Kochi University Repository

加藤, 誠之

大貫, 隆志

KATO Masayuki

ONUKI Takashi

Docunent Document : A Literal Record of Lecture on SHIDO-SHI (Death of Students caused by teachers'inadequate treatments)

山内, 高太郎

Koutaro, Yamauchi

Improvement and Reducing Complexity in Reporting Financial Instruments in the United States
 -Simplified Hedge Accounting Approach for Private Companies-

原田, 哲夫

邉見, 由美

藤田, 大輝

中城, 満

伊谷, 行

???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
??????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
?????????????????
??????????????????????
???????????????????????
???????????????????????
?????????????????????????
?????????????????????????
???????????????????????
???????????????????????
?????????????????????????
??????????????????????????
???????????????????????
???????????????????????
??????????????
??????????????????????
????????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
??????????????????????
???????????????????????
???????????????????????
???????????????????????
????????????????????????
???????????????????????
???????????
176
?????
??????????????????????????
??????????????????????
?? ?????? ???
? ?
???????????????????????????????????????????
???????????????????????????????????????????
???????????????????????????????????????????
????????????????????????????????????????????
???????????????????????????????????????????
???????????????????????????????????????????
???????????????????????????????????????????
???????????????????????????????????????????
???????????????????????????????????????????
???????????????????????????????????????????
???????????????????????????????????????????
???????????????????????????????????????????
?????????
?????????????????????????
????????????????????????????
????????? ??????????
????????????????????????????
????????? ??????????
????????????????????????????
????????? ??????????
???????? ??? ??????????????????????????????
?????????????? ?????????????? ???????? ????
???????????????????????
???????? ??????????????
???????????????????????
????????????????????????
???????????????????????
???????????????????????
????????????????????????
???????????????????????
???????????????????????
???????????????????????
?????
???????????????????????
???????????? ??????????
????????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
????????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
??????????????????????
??????????????????????
???????????????????????
???????????????????????
???????????????????????
?????
????? ?????????????????
??????????????????????
??????? ??????????????????????
???????????????????????
?????????????????????????
???????????????????????
????????????????????????
? ? ?????????????? ?????????? ? ? ? ??
????????????? ??????????????????????
???????????????????????
?????????????????????????
??????????????????????????
???????????????????????
???????????????????????
???????????????????????
????????????????????? ????
???????????????????????
??????????????
??????????????????????
????????????????????????
????????????????????????
???????????????????????????
??????????????
177
Fig. 1. An individual of a species of sea urchin (Toxopneus
tespileolus) was reared in an aquarium which was kept at 20-
25? to inhibit spore of eggs or sperm by the individual. This
individual had been collected in the sea near the Marine
Biological Station for Research and Education in Kochi
University.
Fig. 2. A scene of observation of sea urchin embryonic
development under a photo microscope. They can observe the
development of fertilization and 2-cell stage under the
microscope.
???????????????????????
??????????????????????
???????????????????????
???????????????????????
???????????????????????
????????????????????????
???????? ??????????????????
?????????? ????????????????
?????????? ????????????????
??????????????????????
??????????????????????
???????????????????????
???????????????????????
????????????????????? ???
???? ????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
????????????????????????
???????????????????
??????????????????????
???????????????????????
???????????????????????
??????????? ???????????????
???????????????????????
???????????????????????
??????????????????????
???????????????????????
????????????????? ???? ?
178
Fig. 3. Early stage of embryonic development of a species of
sea urchin. A: Within 1 hour after fertilization, fertilization
membrane around the egg; B: 1 hour from fertilization, the
stage of 2 cells; C: Around 2 hours from fertilization, the
stage of 4 or 8 cells; D: Around 3 hours from fertilization, the
stage of 8 or 16 cells; room temperature was 24.5-26.5?.
Fig. 4. Rearing scene of sea urchin embryo and larvae which
are developing in aquaria under room temperature of around
25?. The amount of sea water can be till the half height of
the aquarium height at the fertilization stage. Fresh sea water
