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ローマ帝政前期における「世界」の叙述とその特質 : ポンポニウス・メラ著『地誌』の構想について
No full textThis study analyzes how Pomponius Mela, the author of the oldest existing Latin geographic description, viewed his contemporary world. First, what characteristics did Mela’s worldview display during the transformation from Greek-Hellenistic to Roman geography? I reconsider the recently proposed theory by R. Batty that the Mela’s De chorographia should be understood as ‘Phoenician geography’, not as Roman geography. Focusing on the counterclockwise worldview adopted by Mela, which was clearly influenced by the counter-clockwise currents of the Mediterranean and can possibly be considered as Phoenician, it is rather difficult to consider Mela’s world as ‘Phoenician geography’ only, given the inconsistency of the descriptive order within the work. Second, how did contemporary situations in ancient western Eurasia reflect within Mela’s narrative conception? Focusing on the ‘Indi’ (Indians) in Germania whom Mela refers to in his work, I tried to clarify the linkage between Mela’s worldview and the great structural transformation of the politics in ancient western Eurasia during his time. I found a strong reflection of Greek-Hellenistic geographical thought in Mela’s worldview. Mela must have considered the Caspian Sea as the gulf of Oceanus because the Greeks did and thought that the ‘Indi’ navigated to Germania through the Caspian Bay as part of Oceanus. In summary, Mela’s De chorographia should be viewed as ‘Roman geography’ that is a mixture of Greek-Hellenistic and Phoenician geographies
アカデミック・ライティングとムーブ分析 : 日本語研究論文作成指導に焦点を当てて
No full textIn the field of research on Japanese academic writing, there is still a limited number of researchers and practitioners who show explicit interest in genre studies, despite its promising potential for educational applications. Against this background, the present paper provides a general introduction to some important concepts of genre analysis, such as “move” or “step,” with a view to their applications in educational settings. We first explain John M. Swales'“Create a Research Space”(CARS) model in genre studies, and then move on to review existing genre-analytic research studies, focusing on Japanese research articles as well as those that attempt to incorporate the findings of genre studies into their teaching in Japanese higher education. Based on the narrative review, some possible future directions are suggested
秦代刻石文的文本特征与文体归属
No full text秦代七篇刻石文是秦王朝遗留后世的一份重要石刻文献，在历史、政治、风俗、书法、法律、文学等诸多方面具有重要的研究价值。就文学方面而言，刻石文以夸耀事功、圣化君王为途径，以歌颂秦德、宣扬秦制为目的，文辞上多鼓吹夸饰之谀语，格式上守严谨庄重之体制，行文简而有法，繁而守度，具有鲜明的秦文学时代特点。以文体而不以载体观之，这七篇刻石文的文体既不属于石刻文，也不属于铭文，更不属于碑铭文，而是属于典型的封禅文体。The seven stone inscriptions of the Qin Dynasty are an important stone carving document left over by the Qin Dynasty. It has important research value in history, politics, customs, calligraphy, law, literature and many other aspects. In terms of literature, as it is concerned, the stone carving takes the way of boasting and sanctified the king, with the purpose of praising the Qin virtue and promoting the Qin system, advocates the flattery, the rigorous and solemn system, the simple and legal, complex and disciplined, and has the distinct characteristics of the Qin literature era. Based on the style rather than the carrier, the style of these seven stone inscriptions belongs neither to stone carvings, nor inscriptions, nor inscriptions, but to the typical style of Fengshan
紙教科書とデジタル教科書の読みの際の眼球運動の比較 : 読みの困難度に着目した予備的検討
No full text紙の教科書を音読する条件（紙音読）、デジタル教科書を音読する条件（デ音読）、デジタル教科書を音声で読み上げる条件（デ読上）のそれぞれにおいて読み困難の有無が平均停留時間及び停留回数といった眼球運動に与える影響を検討した。対象は小学３年から６年の読み困難なしの19名と読み困難ありの６名であった。
実験参加者は光村図書の道徳と国語の紙の教科書及びデジタル教科書を用い３つの条件で読むことを依頼された。眼球運動はTobii Glass 3 （サンプリングレート120Hz）で収集された。マッピング可能であった489ページを対象に分析を行った。小学３・４年生を中学年群、５・６年生を高学年群に群分けした。文字の範囲では、中学年群と、高学年群の両方で紙音読条件において読み困難「なし」よりも「あり」の平均停留時間が有意に長かった（p < .05）。紙の教科書において読み困難「あり」は「なし」よりも停留時間が延長した。デ音読条件、デ読上条件において２群間の平均停留時間に有意差はなかった。停留時間の差異が小さくなることは、読み困難「あり」の読書中の眼球運動が読み困難「なし」に接近していることを意味している。
