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Effect of Complex Formation on Interfacial Transfer Rate of Drugs across Two Liquid Phases

薬物の吸収あるいは生体内移行の基本的な素過程である水相-無極性液相間の界面透過過程については薬剤学的にも多くの理論的,実験的検討が行われている.しかし溶液中での2種の薬物の複合体形成とこの過程との関連について検討した例は少ない.そこで水相,ベンゼン相のいずれにおいても複合体を形成するバルビタール-アミノピリン系を用いて,バルビタールの界面透過速度におよぼす複合体形成の効果を検討した.The effect of complex formation on the water-benzene interfacial transfer rate of barbital was studied. The transfer rate of barbital from aqueous to benzene phase was much accelerated by the addition of aminopyrine. The association constants of 1:1 barbital-aminopyrine complex in both phases were determined by solubility method. The constants in benzene and aqueous solutions at 30℃ were 22.1 and 2.24 M^, respectively. The best fitting equations for transfer data were numerically analyzed and it was clarified that the time course of the transfer rate of the complex was similar to that of free barbital and that the large value of the association constant in benzene solution resulted in the large transfer rate constant of the complex

多世界パラダイムに基づくわり算概念の構成とその学習指導の改善に関する研究

While division is one of the crucial concepts in elementary mathematics, it is hard to understand it. Thus, various research tasks have been tackled so far. We as a research team have investigated the following three tasks: 1) developing the survey which consists of a set of problems that enable to clarify the actual conditions of children’s construction of division concepts comprehensively and systematically, 2) revealing the actual conditions of children’s construction of division concepts based on the survey, and raising the research tasks on the teaching and learning of division, and 3) through examining those research tasks, proposing our alternatives for improving the teaching and learning of division concepts based on multi-world paradigm. In this paper we propose our final research findings by reflecting on our whole studies until now in a comprehensive way according to the following three steps. First, we give a general description of the perspective of multi-world paradigm as our theoretical background. Next, we overview our research results on the above 1) and 2) which have already been published. Finally we examine our alternatives for improving the teaching and learning based on the multi-world paradigm, which will become our final research findings, where we will emphasize the importance of meaningconstruction and tool-construction on division concepts

潜在的な数学的能力の測定用具の活用化に向けた開発的研究（Ⅳ）?測定用具の活用方法と潜在力育成の可能性の検討?

The purpose of our research is to develop instruments to measure pupils’ “potential ability for learning mathematics” (PALM), and to study theoretically and empirically the ways to utilize the instruments for improving mathematics education at elementary and lower secondary school levels. In this paper, we aimed to make clear both the ways to utilize the instruments developed to measure pupils’ PALM and the importance of studying their PALM, and to investigate the possibility of improving 8th graders’ PALM. First, about the ways to utilize the instruments, we proposed a method to analyze pupils’ mathematical learning ability in terms of “the divided attainment (attainment÷potential ability)” and “the subtracted attainment (attainment ? potential ability)”. Moreover, we pointed out the importance of studying pupils’ PALM and instruments to measure PALM from a viewpoint of improving pupils’ mathematical learning ability and considering aims/objectives in mathematics education. Second, for the possibility of improving pupils’ potential ability, we had taught 98 pupils in 8th grade some materials for potential ability, and analyzed data from pre- and post-teaching by using our instruments to measure pupils’ PALM. As a result of the analysis, the followings were found out. ･ There was significant improvement (p < .01) in total score of pupils’ PALM from pre-teaching to post-teaching. The components of “pattern recognition” and “flexible thinking” were significantly improved (p < .01), and the component of“ manipulation” was significantly improved (p < .05). ･ As an effect of teaching some materials for potential ability, 15 out of 23 pupils classified into the lower PALM group (total score was less than 60%) progressed up into the higher PALM group (total score was equal or more than 60%)

15-5-1 : 生体・環境適用型パフォーマンス繊維の開発

ポリビニルアルコール(PVA) は，理論弾性率値250-300GPa，理論強度30GPaに近づく可能性を持っている.しかし，いまだ，理論弾性率，破断強度を持ったPVA材料は得られていない。また、PVAは生体適合性があり、分解微生物がおり、様々な分野において製品化されている このような材料のパフォーマンス化を図ることによって、直ちに、広い範囲への商業ベースでの普及が可能となるであろう。PVAA匂Cl/水系からの、ゲル、フィルム、繊維を作成とその評価を行った。また、NaCl以外の無機電解質、水溶性物質などのこの系への添加効果を調べた。さらに、これらの系から得られる材料を用いて、ドラッグデリパリーや、保湿剤、植物育成用材料などへの応用実験を行った。Article文部科学省2 1世紀COEプログラム「先進ファイバー工学研究教育拠点」研究成果報告書13:187-188(2007)research repor

15-5-1 : 生体･環境適用型パフォーマンス繊維の開発

The atactic poly (vinyl alcohol) (a-PVA) aqueous solutions with Na2SO4 0r CH3COONa were cast to prepore films and then the Na2SO4 or CH3COONa in the films was removed. The both films prepared by removing Na2SO4 or CH3COONa in water had a water-resistance property. The degree of crystallization of the films increased with an increase of the contents of Na2SO4 and CH3COONa in the solutions up to 0.05 and 0.1wt%, respectively. However the melting temperature (226 - 228□) was independent of the content ofNa2SO4 and CH3COONa in the solutions. The draw ratio and tensile modulus of the films prepared from the solutions with 0.01wt% Na2SO4 and 0.1wt% CH3COONa were higher about ca. 1.6 times than that of the films obtained from an aqueous solution.Article先進ファイバー工学研究教育拠点研究成果報告書 11: 111-111(2005)research repor

多世界パラダイムに基づく算数授業における社会的相互作用の規範的モデルの開発研究（Ⅱ） ―「 場合の数」の授業による検証 ―

This study aims at constructing the prescriptive model which has the theoretical background of social interactions in elementary mathematics classrooms and at the same time which is effective and applicable to teaching practices at elementary school level. In this paper we verify the effectiveness of this model through a teaching experiment on six grade classes of‘ number of outcomes’. As a result of analysis, we found that the fundamental process of being conscious, solving by the individuals, solving by small group, being reflective, and then making agreement, in particular the small group activity, contributed to the development of the children’s understanding of‘ number of outcomes’. Also, it was suggested that the children’s solving activities progressed from their ‘individual’ solution to‘ quasi-general’, and‘ general’ ones. We also identified the types of intentions of the social interaction: Share of the premise, having and devising their own ideas, sharing the ideas with others, reflecting on the merit and limit of the ideas, abstracting and generalizing from the ideas, finding the commonality, characteristics, and limits among the representations. Moreover, as to the interaction with representations, we found that the children could devise their own representations in order to prevent the overlap and omission, and also recognize that the representations by polygon and table equipped such devices. These findings demonstrate the effectiveness of the prescriptive model for teaching practices

腎シンチグラフィによる遊走腎の評価

富山医科薬科大学 放射線科原著論文/症例報