Though many theories concerning life-long sport have been proposed, the question of the conceptual structure and theory of life-long sport have still been remained open. In the discipline of philosophy of sport, Ohashi presents a structural clarification of the concept of life-long sport. However, the question remains as to what is a life-long sport. The purpose of this study is, therefore, to show the concept of life-long sport and propose a model for discussion. The procedure of this study is as follows: 1. The author examines the meaning of life-long sport in terms of both political and social points. 2. The author examines critically a life-span developmental theory from the viewpoint of the body and its life cycles. 3. The author considers the concept of life-long sport and a theory for life-long sport that discusses a life-long sport itself. The consequences of discussion are summarized as below:
1. Even if, one says, that life-long sport is socially important, the question of what the values are among individuals still remains.
2. E. Erikson's life-span developmental theory lacks the body as a factor.
3. Life-span developmental theory is seen as the idea of life-long sport. Such a hypothesis makes possible that one can interpret a structure of life-long sport threefold, idea, principle and practice. The principle of life-long sport should not be constituted by the life-span developmental theory, but by the results of physical education or sport science because the body is a very important factor to be considered.

抄録全体を表示

Ericksonのアプローチの中でも，多くの専門家が，中心的なものであると挙げているのが利用（utilization）である。本論文は，Ericksonの「利用」を意識的に用いて改善したケースを紹介し，「利用」を用いる際のセラピスト側の要因について論じた。1つ目は，セラピストがクライエントの枠組みを否定しないことであり，クライエントを受容することで改善意欲を引き出すことである。2つ目は，働きかけに関してセラピスト側の思いに固執しないことである。本論では，固執しないことを力を抜いた感覚と表現した。それによって，クライエントの主体性を尊重できるような流れになると考えた。

抄録全体を表示

This paper aims to clarify the process of post-relocational adaptation of elderly relocatees who move to nursing home. In this study the notion of environmental personalization was introduced, and a role of private room of whole dwelling institution in adaptation process was discussed. Methods used were mapping and counting of private furniture and possessions, behavior observation and deep interview of the residents about meaning of the possessions. The survey was repeated five times in order to follow longitudinal change. Findings are as follows. 1) Number of possessions placed in resident's private room has been increased. 2) Four aspects of process of personalization in private room by means of bringing possessions in were observed, those were spatial aspect, personal aspect, social aspect, and temporal aspect. 3) Each resident could confirm identity by sense of subjectivity and relationship in private room. 4) Private room played very important role in diverse adaptation processes that reflect diverse relation between each resident and environment around him/her.

抄録全体を表示

LTE (Long Term Evolution) に代表される、世界的な移動通信システムの急速な発展を受けて、2020 年を目標とした第5世代移動通信システム (5G システム) の検討が進められている。は、人々、知識、デバイス、および情報がネットワーク化される、『ネットワーク化社会』の到来を予測しており、5Gシステムがそのプラットフォームになると考えている。本報告では、今後展開される5Gシステムの標準化プロセスと無線周波数について概説する。

抄録全体を表示

 This study utilizes sandplay experiments as a means to analyze the development of 4 and 5 year old kindergarten children's creative spatial organization of toys. The children were asked to arrange several toys in a box filled with sand, and they were told to play in the sand box and with the toys freely.
 Fifty-one children, 25 boys and 26 girls between 4 and 5 years old, participated in the sandplay experiments. By analyzing the displacement of the toys in the box, the researchers were able to identify and classify the children's developmental steps in the creation and recognition of their spatial organization of the toys ranging from simple toy arrangements to more complex ones. “Enumeration” was the simplest example of toy arrangement, where the children enjoyed placing the toys in the box one after the other, and they did not establish any meaningful relationship between the toys. Some children placed the toys in a disorderly fashion, while others placed the toys in rows. When the toys were arranged in rows, they showed an emphasis in a certain direction. As an example, some children had all the toys facing right, other children made rows of toys parallel to the box sides. The “chaotic” classification is another example of a simple toy arrangement, where the children randomly and sometimes unstoppably stuffed toys in the box. Consequently, this resulted in a box that was completely packed with toys.
 The toy arrangement classified as “structured arrangement” refers to examples where the children gave meaning and a clear spatial relationship to the toys and how the toys were displayed in the box. Two archetypical spatial images were identified in those structured arrangements. Boys had a tendency to show what is described hereafter as “spatial plurality,” while girls, in contrast, presented a different tendency toward “female spatial singularity.”
 Spatial plurality appeared when the toys were arranged in a way that incorporated motion (cars, trains, boats) or intrusion and expanding spaces outside of the box. On the other hand, female spatial singularity was seen when the toys were arranged in an enclosed area; and, the relationship between the toys was one of inclusion, and the toys were restrained to the box. The girls placed the toys in a manner that created these internal spaces. For example, they used furniture toys and simulated the inside of a house, or they used toy figures of people and animals to suggest that they were living happily together.
 These archetypical spatial images have already been identified in former sandplay experiments with older subjects. In this study with kindergarten age children the differences between boys and girls spatial images were identified in all of the structured arrangements. However, in the experiments herein, structured arrangements were fewer than the enumeration or chaotic arrangements. Some children showed the characteristics of spatial plurality or female spatial singularity, when they started placing the toys; but, at the end, they finished by filling all of the empty spaces with toys. Other children would place the toys in rows; but, in a corner of the box, they would place a table and a chair or a hospital and an ambulance, showing a start on giving meaning and spatial relationships to the toys.
 These examples of arrangements between simple and structured showed the first steps towards spatial recognition. The children's intellectual capacity for recognizing and interacting with spatial organization appears in the form of this structural arrangement schema － spatial plurality or female spatial singularity.

抄録全体を表示