著者

山田 圭佑

出版者

一般社団法人 電気学会

雑誌

電気学会誌 (ISSN:13405551)

巻号頁・発行日

vol.137, no.2, pp.81-84, 2017-02-01 (Released:2017-02-01)

被引用文献数

2

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1.はじめに「卓球ロボット」と聞くと,どのようなロボットを想像するだろうか。ドイツの産業用ロボットと卓球選手が対戦する動画を見た方もおられるだろうし,人型ロボットが卓球をする姿を想像される方もおられるだろう。本稿で紹介する卓球ロボットは,人とロボットが卓球の

著者

衛藤 涼太

出版者

Japan Society of Sports Industry

雑誌

スポーツ産業学研究 (ISSN:13430688)

巻号頁・発行日

vol.28, no.1, pp.1_119-1_121, 2018 (Released:2018-02-09)

参考文献数

2

著者

櫻井 克年

出版者

日本熱帯生態学会

雑誌

Tropics (ISSN:0917415X)

巻号頁・発行日

vol.9, no.1, pp.27-40, 1999 (Released:2009-02-28)

参考文献数

24

被引用文献数

9 10

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ボルネオ島は世界で3 番目に大きな島である。ボルネオ島は熱帯雨林機構下にあり,その大部分は低地フタバガキ林で覆われている。土境の性質は主に母材(第3 紀の砂岩・頁岩)と地形で、決まっている。丘陵地の土壊はその大部分がマレーシアの土壊分類では赤黄色ポドソル性土である(FAO/UNESCO の分類ではAcrisols ,アメリカ農務省の分類ではUltisols に相当)。一方,低地には泥炭土壌や沖積土壌が分布する。丘陵地と低地の境界には,石英に富む粗砂を主体としたケランガス(ヒース林しか成立しない)が分布する。熱帯土壌の特徴としてしばしば取り上げられる,表層での養分の遍在は,ボルネオ島の森林土壌には必ずしも当てはまらない。地表から5cm までと70cm までに存在する交換性陽イオンの比は,温帯である日本の森林土壊の比と変わらない。土地利用可能性指標は,主に傾斜によって分級され,土壌酸性の強さによって細分化されている。焼畑は,ボルネオ島の伝統的な農業形態である。油ヤシ園やコショウ畑と比較すると,傾斜地において無耕起で行う陸稲栽培は,土壌侵食が小さく持続的な農法といえる。しかし地域住民にとっては換金作物の栽培も重要な側面であることから,土壌侵食対策を十分に考慮に入れたアグロフォレストリーシステムの構築が不可欠であろう。

著者

大谷 洋子

出版者

関西病虫害研究会

雑誌

関西病虫害研究会報 (ISSN:03871002)

巻号頁・発行日

vol.60, pp.71-76, 2018-05-31 (Released:2018-09-01)

参考文献数

13

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トマト青枯病菌に対する土壌還元消毒の新規資材として,糖含有珪藻土または糖蜜吸着資材を用いた場合の処理条件について検討した。両資材とも,土壌に対して重量比で 1%以上混和して土壌還元消毒処理すると,青枯病菌に対して対照の廃糖蜜 0.6%処理に優る効果が得られることが示唆された。また,20~50°Cの範囲では温度が高いほど還元が進んだ。和歌山県で7~8月に施設内で土壌消毒を実施すると,地下 30 cmでは 40°C以上を12日間維持できた。一方,地下 40 cmでは,みなべ町では処理開始13日後以降 40°C以上を維持したが,海南市では 40°Cに達することはなかった。これらのことから,地下 30 cmより浅い層では高地温による菌密度低減と還元による菌密度低減が併せて起こり,地下 30~40 cmより深い層では溶出した糖含有珪藻土および糖蜜吸着資材の成分による還元が起こって菌密度が低減することが期待される。

著者

田原 総一朗

出版者

岩波書店

雑誌

世界 (ISSN:05824532)

巻号頁・発行日

no.918, pp.217-225, 2019-03

著者

田原 総一朗

出版者

岩波書店

雑誌

世界 (ISSN:05824532)

巻号頁・発行日

no.917, pp.173-182, 2019-02

著者

田原 総一朗

出版者

岩波書店

雑誌

世界 (ISSN:05824532)

