著者

佐久間 洋司 大阪大学

雑誌

人工知能

巻号頁・発行日

vol.32, 2017-11-01

著者

大阪大学世界言語研究センター [編]

出版者

大阪大学世界言語研究センター

巻号頁・発行日

2009

著者

砂山 渡 大澤 幸生 谷内田 正彦 Wataru Sunayama Yukio Ohsawa Masahiko Yachida 大阪大学大学院基礎工学研究科システム人間系専攻 筑波大学大学院経営システム科学専攻 大阪大学大学院基礎工学研究科システム人間系専攻 Dept.of Systems and Human Science Graduate School of Engineering Science Osaka University. Graduate School of Systems Management University of Tsukuba. Dept.of Systems and Human Science Graduate School of Engineering Science Osaka University.

雑誌

人工知能学会誌 = Journal of Japanese Society for Artificial Intelligence (ISSN:09128085)

巻号頁・発行日

vol.15, no.6, pp.1117-1124, 2000-11-01

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In recent years, Web pages have become the most available resource of information. However, it is hard to express a user interest by words, so people are hard to access those information by using search engines. In this paper, we suggest a system which supplies keywords used in real Web pages. This system aims at making up a lack of user's knowledge and filling the gap between user's knowledge and real information. Along with these, a two-dimensional search interface is supplied to a user. In this interface, keywords are classified by a user interest and are arranged with expressing the relation between a user interest and Web pages cleary. As a result, a user can make his/her own interest concrete and can get disirable pages quickly.

著者

大阪大学医学伝習百年史刊行会編

出版者

大阪大学医学伝習百年史刊行会

巻号頁・発行日

1978

著者

大阪大学附属図書館 編

出版者

大阪大学附属図書館

巻号頁・発行日

vol.1969, 1969

著者

大阪大学考古学研究室編集

出版者

大阪大学考古学研究室

巻号頁・発行日

1999

著者

大阪大学西洋史学会 [編集]

出版者

大阪大学西洋史学会

巻号頁・発行日

2004

著者

古田 和久 Kazuhisa FURUTA 大阪大学大学院 Graduate School Osaka University

出版者

東洋館出版社

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.80, pp.207-225, 2007-05-31

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This paper examines the impact of social class and a variety of attitudes regarding society and education on attitudes toward educational expenditures. In Japan, the rapid rise of educational participation rates has been strongly supported by household expenditures. The scale of private funding is very large in comparison with other countries, and not only high income parents, but also low income ones, make expenditures for their children's education. Therefore, the following question arises: what motivates Japanese people to give education to their children? Previous research on economics and the sociology of education has focused on investment and consumption. However, considering that the motives for educational expenditures are complex and are influenced by a variety of characteristics of parents, including attitudes on society and education, this paper investigates attitudes toward educational expense using data from the 2003 National Survey on Work and Daily Life. In order to identify significant patterns in many variables, decision tree analysis is used as a data mining techniques. Following a brief introduction of decision tree analysis, the technique is applied to delineate the key features that distinguish between people who are eager to pay their children's educational expenses and those who are not. First, the data indicate that many people believe that parents should pay for nearly all of their children's educational costs. Second, decision tree analysis reveals that the most important factor influencing the payment of educational expenses is not the benefit of education, but rather the recognition of educational inequality in contemporary Japanese higher education. People who perceive educational opportunities as being equal are more willing to pay for their children, because they believe that there is stiff competition for educational credentials. Third, investment and consumption are important factors for people who believe there is educational inequality. As a result, the motive for making educational expenditures depends on attitudes toward society and education. On the other hand, the group that showed most strongly negative attitude is people who believe that educational opportunities are closed by family income and that their own subjective social status is low, and that education does not play a central role for achieving high income and social status. This finding suggests that at present, educational costs are very heavy, and that if the burden of tuition fee and other educational expenses clearly brings an awareness of educational inequalities according to family income, many people will perceive education as being meaningless for them.

著者

川口 俊明 前馬 優策 Toshiaki KAWAGUCHI Yusaku MAEBA 大阪大学大学院 大阪大学大学院 Graduate School Osaka University Graduate School Osaka University

出版者

東洋館出版社

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.80, pp.187-205, 2007-05-31

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The aim of this paper is to discover a route for the resolution of "differences in scholastic ability," which are a serious problem in Japanese Education, using the idea of "Effective Schools". "Effective Schools" are schools which have relatively small differences in scholastic ability between social groups. This report looks at the continuation of effects of schools, and studies the characteristics of "Effective Schools" in Japan. In conventional studies on "Effective Schools" in Japan, seven characteristics are clarified: (1) Ordered child groups, (2) Mutual empowerment by students, (3) A school administration that values teamwork, (4) Connections between schools and outside organizations, (5) A positive school culture, (6) A system that encourages learning, and (7) Leadership. These were found in data from a single year, however, and were not based on data collected continuously. Therefore, surveys to date are inadequate. This report demonstrates the existence of "Effective Schools" and analyzes the characteristics of schools in one city in Hyogo Prefecture, based on continuous data. The findings are as follows. To begin with, from an analysis of scholastic ability data, it is clear that the evaluation of "Effective Schools" is considerably affected by grade groups. In previous studies in this area, attention had not been given to the differences between grade groups, and this suggests a danger in relying on data for a single year. In addition, caution must be exercised in basing policymaking on data on scholastic ability performed in a single year. Next, while the results of the surveys varied greatly by grade groups in most schools, there were two schools (A and B) that were continuously effective. School A was unified several years ago. The teachers are building a new school culture, involving "watching and checking inside school" and "taking learning hours." On the other hand, School B is characterized by "good class atmosphere" and "self-direction in learning." The two schools seem to have very different characteristics, but it can be pointed out that teachers of both are supportive in various aspects. Comparing these with the seven characteristics of "Effective Schools" in Japan, School A is a school that has (1) Ordered child groups and (6) A system that encourages learning (in School). By contrast, School B has (2) Mutual empowerment by students and (6) A system that encourages learning (at home). Moreover, both schools have (3) A school administration that values teamwork and (5) A positive school culture. From those analyses, it can be hypothesized that "Teacher Culture" and "School Culture" are important factors in the study of "Effective Schools."