著者
池上 素子
出版者
北海道大学留学生センター = Hokkaido University International Student Center
雑誌
北海道大学留学生センター紀要
巻号頁・発行日
vol.11, pp.19-38, 2008-03

本稿では、原因・理由を表す「ため」と「によって」を比較検討し、その共通点と相違点を考察した。その結果、以下の知見が得られた。1)両者の共通点としては、「ため」と同様「によって」も「か/と」を用いて選択的あるいは複数の原因・理由を示すことができること、いくつかの助詞が後接できることが挙げられる。ただし、全く同じ助詞が後接できるわけではない。2)両者の相違点としては以下の6点が挙げられる。a)「によって」は契機的な因果関係を表すことができるが、「ため」は表しにくい。b)「によって」は前件の出来事が後件に直接働きかけるような文脈でないと使いにくいが、「ため」には特にそのような制約はない。c)「によって」は事実的か仮定的かが曖昧な表現である。これに対して、「ため」はあくまでも事実的であることを前提とする。d)「ため」はよくないことに使われる傾向があるが、「によって」には特にプラスマイナスどちらかに偏る傾向は認められない。e)「ため」と「によって」では後者の方が従属度が高い。f)過去の事態を表す場合、「ため」節では習慣的な事柄にのみル形が現れうるが、「によって」節では一回性の出来事にも習慣的な事柄にもル形が現れうる。
著者
天谷 祐子 AMAYA Yuko
出版者
名古屋大学大学院教育発達科学研究科
雑誌
名古屋大学大学院教育発達科学研究科紀要 (ISSN:13461729)
巻号頁・発行日
vol.50, pp.29-47, 2003-12-25 (Released:2006-01-05)

The purpose of this study was to overview and analyze ego-experience based on children's questions about themselves. Such questions as "Why am IT ?," "Why do I exist?," "Where did I come from?," and "Why was I born at this particular time rather than at a different point in time?," along with the feeling that one's appearance is strange, all were determined to reflect egoexperiences. In the first part of the study, the various "I"s were discussed grammatically, philosophically, psychologically and developmentally. Then previous studies of ego-experience were reviewed. As a result, a new aspect of " I" was suggested, and ego-experience was defined from this new aspect. Ego-experience, then, refers to questions about " I" that are independent of a person's physical and psychological identity. The three aspects of ego-experience were found to be as follows: "questions about one's existence," "questions about one's origin or situation," and "a sense of incongruity with oneself". Finally, we considered a method for examining ego-experience and the meanings of ego-experience.
著者
森崎 志麻
出版者
京都大学大学院教育学研究科
雑誌
京都大学大学院教育学研究科紀要 (ISSN:13452142)
巻号頁・発行日
vol.60, pp.45-57, 2014-03-31

Taking the narratives of two interviewees who experienced "hikikomori" (social withdrawal) as materials, the aim of this thesis is to examine why the sense of playing a role is important to "hikikomori" people and also to Japanese society that contains "hikikomori" issues. In order to examine these questions, the concepts of "play" by Henriot and Winnicott were studied. The mental situation of "hikikomori" can be thought of as a negative self-relationship such as excessive self-consciousness. To have the sense of playing a role of oneself means that one can create distance and play between self and another self playing the role of oneself, between self and other, and also between self and society, since "play" is paradoxical in that it allows one to be absorbed into one's role and to be conscious that one is playing a role at the same time. When one is playing between the two elements described as "transitional space, " one can be creative and a subjective self occurs in play. Also, "hikikomori" and Japanese society that has "hikikomori" issues have the two paradoxical moral values of individualistic ethics and interdependent ethics. It is suggested that the sense of playing a role can serve as a bridge between these two moral values.
著者
糟谷 勇児
出版者
Waseda University
巻号頁・発行日
2004

リカレントネットはフィードバックを持つニューラルネットであり、全結合リカレントネットは、入力層へのフィードバックを除くあらゆる結合を許したモデルである。全結合リカレントネットは脳のモデルとして信頼性があり、人工知能等の分野での応用が期待できる。しかし全結合リカレントネットを応用した研究は少なく、パラメータの設定法や時系列認識における性能などの応用に関する情報が十分に得られていない。そこで本研究では全結合リカレントネットをオンライン文字認識に用いることで、全結合リカレントネットの応用上の注意点や応用可能性を探ることを目的とする。 今回作成した文字認識システムを東京農工大学中川研究室オンライン手書きデータベース「TUAT Nakagawa Lab.HANDS-kuchibue_d-7-06-10」の数字データ6人分300個で評価したところ、最大91%となる認識率を示すなど、全結合リカレントネットが時系列認識に有効であることがわかった。
著者
久米 暁
出版者
京都大学哲学論叢刊行会
雑誌
哲学論叢 (ISSN:0914143X)
巻号頁・発行日
vol.33, pp.14-28, 2006

