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Metaphorical Use of Feline Onomatopoeic Verbs
Get PDF40022191169Over the past few decades, a number of studies have been conducted on animal metaphors. In this study, we are concerned with verbs that typically refer to actions of animals but are instead used to describe those of humans,especially sound-emission verbs that refer to cries or onomatopoeia related to cats. This paper takes a text-based approach in order to examine examples in which feline sound-emission or onomatopoeic verbs are metaphorically used in authentic discourse in English. It also considers how these verbs are semantically extended from onomatopoeic meanings to other meanings that refer to human actions from a cognitive linguistic perspective. In conclusion, there are two types of animal metaphors involved in feline onomatopoeic verbs: metaphor based on similarity and metaphor from metonymy based on contiguity and similarity between the source domain CAT and the target domain HUMAN.本稿では，字義通りにはネコの行為を表す動詞，特にネコの鳴き声を表すオノマトペを意味する擬声語動詞に着目し，それらの動詞がヒトの行為を表す語義へとどのように意味的に拡張するのかについて，英語の具体例を通して認知言語学的観点から考察する。これらの動詞は，ヒトの行為の中でもとりわけ発話と関連が深い比喩義へと写像されるが，その背景には，ネコの発する特有の鳴き声とそれに伴う感情と，ヒトの発する声とそれに伴う様態や感情との間の類似性が写像を支えていると考えられる。結論として，ネコに関する擬声語動詞はメタファーとメトニミーの連続性の中に複雑に位置するものであり，起点領域（ネコ）と目標領域（ヒト）の類似性に基づくメタファーと，同じく近接性と類似性に基づくメトニミーからのメタファーの2つのタイプがあることを主張する。departmental bulletin pape
Meta-Experiences in the Class of the Childcare Contents Expression Through the Aspect of Emotional Expression of Music
Get PDF40022254100本研究の目的は、保育士・幼稚園教諭を目ざす学生を対象とした保育内容表現授業における音楽の感情表現的側面を通した学生のメタ経験について明らかにすることである。検証の結果、音楽劇づくりの活動における感情、判断、取り組みの課題としての手続きが、バランスよく循環して為されていることがわかった。This study is a practice report about the meta-experiences in the class of the childcare contents expression through the aspect of emotional expression of music for students to be a childcare person, kindergarten teacher.
As the result, emotion, judgement, the procedure as the task of the approach circulated in a good balance through the activity of the making of music drama.departmental bulletin pape
The Practice of Encounter-Groups based on Nature Experience Activities : An Investigation of Self-reflections, Self-efficacy and Self-growth
Get PDF40022191188activities with regards to their respective self-reflections, self-efficacy, and self-growth continuously. By the questionnaire survey,the significant result was not seen, but in the participants’ emotional experience and reflections, their internal experience processes were unveiled. These experience processes showed four stages about the process of the encounter group; phase of anxiety and expectation, phase of interaction with members, phase of the deepening of relations, and phase of self-reflections.本研究の目的は，継続的に探索的な試みとして自然体験活動を通したEGの実践と参加者の体験過程について検討することである。自然体験活動を通したEGを実施し、参加者6名に対する質問紙調査およびふりかえりシートの資料を得た。結果より，自己成長性と自己成長性に関しては、活動前後に大きな変化はみられなかった。感情体験や自由記述、ふりかえりシートをもとに、それぞれの参加者の内的な体験過程の一端を整理することができた。そして，これらの体験過程を集約したところ，活動開始前の「不安と期待の段階」から「他者との交流の段階」，「関係の深まりの段階」，そして「自己理解の段階」に至る展開がみてとれた。departmental bulletin pape
The outline of the revised Conceptual Framework for Financial Reporting and qualitative characteristics of decision-useful financial reporting
Get PDF40022191204The Conceptual Framework for Financial Reporting describes the objective of and concepts for general purpose financial reporting. It is useful for development IFRS Standards based on consistent concepts. In March 2018 the International Accounting Standards Board issued a comprehensive set of concepts for financial reporting, the revised Conceptual Framework for Financial Reporting. This document takes the place of the previous version of the Conceptual Framework issued in 2010.
The next contents are included in this document.
