京都大学 / 0048 / 新制・課程博士 / 博士(農学) / 甲第17831号 / 農博第2016号 / 新制||農||1016(附属図書館) / 学位論文||H25||N4788(農学部図書室) / 30646 / 京都大学大学院農学研究科応用生物科学専攻 / (主査)教授 中坊 徹次, 准教授 田川 正朋, 准教授 豊原 治彦 / 学位規則第4条第1項該当 / Doctor of Agricultural Science / Kyoto University / DGAM

Plant microfossils are extracted from strata of Upper Devonian age occurring at two previously uninvestigated localities in Eastern Canada and in the Canadian Arctic. The extraction procedure includes a new permanent palynological mounting technique using corn syrup and Permount, a synthetic resin. In addition, a method of eliminating by-product in residues after hydrofluoric acid, is also described. A number of miospore and acritarch form species are described and figured; nine new form species of miospores are proposed. The miospore species recovered from both localities indicate a geological age of early Upper Devonian (Frasnian) for the enclosing strata. A new way of assessing qualitative, regional palaeofloristic changes is provided by tabulation of morphological characteristics of individual miospores. The use of miospore species in defining Upper Devonian microfloral provinces and Upper Devonian-Lower Carboniferous migration of parent forms is demonstrated. / Thesis / Master of Science (MSc)

Knowledge acquisition is concerned with finding and structuring knowledge in such a way that it can be used in a variety of intelligent decision-making tools. Knowledge of a domain can be encoded as taxonomy i.e., a hierarchically organized set of categories. The relationships within the hierarchy can be of different kinds, depending on the application, and a typical taxonomy includes several different kinds of relations. Thus taxonomies play an important role in analyzing and modeling knowledge. The focus of this study is to derive knowledge from a standard taxonomic structure in the remote sensing domain. The various methodological channels adopted by the remote sensing data analysts to produce different information products normally go through some definite processes, which can be examined along with their context (spectral, spatial, temporal) by the taxonomical approach. This allows users to assess the applicability of a methodology for a particular area of interest and also has the advantage in aiding the upper-level decision-makers in understanding why different approaches might provide different outputs to the same source data. Some of the previous work done by a number of multi disciplinary researchers in analyzing remote sensing data has been used in this study to examine the structure of their methodologies from a taxonomical perspective. The analysis of the developed taxonomies clearly indicates a definite structure to the underlying analysis procedures and has potential for the development of systems to automate them.

Software quality and reliability is a primary concern for successful development organizations. Over the years, researchers have focused on monitoring and controlling quality throughout the software process by helping developers to detect as many faults as possible using different fault based techniques. This thesis analyzed the software quality problem from a different perspective by taking a step back from faults to abstract the fundamental causes of faults. The first step in this direction is developing a process of abstracting errors from faults throughout the software process. I have described the error abstraction process (EAP) and used it to develop error taxonomy for the requirement stage. This thesis presents the results of a study, which uses techniques based on an error abstraction process and investigates its application to requirement documents. The initial results show promise and provide some useful insights. These results are important for our further investigation.

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Master of Science / Department of Agronomy / Michel D. Ransom / Soil Taxonomy is the official soil classification system used in the United States and many other countries. Any soil in the world can be classified from the order to the family level using a set of classification keys that are currently in an eleventh edition. The classification system is quite complex and can be too complicated for beginning soil science students to understand and use. Thus, a national advisory working group of the National Cooperative Soil Survey developed an abbreviated guide called the Simplified Guide to Soil Taxonomy. The goal of the simplified guide is to help reduce the complexity of soil taxonomy and aid in the classification of soils from the order to the great group level. The purpose of this study was to evaluate the effectiveness of the simplified guided when used by students in soil science courses to classify soils as compared to traditional methods using the more detailed keys. Classes at Kansas State University were used in the study and included the laboratory sections of AGRON 305 (Soils) and AGRON 515 (Soil Genesis and Classification). Student learning was evaluated using pre and post-test scores, assignments, and evaluation surveys. Results from the fall and spring semesters of AGRON 305 vary based on pre and post test scores and the assignment. Written evaluations indicated that both methods were easy to understand, especially as the lab progressed, but students responded more favorably to the abbreviated descriptions of taxa, pictures, and hyperlinks associated with the simplified guide. The Simplified Guide to Soil Taxonomy can be used in introductory soils courses. However, it is more suited for mid to upper level soil science courses, such as AGRON 515, where students responded favorably to the shorter and more comprehensible descriptions of taxa at the order, suborder, and great group level.

