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dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250724
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en-title=Die Agrarstruktur in Sachsen im 19. Jahrhundert�i3�j
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en-aut-name=MatsuoNobushige
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cd-journal=joma
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dt-accepted=
dt-pub-year=2025
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kn-subject=
en-title=Case Study on Additional Tax for Non-Tax Return: On the subject of the Supreme Court's September 21, 2006 decision
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en-aut-name=FukeHiroyuki
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cd-journal=joma
no-vol=57
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en-title=Anticompetitive Exclusive Contracts with Complementary Inputs: A Case of Horizontally Differentiated Products
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kn-subtitle=
en-abstract=
kn-abstract=�@This study constructs a model of anticompetitive exclusive dealing in the presence of complementary inputs. Kitamura, Matsushima, and Sato �i2018�j analyze the situation where a downstream firm transforms multiple complementary inputs into final products. When complementary input suppliers have market power, the inefficient incumbent supplier can deter socially efficient entry by using exclusive contracts. This study applies the analysis from Kitamura, Matsushima, and Sato �i2018�j to examine a situation where the potential entrant produces horizontally differentiated products and demonstrates the feasibility of anticompetitive exclusive dealing.
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en-aut-name=SatoMisato
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en-title=Evaluation of Drying Process of a Slurry Droplet Containing Water-soluble Polymer
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en-abstract=
kn-abstract=The granulation process of a slurry droplet containing a water-soluble polymer in a spray dryer is investigated. Although there have been many studies on the drying behavior of a single-component slurry droplet, there have been few reports for a multicomponent slurry droplet. This is due to the complexity and difficulty in evaluating the drying behavior of a multicomponent slurry droplet. Therefore, for the production of granules from multicomponent materials by a spray dryer, its operating conditions are usually determined by trial and error. To optimize the practical granule production process, the drying behavior of multicomponent slurry droplets should be studied. In this study, the drying behavior of a silica slurry droplet containing polyvinyl alcohol (PVA) is investigated. The drying behavior of a droplet suspended on the tip of a needle was observed. The effect of the volume fraction of PVA on the drying behavior and the morphology of a dried granule is studied. The effect of drying condition on the granule formation process is also investigated. As a result, the structure of dried granules was strongly influenced by PVA concentration. Segregation of PVA in the dried granules was observed. Based on the results, the drying process diagram is presented.
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affil-num=1
en-affil=Faculty of Environmental, Life, Natural Science and Technology, Okayama University
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affil-num=2
en-affil=Graduate School of Natural Science and Technology, Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@Ž©‘R‰ÈŠwŒ¤‹†‰È

affil-num=3
en-affil=Graduate School of Natural Science and Technology, Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@Ž©‘R‰ÈŠwŒ¤‹†‰È

affil-num=4
en-affil=Faculty of Environmental, Life, Natural Science and Technology, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@ŠÂ‹«�¶–½Ž©‘R‰ÈŠwŠwˆæ

affil-num=5
en-affil=Faculty of Environmental, Life, Natural Science and Technology, Okayama University
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en-keyword=Spray Dryer
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en-title=–¡åQ“à‚Ì–¡ŠoƒVƒOƒiƒ‹“`’B’²�ß‚É‚¨‚¯‚éGABA‚Ì–ðŠ„
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en-title=Memoirs of NISHIDA Kitaro's Death
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cd-journal=joma
no-vol=31
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start-page=1
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dt-accepted=
dt-pub-year=2025
dt-pub=20250331
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en-title=Improved sedimentary layer model including the accretionary prism in the fore-arc region of the Ryukyu arc, Japan
kn-title=“ì�¼�”“‡‚Ì‘OŒÊˆæ‚É‚¨‚¯‚é•t‰Á‘Ì‚ðŠÜ‚Þ‘Í�Ï‘w‚̃‚ƒfƒ‹‰»
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en-abstract=
kn-abstract=�@We combine the recent seismic reflection profiles to construct a new seismic velocity model of the sedimentary layer incorporating the accretionary prism along the Ryukyu trench. In constructing the new model, we refer to the zoning (ZONE1 to ZONE4) identified by Okamura et al. (2017, Tectonophys.). The construction process consists of the following steps: First, we digitize either unconformities or VP=4 to 5 km/s lines as the seismic basement, whichever is more clearly identifiable. Second, the digitized thickness data of the sedimentary layer from the reflection profiles are geometrically modeled and interpolated to make the three-dimensional structure model. Finally, we supplement the external region of the constructed 3-D sedimentary model using the J-SHIS model provided by the NIED to complete the velocity structure model in the entire Ryukyu arc. The main features of our model are as follows: In ZONE1, off Ishigaki-jima island, the thick sedimentary layer extends about 50 km wide from the Ryukyu trench. In ZONE2, off Miyako-jima island, the thinner layer compared to the other zones is found near the trench, with a thin sedimentary terrace covering the area behind it. In ZONE3, off Okinawa-jima island, the sedimentary layer deepens as it approaches the trench. In ZONE4, off Tokara islands, the deepest layer among all zones is identified. We then conduct 3-D finite-difference simulations of seismic wave propagation using the new and the previous models to confirm the improvement of the new model. In the simulations, the effects of the accretionary prism along the Ryukyu trench on the seismic wave propagation are clearly identified.
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en-aut-name=OKAMOTOTaro
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en-aut-name=TAKENAKAHiroshi
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affil-num=1
en-affil=Okayama Gakuin University
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affil-num=2
en-affil=Formerly Department of Earth Sciences, Okayama University
kn-affil=Œ³�E‰ªŽR‘åŠw‘åŠw‰@Ž©‘R‰ÈŠwŒ¤‹†‰È

affil-num=3
en-affil=Department of Earth and Planetary Sciences, School of Science, Institute of Science Tokyo
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affil-num=4
en-affil=Department of Earth Sciences, Okayama University
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en-keyword=Sedimentary layer model
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END

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en-title=Bulletin of Cultural Heritage Management Division Research Institute for the Dynamics of Civilizations Okayama University 2023
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cd-journal=joma
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article-no=
start-page=19
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dt-received=
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dt-accepted=
dt-pub-year=2025
dt-pub=20250331
dt-online=
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kn-subject=
en-title=A Review of Previous Research on the Use of PrEP: Focusing on Japan and China
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en-aut-name=WangDecheng
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affil-num=1
en-affil=Graduate School of Interdisciplinary Science and Engineering in Health Systems, Okayama University
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en-keyword=PrEP (Pre-exposure Prophylaxis)
kn-keyword=PrEP (Pre-exposure Prophylaxis)
en-keyword=HIV Prevention
kn-keyword=HIV Prevention
en-keyword=Social Stigma
kn-keyword=Social Stigma
en-keyword=Policy Support
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en-keyword=Regional Disparities
kn-keyword=Regional Disparities
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article-no=
start-page=11
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dt-accepted=
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en-title=An examination of decision-making support at the end of life on relational autonomy theory
kn-title=ŠÖŒW“IŽ©—¥—�˜_‚ÉŠî‚¢‚½�I––Šú‚ÉŠÖ‚·‚éˆÓŽvŒˆ’èŽx‰‡‚ÌŒŸ“¢
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kn-subtitle=
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kn-abstract=In contemporary end-of-life care, it is difficult for patients to make decisions without the influence of society, family, and other factors. In many cases, patients have the capacity to make the decisions; nevertheless, they have difficulty expressing their own will because of the influence of their relationships and environment. Patient concerns about the burden of care and also the social and economic impacts on family members often hinder their use of imagination and decision-making. Therefore, this study has examined how patients with decision-making capacities could achieve autonomy under the influence of their relationships with their surroundings. The method of decision-making support provided by nurses to patients was examined using relational autonomy theory. Relational autonomy theory attempts to reconceptualize autonomy through feminists who criticize individualist theories of autonomy.
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en-aut-name=SONOYAMASumiyo
en-aut-sei=SONOYAMA
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affil-num=1
en-affil=The University of Shimane
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en-title=Challenges for in-house lawyers
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en-aut-name=SinkumaSatoshi
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affil-num=1
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en-title=CASE STUDY�FIn-house lawyer
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en-title=In-house lawyers working in non-legal departments
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en-title=Technology Overview of Automated Driving System and Problems to Introduce Autonomous Vehicle
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affil-num=1
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en-title=Establishment and Strengthening of Legal Human Resource Development Systems And Returning Routes in Cooperation with Regional Organizations
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en-title=Organization of the Okayama Domain's Standing Army in Early Meji Japan : Focusing on the gun battalion
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en-title=Punishment of Government Officials in the Qin and Han Periods �\Focusing on the�gFei�h and�gMian�h �\
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en-title=The Expression 'Fengyue Manting' in the Poetry of Yu Xuanji: On its Formation
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en-title=A Study on the Relationship between Kazuo Inamori's Philosophy, the Teachings of Nanshu Saigo, and the Iroha Poem by Prince Jisshin
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en-abstract=Kazuo Inamori is a rare business leader who founded DDI, the predecessor of Kyocera and KDDI, in one generation, and grew it into a trillion-yen company. He also rebuilt the bankrupt Japan Airlines (JAL) in three years and led it to relisting. He has not only led tens of thousands of people with his unique management method called amoeba management, but also with management principles. What are the roots of the way of life that a manager of a small and medium-sized business has derived from management? What is the Goju education that is the foundation of Satsuma, where he was born and raised? From the perspective of business management, it is interesting to know what it is like.<br>
How is it related to Saigo Nanshu Ikun, the record of the words and deeds of Saigo Takamori, a local hero whom Kazuo Inamori met after founding Kyocera and used as the basis of his own management philosophy, and Shimazu Nisshin Iroha Uta, left by Shimazu Tadayoshi (Nissin), the father of Shimazu Takahisa, the 15th lord of the Shimazu clan who unified southern Kyushu, including Satsuma and Hyuga, in the 16th century? First of all, I am interested in the relationship between the ideas of the three men born in Satsuma. In this study, we used the grounded theory approach, a qualitative research method, to analyze the correlation between Kazuo Inamori's philosophy, the teachings of Nanshu Saigo, and the Nisshin Iroha Uta. As a result, the analysis revealed that the three concepts are related across 400 years of time. In particular, Kazuo Inamori's philosophy is not only positively influenced by the teachings of Nanshu Saigo, which are the words and deeds of Takamori Saigo, whom Kazuo Inamori admires, but also by the Nisshin Iroha Uta, which dates back 400 years, due to his education in Satsuma. It is believed that the ideals that the people of Satsuma have inherited for 400 years contain concepts that should be the foundation for people's lives, or that should be important core ideas and qualities in life, regardless of the era.
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en-title=Les extinctions des droits r?els grev?s sur l�fimmeuble qui est acquis par usucapion : La recherche historique sur la jurisprudence au XIXe si?cle.
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en-title=Proposals for Supporting Children�fs Adaptation in School Mergers and Closures
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en-abstract=The purpose of this study is to examine the impact of school mergers and closures on children through a literature review and field survey and to propose strategies for supporting children's adaptation to the resulting environmental transitions. First, a literature review on school mergers and closures indicated that such experiences could influence children's later interpersonal relationships and increase stress responses. However, research on the impact of school mergers and closures on children remains limited, with insufficient understanding of their psychological effects on children. Next, interviews conducted as part of a field survey revealed that school mergers and closures could be significant sources of stress for children. Based on these findings, we recommends multi-level support measures targeting individuals, classes, grades, and entire schools, primarily through special activities, to help mitigate the impact of these transitions on children.
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en-abstract=�@In this study, we summarized research trends related to the educational needs and support of children with cancer from the perspectives of �glearning,�h �gself-management,�h �ginterpersonal,�h �gpsychological,�h and �gcollaboration,�h. In terms of learning, the study showed that experiential learning and distance education are solutions to the problem of delayed learning due to prolonged absence from school and poor concentration during treatment. Next, in self-management, it is important to educate affected children so that they can fully understand the disease and treatment. In addition, in terms of interpersonal support, it is difficult for the affected patients to build relationships with friends, but providing opportunities for interaction is expected to contribute to the improvement of interpersonal relationships. In terms of psychological support, the anxiety associated with treatment is a major psychological burden for the affected children, and the understanding of their friends and the intervention of university student volunteers are effective in helping them achieve psychological stability. Finally, the lack of cooperation between medical institutions and schools was highlighted as a deficiency in the support system, which needs to be strengthened. In the future, these support measures should be empirically verified to establish a sustainable support system.
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en-title=Development Support a Child with Autism to Acquisition of Intersubjective Communication: Through the Environmental Setting of Play with Shared Positive Emotions
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kn-subtitle=
en-abstract=In this study, a play-based instruction was used to promote the acquisition of intersubjective communication in a special needs school for students with intellectual disabilities. The participant was a first-grade boy with autism. As a result, the boy began to show intersubjective communication and to respond to the teacher's instruction. It was suggested that four aspects of the play environment may have promoted the acquisition of intersubjective communication: 1) attractive toys, 2) play with the teacher through attractive toys, 3) intervention according to the developmental process of the target children's play, and 4) empathic involvement to encourage the affective sharing.
kn-abstract=�@Ž©•ÂƒXƒyƒNƒgƒ‰ƒ€�ÇŽ™‚Í�C‘ŠŒÝ“`’B�sˆ×‚ÌŠl“¾‚É’x‚ꂪ‚ ‚邱‚Æ‚ªŽw“E‚³‚ê‚Ä‚¢‚é�B–{Œ¤‹†‚Å‚Í�CŽ©•ÂƒXƒyƒNƒgƒ‰ƒ€�Ç‚Ì�f’f‚Ì‚ ‚é’m“I�áŠQ“Á•ÊŽx‰‡Šw�Z�¬Šw•”‚P”N�¶’jŽ™‚ð‘Î�Û‚É�C‘ŠŒÝ“`’B�sˆ×‚ÌŠl“¾‚ð–ÚŽw‚µ‚Ä�C—V‚Ñ‚ð’†�S‚Æ‚µ‚½Žw“±‚ð�s‚Á‚½�B‚»‚ÌŒ‹‰Ê�C‘Î�ÛŽ™‚Ì—V‚Ñ‚ª�uŠ´Šo‰^“®“I—V‚Ñ�v�u‹@”\“I—V‚Ñ�v‚©‚ç�u�Û’¥“I—V‚Ñ�v�uŽÐ‰ï“I—V‚Ñ�v‚ւƈÚ�s‚·‚é‚É”º‚¢�C‘ŠŒÝ“`’B�sˆ×‚ªŒ©‚ç‚ê‚é‚悤‚É‚È‚Á‚½�B‚Ü‚½�C‹³Žt‚É‚æ‚é“­‚«Š|‚¯‚ւ̉ž“š‚àŒ©‚ç‚ê‚é‚悤‚É‚È‚è�Cƒ|ƒWƒeƒBƒu‚È�î“®‚Ì‹¤—L‚ª�¶‚Ý�o‚³‚ê‚â‚·‚¢—V‚т̊‹«�ݒ肪�C‘ŠŒÝ“`’B�sˆ×‚ÌŠl“¾‚É‚¨‚¢‚ÄŒø‰Ê“I‚Å‚ ‚Á‚½‚±‚Æ‚ªŽ¦�´‚³‚ꂽ�B—V‚ъ‹«‚ɂ‚¢‚Ä‚Í�C1�j–£—Í“I‚ÈŠß‹ï�C2�j–£—Í“I‚ÈŠß‹ï‚ð‰î‚µ‚½‹³Žt‚Æ‚Ì—V‚Ñ�C3�j‘Î�ÛŽ™‚Ì—V‚Ñ‚Ì”­’B’iŠK‚ɉž‚¶‚½‰î“ü�C4�j�î“®‚Ì‹¤—L‚𑣂·‹¤Š´“IŠÖ‚í‚è‚Ì‚S“_‚ª‘ŠŒÝ“`’B�sˆ×‚ÌŠl“¾‚𑣂µ‚½‰Â”\�«‚ª�l‚¦‚ç‚ꂽ�B
en-copyright=
kn-copyright=

en-aut-name=KAKUHARAKeisuke
en-aut-sei=KAKUHARA
en-aut-mei=Keisuke
kn-aut-name=ŠpŒ´‰À‰î
kn-aut-sei=ŠpŒ´
kn-aut-mei=‰À‰î
aut-affil-num=1
ORCID=

en-aut-name=BANMarina
en-aut-sei=BAN
en-aut-mei=Marina
kn-aut-name=”º�^—¢“Þ
kn-aut-sei=Ӽ
kn-aut-mei=�^—¢“Þ
aut-affil-num=2
ORCID=

