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北米にいる講師が大阪にいる受講生にリアルタイムで講義をする形式の遠隔授業にスマートフォン対応授業支援アプリを導入した．その方法と効果について双方向性コミュニケーションの観点から議論した．いくつかの授業支援システムを組み合わせることにより，講師と受講生間のコミュニケーションが向上し，学習環境が改善された．, Bidirectional communications are crucial to distance courses where an instructor in North America gives a lecture to students in Japan. Implementation of a new smartphone compatible learning support system better assists bidirectional communications on a video conference system. Combination of multiple learning support systems creates a better learning environment, and provides more tools for the instructor and students to communicate naturally.

We developed a novel system for the synthesis of phenols through aerobic oxidative dehydrogenation of cyclohexanols and cyclohexanones by Mg–Al-layered double hydroxide-supported Au–Pd alloy nanoparticles., Phenol, an important industrial chemical, is widely produced using the well-developed cumene process. However, demand for the development of a novel alternative method for synthesizing phenol from benzene has been increasing. Herein, we report a novel system for the synthesis of phenols through aerobic oxidative dehydrogenation of cyclohexanols and cyclohexanones, including ketone–alcohol (KA) oil, catalyzed by Mg–Al-layered double hydroxide (LDH)-supported Au–Pd alloy nanoparticles (Au–Pd/LDH). Alloying of Au and Pd and basicity of LDH are key factors in achieving the present transformation. Although monometallic Au/LDH, Pd/LDH, and their physical mixture showed almost no catalytic activity, Au–Pd/LDH exhibited markedly high catalytic activity for the dehydrogenative phenol production. Mechanistic studies showed that β-H elimination from Pd-enolate species is accelerated by Au species, likely via electronic ligand effects. Moreover, the effect of supports was critical; despite the high catalytic performance of Au–Pd/LDH, Au–Pd bimetallic nanoparticles supported on Al2O3, TiO2, MgO, and CeO2 were ineffective. Thus, the basicity of LDH plays a deterministic role in the present dehydrogenation possibly through its assistance in the deprotonation steps. The synthetic scope of the Au–Pd/LDH-catalyzed system was very broad; various substituted cyclohexanols and cyclohexanones were efficiently converted into the corresponding phenols, and N-substituted anilines were synthesized from cyclohexanones and amines. In addition, the observed catalysis was truly heterogeneous, and Au–Pd/LDH could be reused without substantial loss of its high performance. The present transformation is scalable, utilizes O2 in air as the terminal oxidant, and generates water as the only by-product, highlighting the potential practical utility and environmentally benign nature of the present transformation. Dehydrogenative aromatization of cyclohexanols proceeds through (1) oxidation of cyclohexanols to cyclohexanones; (2) dehydrogenation of cyclohexanones to cyclohexenones; and (3) disproportionation of cyclohexenones to afford the desired phenols. In the present Au–Pd/LDH-catalyzed transformation, the oxidation of the Pd–H species is included in the rate-determining step.

This study aimed to suggest an opinion for the design of a flipped classroom through examining acase study in which the practicality of a flipped classroom in chemistry lessons was studied. In recent years, deep learning for students has become a matter of strong interest for higher education. Flipped learning has become widespread in higher education. This new instructional strategy is different from the ones used in a conventional classroom in which students carry out desk work. In a flipped classroom, instructional content is delivered online and outside the classroom. On the other hand, group work is conducted inside the classroom. This study focused on the use of a flipped classroom in a “Basic Inorganic Chemistry” class for sophomores in Osaka University. It was found that most students were satisfied with this method. Students established their own strategy of self-learning through watching videos and deeply understood the instructional content through mutual teaching and learning in group work. The findings demonstrated that the factors that promote a flipped classroom include designing students’ activities, learning objectives, and learning environment inside and outside of class (both before and after class).

The purpose of this paper is to share information about context trends of student learning outcomes A general education assessment is focus on student learning outcomes. It is affected by demand from the federal government and an area accreditation association. An assessment process is a good opportunity for faculty development itself as discussing student learning and an educational philosophy for faculty members each other. The new trend is making a “Rubric” together as part of an assessment process in recent years. Because a “Rubric” is an one of good tools for creating a visualization of an internal assessment criterion in faculty themselves. and education reform in U.S. higher education. 5 members who are faculty and staffs at Osaka University conducted a field survey at 3 U.S. colleges and an association (Association of AmericanCollege & Universities) in March 9-13 2015. Surveyed 3 colleges (Carnegie Melon University (CMU),James Madison University (JMU), University of Maryland) are selected by variety backgrounds. Thispaper is constituted with focus on interviews with key persons at an association and colleges.The learner-centered philosophy since the mid-1980s leaded education reform powerfully in U.S. higher education. It is trends in provision of subject about “a scholarship in practice” in a general education curriculum. 3 colleges work on a student learning outcomes assessment in curriculums. Central management offices in colleges like an institutional research and development of teaching and learning, support assessment activities in each department and programs. It is called “a liaison model” and “a client model.” A general education assessment is focus on student learning outcomes. It is affected by demand from the federal government and an area accreditation association. An assessment process is a good opportunity for faculty development itself as discussing student learning and an educational philosophy for faculty members each other. The new trend is making a “Rubric” together as part of an assessment process in recent years. Because a “Rubric” is an one of good tools for creating a visualization of an internal assessment criterion in faculty themselves.

In this paper, we report the synthesis of a Ti-substituted phosphotungstate, TBA6[(γ-PW10O36)2Ti4(μ-O)2(μ-OH)4] (I, TBA = tetra-n-butylammonium), and its application to H2O2-based oxidation. Firstly, an organic solvent-soluble dilacunary phosphotungstate precursor, TBA3[γ-PW10O34(H2O)2] (PW10), has been synthesized. By the reaction of PW10 and TiO(acac)2 (acac = acetylacetonate) in an organic medium (acetonitrile), I can be obtained. Compound I possesses a tetranuclear Ti core which can effectively activate H2O2 and shows high catalytic performance for several oxidation reactions, such as epoxidation of alkenes, oxygenation of sulfides, oxidative bromination of unsaturated compounds, and hydroxylation of anisole, giving the corresponding oxidation products with high efficiencies and selectivities. The catalytic performance of I is much superior to those of previously reported Ti-substituted polyoxometalates. In addition, I is highly durable during catalysis and can be reused several times while keeping its high catalytic performance. Furthermore, we have successfully isolated the truly catalytically active species for the present I-catalyzed oxidation, TBA6[(γ-PW10O36)2Ti4(μ-η2:η2-O2)4] (II), and its anion structure has been determined by X-ray crystallographic analysis. All of the four Ti2-μ-η2:η2-peroxo species in II are active for stoichiometric oxidation (without H2O2), and II is included in the catalytic cycle for I-catalyzed oxidation.