(1) A new chapter on measurement
(2) Improved definitions of an asset and a liability, and guidance supporting these definitions
(3) Clarifications in important areas, such as the roles of stewardship, prudence and measurement
uncertainty in financial reporting
The revised Conceptual Framework has an effective date of 1 January 2020. In particular, qualitative characteristics is being described by this thesis.概念フレームワークワークは、一般目的財務報告の目的、情報の有用性を決定する質的特性、財務諸表を構成する要素の定義、認識および測定、資本および資本維持の概念について規定している。これは、首尾一貫した概念に基づいて国際財務報告基準を開発するために役立つものである。2018年3月、IASBは改訂版の概念フレームワークを公表した。これは、2010年に公表された概念フレームワークに代わるものである。改訂版の概念フレームワークは、主に次の内容が含まれている。
(1) 測定に関する新たな章
(2) 資産および負債に関する定義の改訂
(3) 受託責任や慎重性、測定の不確実性の明確化
改訂版の概念フレームワークは、2020年1月1日以降開始する事業年度から適用される。
本稿では改訂版の概念フレームワークを概観し、情報の質的特性について焦点を当てている。departmental bulletin pape
Difficulties and learning experienced by students leading preschool-aged children in physical play activities
Get PDF40022191211This study aimed to identify difficulties and learning experienced by students in mock nursery school exercises involving physical play activity for preschool children. The study used focus group interviews conducted with five students participating in mock nursery school training involving physical play activity with preschool-aged children. The students were enrolled at the center for early childhood education and care affiliated to the university. Content analysis revealed the following themes and factors: difficulties included “difficulty attributed to lack of experience” and “difficulty attributed to lack of preparation”; external factors pertaining to learning were “regret for missed opportunities” and “dependency on relationship with peers”; internal factors pertaining to learning were “sadness after facing reality” and “the need to confront difficulties”; learning included “the importance of nursery school techniques,” “deepening understanding of children,” and “change in awareness of mock nursery school.” Findings suggest that (1) opportunities to learn about child management techniques, (2)guidance to translate theory into practice, and (3) a serious approach to learning on the part of support instructors would be necessary to improve mock nursery school training involving physical play activities. In training related to child learning, students, classroom instructors, and support instructors learn deeply in practical situations while interacting with children and caregivers in a real nursery school setting. These experiences demand learning whereby students can combine current knowledge and experience with awareness of future nursery
school activities.departmental bulletin pape
The Study on the Childcare that Grows Up with Children Having a Severe Disorder : Focusing on the "Human Relations" of Childcare Contents
Get PDF40022254248乳幼児期の子ども達が人と関わる力は、保育所や幼稚園の集団生活で自然と身につくことではなく、そこには保育者の援助や配慮が求められる。子どもは保育者の言動をよく見ている。真似をすることもある。保育者は人的環境の一部である。環境を通して学ぶ乳幼児期は、保育者の子どもへの対応や、保育者同士のかかわり、保護者対応から、子どもたちは様々なことを学んでいる。保育者が子ども達に与える影響は大きい。
本稿は筆者が勤務していた保育所での2年間の実践記録である。筆者にとって重度の障害がある子どもを受け入れ保育したのは始めてだった。試行錯誤しながらの実践であった。重度の障害のある子どもと健常児が関わる中で、障害の有無に関わらず、かけがえのない存在として一人一人にかかわり、共に育つために両者をむすびつける保育のあり方を探っていった。子どもから保育者自身の子ども観・保育観を問われるような質問や行動の場面が多々あった。
保育者の役割として、重度の障害を持つ子どもと共に育ち合う保育のあり方に視点をあて、特に保育内容の領域「人間関係」に着目して保育することが重要であることが明らかになった。Children do not acquire the ability to associate with a person through the communal living at the nursery school and the kindergarten with nature. It is required to support and consider by childminder. Children see behaviors of the childminder well, may imitate it. A childminder is a part of human environment. Children learn many things through the response to children, the relationship between childminders, and the correspondence to protector.
This study is a practical record for two years at nursery school where the author worked. It was the first time for the author to accept the child with severe disorder and nurse them. It was the practice while the author made trial and error. The author searched the way of nursing which concerned with each child as irreplaceable existence and combined healthy children and children with severe disorder to bring up together, with or without disabilities. There were many scenes of questions and actions about the view on children and childcare raised by children.
Through this study, it became clear that it is important to nurse children with a view of childcare that grows up withhildren having a severe disorder, especially focusing on the "human relations" of childcare contents.departmental bulletin pape
Effects of Entrance Examination Reform on Private School Management : From Reform Cases of Private Girls' Junior and Senior High Schools
Get PDF40022254258品川女子学院（東京都，私立女子校，6年制一貫）は，グローバル化への対応として入試改革を成功させた。結果，多様な学力を持つ入学者を受け入れるとともに，少子化の中で出願数をふやすことができた。また，入試改革により，受験生と保護者へ教育方針（「28project」と名付けている）の理解が促進された。これらのことから，学校経営の安定化に貢献した事例として入試改革を報告する。
品川女子学院は，2015年度入試まで知識と理解能力を測る4教科型入試を3回行っていた。2016年度入試からそのうち１回の入試の出題内容を，習ったことをいかに表現するかを測る出題とし，異なった学力の合格者を出す入試に変更した。この新しい試験導入で，4教科型入試の不合格者が，表現する力を測る試験で合格するケースが倍増したことは，この変更による成功と言える。
２つ目の改革は2018年度入試から行われた算数のみを測る入学試験である。これは受験機会を１回多くし，算数に優れている入学者を受け入れることを目的とした。Shinagawa Joshi Gakuin Jinior & Senior High School, a private comprehensive girls school located in Tokyo, has succeeded an entrance examination reform, which aims to fit to a global society. Consequently, the school enrolls students of many variety of academic abilities and has increasing number of applicants while in the declining birth rate. Moreover, the reform facilitates understanding of the educational policy of the school(named 28project) to both the applicants and their guardians. Now we report the entrance examination reform as a contribution to stabilize school management.
