評論・社会科学 84号(よこ)(P)/3.金子

Similar documents
評論・社会科学 91号(よこ)(P)/1.金子

<4D F736F F D20955D985F81458ED089EF89C88A BA816A E82568C8E825093FA8C8E88B18DE28FE396EC92E78ADB8E5289FC>

A B C B C ICT ICT ITC ICT

CONTENTS Public relations brochure of Higashikawa September No.755 2

07_伊藤由香_様.indd




A pp CALL College Life CD-ROM Development of CD-ROM English Teaching Materials, College Life Series, for Improving English Communica

IPSJ SIG Technical Report Vol.2014-EIP-63 No /2/21 1,a) Wi-Fi Probe Request MAC MAC Probe Request MAC A dynamic ads control based on tra

indd

L3 Japanese (90570) 2008

Bull. of Nippon Sport Sci. Univ. 47 (1) Devising musical expression in teaching methods for elementary music An attempt at shared teaching

NO


Web Web Web Web Web, i

鹿大広報149号

総研大文化科学研究第 11 号 (2015)


16_.....E...._.I.v2006

S1Šû‘KŒâ‚è

自然言語処理16_2_45

untitled


1986 NHK NTT NTT CONTENTS SNS School of Information and Communi

【教】⑮長島真人先生【本文】/【教】⑮長島真人先生【本文】

{.w._.p7_.....\.. (Page 6)

<8ED089EF8B D312D30914F95742E696E6464>


09‘o’–


自分の天職をつかめ

soturon.dvi

大学における原価計算教育の現状と課題


Microsoft Word - j201drills27.doc

橡最終原稿.PDF

【生】④木原資裕先生【本文】/【生】④木原資裕先生【本文】

日本版 General Social Surveys 研究論文集[2]


Microsoft Word - ??? ????????? ????? 2013.docx

(group A) (group B) PLE(Primary Leaving Examination) adobe Flash ipad 1 adobe Flash e-book ipad adobe Flash adobe Flash Pixton scratch PLE(Primary Lea

L1 What Can You Blood Type Tell Us? Part 1 Can you guess/ my blood type? Well,/ you re very serious person/ so/ I think/ your blood type is A. Wow!/ G

P


18巻2号_09孫さま03p.indd

1..FEM FEM 3. 4.


Core Ethics Vol. a

open / window / I / shall / the? something / want / drink / I / to the way / you / tell / the library / would / to / me


24_ChenGuang_final.indd

, , , ,

井手友里子.indd

雇用不安時代における女性の高学歴化と結婚タイミング-JGSSデータによる検証-

ron.dvi


駒田朋子.indd


DAY )

卒業論文2.dvi

2009 No

CA HP,,,,,,.,,,,,,.,,,,,,.,,,,,,.,,,,,,.,,,,,,.,,,,,,.,,,,,.,,,,,.,,,,,.,,,,,.,,,,,.,,,,,.,,,,,.,,,,,.,,,,,,.,,,,,.,,,,,,.,,,,,.,,,,,.,,,,,,.,,,,,,.,,

Vol. 48 No. 4 Apr LAN TCP/IP LAN TCP/IP 1 PC TCP/IP 1 PC User-mode Linux 12 Development of a System to Visualize Computer Network Behavior for L

¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡-¡

目次 1. レッスンで使える表現 レッスンでお困りの際に使えるフレーズからレッスンの中でよく使われるフレーズまで 便利な表現をご紹介させていただきます ご活用方法として 講師に伝えたいことが伝わらない場合に下記の通りご利用ください 1 該当の表現を直接講師に伝える 2 該当の英語表現を Skype


外国語教育/斎藤

Kyushu Communication Studies 第2号

2


<95DB8C9288E397C389C88A E696E6462>

IPSJ SIG Technical Report Vol.2016-CE-137 No /12/ e β /α α β β / α A judgment method of difficulty of task for a learner using simple

日本国憲法における「社会福祉」

SOM SOM(Self-Organizing Maps) SOM SOM SOM SOM SOM SOM i

本文H21.4.indd

fiš„v5.dvi

Kyoto University * Filipino Students in Japan and International Relations in the 1930s: An Aspect of Soft Power Policies in Imperial Japan

Print

P P P P

CONTENTS Public relations brochure of Higashikawa November No.745 Higashikawa 215 November 2


2 except for a female subordinate in work. Using personal name with SAN/KUN will make the distance with speech partner closer than using titles. Last

Core Ethics Vol.

