Kumamoto University Repository
Not a member yet
18504 research outputs found
Sort by
Masazumi Yoshiiʼs Moyai-naoshi : Reconciliation Efforts to Environmental Conflict in Minamata : A Historical Overview and Theoretical Examination from the Perspective of Conflict Resolution Studies
Get PDFdepartmental bulletin pape
日本でRT-qPCR検査に使用されたプローブ結合領域に変異を含むSARS-CoV-2デルタ変異型は、非典型的なPCR増幅を示し、偽陰性を誘発する可能性がある
Get PDF熊本大学博士（医学）doctoral thesi
On the inflectional ending -s in English
Get PDFThere are two types of inflection in Present-day Standard English: “declension” for nouns and adjectives, and “conjugation” for verbs. Of them the inflectional ending -s functions as allomorphic markers that represent the plural number or the possesive/genitive case of nouns, and is also used for verbs in the present indicative third-person singular form. This fact means that in speech it has ambiguity in nouns and can be ambiguous between nouns and verbs, in case they are phonetically identical. Historically speaking, this -s has derived from (1) -as, which was the nominative/accusative plural ending for strong masculine nouns in Old English (OE), (2) -es, which was the genitive singular ending for strong masculine/neuter nouns in OE, and (3) -es, which was the present indicative third-person singular ending for verbs in northern and midlands dialects in Middle English. The reason why this -s has survived without being eroded like other endings is thought to be the phonetically conspicuous sound it uniquely has: , which other endings did not have with them. We English learners, therefore, especially when these endings are used in speech, with the historical facts in mind, must specify the environments where they function so that we can avoid the ambiguities they could cause.departmental bulletin pape
Developing number play to prevent math difficulties
Get PDFThis study aims to propose number play in kindergarten to prevent difficulties in elementary school mathematics. Previous studies report that numeracy skills in kindergarten are predictive of math difficulties in elementary school. Therefore, if numeracy skills can be improved early on in kindergarten, preventing math difficulties in elementary school becomes possible. A curriculum-based measurement has been used in kindergarten as a test of early numeracy, and quantity identification and missing numbers were items that predict math difficulties in elementary school. While scholars have reported peer tutoring as an intervention to improve math performance, whether or not it is appropriate for young children in kindergarten remains questionable. Therefore, developing number play activities that incorporate game-like elements and are played for leisure is necessary. Thus, the current study proposes the Perfect Match Game, Let us Find the Lost Numbers, and Card Battle with the objective of improving scores for quantity identification and missing numbers.departmental bulletin pape