CD ROM WWW 10 WWW (1) Word 5,000 (2) (3) (4) 1 (5) (6) 2. CD ROMWWW
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1 ISSN No OPPA
2 CD ROM WWW 10 WWW (1) Word 5,000 (2) (3) (4) 1 (5) (6) 2. CD ROMWWW {I, II, III} {1, 2, 3} {(1), (2), (3)}
3 14, A Study on the Development of a Junior High School History Course : Unit Plan Yamanashi as a place name in Hokkaido HATTORI Kazuhide SAITO Kouta FURUKAWA Asuka HAGIHARA Yoshiaki SUZUKI Aya : : I 1 2 3, 1 No No No
4 4 1907(40) 5 II 1907(40) (40) (40) (10) No pp pp pp (40)1910(43)
5 (40) 1907(40) 3
6 1907(40) 1907(40) 10 III
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25 14, Stream lines in upper layers and vertical shares of sea breeze, August 1981 in TOKAI Village, IBARAKI Prefecture ADACHI Takashi TSUKUSHI Fumio HAYASHI Takashi : km 4 1km : I m 10km km ,,
26 km50m m50m1km100m3km 1km1km II km TOKAI m 7km 2AE MJ A 10m2kmE 25m50m975m m III TOKAI
27 km 2 A RUN RUN 17.5mRUN11 RUN m 100m 25
28 A RUN 7.5m7.5m m/skw/m /21 14:00 15:00 ENE C 3-2 8/21 15:00 15:30 ENE C 7-1 8/25 8:30 9:30 E A B 7-2 8/25 9:30 10:00 E A B 8-1 8/25 12:30 13:30 ESE B 8-2 8/25 13:30 14:00 ESE A B 9-1 8/25 15:30 16:30 SE D /28 14:00 15:00 ENE B /28 15:00 15:30 ENE B /28 16:30 17:30 S D /28 17:30 18:00 SSW D RUN12km 10m/s 4RUN 1 RUN 3 3RUN /s 1 C 4RUN3200m250m300m500m 200m250m 5RUN m175475m6RUN3 26
29 茨城県東海村における 1981 年 8 月の海風の高度別流線と鉛直シアー 図3 RUN 3 の実施日の天気図 図 4 高度別流線図 左図 RUN 3 前半 右図 RUN 3 後半 図の上が北 高度は左図 右図の各々 上段左が 50m 上段右が 100m 二段目左が 150m 二段目右が 200m 三段目左が 250m 三段目右 が 300m 四段目左が 500m 四段目右が 950m 2 高度を結ぶ赤色の両矢印は 鉛直シアー発生気層 を示す 示すが 高度約 250m に風速の極小値が現れ その前後の高度に風速の鉛直シアーが認められる さ らに 300m 以下は風速が単純に高さとともに増大していないので 風速が単純に増加して風速鉛直 分布のべき法則が適用できるのはせいぜい 100m 以下である 結局 250m を中心として厚さ約 300m 27
30 RUN343A 0.2kmEA3.7kmJA 8kmMA8km A 25m4m/s 2 RUN7 7RUN m/s RUN7 A B 8RUN7300m 300m 500m9RUN m425575m800m 10RUN7500m 28
31 RUN34AEJ M 7 RUN m500m200m 29
32 茨城県東海村における 1981 年 8 月の海風の高度別流線と鉛直シアー 図8 3 高度別流線図 図 4 と同様 ただし 左図 RUN7 前半 右図 RUN7 後半 RUN8 の解析 天気図は RUN7 と共通で 図 7 である 地上風は海風で パスキル安定度は前半が B 後半が A B である 図 11 に RUN8 の高度別流線図を示すが 前半も後半も 300m 以下で流線が曲率をもってい ることがわかる これは領域内の風向の水平一様性が保たれていないことを意味する また 前半 も後半も 200m と 500m の間に風向の鉛直シアーが認められる 詳しく見るために 図 12 に RUN8 の風向風速鉛直断面図を示すが 前半 後半ともに m に風向の鉛直シアーが確認される 700m 程度にも弱い風向鉛直シアーが認められる 下から上に向って 東風の海風 遷移層 南風 南南東風の４層構造になっている 図 13 に RUN8 の風速鉛直分布を示すが 高度約 300m に風速 の極小値が現れ その前後の高度に弱い風速鉛直シアーが認められる 風速が単純に増加して風速 鉛直分布のべき法則が適用可能な範囲はおよそ 200m 以下である 結局 300m を中心として厚さ約 150m の層が 下層の海風とその上の反流または一般流との遷移層となっていることがわかる 4 RUN9 の解析 天気図は RUN ７と共通で 図 7 である 後半は視程が悪く気象観測に欠測が多いので 前半を解 析した 地上風は海風で パスキル安定度は D である 図 14 に RUN9 の高度別流線図を示す 前 半は 200m と 500m の間に風向の鉛直シアーが認められる 詳しく見るために 図 15 に RUN9 の風 向風速鉛直断面図を示すが 前半は m に風向の鉛直シアーが確認される 500m 程度にも弱 い風向鉛直シアーが認められる 下から上に向って 東南東風の海風 遷移層 南風 南南東風の４ 層構造になっている 図 16 に RUN9 の風速鉛直分布を示すが 風速の増加率は 100m 以下 100m 30
