Info Trail ガイド : 地理・歴史・理科

This paper is a simple guide to Info Trail, the unique series of 78 English textbooks of geography, history and science. Info Trail is a sort of graded readers for elementary school children in Britain, consisting of four stages: beginner, emergent, competent, and fluent stages. The authors often introduce completely different ideas and tell stories in the form of debate, asking at the end “What do you think?” Various questions include whether you are for or against, say, the construction of a huge supermarket, the monarchy, and dangerous space exploration, all of which are generally considered in Japan as adult matters. It is likely that through these books children will be able to think by themselves and have their own opinions. In this sense, Info Trail helps young readers grow into responsible members of their democratic societies. Which seems to be the very ideal aim of this series that is worth imitating among Japanese educators of English. The Info Trail books can be also enjoyed by foreign learners of English whether you are a student or an adult. Originally intended for school kids, the series is much easier for adult readers to understand and appreciate. In fact Info Trail is not boring at all even to adults. Though partly childish to be sure, the contents are wonderfully written in order to stimulate the readers’ interest and imagination. For example, “From an Acorn to an Oak Tree” is a little masterpiece, which may touch your heart. History is described clearly and sympathetically as if it had happened to your friends only yesterday. Science deals with the thrilling adventures of distinguished men like Edward Jenner and Charles Darwin, satisfying mature readers’ intellectual curiosity

Liquid-Liquid Direct Contact Heat Exchange Using a Perfluorocarbon Liquid for Waste Heat Recovery : Heat Transfer Characteristics obtained with Perfluorocarbon Droplets Descending in a Hot Water Medium

This paper deals with the heat transfer characteristics of a liquid-liquid direct contact operation in which a Perfluorocarbon (PFC) liquid is released in a hot water stream, a low-grade heat source such as urban sewage, for the purpose of heat recovery from it. The paper reports on a set of experiments in which a PFC liquid (1800 kg/m^3 at 20℃) was continuously injected from a single, downward-facing nozzle into a slow, upward flow of hot water to be disintegrated into droplets descending in, and thereby heated from the water flow. The results of the experiments show how the size distribution and the translational motions of the droplets affect the overall coefficient for the water-flow-to-droplets heat transfer and also the temperature effectiveness for the droplets.近年、未利用エネルギー活用の観点から、工場や家庭温排水などを熱源として利用する廃熱回収用熱交換器の開発が急務となっている。従来のシェルアンドチューブなどの隔壁型交換器では、伝熱面に排水中のごみやスケールが堆積し、その伝熱効率が著しく低下する等の問題点があった。この問題解決として、このような汚濁排水中に、非水溶性熱媒体を噴射・注入し、直接接触熱交換により、熱抽出が可能となる。このような直接接触熱交換法は、個体壁伝熱面の汚れによる伝熱効率低下の問題がなくなり、廃熱回収用熱交換方式として極めて有効である。さらに、この熱交換法は、個体壁を介さないために高い熱通過率が得られ、小温度差での熱交換に有効である。また、液－液の直接接触する界面が、そのまま伝熱面に相当するため、単位体積当たりの伝熱面積が増加する利点を有する。本研究は、下水等の汚れた熱水源より効率的な熱回収をする手段として液液直接熱交換法に注目したものであり、熱回収媒体としてフッ素系不活性液体を熱源水へ噴射し、形成したフッ素系不活性液滴群と熱源水の直接接触による、流動及び熱伝達特性を検討するものである。すなわち、円形単孔ノズルから高密度のフッ素系不活性液体を熱源である温水槽へ上部より噴射し、その液滴群形成過程の観察及び液滴群の流れの特性の解明を通じて、熱水源からの直接熱交換法による熱抽出に関する基礎特性を明らかにすることを目的とする。最終的に、この種の熱源水よりの熱回収媒体としてフッ素系不活性液体を用いた場合における実用に寄与する無次元熱伝達率等に関する実験整理式の検討をも行うものである

Nutrient Distributions in the Highly Turbid Chikugo River Estuary and the Difference Between the Early Spring and The Summer of 2010

