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Effects of constant and variable salinity regimes on the occurrence, feeding, and growth of two juvenile flatfishes (Pseudopleuronectes yokohamae and Platichthys bicoloratus)
No full textExtreme environmental conditions, such as high and low salinity, are stressors for marine fish growth. Juveniles of marbled flounder Pseudopleuronectes yokohamae and stone flounder Platichthys bicoloratus use estuaries as nursery grounds. Our field surveys showed that the occurrence of juvenile stone flounder seemed to be unrelated to salinity, whereas that of juvenile marbled flounder was positively correlated with salinity. To examine the effects of salinity on feeding and growth of these species, we conducted a laboratory experiment in which juveniles were reared individually under constant and variable salinity regimes for seven days. Cultured marbled flounder of two sizes (23–29 and 48–58 mm standard length) were reared under constant salinities of 5, 15, and 30 and fluctuating salinities of 5–30 and 15–30 or 5–15. Wild stone flounder (23–37 mm standard length) were reared under constant salinities of 1, 5, and 30 and fluctuating salinities of 5–30 and 1–30. Commercial pellets were fed to fish twice daily until satiation. The feeding and growth of marbled and stone flounders were considerably low at constant salinities of 5 and 1, respectively. Meanwhile, suppression of feeding and growth was not observed in fish with salinities varying from 5 to 30 or 1 to 30, respectively. The results indicated that extremely low salinity inhibits feeding and growth of juveniles only with continuous exposure. Estuaries with fluctuating salinities are potential nursery grounds for both marbled flounder and stone flounder, although marbled flounder tend to avoid low-salinity environments in the field. This study showed that extremely low-salinity environments, which reduce juvenile growth when consistently exposed, would not affect distribution or growth if they were temporary around low tide.This work was partly supported by the Ministry of Agriculture, Forestry and Fisheries of Japa
〈他者〉を楽しみ続ける子どもの育成４年次 : 各種カリキュラムの連動を磨き，学校の教育力を高める
No full textThis practice is based on research conducted at an elementary school affiliated with Hiroshima University. The goal was to nurture children who can continue to enjoy "others.The "others" referred to here is based on the concept of "others" in philosophy. To this end, we spent three years developing a curriculum that would enable students to continue to enjoy "others" in each subject area. Then, in the fourth year, we aimed to link the curriculum in each subject area to enhance the educational capabilities of the school as a whole. There were three major strategies for linking the curriculum. 1. Connecting the curriculum of each subject area with the content of the content. 2. Connecting the curriculum of each subject area with the content of competencies. 3. Connecting the value of learning in each subject area that was practiced discretely by the learners themselves to find their own meaning. This paper is a record of that practice and discussion
Real adaptation to sea level rise around the world, and how can Japan decarbonize to help mitigation
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日本人児童の音韻認識能力向上におけるシンセティック・フォニックス指導の効果
No full text本研究は，小学校2年生を対象に英語の読み書き能力を養うための1つの指導法であるシンセティック・フォニックス指導を行い，音韻認識能力の発達が促進されるかどうかを検討することを目的としたものである。17名の児童を対象に，英語の読み書きのための6つの活動で構成されている約10分間のシンセティック・フォニックス指導を計12回行った。事前テストと事後テストは，Open Oddity Task（単語の初めの音に注目）とEnd Oddity Task（単語の終わりの音に注目）の2種類の課題を実施し，児童は4つの単語のうち他の3つの単語と異なる音声的特徴を持つ単語（odd word）を選択した。その結果，指導によって児童の音韻認識能力が向上していたことが示唆され，課題の種類にかかわらず効果があったことが示された。This study examined whether English literacy instruction given to Japanese second-grade elementary school students facilitated the development of their phonemic awareness. Two research questions were set: (1) Can synthetic phonics instruction improve the phonemic awareness of elementary school students? and (2) Are there differences in the effects of synthetic phonics instruction depending on the different types of the Phoneme Oddity Task? A total of twelve sessions of synthetic phonics instruction were given to 17 Japanese second-grade elementary school students. The instruction consisted of six activities for English reading and writing. A pretest was administered the day before the first instruction, and a posttest was given three days after the last instruction. For the tests, all participants had a Phoneme Oddity Task. There were two types of tasks in the Phoneme Oddity Task:an Open Oddity task, focusing on the first sound of a word, and an End Oddity task, focusing on the last sound of a word, where the participants tried to identify the odd word out that has different phonetic characteristics than the other three words after listening to four words. The results showed that (1) phonological awareness was improved, and (2) there was no significant difference in the effectiveness of the instruction depending on the type of task
領域「表現」と図画工作科を結ぶ幼小連携の観点 : 教科書分析に基づく工作教材の実践から
No full text幼小連携では教育課程の相互理解や学びの内容，指導方法の共有のみならず，授業実践や教材にも着目する必要がある。幼児教育の領域「表現」として行われている活動と図画工作科の教材は関連している点が多くある。本研究では教材を通して幼小連携について教育の場に実装できる観点を創出すべく，園児を対象に教材を開発し，実践を実施した。また，実践を行う際にビデオ撮影と関与観察を行い，実践を終えた後に園児の作品分析を行った。作品分析では園児が製作した作品を，用いられている形や色，表現方法の工夫の観点から考察を行った。2つの実践を考察した結果，幼小連携を踏まえた工作の実践を行う際に，仕組みをきっかけに「遊び」が生まれるようにすること，ねらいを踏まえた上で活動や素材から発展される可能性を考慮することの2つの観点が重要であることを明らかにした。In this study, with the aim of creating perspectives that can be implemented in the educational setting where early childhood and elementary school education are linked, we developed teaching materials targeting preschoolers and conducted practical lessons. In addition, after the completion of the lessons, an analysis of the artworks created by the preschoolers was conducted. The analysis of the artworks included looking into the colors and shapes used, as well as the creativity involved in expressing themselves. From examining the results of the two practical implementations, it became evident that when conducting handicraft practices with a focus on early childhood and elementary school collaboration, it's essential to initiate "play" based on the established structure and to consider the potential evolution from activities and materials based on set objectives
通訳訓練と実行機能の発達 : 通訳遂行への予測をふまえた検討
No full textThis study investigates the relationship between interpreter training and the development of executive functions, as well as the predictive role of executive functions in consecutive interpreting between Chinese and Japanese. The experimental design involves two distinct groups: one consisting of advanced Japanese learners with no prior interpreter training, and the other comprising learners who have completed one year of professional interpreter training. The research yields the following key insights. (1) Interpreter training demonstrates the potential to enhance executive functions, although these enhancements may not be notably conspicuous in early to intermediate-level interpreter learners. (2) Interpreter training is likely to enhance 'hot' executive functions. (3) Regardless of differences in interpreter training experience and the directionality of the source language, executive functions emerge as significant predictors of interpreting performance