en-aut-name=TANJITakayuki
en-aut-sei=TANJI
en-aut-mei=Takayuki
kn-aut-name=’OŽ¡Œh”V
kn-aut-sei=’OŽ¡
kn-aut-mei=Œh”V
aut-affil-num=3
ORCID=

affil-num=1
en-affil=Tobi Special School
kn-affil=‰ªŽRŒ§—§“Œ”õŽx‰‡Šw�Z

affil-num=2
en-affil=Special School Affiliated with the Faculty of Education at Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®“Á•ÊŽx‰‡Šw�Z

affil-num=3
en-affil=Institute of Human Sciences, University of Tsukuba
kn-affil=’}”g‘åŠw�lŠÔŒn
en-keyword=Ž©•ÂƒXƒyƒNƒgƒ‰ƒ€�Ç (a Child with Autism)
kn-keyword=Ž©•ÂƒXƒyƒNƒgƒ‰ƒ€�Ç (a Child with Autism)
en-keyword=‘ŠŒÝ“`’B�sˆ× (Intersubjective Communication)
kn-keyword=‘ŠŒÝ“`’B�sˆ× (Intersubjective Communication)
en-keyword=�î“®‚Ì‹¤—L (effective sharing)
kn-keyword=�î“®‚Ì‹¤—L (effective sharing)
en-keyword=—V‚т̊‹«�Ý’è (Setting of Play)
kn-keyword=—V‚т̊‹«�Ý’è (Setting of Play)
END

start-ver=1.4
cd-journal=joma
no-vol=15
cd-vols=
no-issue=
article-no=
start-page=267
end-page=279
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Examination of Practical Cases of Career Education to Promote Self-Understanding in Elementary School Students: Utilizing Character Strengths Intervention
kn-title=Ž™“¶‚ÌŽ©ŒÈ—�‰ð‚𑣂·ƒLƒƒƒŠƒA‹³ˆç‚ÌŽÀ‘HŽ–—á‚ÌŒŸ“¢�@�\‹­‚݉î“ü‚ðŠˆ—p‚µ‚Ä�\
en-subtitle=
kn-subtitle=
en-abstract=This study explored the implementation of Character Strengths Intervention (CSI), rooted in positive psychology, to enhance self-awareness in career education for elementary school students. The intervention targeted 4th-grade students at a public elementary school, aiming to facilitate their recognition and utilization of character strengths in relation to future aspirations. Through structured lessons, students deepened their understanding of personal strengths and developed increased awareness of how to apply these attributes towards their future goals. Moreover, peer-focused activities designed to acknowledge individual strengths contributed to improved interpersonal relationships among students. However, challenges persist, including the need for comprehensive systematic and developmental planning of career education across the entire school, as well as providing tailored support for students who find it difficult to identify and leverage their unique strengths.
kn-abstract=–{Œ¤‹†‚Å‚Í�CŒö—§�¬Šw�Z4”N�¶‚ð‘Î�Û‚É�CƒLƒƒƒŠƒA‹³ˆç‚É‚¨‚¯‚鎩ŒÈ—�‰ð”\—͂̈ç�¬‚ð–Ú“I‚Æ‚µ�Cƒ|ƒWƒeƒBƒu�S—�Šw‚ÉŠî‚­�«Ši“Á�«“I‹­‚݉î“ü (Character Strengths Intervention�FCSI) ‚Æ�«—ˆ‚Ì–²‚ɂ‚¢‚Ä‚ÌŠw�K‚ðŠÖ˜A•t‚¯‚½Šw‹‰Šˆ“® (‚R) ‚ÌŽö‹Æ‚ð�s‚Á‚½�B–{ŽÀ‘H‚ð’Ê‚µ‚Ä�CŽ™“¶‚ÍŽ©•ª‚Ì‹­‚Ý‚ð—�‰ð‚µ�C‚»‚ê‚ð�«—ˆ‚ÉŠˆ‚©‚»‚¤‚Æ‚·‚éˆÓŽ¯‚ª�‚‚Ü‚é‚Æ‚Æ‚à‚É�CŒÝ‚¢‚Ì‹­‚Ý‚ð”F‚ß�‡‚¤Šˆ“®‚É‚æ‚Á‚ÄŽ™“¶“¯Žm‚ÌŠÖŒW�«‚Ì�\’z‚ª‘£�i‚³‚ꂽ�Bˆê•û‚Å�CŠw�Z‘S‘̂ł̃LƒƒƒŠƒA‹³ˆç‚ÌŒn“��«‚Æ”­“W�«‚ÌŒŸ“¢�C‹­‚Ý‚ÌŠˆ—p‚ª“‚¢Ž™“¶‚ւ̌•ʎx‰‡‚Ì•K—v�«‚ª�¡Œã‚̉ۑè‚Æ‚µ‚ÄŽw“E‚³‚ꂽ�B

en-copyright=
kn-copyright=

en-aut-name=YOSHIKAWAShinji
en-aut-sei=YOSHIKAWA
en-aut-mei=Shinji
kn-aut-name=‹g�ì�L“ñ
kn-aut-sei=‹g�ì
kn-aut-mei=�L“ñ
aut-affil-num=1
ORCID=

en-aut-name=ISODAKouhei
en-aut-sei=ISODA
en-aut-mei=Kouhei
kn-aut-name=ˆé“c�_•½
kn-aut-sei=ˆé“c
kn-aut-mei=�_•½
aut-affil-num=2
ORCID=

en-aut-name=IZUMITsuguyuki
en-aut-sei=IZUMI
en-aut-mei=Tsuguyuki
kn-aut-name=ˆÉ�ZŒp�s
kn-aut-sei=ˆÉ�Z
kn-aut-mei=Œp�s
aut-affil-num=3
ORCID=

affil-num=1
en-affil=Uwanari Elementary School
kn-affil=‘q•~Žs—§�ã�¬�¬Šw�Z

affil-num=2
en-affil=Uwanari Elementary School
kn-affil=‘q•~Žs—§�ã�¬�¬Šw�Z

affil-num=3
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=ƒLƒƒƒŠƒA‹³ˆç (Career Education)
kn-keyword=ƒLƒƒƒŠƒA‹³ˆç (Career Education)
en-keyword=Ž©ŒÈ—�‰ð (Self-awareness)
kn-keyword=Ž©ŒÈ—�‰ð (Self-awareness)
en-keyword=�«Ši“Á�«“I‹­‚Ý (Character Strengths)
kn-keyword=�«Ši“Á�«“I‹­‚Ý (Character Strengths)
en-keyword=Šw‹‰Šˆ“® (‚R) (Classroom Activities (3))
kn-keyword=Šw‹‰Šˆ“® (‚R) (Classroom Activities (3))
en-keyword=Ž™“¶ (Children)
kn-keyword=Ž™“¶ (Children)
END

start-ver=1.4
cd-journal=joma
no-vol=15
cd-vols=
no-issue=
article-no=
start-page=179
end-page=190
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Current Trends and Future Issues Related to Song�fs speed in the Preschool-Elementary Cooperated Education Research
kn-title=—cŽ™‰Ì�¥‹È‚Ì‘¬“xŠ´‚ÌŒXŒü‚Ɖۑè
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=�@–{Œ¤‹†‚Å‚Í�C‰¹Šy‹³ˆç“IŠÏ“_‚©‚ç—cŽ™‰Ì�¥‹È‚Ì‘I’è‚Ì‚ ‚è•û‚ðŒŸ“¢‚µ‚½�B‚»‚Ì�Û�C�¬Šw�Z‚̉¹Šy‹³ˆç‚ʼnÌ�¥‹¤’ʉۑè‚Æ‚µ‚Ä‹“‚°‚ç‚ê‚Ä‚«‚½‹³�Þ‚ð”äŠr‘Î�Û‚Æ‚µ�C‚»‚ÌŒXŒü‚Ɖۑè‚ð�lŽ@‚·‚é�B‚P‚–ڂ͋Ȃ̑¬“xŠ´‚É‚¨‚¢‚ĉÌ�¥‹¤’Ê‹³�Þ‚Æ‘I’è•p“x‚Ì�‚‚¢—cŽ™‰Ì�¥‹È‚Ì•½‹Ï“I‚È‘¬“x‚É‚¨‚¢‚Ä�C‚Ç‚Ì’ö“x‚Ì�·‚ª‚ ‚é‚Ì‚©‚Æ‚¢‚¤’²�¸‚ð�s‚Á‚½�B‚Q‚–ڂÍ�C—c’t‰€‚Æ�¬Šw�Z‰¹Šy‰È‚Å‹¤’Ê‚µ‚Ä—p‚¢‚ç‚ê‚鋳�Þ‹È‚Ì�ì‹È‚³‚ꂽ”N‘ã‚̈Ⴂ‚ɂ‚¢‚Ä–¾‚ç‚©‚É‚µ‚½�B‚±‚Ì‚Q‚‚̒²�¸‚ð—p‚¢‚Ä�C‰Ì�¥‹¤’ʉۑè‚É‘I’肳‚ê‚Ä‚¢‚é‹È‚Ì‘¬“xŠ´‚©‚猻‘ã‚ÌŽq‚Ç‚à‚̉̂̑¬“xŠ´‚ÌŒXŒü‚𖾂炩‚É‚µ‚½�B‚±‚ÌŒ‹‰Ê‚©‚ç—c’t‰€‹³ˆç‚É‚¨‚¯‚é—cŽ™‰Ì�¥‹È‚̃`ƒƒ�[ƒg‚ð�ì�¬‚·‚邱‚Æ‚É‚æ‚Á‚Ä�C“`“�“I‚ɉ̂¢Œp‚ª‚ê‚Ä‚«‚½—cŽ™‰Ì�¥‹È‚Ì�Ä�l‚̉”\�«‚ðŽ¦‚µ‚½�B
en-copyright=
kn-copyright=

en-aut-name=TAKASUHiromi
en-aut-sei=TAKASU
en-aut-mei=Hiromi
kn-aut-name=ûü�{—T”ü
kn-aut-sei=ûü�{
kn-aut-mei=—T”ü
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=—c•Û�¬˜AŒg (Preschool-elementary cooperation)
kn-keyword=—c•Û�¬˜AŒg (Preschool-elementary cooperation)
en-keyword=Žq‹Ÿ‚̉̂̑¬“xŠ´ (Children�fs Song speed)
kn-keyword=Žq‹Ÿ‚̉̂̑¬“xŠ´ (Children�fs Song speed)
en-keyword=Žq‹Ÿ‚̉̕¶‰» (Children�fs singing culture)
kn-keyword=Žq‹Ÿ‚̉̕¶‰» (Children�fs singing culture)
en-keyword=“`“�‰¹Šy (Japanese traditional song materials)
kn-keyword=“`“�‰¹Šy (Japanese traditional song materials)
END

start-ver=1.4
cd-journal=joma
no-vol=15
cd-vols=
no-issue=
article-no=
start-page=147
end-page=161
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Teacher Response Processes to Behavioral Problems in Students with Mild Intellectual Disabilities: An Examination Based on Practices at High School Division of Special Needs School A
kn-title=Œy“x’m“I�áŠQ‚Ì‚ ‚é�¶“k‚Ì�s“®–â‘è‚Ö‚Ì‹³ˆõ‘Ήž‰ß’ö�@�\A ’m“I�áŠQ“Á•ÊŽx‰‡Šw�Z�‚“™•”‚Å‚ÌŽÀ‘HŒŸ“¢‚ð’Ê‚µ‚Ä�\
en-subtitle=
kn-subtitle=
en-abstract=The purpose of this study is to clarify the framework for teachers when addressing behavioral problems of students in the high school division of a special needs school for students with intellectual disabilities. The methodology involved conducting interviews with four experienced teachers from School A, a special needs school for students with intellectual disabilities, which had successfully navigated difficult periods due to challenges in student guidance. Qualitative analysis was conducted using the Modified Grounded Theory Approach (M-GTA). As a result, two core categories emerged: "Building relationships with individuals that foster a sense of security" and "Aiming for shared and unified approaches." Sixteen concepts were generated. When faced with behavioral problems, teachers focused on "Building relationships with individuals that foster a sense of security" as the axis for responding to students, while behind the scenes the teachers worked collectively toward "Aiming for shared and unified approaches." Finally, based on the framework clarified in this study, a hierarchical, comprehensive support system, including individualized support, was proposed.
kn-abstract=�@–{Œ¤‹†‚Ì–Ú“I‚Í�C’m“I�áŠQ“Á•ÊŽx‰‡Šw�Z�‚“™•”‚É�Ý�Ђ·‚é�¶“k‚Ì�s“®–â‘è‚É’…–Ú‚µ�CŠw�ZŒ»�ê‚Å‹³ˆõ‚ª“K�؂ɑΉž‚·‚é�ۂ̘g‘g‚݂𖾂炩‚É‚·‚邱‚Æ‚Å‚ ‚é�B‚»‚Ì•û–@‚Æ‚µ‚Ä�C�¶“kŽw“±�ã‚̉ۑè‚ð—�—R‚Æ‚·‚鋳ˆç�¢“ïŠú‚ð�æ‚è‰z‚¦‚½A ’m“I�áŠQ“Á•ÊŽx‰‡Šw�Z�‚“™•”‚É�Š‘®‚µ‚Ä‚¢‚½ŒoŒ±–L•x‚È‹³ˆõ4–¼‚É–Ê�Ú’²�¸‚ðŽÀŽ{‚µ�CM-GTA ‚ÌŽè–@‚ð‰‡—p‚µ‚½Ž¿“I•ª�Í‚ð�s‚Á‚½�B‚»‚ÌŒ‹‰Ê�C�yˆÀ�SŠ´‚ð�¶‚ތ‚Ƃ̊֌W‚­‚è�z‚Æ�y‘Ήž•û–@‚Ì‹¤—L‚Æ“�ˆê‰»‚ð–ÚŽw‚·�zŠÖŒW�«‚ªƒRƒA�EƒJƒeƒSƒŠ�[‚ƈʒu‚«�C16‚Ì�”ŠT”O‚ð�¶�¬‚µ‚½�B�s“®–â‘è‚É’¼–Ê‚µ‚½‹³ˆõ‚Í�C�¶“k‚ɑ΂µ‚Ä‚Í�yˆÀ�SŠ´‚ð�¶‚ތ‚Ƃ̊֌W‚­‚è�z‚ð‘Ήž‚ÌŽ²‚Æ‚µ�C‚»‚Ì”wŒã‚Å‚ÍŠw�Z‚Æ‚µ‚Ä�y‘Ήž•û–@‚Ì‹¤—L‚Æ“�ˆê‰»‚ð–ÚŽw‚·�z‚½‚ß‚Ì“®‚«‚ð‚µ‚Ä‚¢‚½�B�ÅŒã‚É�C–{Œ¤‹†‚Å–¾‚ç‚©‚Æ‚È‚Á‚½‘Ήž‚̘g‘g‚݂ɂ‚¢‚Ä�lŽ@‚µ‚½ŠÏ“_‚©‚ç�CŒÂ•Ê‚ÌŽžŠÔ‚ðŠÜ‚ÞŠK‘w�«‚Ì‚ ‚é•ïŠ‡“I‚ÈŽx‰‡ƒVƒXƒeƒ€‚ðˆê‚‚̒ñˆÄ‚Æ‚µ‚½�B
en-copyright=
kn-copyright=

en-aut-name=TOKIMITSUHideaki
en-aut-sei=TOKIMITSU
en-aut-mei=Hideaki
kn-aut-name=ŽžŒõ�G–¾
kn-aut-sei=ŽžŒõ
kn-aut-mei=�G–¾
aut-affil-num=1
ORCID=

en-aut-name=MIYAZAKIYoshio
en-aut-sei=MIYAZAKI
en-aut-mei=Yoshio
kn-aut-name=‹{ú±‘P˜Y
kn-aut-sei=‹{ú±
kn-aut-mei=‘P˜Y
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Graduate School of Education (Professional Degree Course), Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=�‚“™•” (High school division)
kn-keyword=�‚“™•” (High school division)
en-keyword=Œy“x’m“I�áŠQ (Mild intellectual disabilities)
kn-keyword=Œy“x’m“I�áŠQ (Mild intellectual disabilities)
en-keyword=”­’B�áŠQ (Developmental disorders)
kn-keyword=”­’B�áŠQ (Developmental disorders)
en-keyword=�s“®–â‘è (Behavioral problems)
kn-keyword=�s“®–â‘è (Behavioral problems)
END

