Global asymptotic stability for a nonautonomous Lotka-Volterra competition system

We consider nonautonomous N-dimensional generalized Lotka-Volterra competition systems. Under certain conditions we show that there exists a unique solution u* whose components are bounded above and below by positive constants on R, and u* attracts any solution. If such system is periodic, so is u*

A Study of Teaching of Personalities Expressed through Handwriting (1) : A Trial of Calligraphy Class Emphasizing Mutual Evaluation among Learners

詩文・語句探しは, 「自分らしい表現」を目指した個性の教育になくてはならない活動であり, これまでの受け身の学習を主体的な学習に転換するためにも, この活動を書道の学習に位置付けていく必要がある。また, 一人一人が自らの作品に良さを見出していくために, 学習者相互が積極的に関わり合う場面が求められる。本稿では, 自分の作品に良さを見つけ, それを洗練していこうとする段階において, 学習者相互の関わりを生かす書道授業の試みから得られた成果について考察する

Practical research on training of capability which employs calligraphy skill

The final purpose of the calligraphy study in an elementary school and a junior high school is employing calligraphy skill in everyday life efficiently. This purpose is not fully achieved yet, although it has not changed from the Meiji era to today. Although it is the factor that there are also few school hours of calligraphy, it is thought that the first factor is in the contents of a lesson unrelated to everyday life. A lesson unrelated to everyday life is a lesson which used only brushes. In everyday life, we are using the pen and only the limited scene uses a brush. Therefore, the study which used the brush is a means for raising the calligraphy skill of a pen to the last, and has not only targeted to raise calligraphy skill with a brush. As for the lesson style to which a brush and a pen are related, the result is expected. However, the efforts do not bear fruit easily. Then, I want to propose raising the capability to employ calligraphy skill in everyday life as one method of solving this problem. The capability to employ the calligraphy skill of a pen is searched for understanding the purpose of the scene which writes a character

Developing the Ability to Think : From Debate to Essay

私たちが提案したいのは、誰でもできる小論文指導である。そしてここにいう小論文指導とは、小論文を書くための指導ではない。小論文を書けるだけの力を育てる指導を目指しているのである。小論文を書くには、資料収集力・分析力等々の様々な力が必要で、そうした力を磨くことが、思考を鍛えることにつながる。どのようにすればそれが可能になるか、今回の実践で明らかになったのは次の点であった。まず、生徒を中心に据えること。学習活動の各ステップ毎に生徒自身に目標を持たせ、運営を任せる。学習活動の中身とその流れを分かりやすい形で示せば、生徒自身で進めることは十分可能である。ディベート、小論文という具体的な学習活動を置いたのも、そのためである。また、評価は、生徒の相互評価を中心にする。子どもにとっても評価する側に立つこと、相互理解の深まり等において予想以上に効果的であったし、教員の負担も最小限ですみ、むしろポイントを押さえた指導が可能になった。次に、多様な教員による指導を総合学習に位置づけることが、現状ではベストであろうということ。テーマの多様さを指摘するまでもなく、ものの見方、考え方を育てるためには多様な集団での指導が望ましい。また継続的な取り組みが必須のこうした学習は、限られた教科の時間数では望むべくもないが、総合的な学習であれば可能になる。個々の教員の指導力に依存しない形でのこうした小論文指導こそ有効であるという感触を得られたことは、大きな収穫であったといってよかろう

Cross-Curricular Teaching through Team-Teaching : An Experimental Class of the Ninth Graders : 'Let's Decorate Characters and Letters.'

本稿は, 1999年度第1学期に実施した中学校第3学年における授業実践「文字を飾ろう」に関するものである。数学的な手法や考え方をベースにしながら, コンピュータを用いることによって, 書写と美術とをリンクさせた教科横断的(クロス・カリキュラム形式)な取り組みについて報告し, 検討していく。この授業実践は, 数学科の教官と国語科書写の教官, 美術科の教官の3名でT.T.(ティーム・ティーチング)を組み指導に当たった, いわゆる異教科間T.T.の試みである

内反型変形性足関節症でのX線像による病期分類を検証するための荷重をシミュレーションしたコンピュータ断層撮影について : 横断研究

Background: Varus ankle osteoarthritis is classified using only weightbearing anteroposterior ankle radiographs; however, sagittal ankle alignment may also affect the position and extent of joint space obliteration. We hypothesized that the sagittal alignment of the ankle may also affect the position and extent of joint space obliteration visible on the coronal section; therefore, we identified the sites of joint space obliteration in patients with stage 3 varus ankle osteoarthritis for comparison with the sites observed on simulated weightbearing computed tomography and investigated the effects of anterior and posterior ankle subluxation. Methods: Simulated weightbearing computed tomography scans of 83 ft with varus ankle osteoarthritis (26 stage 3a, 57 stage 3b) were performed to check for joint space obliteration in the ankle. Further classification as exhibiting either anterior, posterior, or no subluxation on weightbearing lateral radiographs was performed. Results: Anterior, posterior, and no subluxation was seen in 5, 9, and 12 ankles among the 26 classified as stage 3a, respectively, and in 22, 12, and 23 ankles among the 57 classified as stage 3b, respectively. The mean tibial lateral surface angle on weightbearing lateral radiographs in stage 3a ankles was 75.6, 83.3, and 80.3 degrees in the anterior, posterior, and no subluxation groups, respectively; and 75.5, 86.6, and 82.7 degrees in stage 3b ankles (p < .05). In stage 3b ankles, widespread joint space obliteration was observed at the anterior distal articular surface of the tibia in all 22 ankles with anterior subluxation and at the posterior distal articular surface of the tibia in all 12 ankles with posterior subluxation. Conclusions: Simulated weightbearing computed tomography revealed joint space obliteration at the anterior distal articular surface of the tibia in stage 3b ankles with anterior subluxation and at the posterior side in stage 3a and 3b ankles with posterior subluxation. In some patients with stage 3 varus ankle osteoarthritis, the obliteration of the joint space is difficult to evaluate accurately using only weightbearing anteroposterior radiographs; weightbearing lateral radiographs should also be performed.博士（医学）・乙第1514号・令和3年12月21日© The Author(s). 2021, corrected publication 2021. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/ licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1. 0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data