著者
丁 玲玲
出版者
九州共立大学
雑誌
九州共立大学研究紀要 (ISSN:21860483)
巻号頁・発行日
vol.3, no.1, pp.65-74, 2012

In recent years, Japanese language education in China is trying to focus on cultivatingcommunicative competence from the traditional grammar teaching mode. However, the current Japanesetextbooks in Chinese University, it does not seem to keep up with the pace of change. This paper istrying to reveal the problems and shortcomings of request expression in the mainstream textbooks,which are widely used in Chinese University.
著者
水本 正人
出版者
九州共立大学
雑誌
九州共立大学研究紀要 (ISSN:21860483)
巻号頁・発行日
vol.3, no.1, pp.21-31, 2012

The cause of deflation since the 1990's needs closer examination.At the same time, the population of those who are of working age has been reduced. Therefore, itcan be said that deflation is caused by the aging population, which the Governor of the Bank of Japanoften insisted was true. But the reduction of workers has been moderate, and besides it is not true thatthe domestic demand has dropped because of decrease in the consumption by elderly people. Deflationis apparently caused by business fluctuations and monetary circumstances. We need to have a policy toextract us from deflationary environment. It is believed that domestic demand and growth will fall in thefuture, and thus we need an economic policy with a firm future vision.
著者
川面 剛 八板 昭仁 大山 泰史 青柳 領 今村 律子
出版者
九州共立大学
雑誌
九州共立大学研究紀要 (ISSN:21860483)
巻号頁・発行日
vol.4, no.2, pp.31-47, 2014

In basketball, fast-break and early-offense are called "progressive plays" because the ball iscontinuously advanced from the back-court through the front-court to the basket. In a progressive play,the preceding play and situation are related to the subsequent play and situation. The plays are notnecessarily chosen freely due to the former play or situation. The plays and situations that are related to each other and are frequently performed in sequence are referred to as nagare in Japanese. This studyinvestigated the relationship between the preceding and subsequent play and condition in the nagare ofa progressive play in basketball.We observed and evaluated 658 plays considered either fast-break or early-offense plays. Theseplays took place during 12 games between the RF team and 6 other teams in the same bj League (JapaneseProfessional Basketball League) held in 2009 and 2010. A total of 17 items, such as "How the opponent's ball was taken away," "The number of defensive players putting pressure on the ball man whentaking the ball," and "Distance (length) from the end line to the place where the ball was taken away,"were assessed. As categorical and continuous scales were mixed in the data, we used the t-test for acorrelation coefficient for two continuous variables, the chi-test for two discrete variables, and analysisof variance for continuous and discrete variables. Considering significant relationships among variables,we found the following 3 nagare:When we paid attention to the ball-taking-away method, we found a nagare that was started fromthe ball-taking-away by a steal/intercept, through conveying the ball on the center lane by two playersmainly using dribbling and finishing with a lay-up shot under the goal.When we paid attention to the play just after the ball was taken away, we found a nagare in whichunder-goal lay-up shooting was allowed under the conditions that many defensive players put pressureon the ball man, the distance from the end line to the ball-taking-away place was farther, and the ballcould be conveyed through only the middle lane.When we noted the duration time from taking the ball to shooting the ball and the ball-conveyedlane, the following three nagare were detected: In the case of the short ball-conveying time from theball-taking-away to the center line and the ball-conveying lanes through only the middle lane, small outnumberedsituations (e.g., 2 to 1 and 3 to 2) appeared and a short duration from center line to shootingallowed the use of a lay-up shot under the goal; the middle-to-middle ball-conveying allowed for 2-pointshooting by an early offense using the trailers (e.g., 4 to 3 and 5 to 4); and long ball-conveying durationtime from the ball-taking to the center line and ball-conveying middle to middle lines allowed for 3-pointshooting because of loose matching, even though players were not out-numbered (e.g., 4 to 4 or 5 to 5). 本研究では,ファストブレイクやアーリーオフェンスなどのボールを絶えず前へ進める「前進型プレイ」において,時系列にプレイした状況が次の状況を発生させる「プレイの流れ」があることに着目し,各状況間の相関を手がかりにそれらを構成するプレイや状況を明らかにすることであった.そして,2009年および2010年度のbjリーグ所属するRFチームを対象とし,12試合でファストブレイクやアーリーオフェンスを試みたと見なされる658プレイを調査し,得られたデータの尺度水準に応じて積率相関係数,一元配置の分散分析,クロス表の調整残差を検討した結果,以下のような関連や「流れ」が認められた. 1)ボール獲得方法に着目すると,スティールやインターセプトによるボール獲得からは,ドリブルによってミドルレーンでボールを前進させながら,2人のプレイヤーによって攻撃し,ゴール下でシュートするという「流れ」が認められた. 2)ボール獲得後の最初のプレイに着目すると「ボール獲得時のボールDF数が多い」「ボール獲得エリアがエンドラインから遠い」「ミドルレーンを進めることができる」という状況下では,ドリブルを使える状況であればゴール下までボールを進めてショットできるという傾向が認められた. 3)ボールの運び局面における「ボール獲得からショットまでの時間」および「ボールを進めたレーン」に着目すると,ボール獲得からCLまでを短時間にミドルからミドルでボールを進めた場合は,2対1や3対2のような少人数のアウトナンバーになる傾向があり,CLを越えてからシュートまでの時間が短ければゴール下でシュートするという「流れ」が認められた.そして,ミドルからサイドでボールを進めた場合は,4対3や5対4のようなトレーラーを使ったアーリーオフェンスによって2点エリアでシュートするという「流れ」が認められた.また,ボール獲得からCLまでボールを進める時間が他のプレイよりも長く,「サイドからサイド」でボールを進めた場合は,4対4や5対5といったOFとDFの人数が同じであってもしっかりとした対峙の状態ではないことによって3点エリアでシュートするという「流れ」が認められた.
著者
磯野 誠 飛永 佳代
出版者
九州共立大学
雑誌
九州共立大学研究紀要 (ISSN:21860483)
巻号頁・発行日
vol.2, no.2, pp.25-38, 2012