P

_Y05…X…`…‘…“†[…h…•

untitled

Page 1 of 6 B (The World of Mathematics) November 20, 2006 Final Exam 2006 Division: ID#: Name: 1. p, q, r (Let p, q, r are propositions. ) (10pts) (a

_09名嶋.indd

7,, i



Phonetic Perception and Phonemic Percepition

08_中嶋真美.indd

授受補助動詞の使用制限に与える敬語化の影響について : 「くださる」「いただく」を用いた感謝表現を中心に

untitled

日本語教育紀要 7/pdf用 表紙


1 UD Fig. 1 Concept of UD tourist information system. 1 ()KDDI UD 7) ) UD c 2010 Information Processing S

Answers Practice 08 JFD1

Transcription:

1 1 1 23 2 3 3 4 3 5 CP

1 CP 3 1 1 6 2 CP OS Windows Mac Mac Windows SafariWindows Internet Explorer 3

1 1 CP 2 2. 1 1CP MacProMacOS 10.4.7. 9177 J/A 20 2 Epson GT X 900 Canon ip 4300 Fujifilm FinePix V10 HTML Windows SafariWindows Internet Explorer Fire Fox iphoto egword universal, Word CP CD 2. 1. 2

1 1 18 2 10 2 3 2 42 3 2 4CP 4 5 2. 2 2. 2. 1 1 23

1 4 CP CP 2. 2. 2

1 3 3. 1 1 1 3 2 2 3 3 4 4 3. 2 2 1

1 7 2 8 2 1OS OS WindowsWin MacintoshMac Win OS Mac Mac Win OS OS 2 2 1 1

1 2 CD 4 1 2 1 CP 2 CP

1 CP CP 3 CP 3 4 1 1 2 3 I 2 4 II 5 3 6 7 4 8 4 18 3 41 1 2

1 3 4 5 6 7 8 42 12 34 56 78 43 1234

1 5678 5 NZ 1 1 M. Q S. Q. A. 1. 1. NZ 1. 2. NZ 1. 3. NZ NZ 1. 4. NZ 1. 5. NZ NZ 1. 6. NZ 1. 1. 1. 2. 1. 3. 1. 4. 1. 5. 1. 6. NZ NZ 9000 km NZ 1600 km NZ NZ NZ 4 3 NZ 1. 7. NZ NZ 1. 8. NZ 1. 7. 1. 8. NZ 400 NZ 3 1 40 NZ M. Q NZ 1600 km 400

1 1. 1NZ 1. 2. NZ 1. 3. NZ 1952 2004 p. 371. 4 1. 5. NZ 1. 6 1998 pp. 76 771. 7. NZ NZ 1. 8 2 1 M. Q S. Q. A. 2. 1NZ NZ 2. 2. NZ 2. 3. NZ 2. 4. NZ 2. 5. NZ 2. 6. NZ 2. 1. 2. 2. 2. 3. 2. 4. 2. 5. 2. 6. NZ NZ NZ 2. 7. NZ 2. 8. NZ 2. 9. NZ M. Q 2. 7. 2. 8. 2. 9. 100 1000 1500 NZ NZ NZNZ

1 2. 1. NZ 2. 2. NZ THAT S NZ 2004 2005 2004 p. 66 2004 pp. 58 59 2004 p. 132. 3. NZ 2. 2. p. 66 2. 2. p. 562. 4 1999 pp. 37 382. 5 2. 2. p. 67 2. 4. pp. 53 542. 6. NZ 2004 p. 372. 7. NZ JTB 2005 p. 172. 8 2.6. p. 272. 9. NZ 2. 7. p. 17 3 I 2 M. Q S. Q. A. 3. 1 NZ 3. 2 3. 3 3. 4 3. 5 3. 6 3. 7 3. 8 3. 9 3. 10 M. Q 3. 1. 3. 2. 3. 3. 3. 4. 3. 5. 3. 6. 3. 7. 3. 8. 3. 9. 3. 10. 8 13 NZ 1