start-ver=1.4
cd-journal=joma
no-vol=15
cd-vols=
no-issue=
article-no=
start-page=119
end-page=132
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=The Development of Thoughts on the Effective Use of School Libraries and Collaboration with Teacher-Librarians and School Librarians in Japanese Language Arts: From a Survey of the Journal Kyoiku Kagaku Kokugo Kyoiku
kn-title=Šw�Z�}�‘ŠÙ‚ÌŠˆ—p‚ÆŽi�‘‹³—@�EŠw�ZŽi�‘‚Æ‚Ì‹¦“­‚ð‚ß‚®‚é�‘Œê‹³ˆçŽv’ª‚Ì“WŠJ�@�\�w‹³ˆç‰ÈŠw�‘Œê‹³ˆç�xŽ�‚Ì’²�¸‚©‚ç�\
en-subtitle=
kn-subtitle=
en-abstract=�@School libraries are mentioned by government guidelines for teaching, and it is also closely related to Japanese language arts. Previous studies have reported the necessity of collaboration with teacher-librarians and school librarians. However, there has been no study of what kind of collaboration has been conducted in Japanese language arts to date. Therefore, the purpose of this study is to examine how school libraries are utilized in Japanese language arts based on a survey of educational journals, and to organize references to teacher-librarians and school librarians. As a result, we pointed out that while school libraries have been utilized in Japanese language arts in elementary and junior high schools, the collaboration with teacher-librarians and school librarians may not have been focused on, and that the reason for this is the lack of human resources, while some valuable collaborations can be found.
kn-abstract=�@Šw�Z�}�‘ŠÙ‚Í�CŠw�KŽw“±—v—Ì‚Å‚à�G‚ê‚ç‚ê‚Ä‚¨‚è�C�‘Œê‰È‚Æ‚ÌŠÖ˜A‚à�[‚¢�B‚Ü‚½�æ�sŒ¤‹†‚Å‚Í�CŽi�‘‹³—@‚âŠw�ZŽi�‘‚Æ‚Ì‹¦“­‚Ì•K—v�«‚ª‘i‚¦‚ç‚ê‚Ä‚¢‚é�B‚µ‚©‚µ‚±‚ê‚Ü‚Å‚Ì�‘Œê‹³ˆç‚Å‚Í�C‚ǂ̂悤‚È‹¦“­‚ª‚È‚³‚ê‚Ä‚¢‚½‚Ì‚©‚Æ‚¢‚¤ŒŸ“¢‚ª‚È‚³‚ê‚Ä‚¢‚È‚¢�B‚»‚±‚Å�C–{Œ¤‹†‚Å‚Í�C‹³ˆçŽGŽ�‚Ì’²�¸‚ð‚à‚Æ‚É�C�‘Œê‰È‚É‚¨‚¢‚Ä‚Í�CŠw�Z�}�‘ŠÙ‚ª‚ǂ̂悤‚ÉŠˆ—p‚³‚ê‚Ä‚«‚½‚Ì‚©�CŽi�‘‹³—@‚âŠw�ZŽi�‘‚Æ‚Ì‹¦“­‚͂ǂ̂悤‚È‘Ô“x‚ª‚Æ‚ç‚ê‚Ä‚«‚½‚Ì‚©‚𖾂炩‚É‚·‚邱‚Æ‚ð–Ú“I‚Æ‚µ‚½�B’²�¸‚Å‚Í�C�}�‘ŠÙ‚ÉŒ¾‹y‚µ‚Ä‚¢‚é˜_•¶‚âŠw�Z�}�‘ŠÙ‚ðŠˆ—p‚µ‚½ŽÀ‘H�EŽw“±—á‚ð’Š�o‚µ�C•ª�Í‚µ‚½�BŽÀ‘H�EŽw“±—á‚Ì•ª�Í‚©‚ç‚Í�C�¬�E’†Šw�Z‚Ì�‘Œê‰È‚É‚¨‚¢‚ÄŠw�Z�}�‘ŠÙ‚ÍŠˆ—p‚³‚ê‚Ä‚«‚½ˆê•û‚Å�CŽi�‘‹³—@‚âŠw�ZŽi�‘‚Æ‚Ì‹¦“­‚É‚Í’…–Ú‚ª‹y‚ñ‚Å‚¢‚È‚¢�󋵂ª–¾‚ç‚©‚É‚È‚Á‚½�B‚Ü‚½�CŽi�‘‹³—@‚âŠw�ZŽi�‘‚ÉŠÖ‚·‚錾‹y‚©‚ç‚Í�C�l“IƒŠƒ\�[ƒX‚É‚»‚ÌŒ´ˆö‚ð‹�‚ß‚éŽv’ª‚ª‰M‚¦‚½‚à‚Ì‚Ì�C‰¿’l‚ ‚鋦“­‚àŒ©Žó‚¯‚ç‚ê‚邱‚Æ‚ðŽw“E‚µ‚½�B
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affil-num=1
en-affil=Graduate School of Education�iProfessional Degree Corse�j�COkayama University
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affil-num=2
en-affil=Faculty of Education�COkayama University
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en-keyword=ŽGŽ�’²�¸ (survey of journals)
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en-keyword=�‘Œê‹³ˆçŽj (history of Japanese Language Arts)
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start-ver=1.4
cd-journal=joma
no-vol=15
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article-no=
start-page=107
end-page=118
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
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en-title=Analysis of Practical Results of the Liberal Arts Education Class �gCreativity in Life�h at Okayama University ‡V
kn-title=‘åŠw‹³—{‹³ˆç‚É‚¨‚¯‚é‘n‘¢�«‚ð�dŽ‹‚µ‚½’T‹†Œ^Žö‹Æ‚Ì•]‰¿�@‰ªŽR‘åŠw‹³—{‹³ˆç‰È–Ú�u�¶Šˆ‚Ì’†‚Ì‘n‘¢�«�v‚ÌŽÀ‘HŒ‹‰Ê‚Ì•ª�͇V
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en-abstract=�@Since 2022, in the liberal arts education course �gModernity and Society,�h a class entitled �gCreativity in Life�h has been implemented, in which students propose �gOkadai Goods�h using �gcolor�h as the theme. According to the questionnaires conducted before and after the class, the students regarded creativity as �gimportant for me,�h were �ginterested in communicating with others and engaging in creative activities,�h and changed their evaluation to a positive one, saying �gI am creative�h after the class. This class was found to be highly effective in promoting �gawareness of one's own existence to think, feel, and judge independently and interactively. We believe that the main theme and the content of the inquiry activities in this class were suitable for the inquiry-based learning of university students.

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en-aut-name=INADAYoshihiko
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affil-num=2
en-affil=Faculty of Education, Okayama University
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en-keyword=’T‹†Œ^Žö‹Æ
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en-keyword=‘n‘¢�« (Creativity)
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en-keyword=•¨—�Šw (Physics)
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en-keyword=”í•žŠw (Clothing)
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en-keyword=‰ª‘åƒOƒbƒY (Okadai-Goods)
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cd-journal=joma
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dt-accepted=
dt-pub-year=2025
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en-title=Reflections of Early Care and Education Practitioners, as Indicated in the Content on the Care and Education of Kindergarten Children Published by Japan�fs Ministry of Education, Culture, Sports, Science and Technology
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kn-abstract=�@–{Œ¤‹†‚Å‚Í�C‚Ü‚¸�C‰ä‚ª�‘‚Ì•ÛˆçŽ{�Ý‚É‚¨‚¯‚éƒJƒŠƒLƒ…ƒ‰ƒ€�Eƒ}ƒlƒWƒ�ƒ“ƒg‚ÉŠÖ‚·‚é�æ�sŒ¤‹†‚ðŠTŠÏ‚µ�CƒJƒŠƒLƒ…ƒ‰ƒ€�Eƒ}ƒlƒWƒ�ƒ“ƒg‚ðŽÀŒ»‚·‚邽‚ß‚É•K—v‚È�C•Ûˆç‚Ì–Ú•W�E‚Ë‚ç‚¢�E“à—e‚̘AŠÖ�«‚ÌŠm•Û‚³‚ꂽ‘S‘Ì“IŒv‰æ‚Ì�ì�¬‚ª�¢“ï‚È�󋵂ɂ ‚邱‚Æ‚ðŠm”F‚µ‚½�B‘±‚¢‚Ä�C•Ûˆç‚Ì–Ú•W�E‚Ë‚ç‚¢�E“à—e‚̘AŠÖ�«‚ðŠm•Û‚·‚é�ã‚Å�C‚»‚Ì‚±‚Æ‚ð‰Â”\‚É‚·‚é•ÛˆçŽÒ‚Ì�U‚è•Ô‚è‚ÌŽd•û‚ª•s‰ÂŒ‡‚ƂȂ邱‚Ƃ𓥂܂¦‚Ä�C—c’t‰€‚Ì•Ûˆç‘S‘Ì‚ÉŠÖ‚·‚镶•”‰ÈŠw�ÈŒö•\Ž‘—¿‚ÉŽ¦‚³‚ê‚Ä‚¢‚é�C•ÛˆçŽÒ‚Ì�U‚è•Ô‚è‚Ì–Ú“I�CŠÏ“_�C•û–@‚ð’Š�o‚µ�®—�‚µ�CŒŸ“¢‚µ‚½�B‚»‚ÌŒ‹‰Ê�C•ÛˆçŽÒ‚Ì’·Šú‚Ì�U‚è•Ô‚è‚ÉŠÖ‚µ‚ÄŽ¦‚³‚ê‚Ä‚¢‚é‹L�q‚Å‚Í�C‹ï‘Ì�«‚ª–R‚µ‚­�C•Ûˆç‚Ì–Ú•W�E‚Ë‚ç‚¢�E“à—e‚̘AŠÖ�«‚ÌŠm•Û‚³‚ꂽ’·ŠúŽw“±Œv‰æ‹y‚Ñ‘S‘Ì“IŒv‰æ‚ð�ì�¬‚·‚é�ã‚Å�CŽÀ—p“I‚Å‚Í‚È‚¢‚±‚Ƃ𖾂炩‚É‚µ‚½�B
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affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=•ÛˆçŽÒ‚Ì�U‚è•Ô‚è (reflections of early care and education practitioners)
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cd-journal=joma
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start-page=59
end-page=73
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dt-accepted=
dt-pub-year=2025
dt-pub=20250328
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en-title=Effects of Career Years on the Coordination Behavior of Yogo Teachers
kn-title=—{Œì‹³—@‚̃R�[ƒfƒBƒl�[ƒVƒ‡ƒ“�s“®‚É‹y‚Ú‚·ƒLƒƒƒŠƒA”N�”‚̉e‹¿
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kn-subtitle=
en-abstract=The purpose of this study was to clarify the factors influencing coordination behavior of Yogo teachers and the relationship between the occurrence process of the factors and career years. The subjects analyzed were 695 persons working in public elementary and junior high schools. The effect of years of career was seen in the improvement of scale scores of factors related to the stages of coordination behavior and motivation, as well as subscale scores of the factors. <br>
The relationship between the number of years of career and factors related to the generation process of coordination behavior suggested three characteristics. That is, (1) The establishment of a foundation for organizational support that starts from collaboration, due to the correlation between factors showing high subscale scores unaffected by the number of years of career, and (2) The correlation among factors of motivational factors whose subscale scores increase with the number of years of career, which leads to the promotion of individualized support efforts, and (3) Correlation between factors of leader recognition and individual support seen in the career category of 11 years or more, and which leads to the promotion of expansion to management of organizational support.
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affil-num=2
en-affil=Graduate School of Education, Okayama University
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en-keyword=�s“®‚Ì�¶‹Nƒvƒ�ƒZƒX (process of behavioral development)
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cd-journal=joma
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dt-received=
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dt-accepted=
dt-pub-year=2025
dt-pub=20250328
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en-title=Childcare and Support in Nursery Schools for the Development of Geometry and Number Sense for Five-Year-Old Children
kn-title=‚T�ÎŽ™‚ð‘Î�Û‚Æ‚µ‚½�”—Ê�E�}Œ`Š´Šo‚ðˆç‚Þ•Ûˆç�Š•Ûˆç‚ÌŽÀ�ۂƉ‡�•‚Ì�Ý‚è•û
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kn-subtitle=
en-abstract=This study focuses on �gthe interest and sense of numbers, geometry, and words�h, which is regarded as one of "the Ideal Image by the End of Childhood". The focus is on 5-year-old pre-schoolers and their experiences with numbers and shapes in daily lives and games at nursery schools with a comparison with the mathematics classes in the first grade of elementary school. We also aim to provide insights for nursery schools on how to arouse children�fs interest and support them to get familiar with geometry and numbers through games.<br>
Our finding reveals that children naturally become familiar with geometry and numbers in their daily lives and their experiences become the foundation when they cope with elementary school mathematics. We also come to know that nursery teachers have to visualize the connection between their games with elementary school mathematics and actively arouse children�fs interests and understanding.

