文献一覧: 東京大学 (著者)

The feeding ecology of marine pelagic copepods has been intensively studied since the 1910's. Recently, many new techniques, such as high-speed cinematography, deep-sea ROV, and SCUBA, have been introduced for direct observatios of their feeding behavior. These have clearly revealed that particle-feeders employ suspension feeding but not filter-feeding and that appendicularian houses are important food items for some pelagic calanoid, harpacticoid, and poecilostomatoid copepods. Particle-feeders commonly utilize microzooplankton such as ciliates and copepod nauplii and fecal pellets. Detritivory, strict selective predation, and gorging have been found exclusively in oceanic copepods. Five calanoid families Diaixidae, Parkiidae, Phaennidae, Scolecitrichidae, and Tharybidae with special sensory setae on the mouthparts and the poecilostomatoid Oncaea are considered to be adapted for feeding on detrital matter such as appendicularian houses. Some heterorhabdids probably inject a venom or anesthetic into prey animals to capture them. In the laboratory, predation on fish eggs and larvae by copepods, rejection of some dinoflagellates by calanoids, developmental inhibition of copepod eggs by feeding on some diatoms, and copepods' reactions to fecal pellets were demonstrated. Pelagic copepods constitute an assemblage of evolutionarily different groups. Among the 10 orders, calanoids supposedly first colonized the marine pelagic realm, and, at present, are most successfully adapted of any order to this environment by a wide variety of feeding mechanisms. They have developed a wide variety of feeding mechanisms. On the other hand, poecilostomatoids have secondarily become adapted to pelagic environments and are loosely associated with fish larvae and pelagic invertebrates, such as salps and appendicularians, for feeding. The calanoid family Heterorhabdidae consists of 2 particle-feeding, 3 carnivorous, and 2 intermediate genera. A phylogenetic analysis showed that the carnivores could have originated from the particle-feeders through the intermediate conditions, and that the mouthpart elements of the carnivores could be derived from those of the particle-feeders with modifications of the original elements and no addition of novel structures. Recent studies demonstrate that some copepods such as scolecitrichids and Oncaea can efficiently feed on nanoplankton trapped in appendicularian houses, and also suggest that suspension-feeders may transport diatom resting spores into the sea-bottom in the epipelagic zone and metals in the deep-sea bottoms through their feeding behavior, and that epipelagic carnivores may compete with fish larvae for copepod nauplii and dinoflagellates.

2018-11-26 02:31:25
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https://ci.nii.ac.jp/naid/110003351520

4 0 0 0 IR 授業方法が学力と学力の階層差に与える影響 : 新学力観と旧学力観の二項対立を超えて

著者: 須藤康介 Kosuke SUDO 東京大学大学院 Graduate School The University of Tokyo
出版者: THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY
雑誌: 教育社会学研究 = The journal of educational sociology (ISSN:03873145)
巻号頁・発行日: vol.81, pp.25-44, 2007-11-30

The purpose of this paper is to grasp how science is taught in Japanese junior high schools, and to show the influences of teaching methods on academic achievement and differences between social classes, using the data of TIMSS2003. It is found that science lessons in junior high schools are taught using four teaching methods: the experiment-investigation method, society-daily life method, homework-examination method, and hearing-practice method, as well as combinations of these methods. They are not trade-offs, but are linked to one another. In this paper, the author emphasizes the following three points regarding the influence of these four teaching methods. Firstly, looking at two of the "Traditional Views on Academic Achievement, " the hearing-practice method tends to improve academic achievement, while the homework-examination method may degrade it. Thus, a return to the "Traditional Views on Academic Achievement" could potentially lead to an unintended further decline in academic achievement. Secondly, the society-daily life method, which is based on the "New Views on Academic Achievement, " may promote increased differences of academic achievement between social classes, but does not bring about a decline of academic achievement. Thirdly, an additional effect takes place on academic achievement when the hearing-practice method and society-daily life method are combined. Based on these findings, the author suggests that we should not regard "New Views on Academic Achievement" and "Traditional Views on Academic Achievement" as being in binary opposition. Rather, we should discover effective teaching methods (and a combination of them) among many kinds of "new" and "traditional" teaching methods.