1 3. 1 1999 pp. 167 168 THAT S NZ 2004 2005 2004 p. 74 2004 p. 263. 2 3. 1. pp. 26 273. 3 3. 1. pp. 26 27 3. 1. p. 1683. 4 1997 pp. 38 39 3. 5 3. 1. p. 1693. 6 3. 1. p. 273. 7 3. 8 3. 1. p. 1693. 9 2004 p. 11 1999 p. 163 1998 pp. 43 443. 10 3. 1. pp. 50 51 4 II2 M. Q S. Q. A. 4. 1 NZ 4. 2.NZ 4. 3 NZ 4. 4 4. 5 4. 61863 4. 7. 19 NZ M. Q 4. 1. 4. 2. 4. 3. 4. 4. 4. 5. 4. 6. 4. 7. NZ T1642 NZ 1769 NZ 1820 4. 1 2004 pp. 27 28 1999 pp. 57 594. 2. NZ 1999 p. 1624. 3 4. 4. NZ 4. 1. p. 285

1 4. 5 1998 pp. 39 41 4. 64. 7. NZ 4. 1. pp. 30 31 NZ THAT S NZ 2004 2005 2004 p. 75 5 3 M. Q S. Q. A. 5. 1. NZ 5. 2 5. 3 5. 4. NZ 5. 5. NZ 5. 6. NZ 5. 7 5. 8. NZ 5. 9 5. 10. NZ 5. 11 NZ M. Q 5. 1. 5. 2. 5. 3. 5. 4. 5. 5. 5. 6. 5. 7. 5. 8. 5. 9. 5. 10. 5. 11. NZ NZ NZ 56 12 710 14 1117 17 515 NZ 5 1953 NZ NZ NZ NZ

1 5. 1NZ 1997 pp. 84 855. 2. NZ THAT S NZ 2004 2005 2004 p. 65 1999 pp. 163 1645. 3 2004 p. 55 JTB 2005 p. 175. 4. NZ 1998 pp. 143 145 1998 p. 1515. 5 1998 pp. 27 28 5. 6. NZ 5. 3. pp. 41 42 5. 7 1999 pp. 236 2375. 8. NZ 5. 7. pp. 217 2185. 9 AtoZ 1998 pp. 58 595. 10. NZ 1998 pp. 192 1935. 11. NZ 2000 pp. 182 183 6 3 M. Q S. Q. A. 6. 1. NZ 6. 2 6. 3. NZ 6. 4. NZ 6. 5 6. 6 NZ 6. 7 6. 8. NZ 6. 1. 6. 2. 6. 3. 6. 4. 6. 5. 6. 6. 6. 7. 6. 8. ZN 1952 NZ 14 NZ 4 1 2 1 NZ 1950 NZ 1893 1873 8 8 1896

1 6. 9. NZ M. Q 6. 9. NZ 15 NZ 16 NZ 18 NZ 18 1999 20 6. 1Web 2 6. 2 2007 2007 p. 136. 3. NZ 1998 pp. 67 686. 4. NZ JTB 2005 p. 16 THAT S NZ 2004 2005 2004 p. 706. 5 1999 pp. 160 1616. 6 2004 pp. 32 336. 7 6. 5. p. 1596. 8. NZ 6. 5. p. 1596. 9. NZ 2000 p. 174 7 4 M. Q S. Q. A. 7. 1. NZ 7. 2. NZ 7. 3. NZ 7. 4. NZ 7. 5. NZ 7. 6. NZ 7. 7. NZ 7. 8NZ 7. 9 NZ 7. 1. 7. 2. 7. 3. 7. 4. 7. 5. 7. 6. 7. 7. 7. 8. 7. 9. NZ 18882 NZ NZ NZ 15 NZ NZ NZ NZ NZ 9 720 NZ NZ

