著者
宮城 栄昌
出版者
横浜国立大学
雑誌
横浜国立大学人文紀要. 第一類, 哲学・社会科学 (ISSN:05135621)
巻号頁・発行日
vol.13, pp.1-33, 1967-12-20

It is believed that to find out how the jurisdiction of the Noro (祝女) of Okinawa was decided and what changes have happened to it offers an important clue to expound the birth and growth of villages, and the religionus, political and social characteristics of the Noro and Tsukasa (司) in Okinawa. That is what this article aims at. The writer's conclusion is that the territory over which Noro's authority is exercised originated in the kind of parish of a Negami (根神), who came out of the pioneer family in a village, and has developed into the administrative territory in charge of Noro who was appointed by the government. So in Okinawa, until in the Meiji era, the establishment, unification or abolition of "Magiri=Son" (間切=村) and "Mura" (村) was carried out on the basis of the territorial jurisdiction of Noro, and their constitutional factors had a priority over those of the administration. The materials of this article are mainly supplied by Ryukyu-Goku Yuraiki (琉球国由来記) compiled in 1713, and also by the records of the Noro and Tsukasa, which are the fruit of our explorations from 1960 to 1965 in Okinawa, Miyako, Yaeyama Islands and Amami-Oshima Islands.
著者
河野 英子 竹内 竜介 大沼 雅也 福嶋 路
出版者
横浜国立大学
雑誌
基盤研究(B)
巻号頁・発行日
2020-04-01

本研究は、新しい医療の制度化と国際的普及の事例分析を通じて、制度化過程とその変容を明らかにするものである。対象とするのは、自動体外除細動器(AED)を使用した一般市民による救命を意味する「市民による除細動(PAD)」である。PADの制度化と国際的な普及プロセスについて地域間比較を行う。多様な制度や組織・集団と関係する医療産業は、その重要性・特異性に比して社会科学的な研究が相対的に少ないなか、本研究成果は制度論に関する議論への貢献が期待できる。
著者
原田 一明
出版者
横浜国立大学
雑誌
横浜国際経済法学 (ISSN:09199357)
巻号頁・発行日
vol.17, no.3, pp.159-192, 2009-03
著者
風戸 昭人
出版者
横浜国立大学
巻号頁・発行日
2011

横浜国立大学, 平成23年3月23日, 博士(工学), 甲第1347号
著者
永海 秋三
出版者
横浜国立大学
雑誌
横浜国立大学理科紀要 第ニ類 生物学・地学 (ISSN:05135613)
巻号頁・発行日
no.2, pp.50-58, 1953-03

1)イソギクChrysanthemum pacificum NAKAI (2n=90)について,生育地の実地調査をおこない,その地理分布上の特質を生態遺伝学的に研究しようとした。2)イソギクは分布区域を,銚子-鳥島-佐倉をむすぶ地域(北緯30°28'-35°48',東経139°09'-140°50')にもつ海岸性の本邦固有種である。イソギクの種集団は,銚子・房総・三浦・伊豆・興津・用宗・御前崎・伊豆諸島の8小集団に分けらる。この小集団間の地域には本種は分布していない。したがつてこの種集団には地理的隔離の現象がみられる。3)イソギクの植生を生態および形態的見地から分けると,海岸型・海浜型・平地型・山地型の4となり,海岸型のものが主であること,および海蝕崖では他種に対し優占的であることが明らかになつた。4)房総・伊豆両半島の個々の地点における植生量測定の結果は第3,4図に示すごとくである。イソギク生育地の全長は約471,755m,巾は約3m,その植物休の草丈は約0.5mであるから,本種の地上部の全植生量は3者の相乘積7076,325m^3となる。5)本種の分布の中心は三浦・房総両半島の南部地域と推定される。
著者
国安 洋
出版者
横浜国立大学
雑誌
横浜国立大学教育紀要 (ISSN:05135656)
巻号頁・発行日
no.27, pp.p127-139, 1987-10
著者
松本 賢治
出版者
横浜国立大学
雑誌
横浜国立大学教育紀要 (ISSN:05135656)
巻号頁・発行日
vol.8, pp.1-23, 1968-12-20

By reading in the original we mean a lesson that uses texts written in any of European languages, the most current being the English. An essential reason of this practice is naturally in the universal character of learning, but we wish to add one more. That is the isolative one of our mother tongue. The latter means a formidable barrier to communication and a handicap for our culture and learning. This is why a reading in the original becomes an indispensable course to our colleges. Here is an example of such a lesson. The author gives it to sophomores majoring education, using a text (Moore's Modern Education in America), once a week through the year. At the outset of the new year, he explains his plan as follows-we will read 4 pages in substantial at a time; all participants will quite at random be asked to read and interprete several lines one by one; each and all should prepare the lesson, otherwise he will be wise (?) not to attend; a report of summary is requested for all to hand in two days after the lesson; and so on. So the lesson goes on. Immediately before the summer vacation, just at tenth lesson, the author asks all to write freely how they think and feel about this lesson. Answers are naturally miscellaneous but he discovers that students are all honest and have will to study. They say, this is severe, painful, burdensom and is their first experience, etc., but at the same time, they have a good luck to reflect on themselves about insufficiency of basic knowledge and of skill of foreign languages. They say, all depends upon how they do their best for the lesson, We firmly believe that the central job of college education is to cultivate thinking ability of students. All lectures should do so, and reading in the original can never be exceptional. According to Dewey, thinking develops step by step: thrown into difficulties or perplexities; collecting data; making assumptions; testing them; and conclusion. This is of course a pragmatic explanation and very instructing. Can this rule be applied to our lesson? We tried and found it valid. Anyhow, in the case of reading in the original, students' preparation is the secret of success, and reporting summary after lesson will make it secure. Why such a truism? An old saying tells us: easy to speak, not easy to do. Concerning texts, classics or standard works should be selected. The educational value of classics is beyond doubt. Standard works are of authoritative content and good style, written by reliable authors. We think also that a desirable text should be one which teacher have read and have a passion to read it again with students. Some professors change texts year by year, but we doubt whether it be wise or not.