著者

佐野 裕

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.28, pp.161-174, 1988-10-31

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ソビエトには三種類のスポーツ宝くじがある。スポーツロト,スプリント,スポーツプログノースがそれである。スポーツロトとスプリントの二つは,スポーツの試合とは直接的に関係なく,スポーツプログノースのみがスポーツ試合に関連する,それなのになぜ,スポーツという限定詞を使用するのか。その理由は,これらの宝くじの収益金のによって体育スポーツの施設を建設するからである。しかしながら,スポーツをする権利は人間の基本的権利のひとつであり,ソビエトにおいては憲法でそれを保障している。こうした点からみて,スポーツ振興の財源は,国家予算に依るべきであり,宝くじなどに求めるべきではないと考える。

著者

石川 祐輔 大矢 勝

出版者

横浜国立大学

雑誌

技術マネジメント研究 (ISSN:13473042)

巻号頁・発行日

vol.6, pp.1-7, 2007

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安全性に関する消費者情報の分析手法開発のための基礎的研究として、身近に存在する化学物質である洗剤と食品添加物の安全性に関する日本語、中国語、英語のWeb ページを調査した。調査対象Web ページは、検索エンジンGoogle で「LAS 界面活性剤」「合成洗剤」「石けん」(洗剤関連キーワード)及び「安息香酸」「ソルビン酸」「パラベン」(食品添加物関連キーワード)を検索し出力された上位200 件とした。それぞれのキーワードについて、対象物質の安全性に関する情報の割合、肯定・否定・中立情報の割合などを調査し言語間で比較した。その結果、①英語の洗剤関連の化学物質否定情報は農薬等を対象としたものが多い、②中国語情報では3 種の食品添加物の優劣を明確に打ち出しているが日本語と英語では添加物の種類による評価の差は少ない、③日本語は中国語・英語と比較して合成化学物質の安全性関連情報の割合が高く化学物質否定情報の割合も高い、などの結果を得た。We made an analysis of "Internet information concerning safety of detergents and food additives" in three languages; Japanese, Chinese, and English. The search engine "Google" was used for the search. Search words; "LAS surfactant", "synthetic detergent", and "soap" were used to obtain the WEB pages related to detergent. Search words; "benzoic acid", "sorbic acid", and "paraben" were used to obtain the WEB pages related to food additive. In each topics (i.e. the synthetic detergents, and the synthetic food additives) the searched WEB pages were classified to positive information, neutral information, and negative information. In addition, the WEB pages related to detergents were classified according to author's vocation. As a result, the rate of negative information for synthetic chemicals in Japanese was higher than that in either Chinese or English WEB pages concerning both the detergents and the food additives.

著者

副島 種典

出版者

横浜国立大学

雑誌

エコノミア (ISSN:00129712)

巻号頁・発行日

vol.4, no.3, pp.45-65, 1953

著者

村田 忠禧

出版者

横浜国立大学

雑誌

横浜国立大学教育人間科学部紀要. III, 社会科学 (ISSN:13444638)

巻号頁・発行日

vol.7, pp.49-64, 2005-02-28

著者

神田 茂

出版者

横浜国立大学

雑誌

横浜国立大学理科紀要. 第一類, 数学・物理学・化学 (ISSN:00858366)

巻号頁・発行日

vol.4, pp.65-74, 1955-10

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The writer obtained real paths of 24 meteors from the observations made by several observers in August 1952, in the former paper. In this paper, from the visual observations of meteors made by more than 43 observers, including students of Yokohama National University and members of Japan Astronomical Study Association, in August 1950, 1952, 1953 and 1954, real paths of 79 meteors have been determined.

