1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .
2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .
3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .
4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .
5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .
2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .
3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .
4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .
5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .
2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .
3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .
4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .
5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .
2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .
3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .
4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .
5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .
2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .
3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .
4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .
5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .
2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .
3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .
4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .
5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

We reported nine cases of metastatic skin carcinoma experienced at the Department of Dermatology, Obihiro Kosei Hospital during the period from April 1991 to March 1993. Lung was the most common primary lesion (four out of nine cases), followed by uterus (two) and stomach, breast, and kidney (one each). The clinical features of the metastases were classified into nodular (five cases), inflammatory (one case) and sclerotic (three cases) types. Peculiar zoster-like inflammation was seen in metastatic gastric cancer. Pathologically, adenocarcinoma was more common than squamous cell carcinoma. The average interval between the diagnosis of the primary cancers and the development of the skin metastases was about 30±25 months. The average life span after the detection of the skin metastases was 6.8±5.6 months. Poor prognosis of skin metastasis was thus reconfirmed.

Glycosylation of the Fc region of IgG has a profound impact on the safety and clinical efficacy of therapeutic antibodies. While the biantennary complex-type oligosaccharide attached to Asn297 of the Fc is essential for antibody effector functions, fucose and outer-arm sugars attached to the core heptasaccharide that generate structural heterogeneity (glycoforms) exhibit unique biological activities. Hence, efficient and quantitative glycan analysis techniques have been increasingly important for the development and quality control of therapeutic antibodies, and glycan profiles of the Fc are recognized as critical quality attributes. In the past decade our understanding of the influence of glycosylation on the structure/function of IgG-Fc has grown rapidly through X-ray crystallographic and nuclear magnetic resonance studies, which provides possibilities for the design of novel antibody therapeutics. Furthermore, the chemoenzymatic glycoengineering approach using endoglycosidase-based glycosynthases may facilitate the development of homogeneous IgG glycoforms with desirable functionality as next-generation therapeutic antibodies. Thus, the Fc glycans are fertile ground for the improvement of the safety, functionality, and efficacy of therapeutic IgG antibodies in the era of precision medicine.
Animals ; Antibodies, Monoclonal ; adverse effects ; pharmacokinetics ; therapeutic use ; Glycosylation ; Humans ; Immunoglobulin G ; chemistry ; metabolism ; Protein Engineering ; methods ; Receptors, Fc ; chemistry ; metabolism ; Treatment Outcome