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Electrochemistry and Calorimetry of Interaction Between Flavin Mononucleotide (FMN) and ε-[H2MoV12O28(OH)12(MoVIO3)4]6-
No full textThe interaction of ε-[H2MoV12O28(OH)12(MoVIO3)4]6- (ε-Mo16) with flavin mononucleoide (FMN) has been investigated by direct current (d.c.) and differential pulse (d.p.) polarographic analyses and isothermal titration calorimetry (ITC) technique at the pH 7.5. The half-wave potential (-0.5 V vs. Ag/AgCl) of the d.c. polarogram for the quasi-reversible one-electron reduction of FMN was shifted by ε-Mo16 toward a more positive potential with a resultant deviation from one-electron reduction to formally more than one-electron reduction waves. The ε-Mo16 effect on the d.c.polarogram could be explained by a variety of FMN…(ε-Mo16)n (n>0) aggregates with multiple conformations which was supported by the thermodynamic parameters (ΔH=-29.7 kJ・mol-1,ΔS=-28.2 kJ・mol-1・K-1,ΔG=-21.5 kJ・mol-1 and number of FMN in the binding with ε-Mo16(N)=0.053 at 20 ℃) estimated by the ITC measurement
Therapist\u27s Understandings and Attitudes for Autistic Spectrum Children in <Journal of Japanese Clinical Psychology<
No full text本稿は、「心理臨床学研究」(日本心理臨床学会)に発表された自閉症児への遊戯療法に関する論文を概観し、それらの「自閉症に対する理解」と「セラピストの態度」についての記述を整理したものである。「自閉症に対する理解」については、「自己・主体・私」「不安・恐怖」「こだわり」に分けて、概要がまとめられた。「セラピストの態度」については、「同一化」「こだわりの共有」などの視点が示されてきたことが明らかにされた。最後に、これらから導き出される自閉症児への遊戯療法の過程について、若干の考察を試みた
The Aim of Helping Autistic Children Awaken the Joy of Music in Their Hearts - Attempt at the Music Program of Special Schools -
No full text自閉症スペクトラム児の音楽の楽しさを喚起するために、知的障害特別支援学校小学部の子どもを対象に音楽科において「聴く」という聴覚からの刺激を受け止める活動に焦点を当て、視覚と身体全体を使う活動を組み合わせて表現する支援を行った。リトミック曲の途中、高さの違いをフラフープの上下で表現する方法を取り入れることで、習得に違いはあったが音の高低とフラフープの上下の関係性を理解し表現することができた。また、子どもたちが意欲的に向かう姿も見られた。これらの結果より、音の高さの違いを視覚と身体全体を使う活動を組み合わせて表現する支援が、子どもたちの心に音楽の楽しさを喚起させるために有効であった
The vehicle and pedestrian tracking using environmental sound analysis
No full text本プロジェクトの目的は車両走行音と歩行足音の到来方向を検知し,それらの接近を利用者に知らせる交通事故防止システムの構築である.本報告では,等間隔マイクロホンアレイを用いて車両走行音と歩行足音を計測した受音系列に,相関法と連結処理による音源到来角度推定を適用することにより,車両と歩行者の到来角度推定を試みた結果を示す
Learner Assessment - Methodologies in Making Language Testing More Reliable
No full textAn important part of learning a foreign language is how to track and evaluate a student\u27s progress, which can be done via both formal and informal means. Both have their advantages and disadvantages; while formal testing may be an effective way to gather a set of data, appropriate for dividing students into the correct class or providing institutions with necessary grades to prove learning has occurred, it does not always tell the whole story. Sometimes students are unable to deal with the pressure of examinations while others are able to cram for the test and achieve a grade that is not reflective of their true ability or understanding. I aim to conclude here that a more effective way of testing would be a blend of one off formal assessments combined with a portfolio based on the continuous assessed and non-assessed work of the student. This would allow for the collection of formal examination statistics to demonstrate theoretical levels of attainment, as well as the vital personal and individual understanding of the teacher involved; such a system would also allow the specific weak and strong points of individuals to be identified, allowing remedial schemes of work to be created and directed as appropriate. This is not always a realistic outcome given the necessities of day-to-day teaching, yet if we strive to achieve this goal I feel our learners will be empowered with a greater sense of autonomous learning while the teacher can tailor their teaching to achieve a more consistently successful outcome