本論文の目的は，物語の推移に伴った単語の布置と変化から，並行形式小説がどのような構造を持っているのかを明らかにすることである．対象としたデータは，村上春樹の小説『1Q84』とし，二人の主人公である青豆と天吾のそれぞれの章に対して，語彙頻度を測度とした因子分析と変化率分析を行った．その結果，因子分析からはお互いのBOOK2までの特徴がで相手の側に現れ，未消化だった二人の再会の物語を完結させるためにが書かれたことが明確になった．変化率分析からは，物語進行に従って対称的に登場する二人の人物が発見された．また文芸批評との比較も行い，本研究の分析手法が物語の理解に有効であることを確認した．

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本研究では，2019年に開発したCRAYON (～5歳Ver.) (韓, 2019)の内容的妥当性の検証を行った。保育士，幼稚園教諭などの保育従事者ら34名を対象にCRAYON (～5歳Ver.)の内容的妥当性に関する質問紙調査及び意見調査を実施した。 その結果，CRAYON (～5歳Ver.)16領域219項目に対し89項目で80％以上が「妥当である」または「きわめて妥当である」との回答が得られた。他の80％に満たなかった項目については, 質問の意図自体を「全く妥当でない」「妥当でない」とする意見というよりも，項目内容に関する言葉の表記や具体例が欲しいというような指摘事項が多数であった。 よって，「全く妥当でない」，「妥当でない」とした項目に関しては，回答者の意見等を踏まえ，専門家協議により項目の再検討及び修正を行った。その結果，最終的なCRAYON (～5歳Ver.)は16領域206項目に設定された。

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In this article, the research material is the Historical Education textbooks "Today through Yesterday". These textbooks were written by C. F. Strong in 1936 in Britain. The purpose of these textbooks is to bring up the citizen through historical education. I tried to make clear the principle of the historical content construction. The result of the analysis is as follow. 1) The purpose of citizenship education in Britain was to bring up the citizen who understand the democracy and make effort to defend it aganst the dictatorship. 2) Strong made clear the principle that bring up the citizen through historical content construction. 3) Strong concluded that the material of the historical education is the historical things. And, he concluded that the material of the citizenship education is the current things. So, he deviced the principle of the historical content construction for citizenship education. And, he put the principle into effect. This was the historical education textbooks "Today through Yesterday ". 4) "Today through Yesterday" was made up four books. The date of each books treted was as follow. book 1 earlist times to 1603 book 2 1603-1837 1837-present book 4 present 5) The principle of the historical content construction for book 1 to book 2 is the chronological approach. The principles for is the topic approach. The principles for books 4 is the concentric approach. 6) The special feature of the principle of "The through Yesterday" is the gradual change chronological approach to concentric approach.

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In Virgil's Georgics, the relation between the end of Book 4 (the Aristaeus story) and the poem as a whole has often been questioned Many scholars have noticed that this story reflects the preceding main themes of the poem the Aristaeus episode reminds us of the theme of labor, while the Orpheus episode tells about the theme of amor and mors But how can we understand the relation between these two episodes? A close analysis of the episodes shows not only how Virgil explains the human condition in the age of Jupiter, but also how he develops the view of Lucretius on civilization, love, and death But here arises another question how can we interpret the fact that the story reflects the significant influence of Homer, with the Orpheus episode at the same time being connected with the Eclogues (esp Eel 6 and 10) ? This fact results in the impression that the story, irrelevant to the preceding didactic part of the poem, is abruptly introduced My answer is that the end of the fourth Georgic may have a hidden function of expressing the poet's career as a primus poet in Rome The Orpheus episode, closely united with the theme of amor and mors in the Eclogues, implies that Virgil has written the Eclogues, while the Aristaeus story as a whole shows Virgil's original point of view on the human condition Further, the impression that the story is closely related to epic poetry suggests Virgil's intention of writing an epic in the future This view is confirmed by another similar example found in the epilogue of Book 2 and the proem of First, in 2 475-494, Virgil compares his view of nature and happiness with that of Lucretius, even though the former's view is quite like that of a shepherd in the Eclogues Second, through the description of happy farmers, the epilogue of Book 2 expresses the ideal of the Georgics which reflects the theme of labor in the first half of the poem Third, in the proem of , Virgil promises to write an epic which will glorify not only Caesar but also Virgil himself In short, this middle part of the poem implies that the poet has already written the Eclogues, and is writing the Georgics now, and will write an epic in the future Just as in this middle part, the end of the fourth Georgic not only reflects the preceding main themes but also, as a kind of sphragis, implies the poet's career as an original poet in Rome