33 RUN75A25m3m/s 500m500m3 100m250m500m 5 RUN10 17RUN m/s RUN10B 18RUN10500m950m 19RUN m425675m775mEJ J20RUN10 400m900m 400m 500m 31
34 茨城県東海村における 1981 年 8 月の海風の高度別流線と鉛直シアー 図 10 図 11 RUN7 における 4 地点の風速鉛直分布 図 6 と同様 高度別流線図 図 4 と同様 ただし 左図 RUN8 前半 右図 RUN8 後半 32
35 RUN85A25m3m/s 13 RUN846 33
36 茨城県東海村における 1981 年 8 月の海風の高度別流線と鉛直シアー 図 14 高度別流線図 図 4 と同様 ただし 左図 RUN9 前半 右図 RUN9 後半 図 15 RUN9 の風向風速鉛直断面図 図 5 と同様 ただし 前半の A 点の地上 25m の風は東南東 風 3m/s 前後を表している 34
37 RUN RUN
38 茨城県東海村における 1981 年 8 月の海風の高度別流線と鉛直シアー 図 18 6 高度別流線図 図 4 と同様 ただし 左図 RUN10 前半 右図 RUN10 後半 RUN11 の解析 該当の天気図は RUN10 と共通で 図 17 である RUN11 の前半 後半ともに風弱く 地上風向は 海風と陸風の境目で 夕方のためにパスキル安定度は D である 特に前半は風向が大きく変動した 図 21 に RUN11 の高度別流線図を示す 前半は 200m と 250m の間 および 500m と 950m の間に 風向の鉛直シアーが認められる 後半は 150m と 300m の間 および 300m と 500m の間に風向の鉛 直シアーが認められる 詳しく見るために 図 22 に RUN11 の風向風速鉛直断面図を示すが 前半 は m 間および m 間に 後半は ｍ間および m 間に風向の鉛直シ アーが確認される 特に 前半の J 点の 125m 以下が他の地点の風向とはっきりと異なっていて 弱 風のために水平一様性が崩れている 図 23 に RUN11 の風速鉛直分布を示すが 全層が弱風のため に高度変化が顕著でない 詳しく見れば前半は 400m 程度が最大になっていて 後半は 100m 程度が 最大で 400m 程度が極小となっている IV まとめ 茨城県那珂郡東海村において 1981 年 8 月に観測された海風の水平分布と鉛直分布から 高度約 1km 以下に表れた顕著な風向または風速の鉛直シアーを 11 例抽出して 詳しく解析した結果 次のこと が判明した ただし 大気汚染濃度予測に言及する場合は ほぼ短期濃度評価に関するものである が 現象の出現頻度が多い場合は長期濃度評価にも波及する事柄である 36
39 RUN105A25m 2m/s 20 RUN
40 茨城県東海村における 1981 年 8 月の海風の高度別流線と鉛直シアー 図 21 高度別流線図 図 4 と同様 ただし 左図 RUN11 前半 右図 RUN11 後半 図 22 RUN11 の風向風速鉛直断面図 図 5 と同様 ただし 前半の A 点の地上 25m の風は東南東 風 2m/s 前後を表している 38
41 RUN m m 100m m m 200m 39
42 19818 [1],,, 2006,, 7(2), 1 8. [2],, 1986Vol. 1, TOKAI 80, TOKAI 81,, JAERI-M , 270pp. [3],, ,, 9, [4],,, 1987,, JAERI-M , [5], 1999,, 34(2),
43 14, Upper layer winds of the autumn 1991,the spring, summer and winter,1992 in Tokai Village, Ibaraki Prefecture, Japan YATA Yuko ADACHI Takashi : m50m : I 2008)() a,b,c.d 3000m50m ,
44 m EPA CDM EPA 50m100m150m200m m 50m100m1000m 200m II 1 (1 ) 7km5km kmHP a,b,c,d m 100g 200m RDH 3.7km 6.7m 0.9km 42
45 km III 1 (1) 500m50m 50m500m1000m100m1000m3000m 1000m Calm m 100m500m600m800m 900m1000m2000m 3000m100m 300m9050m100m 43