The school had the four-subject type entrance examination for three times until school year of 2015, which test their knowledge and abilities of understanding. The school changes the contents of one of those examination from 2016 to test how to express what they learnt in order to have students having other academic abilities. This examination can be said succeeded as the school have about a double of students enrolled who failed in the four-subject type entrance examination but passed at the one to test how to express what they learnt the before and after introducing this new examination.
Second reform in 2018 is to have a new entrance examination, which test only mathematic. This is to offer additional chance of examination and to have students having excellent mathematic abilities.departmental bulletin pape
Arithmetic Class that Promotes Independent and Deep Learning Incorporating Programming Learning
Get PDF40022254076プログラミングソフトを用いて図形描画のプログラムを作ることは、図形の性質など多くの数学的知識・技能を使った論理的思考を必要とするものであり、学習指導要領の求める「主体的な学び」や「深い学び」を促進するものである。ただ、教科書等に示された手順に従って、単にソフトを動かし図形を作っただけの授業では、「主体的で深い学び」の実現とは程遠いものになることも多いと考えられる。
そこで本稿では、中教審答申や学習指導要領の記述を手掛かりに、「主体的で深い学び」を促す「プログラミングを取り入れた図形の授業」を提案する。Creating a program for drawing graphics using programming software requires logical thinking using a lot of mathematical knowledge and skills such as the properties of figures. And "deep learning". However, it is thought that in a class in which a software is simply created by moving software in accordance with a procedure shown in a textbook or the like, it is often far from realizing “independent and deep learning”.
Therefore, in this paper, we propose a "Graphics Class Incorporating Programming" that encourages "independent and deep learning" based on the description of the junior high school trial report and the guidelines for learning.departmental bulletin pape
A Study on the Introduction of the Specific Educational Programs at the Fund for the Improvement of Postsecondary Education in the U.S.A : through the legislation process of the Higher Education Amendments of 2008
Get PDF40021849274The purpose of this study is to analyze the introduction of the specific programs at the Fund for the Improvement of Postsecondary Education (FIPSE) in the U.S.A, through the legislation process of the Higher Education Amendments of 2008.
Previous studies have examined whether FIPSE has succeeded or not, considered how the projects supported by FIPSE were shared with other educational institutions, considered the establishment and the characteristic of the Special Projects in areas of national need at FIPSE, analyzed the formation process of FIPSE chronologically, and examined the aid management by FIPSE. However, these studies have not considered the introduction of the specific programs at FIPSE.
Then, the obtained results are as follows; (1) The increase in college tuitions has affected the establishment of the specific programs at FIPSE. (2) The rules of Project GRAD was prescribed at the article which was different from the article of FIPSE.本研究の目的は，アメリカ連邦政府の一部局である中等後教育改善基金（FIPSE）
による特定教育プログラムへの財政援助を対象として，この財政援助がどのよう
な経緯のもとで導入されたのかを，2008年高等教育機会法の制定過程の検討を通
して明らかにすることである。FIPSEに関する先行研究としてはFIPSEの展開過程
や財政援助の特質を論じたものが挙げられる。しかし、独りで子どもを育てる親
への支援等といった特定教育プログラムへの財政援助がどのような経緯を経て制
度化されたのかに関する研究は全くといってよいほどみられない。検討の結果、
次の2点が明らかとなった。第1に、高等教育の学費等の上昇が特定教育プログラ
ムの制度化に影響を及ぼした。第2に、プロジェクトGRADについてはFIPSEに関す
る条文とは別の章に規定された。departmental bulletin pape
Examination of Support in Maternal and Child Living Support : The Significance of Psychological Support and the "Third Person"
Get PDF40022181988Maternal and child living support facilities provide support in all aspects of life to women who have no
spouse or are in similar circumstances, as well as their children. Beginning in 2001, psychological support
staff were allocated across maternal and child life support facilities throughout Japan with the objective of
supporting the independence of the mother and child. However, there is insufficient research on the
psychological support provided in maternal and child living facilities, and thus inadequate examination of the
significance of this support. This paper provides an overview of the characteristics of maternal and child living
support facilities and their history in Japan. Furthermore, the current state and significance of psychological
assistance in maternal and child living support facilities is examined through the findings of the author, who
has participated as a part-time psychologist in maternal and child living facilities. Through these findings, this
paper will examine the significance of a third-party person (“third person”), who is a staff member in an
everyday setting, supporting a parent-child relationship.departmental bulletin pape