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Data repository of "How do male danaine butterflies locate pyrrolizidine alkaloids?: Foreleg as an olfactory alkaloid-sensing organ"
No full textThis dataset contains results from behavioral and electrophysiological experiments
Commentarium Decimum in ‘Sibi Scribere’
No full textAdministratio alicujus universitatis stupida destruet studia univeritatis, quia ista univeritas decrevit non conducere aliquem cujus studium est idem quod habet prior qui perfeci studium inferius.
In libris translatis ex Gallica et Teutonica, invenimus aliqua errata, quae caunsant per privationem grammaticam et cognitionis musicalis interpretum.
Deinde, de educatione aesthetica Schilleri, Habermas ponuit educationem Schilleri in relatione cum Hegeli sermoni modernitatis. Ut educatio aesthetica Schilleri cognoscatur, primo auctoritas Kantii apud cogitationem Schilleri disserenda est. Secundo vero positio Hegeli circa partem poeticam in ratione philosophica explicanda est. Postremo, quomodo Habermas interpretatus est epistulam aestheticam, praesertim de differentia inter politicam et philosophicam regionem, percenserendum est.広島大学比較論理学プロジェクト研究センター研究成果報告書（2023年度
図形と方程式の視点から見た複素数を考えることのよさに関する授業実践
No full text高等学校2 年生の数学Ⅱで、実数という数体系を拡張し、代数方程式を解くということを目的に複素数が導入される。本稿では図形と方程式の視点から、複素数を考えることのよさを感じさせるために行った課題学習について述べる。その結果、実数の範囲ではできなかったことが複素数を用いることで考えられるようになり、複素数のよさを感じさせることができた。その一方で新たな課題も見えてきたため、その点についても論ずる。In the 11th grade of high school, we introduce complex numbers by expanding real numbers to solve algebraic equations. In this paper, we describe problem-solving-learning, conducted to help students realize the virtue of considering complex numbers in terms of figures and equations. Consequently, using complex numbers allows us to deal with topics that do not seem to be very interesting within real numbers. However, we recognize problems concerning this practice; therefore, we also refer to them
読み手を裏切らない英作文のための3つの質問
No full text本稿では、高校生に対する英語ライティング指導において、3 つの質問すなわち“Why so?”、”Such as?”、“And then?” をきっかけとして1 文ずつ書き進めさせる指導法について報告する。この指導法は、1 文から次の1 文への接続を「読み手の予期（reader expectation）」の観点から説明がつくものにすることを意図している。そうすることによって、書かれた文章に論旨の飛躍がなく、メッセージが間違いなく読み手に伝わるようになる。2023 年度は、この指導法を授業および課外のオンデマンド講座において実践し、その効果を確かめるとともに、この指導法に基づく教材を開発した。This paper reports on a teaching strategy which aims to help Japanese English as a Foreign Language (EFL) high school students develop their essays to meet readers’ expectations. The author encouraged his students to write their essays sentence-by-sentence by answering three questions, “Why so?,” “Such as?,” and “And then?,” which are provided as springboards to achieve coherence and reader relevance. This strategy is intended to make the transition from one sentence to another accountable to readers, thus enhancing the communicability of the entire passage. In 2023, the author practiced this strategy in class and in an extracurricular on-demand course to confirm its effectiveness and develop teaching materials based on it
理科を教えることに関する教師志望学生の学び : 省察的実践の事例分析をもとに開発した学習材の可能性
No full textThis study examined how learning materials developed through a case study of an elementary teacher’s reflective science teaching practice were effective for teacher trainees to learn to teach science. The results implied that the teaching materials are effective for such learning in the following points: teacher trainees had opportunities to think about problem situations in teaching practice by themselves. Furthermore, they were invited not only to compare practicing teacher reflection and their own thinking but also to recognize the characteristics of reflective teaching practice
Flow Resistance of Meandering Channels with Different Aspect Ratio, Bed Roughness, and Sinuosity
No full textDescription:
This note contains raw data of the paper, including:
1. Water surface elevation of experiment and numerical model results 2. Streamwise and transverse velocity distribution in vertical direction of experiment and numerical model results
There are some abbreviation contained in the data, here is the explanation:
1. WSE = water surface elevation
2. AR = aspect ratio
3. s_exp = longitudinal distance for experiment result 4. s_num = longitudinal distance for numerical result 5. SS = smooth straight 6. SM = smooth meandering 7. RS = rough straight 8. RM = rough meandering
Example:
1. WSE_SS2.6 = water surface elevation of smooth straight channel for aspect ration 2.