降水，霧水及び大気中ガス・エアロゾルによる集水域への窒素の負荷と河川水による窒素の流出について，その収支バランスを解析・考察した。調査は兵庫県粟鹿山で行った。粟鹿山の集水域（流域面積4.28 km²）への降水，霧水及び大気中ガス（HNO₃,NH₃）・エアロゾル（NO₃^-,NH₄⁺）による窒素の負荷量はそれぞれ1400, 6700, 230, 160, 27, 290 kgN/7ヶ月間（1999年5月～11月）であった。これは，4.5 kgN/ha/年, 30.2 kgN/ha/年, 1.3 kgN/ha/年, 0.90 kgN/ha/年, 0.15 kgN/ha/年, 1.6 kgN/ha/年に相当するものである。一方，河川水による窒素の流出量は2600 kgN/1年間（1999年4月21日～2000年4月22日）であり 6.1 kgN/ha/年に相当する量であった。粟鹿山集水域における窒素の収支としては，負荷量が38.7 kgN/ha/年であるのに対し，流出量が約 6.1 kgN/ha/年であり，負荷量が流出量の約6.3倍であった。窒素負荷量を成分ごとにみると，硝酸成分によるものが3400 kgN/7ヶ月間（15.0 kgN/ha/年）であるのに対し，アンモニア性窒素（= NH₃ + NH₄⁺）によるものが5300 kgN/7ヶ月間（23.7 kgN/ha/年）であり，アンモニア性窒素によるものが硝酸成分によるものよりも1.6倍大きかった。また，硝酸ガスによる沈着量は硝酸塩粒子によるものの8.7倍であり，アンモニアガスによる沈着量はアンモニウム塩粒子によるものの約2/3であった。

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In recent years, in Japan, learning outcomes are increasingly demanded to maintain and improve the quality of undergraduate education. Learning outcomes are descriptions of what students are expected to be able to learn, understand, practice, and perform upon completion of learning. Visualization of these outcomes is quite a omplicated task. Therefore, a system which enables us to predict test scores in a short time scale is necessary in order to visualize learning outcomes. In this paper, short-term test score prediction is conducted using the test results obtained from an e-learning program developed by the current researchers. The methods and the results are discussed in terms of pedagogic perspectives.

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The increasing number of dropouts from higher education institutions has become a problem in recent years. In order to solve this problem, it is necessary to provide care such as individual counseling. Therefore, it is necessary to predict which individuals are highly likely to drop out and therefore require counseling. This paper aimed to improve the predictability of those individuals requiring counseling by utilizing not only the grades (GPA), which have been regularly used in the past, but also the past usage of an education support system.

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We have studied how Japanese learners of English interact with each other within the learning communities which have been developed and managed on a Web-based English writing environment. An online discussion forum was set up as a platform with the aid of CSCL (Computer Supported Collaborative Learning) technologies. The use of online discussion forums develops a learner-centered model on the basis of social constructivist approaches. earners create a learning community in the online discussion forum, where they explore ideas, provide content expertise and feedback, and share feelings among participants. To put it another way, learners play active roles in their own learning process. On the other hand, the role of teachers is to be facilitative and supportive. In this study, a virtual member, or a bot, participated in the writing system, which automatically presents model writing, in order to lead students to follow steps properly in their writing processes. Additionally, some expressions are provided based on the analysis of the British National Corpus and the Corpus of Contemporary American English when learners want to refer to them as hints. Consequently, learners can refer to writing from real or virtual members and expressions from parts of the two corpora in the system. The system was used in three English writing courses at a Japanese university. A comparative analysis of the learners’ and the bot’s writing has shown that the bot’s writing helps learners increase their awareness of expressions and sentence structures and promotes writing activities as scaffolding as well as the peer writing. These considerations lead us to believe that our online English writing system supports autonomous and collaborative learning.

