論文アブストラクト13

ロシア、ウクライナ、カザフスタンと穀物

戦禍にある国は重要な穀物輸出国

　下記論文は人災ではない凶作による影響についてです。

Harvest failures, temporary export restrictions and global food security: the example of limited grain exports from Russia, Ukraine and Kazakhstan

ABSTRACT （以下、改行を入れています）（太字が主語）（青字が動詞）

Russia, Ukraine and Kazakhstan (RUK) are major players in the international grain markets and their exports help to improve global grain availability and hence food security.

However, during the last decade the availability of RUK grain exports was repeatedly diminished by harvest failures and further reduced by the introduction of export restrictions. 

By simulating a reoccurrence of the 2010 RUK harvest situation this paper assesses the impact of grain harvest failures and subsequent temporary export restrictions (bans, quotas, taxes) on national and international food security, specifically quantifying the effects on agricultural market prices and quantities. 

For the analysis AGLINK-COSIMO, a recursive-dynamic, partial equilibrium, supply–demand model, has been employed. 

Simulation results highlight the importance of RUK’s grain production for world markets and global food security, indicating substantial price increases due to limited grain exports from RUK. 

Moreover, scenario results illustrate that temporary RUK export restrictions can considerably aggravate the situation on world grain markets, with particularly adverse effects for grain net importing countries. 

At the same time, results show that for a country like Ukraine, i.e. a country usually exporting large shares of its total grain production, the introduction of export restrictions could potentially result in decreases of domestic consumer prices to a level even below a situation with normal weather conditions. 

The results put international trade policy into focus and underline the necessity of greater cooperation on the part of exporting countries in order to avoid importing countries being denied necessary grain supplies.

Keywords 

Harvest failures 凶作 . Export restrictions 輸出制限 . Food security 食料安全保障 . Agricultural markets 農業市場

ちょっと難しい 

●主語と動詞を見つける練習をしましょう。

●後半の動詞 show の後ろ that以下の部分だけでもじっくり見てみましょう。

カバー画像の地図は下記から

Russia-Ukraine: Map shows where Ukraine has been attacked so far - ABC7 San Francisco (abc7news.com)

海外の理科テキストに学ぶ15

４年生(Eネイティブ)理科

Natural Sciences and Technology Grade 4-B

Energy and Change

Chapter 1. Energy from the Sun  p. 9

- - - - - - 

「エネルギー」とはそもそも何でしょう

このテキスト冒頭に

"Scientists say energy is the ability to do work. We need to understand what this means. A way to think of it is that energy can make something happen." (1.1 Energy for life p.2)

とあります。これだけで深い

下に挙げる文章群もそれぞれ基本的な学びどころが満載です。

1.2 Energy from the Sun (以下、改行を入れています）

We get almost all of our energy on Earth from the Sun. 

We call this energy solar energy. 

Sol means Sun. 

Next term in Earth and Beyond, we will learn a lot more about the Sun! 

The Sun is the closest star to Earth. 

A star is a giant ball of gas which releases energy. 

Some of this energy from the sun travels to the Earth in rays.

Some of the rays are light that we can see. 

Other rays like ultraviolet light and X-rays we can not see.

 

When the rays reach the Earth, some reflect back into space.

The Earth absorbs most of the solar energy. 

This heat warms the Earth and the air around it.

海外の理科テキストに学ぶ14

４年生(Eネイティブ)理科

Natural Sciences and Technology Grade 4-A

Matter and Materials

Chapter 3. Strengthening materials p.182

- - - - - - 

材料 materialと その形状 shape の関係を調べます。

strengthen = 強固にする、強化する、補強する

3.1 Ways to strengthen materials 

There are different ways to strengthen materials to make a stronger structure. We can do this by changing the shape of the material. You may think that the shape may not make that much of a diference, but let's have a look. 

Which shape is stronger? 

ACTIVITY: 

Explore different ways to strengthen paper 

MATERIALS: 

• Up to 5 sheets of A4 paper for each group

 • Pieces of sticky tape

 • A number of identical or similar size books for each group 

INSTRUCTIONS

1. In groups of 4, investigate different ways of using your paper sheets to balance a book.

2. Look at the pictures below for some ideas 

3. Use a piece of sticky tape if you need it 

4. How many different ways can you find of balancing a book more than 10 cm above the desk or floor, using only 1 sheet of A4 paper? You can try this on your own or in a small group. 

5. Once you think that you have found all the ways you can do it, choose a member of your group to report back to the rest of the class on the ways that you have found. 

6. With your teacher's help, show each different method side-by-side on a table or on the floor at the front of the class.

実験後には次の文章が書かれています。

What did we learn from doing this activity? Materials can be made stronger by changing their shape. An example is rolling the paper into pillars. Pillars can be circular, triangular or square. Which one do you think is the strongest?

論文アブストラクト12

マスクとドライアイ

Covid-19の影響は様々に

　マスクの着用は意外な悪影響をもたらしています。

　ドライアイもその１つのようです。

Face Mask-Related Ocular Surface Modifications During COVID-19 Pandemic: A Clinical, In Vivo Confocal Microscopy, and Immune-Cytology Study

今回はIntroductionより引用しますね。ABSTRACTは上記リンクから見てみてください。

（以下、改行を入れています）（上付数字は参照文献。ここでは割愛）

The authors hypothesized that the increased use of visual display terminals and the prolonged FM wearing were the two main causes involved in the ocular discomfort development.¹⁰ 

When focusing on FMs, it has been suggested that the air blowing upward during breathing out, or the limited excursion of the lower eyelid promote an accelerated evaporation of tears and, thus, the onset or worsening of dry eye disease (DED)-related symptoms.^10,11

However, to date, studies that objectively supported at cellular or molecular levels the hypothesized detrimental effects of the FM use on the ocular surface, or their impact on patient quality of life (QOL), are not available. 

FM = face mask　マスク

ocular = 目の

hypothesize = 仮説を立てる

suggest = 示唆する

support = 支持する

●マスクの着用が目の不調にどのようにつながっていると考えられているか、読み取れましたか？

Earth -中学理科 English-

日本の中学１年生の理科教科書から用語を拾いました。

単語の無音バージョンです。

（注：BGMあり）

音声アリは後日～