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Anxiety factors of teacher training course students in teaching elementary school English
Get PDFThis paper reviews anxiety of elementary school teachers who teach elementary school English and reports anxiety factors of university students who are trained to teach elementary school English. Results of our surveys indicate that about 90 percent of the university students in the elementary school teacher training course have anxiety in teaching elementary school English due to low self-confidence in their English ability and fluency. It is reported that teacher training course students have the following seven anxiety factors in teaching elementary school English: 1) Their English ability, 2) their English pronunciation ability, 3) the content of elementary school English class, 4) interactive English teaching to children, 5) communication with Assistant Language Teachers (ALTs), 6) the level of elementary school English, and 7) the English ability that elementary school students expect their teachers to have.departmental bulletin pape
Extracting learners' questions in the science learning process : The inquiry process and learners questions in elementary school science textbooks
Get PDFIn order to clarify how learners' questions are handled in the learning process that emphasizes inquiry, I focused on descriptions of learners' utterances in elementary school science textbooks, which serve as models for learning process. The content of the utterances corresponding to the questions and their relationship to the learning content and learning process were analyzed. As a result of study, it was found that questions were presented at various stages in the textbook learning process. In particular, questions were often presented in a process intended to lead to the next problem. The children's questions were developed into problems, hypotheses, plans for observation and experiment methods, and considerations, creating continuity in their learning. The objective of next study is to investigate the interaction between learners and teacher through the analysis of classroom practice and learners' questions.departmental bulletin pape
[電気回路]RC回路の過渡現象
No full textRC回路の過渡現象について説明する動画です。https://www.youtube.com/watch?v=aeqfsfcik64learning objec
Possibility of Class Improvement from Evaluation in Mathematics Based on "Backward Design" From the Viewpoint of Practice "Long Division with 2-Digit Divisors" in the 4Th Grade Elementary School
Get PDFIn this paper, we will develop a unit of “Long Division with 2-Digit Divisors” in the content “A. Numbers and Calculations” based on the theory of “Backward Design” and practice lessons. And we attempt class improvement from evaluation by examining the effects of performance tasks on children’s emotional aspects and retention. As a result, the following three things were found out. First, from viewpoint of children’s emotional aspects and sense of purpose, teaching units based on the theory of “Backward Design” is effective. Second, “Big Ideas” that we set in this unit helped the children learn how to do long division with 2-digit divisors. Thirdly, we were able to get a direction for class improvement by consideration of evaluation based on the “structure of knowledge.”departmental bulletin pape
Analyzing help-seeking styles and related factors among postpartum women in the first month after childbirth
Get PDFBackground: This study investigated help-seeking behaviors and related factors, including the health literacy of postpartum women in the first month after childbirth, with the aim of providing insights for the prevention of postpartum depression.
Methods: We conducted a cross-sectional study using a questionnaire designed in an unsigned, self-writing style. The subject involved all cases who delivered between July 25, 2022 and October 31, 2022 at Obstetric Hospital A. The questionnaire was distributed by nurses during hospitalization, and participants completed it when they visited hospital A for their postpartum checkup. The data was analyzed using IBM SPSS Statistics 28.0.
Results: Of the 620 questionnaires distributed, 200 responses were collected (collection rate: 32.3%) and 153 were deemed valid (valid response rate: 76.5%). The participant's mean age was 32.4±4.3 (mean±SD). The most frequent issue reported for consultation was “physical changes,” and “husband/partner" was the primary advisor. In terms of help-seeking style, 88 (57.5%) exhibited an excessive help-seeking style, while 65 (42.5%) demonstrated an independent help-seeking style. Items significantly related to help requests within the first month after childbirth included EPDS, LSNS-6, and the classification of the person.
Discussion: Cases with higher EPDS scores were associated with higher independence in seeking help from specialized institutions. Cases with broader social networks were more likely to seek assistance.
Conclusion: Our findings suggest that women with robust support networks are more likely to consult with staff at medical institutions when in need. The study underscores the need for a system that enhances family’s understanding of the perinatal condition of the mother and child so that mothers can connect with specialized agencies when help is required.departmental bulletin pape
オリヤ ゴ ノ ヒドウイツ シジ キソク
Get PDFIn Odia, in a specific range of constructions, the subject’s possessor (Pos.S) and the object (O) are prevented from being coreferent. Whereas saying “Babula’s s teacher likes him.” is usually no problem, the same is sometimes impossible. The Non-coreference Rule precludes coreference of Pos.S and O, and it applies only where the subject (S) and the object (O) are marked with the same morphological case and situated within the same clause. Outside of Odia, instances of the Non-coreference Rule, i.e. constraints precluding coreference of Pos.S and O, have been reported from languages of the Americas (the “genitive effect” of Aissen 1997). The grammatical underpinning of the Non-coreference Rule is accounted for by following Aissen (1997) to looking up the relative proximate-obviate ranking among the referents of noun phrases in a clause. The instances of the Non-coreference Rule in the two language sets differ fundamentally with respect to what kinds of clausal environments non-coreference occurs in. This cross-linguistic contrast derives from the typologically opposed characters in the morphosyntax of the languages, namely, dependent marking (Odia) vs. head marking (the languages of the Americas). Finally, parallelisms holding between the Non-coreference Rule and the Person-Case Constraint are sketched.departmental bulletin pape