46 m m150m200m 250m300m350m500m 600m700m1000m 2000m3000m 81050m 1000m 2000m3000m (2009) m m 700m800m900m1000m2000m3000m 300m 50300m m 6.7m 200m 2 100m
47 ,50,100,150,200,250{(%),(m/s)} (2) ,2 1,26.7m50m 300m600m900m 45
48 ,350,400,450,500,600{(%),(m/s)} 350m400m900m 1000m 46
49 ,800,900,1000,2000,3000{(%), (m/s)}
50 ,50,100,150,200,250{(%),(m/s)} 200m 48
51 ,350,400,450,500,600{(%),(m/s)} 1988 u = u x (z/x) p z;(m)u;z(m/s)u x ;x()(m/s)p; x(m)50mpp 3CDM 49
52 ,800,900,1000,2000,3000{(%), (m/s)} (4 ) 1998a,b,c,d 50m100m150200m 50
53 ,50,100,150,200,250{(%),(m/s)} m m m200m15 51
54 ,350,400,450,500,600{(%),(m/s)}
55 ,800,900,1000,2000,3000{(%), (m/s)} 3 6.7m50m 53
56 ,50,100,150,200,250{(%), (m/s)} (0180( ) 18 54
57 ,350,400,450,500,600{(%), (m/s)} 186.7m50m 6.7m50m
58 ,800,900,1000,2000,3000{(%), (m/s)} % 56
59 m m m/s m3000m m m/s CDM A B C D E F G P ( ) T(kW/m 2 ) Q(kW/m 2 ) 0.60 >T 0.30 >T >Q T >T Q >Q U< 2 A A B B D D G G 2 U< 3 A B B C D D E F U 3 U< 4 B B C C D D D E (m/s) 4 U< 6 C C D D D D D D 6 U C D D D D D D 5 50m100m150m200m 100m 150m 200m IV 1 (1) 300m 57
60 m m 50300m 100m300m 90 58
61 m m (2) 6.7m50m300m 600m900m 350m400m900m1000m 2 EPACDM350m200m 59
62 m m
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64 m 50m(deg.)(m/s) [1], 2008, 19,55pp. [2], 2007,18,45pp. [3],, ,,9, [4],,,,,,,,,, 1998a1991,,,JAERI-Data/Code98-026,347pp. [5],,,,,,,,,, 1998b1992,,, JAERI-Data/Code98-027,290pp. 62
65 [6],,,,,,,,,, 1998c1992,,, JAERI-Data/Code98-028,282pp. [7],,,,,,,,,, 1998d1992,,, JAERI-Data/Code98-029,288pp. [8], 2007http:// [9], m,,28(4), [10] (), 1988,, [11], 2000,, [12], 1993,7,, [13],,,,, ,,JAERI-M ,40pp. [14],,, ,,No.14, 23 40(CD-ROM). [15], 1997,,150pp. [16],,, 2006,,7,2,
66 14, OPPA On the Improvement of Teaching in University Education Based on the Learning Record : Focus on the OPPA HORI Tetsuo : OPPAOne Page Portfolio Assessment: OPPA : OPPA I OPPA
67 OPPA OPPA (1) OPPA OPPA OPPA (2) OPPA OPP OPP 1 65
68 学習履歴を中心にした大学の授業改善に関する研究 図1 中等理科教育法 の講義で用いた OPP シートと記入例および構成要素と要点 2 学習履歴 の欄 学習履歴については 毎時間書かせることが望ましい この欄の記録は出席代わりにもなる 大学 では ふつう一回に一枚の小さい短冊状の出席カードを配布して 出席をとったりすることが多い このやり方だと後の処理が大変になる OPP シートは この点がかなり楽である ただ 受講者数 が多いときは 配布方法に工夫が必要になる さて 毎時間ごとに書かせる内容は 出席カードを配るようなやり方の中でふつう行われているの は 当該講義に関わる内容をたとえばポートフォリオ評価に関する講義を実施した後 ポートフォ リオ評価について書きなさい というように問い 書かせることが多い しかし この問い方では 受講生がそのことについて書きたくない場合でもその内容を書かされているかもしれないおそれが ある そこで OPPA では 今日の講義の中であなたがもっとも大切だと思ったことを書きなさい と いう問い方をしている この理由は以下の三点にある 一つめは 教師の意図している重要事項と受講者が理解したそれとの差があるのかないのかを確 認するためである 冒頭で述べた教師と受講者の間に教育現場で起こっているズレは 学習過程で確 認し修正するといういわゆる形成的評価が行われるのでなければ解消されない 二つめは 上で述べたことを確認し 教師の授業改善に活かすためである つまり 教師と受講生 の間に もし内容などにかなり多くのズレが存在しているのであれば 教師の授業のどこかに問題が 存在していたと判断する手がかりが得られるのである これまで 自分の行った授業のどこに問題が 66
