著者

大塚 攻 西田 周平 Susumu Ohtsuka Shuhei Nishida 広島大学生物生産学部附属水産実験所 東京大学海洋研究所 Fisheries Laboratory Hiroshima University Ocean Research Institute University of Tokyo

出版者

日本海洋学会

雑誌

海の研究 = Umi no Kenkyu (Oceanography in Japan) (ISSN:21863105)

巻号頁・発行日

vol.6, no.5, pp.299-320, 1997-10-05

参考文献数

151

被引用文献数

9

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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.

著者

Shimbo Keisuke Hiroshima University Graduate School of Biomedical & Health Sciences

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審査の要旨 , 内容の要旨

著者

久保田 真功 Makoto KUBOTA 広島大学大学院 Graduate School Hiroshima University

出版者

東洋館出版社

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.74, pp.249-268, 2004-05-20

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This paper examines whether the coping behaviors of bullied children can provide effective alternatives to bullying. In addition, the coping behaviors of bullied children are considered to be attempts to modify the stigmatic labels given by gangs of bullies. The subjects are 625 pupils in 4th, 5th, and 6th grade. The findings are as follows : (1) The majority of bullied children take actions to cope with bullying in some way, such as consulting with others or trying to solve things themselves. This result suggests that bullied children are not simply nonresistant and passive existence to bullying. (2) There is a close relationship between the coping behaviors of bullied children and the reasons why the bullying ends. This result suggests that the coping behaviors of bullied children can become an opportunity for putting an end to bullying. (3) The number of supporters of bullying and the kinds of bullying affect the duration of bullying, but the coping behaviors of bullied children do not affect the period of bullying. The coping behaviors of bullied children can become an opportunity to end bullying, but do not contribute to an early solution to bullying. These results show that even if bullied children attempt to modify the stigmatic labels given by gangs of bullies, the success or failure is not decided by their coping behaviors but rather by the reaction to these coping behaviors of the children in the area surrounding the bullying. This paper reconfirmed the importance of providing instruction to children in the area surrounding the bullying.

著者

新堀 通也 Shimbori Michiya 広島大学 Hiroshima University

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.28, pp.4-17, 1973-10-15

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There are four approaches to the scientific study of teachers, viz., historical, administrative, comparative and sociological. Sociology of teachers is so fragmental that not all sorts of teachers are covered by it and that it does disclose the most remarkable and urgent trait of contemporary teachers neither. By and large it studies elementary and secondary school teachers, neglecting teachers of university, kindergarten and other institutions. Although there are a great many differences between various categories of teachers, sociology considers only the general characteristics of teachers. It is proposed here that the most important trait of teachers is their conflict, inner as well as outer. Profession in bureaucracy is, theoretically, responsible for their conflict, because while teachers as professionals demand freedom and autonomy on one hand, bureaucracy by which they are employed asks them to follow its orders and objectives on the other. Thus there should be a sociology of teachers constructed around the concept of coflict. Distinct from other professions, teaching is characterized by such tendencies as great and socially indispensable number, diffused bureaucracy, coexistence of freedom and restriction and continuity of career in school both before and after employment. Furthermore, teachers in contemporary Japan are experiencing new types of conflict, namely conflicts with students and with out-of-school teachers, for which is responsible the rapid transition to post-industrialism, where school teachers are losing authority and prestige they used to enjoy. Thus the present article proposes to study teachers in contemporary Japan in terms of conflict and discusses its supposed conditions.