Source: ICHE Conference Archive - https://mdi-de.baw.de/icheArchiv

メアリー・シェリーのFrankenstein : グレイディッド・リーダーの解釈

This paper is a comparative study on four graded reader versions of Mary Shelley’s Frankenstein (1818, revised 1831) in order to show how the original (all the readers except Macmillan are based on the 1831 book in which Frankenstein’s mother finds and adopts Elizabeth) is changed into simplified books depending on each writer’s interpretations. Eight important elements, which seem to make up the plot, are closely examined: 1) the beginning of the book, 2) Frankenstein’s relationship with Elizabeth, 3) Frankenstein’s interest and study, 4) the death of William, 5) the monster’s language acquisition, 6) the monster’s hope and despair, 7) the death of Elizabeth, and 8) Frankenstein’s revenge. On the whole Compass Classic Readers is the truest to Mary Shelley’s 1831 original story, keeping Captain Walton’s letters to his sister as the framework of this novel, as well as the Turkish lady Safie (Oxford changes to Sophie, and the other two ignore) whose lessons of the French language make it possible for the monster to learn how to speak and read. Although the Compass writer, Ken Methold, forgets to mention the death of Frankenstein’s loving mother, he manages the conflicting views of Frankenstein and the monster. Penguin Active Reading also retains the atmosphere of the original, keeping Walton’s letters, which are much shortened though. Penguin is the only book which includes Frankenstein’s last words. The adapter Deborah Tempest, however, apparently fails to grasp the importance of the fire motif: The monster does not learn the word “fire” at the de Lacey’s and says that he will die in the ice, not flames. In Oxford Bookworms, Patrick Nobes removes the letter frame but makes use of Walton as a witness: He happens to catch a glimpse of the monster from his ship, which makes the first page most exciting among the five books including the original. Yet, Nobes misses writing about Walton’s expedition to the North Pole, so Frankenstein’s story does not become a lesson to him. Contrary to Mary Shelley’s text, the Oxford writer describes how Frankenstein uses the electricity of lightning to create the monster, which is obviously influenced by Hollywood movies like James Whale’s 1931 Frankenstein. This addition may satisfy the readers’ curiosity since Mrs. Shelly herself did not clear the way to give life. The most unique adaptation of Frankenstein (seemingly the first 1818 edition, as Frankenstein’s father takes in Elizabeth) is Macmillan Readers. Margaret Tarner is bold enough to omit Captain Walton and to let Frankenstein tell his own story directly to the readers of her adapted book. Accordingly the change leads to a completely different ending: Instead of Walton, Frankenstein himself meets and talks with the monster at the end; in striking contrast to Mrs. Shelly’s original ending, it is Frankenstein who apologizes; after the monster leaves to kill himself, Frankenstein also decides to die in the cold. It cannot be denied that the Macmillan version has become a powerful story on its own, but it is doubtful that this graded reader deserves the name of Mary Shelley on its front cover

原発性小細胞肺癌におけるRb蛋白およびp53蛋白発現の予後因子としての意義

取得学位：博士(医学), 学位授与番号：医博乙第1513号，学位授与年月日：平成12年1月19日,学位授与年：200

EASY STORY HOUSEとPopcorn ELT Readers : 英語絵本教材対決

This paper is a guide to 25 Easy Story House books and 15 Popcorn ELT Readers, both of which are a kind of picture books for young learners of English in about the same levels, though they are from different publishers. The former collects a wide range of famous stories for children from legendary folk tales, mostly Grimm’s Fairy Tales such as Thumbelina, Rumpelstiltskin, and Rapunzel, to modern creations like Oscar Wilde’s The Selfish Giant, and Margery Williams’ The Velveteen Rabbit. The latter gathers animated films, especially Hollywood’s hit series like Shrek, Ice Age, Madagascar, and Kung Fu Panda. In comparison, it is likely that Popcorn ELT Readers produced by the larger publishing firm Scholastic will attract more readers because of their much familiar, movie characters, which feature the front covers. It is surely fun to look at still pictures from the movies; yet, it is rather boring to read the outline of an animation movie just because it is stripped of its motions, voices, music, and special effects, all of which make the movie interesting. Easy Story House books are more enjoyable to read even if young readers are less interested in unfamiliar, old folk tales. Above all Grimm’s Fairy Tales (I recommend The Wonderful Musician and Henny Penny) are immortal and definitely worth reading. WorldCom ELT decorates the series with unique illustrations by talented Korean artists

平成27～30年度用「コミュニケーション英語Ⅲ」 : 文部科学省検定済新英語教科書案内

The present paper is the final sequel to ‘ “English Communication I”: A Guide to New Textbooks Authorized by the Ministry of Education in Japan’ (March, 2013) and ‘ “English Communication II”: A Guide to New 2014-2017 English Textbooks Authorized by the Ministry of Education, Culture, Sports, Science and Technology, Japan’ (March, 2014). The trilogy shows the new contents and tendencies of current English textbooks used at Japanese high schools. Although the name of the subject has been changed from English Reading to Communication English III, the newly published textbooks for the third-year students are just the same in that the highest aim is to acquire the basic reading skills so that they can pass entrance examinations to Japanese universities. Of course, a new kind of activities such as “Make a presentation about the innovator you respect or you are interested in in pairs or groups.” and “Tell your classmates about a “lucky” experience you had.” are added to the new textbooks, which, however, seems a sheer compromise between Japanese teachers of English and Japan’s Ministry of Education; the former generally believe it more appropriate and essential to teach how to read English, while the latter want to drastically change the traditional, or in their words, “old-fashioned” classroom English and to produce as many fluent English speakers as possible, fearing that the nation will drop out of the severe, international economic competition due to the poor command of the international language, compared with the spiteful, neighboring rivals like South Korea and China, whose people, somehow, appear to have the ability to speak better English