69 3 (3) OPPA II OPPA (1) 67
70 OPP 2 OPP OPP OPP 3 OPP OPP (2) OPP 68
71 OPP (3) OPPA OPPA OPP III OPPA OPP OPPA (1) (2) OPPA 69
72 OPP 4 OPP OPP (3) (1) (4) OPP 70
73 IV OPPA OPPA OPPA
74 14, The Instruction of High Jump in the Class of Pedagogy of Elementary School Physical Education in the University of Yamanashi The Consideration of the Class of Pedagogy of Elementary School Physical Education through the Experience of Berry Roll and Fosbury Flop which are Dangerous Jump Styles and not intended for Elementary School Children UEYA Kiyomi YAMADA Naohiro SAWABE Naoto KOMACHI Takafumi HIRUMA Kosuke : :,,
75 I A C 2008 ( 2007 II 1994 III
76 IV )2)3) (1) 1)2) (2) (3) 2 74
77 1.4/ (1) *(26) *(52) *(78) *(127) (*2008) (1) 2.45m 2.09m2.33m 1.96m 1 75
78 (2) )2),1) 2) (3) (4)1998 ) Straddle Jump 1) ) 76
79 1 (5) ) R. 2) 0.90m 77
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81 (6) (7) 0.9m1.20m1.10m1.45m V 79
82
83 ± ± (±5.04) 38.80± ± ( )
84 4 VI 2007 [1] (1973)p.564 [2] (1999)pp74 76 [3] (1988)C pp [4] (1989) 40pp [5] (1991)
85 [6] (1991) 42pp [7] (1992)Japanese Journal of Sports Sciences112pp84 90 [8] (1994) 2pp56 64 [9] (1996) 47pp [10] (1998)81 pp69 71 [11] (1998)92 pp69 71 [12] (1999) pp44 49 [13] (2000) No.5pp13 24 [14] (2007) 12 pp13 24 [15] Hand Book, University of Yamanashi, Faculty of Education & Human Sciences, faculty of Medicine, Faculty of Engineering,
86 14, Consideration about the Group Norm in team sports. About the Varsity Volleyball Players ENDO Toshiro SHIMOKAWA Kouichi YASUDA Mitsugu FUSE Hirosi HAKAMATA Atsushi ITOH Junji : () : I (1975) (1979),,
87 1 (1983) (1980) (1980) (1980) (1997)(2006) (1980) () 85
88 1980 (2005) (2005) (2003) II () 10 III 1 1(7764)2 (17948)3(12895) ( 6856)1242(12230)1523(8580)
89 1) 2) (1992) (5) (4)(3)(2) (1)5 3) (2003)20 (7)(1)7 4) (1980) 5 SPSS 10.0J for Windows IV 1 15 Tukey (1979) 312 (1992) 1278 (1992) 87