巻号頁・発行日

no.916, pp.44-54, 2019-01

著者

田原 総一朗

出版者

岩波書店

雑誌

世界 (ISSN:05824532)

巻号頁・発行日

no.921, pp.221-229, 2019-06

著者

田原 総一朗

出版者

岩波書店

雑誌

世界 (ISSN:05824532)

巻号頁・発行日

no.922, pp.240-253, 2019-07

著者

田原 総一朗

出版者

岩波書店

雑誌

世界 (ISSN:05824532)

巻号頁・発行日

no.920, pp.182-190, 2019-05

著者

田原 総一朗

出版者

岩波書店

雑誌

世界 (ISSN:05824532)

巻号頁・発行日

no.927, pp.262-271, 2019-12

著者

池田 佳樹 立木 真央

出版者

東日本旅客鉄道構造技術センター

雑誌

SED : Structural engineering data (ISSN:09196692)

巻号頁・発行日

no.53, pp.96-101, 2019-05

著者

斎藤六郎著

出版者

終戦史料館出版部

巻号頁・発行日

1995

著者

宮本 直美

出版者

立命館大学

雑誌

立命館文學 = The journal of cultural sciences (ISSN:02877015)

巻号頁・発行日

no.635, pp.951-936, 2014-02

著者

岩崎 学 阿部 貴行

出版者

Japanese Society of Applied Statistics

雑誌

応用統計学 (ISSN:02850370)

巻号頁・発行日

vol.35, no.1, pp.49-60, 2006-07-30 (Released:2009-06-12)

参考文献数

8

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打ち切りとトランケーションは,共に不完全データをもならす要因として,実際のデータ解析で遭遇することが多い.本論では,観測値xがある値c以下でのみ値が観測される場合について,切断点cを変化させることによる推定値への影響を考察する。cがパラメータの推定値に及ぼす影響を,尤度方程式から導かれる陰関数を用いて評価する.特に,応用上重要な指数分布および正規分布について,数値例を交えて詳しく議論する.陰関数の吟味により,打ち切りとトランケーションでは切断点cの影響が逆向きであること,およびトランケーションの場合にはcの影響が観測データ数に依存しないことを示す.

著者

西尾 克明 Katsuaki Nishio

雑誌

學苑 = GAKUEN (ISSN:13480103)

巻号頁・発行日

vol.812, pp.70-101, 2008-06-01

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Changing values in contemporary society confront educators with complex, multi-faceted demands. These changes in society make necessary a reform of school governance and management. Now, more than ever, we need competent and able teachers. Effective teacher training and professional development is essential. Especially important is self-study by teachers themselves, and it is necessary that school-based, in-service training programs promote teachers' self-study and guide teachers in recognizing the importance of such self-study. School-based, in-service training for teachers must be regarded as a part of teachers' regular work. It is important this training should enable teachers to understand the importance not only of school-based training, but also of self-study. This paper examines actual cases of school-based, in-service training and focuses on how they have influenced teachers' development and educational activity. The study suggests that the effectiveness of in-service training depends on teachers' attitude towards the training. In light of this, a major concern is that in-service training administered by the board of education (for example: teachers' induction courses and 2nd/3rd/6th/10th year follow-up courses) may not be as effective as it should be. In the prefecture here studied, the board of education administers several kinds of in-service training: job-specific training such as student guidance and educational counseling, as well as subject-based training and curriculum, and mandatory in-service training once every 3 years. Such training should be informed by and relevant to the changes in contemporary society. Further, individual teachers need to make use of the contents of the training within the context of the actual conditions and assignments in their own schools, and the training itself must aid them in applying what they have learned to their individual situations. This investigation makes it clear that the training administered by the board of education is not being used effectively. It is important that school-based, in-service training be employed extensively and effectively. To that end, the leadership of vice-principals or chief supervisors is invaluable in creating an environment that ensures relevant and effective training. Such leaders must take responsibility for creating effective training programs.