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�@‚»‚ÌŒ‹‰Ê�AŽq‚Ç‚à‚Í“ú�í‚Ì’†‚ÅŽå‘Ì“I‚É�”—Ê�E�}Œ`‚É�e‚µ‚ÞŒoŒ±‚ð‚·‚é‚Æ‹¤‚É�A‚»‚ÌŒoŒ±‚ª�¬Šw�ZŽZ�”‰È‚Ì“à—e‚ɘA‘±‚·‚éŠw‚Ñ‚ÌŠî‘b‚Æ‚È‚Á‚Ä‚¢‚邱‚Æ‚ª–¾‚ç‚©‚É‚È‚Á‚½�B‚Ü‚½�A•ÛˆçŽmŽ©�g‚ª�¬Šw�ZŽZ�”‚Æ‚ÌŒq‚ª‚è‚ðŒ©’Ê‚µ‚È‚ª‚ç�AŠá‘O‚ÌŽq‚Ç‚à‚Ì‹»–¡‚âŠÖ�S‚ɉˆ‚Á‚ĉ‡�•‚·‚邱‚Æ‚ª�ê–å“I—Í—Ê‚Æ‚µ‚Ä‹�‚ß‚ç‚ê‚邱‚Æ‚ªŽ¦�´‚³‚ꂽ�B
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affil-num=2
en-affil=Graduate School of Education, Okayama University
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en-keyword=the Ideal Image by the End of Childhood
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en-keyword=numbers & geometry
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en-keyword=professional nursery school teachers
kn-keyword=professional nursery school teachers
en-keyword=elementary school
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cd-journal=joma
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end-page=31
dt-received=
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dt-accepted=
dt-pub-year=2025
dt-pub=20250328
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kn-subject=
en-title=Research of the Image of Teacher-Training Courses among Student Teachers in Non-Faculty of Education
kn-title=‘SŠw‹³�E‰Û’ö—š�CŠw�¶‚Ì‹³�E‰Û’öƒCƒ��[ƒW‚ÉŠÖ‚·‚錤‹†
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kn-subtitle=
en-abstract=The purpose of this study was to explore the image of teacher-training courses among student teachers in non-faculty of education. In this study, special attention to was paid to the difference first-year students and fourth-year students. This study 1 included student teachers in non-faculty of education. They were asked to answer metaphor-making task : �gteacher-training courses�h. Major findings (study 1) were as follows: (a) analysis of metaphors and reasons regarding the image of teacher-training course revealed 19 categories. (b) The category with the most number of descriptions was �gA place to learn to become a teacher�h followed by �gA place to grow as a person�h. (c) There were differences in the number of descriptions in some categories between first-year students and fourth-year students. Next, major findings (study 2) were as follows: (a) Exploratory factor analysis of the concept of image of teacher-training courses revealed 11 factors such as �gplace for active learning�h and �ghard�h. (b) First-year students and fourth-year students had different scores on three factors: �gOpportunity to reflect on the educational experience�h, �gGreat value�h and �gA place for longterm leaning�h. These studies indicated that student teachers in non-faculty of education had various images teacher-training courses, and that there were differences in some images teacher-training course between first-year students and fourth-year students.
kn-abstract=�@–{Œ¤‹†‚Ì–Ú“I‚Í�C‘SŠw‹³�E‰Û’ö—š�CŠw�¶‚Ì‹³�E‰Û’öƒCƒ��[ƒW‚ðŒŸ“¢‚·‚邱‚Æ‚Å‚ ‚Á‚½�BŒ¤‹†‚P‚ł̓�ƒ^ƒtƒ@�[–@‚ð—p‚¢‚Ä‘SŠw‹³�E‰Û’ö—š�CŠw�¶‚ð‘Î�Û‚É‹³�E‰Û’öƒCƒ��[ƒW‚ð’²�¸‚µ�C19‚̃JƒeƒSƒŠ�[‚ª“¾‚ç‚ꂽ�B�Å‚à‹L�q‚ª‘½‚¢ƒJƒeƒSƒŠ�[‚Í�u‹³Žt‚ɂȂ邽‚ß‚ÌŠw‚Ñ‚Ì�ê�v‚Å‚ ‚è�CŽŸ‚¢‚Å�u�l‚Æ‚µ‚Ä‚Ì�¬’·‚Ì�ê�v‚Å‚ ‚Á‚½�B‚Ü‚½�C1”N�¶‚Æ4”N�¶‚Å‚¢‚­‚‚©‚̃JƒeƒSƒŠ�[‚Å—LˆÓ�·‚ªŒ©‚ç‚ꂽ�BŒ¤‹†‚Q‚Å‚Í�CŒ¤‹†‚P‚ðŠî‚É‹³�E‰Û’öƒCƒ��[ƒW‚𑪒肷‚éŽÚ“x�ì�¬‚ðŽŽ‚Ý‚é‚Æ‹¤‚É�C1”N�¶‚Æ4”N�¶‚Å‚Ì”äŠr‚ð�s‚Á‚½�B’²�¸‚ÌŒ‹‰Ê�C‹³�E‰Û’öƒCƒ��[ƒW‚Í�u”\“®“I‚ÈŠw‚Ñ‚Ì�ê�v�u‘å•Ï‚³�v‚È‚Ç‘S11ˆöŽq‚©‚ç‚Ȃ邱‚Æ�C�u”틳ˆç‘ÌŒ±‚Ì�U‚è•Ô‚è‚Ì‹@‰ï�v�u‚¨“¾Š´�v�u’·Šú“I‚ÈŠw‚Ñ‚Ì�ê�v‚É‚¨‚¢‚Ä1”N�¶‚Æ4”N�¶‚Å—LˆÓ�·‚ª‚ ‚邱‚Æ�C‚ªŽ¦�´‚³‚ꂽ�B–{Œ¤‹†‚©‚ç‘SŠw‹³�E‰Û’ö—š�CŠw�¶‚Ì‹³�E‰Û’öƒCƒ��[ƒW‚̈ê’[‚ª–¾‚ç‚©‚É‚³‚ê‚é‚Æ‹¤‚É�C1”N�¶‚Æ4”N�¶‚Å—L‚µ‚Ä‚¢‚éƒCƒ��[ƒW‚ª•”•ª“I‚ɈقȂé‰Â”\�«‚ªŽ¦�´‚³‚ꂽ�B
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affil-num=1
en-affil=Center for Teacher Education and Development, Okayama University
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en-keyword=‘SŠw‹³�E‰Û’ö—š�CŠw�¶ (student teachers in non-faculty of education)
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en-title=Treatment of Learning about Marriage in High School Home Economics (2): Description Analysis of the Textbooks
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kn-title=ŽŽŒ±Œ¤‹† : 2020�`2022”N“x
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dt-pub-year=2023
dt-pub=20230401
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kn-title=‹³ˆç : 2020�`2022”N“x
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dt-pub-year=2025
dt-pub=20250331
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en-title=Annual report / Institute of Plant Science and Resources, Okayama University
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en-aut-name=Institute of Plant Science and Resources, Okayama University
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dt-pub-year=2025
dt-pub=20250314
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en-title=Online Exchange Program between Sungkyunkwan University,Jilin University,and Okayama University : Practice Report
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en-abstract=The Institute for Promotion of Education and Campus Life at Okayama University hosted 5th annual Sungkyunkwan University (South Korea) and Jilin University (China) Exchange Program online. This program convened Sungkyunkwan University students, Jilin University students, and Okayama University students to engage in discussion, exploration, and presentation of cultural topics. While participants used Japanese as their common language, they addressed and overcame communication challenges that arise due to language barriers and cultural differences. The current report explores the program�fs significance for global citizenship education, program�fs results, several issues encountered during its implementation, and actions to resolve those issues.
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‚é‚à‚Ì‚Å‚ ‚é�B
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en-title=A brief study on the gun-teki sekai (social conditions in the district) of Asuwa district in Echizen province
kn-title=ŒÃ‘ã‰z‘O�‘‘«‰HŒS‚Ì�uŒS“I�¢ŠE�v�¡�l
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=�@Often discussed in recent years, the term gun-teki sekai refers to the social conditions of a district. In ancient Japanese local communities, there existed complex webs of historical rule and intertwined relationships between local clans that date back to before the establishment of the Ritsury? system. Gun-teki sekai is a term that refers to the reality of the control of the provincial and district systems, in which multiple powerful clans served as gunji , district governors under the Ritsury? system. Each gunji organized smaller clans below them to carry out administrative duties based on such relationships. Recent research is beginning to reveal the multipolar structure of the gun-teki sekai .<br>
�@In this study, the author examines the gun-teki sekai through an analysis of the Asuwa district in Echizen province, which is rich in historical materials. As a result, the following four points became clear. First, it is highly likely that the powerful clans who served as district governors in the mid-Nara period were traditional clans with roots in the eastern part of the district. Second, the powerful clans who served as district deputy governors may have been an emerging power. Third, from an archaeological perspective, the eastern part of the district is the traditional area, while the dominance of the western part of the district developed after the establishment of the Ritsury? system. Fourth, in terms of clan distribution, the clans who served as district governors were distributed over the widest area, followed by those who served as district deputy governors.
en-copyright=
kn-copyright=

en-aut-name=WATANABEAtsunori
en-aut-sei=WATANABE
en-aut-mei=Atsunori
kn-aut-name=“n•”“ÖŠ°
kn-aut-sei=“n•”
kn-aut-mei=“ÖŠ°
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Chigasaki City Museum
kn-affil=
en-keyword=Gun-teki sekai
kn-keyword=Gun-teki sekai
en-keyword=gunji�idistrict governors under the Ritsury? system)
kn-keyword=gunji�idistrict governors under the Ritsury? system)
en-keyword=local powerful clans
kn-keyword=local powerful clans
en-keyword=clan distribution
kn-keyword=clan distribution
en-keyword=Asuwa district
kn-keyword=Asuwa district
en-keyword=Echizen province
kn-keyword=Echizen province
END

start-ver=1.4
cd-journal=joma
no-vol=4
cd-vols=
no-issue=
article-no=
start-page=64
end-page=79
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250325
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=On the �gChronology of Earthquakes�h in the Rika nenpy? (Chronological Scientific Tables): Until the 10th century
kn-title=�w—�‰È”N•\�x‚Ì�u’n�k”N‘ã•\�v‚ð‚ß‚®‚Á‚Ä�| 10 �¢‹I‚Ü‚Å�|
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=This paper is based on the oral report I gave on July 22, 2023, at the 21st �gDisaster Culture and the History of Community Formation�h workshop hosted by the Okayama University Research Institute for the Dynamics of Civilizations. I discuss the changes in the �gChronology of Earthquakes�h contained within the Rika nenpy? (Chronological Scientific Tables) and some of the problems with them, citing historical earthquake materials. It is necessary to clearly distinguish between real and false earthquakes, such as the Tamba earthquake (701), the Kinai earthquake (734), the Min? earthquake (745), the Ecch?-Echigo earthquake (863), and the Kant? earthquake (878). The author hopes that the �gChronology of Earthquakes�h will be published in a better form in the future and calls for efforts in the field of history to verify and introduce historical earthquake materials.
en-copyright=
kn-copyright=

en-aut-name=ARAIHideki
en-aut-sei=ARAI
en-aut-mei=Hideki
kn-aut-name=�rˆä�G‹K
kn-aut-sei=�rˆä
kn-aut-mei=�G‹K
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Historian
kn-affil=
en-keyword=Ancient Japan
kn-keyword=Ancient Japan
en-keyword=earthquakes
kn-keyword=earthquakes
en-keyword=false earthquakes
kn-keyword=false earthquakes
en-keyword=Chronological Scientific Tables
kn-keyword=Chronological Scientific Tables
END

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cd-journal=joma
no-vol=4
cd-vols=
no-issue=
article-no=
start-page=53
end-page=63
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250325
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=What is education for sustainable development?: From the perspective of international legal history
kn-title=Ž�‘±‰Â”\‚ÈŠJ”­‚Ì‚½‚ß‚Ì‹³ˆç‚Æ‚Í�\�‘�Û–@�§Žj‚ÌŽ‹“_‚©‚ç�\
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=Throughout the history of international law, sustainable development has always been acknowledged as a global responsibility. In recent years, as global environmental concerns have escalated, this responsibility has become increasingly crucial. To fulfil this mandate, education policies must transcend national boundaries. Specifically, in light of pressing global environmental issues such as climate change, education on sustainable development is pivotal for the well-being of future generations. To delve deeper into this significance, the author examines the emergence of ESD (Education for Sustainable Development), its accomplishments, and the challenges the world is currently grappling with.
en-copyright=
kn-copyright=

en-aut-name=KAWAKAMIYoko
en-aut-sei=KAWAKAMI
en-aut-mei=Yoko
kn-aut-name=�ì�ã—zŽq
kn-aut-sei=�ì�ã
kn-aut-mei=—zŽq
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Ph.D in law, Universit? Toulouse Capitole
kn-affil=
en-keyword=ESD
kn-keyword=ESD
en-keyword=SDGs
kn-keyword=SDGs
en-keyword=international environmental law
kn-keyword=international environmental law
en-keyword=international law
kn-keyword=international law
en-keyword=human rights
kn-keyword=human rights
END

start-ver=1.4
cd-journal=joma
no-vol=4
cd-vols=
no-issue=
article-no=
start-page=19
end-page=52
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250325
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Mineralogy and geochemistry of magnetite-garnet bearing skarn deposits surrounding iron-smelting sites in the Kibi region of Japan
kn-title=‹g”õ�»“Sˆâ�ÕŽü•Ó’nˆæ‚ÌŽ¥“S�z‚´‚­‚ë�΃XƒJƒ‹ƒ““S�z�΂Ì�z•¨Šw“I�E’n‹…‰»Šw“I“Á’¥
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=We conducted mineralogical and geochemical analysis of ore samples taken from locations surrounding the Jinmu, Sanp?, and K?moto mines in order to determine the source of iron ore uncovered from archaeological sites. The mineral composition of the magnetite-garnet bearing skarn deposits varies from mine to mine: while clinopyroxene and amphibole are present in the Jinmu and Sanp? samples, only a small amount of clinopyroxene occurs in the K?moto samples. The chemical compositions of magnetite and garnet are distinctive for each mine. Among the trace elements contained in the magnetite, Mg and Mn tend to be higher in the K?moto samples, Ti in the Jinmu samples, and Ca and Si in the Sanp? samples. The garnet from all the mines is andradite, but while the K?moto samples contain almost no Al, it is present in the Jinmu and Sanp? samples. Although samples were taken from a limited number of mine areas (three), our analysis provides an index for comparison with iron ore uncovered from archaeological sites, which will aid in provenance determination.
en-copyright=
kn-copyright=

en-aut-name=TAKECHIYasushi
en-aut-sei=TAKECHI
en-aut-mei=Yasushi
kn-aut-name=•�’q‘׎j
kn-aut-sei=•�’q
kn-aut-mei=‘׎j
aut-affil-num=1
ORCID=

en-aut-name=NAKAMURADaisuke
en-aut-sei=NAKAMURA
en-aut-mei=Daisuke
kn-aut-name=’†‘º‘å•ã
kn-aut-sei=ՠԼ
kn-aut-mei=‘å•ã
aut-affil-num=2
ORCID=

en-aut-name=SUZUKIShigeyuki
en-aut-sei=SUZUKI
en-aut-mei=Shigeyuki
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kn-aut-sei=—é–Ø
kn-aut-mei=–ΔV
aut-affil-num=3
ORCID=

en-aut-name=RYANJoseph
en-aut-sei=RYAN
en-aut-mei=Joseph
kn-aut-name=ƒ‰ƒCƒAƒ“ƒWƒ‡ƒZƒt
kn-aut-sei=ƒ‰ƒCƒAƒ“
kn-aut-mei=ƒWƒ‡ƒZƒt
aut-affil-num=4
ORCID=

en-aut-name=UWAGAKITakeshi
en-aut-sei=UWAGAKI
en-aut-mei=Takeshi
kn-aut-name=�ãž�•�
kn-aut-sei=��
kn-aut-mei=•�
aut-affil-num=5
ORCID=

en-aut-name=NAGAHARAMasato
en-aut-sei=NAGAHARA
en-aut-mei=Masato
kn-aut-name=’·Œ´�³�l
kn-aut-sei=’·Œ´
kn-aut-mei=�³�l
aut-affil-num=6
ORCID=

en-aut-name=YOSHIEYuta
en-aut-sei=YOSHIE
en-aut-mei=Yuta
kn-aut-name=‹g�]—Y‘¾
kn-aut-sei=‹g�]
kn-aut-mei=—Y‘¾
aut-affil-num=7
ORCID=

en-aut-name=IKEHATAKei
en-aut-sei=IKEHATA
en-aut-mei=Kei
kn-aut-name=’r’[Œc
kn-aut-sei=’r’[
kn-aut-mei=Œc
aut-affil-num=8
ORCID=

en-aut-name=KIMURAOsamu
en-aut-sei=KIMURA
en-aut-mei=Osamu
kn-aut-name=–Ø‘º—�
kn-aut-sei=ЯԼ
kn-aut-mei=—�
aut-affil-num=9
ORCID=

en-aut-name=HATTORIRyoichi
en-aut-sei=HATTORI
en-aut-mei=Ryoichi
kn-aut-name=•ž•”—ºˆê
kn-aut-sei=•ž•”
kn-aut-mei=—ºˆê
aut-affil-num=10
ORCID=

affil-num=1
en-affil=Kurashiki Museum of Natural History
kn-affil=

affil-num=2
en-affil=Okayama University, Department of Earth Sciences
kn-affil=

affil-num=3
en-affil=Okayama University, Department of Earth Sciences
kn-affil=

affil-num=4
en-affil=Okayama University, Research Institute for the Dynamics of Civilizations
kn-affil=

affil-num=5
en-affil=Okayama Prefectural Board of Education
kn-affil=

affil-num=6
en-affil=The Historical Study Group of Mining and Metallurgy of Japan
kn-affil=

affil-num=7
en-affil=Mitsui Mining & Smelting Co., Ltd.
kn-affil=

affil-num=8
en-affil=University of Tsukuba, Faculty of Life and Environmental Sciences
kn-affil=

affil-num=9
en-affil=Okayama University, Research Institute for the Dynamics of Civilizations
kn-affil=

affil-num=10
en-affil=Osaka University, Graduate School of Humanities
kn-affil=
en-keyword=Iron-smithing sites
kn-keyword=Iron-smithing sites
en-keyword=skarn deposits
kn-keyword=skarn deposits
en-keyword=mineral composition of ore
kn-keyword=mineral composition of ore
en-keyword=geochemical analysis
kn-keyword=geochemical analysis
END

start-ver=1.4
cd-journal=joma
no-vol=4
cd-vols=
no-issue=
article-no=
start-page=1
end-page=18
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250325
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=An army post of the 17th Division of the Imperial Japanese Army as deciphered from an analysis of an old photograph
kn-title=‹Œ“ú–{—¤ŒR‘æ�\ŽµŽt’c’““Ô’n‘¢‰cŽžŒÃŽÊ�^‚̉ð“Ç
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=In 2022, an old photograph was discovered that was thought to be of an army post of the 17th Division of the Imperial Japanese Army, but unfortunately it had no textual record. The first purpose of this paper is to verify the authenticity of the photograph. I therefore examined whether the contents of the photograph were consistent with the landscape of the Meiji period and whether it was possible to take it with the photographic equipment and technology of the time. As a result, I confirmed that there was no contradiction in its contents, and it also became clear that it could have been taken with the equipment and technology of the time. Next, I examined when the photograph was taken based on its contents and known records. Finally, I estimated that it had been taken in the spring of 1908.
en-copyright=
kn-copyright=

