A basic study on acoustical measurement of underwater temperature

東京水産大学海洋生産学科東京水産大学海洋生産学科東京水産大学海洋生産学

Communication and positioning system using geostationary satellites

東京水産大学海洋生産学科東京水産大学海洋生産学科東京水産大学海洋生産学科東京商船大学情報通信工学研究

Constructing a scale of timidity to use artifacts for healthy older adults

It is commonly observed that older adults exhibit more problems in using new artifacts, especially devices related to information-and-communication technology. Although such difficulties are mainly attributed to cognitive and/or perceptual-motor aging, older adults also experience emotional and motivational changes. In this study，we focus on the characteristic behaviors of older adults who are attempting to use some new device，namely "timidity to use"，including avoidance of using the device, hesitation or reluctance to press any buttons，a nd excessively confirming the right button to press. Seven items were selected for the scale of timidity to use artifacts，as confirmed by the results of principal component analysis. Analyses of the responses from 196 healthy older adults for the timidity scale indicate that it has sufficient reliability and criterion-related validities. In addition，the scale indicates some relationships between the frequencies of using artifacts and difficulties with using them, which implies that the scale also has validity for daily-life activities

教養教育としての学生相互学習の試み : 「学科合同まなび報告会」の取り組み

　新見公立大学・新見公立短期大学教養教育委員会では，本学３学科（看護学科・幼児教育学科・地域福祉学科）の学生が，それぞれの１年間の「学び」をお互いに「学びあう」ことを目的として１年次の終わりに「学科合同学び報告会」を実施する取り組みを企画した。2010 年度は試行実施，2011 年度より本格的に実施し，報告会後に参加学生へ「報告会」での学びについての質問に自由に記述してもらう形でアンケートを行った。2011年度は1 年次終期に報告会を実施し，2012 年度は新入生対象に報告会を行った。全アンケートを学科別に分析した結果，学習成果があったという記述が大半を占めた。1 年次終期の学生アンケートからは，１年間の自分の成長を確実に感じ２年次の学びへの意欲を持ったことを読み取ることができ，新入生へのアンケートからは，目標がより明確になりモチベーションのアップにつながったことを読み取ることができた。大学・短大として教養教育を充実させるため，学科をまたいだ学生相互学習の試みを今後も続けてゆくことを目指す。　Liberal Arts Education Committee of Niimi College implemented interdepartmental reporting sessions of students\u27 learning in the three departments (the departments of Nursing, Early Childhood Education, and Community Welfare of Niimi College) at the end ofacademic year. After a trial session in the academic year of 2010, we had an actual session at the end of academic year of 2011. At the end of each session, we had the students answer the questionnaire of freely-descriptive style. In the academic year of 2011, we had this session at the end of academic year, then we had a rerun session to the new students in the beginning of academic year of 2012. We analyzed all the answers of the students in each department, and found out that almost all the students have found these sessions meaningful in learning. In the analyses of answers at the end of academic year, we found that the students clearly realized their academic developments and were motivated to work harder in their sophomore year. In the analyses of answers of freshmen who listened to the sophomores\u27 presentations in the beginning of their college life, we found that the freshmen understood their goals of learning in college, and got interested in their new major. The Committee of Liberal Arts Education of Niimi College will keep up the implementation of the interdepartmental reporting sessions of students\u27 learning to better liberal arts education