文部科学省は指導要領の改訂に伴い，道徳が教科となり特別な教科道徳となった．道徳を教科化した目的には生きるための考え方の礎になるべき道徳を教育内容の中心になるように位置づけ，決して軽んじられることなく行われないといけないとして教科化したものである．しかし，学校は，決して軽んじたわけでも，地域性をもって忌避的なイメージをもっていたわけでもない．道徳の教科性として授業を実践するのに，とても困難で，教科担任というわけにはいかず，学級担任になれば，必然的に道徳を担当することになり，学級担任としての業務もあり，道徳の果てしない教材研究が追い付かないのが現状であると考えられる．文部科学省の読書資料は道徳内容の準拠で使いやすいが，生徒の生活実態として理解することが困難なものもあるかもしれないと考えられる．そこで，本稿ではまず，ある図書館の漫画の蔵書の中で道徳の教材資料として採用できそうなものを提示する．次に，道徳内容に従った教材研究の方向性及び生徒により浸透しやすく理解しやすい道徳内容の教材資料を示し，教材資料の選定の一提案とするものである．

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The present study shows some of the translation techniques used to translate Japanese onomatopoeias and mimetic words in manga (Japanese comics) into Spanish and English. The use of these expressions is very common in almost all levels of Japanese language. However, the peculiarities of manga as text (e.g. the presence of pictures) cause the different roles of the onomatopoeias and mimetic words in comparison with these expressions used in more “traditional” style texts (e.g. novels). This difference allows translators to use a series of very original translation techniques which could not be found in translation of other types of texts.

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本稿の目的は，近年，盛んに使われるようになった「顧客心理型コピー」の伝播力を測定し，その効果を実証的に明らかにすることである．とくに，「顧客心理型コピー」のうち，表現形式上，生の「つぶやき」の体裁を装っている「つぶやき型コピー」と，内言を言語化した「内言型コピー」との伝播力の差異を明らかにしたい．本調査では，文章表現コンクールの作品応募キャンペーンにからめて，過去の顧客心理型のキャッチコピー(文字主体のポスター)を大学構内の掲示板等に貼りめぐらし，学内の教職員・学生がQRコードから投稿できる仕組みを構築した．結果は，「顧客心理型コピー」に触発されて応募された全作品82件のすべてが「内言型コピー」であった．すなわち「つぶやき型コピー」に有意な伝播力は，まったく見出されず，消費者の胸の内を代弁したり，説明したりする，技巧的な「内言型コピー」の伝播力が優っていることが明らかになった．

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While the problem of "ijime (bullying)" has become serious among pupils, few scholars have paid attention to this problem until recently. Among the studies done by scholars, most of them are fact-finding surveys and are not enough to explain why pupils bully others. Pupils' ijime behavior is sometimes very violent and such behavior is often portrayed on TV programs. Thus, it is possible to consider the issue from the view point of TV violence. Many researchers have undertaken studies of TV violence in western countries. Several theories on the mechanics of how television violence affects the viewer have been raised. One such theory, supported by past research, deals with the effects of modeling as well as of desensitization. The objective of this study is to examine the effects of "ijime" TV programs on children within the framework of observational learning theory and desensitization theory. The following three hypotheses will form the basis for this study. 1) Pupils exposed to "ijime" TV programs tend to bully others. 2) Pupils learn ways of bullying more through TV than any other medium. 3) Pupils exposed to "ijime" TV programs are more desensitized to bullying behavior by others. A survey was conducted in order to test the above hypotheses. The subjects were 977 (male 497, female 480) junior high-school students. The questionnaire included the following headings: 1) sex 2) programs frequently watched 3) experiences of bullying behavior 4) media through which students learn this bullying behavior 5) degree of desensitization to real bullying (students were asked how they would react if they happened to see real bullying by others) The first hypothesis was proved as a result of a chi square analysis of the obtained data; while the others were not. By discussing these results, the following were suggested. 1) In measuring desensitization, our questionnaire did not seem to be sensitive enough, and this reminds us of the basic problem of difficulty in measuring attitude. 2) In the process of learning bullying behavior, personal media as well as mass media seem to function as sources of acquiring bullying methods. This suggests that it would be necessary to clarify the interaction of these two types of media. 3) Pupils exposed to " ijime" TV programs tend to bully others and this suggests the necessity to control the portrayal of bullying behavior on TV.

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