90 1 F (n=314) (n=61) (n=112) (n=73) (n=68) F 3.48(1.36) 4.04(1.17) 3.78(1.27) 3.18(1.27) 2.85(1.42) <123 3<122<1 3.61(1.20) 3.90(1.13) 3.75(1.13) 3.41(1.14) 3.33(1.33) <12 3< (1.35) 4.09(1.13) 3.84(1.23) 3.40(1.36) 2.96(1.41) <123 3<122<1 2.39(1.35) 2.75(1.34) 2.63(1.43) 2.10(1.16) 1.97(1.24) <12 3< (1.51) 3.55(1.63) 3.96(1.27) 3.46(1.14) 2.59(1.47) <123 2<1 p < Tukey F (n=160) (n=53) (n=29) (n=78) F 3.06(1.41) 3.41(1.42) 2.82(1.31) 2.92(1.41) <1 3.68(1.22) 4.12(1.05) 2.64(1.13) 3.76(1.22) <133<1 3.51(1.39) 4.07(1.13) 2.66(1.26) 3.45(1.43) <133<1 1.85(1.11) 1.85(1.11) 2.22(1.12) 1.71(1.07) <21<2 3.08(1.53) 3.18(1.40) 2.79(1.34) 3.12(1.67) 1.95 p < (1) 31 7 Tukey3 88
91 (2006) 12 3 F (n=314) (n=61) (n=112) (n=73) (n=68) F 4.11(1.69) 4.38(1.59) 4.01(1.63) 4.25(1.56) 3.76(1.93) (1.62) 4.95(1.52) 4.47(1.51) 4.47(1.68) 4.38(1.74) (1.67) 4.62(1.67) 4.87(1.57) 4.60(1.59) 4.31(1.77) < (1.52) 4.62(1.51) 4.43(1.44) 4.60(1.51) 4.56(1.67) (1.63) 5.15(1.70) 4.84(1.39) 4.30(1.69) 4.30(1.74) <3 4.89(1.71) 5.38(1.62) 4.91(1.51) 4.34(1.75) 4.00(1.89) <3 4.53(1.53) 3.89(1.69) 4.57(1.30) 4.79(1.43) 4.74(1.66) <3781<2 5.26(1.67) 5.52(1.69) 5.31(1.55) 5.27(1.56) 4.91(1.87) (1.56) 4.74(1.67) 4.37(1.43) 4.22(1.51) 4.19(1.67) (1.42) 3.42(1.62) 3.84(1.23) 4.00(1.34) 3.96(1.55) (1.64) 4.21(1.68) 3.84(1.53) 3.42(1.65) 3.78(1.66) (1.73) 4.66(1.79) 4.58(1.58) 4.89(1.80) 4.49(1.78) (1.81) 4.49(1.54) 4.03(1.68) 3.66(1.93) 3.46(1.93) <71<3 4.36(1.72) 4.98(1.66) 4.37(1.58) 4.21(1770) 3.96(1.88) <71<3 4.72(1.53) 4.31(1.50) 4.19(1.44) 4.12(1.60) 4.51(1.58) (1.62) 5.05(1.68) 4.80(1.55) 4.44(1.53) 4.59(1.70) (1.63) 5.34(1.63) 4.88(1.62) 4.85(1.69) 5.16(1.54) (1.14) 4.67(1.49) 4.00(1.20) 3.97(1.47) 4.16(1.49) <1 4.41(1.67) 4.56(1.73) 4.56(1.50) 4.15(1.76) 4.32(1.74) (1.66) 5.18(1.63) 4.92(1.62) 4.84(1.62) 4.61(1.77) 0.53 p < 0.05 p <
92 (2) 42 18Tukey (1) 55 Tukey 5(1980) (2) 65 Tukey 6 (1994) (1992) 13125t
93 4 F (n=160) (n=53) (n=29) (n=78) F 4.71(1.47) 4.58(1.29) 4.03(1.68) 5.05(1.41) <3 5.20(1.61) 5.66(1.36) 3.96(1.64) 5.36(1.55) <2 5.13(1.65) 5.72(1.31) 4.10(1.76) 5.12(1.65) <23<2 4.70(1.50) 4.53(1.37) 3.79(1.50) 5.15(1.41) <31<3 5.54(1.50) 5.81(1.32) 4.31(1.69) 5.82(1.32) <2 5.87(1.42) 6.23(0.95) 4.45(1.64) 5.95(1.33) <2 4.83(1.43) 4.30(1.39) 4.55(1.33) 5.28(1.36) <32<3 5.86(1.38) 5.79(1.34) 4.97(1.64) 6.25(1.14) <23<2 4.81(1.42) 4.92(1.30) 4.10(1.32) 5.00(1.47) <32<1 3.83(1.33) 3.77(1.42) 3.48(1.45) 3.99(1.21) (1.46) 4.64(1.51) 3.79(1.35) 4.51(1.41) <1 5.39(1.60) 5.49(1.40) 4.59(2.08) 5.61(1.44) <21<2 4.51(1.77) 4.83(1.48) 4.45(2.10) 4.32(1.81) (1.63) 5.40(1.46) 4.55(1.94) 5.37(1.57) <2 4.63(1.42) 4.45(1.39) 4.21(1.26) 4.91(1.45) (1.55) 5.81(1.29) 4.55(2.06) 5.81(1.35) <23<2 5.82(1.48) 6.00(1.24) 4.86(2.15) 6.05(1.17) <23<2 4.31(1.29) 4.49(1.10) 3.62(1.45) 4.44(1.28) < (1.38) 5.15(1.18) 4.07(1.58) 5.06(1.31) < (1.60) 5.32(1.50) 4.52(1.84) 5.94(1.39) <2 p < 0.05 p < 0.01 p <