can be added every 1 hour to the aquaria. Till the stage of
hatching out from fertilization membrane, eggs which were
accumulated at the bottom can be scattered to the sea water by
blowing sea water using a pipette. After the hatching out, the
dead embryos and larvae should be deleted using the pipette
to keep clean. If the fertilization was also performed in the
mid-night, the observation of the development which is
performed in 7-17 hours after the fertilization can be available
in the day time in which the class goes on.
Fig. 5. A white board in which developmental data were
shown during a practical class of sea urchin embryonic and
larval development. Time of day, room temperature at the
fertilization and developmental stages appear on the board.
? ?
? ?
???????????????????????
???????????????????????
???????????
?????? ????????????????
???????????????????????
???????????????????????
????????????????????????
???????????????????????
????????????????????
??????????????????????
???????????????????????
?????????????????????????????????
???????????????????????????
??????????????????? ?? ?????
???? ?? ??????????????
??????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????????
?????????????
????????? ?????????? ????????????
????????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
?????????????????? ??????? ???
???? ????????????????????
???????????????????????
???????????????????????
??????????????????????
???????????????????????
???????????????????????
??????????????
??????????????????????
???????????????????????
???????????????????????
????????????????????????
????????????????????????
????
??????????????
179
Fig. 6. Individuals of wharf roach (Ligia exotica) which were
collected on the shore near to the marine biological station
and kept in aquaria for the adaptation to light or dark
surroundings for 24 hours.
Fig. 7. Experiment on the body color change in wharf roach.
The wharf roach individuals are in adaptation to light (right)
or dark (left) surroundings for 24 hours before the observation
of the dispersal (dark color) and contraction of the pigments
of black pigment cells.
?????
??????????????????????????
????????????
????? ??????????????????
???????????????????????????
???????????????????????????????
??????????????????????????? ???
???????????????????????
????? ???????????????????????
?????? ???????????????????????
???????????????????????????
???????????? ?????????????????
??????? ???????????????????
???????????????????????
????? ???????????????????????
?????????????????????????
????????? ??????????????????
?????????????????????????
???????????? ??????????????
???????????
????????? ?? ??? ?????????????????????
?????????????????????????????
???????????????????????
????????????????????????
???????????????????????
??????????????????????
????????????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
??????????
?????? ?????? ???????????????
???????????????????????
????????????????????????
?????????????????????????
???????????????????????
???????????????????????
???????????
???????? ????????????????
???????????????????????
????????????????????????
???????????????????????
???????????????????????
???????????????????????
????????????????????????
????????????????????????
?????????????? ?????????????
????????????????? ???? ?
180
Fig. 8. Early larval development of a species of sea urchin. A:
Around 8 hours after fertilization, a larvae is swimming after
hatching out from fertilization membrane; B: Larva in which
most of digestive truct was developed in around 24 hours after
fertilization; C: Larva in stage of prizm around 29 hours
fertilization; D: Larva in stage of pluteus around 50 hours
after fertilization; room temperature was 24.5-26.5?.
Fig. 9. Relative concentration of soluble and diameter after
adaptation into each concentration.
? ?
? ?
???????????????????????
????????????? ?????
??????????????????????
??????????????????????????????
?????????????????????? ?? ???
??????????????????????????
????????????????????
?????????????? ???????????? ?? ??? ?????????
?????? ??? ????? ???????????????
?????????????? ????????? ??????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????
???
????? ?????????????????
???????????????????????
???????????????????????
?????????? ????????????????
???????????????????????
???????????????????????
??????????????????????
???????????????????????
????????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
?????????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????
?????? ???????????????
???????????????????????
???????????????????????
???????????????????????
??????????????????? ????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
?????????????? ?? ??? ?????? ????
?????????????? ????????????????????
???????????????????????
???????????????????????
???????????????????????
?????????????????????????
???????????????????????
???????????????????????