著者

大門 正克

出版者

横浜国立大学

雑誌

基盤研究(C)

巻号頁・発行日

2006

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1950年代から60年代の日本において、生活改良普及事業及び新生活運動など、生活を改善する運動が盛んに取り組まれ、とくに女性及び家庭生活に大きな影響を与えた。近代化と民主化を進めるためであり、戦後日本の復興を生活面から支えるためだった。生活改善運動は、農林省・文部省・厚生省の各省庁、政府、民間団体など、官民をあげてひろく取り組まれ、農村では生活改良普及事業が、都市では新生活運動が主として展開した。

著者

石井 茂

出版者

横浜国立大学

雑誌

横浜国立大学人文紀要 第二類 語学・文学 (ISSN:0513563X)

巻号頁・発行日

no.27, pp.p1-14, 1980-11

著者

東田 啓

出版者

横浜国立大学

雑誌

横浜経営研究 (ISSN:03891712)

巻号頁・発行日

vol.6, no.3, pp.231-242, 1985-12-15

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.5, pp.41-67, 1965-11-30

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Long since our educationists have chiefly concerned themselves with the primary or secondary education but not the higher one. There may have truely been certain justifiable causes. Now, however, most of them are college staffs and their institutions have so many difficulties as others, so they should not be negative nor indifferent to their own problems. When their contributions may somewhat be limited, still their sincere endeavour must be useful or suggestive to the college problems. This thesis consists of four chapters. I The first chapter tries to clarify the objectives of University training. Though we have a good definition of them in the School Education Act of 1947, it may be said too formal to be realized by all. For example, professors adhere to their conviction that a University should give students theoretical interest, while students only wish to get better employment after graduation. Each objective may be all right except one point; in other words, the former can't be fruitful but for the latter, the latter may have no connection with University education except for the former. Now, the author confesses here what he learned in his old days by his training in a foreign language (the English). He analyzes it and finds several valuable by-products. The one is a European rationalistic spirit, and the other a comprehension of a few general principles. We Japanese have the Japanese language and this has its own grammar. Also we have the Japanese way of thinking and this has its own logic. Both the grammar and the logic are the same-rooted, so learning a foreign language should mean learning its best way of thinking or living. Our students should study more and more what a rationalistic spirit and so on mean and make them their own. II The second chapter argues about the role and the character of educational science in teacher education. Whether it be necessary or not has been a theme of long debate. When necessary and useful, then there should be some considerations. The one is of its intermediate character; i. e. its role as an intermediary between theory and practice. The second is of its current tendency to become an ideology, full of abstract or inert ideas in observations and explanations. The third is of an idea of "meta-pedagogics". This concept means a deep insight into the Urphenomena of education where no educational science can reach. Therefore it is no more an educational science than philosophy, not in the modern academic sense, but in the classical one. The meta-pedagogics is the alpha and the omega of education, both in theory and practice. This term the author owes to Aristotle's meta-physica and a recent study on meta-science. III The third chapter criticizes an educational science curriculum. The whole shall be devided into three parts. a) The practice teaching should be the core. All others should be given their role or significance in relation to it. This is the first part. b) Educational psychology, sociology, history and philosophy constitute the second part. They have a common role of preparing the theoretical bases to practice teaching. Each of them has its own parent discipline, and training in this seems us to be an indispensable one to a future professor of education. c) The third part is so-called method courses including those of subjectmatter teaching. They say that these are the most dreary and unpopular among the students. Why? Several reasons may be mentioned in reply. The one comes from who the professor is. He generally is no specialist of education nor excellent scholar of any academic field. Few professors are, strange to say, majoring in these areas. The second comes from the lecture itself. It is little more than an incomplete mixture of educational psychology and relevant subject-matter elements of lower grades. Can such a course be charming to young students? The third comes from our current praxis lecturing on it separated from practice teaching. Students can't apprehend yet a delicate and interesting process of teaching, so these courses appeal them very little. Therefore Dr. Conant's idea of a clinical professor deserves our sincere consideration. IV The fourth chapter is our conclusion. The author believes it very important that the criticized objectives above be realized in our curriculum. Among many obstacles which resist to this, those out of a University are more difficult to be overcome. Full conscious of them, the author hopes that the present system of 6-3-3 would be revised into 4-4-4, and the business world recognize what a University or college should do and cooperate with it.

著者

奥山 恭子

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.14, no.3, pp.11-30, 2006-03-31

著者

佐藤 隆三

出版者

横浜国立大学

雑誌

横浜経営研究 (ISSN:03891712)

巻号頁・発行日

vol.22, no.1, pp.1-12, 2001-06-15

著者

久木 幸男

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.18, pp.102-118, 1978-11-30 (Released:2016-09-15)