94 5 F (n=85) (n=139) (n=54) (n=34) F 3.72(1.33) 3.48(1.35) 3.35(1.38) 3.06(1.35) << < 3.70(1.15) 3.64(1.17) 3.43(1.33) 3.53(1.23) 4.23 < < 3.79(1.29) 3.73(1.28) 3.21(1.48) 3.21(1.38) < 2.63(1.38) 2.28(1.34) 2.35(1.34) 2.28(1.32) 5.26 < 3.62(1.45) 3.65(1.46) 3.10(1.52) 2.85(1.60) < p < 0.05 p < 0.01 p < F (n=19) (n=89) (n=24) (n=26) F 3.20(1.36) 3.06(1.39) 3.24(1.44) 2.89(1.43) 3.74 < 3.60(1.21) 3.57(1.25) 3.90(1.22) 3.94(1.06) 6.50 < 3.35(1.47) 3.57(1.25) 3.57(1.37) 3.61(1.45) (1.10) 3.51(1.37) 1.88(1.15) 1.63(1.11) < < 2.54(1.50) 1.88(1.09) 3.13(1.68) 3.38(1.56) < < p < 0.05 p < (n=328) 90(n=129) t 3.54(1.33) 3.10(0.93) (1.22) 3.68(0.65) (1.44) 3.32(0.81) (1.32) 2.10(0.47) (1.45) 2.65(0.99) 7.67 p < 0.01 V 1378 ()
95 [1] (2006) [2] (1980)131:25-43 [3] (1983)2 20(3): [4] (1979)() [5] (1979)Athletic Performance (I)volleyball(6):3-5 [6] (1997)37(1):97 [7] (1992)19(1):11-17 [8] (2003) [9] (1988)161 [10] (1994)(I)(29): [11] (1979)(27):1-9 [12] (1966)(9): [13] (1972)() [14] (1980)() 93
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97 14, Retrospective Research about Sports activitis on University Student Focused on Stress, Support, and Self-efficacy in Junior High School Days YASUDA Mitsugu ENDO Toshiro SHIMOKAWA Kouichi FUSE Hirosi HAKAMADA Atsushi ITOH Junji : : I (,2005) (Bandura,1977),,
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120 14, Readiness Program for Infants with Developmental Disabilities in New York TORIUMI Junko : (IEP)IEP : I PL PL PL PL PL [8] (2006) [9] 2007 [10] 2008 [11]
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130 14, What Special Support Education as an Educational Policy is Producing? FURUYA Yoshihiro OKA Teruhiko HIROSE Nobuo : [3] : I [4] [6] [3] ,
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161 14, An Exploratory Research on Interpersonal Stresses in Teachers Investigating TeachersNarratives AKAOKA Reiko TANIGUCHI Akiko : 2003 [2] : I [3] ILO 1998 [5] 2004 [6],