??????????????????????
???????????????????????
????????????????????????
???????????????????????
????????????
???????? ??????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
??????????????
181
Fig.10. Change in dispersal of black pigments in pigment
cells when wharf roaches were moved from light to dark
environment (A). Gradual expanding of black pigments can
be seen. Change in dispersal of black pigments in pigment
cells when they were moved from dark to light (B). Gradual
contraction of pigments can be seen.
???????????????????????
???????????????????????
???????????????????????
???????????????????????
??????????????????????
??
????????????????????? ??
??? ?????????????????? ??
???????????? ???????????
???????????????????????
???????????????????????
???????????????????????
?? ?????????????????????
???????????????????????
???????????????????????
?????
????????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
???????????????????????
??????
??
??????????????????????
???????????????????????
????????????????????????????
???????????????????????
???????????????????????
???????????????????????
?????????????
????
????? ?? ??? ????????? ????? ???????? ????? ???
??????? ?? ?? ????? ???????? ????????????
??????????????? ??? ??????? ????????? ?? ??? ??
??? ?????? ?????????? ???????????? ?????
??????????? ????????
??? ?? ? ?? ???????? ??? ?????? ??? ???? ??? ?? ???
?????? ?? ????? ????????? ??????????
???????????? ??? ???????? ????????? ?? ????????
????????????????? ????? ?? ??? ???????????
?????? ????????????? ??????? ????????????
??????? ?? ?????? ?????????? ??? ??????????
????????? ????????????????
?? ????????? ????????
????? ????? ???????????????
?????????????????? ??????
??? ?? ?? ??? ????? ?? ?? ????? ??? ????????
?????????? ??????? ??????? ?????????
?????????????????? ?????????? ??? ?????????????
?????????? ???????? ???? ????????
?????? ?? ????? ????? ???????? ? ???????????
??????????????? ?????????? ??? ????????? ????
???? ?? ??? ?? ?? ?????? ?? ??????? ???? ????
????
????????? ??? ?????? ?? ?? ?????? ?? ??? ?????? ???
??? ??? ???? ????? ?????? ?? ??????????? ??
????????? ??? ????? ?????? ??????????? ??
???????? ??????? ?? ????? ??? ??????? ???????
???????? ??????? ?? ????????????? ??????? ??
???????? ??????? ????????
????? ?? ??? ????????? ??? ????? ??? ????????? ???
?????? ??? ?????? ??? ??? ??? ??? ????? ??? ????
??? ??????????? ??? ?????? ??? ?????? ???
???????? ??? ??? ???? ? ?? ?????
???????????? ?? ?????????? ?? ????? ?????
?????? ??????? ????? ??? ??? ??????? ?? ????? ?? ?
????????????? ??????? ??? ??????? ??????????
????????????? ??? ????????????? ?????? ??? ???
???
One example of marine biological practical menu for
science teacher training course in Japan: Developmental
Biology and Physiology
Tetsuo Harada
1)*
, Yumi Henmi
2)
, Daiki Fujita
1)
,
Mitsuru Nakajo
3)
, Gyo Itani
2)
1)
Laboratory of Environmental Physiology,
Graduate School of Integrated Arts and Sciences,
????????????????? ???? ?
182
Kochi University
2)
Laboratory of Marine Biology,
Graduate School of Integrated Arts and Sciences,
Kochi University
3)
Laboratory of Science Education,
Graduate School of Integrated Arts and Sciences,
Kochi University
Abstract
A marine biological practical course for science
teacher training curriculum has been held in Faculty of
Education, Kochi University for 22 years till 2016. This
course seems to have very efficient educational effects to
teach biological contents using marine biological
materials. In this study, teaching materials were sea
urchin for developmental biology and physiology
(osmotic pressure) and wharf roach (Ligia exotica) for
body color change. Results of each observation and
experiment in a practical course held in 2014 are
introduced in this study. Sea urchin and wharf roach are
materials which are relatively easy to be collected in the
sea and shore near to marine biological stations in the
whole Japan. Sea urchin is so called " key teaching
material" for learning development biology, because this
animal is located just before the vertebrates from
phylogeny view point and also another view point of
recapitulation theory by Haeckel. Moreover, sea urchin
eggs are suitable materials to learn the phenomena of
osmotic pressure shown by cell membranes. The both
issues are contents of text book in senior high school
biological course in Japan. The wharf roach can change
their body color to similar one to the surroundings as a
camouflage. This color change is due to the dispersal
(dark color) and contraction in the pigments of black
pigment cells. The extent of dispersal/contraction can be
expressed as 5 stages of index as a quantitative
evaluation. Whether these teaching materials are
effective in educational scene is discussed in this study.
Key words: Sea urchin, wharf roach, developmental
biology, osmotic pressure, body color change.
??????????????
183


