Construction and Analysis of Corpus of Japanese Classroom Lecture Speech Contents

This paper explains our developing Corpus of Japanese classroom Lecture speech Contents (henceforth, denoted as CJLC). Increasing e-Learning contents demand a sophisticated interactive browsing system for themselves, however, existing tools do not satisfy such a requirement. Many researches including large vocabulary continuous speech recognition and extraction of important sentences against lecture contents are necessary in order to realize the above system. CJLC is designed as their fundamental basis, and consists of speech, transcriptions, and slides that were collected in real university classroom lectures.APSIPA ASC 2009: Asia-Pacific Signal and Information Processing Association, 2009 Annual Summit and Conference. 4-7 October 2009. Sapporo, Japan. Oral session: Initiatives in Spoken Document Processing (6 October 2009)

Classroom practice for understanding pointers using learning support system for visualizing memory image and target domain world

Abstract Pointers are difficult learning targets for novice learners of C programming. For such difficult targets, introducing a system visualizing program behaviors is generally expected to support learners to understand the targets. However, visualization in existing systems often conceals the concrete value of variables such as pointers; the way in which each visualized object is located on the memory is not made explicit. In order to address this issue, we focused on a program visualization system called TEDViT. It visualizes simultaneously and synchronously the memory image that is the field that presents the concrete value of variables and the target domain world that is the field that presents logically the data structures processed by the program. We consider that observing and comparing program code, memory image, and target domain world with TEDViT could work for understanding pointers. TEDViT visualizes the status of the target domain world according to the visualization policy defined by the teacher in order to allow teachers to set their instruction content based on the growing variety of learner background knowledge. We also consider that this feature could support teachers’ instructions and class managements appropriately, and improving teachers’ performance by TEDViT’s support would bring improvement of learners’ understanding. We conducted classroom practice for understanding pointers in connection with a memory model, thus introducing TEDViT to a real class. Analysis of answered scores in a questionnaire conducted after the practice suggests that our practice using TEDViT provided useful supports for participants to understand pointers. It also suggests our practice had a certain effect to reduce uneven levels of understanding among participants. Based on these results, we describe that classroom practices in our framework could support learners to understand pointers and support teachers to manage the class

Efficient radical trapping at the surface and inside the phospholipid membrane is responsible for highly potent antiperoxidative activity of the carotenoid astaxanthin

AbstractThe effects of the carotenoids β-carotene and astaxanthin on the peroxidation of liposomes induced by ADP and Fe2+ were examined. Both compounds inhibited production of lipid peroxides, astaxanthin being about 2-fold more effective than β-carotene. The difference in the modes of destruction of the conjugated polyene chain between β-carotene and astaxanthin suggested that the conjugated polyene moiety and terminal ring moieties of the more potent astaxanthin trapped radicals in the membrane and both at the membrane surface and in the membrane, respectively, whereas only the conjugated polyene chain of β-carotene was responsible for radical trapping near the membrane surface and in the interior of the membrane. The efficient antioxidant activity of astaxanthin is suggested to be due to the unique structure of the terminal ring moiety