著者

長沢 泰宏

出版者

筑波大学学校経営学研究会

雑誌

学校経営学論集 (ISSN:2187672X)

巻号頁・発行日

vol.6, pp.41-50, 2018-02-28

著者

櫻木 晃裕

雑誌

豊橋創造大学紀要 = Bulletin of Toyohashi Sozo University (ISSN:13427725)

巻号頁・発行日

no.13, pp.23-34, 2009-03-24

著者

有本 昌弘

出版者

日本カリキュラム学会

雑誌

カリキュラム研究 (ISSN:0918354X)

巻号頁・発行日

vol.2, pp.37-50, 1993-03-30 (Released:2017-10-17)

被引用文献数

1

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As a solution for problems with which curriculum policy and practices in Japan are faced, the author showed the working hypohesis as follows : 'It will serve to future curriculum improvement to review the factors of educational media and space use in schools.' The author developed "the checklist to diagnose schools' research" which was produced through our participant observation in pilot schools for a decade. I named this checklist METIO from the abbreviation of components (1. Media 2. Equipment 3. Timetables 4. Instruction and 5. Organization). These five categories determined are comprehensive as follows . First, Media and Equipment (ME)- is the key to curriculum improvement whether the plural teaching methods using various media and equipment can be adopted in the case of thinking a continuum of reception and discovery methods of instruction. Second, Timetable (T)- is the key to curriculum improvement whether the timetable can be made flexible for various learning activities and teachers' training. Third, Instructional Organization (I)- is the key to curriculum improvement, whether school staff can be reorganized for instructional effective evaluation. Fourth, Organization (O)- is the key to curriculum improvement, whether a school organization can be reorganaized for a climate conductive to learning and enhance the school staff, including parental and community involvement and support. In comparison with the other system KSUR by ILEA (1977), I referred to this system as focusing on curriculum improvement (school research themes, e.g. individualized education, media education and an integrated curriculum etc.). I put into practice the case study in Japan with descriptions according to the Stake's description matrix (1967). The problem remaining is to reassure the validity of judgements by total diagnosis based on this system. I insist that such an assessment is indispensable in our future School Improvement through School Based Curriculum Development (SBCD).

著者

吉田 美穂

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.77, pp.47-67, 2005-11-15 (Released:2011-03-18)

参考文献数

27

被引用文献数

3 2

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The purpose of this study is to clarify the internal structure and dynamism of teachers' culture and its interactions with the outside world, by analyzing a survey of teachers' attitudes towards teaching evaluations by students, carried out for all public high school teachers in Kochi Prefecture in 2004.Previous studies in the field of educational sociology have pointed out the following properties of teachers as a group, which demonstrate an introverted and pro-status quo nature: exclusiveness, conservatism, nonintervention, and the prioritization of harmony with colleagues. On the other hand, some recent studies in the field of educational administration argue that collaboration between teachers can contribute to the improvement of schools. However these various properties are only described independently, and there has not been sufficient clarification of the relations among them within the reality of teachers as a group. For example, what is the relationship between collaboration and placing priority on harmony? Recent policies for educational reform have aimed at changing the conservative culture of teachers. Unless we have an adequate understanding of the internal structure and dynamism of teachers' culture, however, we cannot decide which strategy is better. There is a need to clarify its internal structure and dynamism.To elucidate the problem mentioned above, firstly, this paper presents the results of an attitude survey conducted by questionnaire targeting all teachers in public high schools in Kochi prefecture. The reason I chose Kochi is that it is one of Japan's most advanced prefectures in the area of teaching evaluations by students, which have been introduced during the past several years in Japan. Secondly, from these surveys, I extract six factors of school organizational culture by factors analysis, and search for causal relationships between these factors and teachers' attitudes towards teaching evaluation by multivariate analysis. Thirdly, based on these findings, I discuss the internal structure of teachers' culture.The paper reaches the following conclusions:(1) The organizational culture of a school has a greater effect on each teacher's awareness or attitudes toward educational reforms than their individual attributes.(2) Collaboration by teachers' groups needs to be divided into two properties: democratic collaboration and collaboration for improvement.(3)Democratic collaboration is the basis for collaboration for improvement, which make it possible for teachers to transform themselves; on the other hand, there is some possibility of it leading to exclusiveness, conservatism and nonintervention.(4) In order to foster collaboration for improvement on the basis of democratic collaboration, there is a need to escape from nonintervention through the building of friendly relationships and promotion of the redundancy of information, and to avoid conservatism and exclusiveness by the achievement of open management with adequate communications between administrators and ordinary teachers.(5)The properties of teachers as a group that have been mentioned in the past, such as exclusiveness, conservatism and nonintervention, should be understood within a variety of dimensions, based on the factors of organizational culture mentioned above, and on this basis, different appropriate strategies should be devised for solutions.