教員養成課程における臨海実習―発生学・生理学教材編―

池田, 啓実

Hiromi, IKEDA

Utility and Usage with regard to Function of Sympathy
Based Feel-shop in "SUJINASHIYA"

Hiroki, Fujita

Mitsuru, Nakajo

Tetsuo, Harada

Continuous observation of the number of flowers and seeds of dayflowers as a new teaching material for elementary school students

與儀, 昴一

中村, 努

YOGI, Koichi

NAKAMURA, Tsutomu

“The Politics of Place” in Kin Town. Okinawa Prefecture

髙橋, 由子

松本, 秀彦

寺田, 信一

Yuko, Takahashi

Hidehiko, Mastumoto

Shin-ichi, Terada

Effect of Reading Training with Flash Card for Child with Difficult of Reading and Writing

Daclan, Joshua Rovie L

Man and his pursuits of subsistence and
sustainability: An Anthropological perspective
(Commentary on the discussion on Marine Protected Area and
sustainability in the Kuroshio region)
Joshua Rovie L. Daclan
Laboratory of Human Health and Medical Science
Graduate School of Kuroshio Science, Kochi University
The influx of technological advances in the field of
agriculture has brought changes in contemporary and inter
111
nation society such as the Kuroshio region. These changes
may have been accounted from the increasing necessity for
food production and varieties of agricultural produce. In
Thomas Robert Malthus's " Essays on the Principle of
Population" (1872), the aforesaid advances may be correlated
with the increasing demand for food security with the
increasing number of population. Albeit the natural resources
are produced arithmetically, the population inherently grows
exponentially, and thus disequilibrium occurs. As this
phenomenon persists, man continuously endeavors to be
innovative in ways he obtains and distributes that natural
resources, the environment he is situated in, has been endowed
with. This endeavor is realized to meet society's subsistence
amidst the limited resources that nature could provide.
Similarly there are ecological limitations to human potential
(Eriksen, 2001:43). In addition to the increasing population
growth, several factors may be contributories to the emergence
of advances in the fields of agriculture and fisheries, one of
which is the conduciveness of the environment in the
propagation of resources apt to meet man's subsistence and his
survival.
The limitation of the environment to produce adequately
and man's innovative pursuits may be deemed inversely
proportional. Montesquieu posited that the main cause of
Europe's technological and scientific advances was the harsh
climate which required the inhabitants to be inventive and
sharp-witted to survive. This thesis, however may be deemed
flawed as this posits "climatic determinism" and the assertion
of such may be a faux pas in the perspective of Anthropology;
for there is no simple link between ecological conditions and
social organization (Eriksen, 2001: 193). Thus subsistence and
survival are none but minute concepts relative to the
magnanimity for of the issues encompassing society, man and
his pursuits advances and subsequently his endeavors to
manufacture life's meanings associated with those pursuits. As
Dr. Eufracio Abaya, Anthropology professor at the University
of the Philippines in Diliman, posited (quoting Clifford
Geertz), "Man is more than walking proteins", thus amidst the
struggles to meet one's subsistence through innovative and
scientific pursuits is the impetus for man to find meanings and
eventually build social organizations from the which these
meanings may be significantly realized and magnified through
the interaction of the people who may persevere to uphold
such meanings in the organization, or which these pursuits
may be derived from, carried on to, or may be exploited. In
parlance humans are biological entities with certain
unquestionably innate needs but there are "always" socially
created means of satisfying these needs on a sustainable
manner (Eriksen, 2001: 40).
References
Eriksen, T. H. (2001). Small Places, Large Issues: An
Introduction to Social and Cultural Anthropology (2nd
ed.). European Union: TJ International.
Malthus, T. R. (1872). An Essay on the Principle of
Population Or a View of Its Past and Present Effects on
Human Happiness, an Inquiry Into Our Prospects
Respecting the Future Removal Or Mitigation of the Evils
which it Occasions by Rev. TR Malthus. Reeves and
Turner.
112


Man and his pursuits of subsistence and sustainability : An Anthropological perspective

富永, 明

小西，裕子

田口,尚弘

Tominaga, Akira

Konishi, Yuko

Taguchi, Takahiro

CCL-1 and  IL-1 induce damaged human colon epithelial cells to produce Il-22 for autommus cure.

２０１５年３月７日開催　第３回高知人文社会科学会総会・公開シンポジウム「地域が『世界』とつながる方法」(高知)

日比　嘉高

ヒビ,　ヨシタカ

【講演】踏みとどまること、つなぐこと―人文社会科学の意義と可能性

Kōchi University

Not a member yet