting online visits from the following viewpoints: methods of gathering information and the ability to make changes through multiple visits. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=infants" title="infants">infants</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20effects" title=" learning effects"> learning effects</a>, <a href="https://publications.waset.org/abstracts/search?q=mothers" title=" mothers"> mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20visit%20practice" title=" online visit practice"> online visit practice</a> </p> <a href="https://publications.waset.org/abstracts/133534/nursing-students-learning-effects-of-online-visits-for-mothers-rearing-infants-during-the-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133534.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Frankie Adams’s Sexuality in the Member of the Wedding: Focusing on Musical References</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saori%20Iwatsuka">Saori Iwatsuka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In The Member of the Wedding, Carson McCullers starts with the words, “It happened,” without telling the reader what happens to a twelve-year-old protagonist, Frankie Adams. The reader feels confused and incomprehensible. However, he or she later realizes that the confusing phrase is connected to the scene where Frankie feels “the thing happened” after listening to the melodic lines of jazz and blues. Yet, the reader cannot really comprehend what happens to Frankie and feels puzzled till the end. And the story ends with Frankie’s words, “I am simply mad about . . .” Implying her queer desire for her new friend Mary Littlejohn, McCullers never tells the reader whom Frankie is mad about. Despite McCullers’s ambiguous way of depicting Frankie’s sexuality, recent critics and reviewers have come to discuss her sexuality as anti-heterosexual because Frankie expresses her hatred for Barney, whom she has had some type of sexual encounter, and feels wrong with her brother Jarvis’s wedding. After giving up her sexual desire for Jarvis’s bride, Janice, Frankie changes her name to Frances, becomes engrossed with Michelangelo, and enjoys reading Tennyson’s poetry with Mary. Michelangelo and Tennyson are well-known homosexual artists, which suggests that Frankie has an anti-heterosexual orientation. As McCullers does not precisely describe Frankie’s sexuality, the reader can only assume it by connecting fragmentary descriptions. However, this discussion is more clarified to show Frankie’s sexuality because analyzing the musical references of jazz and blues and interpreting them from a musicological viewpoint will illuminate it. In her works, McCullers frequently uses musical references and descriptions, which have a significant and psychological impact on the protagonists and portrays their bodily reactions to the impact to reveal what the reader cannot see on the surface. Thus, in this story, too, Frankie’s bodily reaction to music is portrayed to cue her feelings. After seeing the chimney swifts, known as monogamous birds, Frankie feels “a jazz sadness,” quivers her nerves and stiffens her heart. After listening to Berenice’s “dark jazz voice,” Frankie feels dizzy and throws a knife because Berenice’s voice jazzes (excites) her heart that beats in her head. Calming herself, she fantasizes that Jarvis, Jarvis’s bride, Janice, and herself are members of “the we of me.” Then in the evening, listening to the blues and jazz being played by a black horn player somewhere in her neighborhood, Frankie realizes “the thing happened” and discovers “a new feeling.” Following the musical references “jazz” and “blues” and examining them from the viewpoint of musicology and terminology leads the reader to explore what “it” is in “it happened” and what her “new feeling” is when “the thing happened” with the blues tune breaking off. Those discussions will illuminate Frankie’s sexuality. As McCullers does not clearly name her sexuality, this paper uses the word queer to express Frankie’s anti-sexual orientation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=jazz%20and%20blues" title="jazz and blues">jazz and blues</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20references" title=" musical references"> musical references</a>, <a href="https://publications.waset.org/abstracts/search?q=queer%20sexuality" title=" queer sexuality"> queer sexuality</a>, <a href="https://publications.waset.org/abstracts/search?q=%E2%80%9Cwe%20of%20me%E2%80%9D" title=" “we of me”"> “we of me”</a> </p> <a href="https://publications.waset.org/abstracts/172254/frankie-adamss-sexuality-in-the-member-of-the-wedding-focusing-on-musical-references" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172254.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Local Community's Response on Post-Disaster and Role of Social Capital towards Recovery Process: A Case Study of Kaminani Community in Bhaktapur Municipality after 2015 Gorkha Nepal Earthquake</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lata%20Shakya">Lata Shakya</a>, <a href="https://publications.waset.org/abstracts/search?q=Toshio%20Otsuki"> Toshio Otsuki</a>, <a href="https://publications.waset.org/abstracts/search?q=Saori%20Imoto"> Saori Imoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Bijaya%20Krishna%20Shrestha"> Bijaya Krishna Shrestha</a>, <a href="https://publications.waset.org/abstracts/search?q=Umesh%20Bahadur%20Malla"> Umesh Bahadur Malla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 2015 Gorkha Nepal earthquake have damaged the human settlements in 14 districts of Nepal. Historic core areas of three principal cities namely Kathmandu, Lalitpur and Bhaktapur including numerous traditional ‘newari’ settlements in the peripheral areas have been either collapsed or severely damaged. Despite Government of Nepal and (international) non-government organisations’ attempt towards disaster risk management through the preparation of policies and guidelines and implementation of community-based activities, the recent ‘Gorkha’ earthquake has demonstrated the inadequate preparedness, poor implementation of a legal instrument, resource constraints, and managerial weakness. However, the social capital through community based institutions, self-help attitude, and community bond has helped a lot not only in rescue and relief operation but also in a post-disaster temporary shelter living thereby exhibiting the resilient power of the local community. Conducting a detailed case study of ‘Kaminani’ community with 42 houses at ward no. 16 of Bhaktapur municipality, this paper analyses the local community’s response and activities on the Gorkha earthquake in rescue and relief operation as well as in post disaster work. Leadership, the existence of internal/external aid, physical and human support are also analyzed. Social resource and networking are also explained through critical review of the existing community organisation and their activities. The research methodology includes literature review, field survey, and interview with community leaders and residents based on a semi-structured questionnaire. The study reveals that community carried their recovery process in four different phases: (i) management of emergency evacuation, (ii) constructing community owed temporary shelter for individuals, (iii) demolishing upper floors of the damaged houses, and (iv) planning for collaborative housing reconstruction. As territorial based organization, religion based agency and aim based institution exist in the survey area from pre-disaster time, it can be assumed that the community activists including leaders are well experienced to create aim-based group and manage teamwork to deal with various issues and problems collaboratively. Physical and human support including partial financial aid from external source as a result of community leader’s personal networking is extended to the community members. Thus, human/social resource and personal/social network play a crucial role in the recovery process. And to build such social capital, community should have potential from pre-disaster time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gorkha%20Nepal%20earthquake" title="Gorkha Nepal earthquake">Gorkha Nepal earthquake</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20community" title=" local community"> local community</a>, <a href="https://publications.waset.org/abstracts/search?q=recovery%20process" title=" recovery process"> recovery process</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20resource" title=" social resource"> social resource</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network" title=" social network"> social network</a> </p> <a href="https://publications.waset.org/abstracts/60680/local-communitys-response-on-post-disaster-and-role-of-social-capital-towards-recovery-process-a-case-study-of-kaminani-community-in-bhaktapur-municipality-after-2015-gorkha-nepal-earthquake" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60680.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" 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