A purpose of this paper is to show the structure of the questioning in refine & elaborate. In this paper, we focused on argumentation as a viewpoint for conducting a theoretical consideration of the questioning in refine & elaborate. Argumentation is a technique or method of establishing a claim, which is a concept focusing on the process of collective discussion. First, we considered refine & elaborate as a phase aimed at overcoming epistemological obstacles in the generalization process, and identified the static and dynamic states of the conception. Second, we modeled the argumentation that leads to overcoming the epistemological obstacles, and showed the aspect using concrete examples. Then, to derive some questionings in refine & elaborate, we focused on the rebuttal and the qualifier showing the acceptability of argument. Because of the consideration, it was shown that the questioning in refine & elaborate is to actualize rebuttal and qualifier. And we revealed that questionings to actualize rebuttal R₁, rebuttal R₂, qualifier Q₁ and qualifier Q₂ are requested when organizing argumentation. Rebuttal provides “criteria” which are grounds for reference in determining appropriateness of the qualifier. Finally, we concluded that the questioning in refine & elaborate has a relationship of “rebuttal R₁ ⇀ qualifier Q₁”, “rebuttal R₂ ⇀ qualifier Q₂”.

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里山と都市緑地におけるマイマイガLymantria dispar L.の寄生性天敵相の違いを知るために,大阪府能勢町の三草山と堺市の大阪府立大学構内(府大構内)を調査地として,1997年5∼7月にマイマイガ幼虫を採集し,個別飼育を行うことにより,脱出する寄生者を記録した.
三草山ではマイマイガ幼虫の21%から,府大構内では31%から,それぞれ捕食寄生者が脱出した.ハチ目では,両調査地でHyposoter sp.(ヒメバチ科)が,それらに加えて三草山からはブランコサムライコマユバチ(コマユバチ科),ブランコクロカモドキバチとProtapanteles sp.(コマユバチ科)およびヒメバチ科の1種が,府大構内からはギンケハラボソコマユバチ(コマユバチ科),Cotesia melanoscela(コマユバチ科)が,それぞれ確認された.ハエ目では,府大構内でブランコヤドリバエとムラタヒゲナガハリバエ(ヤドリバエ科)が確認された.両調査地における優占種は,府大構内でブランコヤドリバエで全寄生者の約7割を占めたのに対して,三草山ではブランコクロカモドキバチであったが全寄生者の約2割にすぎなかった.各捕食寄生者による寄主の死亡個体数より算出した種多様度(1-λ)は,府大構内(0.55)より三草山(0.80)の方が高かった.

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The cause of the prolapse of the uterus has been argued interminably for the last half-century. In Japan, most of authors believe that its cause is the separation of musculus levatorr ani. The recent view in the world, however, maintain that the most important factor responsible for the support of the female generative organs is the endopelvic fascia. According to my opinion, the prolapse is the condition which can be described as the movability of the organ being exceeded far from normal limit, due to relaxation of endopelvic fascia. The principal aim of the Manchester operation is the repair of the relaxed uterine supporting ligaments, the principal parts of endopelvic fascia. Since more than 15 years, I have been performing the Manchester operation and vaginal hysterectomy as routine procedures for the uterine prolapse. The principle of both operation is the shortening of the ligaments. The effect of these operation has not been accepted by most of Japanese authorities, although I believe these operations will be gradually popular.

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　　The purpose of this paper is to show whether mathematical activity is really activated by open approach, and to clarify the educational value of the open approach.

　　The value that the author describes refers to the transition of students into higher levels based on “the levels of mathematical ability” defined by Nagasaki (2007).

　　The author developed the open problem in the unit of a “linear indefinite equation with two unknowns” in action research training.　Moreover, the lesson which solves it by group study was tried. The author analyzed the proposals from every group, the videos, the protocol, and the students’ reports. The following things became clear from the result.

(1) Although it was analysis of the specific group, providing an environment where students can speak in comfort makes it easier to improve “the ability to discuss topics in mathematical terms” more effectively for the students who are hesitant to make a presentation or raise questions.

(2) Although there is the necessity for examination of an assessment standard, the open problem method effectively raises “the ability of students to use mathematics by following the rules.”

(3) Many proposals beyond the teacher’s anticipation were made through productive group study.　By devising how to take up various views, “the ability to find mathematical law, a rule, etc.” is raised.

(4) Through the open approach, a teacher can evaluate the students’ activities as well as the lessons carried out previously.

　　However, the educational value of open approach will not be achieved without enough structured lessons using a teacher’s tools, ideas and mathematical activity efficiently.

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This review treats of the characteristics of morphological and physical surface of wood pulp. The surface area of pulp varies with the pulping yield and the chemical or mechanical treatments, and the value also changes dependent on the measuring method. Liquid permeability method gives a few square meters of specific surface area for the water-swollen pulp, while the very large one is obtained by gas adsorption method or solute exclusion method. The difference in values is interpreted on the basis of the principle of the method.
J. E. Stone and A. M. Scallan have studied using the solute exclusion method the changes in surface area during cooking and refining. They correlated the increase in the surface area on refining with the structural changes, namely the internal fibrillation taking the multi-lamellae structure into account. In addition to their works, interpretation on the structure of cell wall offered by other workers was also described.

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