en-aut-name=NOZAKITakahiro
en-aut-sei=NOZAKI
en-aut-mei=Takahiro
kn-aut-name=–ìú±‹M”Ž
kn-aut-sei=–ìú±
kn-aut-mei=‹M”Ž
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Research Institute for the Dynamics of Civilizations, Okayama University
kn-affil=
en-keyword=Old photograph
kn-keyword=Old photograph
en-keyword=army post of the 17th Division of the Imperial Japanese Army
kn-keyword=army post of the 17th Division of the Imperial Japanese Army
en-keyword=construction work
kn-keyword=construction work
en-keyword=landscape
kn-keyword=landscape
en-keyword=distortion
kn-keyword=distortion
en-keyword=vanishing point
kn-keyword=vanishing point
END

start-ver=1.4
cd-journal=joma
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cd-vols=
no-issue=
article-no=
start-page=102
end-page=92
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20241216
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Yakushi ruriko nyorai hongan kudokukyo chokudokukunten kan as a Dialect Document�ivol.1�j: Intoroduction and Transcription
kn-title=•ûŒ¾•¶Œ£‚Æ‚µ‚Ä‚Ì�wåZŽt—Ú—žŒõ”@˜Ò–{ŠèŒ÷“¿ãS ’¼“ÇŒPêy Š®�x�iˆê�j„Ÿ �Љî‚Æ–|�� „Ÿ
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=

en-aut-name=KUBOZONOAi
en-aut-sei=KUBOZONO
en-aut-mei=Ai
kn-aut-name=‹v•Û‰’ˆ¤
kn-aut-sei=‹v•Û‰’
kn-aut-mei=ˆ¤
aut-affil-num=1
ORCID=

affil-num=1
en-affil=
kn-affil=
END

start-ver=1.4
cd-journal=joma
no-vol=77
cd-vols=
no-issue=
article-no=
start-page=118
end-page=103
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20241216
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=On Morita Takeji�fs Tonarigumichyoukai hikaechyou�i Notes from Neighborhood Association Heads�f Meetings�j: People with Disabilities in Postwar Nagashima Aisei-en Sanitarium
kn-title=�X“c’|ŽŸ�u—בg’·‰ï�T’Ÿ�v‚ɂ‚¢‚Ä„Ÿ �íŒã’·“‡ˆ¤�¶‰€‚Ì•sŽ©—RŽÒ‚½‚¿ „Ÿ
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kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=

en-aut-name=MATSUOKAHiroyuki
en-aut-sei=MATSUOKA
en-aut-mei=Hiroyuki
kn-aut-name=�¼‰ª�O”V
kn-aut-sei=�¼‰ª
kn-aut-mei=�O”V
aut-affil-num=1
ORCID=

affil-num=1
en-affil=
kn-affil=
END

start-ver=1.4
cd-journal=joma
no-vol=77
cd-vols=
no-issue=
article-no=
start-page=65
end-page=75
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20241216
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Logical Possibility and Inference: �gShitemo okasiku nai�h and �gShitemo fushigiwa nai�h
kn-title=˜_—�‰Â”\‚Æ�„˜_„Ÿ�u‚µ‚Ä‚à‚¨‚©‚µ‚­‚È‚¢�v�u‚µ‚Ä‚à•sŽv‹c‚Í‚È‚¢�v„Ÿ
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en-aut-name=MIYAZAKIKazuhito
en-aut-sei=MIYAZAKI
en-aut-mei=Kazuhito
kn-aut-name=‹{�è˜a�l
kn-aut-sei=‹{�è
kn-aut-mei=˜a�l
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ORCID=

affil-num=1
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kn-affil=
END

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cd-journal=joma
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no-issue=2
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start-page=158
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dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20241220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Die ?bersetzung von Jherings Briefe�i8�j
kn-title=ƒCƒF�[ƒŠƒ“ƒO�‘ŠÈ�W?�iƒM�[ƒZƒ“Žž‘ã�F1852�|68”N‡B�j
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en-aut-name=HirataK.
en-aut-sei=Hirata
en-aut-mei=K.
kn-aut-name=•½“cŒö•v
kn-aut-sei=•½“c
kn-aut-mei=Œö•v
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ORCID=

affil-num=1
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kn-affil=‰ªŽR‘åŠw–¼—_‹³Žö
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dt-accepted=
dt-pub-year=2024
dt-pub=20241220
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kn-subject=
en-title=A Study on Surrender of Security by Creditor ? : Historical and Comparative Perspectives�iRoman Law, Domat, Pothier�j.
kn-title=’S•Û•Û‘¶‹`–±‚ÉŠÖ‚·‚éˆê�lŽ@? �\ ‰ˆŠv“I�E”äŠr–@“I�lŽ@�iƒ��[ƒ}–@�EDomat�EPothier�j�\
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en-aut-name=TsujiH.
en-aut-sei=Tsuji
en-aut-mei=H.
kn-aut-name=’Ò”Ž–¾
kn-aut-sei=’Ò
kn-aut-mei=”Ž–¾
aut-affil-num=1
ORCID=

affil-num=1
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kn-affil=‰ªŽR‘åŠw–¼—_‹³Žö
END

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cd-journal=joma
no-vol=187
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article-no=
start-page=145
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dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20241206
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=What Is �gMeaning�h ?
kn-title=ˆÓ–¡‚¯‚·‚é‚Ƃ͉½‚©
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=�@�lŠÔ‚̓Rƒ~ƒ…ƒjƒP�[ƒVƒ‡ƒ“‚Ì“®•¨‚Å‚ ‚é‚ÆŒ¾‚í‚ê‚é�B‚µ‚©‚µ‚»‚Ì‘Î�ۂɂ‚¢‚ẲðŽß�iˆÓ–¡�j‚ªˆÙ‚È‚ê‚΃Rƒ~ƒ…ƒjƒP�[ƒVƒ‡ƒ“‚Í�¬—§‚µ‚È‚¢�B–{˜_‚ł͈Ӗ¡‚¯‚·‚é‚Æ‚Í‚Ç‚¤‚¢‚¤‚±‚Æ‚È‚Ì‚©‚ɂ‚¢‚Ä�l‚¦‚é�B
en-copyright=
kn-copyright=

en-aut-name=MIYAZAKIHiroshi
en-aut-sei=MIYAZAKI
en-aut-mei=Hiroshi
kn-aut-name=‹{ú±�GŽu
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kn-aut-mei=�GŽu
aut-affil-num=1
ORCID=

en-aut-name=SOBUKAWATakuya
en-aut-sei=SOBUKAWA
en-aut-mei=Takuya
kn-aut-name=‘]•z�ì‘ñ–ç
kn-aut-sei=‘]•z�ì
kn-aut-mei=‘ñ–ç
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=2
en-affil=Global Education Center, Waseda University
kn-affil=‘�ˆî“c‘åŠwƒOƒ��[ƒoƒ‹ƒGƒfƒ…ƒP�[ƒVƒ‡ƒ“ƒZƒ“ƒ^�[
en-keyword=‘f�Û
kn-keyword=‘f�Û
en-keyword=ƒRƒ~ƒ…ƒjƒP�[ƒVƒ‡ƒ“
kn-keyword=ƒRƒ~ƒ…ƒjƒP�[ƒVƒ‡ƒ“
en-keyword=ˆÓ–¡‚¯
kn-keyword=ˆÓ–¡‚¯
END

start-ver=1.4
cd-journal=joma
no-vol=187
cd-vols=
no-issue=
article-no=
start-page=129
end-page=143
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20241206
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=A Comprehensive Curriculum Management Consulting Design for Kindergartens, Nursery Schools, and Certified Centers for Contemporary Early Childhood Care and Education in Japan
kn-title=—c’t‰€�E•Ûˆç�Š�E”F’肱‚Ç‚à‰€‚Ì‚½‚߂̃JƒŠƒLƒ…ƒ‰ƒ€�Eƒ}ƒlƒWƒ�ƒ“ƒg�EƒRƒ“ƒTƒ‹ƒeƒBƒ“ƒO‚Ì‘S‘Ì�\‘z
en-subtitle=
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dt-pub-year=2024
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en-title=Achievements and Challenges of Student-led Regional Revitalization Activities over 10 Years: Practical Activities in the Mokake District of Setouchi City
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en-abstract=�@Among the officially recognized student clubs at Okayama University, there is a club called the�g Town Development Research Association�h that engages in regional revitalization activities. The Okayama University student club �gTown Development Research Association�h started its activities in 2014. The purpose of these activities is to collaborate with the local residents in the Mokake district of Oku Town, Setouchi City, which faces issues of depopulation and declining population. This project is commonly known as the �gSetouchi City Mokake District Revitalization Project.�h
�@Over the past ten years, students have carried out various activities while passing down practical activities from seniors to juniors. The main focus of these activities is to support the children of Mokake Elementary School, where the number of students is decreasing, in order to curb the decline in student numbers. Specific measures for this include �ginformation dissemination by students,�h �gparticipation in countermeasures for abandoned farmland,�h �gcreating bases through support for the regeneration of vacant houses,�h �gsupport for promoting migration and settlement,�h �gplanning and managing local events,�h and �gwatching over the children.�h These activities aim to continuously support and revitalize the community.
�@This paper reports on the achievements of these student activities, presenting them as a case study of �gstudent-led regional revitalization activities�h from the perspective of mutual benefits in terms of student learning and contributions to the community.
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�@–{˜_‚Å‚Í�C‚±‚ÌŠw�¶‚½‚¿‚ÌŠˆ“®‚Ì�¬‰Ê‚ð�Љ‚È‚ª‚ç�CŠw�¶‚½‚¿‚ÌŠw‚Ñ‚Æ’nˆæ‚Ö‚Ì�vŒ£‚Æ‚¢‚¤ŒÝŒb�«‚ÌŽ‹�À‚É—§‚¿�uŠw�¶‚É‚æ‚é’nˆæ‘n�¶Šˆ“®‚ÌŽÀ‘HŽ–—ጤ‹†�v‚Æ‚µ‚Ä•ñ��‚·‚é�B
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en-title=Why Is Intermediate Organization Necessary?
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kn-abstract=�@This paper challenges a fundamental question, �eWhy is an intermediate organization necessary?�f Due to transaction costs and market failures on the one hand and the limitations of organizational control mechanisms on the other hand, many�e intermediate organizations�f are observed in the real world. How can we tackle to explain the governance mechanism considered to be�e intermediate?�f
�@If we are to discuss such socioeconomic orders, this paper assumes that we should not be able to link micro-level explanations and macro-level ones concerning the third mode of governance mechanisms all at once. We need to stick to the meso-level at fi rst. The theoretical elaboration since Ouchi�fs�i1980�j discussion of clan-type governance and cumulative empirical research on industrial agglomerations have allowed us to construct a more sophisticated theory called community capital.
�@In effective communities, members are �eembedded as insiders�f who serve the purpose of the community, share experiences of failures and successes, and find and deepen their common identity. This limited membership is bound by�e mutual trust to rely on each other�f for�e distribution of short-term risks.�f In contrast to social norms that need to be abstract enough to be widely shared, the communal norms that are concrete enough to allow the members to understand without hesitation how they should behave in localized contexts are cumulatively cultivated along socializing process. Among the norms, sense of mutual obligation to incur intermittent costs for the whole community is a crucial norm for the sustainable development of the community. However, as a practical matter, membership control, mutual trust and short-term risk allocation may serve the communities in the short run, but they do not guarantee long-term accumulation of shared capital. As a result, the limits of community capital may need to be discussed once again, especially today when market liquidity is increasing, and its failures tend to become more apparent in a variety of areas.
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en-title=Proposal for Home Economics Class Design That Incorporates Knowledge and Perspective from Other Subjects: From the Characteristics of Home Economics as Seen from Subject Classification and Background Studies
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en-title=Research on ICT-Based Class Development for �gProactive, Interactive, and Authentic Learning�h in �gHome Economics�h at Senior High School (‡T): Developing and Implementing a Lesson on �gWhy We Need to Plan to Spend Money�h
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en-title=Characteristics of Changes in Development of Leadership Theories in the Second Half of the 20th Century: Toward Building a Framework for Global Leadership Education
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en-title=Descriptive Study of Itching Experienced by Adults with Atopic Dermatitis
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kn-abstract=Background: Atopic Dermatitis (AD) is a chronic inflammatory skin disease characterized by intense itching, significantly impacting patients' psychosocial well-being worldwide. Objective: This study aimed to elucidate the multifaceted and multilayered burden of itch in adult AD patients, exploring strategies to capture the complexity of the disease and its symptoms comprehensively. Methods: The study utilized an array of Patient Reported Outcome (PRO) measures and conducted an exploratory analysis of patients' subjective descriptions of their itch experiences. Results: Twenty-three participants (female: n=16) were enrolled in the study. The Analyses revealed that none of the participants experienced in the same way about physical, emotional, and psychological burden of itch and limitation in social life. Additionally, it was found that PROs capture only partial aspects of itch and do not provide a comprehensive understanding. Discussion: The findings highlight the necessity of employing multiple PROs and conducting in-depth patient interviews to understand the daily life challenges associated with itch. The potential of interdisciplinary research to address the complex burden of itch in AD patients is also emphasized. Conclusion: A comprehensive understanding of the symptom of itch in AD patients requires the use of multiple PROs.
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affil-num=1
en-affil=Faculty of Health Sciences, Okayama University
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affil-num=2
en-affil=Graduate School of Interdisciplinary Science and Engineering in Health Systems, Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@ƒwƒ‹ƒXƒVƒXƒeƒ€“��‡‰ÈŠwŒ¤‹†‰È