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Recent studies have indicated that A Tale of Two Cities depicts the French Revolution as a critical period in which information technologies had developed and information transmission had accelerated and that it thereby represents the idea that social changes and technological development are inseparable. Those studies, however, have paid little attention to the end of Book 2 and the beginning of

of the work. These chapters clearly illustrate the impact of the means of communication on people’s lives, making them the most significant part of this work of fiction in regard to its consciousness of communication. This paper verifies that the aforementioned chapters are crucial for comprehending the understanding of the media presented in this work. This study first focuses on the dates of events in which those chapters progress. The time they span is sufficient to deliver messages from Paris to London by telegraph but is not long enough to do so without electric wires. It then reaffirms the meaning of the dates by examining the fact that Charles Dickens had set this scene in winter before changing his manuscript. Finally, it analyses Darnay’s travel across the English Channel, which is repeatedly impeded, to clarify that this novel delineates the substantial gap of communication between the eighteenth and nineteenth centuries.

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We investigated the effect of context dependency on the field-dependent field-independent in cognitive styles of lower secondary school students, concerning the application of memorized geological information. In this research we carried out five investigations as follows: 1). Determining the student's field-dependent field-independent type in cognitive styles by Embedded Figures Test. 2). Investigation of the effect via languages reproduced after memorizing geological information by text-. ). Investigation of the effect via sketches reproduced after memorizing geological information by text-book. 4). Investigation of the effect via languages reproduced after memorizing geological information by figures. 5). Investigation of the effect via sketches reproduced after memorizing geological information by figures. We divided students into two types by result of the EFT. The students who received a high grade on the EFT were the field independent type, and the students received a low grade on the EFT were field-dependent type. We compared the EFT results with the results of investigations, 2)-5). As a result, when students reproduced geological information, they had a tendency to depend on context. Many field-independent type students given text-books could reproduce geological information in cognitive style language, while, many field-dependent students, given figures, could reproduce geological information cognitive style via sketches. Therefore, we think that the effect of context dependency appeared in the reproduction of geological information.

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小説が進行するに従って，様々な表現の性質は変化していくものである．本研究の目的は用いられた動詞の観点から小説展開を計量的に特徴づけることである．具体的には，異なる主人公と物語の奇数章と偶数章からなる村上春樹の並行形式小説『1Q84』を対象とし，キャラクターの行為の指標として動詞の出現頻度を分析する．二組のチャプター群をそれぞれ六つのパートに分割後，全ての文章をキャラクターに関連のあるアクションを示す動詞を特定するため機械的に構文解析し，統計分析によって体系的傾向を持つ五つの動詞を明らかにした．本研究では，特定のアクションを示す動詞の相対的頻度の推移は，奇数章（動から静）と偶数章（静から動）の対照的な傾向に影響されていると論じた．

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Reinforcement Learning (RL) is a promising technique for creating agents that can be applied to real world problems. The most important features of RL are trial-and-error search and delayed reward. Thus, agents randomly act in the early learning stage. However, such random actions are impractical for real world problems.

This paper presents a novel model of RL agents. A feature of our learning agent model is to integrate the Analytic Hierarchy Process (AHP) into the standard RL agent model, which consists of three modules: state recognition, learning, and action selecting modules. In our model, the AHP module is designed with {\\it primary knowledge} that humans intrinsically have in a process until a goal state is attained. This integration aims at increasing promising actions instead of completely random actions in the standard RL algorithms.

Profit Sharing (PS) is adopted as a RL method for our model, since PS is known to be useful even in multi-agent environments. To evaluate our approach in a multi-agent environment, we test a PS RL method with our agent model on a pursuit problem in a grid world. Computational results show that our approach outperforms the standard PS in terms of learning speed in the earlier stages of learning. We also show that the learning performance of our approach is superior at least competitive to that of the standard one in the final stages of learning.

これまで教科書の歴史的な発達の研究に関しては,主観的な手法にとどまっており,いわゆる教科書発達史についての体系的な研究方法は確立されていないのが現状である。本研究は教科書の特徴をより客観的な形で明らかにし提示していくことを目的とし,この分野での新たな研究方法として明治から現代までの5セット(6種類)の中学校・高等学校の英語教科書をそれぞれデータベース化し,コンピュータによって量的な分析を行なった。(そのうち,3セットは馬本他(2001)のデータを用いた。)分析結果として教科書ごとの類似点や相違点が統一的な指標から明らかになった外,今まで一般に言われてきたり先行研究で印象として指摘されてきた点が客観的な形で裏付けられた。

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