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On Literature, Tourism, and History by focusing on Endo Shusaku, the Ruin of Hara Castle and Konishi Yukinaga
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Study on contents of the movement in the voluntary corrugated cardboard play of the infant.
Get PDF我々は，幼児の自主的で自由な運動遊びの十分な実施こそが幼児の多様な動きの獲得と体力・運動能力の向上をもたらすと考えている。それには環境設定が重要と考え，幼児の多様な動きを引き出すための工夫や手立ての一つとして，ダンボールを用いた環境設定の有用性の検討を試みた。先に，ダンボールを使用した遊びの実践における動きの分析を試み，幼児期に必要な多様な動きが十分出現することを確認した。本研究は，先行研究で得られた結果を基に，個別の観察をとおして動作出現の実態を確認し，遊び方による動作の違いについて検討を試みた。その結果，良く遊ぶ幼児と遊びの少ない幼児とで動作の種類や出現率に違いがあることが判り，動作の出現には「遊び方」が大きく影響することが示唆された
Phonetic Tendencies in Naming Dolls and Stuffed Animals
Get PDFPeople bestow names to give a sense of identity and life to what they name.Names are invented to refer to both inanimate objects and people. People express their attachment through naming. They enjoy the process of enunciating and listening to names.Young children are also fond of naming their possessions. They establish a relationship by naming and calling them. This investigation introduces sound symbolism based on a survey of naming dolls and stuffed animals which was conducted in July and September, 2016 in two universities in Fukuoka, Japan. The participants were 439 female students who were asked if they have owned dolls and stuffed animals. They were also asked to specify their species, gender, names, and any additional information. 142 students provided 219 names for dolls and stuffed animals. The data concerning rhythm and phonemes will be analyzed. The results will be compared with the naming of pets, which was the central concern of Kido (2017). This present study will refer to phonetic tendencies in general in order to discover some similarities and differences between the naming of dolls/stuffed animals and pets, and the importance of sound symbolism will also be another topic of concern
Education and the Value of Knowledge
Get PDFOne of the many recurring problems that besets education as a discipline is that many of the thorny issues it raises remain contested without much hope or sign of definitive solutions in sight. Problems in education that baffled both practitioners and theorists alike in the past are still hotly debated, dividing teachers and curriculum specialists into opposing schools of thought. The ultimate ends of schooling, the instructional methods teachers should adopt in the classroom, and the means by which students should be evaluated are some of the many issues that fail to yield overriding agreements amongst those engaged in educational debates. The place and status of knowledge in the curriculum is another issue that spurs acrimonious discussions. While some uphold the transmission of knowledge as a worthwhile educational endeavor, others view it as both a meaningless and inane undertaking that should have a more marginal place in schools. The purpose of this present study is to show that the core criticisms voiced by those critical of the teaching of knowledge don’t seriously undermine its importance
科学と神学の対話に向けて
No full textThose working in any academic discipline make extensive use of methods and findings found in other subjects. Interdisciplinary research is now the norm, not the exception. We find, therefore, scientists articulating their theories quantitatively by borrowing mathematical concepts and historians delving into works of literature to get a glimpse of what life was like in the past. Though interdisciplinary research has helped deepen knowledge and understanding, it can occasionally hamper theoretical inquiry ifpursued blindly and uncritically. Despite the common mischaracterization of Christian theology as being an insular discipline unaffected by the theoretical breakthroughs brought by science and history, it too has benefited greatly by incorporating what other disciplines have managed to establish. Theology has, for instance, appealed to philosophical concepts and arguments to help buttress its faith in God, providence, and the afterlife. But theology’s rapport with other subjects can occasionally become counterproductive, resulting in intellectual quagmires and dead-ends. This is particularly true of its relationship with science. Although science can in principle aid theological inquiry, the relationship between the two disciplines can go astray when theology proceeds in very particular ways. The purpose of this present study is to examine how theology shouldn’t relate to science so that a more fruitful and collaborative relationship is possible
