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Design method for strengthening H-shaped steel beam using CFRP plate ― Collapse prevention condition of bond based upon previous experimental results ―
Get PDFapplication/pdfThe authors have investigated and proposed methods for strengthening H-shaped steel beams using CFRP plates bonded to the tension flange.This paper proposes a design method for strengthening beams using CFRP plates based upon previous experimental results that give relationship between shearing stress on an edge of the CFRP plates and tensile-shearing strength of the bond at collapse of the CFRP plates.departmental bulletin pape
Seismic response analyses of Steel Structures with Slip-type & Non-slip-type Exposed Column Bases using Simplified Models of Restoring Force Characteristics
Get PDFapplication/pdfThis paper describes response analyses of structures with column bases of full and simplified models and the following conclusions are obtained. 1) The response results of the simplified models are in good agreements with those of the full models. The worst results are overestimated by 30%. Thus, simplified models can be used for rational design of steel structures. 2) For structures with the non-slip-type column bases, the seismic response results after column bases yielding decrease and the maximum ones of the first story in the column bases with cyclic yielding are less than those of the slip-type column bases.departmental bulletin pape
Learning Analytics: in the Case of Collaborative Work Testing, CWT
Get PDFapplication/pdfNowadays, students are to be enrolled in universities easier than before because of the shrinkage of the number of the graduate students from high schools. To accept a variety of students, universities have prepared various pre-schools before entering universities. This is called“ high school / university connection”, and various teaching methods are adopted. One interesting method recently developed is to use the adaptive online testing system that uses the item response theory. We have recently established the follow-up program system (FP system) aimed at helping students who need basic learning and aimed at assisting teachers who have to engage in teaching a variety of educational students. The follow-up system consists of the learning check testing (LCT), follow-up program testing (FPT), and collaborative work testing (CWT); FPT and CWT are related to adaptive online testing system. Since the FP system was first introduced, four months have passed, and we have accumulated the large scale of testing results. In this paper, we show the results of learning analytics focused on the CWT results. From the analytics, we have found that 1) we had about 50000 access cases to CWT problem items from April to July, which means that students tried 10,000 series to testing, 2) mean of the number of times that a problem was tackled was 38, and mean of the number of times that a student tackled to problems was 46, 3) many problem items provided were rather easily solved by students; mean value of the ratios of correct answers to total answers was 0.7, 4) the dates of accessing to CWT is corresponding to the dates and the number of participants to follow-up classes; however, at the end of July, the number of access times was increased because of the final examination, 5) there are problem items that were frequently tackled and items that were not tackled.departmental bulletin pape
Der Graf von Charolais (4)
Get PDFapplication/pdf翻訳：「シャロレ伯爵」リヒャルト・ベーア= ホフマン著departmental bulletin pape
A trial Practice of PBL Methods for Planning ―A Case study of“ Hiroshima-city botanical park Renovation plan”―
Get PDFapplication/pdf都市デザイン工学科では土木系の技術者教育を行っている。技術者に求められる能力を育成するために，これまでもエンジニアリングデザイン教育を行ってきたが，加えて地域密着型PBL を導入することにより，学んだ専門分野の知識を活用し，創造する能力を高める効果を確認した。2016 年度前期開講の都市情報デザイン（2 年生必修）と空間創造実習（3 年生選択）において，本学の所在する広島市がこれから検討しようとしている「広島市植物公園改修計画」を先駆けて行なった。植物公園管理者にスポットで計画指導にあたっていただき，植物公園園長に大変高い評価をいただいている。取り組み成果は，本学大学祭で学科展を開催し発表する。departmental bulletin pape
The Mediating Role of Cognitive and Social Presence on the Relationship between Perceived Interaction and Satisfaction in CSCL
Get PDFapplication/pdfCognitive presence and social presence and interaction are important factors of learning of CSCL.This study examines the learning process of two types of CMC: text chat and video chat. Japanese and Philippine EFL learners at the college level participated in this study. We attempted to determine how much each mode of communication impacts learning and how each application may affect language production by NNs as well as whether cognitive and social presence may stimulate both NNs within the two modes. More specifically, the effects of cognitive and social presence on the relationship among interaction and satisfaction were explored.
