シコク サンチ カラ ケンシュツ サレタ テフラ ニ モトズク サンチ シャメン ノ チョウキ アンテイセイ

Formative processes of mountain slope in Shikoku Mountains are discussed based on tephrochronology. We carried out identification of tephra layers in colluvial deposits at mountain slope, Shikoku Mountains, Tokushima Prefecture. These tephras named locally Ohyohchi, Nakaue-1 and -2 tephras. Ohyohchi tephra and Nakaue-1 tephra are correlative with AT tephra from South Kyushu, and Nakaue-2 tephra is correlative with K-Ah tephra from South Kyushu, in terms of the similarities of petrography, refractive index of volcanic glass. The occurrence of these tephra layers shows that K-Ah tephra overlies colluvial deposits including AT tephra. Thus, recurrence interval of slope failure was estimated to be more than ten thousand years

Evolution of the Parents Support through enhanced Social Ties in Kindergarten Education

　本論は，幼稚園教育における親支援の方向性を探ることを目的とする。幼稚園１年間（全５回）の「親の会」 を分析したところ，両極的感情と２つの不安を抱える親達は，「安心」「感覚」「ゆとり」を共有する人的つなが りを基盤とし，子育てを肯定的に捉えられることが明らかになった。親の興味や欲求に基づく環境を構成し，主 体性に働きかける援助をする親支援は，幼稚園教育における子育て支援として有効であることが示唆される。課 題は，親の主体性に働きかける環境を構成し，援助する支援者の専門性の確立である

The Process of the Changing of the Childcare Workers in Accordance with “Noticing” as Autobiographical Memory

　本論は，保育者の内的な気付きの変容と，それに伴う保育実践の変容を合わせて保育者の変容と捉え，その変容過程を探ることを目的とした。具体的には，中堅保育者の自伝的記憶としての気付き体験の語りを収集し，質的分析を行った。保育者の気付きは，「保護者等から知る自らの保育の課題」「子どもの様子」「繰り返しの体験」「自らの保育観」「上司，同僚の存在」が契機になることが明らかになった。さらに，気付きの契機で，保育者自身が「いけない・どうしよう」「こうしたい」「嬉しい・良かった」「こうあらねば」の意識を持ち，それが起因となり，気付きが広がり深まるという変容が起こる。その気付きの変容により保育実践の変容が促されることが見出された。以上の結果から，気付きの契機とそれに伴う保育者の思いに焦点化した働きかけにより，保育者の変容を図る可能性が示唆された

Real-Time Numerical Analysis on Insulation Capability Improvement of Compact Gas Circuit Breaker

科研費報告書収録論文(課題番号:17206016/研究代表者:西山秀哉/プラズマ流動システムのマルチスケール統合化による最適制御)77

Significance of Interactive Experiential Learning in Child Care Studies in Domestic Sciences Courses, and Related Issues

　現在，中学・高等学校の家庭科保育領域では，乳幼児の心身の発達，幼児の生活と遊び，親・家庭・地域の役割などについて学習を行った上で，乳幼児等との触れ合い体験学習を位置付けている。この触れ合い体験学習は，近年，家庭や地域において異世代の子どもが触れ合う機会が減り，とりわけ乳幼児と触れ合う経験が少ないまま親世代になっていることが問題になっていることと関係している。限られた枠の中での交流ではあるが，中学生・高校生も幼児も，多様な他者と触れ合い，多くのことを感じたり考えたりしていることが明らかにされており，世代間交流における意義も見出すことができる。本論では，先ず，家庭科における触れ合い体験の位置付けと家庭科保育領域の歴史的経緯を明らかにする。次に，乳幼児との触れ合い体験に関わる近年の実践的研究を概観し，その意義を確認する。さらに，これらを総合し，これからの触れ合い体験学習の実践や研究の展望を示す

Development of Junior High School Home Economics Classes Related to Contact With Infants that Encourages Self-acceptance

　中学生の幼児との触れ合い体験の意義については，先行研究によって示されてきたが，体験の何が効果を及ぼしているのか，実証的な研究は未だ少ない。そこで本論では，「他者から受容される経験が，自己受容を促す」との実践的な仮説を立て，触れ合い体験による他者から受容される経験が，自己受容を促す可能性を検討する。触れ合い体験において，幼児は先入観や条件なしに関わってくることが予想される。そのような幼児に受容される体験は，生徒にとって日常的な人間関係とは異なる，得難い経験となり得る。そこを意図的に強化することで，合理的に意義ある授業を作ることが可能となると考える。また，将来の子育てに繋がる，長期的な効果も期待できる。本論では，こうした仮説に基づき，生徒の自己受容に焦点を当て，これを促す中学校家庭科保育領域の授業を開発し報告した。The significance of junior high school students’ experience of contact with infants has been shown in previous studies, but there has not been enough empirical research on which part of the experience produces effects. Therefore, in this paper, we form a hypothesis that “experience of acceptance others encourages self-acceptance” and examine the possibility that the experience of acceptance from others we gain through contact encourages self-acceptance. Infants are expected to be involved in contact experiences with no preconceptions or conditions. The experience of acceptance by infants is a rare experience that differs from daily interpersonal relationships for students. It may be possible to rationally develop meaningful classes by intentionally reinforcing it. Furthermore, long-term effects that translate into future child-rearing can be expected. In this paper, based on the aforementioned hypothesis, we focused on the self-acceptance of students to develop and report on home economics classes that encourage it