affil-num=3
en-affil=Faculty of Medicine, Dentistry and Pharmaceutical Sciences, Okayama University
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affil-num=4
en-affil=Faculty of Interdisciplinary Science and Engineering in Health Systems, Okayama University
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en-keyword=Atopic dermatitis
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en-title=Exploring the dynamics of change in students�f English proficiency and self-evaluations: The analysis of GTEC scores and Okadai CAN-DO List across required English courses
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en-abstract=This paper presents a quantitative analysis of two compulsory English curricula?a 6-credit course and an 8-credit course?with a focus on the skills of reading and speaking. The analysis utilizes GTEC scores and self-assessments on a CAN-DO list as indicators. The results of the GTEC test showed that the mean of the 6-credit course (about 580 survey participants) was statistically higher than that of the 8-credit course (about 450 survey participants) for both skills at the end of the course than at the time of entering university. On the other hand, in the CAN-DO list responses, regardless of the course, the mean values for the less difficult Reading items fell below the mean values at the time of entering university, whereas the mean values for the more difficult CAN-DO items increased at the end of the course. In contrast, Speaking items showed an increase in mean values for almost all items in both courses, despite the difficulty of the CAN-DO items. The results of the study will be used to improve the English curriculum in the future.
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start-page=20
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kn-title=˜a‰Ì�E”o‹å‚ð—p‚¢‚½Žv�l—͂̈ç�¬ �\”m�Ô‚Ì”­‹å�EŠz“c‰¤‚̉̂ð—á‚Æ‚µ‚Ä�\
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dt-pub-year=2024
dt-pub=20240320
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kn-title=•¶Šw�^�‘Œê‹³ˆç‚ƃAƒjƒ}ƒ‹ƒEƒFƒ‹ƒtƒFƒA �\�\�uƒtƒ‰ƒ“ƒhƒ“”_Šw�Z‚Ì“Ø�v�E�u‘å‘¢‚¶‚¢‚³‚ñ‚ƃKƒ“�v�E�‘Œê‹³‰È�‘‹³�ނɂ‚¢‚Ä�\�\
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cd-journal=joma
no-vol=14
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dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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en-title=Attitude towards Internet Use and Tendency of Internet Addiction among University Students: Focusing on the Timing of Starting Internet Use
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en-subtitle=
kn-subtitle=
en-abstract=To examine attitude towards Internet use, tendency of internet addiction, and timing of starting Internet use among university students, the survey was conducted. The participants were divided into three groups based on when they started to use the Internet: elementary school group (n=18), junior high school group (n=44), and high school and above group (n=33). Attitude towards internet use and tendency of internet addiction at university were compared between groups. The results showed that elementary school group had higher tendency of internet addiction and was less likely to intervene in the inappropriate use by others. To answer practical questions about the appropriate age to start using the Internet, it is necessary to examine from multiple perspectives.
kn-abstract=�@‘åŠw�¶‚ð‘Î�Û‚É�CƒCƒ“ƒ^�[ƒlƒbƒgŽg—p‘Ô“x�CƒCƒ“ƒ^�[ƒlƒbƒgˆË‘¶ŒXŒü�CƒCƒ“ƒ^�[ƒlƒbƒgŽg—pŠJŽnŽžŠú‚ɂ‚¢‚ÄŽ¿–⎆’²�¸‚ð—p‚¢‚ÄŒŸ“¢‚µ‚½�BƒCƒ“ƒ^�[ƒlƒbƒgŽg—pŠJŽnŽžŠú‚É‚æ‚è�C’²�¸ŽQ‰ÁŽÒ‚ð�¬Šw�ZŒQ�i18–¼�j�C’†Šw�ZŒQ�i44–¼�j�C�‚�ZˆÈ�~ŒQ�i33–¼�j‚Ì‚RŒQ‚É•ª—Þ‚µ�C‘åŠw�¶Žž“_‚ł̃Cƒ“ƒ^�[ƒlƒbƒgŽg—p‘Ô“x‚ƃCƒ“ƒ^�[ƒlƒbƒgˆË‘¶ŒXŒü‚ð”äŠr‚µ‚½Œ‹‰Ê�C�¬Šw�ZŒQ‚̓Cƒ“ƒ^�[ƒlƒbƒgˆË‘¶ŒXŒü‚ª�‚‚ß‚Å‚ ‚è�C‘¼ŽÒ‚Ì•s“K�؂ȃCƒ“ƒ^�[ƒlƒbƒgŽg—p‚ɑ΂µ‰î“ü‚·‚邱‚Æ‚Í�­‚È‚¢ŒXŒü‚ª‚ ‚Á‚½�B�¬Šw�Z�‚Šw”N‚©‚玩•ª—p‚Ì‹@Ší‚É‚æ‚éƒCƒ“ƒ^�[ƒlƒbƒgŽg—pŠÂ‹«‚ð“üŽè‚µ‚Ä‚¢‚½ŽÒ‚Ì‘åŠw�¶Žž“_‚Å‚ÌŽg—p�󋵂ɂÍ�C‚æ‚è’x‚­‚©‚玩•ª—p‚̃Cƒ“ƒ^�[ƒlƒbƒgŠÂ‹«‚ð“üŽè‚µ‚½ŽÒ‚É”ä‚׌œ”O‚·‚ׂ«•”•ª‚ª‚ ‚é‰Â”\�«‚ªŽ¦�´‚³‚ê‚é�BƒCƒ“ƒ^�[ƒlƒbƒg‚ÌŽg—pŠJŽn”N—î‚É‚æ‚é‚»‚ÌŒã‚̉e‹¿‚ɂ‚¢‚Ä�CŽÀ‘H“I‚È–â‚¢‚É“š‚¦‚邽‚ß‚É‚Í�C‚æ‚葽–Ê“I‚ÉŽg—pŽÀ‘Ԃ̈Ⴂ‚ðŒŸ“¢‚µ‚Ä‚¢‚­•K—v‚ª‚ ‚邱‚Æ‚ªŽw“E‚³‚ꂽ�B
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affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=ƒCƒ“ƒ^�[ƒlƒbƒgŽg—p‘Ô“x (attitude towards Internet use)
kn-keyword=ƒCƒ“ƒ^�[ƒlƒbƒgŽg—p‘Ô“x (attitude towards Internet use)
en-keyword=ƒCƒ“ƒ^�[ƒlƒbƒgˆË‘¶ (tendency of Internet addiction)
kn-keyword=ƒCƒ“ƒ^�[ƒlƒbƒgˆË‘¶ (tendency of Internet addiction)
en-keyword=�î•ñƒ‚ƒ‰ƒ‹‹³ˆç (information moral education)
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cd-journal=joma
no-vol=14
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start-page=357
end-page=371
dt-received=
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dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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en-title=Picture Book Materials to Support Infants to Understand Down Syndrome and Intellectual Disabilities
kn-title=—cŽ™‚̃_ƒEƒ“�Ç�E’m“I�áŠQ‚Ö‚Ì—�‰ð‚ð‰‡�•‚·‚éŠG–{‹³�Þ
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en-abstract=Picture books on Down syndrome and intellectual disabilities should be further improved, to understanding not only the disabilities but also the disabled and their parents and siblings through stories. Further more, caregivers need not only to read picture books to infants, but also to provide support such as approach and encouragement to deepen individual understanding of infants with disabilities. A picture book list developed in this study is intended to assist caregivers in selecting picture books and to provide guidance in understanding disabilities. Future issues are to examine the practical application of the list in childcare and to test its validity in cooperation with caregivers. In addition, because of the usefulness of education for understanding disabilities from early childhood, there is a need for more picture books on these topics for infants.
kn-abstract=�@ƒ_ƒEƒ“�Ç‚â’m“I�áŠQ‚ÉŠÖ‚·‚éŠG–{‚Í�C•¨Œê‚ð’Ê‚µ‚½�áŠQ‚Ì‹ï‘Ì—á‚Ì’ñŽ¦‚⊴�î•\Œ»‚È‚Ç�C�áŠQ‚»‚Ì‚à‚̂ɑ΂·‚é—�‰ð‚ɂƂǂ܂炸�C�áŠQŽÒ‚â‚»‚Ì•ÛŒìŽÒ�EŒZ’í‚Ì—�‰ð‚ÆŽx‰‡‚ɂ‚Ȃª‚鋳�Þ‚Å‚ ‚è�C‚æ‚èˆê‘w‚Ì�[ŽÀ‚ª‹�‚ß‚ç‚ê‚é�B‚Ü‚½�C�áŠQ—�‰ð‚Ì‹³�Þ‚Æ‚µ‚Ä‚ÌŠG–{‚Æ—cŽ™‚ð”}‰î‚·‚é•ÛˆçŽÒ‚É‚Í�CŠG–{‚ð“Ç‚Ý•·‚©‚¹‚邾‚¯‚Å‚È‚­�C•ÛˆçŒ»�ê‚ÌŽ–—á‚Æ�Æ�‡‚³‚¹�C—cŽ™‚ɑ΂·‚éŒÂ•Ê“I‚È�áŠQ—�‰ð‚Ì�[‰»‚𑣂·�ºŠ|‚¯‚â“­‚«Š|‚¯‚Ȃǂ̉‡�•‚ª•K—v‚Æ‚È‚é�B–{Œ¤‹†‚É‚¨‚¢‚Ä�ì�¬‚³‚ꂽŠG–{ƒŠƒXƒg‚Í�C•ÛˆçŽÒ‚É‚æ‚éŠG–{‘I‘ð‚â�áŠQ—�‰ð‹³ˆç‚ðŽx‰‡‚·‚é‚Æ�l‚¦‚ç‚ê‚é�B�¡Œã‚̉ۑè‚Í�C•Ûˆç‚ÌŒ»�êŽÀ‘H‚Å‚Ì‹ï‘Ì“I‰^—p‚Ɗ‹«�®”õ‚ÌŒŸ“¢‹y‚Ñ�C•ÛˆçŽÒ‚ƘAŒg‚µ‚½‘Ó–�«‚ÌŒŸ�Ø‚Å‚ ‚é�B‚Ü‚½�C�áŠQ‚ÉŠÖ‚·‚éŠG–{‚Í�C•`ŽÊ‚³‚ê‚éƒGƒsƒ\�[ƒh‚âŽg—p‚³‚ê‚錾—t‚⊿Žš•\‹L“™‚©‚玙“¶ŠúˆÈ�~‚ÌŽq‚Ç‚à‚ð‘z’肵‚½‚à‚Ì‚ª‘½‚¢‚Æ�l‚¦‚ç‚ê�C—cŽ™Šú‚©‚ç‚Ì�áŠQ—�‰ð‹³ˆç‚Ì—L—p�«‚𓥂܂¦�C—cŽ™‚ð‘Î�Û‚Æ‚µ‚½ŠG–{‚Ì‘�‰Á‚ª‹�‚ß‚ç‚ê‚é�B
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en-aut-sei=YAMAGUCHI (NISHIOKA)
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aut-affil-num=4
ORCID=

affil-num=1
en-affil=Department of Early Childhood Education and Care�CKurashiki City College
kn-affil=‘q•~Žs—§’ZŠú‘åŠw•ÛˆçŠw‰È

affil-num=2
en-affil=MINAN Certified Centers for Early Childhood Education and Care
kn-affil=Œä“ì”F’肱‚Ç‚à‰€

affil-num=3
en-affil=Faculty of Childhood Education, Kurashiki Sakuyo University
kn-affil=‚­‚炵‚«�ì—z‘åŠwŽq‚Ç‚à‹³ˆçŠw•”

affil-num=4
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=—cŽ™Šú (Early Childhood)
kn-keyword=—cŽ™Šú (Early Childhood)
en-keyword=�áŠQ—�‰ð‹³ˆç (Education for understanding disabilities)
kn-keyword=�áŠQ—�‰ð‹³ˆç (Education for understanding disabilities)
en-keyword=ƒ_ƒEƒ“�Ç (Down Syndrome)
kn-keyword=ƒ_ƒEƒ“�Ç (Down Syndrome)
en-keyword=’m“I�áŠQ (Intellectual Disabilities)
kn-keyword=’m“I�áŠQ (Intellectual Disabilities)
en-keyword=ŠG–{ (Picture Book)
kn-keyword=ŠG–{ (Picture Book)
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cd-journal=joma
no-vol=14
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article-no=
start-page=341
end-page=355
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Picture Book Materials to Support Infants to Understand Developmental Disorders Subtitle
kn-title=—cŽ™‚Ì”­’B�áŠQ‚Ö‚Ì—�‰ð‚ð‰‡�•‚·‚éŠG–{‹³�Þ
en-subtitle=
kn-subtitle=
en-abstract=Autism Spectrum Disorder�iASD�j, Attention Deficit Hyperactivity Disorder�iADHD�j, and Learning Disabilities�iLD�j are obscure for infants to understand, but picture books about these disabilities have recently increased, and are considered to be educational materials to understand these disabilities from early childhood. Picture books, that can clearly present disabilities and their characteristic behaviors through stories, offer various choices and support an understanding of disabilities in the real childcare. Also, many picture books for understanding disabilities describe the emotions of the family and can be used to deepen infants' understanding of their parents and siblings. On the other hand, the number of picture books about the environment and its improvement is small. An increase in the number of picture books on these topics is expected, and handmade picture book materials based on the real conditions w ould also be effective.
kn-abstract=�@”­’B�áŠQ‚Å‚ ‚鎩•ÂƒXƒyƒNƒgƒ‰ƒ€�Ç�E’�ˆÓŒ‡”@‘½“®�Ç�EŠw�K�áŠQ‚Í�C—cŽ™‚É‚Æ‚Á‚Ä“ï‰ð‚Å‚ ‚邪�C‚±‚ê‚ðŽæ‚è�ã‚°‚éŠG–{‚Í‹ß”N‘�‰ÁŒXŒü‚É‚ ‚è�C—cŽ™Šú‚©‚ç‚Ì�áŠQ—�‰ð‚ÉŽ‘‚·‚鋳�Þ‚Æ‚µ‚Ä�l‚¦‚ç‚ê‚é�B�áŠQ‚Æ‚»‚Ì“Á’¥“I‚È�s“®‚ɂ‚¢‚Ä�C•¨Œê‚ð’Ê‚µ‚Ä•ª‚©‚è‚â‚·‚­Ž¦‚·‚±‚Æ‚ª‚Å‚«‚鎋Šo‹³�Þ‚Å‚ ‚éŠG–{‚Í�C‘I‘ð‚Ì•�‚à�L‚­�C•ÛˆçŒ»�ê‚ÌŽÀ‘Ô‚É“K�‡‚µ‚½—cŽ™‚Ì�áŠQ—�‰ð‚ðŽx‰‡‚·‚é�B‚Ü‚½�C�áŠQŽ™‚Ö‚ÌŽx‰‡‚É‚¨‚¢‚Ä‚Í�C•ÛŒìŽÒ�EŒZ’íŽx‰‡‚à�d—v‚Å‚ ‚邪�C�áŠQ—�‰ðŠG–{‚ɂ͉Ƒ°‚Ì�S�î‚ð•`ŽÊ‚·‚é‚à‚Ì‚à‘½‚­�C•ÛŒìŽÒ�EŒZ’í‚ɑ΂·‚é—cŽ™‚Ì—�‰ð‚ð�[‚߂邱‚Æ‚É‚àŠˆ—p‚Å‚«‚é‚Æ�l‚¦‚ç‚ê‚é�Bˆê•û�C�l“IŠÂ‹«‚ÉŠÖ‚í‚éŠG–{‚Ì‘½—l�«‚É”ä‚ׂÄ�C•¨“IŠÂ‹«‚ÉŠÖ‚í‚é‚à‚Ì‚â‚»‚̉ü‘P‚ɂ‚¢‚Ä�Љ‚ꂽ‚à‚Ì‚Í�­‚È‚¢‚±‚Æ‚ª”cˆ¬‚³‚ꂽ�B‚±‚ê‚ç‚ÉŠÖ‚·‚éŠG–{‚Ì‘�‰Á‚ªŠú‘Ò‚³‚ê‚é‚Æ‹¤‚É�CŽÀ‘Ô‚É‘¦‚µ‚½Žè�ì‚è‚ÌŠG–{‹³�Þ‚à—LŒø‚Å‚ ‚é‚Æ�l‚¦‚ç‚ê‚é�B
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en-aut-name=YAMAGUCHI (NISHIOKA)Yuki
en-aut-sei=YAMAGUCHI (NISHIOKA)
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ORCID=

en-aut-name=ASANOYasumasa
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kn-aut-name=�ó–ì‘×�¹
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en-aut-name=SETOYAMAYu
en-aut-sei=SETOYAMA
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en-aut-name=BABANoriko
en-aut-sei=BABA
en-aut-mei=Noriko
kn-aut-name=”n�êŒPŽq
kn-aut-sei=”n�ê
kn-aut-mei=ŒPŽq
aut-affil-num=4
ORCID=

affil-num=1
en-affil=MINAN Certified Centers for Early Childhood Education and Care
kn-affil=Œä“ì”F’肱‚Ç‚à‰€

affil-num=2
en-affil=Department of Early Childhood Education and Care�CKurashiki City College
kn-affil=‘q•~Žs—§’ZŠú‘åŠw•ÛˆçŠw‰È

affil-num=3
en-affil=Faculty of Childhood Education, Kurashiki Sakuyo University
kn-affil=‚­‚炵‚«�ì—z‘åŠwŽq‚Ç‚à‹³ˆçŠw•”

affil-num=4
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=—cŽ™Šú (Early Childhood)
kn-keyword=—cŽ™Šú (Early Childhood)
en-keyword=Ž©•ÂƒXƒyƒNƒgƒ‰ƒ€�Ç (Autism Spectrum Disorder�iASD�j)
kn-keyword=Ž©•ÂƒXƒyƒNƒgƒ‰ƒ€�Ç (Autism Spectrum Disorder�iASD�j)
en-keyword=’�ˆÓŒ‡”@‘½“®�Ç (Attention Deficit Hyperactivity Disorder�iADHD�j)
kn-keyword=’�ˆÓŒ‡”@‘½“®�Ç (Attention Deficit Hyperactivity Disorder�iADHD�j)
en-keyword=Šw�K�áŠQ (Learning Disabilities�iLD�j)
kn-keyword=Šw�K�áŠQ (Learning Disabilities�iLD�j)
en-keyword=ŠG–{ (Picture Books)
kn-keyword=ŠG–{ (Picture Books)
END