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In the present paper we give a finite-element formulation for large-deformation elastic-plastic structural analysis in order to study the effects of the utilized con-stitutive equation on numerical simulation. The general framework of the constitutive equation for large strain and rotation problems is based on hypoelasticity, where either Jaumann or Green stress rate is assumed. For the plastic hardening rule, the internal time theory is employed, which can be regarded as a combined nonlinear isotropic/kinematic hardening plasticity model retaining the concepts of 'yield surface' and 'normality rule'. Numerical examples of plane blocks subjected to shear deformation show how the fundamental features of mechanical response are affected by the constitutive equation employed.

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In order to introduce an effective attendance check system, the author et al. have developed an Autoattend Plugin for teachers using Moodle to join the network. A conventional attendance plugin for Moodle was not automated to manage an attendance record of the students in the network. Our newly developed autoattend plugin allows the teachers to check the attendances automatically/semi-automatically in the network. With additionally designed support module (Homeroom Module), the teachers can keep easily an attendance log of the students in their courses. As a result of attendance check using this system, the author et al. were able to confirm that even about 240 students’ attendance in a class can be recorded without any problems. In addition, we conducted a questionnaire survey to the students and found out that attendance registration had been carried out almost correctly by this system.

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Preventing truancy and expulsion (in this paper, referred to collectively as “dropouts”) is an extremely important task for educational institutions. Individual conference is a realistic measure for preventing such dropouts. However, there are various issues with holding individual conferences, such as the skills of the conference holder and the personnel cost. This paper presents the anomaly detection method as a method for predicting which students will drop out using data provided by an educational support system. This method is expected to reduce the issue of personnel cost and heighten the overall effectiveness of individual conferences.

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We propose a Japanese utterance education support system for non non-native speakers using fundamental frequencies and original phonetic segments. In the system, after automatically extracting syllables using phonetic segment labels, accent and intonation are evaluated by comparing the estimated F0 of each syllable to the criteria which were obtained from the Japanese speech database. The system also provides suggestions for improvement for the learners. An experiment was conducted to evaluate accent kernels of long vowels and syllabic nasals, vowel devoicing, intonation in questions, and tonal phrases uttered by the learners. Of the 120 data items in the experiment, 31 were erroneous utterances. Of such 31 erroneous items, however, improvement was observed among 29 items with the help of the system. Since the system quantitatively evaluates utterances of Japanese learners, it was shown that it is effective for teachers and learners.

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Among learning management systems (LMSs), there are proprietary learning-support systems that have been developed by researchers at different universities. Often time, these researchers also manage both research and education in the laboratories and lectures for which they are responsible. However, when these LMSs are rolled out for an entire university, it can be difficult for individual faculty members to adequately assess and respond to the high costs associated with the infrastructure or to manage the costs. This study addresses this type of virtual private server and proposes a framework for a personal LMS that is able to manage a proprietary LMSs, without assuming an immediate large-scale rollout and while keeping the scope of the system restrained, such that the costs and labor for the system can be handled by an individual. As a result, while maintaining focus on the scale of e-learning in addition to operating the system accounting for cost and management aspects, I was able to avoid running the risks anticipated earlier on.

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Readability formulas have been developed as a measure to predict ease or difficulty of English texts especially for native speakers of English. On the other hand, only a limited number of studies have been directed toward generating readability formulas for Japanese speakers, much less for learners of Japanese. The authors worked on the development of an environment to facilitate their reading practices and automatically create Japanese readability equations based on the study logs of individual learners. In the experiment, Korean university students in the experimental group who were given Japanese articles chosen by the program scored better on a reading post-test than the ones in the control group, who were given articles randomly without adjusting to their reading levels. The overall findings suggest that the effective control of text readability could help improve their reading performance.

