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全文: "鯛の鯛"
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  • 竹内 健二, 旭 宏, 吉岡 哲志, 内藤 健晴
    耳鼻咽喉科臨床
    2004年 97 巻 12 号 1040-1041
    発行日: 2004/12/01
    公開日: 2011/10/07
    ジャーナル フリー
  • 末永 雅雄
    日本學士院紀要
    1983年 39 巻 2 号 73-157
    発行日: 1983年
    公開日: 2007/06/22
    ジャーナル フリー
    Contents
    Chapter 1. Meanings and Conditions of Supplementary Articles
    Chapter 2. Varieties of Supplementary Articles and Observationson Them
    Chapter 3. Concluding Remarks … Internal Products and Imports from Abroad
    Chapter 1. Meanings and Conditions of Supplementary Articles
    Considered from an archaeological standpoint, it will be seen that the burial practice with supplementary articles beside a person's body is a frequent phenomenon throughout the ancient world. A marked tendency to this was seen in the so-called Tomb Period (from the third century to the seventh century of the Christian Era) in ancient Japan.
    There are some differences of opinion among archaeological scholars about supplementary articles beside a person's body as follows: (1) as a supplement to the difficulties of the life in the after-world without his or her daily necessaries while alive, or as a supplement to the act of terminating the pollution by death. Considered from the burial of“ground-buying coupon”(bai-chi-ken) (Figs. 2 and 3) with a person's body, there appears to be no doubt about his or her secondary life in the after-world, from thoughtful consideration of the family of the deceased. Accordingly, it would seem perhaps most fitting to say that there is little difference in the kinds and arrangement of the supplementary articles among ancient tombs, if any difference in their period and structure (Figs. 4-8, Pls. 1-9).
    Chapter 2. Varieties of Supplementary Articles and Observations on Them
    As supplementary articles contain a variety of their kind and type, I think, though there is little time to explain them minutely, I want to classify them into seven groups as follows: (1) daily necessaries (Pls. 10-15), (2) accessories to a dress (Figs. 9-11, Pls. 16-21), (3) mirrors (Fig. 12, Pls. 22-26) (4) weapons and horse-equipments (Figs. 13 and 14, Pls. 27-34), (5) tools (Pl. 35), (6) clay figures (haniwa) (Pl. 39), and (7) tomb inscriptions and inkstones (Pl. 40). From the above-mentioned examples which have been found from ancient Japanese tombs, it is generally acknowledged that some of the mirrors may have been founded in the Asiatic Continent, jade bowl at Plates 14 and 15 may have been made in the Western countries beyond China, and some of the long swords may also have been introduced from China or Korea, shown at Plates 27 and 28.
    In ancient Japan, people imitated the way of manufacture and produced articles with new conception, such as mirrors which are called“imitation mirrors”(boseikyo) by archaeological scholars. In home-manufactured articles, the so-called Haji Ware (haji-no-utsuwa), Sue Ware (sue-no-utsuwa) shown at Plate 10-13, and, swords and armors shown at Plates 29-33 had been produced enormously.
    Chapter 3. Concluding Remarks…Internal Products and Imports from Abroad
    Such a large quantity of daily necessaries had been manufactured to supply a demand of the masses of those days, and expensive articles had been imported to supply a demand of the high-bred persons. Considered from general phenomena as a basic principle of ancient industrial society, we may truthfully say that cultural changes in the Tomb Period had been performed constantly together with Continental influences.
  • 阿部 覚, 林 紀代美
    地域漁業研究
    2017年 57 巻 3 号 45-64
    発行日: 2017/06/01
    公開日: 2020/06/26
    ジャーナル オープンアクセス

    本研究は,放課後児童クラブ(学童)に着目し,七尾市の小丸山放課後クラブでの活動実践を事例として,「食」に関わる学びや「ぎょしょく教育」を行う主体や場としての有効性,可能性を検証することを目的とする。

    その結果,実施環境の利点が確認された。学習を通じて児童には,知識・技能の獲得のほか,多様な学びの力がはぐくまれる契機としても機能していた。支援員にとっても,児童の伸びを実感することで,自身の職務の工夫や動機づけの向上につながっていた。保護者も,子から活動の報告を聞き,学びを契機とした子の変化や成長に気付いていた。多忙で親子間での調理技術の伝承や水産物・献立に関わる会話などを十分確保できないことから,保護者は学童での学びの機会やその継続に好意的評価を持っていた。

    一方で,学童での学習にもいくつか課題がある。第1に,導入・実施の方法や材料が学童関係者に十分認知されていない。第2に,一部構成員の意欲・行動力に依存せず,保護者も含めた園関係者全体で連携した活動づくりが必要である。関連して第3に,必要な知識・技能をもつ支援者を長期的,継続的に確保する難しさである。同時に,長期的に学習を展開するならば,外部講師に依存しない活動基盤,園関係者の指導力をどう構築していくかも課題となる。第4に,企画に応じた時間と場所の設定・活用や内容の構築である。

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