start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=325
end-page=339
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Development and Potential of the Reggio Emilia Approach to Education in Japan �\Aspects of the Acceptance and Introduction Phases and Challenges in the Practical Application Phase�\
kn-title=“ú–{‚É‚¨‚¯‚郌ƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç‚Ì“WŠJ‚Ɖ”\�« �\Žó—e�E“±“üŠú‚Ì—l‘Š‚ÆŽÀ‘HŠú‚̉ۑè�\
en-subtitle=
kn-subtitle=
en-abstract=�@As the Reggio Emilia approach is transitioning from the period of acceptance and introduction to the period of practical application in Japan, this paper discusses the issues and challenges that need to be addressed to gain a more profound and accurate understanding of this educational approach. First, it is necessary to accurately grasp the formative and educational principles behind the artistic development of children in the city of Reggio Emilia. Second, there is a need to create a system for training �gatelieristas�h who can study the foundations of early childhood education, research children�fs formative expressions, and engage in art production and appreciation. Third, a fundamental shift in the philosophy of childcare is required, positioning �gproject�h as a higher-level concept over the Japanese childcare philosophy of �gplay = learning.�h Fourth, annual events must be carefully selected for childcare practices that value children�fs autonomy. Fifth, it is essential to examine whether �gdocumentation�h can replace the conventional Japanese way of recording childcare. 
kn-abstract=�@–{˜_‚Í�C“ú–{‚Ö‚ÌŽó—e�E“±“üŠú‚©‚çŽÀ‘HŠú‚ɈÚ�s‚µ‚‚‚ ‚郌ƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç‚ÉŠÖ‚µ‚Ä�³‚µ‚­—�‰ð‚ð�[‚߂邽‚ß‚É‚Í�C‰½‚ª–â‘è‚â‰Û‘è‚É‚È‚é‚©‚ɂ‚¢‚Ä�lŽ@‚·‚é�B‘æ‚P‚É�CƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒAŽs‚ÌŽq‚Ç‚à‚Ì‘¢Œ`Œ|�p‚Ì”wŒi‚É‚ ‚é‘¢Œ`Œ´—�‚⋳ˆçŒ´—�‚ð�³‚µ‚­”cˆ¬‚·‚é•K—v‚ª‚ ‚é�B‘æ‚Q‚É�C—cŽ™‹³ˆç‚ðŠî‘b‚©‚çŠw‚Ñ�CŽq‚Ç‚à‚Ì‘¢Œ`•\Œ»‚ðŒ¤‹†‚µ�C”ü�p�§�ì‚ÆŠÓ�Ü‚É�]Ž–‚Å‚«‚é�uƒAƒgƒŠƒGƒŠƒXƒ^�v—{�¬‚ÌŽd‘g‚Ý�ì‚肪—v�¿‚³‚ê‚é�B‘æ‚R‚É�C“ú–{‚Ì•Ûˆç—�”O‚Å‚ ‚é�u—V‚Ñ��Šw‚Ñ�v‚Ì�ãˆÊŠT”O‚Æ‚µ‚Ä�uƒvƒ�ƒWƒFƒNƒg�v‚ðˆÊ’u•t‚¯�C�ª–{“I‚È•Ûˆç—�”O‚Ì“]Š·‚ª‹�‚ß‚ç‚ê‚é�B‘æ‚S‚É�CŽq‚Ç‚à‚ÌŽå‘Ì�«‚ð‘å�Ø‚É‚µ‚½•ÛˆçŽÀ‘H‚Ì‚½‚ß‚É�C”NŠÔ�sŽ–‚ð�¸‘I‚µ‚È‚¯‚ê‚΂Ȃç‚È‚¢�B‘æ‚T‚É�C‚±‚ê‚Ü‚Å‚Ì“ú–{‚Ì•Ûˆç‹L˜^‚ÌŽd•û‚ð�uƒhƒLƒ…ƒ�ƒ“ƒe�[ƒVƒ‡ƒ“�v‚É‘ã‘Ö‚Å‚«‚é‚©‚Ç‚¤‚©‚ÌŒŸ“¢‚ª•s‰ÂŒ‡‚Å‚ ‚é�B
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affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=2
en-affil=Faculty of Childhood Education, Kurashiki Sakuyo University
kn-affil=‚­‚炵‚«�ì—z‘åŠwŽq‚Ç‚à‹³ˆçŠw•”

affil-num=3
en-affil=Faculty of Human Life Sciences, Notre Dame Seishin University
kn-affil=ƒm�[ƒgƒ‹ƒ_ƒ€�´�S�—Žq‘åŠw�lŠÔ�¶ŠˆŠw•”
en-keyword=ƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç (Reggio Emilia approach)
kn-keyword=ƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç (Reggio Emilia approach)
en-keyword=Œ|�p�«‚Ì—�‰ð (understanding artistry)
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en-keyword=ƒAƒgƒŠƒGƒŠƒXƒ^‚Ì—{�¬ (atelierista training)
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start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
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article-no=
start-page=309
end-page=323
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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en-article=
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en-subject=
kn-subject=
en-title=Trends and Issues in Research on the Reggio Emilia Approach
kn-title=ƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç‚ÌŒ¤‹†“®Œü‚Ɖۑè
en-subtitle=
kn-subtitle=
en-abstract=�@This study organizes the trends of research on the Reggio Emilia approach and elucidates the issues of practicing and researching this approach. As the first stage of this s tudy, previous studies, mainly those conducted in Japan, were comprehensively reviewed. As a result, it was found that substantial findings were obtained on research concerning projects, project-based preschool education, and creativity and expressive activities. At the same time, the uniformities and differences between the Reggio Emilia approach and the philosophies as well as methods of preschool education in Japan were elucidated. Further academic research must be conducted??which focuses on artistry, creativity, and cooperativeness (communality), the core of the Reggio Emilia approach, and their understanding??that produces findings discussing art education and children�fs expressions through freestyle arts and crafts.
kn-abstract=�@–{˜_‚Í�CƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç‚ÉŠÖ‚·‚錤‹†“®Œü‚ð�®—�‚µ�CŽÀ‘H‹y‚ÑŒ¤‹†�ã‚̉ۑè‚𖾂炩‚É‚·‚é‚à‚Ì‚Å‚ ‚é�BŒ¤‹†‚Ì‘æˆê’iŠK‚Æ‚µ‚Ä“ú–{�‘“à‚ÌŒ¤‹†‚ð’†�S‚É�æ�sŒ¤‹†‚ðŠTŠÏ‚µ‚½Œ‹‰Ê�C�uƒvƒ�ƒWƒFƒNƒg�v�uƒvƒ�ƒWƒFƒNƒgŒ^•Ûˆç�v�u‘n‘¢�«‚Æ•\Œ»Šˆ“®�v‚É‚©‚©‚í‚錤‹†�¬‰Ê‚ª�[ŽÀ‚µ‚Ä‚¢‚邱‚Æ‚ª”»–¾‚µ‚½�B‚»‚ê‚Æ“¯Žž‚É�C“ú–{‚Ì•Ûˆç—�”O‚â•Ûˆç•û–@‚Ƃ̈ê’v“_‚â‘Šˆá“_‚à–¾‚ç‚©‚É‚È‚Á‚½�B�¡Œã‚Í�CƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç‚Ì�ªŠ²‚ÆŒ¾‚í‚ê‚é�uŒ|�p�«�v�u‘n‘¢�«�v�u‹¦“¯�«�i‹¤“¯�«�j�v‚Æ‚»‚Ì—�‰ð‚ðŠw�pŒ¤‹†‚ÌŽå‘è‚É‚µ‚Ä�CŒ|�p‹³ˆç‚âŽq‚Ç‚à‚Ì‘¢Œ`•\Œ»‚ð�lŽ@‚µ‚½Œ¤‹†�¬‰Ê‚ª‘Ò‚¿–]‚Ü‚ê‚é�B
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en-aut-name=TAKAHASHIToshiyuki
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affil-num=1
en-affil=Faculty of Childhood Education, Kurashiki Sakuyo University
kn-affil=‚­‚炵‚«�ì—z‘åŠwŽq‚Ç‚à‹³ˆçŠw•”

affil-num=2
en-affil=Faculty of Human Sciences, Chikushi Jogakuen University
kn-affil=’}Ž‡�—Šw‰€‘åŠw�lŠÔ‰ÈŠw•”

affil-num=3
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=ƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç (the Reggio Emilia approach)
kn-keyword=ƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç (the Reggio Emilia approach)
en-keyword=ƒvƒ�ƒWƒFƒNƒg (projects)
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en-keyword=‘n‘¢�« (creativity)
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cd-journal=joma
no-vol=14
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article-no=
start-page=281
end-page=295
dt-received=
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dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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en-title=Teaching each Subject for the Children with Severe and Multiple Disabilities
kn-title=�d“x�E�d•¡�áŠQ‚Ì‚ ‚éŽq‹Ÿ‚ÌŠe‹³‰È“™‚ÌŽw“±‚Ì�Ý‚è•û
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kn-subtitle=
en-abstract=The purpose of this report is to clarify the current status and issues in the education of children with severe and multiple disabilities by organizing the actual conditions and issues in the setting of instructional content and learning evaluation for children with severe and multiple disabilities, as well as the ideal form of instruction in each subject area. Furthermore, a questionnaire survey was conducted on the actual situation and difficulties in teaching each subject to the guidance teachers at schools for special needs education to which the author belongs and at nine of the A prefectural schools for the intellectual disability and schools for the physical disability in order to specifically grasp the problems in teaching each subject to children enrolled in the curriculum that mainly consists of self-reliance activities. The results of the survey suggested the necessity of grasping the actual situation, setting appropriate goals, and systematically implementing evaluation according to perspectives. Therefore, we organized the process and ideas of class creation from goal setting to evaluation, and created an activity analysis chart to enable systematic efforts based on a common understanding.
kn-abstract=�@�d“x�E�d•¡�áŠQ‚Ì‚ ‚éŽq‹Ÿ‚ÌŽw“±“à—e‚Ì�Ý’è‚âŠw�K•]‰¿‚É‚¨‚¯‚éŽÀ‘Ô�C‚È‚ç‚тɉۑè‚ð�®—�‚µ�CŠe‹³‰È“™‚ÌŽw“±‚Ì�Ý‚è•û‚𖾂炩‚É‚·‚邱‚Æ‚ð–Ú“I‚Æ‚µ�C�d“x�E�d•¡�áŠQ‚Ì‚ ‚éŽq‹Ÿ‚Ì‹³ˆç‚ÌŒ»�ó‚â‰Û‘è‚ɂ‚¢‚Ä�®—�‚µ‚½�B‚Ü‚½�CŽ©—§Šˆ“®‚ðŽå‚Æ‚·‚鋳ˆç‰Û’ö‚É�Ý�Ђ·‚éŽq‹Ÿ‚ÌŠe‹³‰È“™‚ÌŽw“±‚̉ۑè‚ð‹ï‘Ì“I‚É”cˆ¬‚·‚邱‚Æ‚ð–Ú“I‚Æ‚µ‚Ä�C•MŽÒ‚ª�Š‘®‚·‚é“Á•ÊŽx‰‡Šw�Z‚Æ‚`Œ§—§“Á•ÊŽx‰‡Šw�Z‚Ì‚¤‚¿�C’m“I�áŠQ‚ÆŽˆ‘Ì•sŽ©—R‚ð‘Î�Û‚Æ‚·‚é‚X�Z‚ÌŽw“±‹³—@‚ÉŠe‹³‰È“™‚ÌŽw“±‚ÌŽÀ‘Ô‚Æ�¢“‚ÉŠÖ‚·‚éƒAƒ“ƒP�[ƒg’²�¸‚ð�s‚¢�C‚»‚ÌŒ‹‰Ê‚©‚ç�CŽÀ‘Ô”cˆ¬‚Æ“K�Ø‚È–Ú•W�Ý’è�CŠÏ“_•Ê•]‰¿‚Ì‘g�D“I‚ÈŽÀŽ{‚Ì•K—v�«‚ªŽ¦�´‚³‚ꂽ�B‚»‚±‚Å�C–Ú•W�Ý’è‚©‚ç•]‰¿‚ÉŽŠ‚éŽö‹Æ‚­‚è‚̃vƒ�ƒZƒX‚â�l‚¦•û‚ð�®—�‚µ�C‹¤’Ê—�‰ð‚Ì‚à‚Æ‘g�D“I‚ÉŽæ‚è‘g‚ß‚é‚悤‚ÉŠˆ“®•ª�Í•\‚ð�ì�¬‚µ‚½�B
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affil-num=1
en-affil=Graduate School of Education (Professional Degree Course), Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=�d“x�E�d•¡�áŠQ (Severe multiple disabilities)
kn-keyword=�d“x�E�d•¡�áŠQ (Severe multiple disabilities)
en-keyword=Še‹³‰È“™‚ÌŽw“± (Teaching of Each Subject)
kn-keyword=Še‹³‰È“™‚ÌŽw“± (Teaching of Each Subject)
en-keyword=Ž©—§Šˆ“®‚ðŽå‚Æ‚µ‚½‹³ˆç‰Û’ö (Curriculum focused on Self-reliance Activities)
kn-keyword=Ž©—§Šˆ“®‚ðŽå‚Æ‚µ‚½‹³ˆç‰Û’ö (Curriculum focused on Self-reliance Activities)
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cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=253
end-page=264
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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en-title=Childcare Worker Training to Foster Capacity for Interpersonal Relationships: Development, Implementation, and Evaluation of the �gSuccessful Self�h Psychoeducation Program for Childcare Workers Part 2
kn-title=�lŠÔŠÖŒW—Í‚ðˆç‚Þ•ÛˆçŽÒ—{�¬‹³ˆç‚ÌŽÀ‘H �\�S—�‹³ˆç�gƒTƒNƒZƒXƒtƒ‹�EƒZƒ‹ƒt�h•ÛˆçŽÒ—{�¬”Å‚Ì�ì�¬�CŽÀŽ{‚Æ•]‰¿2�\
en-subtitle=
kn-subtitle=
en-abstract=�@To help students at universities training to be childcare workers learn about the realities of the early childhood education field and gain practical knowledge on the role of interpersonal relationships in their future profession, a fivesession psychoeducation program entitled �gSuccessful Self: Childcare Worker Version�h was conducted with 45 fourth-year students pursuing a four-year early childhood education degree. The content, implementation method, and effects of the program were examined. The students�f comments on the program indicated that the content was useful and easy to understand, suggesting that the program was associated with improvements in students�f communication skills and problemsolving abilities and served as an opportunity for students to think about stress management. However, no significant difference was found in the metrics related to psychosocial factors before and after the program, and future research is needed to examine the effects of the program in detail.
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affil-num=1
en-affil=Department of Early Childhood Care and Education, Niimi University
kn-affil=�VŒ©Œö—§‘åŠwŒ’�N‰ÈŠw•”Œ’�N•ÛˆçŠw‰È

