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Formation of particulate-phase and gas-phase polycyclic aromatic hydrocarbons in cigarette smoke
Shimazu, Haruki,Yata, Tsuyoshi,Ozaki, Naoto Techno-Press 2017 Advances in environmental research Vol.6 No.3
This study examines the concentrations of particulate-phase polycyclic aromatic hydrocarbons (PAHs) and gas-phase PAHs in sidestream cigarette smoke. Sixteen PAHs were determined for four brands of cigarettes. The volume of the experimental room is approximately $66m^3$. The air samples in the room were collected before and after smoking. The median total of particulate-phase and gas-phase PAH concentrations before smoking $3.13ng/m^3$and $48.0ng/m^3$, respectively. The median concentrations of them after smoking were $10.0ng/m^3$ and $79.6ng/m^3$. The median increases in the total of 16 PAH concentrations per cigarette during smoking were 271 ng for the particulate-phase PAHs and 1960 ng for the gas-phase PAHs. According to the relationship between particulate-phase and gas-phase PAHs after smoking, the two- to four-ring gas-phase PAHs and the higher molecular weight particulate-phase PAHs were probably formed from similar precursors. The relationship between the total suspended particulate (TSP) concentration and the increase in the total particulate-phase concentration of the 16 PAHs per cigarette during smoking were significantly positive. The increase in the total gas-phase concentration of the 16 PAHs tended to increase as the TSP concentration increased. This may indicates that decreasing the amount of TSP produced inhibit the production of PAHs during smoking.
嶋津百代(Shimazu Momoyo) 동아시아일본학회 2011 일본문화연구 Vol.39 No.-
This study investigates how collaborative dialogues (Swain, 2000) emerge in storytelling as a classroom activity by learners of Japanese as a second language in an intermediate Japanese course at a university in Japan. Drawing on the notion of the sociocultural approach (e.g., Wertsch, 1991), this study focuses on, especially, the participation of learners in given roles in storytelling and the negotiation between learners for solving problems during the activity. A close examination of the learners’ participation and negotiation during the activity reveals that collaborative dialogues help to define and maintain the topic of the story and find ways to establish the storytelling. The study demonstrates that (1) collaborative dialogues emerge spontaneously during the storytelling activity, (2) learners pay attention to not only their linguistic knowledge of Japanese, but also their meta-procedural knowledge of the storytelling at points of negotiation, and (3) collaborative dialogues are not conducted in their first language, but in Japanese as their second language.
第二言語学習者の言語活動の理論的考察 ― 第二言語習得研究の動向が示唆する言語教育実践の課題 ―
Momoyo Shimazu 한국일본학회 2012 日本學報 Vol.90 No.-
本稿は、第二言語教育実践にその研究成果が応用される第二言語習得研究の動向を追い、それらの研究の知見から、第二言語学習者の言語活動の一つの捉え方を提示し、第二言語学習者の言語活動を念頭に置いた教育実践の課題について検討するものである。まず、昨今の第二言語習得研究において継続的に議論されている諸問題、そして、近年第二言語習得研究において注目されている社会文化的視点に基づいた枠組みの一例として第二言語習得のダイアロジカル․モデルを紹介し、第二言語習得研究の動向を探る。次に、ダイアロジカル․モデルが扱っている事象を参考にして、第二言語学習者の言語活動の捉え方を「対話」「実践」「リテラシー」の3つの概念から理論的に考察し、第二言語学習者の言語活動の基本的な様相を明らかにする。最後に、そのような第二言語学習者の言語活動の捉え方に基づいた言語教育実践の課題を提示する。