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Two experimental tests of three-storied reinforced concrete structural walls having large openings were performed.Based on an original macro model,a multiple modified macro-model was proposed to develop a simple method to design a reinforced concrete structural wall with large openings and various opening locations.The interaction between reinforcement ties and concrete struts formed along the perimeter of openings was neglected in the original model.However,the strut-and-tie node was proposed to take account of such interaction in the proposed model.The predicted behavior of two specimens using such a proposed model was compared with the experimental results.It is shown that the behavior of structural walls with large openings could be modeled well using the proposed model.Moreover,the study indicates that the proposed model is applicable even in cases of multi-story structural walls having large openings and various opening locations. 相似文献
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Takayoshi Yoshioka Hitoshi Nishizawa Takehiko Tsukamoto 《Community College Journal of Research & Practice》2013,37(5-6):373-378
This article describes a method used to provide mathematics students in colleges of engineering in Japan with supplementary exercises to aid in their learning. The impact of this effort is also described. An online support function enables instructional personnel to individualize the exercise for students whose abilities vary widely. Individualizing exercises helps students to understand a mathematical method used to solve a problem and also the mathematical idea or concept upon which the method is based. The program described here consists of activities that supplement those in the regular lesson. They are designed to help those students who failed to meet certain course objectives or to solve the problems given in the lesson. Students using the individualized program are allowed to select the problems from among the problem exercises available based on the course objectives that they have not yet satisfied. The online support function of the learning environment that the authors developed assists teaching personnel in the otherwise time-consuming preparation of individualizing these activities. Students determine how well they did on the objectives in the regular lesson by visting the Web page for the course. Information is provided on the impact of the activities on student performance in a fundamental mathematics course in the authors college. 相似文献
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Minoru Nakayama Maomi Ueno 《Educational technology research and development : ETR & D》2009,57(2):271-285
To examine trends in educational practice research, this article conducted a survey and analysis of factors affecting the
review of research papers in the field of the educational technology in Japan. Two factors, namely, practical orientation
and theoretical orientation, were extracted from 63 survey responses, and scores from members of a Japanese academic society
were compared with the scores of its editorial board. Results show that the two factor scores were not correlated to each
other, and they are independent measures for any evaluation or review of research articles. Also, there was no significant
difference between society members and editorial board members, i.e., their preferences when reviewing research papers were
identical. For the second part of this study, a group composed of anonymous members of an editorial board conducted a paper
review of 12 published “practical papers” and 11 published “general papers.” Results indicated that there was no significant
difference between the two categories. The final rating scores of these 23 papers were analyzed using a decision-tree rating
model. Results also indicated that for publication, papers need to contribute to theoretical research, in addition to contributing
to basic educational practice research in educational technology. 相似文献
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Tokio Takagi Toshiharu Yokozawa Yuki Inaba Yuji Matsuda Hitoshi Shiraki 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(3):387-398
Since clubface orientation at impact affects ball direction and ball spin, the ability to control clubface orientation is one of the most important skills for golfers. This study presents a new method to describe clubface orientation as a function of the clubshaft motions (i.e., swing plane orientation, clubshaft angle in the swing plane, and clubshaft rolling angle) during a golf swing and investigates the relationships between the clubshaft motions and clubface orientation at impact. The club motion data of driver shots were collected from eight skilled golfers using a three-dimensional motion capture system. The degrees of influence of the clubshaft motions on the clubface orientation were investigated using sensitivity analysis. The sensitivity analysis revealed that the swing plane horizontal angle affected the clubface horizontal angle to an extent of 100%, that the clubshaft angle in the swing plane affected both the clubface vertical and horizontal angles to extents of 74 and 68%, respectively, and that the clubshaft rolling angle affected both the clubface vertical and horizontal angles to extents of -67 and 75%, respectively. Since the method presented here relates clubface orientation to clubshaft motions, it is useful for understanding the clubface control of a golfer. 相似文献