In Sweden there is a growing interest among teachers to locate teaching outdoors. This is linked to beliefs about the potential for outdoor environments to reinforce learning, since the encounter with nature becomes more holistic. Outdoors, all the senses are involved in knowledge-building and activity experiences. According to previous research, outdoor learning can lead to reinforcement between learning domains and provide a bridge to higher order learning.   This thesis, comprising two papers, will focus on teachers’ intentions and educational objectives with outdoor learning, and how these educational objectives are implemented in outdoor activities. The alignment between teachers’ predefined objectives and the types of knowledge and cognitive processes reflected in the outdoor activities are also investigated. Semi-structured interviews, including descriptions of successful activities and reflections on metaphors and observations, were used to collect data. The interview transcripts were analysed using Halldén’s theory of intentional analysis to identify teachers’ intentions when locating learning outdoors.  Teachers’ objectives in the cognitive domain were further analysed by Bloom’s revised taxonomy.  The teachers have a range of reasons for outdoor learning, including pursuing theoretical knowledge through experience-based learning, exploring real objects using multiple senses, stimulating positive feelings towards nature, and promoting collaboration. The main intention of arranging outdoor learning is to create an alternative learning arena as an important complement to classroom learning, contributing values to students’ learning process. The teachers use a diverse set of outdoor activities. The findings included a typology of four teacher types: one values affective and social objectives and promotes activities to understand factual knowledge, another type stresses activities intended to gain procedural knowledge and emphasizes application of practical tasks. The other two teacher types primarily focus on cognitive objectives, partly to reinforce conceptual knowledge, and partly to deepen understanding or improve strategies to enhance meta-cognitive knowledge. The degree of alignment between intended objectives and performed activity is higher among teachers promoting affective and social goals alongside meta-cognitive and analytical understanding, than teachers who use outdoor activities mainly to reinforce conceptual knowledge. The thesis shows that there is a range of possible learning goals in outdoor education and that teachers are guided by what they value and how they perceive learning. / I Sverige finns ett växande intresse bland lärare att förlägga undervisning utomhus. Detta är kopplat till föreställningar om utomhusmiljöns potential för att stärka lärandet, eftersom mötet med naturen blir mer holistisk. Utomhus är alla sinnen involverade i kunskapsuppbyggnad och erfarenheter genom aktivitet. Enligt tidigare forskning kan lärande utomhus leda till förstärkning mellan lärandedomäner och ge en överbryggning till mer komplext lärande. Denna avhandling, bestående av två delstudier, fokuserar lärarnas avsikter och pedagogiska mål med lärande utomhus och hur dessa pedagogiska mål genomförs i utomhusaktiviteter. Vidare undersökts överensstämmelse mellan lärarnas fördefinierade mål och de typer av kunskap och kognitiva processer som avspeglas i utomhusaktiviteterna. Semi strukturerade intervjuer, vilka inkluderade beskrivningar av framgångsrika aktiviteter och reflektioner kring metaforer samt observationer har användes för att samla in data. Intervju transkripter har analyserats med hjälp av Halldéns teori om intentionell analys för att identifiera lärarnas intentioner med att förlägga lärande utomhus. Lärarnas mål i den kognitiva domänen har analyserats vidare med Blooms reviderade taxonomi. Lärarna har en rad anledningar till lärande utomhus, vilka inkluderar att utöva teoretiska kunskaper genom upplevelsebaserat lärande, att utforska verkliga objekt med hjälp av flera sinnen, att stimulera positiva känslor för naturen, och främja samarbete. Det huvudsakliga syftet med att arrangera utomhuslärande är att skapa en alternativ lärandearena som ett viktigt komplement till klassrumsundervisningen, vilket bidrar till värden i elevernas inlärningsprocess. Lärarna använder en mängd olika utomhusaktiviteter. Resultaten innehåller också en typologi av fyra lärartyper: en som värden affektiva och sociala mål och främjar aktiviteter för att förstå faktakunskap, en annan typ betonar aktiviteter som syftar till att få formella kunskaper och understryker tillämpning av praktiska uppgifter. De andra två lärartyperna fokuserar främst kognitiva mål, dels för att stärka konceptuella kunskaper, dels för att fördjupa förståelsen eller förbättra strategier för att förbättra meta-kognitiv kunskap. Graden av överensstämmelse mellan avsiktliga mål och utförda mål genom aktivitet är högre bland de lärare som främjar affektiva och sociala mål liksom meta-kognitiv och analytisk förståelse, än de lärare som använder utomhusaktiviteter främst för att förstärka konceptuella kunskaper. Avhandlingen visar att det finns en rad möjliga lärandemål i utomhusundervisning samt att lärarna styrs av vad de värderar och hur de uppfattar lärande.

The diversity of New Zealand and Australian asellote isopods remains largely unknown. Even less is known about how this fauna is related to the rest of the world. This study focuses on the munnopsid subfamily Ilyarachninae Hansen, 1916, to explore the phylogenetic and biogeographic relationships of the local fauna to others from this group worldwide. To analyse the relationships within the Ilyarachninae, a suitable outgroup, in this case, the sister group, was needed to be determined. To do this, a cladistic analysis of the Munnopsidae was undertaken. In addition to determining a suitable outgroup, the family level analysis also served to test the monphyly of the nine subfamilies and to resolve the placement of the three genera, Munneurycope Stephensen, 1913, Munnicope Menzies and George, 1972 and Munnopsurus Richardson, 1912b which were not placed in any exsiting subfamily. The cladistic analysis of the Munnopsidae included 72 species representing all munnopsid genera, including where possible, the type species and was based on 122 morphological characters. A well resolved strict consensus tree was found. The results show Munnopsurus to be the sister group of the Ilyarachninae and the Munnopsinae to be the most ancestral group of the Munnopsidae. Of all the subfamilies, the Betamorphinae is not a monophyletic. The results show that although some subfamily names are upheld, others show no congruence to the topology of the results, and therefore the use of subfamily names are abandoned. Four families are instead recognized, the Munnopsidae (restricted to the former Munnopsinae), Acanthocopidae Wolff, 1962, the Syneurycopidae Wolff, 1962 and the Lipomeridae Tattersall, 1905a, with the latter including the former Ilyarachninae ('Ilyarachna-group'). Within the Ilyarachna-group, two new genera and 28 species were described, including 25 species new to science. Two genera, Notopais and Epikopais n. gen. are found exclusively in the southern hemisphere. Of the more cosmopolitan genera, some New Zealand and south-east Australian species display close affinities to each other and with Antarctic species. These relationships were tested using cladistic phylogenetic methods, and in addition to this, the analysis also served to test the monophyly of the genera. The analysis used 59 species, representing all genera and 61 morphological characters. The strict consensus tree was well resolved, however Aspidarachna Sars, 1897b, Ilyarachna Sars, 1870 and Echinozone Sars, 1897b were not monophyletic. The results also showed that the Ilyarachna-group fauna of New Zealand and south-east Australia are closely related to each other and to species from Antarctica.

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