1 7. 10. NZ NZ 7. 10 M. Q 7. 1. NZ http : //www. mofa.go.jp/mofaj/area/nz/data.html 2007. 2. 9 THAT S NZ 2004 2005 2004 p. 72 AtoZ 1998 p. 138, p. 141NZ 2006 2006 p. 458 NZ p. 458 7. 2 A to Z 1998 pp. 144 1467. 3. NZ 1998 pp. 122 123 NZ p. 458 7. 47. 5 1997 pp. 42 43 THAT S NZ 2004 2005 2004 p. 72 1999 pp. 151 1527. 6 7. 1. pp. 198 201 7. 7 7. 1. p. 2017. 8 7. 5. p. 1517. 9 7. 5. p. 1527. 10 8 4 M. Q S. Q. A. 8. 1 NZ 8. 2 EEC NZ NZ 8. 3 NZ 8. 4. NZ 8. 5. NZ 8. 1. 8. 2. 8. 3. 8. 4. 8. 5. NZ NZ NZ NZ NZ NZ NZ NZ NZ

8. 6. NZ 1 M. Q 1 8. 6. NZ 1 NZ 1 2 EEC 8. 1. NZ 2004 p. 33 pp. 33 348. 2 EEC NZ THAT S NZ 2004 2005 2004 pp. 70 718. 3 NZ 2000 pp. 68 70 NZ 2004 p. 298. 4NZ 2006 200 p. 4588. 5. NZ 8. 1. pp. 33 34 JTB 2005 p. 17 8. 2. p. 728. 6. NZ 1998 p. 197 5 1 1 M. Q. M. A. NZ 1600 km 400 1 NZ

1 1 2 1 M. Q. M. A. 2 3 I 2 M. Q. M. A. 3 4 II2 M. Q. M. A. 4 5 3 M. Q. M. A. 5

1 6 3 M. Q. M. A. 6 7 4 M. Q. M. A. 7 8 4 M. Q. M. A. 1 2 EEC 8 6 6. 1 1

1 3 2 3 8 1 2

1 3 6. 2 1CP 2CP CP 8 8 5 5 1 1

1 3 CP Mac Mac Mac OS 9.2. 10.X. HTML Windows Windows Mac Safari, Windows Internet Explorer Fire Fox OS 1 12 2

1 3 1819 C 1850734 2006 1 157 pp. 1 22 1995 2 45 pp. 31 44 1996 319 5 pp. 20 38 1996 6 8 C 1997 1 7 pp. 28 41 1998 No. 476 pp. 94 99 1999 2 9 pp. 1 26 2000 9 12 C2 2000

1 pp. 191 195 2001 3 12 pp. 1 26 2003 4 14 pp. 19 42 2005 13 16 C2 2005 11 2002 2002 39 2002 11 2002 21 2002 37 2002 9 2002 2002 2002 p. 129

14 65 1 1

1 1 2 3 2006 pp. 71 77 2000 1997 AtoZ 1998 1997 JTB 2005 2004 1997 1996 1996 1999 C10 200072008 21 1 2006 1984 2004

1 2004 2005 2004 2003 2006 2006 1998 1994 1984 PB 2003 1993 1999 PB 2003 6 8 Civics 66 2007 pp. 11 20 2005 pp. 12 13

1 Development of Teaching Materials Using Media-Synthesis1 SoftwareNew Zealand Kunihide Kaneko The aim of this research is to develop a software to teach about a foreign country using media-synthesis. This teaching material also aims not only to show how secondary geography become an integrated social studies but also to make a new teaching material adopting global perspective. The software have an interface which looks like a page of paper based textbook as familiar as possible to teachers and students who use this software will have a intimate feeling with this. Besides this, I also try to develop a model teaching plan which will help a teacher who want to use this software integrated in regular course of geography at junior high school. Itry to make a kind of hybrid type software that is to be used on both Mac OS and Win OS. As a result, I made a softwarenew Zealandwhich was a substitute unit of the required content of Course of Studies. The softwarenew Zealandwith four hours teaching plans shows how students get two general concepts. One isany country have proper land and people who live on, and try to keep and maintain its countryand another isnot only any country have unique tradition and culture but also any country have global connections with many another countries. The only required behavior for teachers and students is to push the button of mouse. The underlined questions, icon-like pictures, and resources on the screen of PC, will show an answer and explanation by specialists and guidebooks. And when icon-like picture or another type of resource is clicked, it becomes so large that it makes easy for any person to read and examine its data and information in detail.