In response to Mr. Watanabe’s review of my Hume’s Scepticism, this paper elucidates Hume’s “sceptical solution” of his own “total scepticism”. Sceptical solution in general intends to solve scepticism or sceptical doubt by showing that the logical step from sceptical argument to scepticism makes use of some assumption external to our ordinary beliefs or common assertions. However, Hume’s Scepticism characterizes Hume’s “total scepticism” as an internal one, which is deduced only from some assumptions internal to our common sense. Instead of pointing out some external assumption, Hume’s “sceptical solution” of internal “total scepticism” states that it is proper we should indulge our emotive inclination to judge and believe, notwithstanding our rational scepticism.
著者
SHIRATO Kenichiro
出版者
Lifelong Education and Libraries, Graduate School of Education, Kyoto University
雑誌
Lifelong education and libraries (ISSN:13462288)
巻号頁・発行日
vol.11, pp.119-131, 2011-11

This study examines the rule mechanism of the Manchukuo by analyzing the radio broadcasting of the Manchurian Telegraph and Telephone Company. The Manchukuo is well-known as the puppet state of Japanese government in Manchurian between 1931 and 1945. However, the Manchukuo advocated "the harmony among five races" as its slogan and therefore could not help adopting policies that were multicultural when compared with those in Korea and Taiwan. In the early 20th century, radio broadcasting was recognized as one of the most meaningful and important media for integrating a nation people. The Manchurian Telegraph and Telephone Company (MTTC), which was founded in 1933, also expected that radio broadcasting would be powerful force. By expanding its network, its audience grew from about 6,000 in 1933 to over 700,000 in 1945. However, the character of the Manchukuo, a multi-raced state, demanded multi-lingual and multi-cultural broadcasting. As a result, the radio broadcasting of the Manchukuo functioned as segmentation media rather than integration media. This study further discusses the rule mechanism of the Manchukuo through the linkage of the media policy and the cultural policy.
出版者
京都大学大学文書館
雑誌
京都大学大学文書館だより = Kyoto University Archives Newsletter
巻号頁・発行日
vol.16, 2009-04-30

国際交流の場としての大学文書館 / 森純一 [2-3]
著者
竹腰 千絵
出版者
京都大学大学院教育学研究科
雑誌
京都大学大学院教育学研究科紀要 (ISSN:13452142)
巻号頁・発行日
vol.54, pp.371-384, 2008-03-31

Tutorials are one of the core teaching methods in British higher education and are a student-centered small group learning practice. It greatly differs from passive learning. Why did the tutorial system spread to other British universities? What are the unique elements of tutorials? This paper focuses on the transition and transformation of tutorials in British higher education, and attempts to find the inherited and unchanged elements of tutorials during the diffusion from Oxbridge to other universities. The first conclusion is that the unique elements of tutorials are (1) student-centered, (2) small group, (3) pastoral and academic care, and (4) Socratic method. The second conclusion is that, through diffusion, all universities which introduced tutorials inherited the first element. Concerning the second element, the size of groups is slightly bigger at London University and the Civic Universities. Of the third element, London University and the Civic Universities did not inherit both the pastoral and academic care, just the academic aspect of tutorials. However, the New Universities, which tried to introduce the "Oxbridge tutorial" inherited the third element, retaining the pastoral care as well as the academic care, dividing the two on occasion. As regards the fourth element, further research including interviews with tutors and students will be required for deeper consideration.
著者
山下 好孝
出版者
北海道大学留学生センター = Hokkaido University International Student Center
雑誌
北海道大学留学生センター紀要
巻号頁・発行日
vol.9, pp.79-90, 2005-12

In this brief report, I will present three rules that decide where the accent falls in Japanese compound words. First I will distinguish three types of compound word depending on how many moras the second part of the word includes.: Those that have more than five moras in their second part, those that have three or four moras, and those that have one or two moras. These rules are useful for foreign learners in mastering the Japanese accent. Finally I insist on introducing accent exercises in Japanese teaching.