今回は実物の紙とデジタルの教科書を利用し、普段の読書に近い自由な条件で検討したため、これ以上の精密な検討はできないが、デジタル教科書が読み困難「あり」の児童の読みに与える研究に示唆を与える結果となった。We have studied the effects of having a reading difficulty on eye movement behaviors such as average duration and number of fixations in three different reading conditions: AP, where participants read paper textbooks aloud; AD, where they read digital textbooks aloud; and SD, where they read digital textbooks silently and follow where the synthesized voice is reading with their eyes. The subjects of this study were 19 skilled readers and six poor readers in the third to sixth grade of primary school. The participants were asked to read textbooks on moral education and Japanese published by Mitsumura Tosho Publishing Co., Ltd. in paper and digital forms, in the above three conditions. Eye movement information was sampled by Tobii Glass 3 with the sampling rate of 120Hz. We were able to map 489 textbook pages and analyzed the eye movements of these pages. Participants were categorized into two groups: a middle-year group with third and fourth grade students, and an older-year group with fifth and sixth grade students. The smaller the difference in duration, the more similar the eye movement of poor readers is to that of skilled readers. In both groups, poor readers showed significantly longer average duration of fixation (p<.05) under the AP condition. In other words, poor readers showed a longer duration of fixation on text than skilled readers did when reading paper textbooks. No significant difference was recorded for the average duration of fixation between conditions AD and SD. For this study, we used real textbooks and allowed participants to read in conditions similar to their normal reading styles, so we cannot investigate more precisely than the above at this time. The results provide an indication that digital textbooks may have positive effects on poor readers’ reading
第76期日本語研修コース成果発表会スピーチ作文集
No full textLAINEVOOG MAARJA…2
DE PAULA SOARES MONICA…6
MAO JIAWEI…10
BOLF PETKOVIC AGNJESKA…14
ONI OLUWATOMILAYO MUTIAT…18
MADERA KU LORENA…22
MATALOG REVO TUAZON…25
CHIGONA CAROLINE…28
CHENJEZI MEMORY M'BWERACHAJE…30
DJAUHARI ADILA RAHMANTI…33
NAKITTO AISHA…36
SAMUEL SAONE LYNN…39
KAMBALE ELIAKIM MATHIAS…42
MAITANI NAOMI HOVELL…48
KHAN MOHAMED SHAHIQ…5
個別最適な学びと協働的な学びとが一体となった鑑賞授業の開発 : タブレット端末を活用して
No full textIn this study, we focused on the advantages of tablets, which enable students with disabilities to advance their learning according to individual issues, and developed and verified classes aimed at realizing optimal individual and collaborative learning. As these students became more familiar with the tablets, they were able to devise their ideas independently, which led to mutual help and an exchange of opinions. In addition, by creating opportunities for students in the special-needs classes to actively participate while interacting with students in regular classes, a sense of achievement and self-efficacy were created, as along with an equal relationship with them
Working Conditions in Argentina’s Academia: Different career paths and fragmentation of the profession
No full textSince the mid-twentieth century, higher education systems worldwide went through huge transformations as a consequence of massification and the recognition of knowledge as key for economic development. The emergence of new teaching modes, the intensity of research, and performativity and accountability pressures impacted directly on academic work and, as a result, on academic working conditions. In this article, we examine the changes that the Argentine professoriate has experienced in recent decades. We argue that the process of fragmentation of the academic profession presents particularities in regard to global trends. We analyze the current state and evolution of the academic workforce in public universities by focusing on different aspects related to its academic profile: gender, training, working conditions, employers, positions, types of contracts, academic practice, perceptions about the career, preferences, and job stress/satisfaction. To achieve this, we have relied on data from the Academic Profession in the Knowledge-Based Society (APIKS) survey.A shorter version of this paper was presented at the APIKS Conference 2022 held in Aveiro, Portugal between March 2-4