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179 ISSN JOURNAL OF APPLIED EDUCATIONAL RESEARCH No A Study on the Development of a Junior High School History Course : Unit Plan Yamanashi as a place name in Hokkaido HATTORI Kazuhide SAITO KoutaFURUKAWA AsukaHAGIHARA YoshiakiSUZUKI Aya Stream lines in upper layers and vertical shares of sea breeze, August 1981 in TOKAI Village, IBARAKI Prefecture ADACHI TakashiTSUKUSHI FumioHAYASHI Takashi Upper layer winds of the autumn 1991,the spring, summer and winter,1992 in Tokai Village, Ibaraki Prefecture, Japan YATA YukoADACHI Takashi On the Improvement of Teaching in University Education Based on the Learning Record : Focus on the OPPA HORI Tetsuo The Instruction of High Jump in the Class of Pedagogy of Elementary School Physical Education in the University of Yamanashi The Consideration of the Class of Pedagogy of Elementary School Physical Education through the Experience of Berry Roll and Fosbury Flop which are Dangerous Jump Styles and not intended for Elementary School Children UEYA KiyomiYAMADA NaohiroSAWABE NaotoKOMACHI TakafumiHIRUMA Kosuke Consideration about the Group Norm in team sports. About the Varsity Volleyball Players ENDO ToshiroSHIMOKAWA KouichiYASUDA MitsuguFUSE Hirosi HAKAMATA AtsushiITOH Junji Retrospective Research about Sports activitis on University Student Focused on Stress, Support, and Self-efficacy in Junior High School Days YASUDA MitsuguENDO ToshiroSHIMOKAWA KouichiFUSE Hirosi HAKAMADA AtsushiITOH Junji On the Understanding of the Concept of the Magnetic Field of Conductor Carring Electric Current and Fleming s Left Hand Rule A Case of Students of a Teachers College SATO HiroshiSHIRATORI Rie Readiness Program for Infants with Developmental Disabilities in New York TORIUMI Junko What Special Support Education as an Educational Policy is Producing? FURUYA YoshihiroOKA TeruhikoHIROSE Nobuo Effects of Voluntary Activities in Educational Institutions on the Promotion of Students Educational Literacy SHINDO ToshihikoSETA JiroSAWANOBORI YoshihiroTSUNODA Osamu An Educational Program for promoting understandings of In-hospital schools How do Images of In-hospital Schools Change? TANIGUCHI Akiko An Exploratory Research on Interpersonal Stresses in Teachers Investigating TeachersNarratives AKAOKA ReikoTANIGUCHI Akiko The Center for Educational Research Faculty of Education and Human Sciences University of Yamanashi Takeda, Kofu , Japan Phone : Fax :
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82016 pp. 45~58 STUDIES IN ART 8 Bulletin of Tamagawa University, College of Arts 2016 This study aimed to identify the contemporary issues considered necessary in today s keyboard harmonica instruction,
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