How can the effects of college education be evaluated? The present research aims to define "studentgrowth" as a concept to evaluate the effects of what Dewey (1916) called the "natural development"aspect of college education, and to hypothetically identify the structure of this concept.The definition of "student growth" was based on an understanding of the structure of "stress-relatedgrowth" through literature review. Using this definition, interviews were conducted with 16 collegestudents in order to examine the nature and structure of student growth.The study's finding shows that student growth can be viewed as a process in which a studentdevelops a sense of growth because of an event in the context of their college life or education, and itconsists of seven aspects.The definition of student growth and the understanding of its structure can lead to the developmentof a scale for evaluating the "natural development" aspect of college education and can help develop aneducational program for it.
著者
磯野 誠 飛永 佳代
出版者
九州共立大学
雑誌
九州共立大学研究紀要 (ISSN:21860483)
巻号頁・発行日
vol.2, no.2, pp.25-38, 2012

How can the effects of college education be evaluated? The present research aims to define "studentgrowth" as a concept to evaluate the effects of what Dewey (1916) called the "natural development"aspect of college education, and to hypothetically identify the structure of this concept.The definition of "student growth" was based on an understanding of the structure of "stress-relatedgrowth" through literature review. Using this definition, interviews were conducted with 16 collegestudents in order to examine the nature and structure of student growth.The study's finding shows that student growth can be viewed as a process in which a studentdevelops a sense of growth because of an event in the context of their college life or education, and itconsists of seven aspects.The definition of student growth and the understanding of its structure can lead to the developmentof a scale for evaluating the "natural development" aspect of college education and can help develop aneducational program for it.