The Characteristics of the Childcare Worker’s “Noticing” in Accordance with the Difference in Years of Experience

　保育者が自らの保育の中で経験してきたことから，何に気付き，記憶し，どう活かしてきたかは，保育の質と 保育者としての成長に影響する。本論は，保育者が自伝的記憶として，何を気付き体験として捉え，記憶してい るかを調査し，保育経験年数によるその特徴を分析する。具体的には，保育者に，何に対して気付きを得たか等 について自由記述を求め107 名分のデータを得た。経験年数により，初任保育者，中堅保育者，熟練保育者に分け， それぞれの気付き体験の特徴を明らかにした結果，どの経験年数の保育者も同様に「保育者の姿勢」に関する気 付き体験が最も多く，続いて「子どもの心的状態や行動」に関するものが多かった。また，中堅，熟練保育者に なると，表面に表れない子どもの思いへの気付きが多くなっていることが明らかになった。さらに，熟練保育者は， 「保護者と保育者のつながり」「子どもと保育環境」等，園生活全体に気付き体験を広げていることが示唆された

High hydrostatic pressure induces slow contraction in mouse cardiomyocytes

Cardiomyocytes are contractile cells that regulate heart contraction. Ca2+ flux via Ca2+ channels activates actomyosin interactions, leading to cardiomyocyte contraction, which is modulated by physical factors (e.g., stretch, shear stress, and hydrostatic pressure). We evaluated the mechanism triggering slow contractions using a high-pressure microscope to characterize changes in cell morphology and intracellular Ca2+ concentration ([Ca2+]i) in mouse cardiomyocytes exposed to high hydrostatic pressures. We found that cardiomyocytes contracted slowly without an acute transient increase in [Ca2+]i, while a myosin ATPase inhibitor interrupted pressure-induced slow contractions. Furthermore, transmission electron microscopy showed that, although the sarcomere length was shortened upon the application of 20 MPa, this pressure did not collapse cellular structures such as the sarcolemma and sarcomeres. Our results suggest that pressure-induced slow contractions in cardiomyocytes are driven by the activation of actomyosin interactions without an acute transient increase in [Ca2+]i

Alteration of Membrane Physicochemical Properties by Two Factors for Membrane Protein Integration

After a nascent chain of a membrane protein emerges from the ribosomal tunnel, the protein is integrated into the cell membrane. This process is controlled by a series of proteinaceous molecular devices, such as signal recognition particles and Sec translocons. In addition to these proteins, we discovered two endogenous components regulating membrane protein integration in the inner membrane of Escherichia coli. The integration is blocked by diacylglycerol (DAG), whereas the blocking is relieved by a glycolipid named membrane protein integrase (MPIase). Here, we investigated the influence of these integration-blocking and integration-promoting factors on the physicochemical properties of membrane lipids via solid-state NMR and fluorescence measurements. These factors did not have destructive effects on membrane morphology because the membrane maintained its lamellar structure and did not fuse in the presence of DAG and/or MPIase at their effective concentrations. We next focused on membrane flexibility. DAG did not affect the mobility of the membrane surface, whereas the sugar chain in MPIase was highly mobile and enhanced the flexibility of membrane lipid headgroups. Comparison with a synthetic MPIase analog revealed the effects of the long sugar chain on membrane properties. The acyl chain order inside the membrane was increased by DAG, whereas the increase was cancelled by the addition of MPIase. MPIase also loosened the membrane lipid packing. Focusing on the transbilayer movement, MPIase reduced the rapid flip-flop motion of DAG. On the other hand, MPIase could not compensate for the diminished lateral diffusion by DAG. These results suggest that by manipulating the membrane lipids dynamics, DAG inhibits the protein from contacting the inner membrane, whereas the flexible long sugar chain of MPIase increases the opportunity for interaction between the membrane and the protein, leading to membrane integration of the newly formed protein

The Recognition of The Childminder Choice Student about The Information Appliance Utilization in The Preschool Education

In this study, we clarified how a childminder choice student understood the use of the information appliance for preschool education. Specifically, we performed a cluster analysis based on student responses that we obtained by Silent Dialogue, and analyzed the answers both quantitatively and qualitatively. Based on the results, we considered methods for increasing effectiveness of future practice. In addition, for training subjects such as“preschool education methods,” we piloted some concrete practices to consider the best approaches for teaching. Finally, the results of this study are discussed and future problems are described