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Toshiaki Nakazaw Manabu Yaguchi Kiyotaka Uchimoto Masao Utiyam Eiichiro Sumit Sadao Kurohashi Hitoshi Isahar 何彦青 刘建辉 《情报工程》2017,3(3):040-046
本文详细介绍了ASPEC（亚洲科学论文摘录语料库）。作为首个大规模的科学论文领域内的平行语料库,ASPEC 是由日- 中机器翻译项目于 2006 年至2010 年间利用科技促进专用协作基金构建起来的。它包含约300 万条平行语句的日- 英科学论文摘要语料库（ASPEC-JE）和约68万条平行语句的中- 日科学论文摘录语料库（ASPEC-JC）。ASPEC 被用作机器翻译评测研讨会WAT（亚洲翻译研讨会）的官方数据集。 相似文献
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From the perspective of the strategy-based judgment, the present paper researched the process by which the reading of a Chinese character (kanji) is identified as On (reading borrowed from Chinese) or Kun (native Japanese reading). In these experiments, questionnaires containing a list of Chinese characters and their associated readings were printed, and subjects were asked to judge whether the reading given was On or Kun. Subjects were also asked to state the degree of confidence they felt in making this judgment. In Experiment 1, the survey consisted of characters which have only an On-reading. The correct rate and degree-of-confidence judgments from this test suggest that in deciding whether a reading is On or Kun, the strategy employed is If the reading for a character which occurs independently has concrete meaning, it is a Kun-reading; if the reading does not have concrete meaning, it is an On-reading. In Experiment 2, the questionnaire was made up of characters with multiple readings, both On and Kun. From the results of this latter experiment, it would appear that the strategy employed when a character has multiple readings is to reserve judgment regarding the On- or Kun-reading until after the various possible readings have been compared with one another. In addition, the results of these experiments suggest that the strategy employed differs depending on the number of readings that can be assigned to each character. When only one reading is possible, subjects make a judgment directly, but when multiple readings exist for a given character the subjects first compare the possible readings and make inferences; only when this process is complete do they apply a strategy to identify a reading as On or Kun. 相似文献
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This paper uses international data from a range of sources, principally the 2013 round of the Teaching and Learning International Survey (TALIS 2013), to provide new information on classroom disciplinary climate in secondary schools in England. The paper advances the literature in three distinct ways. Firstly, the data show that teachers in England perceive that there is considerable disruption in their classrooms. While some reports, especially from official sources, have suggested that classroom disruption is minimal in schools in England that does not seem plausible given these results from TALIS. Secondly, since TALIS contains comparable data for over 30 countries, the results for England can be set in a wider context. Reports in the media frequently highlight pupil disruption and suggest that classroom climate tends to be worse in England than in many other countries. In fact what emerges from the international comparison is that, on each of the items measuring classroom climate in TALIS 2013, the results for England were somewhat better than both the all‐country average and the average for a group of European comparators. Thirdly, the survey also includes a range of information about the school in which the teacher worked, the pupils which they taught, and the teachers themselves. We draw on this data to investigate which school‐level characteristics, teacher attributes, and characteristics of pupils in the classroom, were associated with favourable classroom climate in England. While some commentators have focused exclusively on school‐level factors, we emphasise the importance of within‐school variation. 相似文献
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Hitoshi Osaki 《Higher Education》1997,34(2):151-163
The Japanese system of university administration is described interms of the legal framework and the powers of the founding bodies which canbe the state (in the case of national universities), local bodies (in thecase of local public universities) or private corporations in the case ofprivate universities. The tradition of autonomy and academic freedom isdiscussed in its historical context and the strong emphasis on the powerpossessed by individual faculties is explained.The modifications brought about by post-war reforms are described andattention drawn to the quadrupling in the number of universities and thedevelopment of a more open and less elitist ethos. These adjustments areshown to have particular significance for the private universities whichare now responsible for about 75% of the total provision. The periodof campus strife in the late 1960s brought university reform to the top ofthe agenda and the paper analyses government initiatives designed toencourage universities to embark upon self-initiated reform; notable amongstthese initiatives were the foundation of the government-sponsored Universityof Tsukuba with its new administrative style and the increased ministerialregulatory power which followed on the introduction of national subsidies toprivate universities.After commenting upon further developments in the university reformmovement, the paper draws attention to the challenge facing universities asthey are encouraged to use their autonomy, in an admittedly worseningfinancial environment, to develop, in consultation with other sectors ofsociety, an effective response by the universities to Japanese aspirationsfor the 21st century. 相似文献