38268 research outputs found
Sort by
熱力学第2法則と状態関数 : 自発過程と最大仕事
Full text link熱力学では,その第2法則の主役を演じる大スター「エントロピー(S)」がしばしば初学者の前に立ちはだかる。第2法則は「断熱系で自発変化が進行するとき,必ずエントロピーが増大する」という,いわゆる「エントロピー増大の法則」として表現されることが多いが,多くの成書でこの表現が強調されすぎている感がある。確かに,エントロピーは第2法則の“申し子"であるが,第2法則の真骨頂は自発変化(つまり不可逆過程)の記述であり,自発変化がどの方向にどこまで進行するかを,エントロピーだけでなく,他の熱力学関数(内部エネルギー(U),エンタルピー(H),Helmholtzエネルギー(A),Gibbsエネルギー(G)とも結びつけて理解しなければ熱力学の面白さは半減するし理解も不十分になる。
また,内部エネルギーやエンタルピーまではなんとかなっても,「T,V一定の系を考察するために適した熱力学関数としてHelmholtzエネルギーA=U-TSが考案された。Aは,定温条件下で系が行うことができる最大仕事を表す」とか,「T,p一定の系を考察するために適した熱力学関数としてGibbsエネルギーG=H-TSが考案された。Gは,定温,定圧条件下で系が行うことができる体積仕事以外の最大仕事を表す」と続くあたりから,先人の着想に追随できないまま,ただ敬服するのみという状況になることは多いのではなかろうか(筆者の学生時代の経験だけかもしれないが)。この最大仕事の問題も第2法則との関連で理解するべき問題であるが,そのつながりが頭に浸透するように書かれた成書が案外見当たらないように思われる。
熱力学におけるもう1つの重要ポイントは,理想気体の取り扱いである。定容熱容量(CV)と定圧熱容量(Cp)の差Cp-CVの計算は,ほとんどの教科書に書かれている定番解説である。その際,理想気体に対して「Jouleの法則」(∂U/∂V)_T=0が成り立つことを利用して,有名なMayerの関係式(Cp-CV=R)が導出される。その後,「Jouleの法則」は,あたかも理想気体の定義であるかのように随所で活躍するのだが,このことが,理想気体の特殊性を理解しないまま,実在気体でもすべて理想気体として扱える,という勘違いをもたらす原因になっているように思われる(事実,筆者も学生時代にこの"理想気体病"に感染した)。この状況を改善するには,Mayerの関係式はあとまわしにして,気体,液体,固体を問わず(当然,非理想気体に対しても成立する)「熱力学的状態方程式」をもとにしてJouleの法則を証明し,理想気体がどういう意味で「理想」なのかを理解することが必要である。
いわゆる"マクロな"熱力学は,ミクロな熱力学(分子統計熱力学)に比べて哲学的な表現が多く,アレルギー症状を起こしやすい学問であるが,本monographは,そのマクロな熱力学の習得過程において投与されるべき有効な抗アレルギー剤となることを目指して書かれたものである。第10版第3
現代日本語の「かのように」について
No full textModern Japanese has also ‘kanoyooni’ as a simile marker along with ‘noyooni’. But the former is less investigated than the latter. This paper tries to show what ‘kanoyooni’ means and how it is used by analyzing the examples form 11 modern Japanese novels. The main findings are: 1) ‘ka’ of ‘kanoyooni’ reflects the speaker’s uncertainty or hesitation to assert the content of the event expressed by the ‘kanoyooni’ clause is suitable as an explanation of the event expressed by the main clause, 2) the tie of the two events is more subjective, and therefore 3) this latter gives expressively or stylistically a heavy or formal impression
交际语言学理论再探讨
No full textAs an important theoretical basis of intercultural communication, Communicative Approach has been developing and developing continuously since its publication, exerting an increasingly profound influence on foreign language teaching. However, since Communicative Approach is a combination of multiple theories, there has always been a certain degree of confusion about its concept and content. Through the literature research method and the investigation method, based on the basic theory as the point of view of the theoretical discussion. The theory of Communicative Approach is developed with the support of a variety of excellent theories, and theoretically it is reasonable. According to the empirical survey data in foreign language teaching practice, the effectiveness of Communicative Language Teaching can promote learners' independent learning and improve their communicative competence and social cooperation ability. Due to localization and other problems, the theory was once questioned. But compared with its adaptability and other problems, more important thing is how to effectively apply the theoretical core point to teaching practice.本文为天津市哲学社会科学规划青年项目“培养日语学习者交际语言能力的理论与实践探究”（TJYYQN20-005）的阶段性成果
Teaching a Topic Without Presenting It In-depth: Conflicts Regarding Teaching about Kamikaze Missions Among Social Studies Teachers
No full textAlthough kamikaze missions are not frequently taught in history education, plays focusing on kamikaze are widely used in school education. This study examined the conflicts regarding teaching about kamikaze missions among junior high school social studies teachers in Kagoshima Prefecture, Japan. We investigated why social studies teachers believe that handling kamikaze missions in social studies is challenging while handling them in other activities, such as kamikaze plays, is comparatively easy. We interviewed eight teachers in Kagoshima Prefecture who had experience teaching about kamikaze missions in social studies classes. We conducted a qualitative analysis using NVivo14. The results revealed that teachers had emotional and epistemological conflicts in teaching about kamikaze missions in social studies, whereas these conflicts were less likely to occur regarding kamikaze mission plays. Furthermore, teachers attempted to create new lessons despite their conflicts. Our findings indicated the necessity to establish an environment for teachers to discuss the implications of teaching kamikaze missions in school education. Moreover, teachers require support from the educational administration and researchers to create lesson plans on controversial issues and difficult histories
乳幼児用身体接触尺度の作成
No full textThe importance of physical contact in child care has been the focus of much attention. The purpose of this study was to create a questionnaire scale focusing on the content aspect of maternal touch. In Study I, parent-child physical contact was observed for 10 minutes in a playground setting. As a result, 74 maternal touch contents were obtained. In Study II, a survey was conducted with mothers of children aged 0 and 1 year. A total of 249 mothers responded to the survey; 159 mothers’ responses were analyzed. The survey included maternal touch, infant behavior, maternal parenting stress, and maternal depression. The results showed that the maternal touch scale was classified into eight categories: firm touch, holding, vestibular stimulation, holding hands, holding on the lap, light active touch, clerical touch, and passive touch. The maternal touch scale was positively correlated with infant behavior, but was not correlated with the other scales. The lack of association between the maternal touch scale and parenting stress and depression may be due to the relatively high mental health of the mothers who participated in this study. Therefore, further study is needed regarding the validity of the maternal touch scale