The results reveal that for text chat, cognitive presence is closely related to learning and satisfaction, whereas for video chat, the degree of social presence may be mitigated among Japanese participants, and peer interaction is a more influential predictor of student satisfaction and learning.departmental bulletin pape
To Create“ Open Collegiality” ― As regards the idea of“ School as a team” ―
Get PDFapplication/pdf平成27（2015）年12 月21 日，中央教育審議会から「チームとしての学校の在り方と今後の改善方策について」が答申された。この答申は，教職員一人一人の専門性を発揮するとともに，学校のマネジメント機能を強化し，専門スタッフ等の参画を得ることによって，「チームとしての学校」の実現が可能であるという内容である。
しかし，本稿においては，「チームとしての学校」の実現には教職員の専門性や学校のマネジメント機能を強化することによるだけではなく，教職員の「開かれた同僚性」という視点が欠かせないことを指摘するとともに，「開かれた同僚性」の包括するものについても明らかにしたい。departmental bulletin pape
Class Design in Follow-up Program Classes
Get PDFapplication/pdfUniversities in Japan are inclined to accept a wide variety of students because of the shrinkage of high school students and growth of the number of acceptance to universities, which causes various educational difficulties in universities. In response to this situation, our university has decided to enhance the follow-up program which is aimed at helping students who need basic learning and aimed at assisting teachers who have to engage in teaching a variety of students. The follow-up classes were established as a part of the follow-up program, and consist of follow-up program testing and collaborative work testing.
At first the classes were well organized and seemed to be working. However, participants to the classes were gradually reduced as if it follows a exponential distribution. Then, we managed to change the classes accepting many styles for classes such as topic lectures which deal with not only abstract concepts but also concrete matters directly connected to real worlds. Still, the classes shrank.
On the review to the class management designed at first, we here propose to resume sincere and deep discussions on the class design: to whom we deliver classes, what is the goal of the classes, and how we design the effective and efficient classes.departmental bulletin pape
Investigations on Sediment Disasters in the Eastern Part of Hiroshima Prefecture Caused by the Heavy Rainfall in June 2016
Get PDFapplication/pdfHeavy rainfall was observed in Hiroshima Prefecture in June 2016 and caused sediment disasters at many locations in the east part of Hiroshima Prefecture. We have analyzed the sediment disasters using two kinds of sediment disaster warning models. The models use the short-term rainfall index and long-term rainfall index to demarcate the threshold for sediment disasters (critical line:CL).
As a result, we found that that effectiveness of the warning models can be improved by using precipitation probability statistic data to demarcate the CL in case of above sediment disasters.departmental bulletin pape
Learning Analytics: in the Case of Learning Check Testing, LCT
Get PDFapplication/pdfIn response to the extensive use of computer systems in learning, we are now in the age that we can do the learning analytics using the huge-size of database. We have recently established the follow-up program system (FP system) aimed at helping students who need basic learning and aimed at assisting teachers who have to engage in teaching a variety of educational students. The follow-up system consists of the learning check testing (LCT), follow-up program testing (FPT), and collaborative work testing (CWT). Since the FP system was first introduced, four months have passed, and we have accumulated the large scale of testing results. In the LCT we use the item response theory (IRT), which provides more accurate and fairer evaluations of individual abilities than classical test theory does, and thus the IRT has gradually been recognized as one of the proper evaluation methodologies in many testing fields. In this paper, we show the results of learning analytics focused on the LCT results. From the analytics, we have found that 1) five or six items are too small to evaluate the students' abilities, at least ten items are required, 2) although use of only one time testing results do not provide sufficient reliability to ability values, combination of multiple testing results provide ability values with a better reliability, which will give us a new measure to students' abilities, 3) the EMtype IRT worked in estimating the empty elements of item-user response matrix, 4) the learning analytics to LCT results showed us valuable information in leading us to a new direction.departmental bulletin pape