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The flipped classroom is an inverted version of the traditional learning model. This strategy yields a number of benefits to both learner and teacher. This paper presents a review of an instructional design framework of “flipped classroom on the basis of gamification”. Purpose of using gamification is to try supporting self-learning motivation effectively. A game is structured play, usually for enjoyment. Gamification is one form of the above game-informed education. Gamification is a new coinage. We use of game design elements in non-game contexts. The proposed method based on the gamification could overcome the already mentioned. However, gamification is not necessarily beneficial for all learners. It is necessary to consider uses of gamification according to the varying needs of learners.

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We developed a test production of digital broadcasting system in campus in order to evaluate the next-generation network services in the year of digital convergence. The system includes not only the hardware for sending out broadcast but also the content management system for producing broadcast contents. Furthermore, in order to broadcast the contents in other campus, or to receive the broadcasting signal in the room not easy to receive it, the portable broadcasting station using a network was developed. In this paper, the authors describe the broadcasting system launched at Kyushu University, and report the experiments that were carried out using this system.

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The content and methods of education on physical assessment techniques are still in the trial and error stage. Most of the learning materials currently used focus mainly on the cognitive sphere and learning knowledge, and there seem to be no materials in Japan related to the psychomotor sphere for acquiring the relevant techniques. Focusing on thoracoabdominal percussion as an area of high learning need, the aim of this study was to develop self-study e-learning materials to enable nursing students and novice nurses to do chest and liver percussion. The learning content covered three items in the cognitive sphere (pulmonary lobe classification, chest lines, and types and characteristics of percussion sounds), and three items in the psychomotor sphere (percussion technique know-how, distinguishing percussion sounds, and estimating liver position and size). The developed materials were programmed in HTML on Windows, and a web-based system was created. Actual techniques could be simulated on screen, for example, exploring percussion areas using click and scroll, and measuring the size of organs using a point marker and a ruler. Some features include being able to identify areas where percussion sounds change while looking at images, and individualized feedback on points to improve on the percussion techniques implemented. The materials were piloted with five nursing faculty members, who were asked for their opinions on learning effectiveness and content of materials. Positive feedback was received on learning effectiveness, for example, “feedback on specific points for improvement of percussion techniques.” On the other hand, points identified for improvement were “improvement of quality of percussion sounds, careful selection of learning content, and use of learning history.” Issues addressed in the future are improvement of the materials, and investigation of their learning effectiveness in self-study mode.

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A speech e-learning system of phrase accent and intonation for learners of Japanese is described in this paper. Utterances by native Japanese speakers and learners of Japanese with regard to the phrase /yubinkyokunara/ (literally, “in the case of the post office”) are investigated for developing the system. With the compound word /yubinkyoku/ (“post office”), while the accent is normally placed on the mora /bi/, the current study revealed that a considerable number of informants, including many Japanese natives, placed the accent on the syllabic nasal sound /N/ ― a “special mora” that is normally not accented. Also, some learners mistakenly accentuate the mora /kyo/ or /ku/, and accentuate on two different morae within the phrase. Moreover, an inadequate degree of variation in the fundamental frequency (F0) was observed in some learners’ utterances. Based on the results of the study, thresholds were formulated to serve as standards for determining accent position and the comments for utterance instruction. Finally, an experiment using the e-learning system was conducted, in which phonetic segment labels from speech are used to automatically determine morae, followed by estimates of the F0 for each mora and evaluation of accent and intonation. After instructing using the speech e-learning system, learners with an incorrect accent position were asked to repeat the phrase; in all cases, improvement was seen.

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This paper first overviews historical trends of learning technology researches and these deployments to real classrooms. There are many research results that are not yet utilized for real learning supporting tools and environments. In this sense, collaborations between researchers and practitioners are still necessary and useful to transfer “low hanging fruits” of research outcomes. Second, goal of education and learning activities are moving from “acquisition and outcome of information” to “acquisition and usage of skills”, which are indicated by ATC21S and EU Key Competences. However, current teachers and school curriculum are not yet ready for this change. Also, learning technology researches don’t have sufficient outcomes on the skill training and evaluation. Researchers should focus on this challenge.

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