affil-num=2
en-affil=Faculty of Humanities and Social Sciences, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@ŽÐ‰ï•¶‰»‰ÈŠwŠwˆæ
en-keyword=•ÛˆçŽÒ—{�¬ (Childcare worker training)
kn-keyword=•ÛˆçŽÒ—{�¬ (Childcare worker training)
en-keyword=�lŠÔŠÖŒW—Í (capacity for interpersonal relationships)
kn-keyword=�lŠÔŠÖŒW—Í (capacity for interpersonal relationships)
en-keyword=�S—�‹³ˆç (psychoeducation)
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en-keyword=‘åŠw�¶ (university students)
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start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
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article-no=
start-page=191
end-page=205
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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kn-subject=
en-title=Proposal for Creativity-oriented Inquiry-based Classes for Liberal Arts Education in Universities Analysis of Practical Results of the Liberal Arts Education Class �gCreativity in Life�h at Okayama University II
kn-title=‘åŠw‹³—{‹³ˆç‚É“K‚µ‚½‘n‘¢�«‚ð�dŽ‹‚µ‚½’T‹†Œ^Žö‹Æ‚Ì’ñˆÄ�@‰ªŽR‘åŠw‹³—{‹³ˆç‰È–Ú�u�¶Šˆ‚Ì’†‚Ì‘n‘¢�«�v‚ÌŽÀ‘HŒ‹‰Ê‚Ì•ª�͇U
en-subtitle=
kn-subtitle=
en-abstract=�@In anticipation of the academic year 2025, when high school students who have experienced inquiry-based learning under the new Courses of Study will be university students, we have developed a new class that combines knowledge of physics and clothing science on the subject of "color" and incorporates project-based activities as a university liberal arts education course. As in the previous year, the class encourages students to take initiative and stimulates creative thinking by incorporating devices that encourage them to perceive things with an awareness of various connections and to become aware of the characteristics of their own thinking and senses. As a result of the analysis of the students' descriptions on the shuttle cards, the webbing created in the process of discussion, and the CLASS survey paper that measures students' thoughts and attitudes toward physics and physics learning, it became clear that the class was highly effective in encouraging students to "become aware of their own existence to think, feel, and judge independently and interactively. This is an essential element in the cultivation of creativity, which is important as a foundation for inquiry-based learning.
kn-abstract=�VŠw�KŽw“±—v—Ì‚Å’T‹†“I‚ÈŠw‚Ñ‚ðŒoŒ±‚µ‚½�‚�Z�¶‚ª‘åŠw‚ÅŠw‚ÑŽn‚ß‚é2025”N“x‚ð�T‚¦�C‘åŠw‚Ì‹³—{‹³ˆç‰È–Ú‚Æ‚µ‚Ä�C�u�F�v‚ðŽå‘è‚É‚µ‚Ä•¨—�Šw‚Ɣ핞Šw‚Ì’mŒ©‚ð‘g‚Ý�‡‚킹�Cƒvƒ�ƒWƒFƒNƒgŒ^‚ÌŠˆ“®‚à‘g‚Ý“ü‚ꂽ�V‚½‚ÈŽö‹Æ‚ðŠJ”­‚µŽÀ‘H‚µ‚½�B�ð”N“x‚ÌŽÀ‘H‚Æ“¯—l‚É�C—l�X‚Ȃ‚Ȃª‚è‚ðˆÓŽ¯‚µ‚Ä‚à‚Ì‚²‚Ƃ𑨂¦‚½‚è�CŠw�¶Ž©�g‚ÌŽv�l‚⊴Šo‚Ì“Á’¥‚ðŽ©Šo‚³‚¹‚邱‚Ƃ𑣂·ŽdŠ|‚¯‚ð‘g‚Ý�ž‚Þ‚±‚Æ‚Å�CŠw�¶‚ÌŽå‘Ì�«‚𑣂µ‚Ä‘n‘¢“I‚ÈŽv�l‚ðŽhŒƒ‚·‚éŽö‹Æ‚É‚È‚Á‚Ä‚¢‚é�BŽó�u�¶‚̃Vƒƒƒgƒ‹ƒJ�[ƒh‚Ì‹L�q�C�lŽ@‰ß’ö‚Å�ì�¬‚µ‚½ƒEƒFƒrƒ“ƒO�C•¨—�‚╨—�Šw�K‚ɑ΂·‚éŠw�¶‚ÌŽv�l‚â‘Ô“x‚𑪒肷‚éCLASS’²�¸Ž†‚È‚Ç‚Ì•ª�Í‚ÌŒ‹‰Ê�C�uŽå‘Ì“I�C‘Θb“I‚É�l‚¦�CŠ´‚¶�C”»’f‚·‚鎩•ªŽ©�g‚Ì‘¶�Ý‚ðˆÓŽ¯‚·‚邱‚Æ�v‚𑣂·Œø‰Ê‚ª‘å‚«‚¢‚±‚Æ‚ª–¾‚ç‚©‚É‚È‚Á‚½�B‚±‚ê‚Í�C’T‹†“I‚ÈŠw‚Ñ‚Ì“y‘ä‚Æ‚µ‚Ä�d—v‚È‘n‘¢�«‚ÌŸ¼—{‚ÉŒ‡‚©‚¹‚È‚¢—v‘f‚É‚È‚é�B
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ORCID=

en-aut-name=SHINOHARAYoko
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kn-aut-mei=—zŽq
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affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=’T‹†Œ^Žö‹Æ
kn-keyword=’T‹†Œ^Žö‹Æ
en-keyword=‘n‘¢�«
kn-keyword=‘n‘¢�«
en-keyword=•¨—�Šw
kn-keyword=•¨—�Šw
en-keyword=”í•žŠw
kn-keyword=”í•žŠw
en-keyword=ƒEƒFƒrƒ“ƒO
kn-keyword=ƒEƒFƒrƒ“ƒO
en-keyword=creativity
kn-keyword=creativity
en-keyword=physics
kn-keyword=physics
en-keyword=clothing science
kn-keyword=clothing science
END

start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=177
end-page=189
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Creation of Disaster Preparation and Mitigation Checklists for Special Needs Schools
kn-title=’m“I�áŠQ“Á•ÊŽx‰‡Šw�Z‚É‚¨‚¯‚é”í�ÐŒã‚àŒ©�˜‚¦‚½Šw�Z–h�Ђ̂½‚߂̃`ƒFƒbƒN�€–Ú‚Ì�ì�¬
en-subtitle=
kn-subtitle=
en-abstract=School safety plans�Cwhich form the basis of school disaster prevention�Chave not yet been sufficiently developed�Ctrained�Cand reviewed for continuous improvement. In addition�Cthe teachers who handle these plans�Cespecially teachers of special-needs schools�Chave insufficient preparation systems due to their large responsibility in emergencies�Cand teachers are concerned about the consequences of such inadequacy. In this study�Cwe developed a checklist for the purpose of incorporating the post-disaster perspective of the Business Continuity Plan�iBCP�j�Cwhich is expected to become mandatory for schools in the future�Cinto school safety plans�Cand examined the validity of the checklist. As a result�Cthe usefulness of checklists was identified with the following three points: strengthening crisis management�Cpromoting community cooperation�Cand emphasizing the importance of advance preparation.
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en-aut-name=AKAGIKyogo
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affil-num=1
en-affil=Master�fs degree program student of Graduate School of Education�COkayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education�COkayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=BCP
kn-keyword=BCP
en-keyword=Šw�ZˆÀ‘SŒv‰æ
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en-keyword=�ЊQ
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en-keyword=“Á•ÊŽx‰‡Šw�Z
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en-keyword=Disaster Preparation and Management for Schools
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en-keyword=Special Needs School
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END

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cd-journal=joma
no-vol=14
cd-vols=
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start-page=135
end-page=149
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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en-article=
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kn-subject=
en-title=A Study on the Formation of Educational Philosophy of Collaboration Coordinators Linking Schools and Communities -Focusing on the Process of Embodying Ideals-
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kn-subtitle=
en-abstract=�@This research focuses on the educational philosophy of collaboration coordinators and aims to clarify the ideals regarding education and the process of their realization among collaboration coordinators, through interview surveys. The subjects are four individuals with experience as collaboration coordinators in Y Prefecture. In recent years, with the promotion of an "education curriculum open to society," there has been progress in the development of classes in collaboration with local communities and the placement of collaboration coordinators, including "local coordinators," in school settings. Quantitative research, such as the National Prefectural Education Directors Association Subcommittee (2019) and the Regional Education Attraction Platform (2019), has been conducted to understand the actual conditions of collaboration coordinators, drawing attention to their role. This research aims to analyze the ideals and the process of materializing these concepts of collaboration coordinators, who serve as a bridge between schools and communities, and to elucidate the process of forming their educational philosophy.
kn-abstract=�@–{Œ¤‹†‚Í�CŠO•”�l�Þ‚Ì‹³ˆçŠÏ‚É’…–Ú‚µ�CƒCƒ“ƒ^ƒrƒ…�[’²�¸‚ð’Ê‚µ‚ĘAŒgŽx‰‡ˆõ‚Ì‹³ˆç‚ÉŠÖ‚·‚é—�‘z‚Æ‚»‚Ì‹ï‘̉»‚̉ߒö‚𖾂炩‚É‚µ‚悤‚Æ‚·‚é‚à‚Ì‚Å‚ ‚é�B‘Î�Û‚Æ‚·‚é‚Ì‚Í�C‚xŒ§‚ŘAŒgŽx‰‡ˆõ‚Æ‚µ‚ÄŠˆ“®‚µ‚½ŒoŒ±‚ðŽ�‚Â4–¼‚Å‚ ‚é�B‹ß”N�C�uŽÐ‰ï‚ÉŠJ‚©‚ꂽ‹³ˆç‰Û’ö�v‚Ì�„�i‚É‚æ‚è�C’nˆæ‚ƘAŒg‚µ‚½Žö‹Æ‚ÌŠJ”­‚âŠw�ZŒ»�ê‚É‚¨‚¯‚é�u’nˆæƒR�[ƒfƒBƒl�[ƒ^�[�v‚ð‚Í‚¶‚ß‚Æ‚µ‚½˜AŒgŽx‰‡ˆõ‚Ì”z’u‚ª�i‚ñ‚Å‚¢‚é�B‘S�‘“s“¹•{Œ§‹³ˆç’·‹¦‹c‰ï‘æ‚Q•”‰ï(2019)‚â’nˆæ�E‹³ˆç–£—͉»ƒvƒ‰ƒbƒgƒtƒH�[ƒ€(2019)‚È‚Ç‚É‚æ‚è˜AŒgŽx‰‡ˆõ‚ÌŽÀ‘Ô‚É”—‚Á‚½—Ê“IŒ¤‹†‚ª�s‚í‚ê‚é‚È‚Ç�C˜AŒgŽx‰‡ˆõ‚É’�–Ú‚ª�W‚Ü‚Á‚Ä‚¢‚é�B–{Œ¤‹†‚Å‚Í�CŠw�Z‚Æ’nˆæ‚Ì‹´“n‚µ‹@”\‚ð‰Ê‚½‚µ‚Ä‚¢‚é˜AŒgŽx‰‡ˆõ‚Ì—�‘z‚Æ�C‚»‚Ì—�”O‚Ì‹ï‘̉»‚̉ߒö‚ð•ª�Í‚µ�C˜AŒgŽx‰‡ˆõ‚Ì‹³ˆçŠÏ‚ªŒ`�¬‚³‚ê‚é‰ß’ö‚ð‰ð–¾‚µ‚½‚¢�B
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en-aut-name=KUWABARAToshinori
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affil-num=1
en-affil=Graduate School of Education, Okayama University
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affil-num=2
en-affil=Faculty of Education, Okayama University
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en-keyword=˜AŒgŽx‰‡ˆõ (collaboration coordinators)
kn-keyword=˜AŒgŽx‰‡ˆõ (collaboration coordinators)
en-keyword=‹³ˆçŠÏ (educational view)
kn-keyword=‹³ˆçŠÏ (educational view)
en-keyword=—�‘z (ideal)
kn-keyword=—�‘z (ideal)
en-keyword=‹ï‘̉» (embodiment)
kn-keyword=‹ï‘̉» (embodiment)
END

start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=103
end-page=117
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Development of Learning Focusing on the Perspective of �gThe Situation Narrated�h in Japanese Language Arts in High School: A Lesson for Hone to Tane by KAWAKAMI Hiromi
kn-title=�‚“™Šw�Z�‘Œê‰È‚É‚¨‚¯‚é�uŒê‚è‚Ì�ê�v‚É’…–Ú‚·‚éŠw�KŠJ”­ �\�ì�ã�O”ü�u‚Ù‚Ë‚Æ‚½‚Ë�v‚ð‹³�Þ‚Æ‚µ‚Ä�\
en-subtitle=
kn-subtitle=
en-abstract=�@Recently, the instructional theory of reading literary texts has been focusing on " narrative," Furthermore its practice has been reported at the high school level. On the other hand, the lack of accumulation of specific instructional strategies for " narrative" and the lack of accumulation of practices for developing "narrative" learning at the high school level are considered issues in Japanese language arts education research. Therefore, the purpose of this study was to develop a practice that aims to help learners acquire the concept of "narrative," especially a reading perspective that focuses on not only the "narrative perspective" but also the "situation narrated," at the high school level, and to actually develop this practice and verify its value. The specific strategy was to use Hone to Tane written by Kawakami Hiromi as the teaching material, and to consider the "situation narrated" after the learners' evaluation of the likeability toward each character in the teaching material and the writing of reminiscences from the characters' perspectives. The results suggest that specific products were obtained that show that learners were able to critique the "narrative" by focusing on the "situation narrated."
kn-abstract=�@‹ß”N�C•¶Šw“I•¶�Í‚Ì“Ç‚Ý‚ÌŠw�KŽw“±˜_‚Å‚Í�C�uŒê‚è�v‚É–Ú‚ªŒü‚¯‚ç‚ê‚‚‚ ‚è�C�‚“™Šw�Z’iŠK‚Å‚àŽö‹ÆŽÀ‘H‚ª•ñ��‚³‚ê‚Ä‚¢‚é�Bˆê•û‚Å�C�uŒê‚è�v‚Ì‹ï‘Ì“I‚ÈŽw“±•û–@‚Ì’~�Ï‚ª‚È‚³‚ê‚Ä‚¢‚È‚¢‚±‚Æ‚â�C�‚“™Šw�Z’iŠK‚Å‚Ì”­“W“I‚È�uŒê‚è�v‚ÌŠw�K‚ÌŽÀ‘H‚Ì’~�Ï‚ª‚È‚³‚ê‚Ä‚¢‚È‚¢‚±‚Æ‚ª�C�‘Œê‹³ˆçŒ¤‹†�ã‚̉ۑè‚Æ‘¨‚¦‚ç‚ê‚é�B‚»‚±‚Å–{Œ¤‹†‚Å‚Í�C�‚“™Šw�Z’iŠK‚É‚¨‚¢‚Ä�CŠw�KŽÒ‚ª�uŒê‚è�vŠT”O�C“Á‚É�uŒê‚è‚ÌŽ‹“_�v‚¾‚¯‚Å‚È‚­�uŒê‚è‚Ì�ê�v‚É‚à’…–Ú‚·‚é‚Æ‚¢‚¤“Ç‚Ý‚ÌŠÏ“_‚ðŠw�KŽÒ‚ªŠl“¾‚·‚邱‚Æ‚ð–ÚŽw‚·ŽÀ‘H‚ðŠJ”­‚·‚é‚Æ‚Æ‚à‚É�C‚»‚ê‚ðŽÀ�Û‚É“WŠJ‚µ�C‚»‚̉¿’l‚ðŒŸ�Ø‚·‚邱‚Æ‚ð–Ú“I‚Æ‚µ‚½�B‹ï‘Ì“I‚É‚Í�C�ì�ã�O”ü‚Ì�u‚Ù‚Ë‚Æ‚½‚Ë�v‚ð‹³�Þ‚Æ‚µ�CŠw�KŽÒ‚Ì“o�ê�l•¨‚Ì�DŠ´“x‚Ì•]‰¿‚â‰ñ‘z•¶�ì�¬‚𓥂܂¦�C�uŒê‚è‚Ì�ê�v‚ð�l‚¦‚éŽÀ‘H‚ð“WŠJ‚µ‚»‚Ì�¬‰Ê‚ðŒŸ“¢‚µ‚½�B‚»‚ÌŒ‹‰Ê�C–{ŽÀ‘H‚ð’Ê‚µ‚ÄŠw�KŽÒ‚Í�uŒê‚è�vŠT”O‚ðŠl“¾‚·‚é‚Æ‚Æ‚à‚É�C�uŒê‚è‚ÌŽ‹“_�v�C�uŒê‚è‚Ì�ê�v‚É‚à’…–Ú‚µ‚½“Ç‚Ý‚Ì’B�¬‚ªŽ¦�´‚³‚ꂽ�B
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affil-num=1
en-affil=Graduate School of Education (Professional Degree Corse), Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=3
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
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start-page=71
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dt-pub-year=2024
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en-title=High-school Students�f Recognition in Learning and Relationship between Recognition in Learning and Subjective School Adjustment -An Examination of Reminiscence Method-
kn-title=�‚�Z�¶‚ÌŠw�K‚ɑ΂·‚é”FŽ¯‚¨‚æ‚ÑŠw�Z“K‰žŠ´‚Æ‚ÌŠÖ˜A �\‘åŠw�¶‚ð‘Î�Û‚Æ‚µ‚½‰ñ‘z–@‚É‚æ‚éŠw�KŠÏŽÚ“x‚Æ‹¦“¯�ì‹Æ”FŽ¯ŽÚ“x‚ð—p‚¢‚½ŒŸ“¢�\
en-subtitle=
kn-subtitle=
en-abstract=The purpose of this study is to investigate the high-school students�f recognition in learning and relationship between recognition in learning and subjective school adjustment. The aspects of the high-school students�f recognition in learning were analyzed based on �glearning belief�h and �gbelief in cooperation�h . In total, 109 university freshmen were participated in a questionnaire. Participants were instructed to fill out a questionnaire by recalling a time they were in high school students. Major findings were as follows. (a) Among learning belief, the score for the �gstrategy-oriented�h was highest. (b)Compared to Ueki(2002), the number of people who had �gstrategy-oriented�h and multiple factors were increased. (c)High-school students may have a positive cognition of belief in cooperation. (d)High-school students had a relationship between positive cognition of �gbelief in cooperation�h and �gsubjective school adjustment�h .
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affil-num=1
en-affil=Center for Teacher Education and Development, Okayama University
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affil-num=2
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END

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cd-journal=joma
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dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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en-title=Implementation and Evaluation of Teacher Training on Food Allergy Education in Kindergarten �\ Aiming to Foster Children Leading Healthy Lives, Regardless of the Presence of Food Allergies �\
kn-title=—c’t‰€‚É‚¨‚¯‚é�H•¨ƒAƒŒƒ‹ƒM�[‹³ˆç‚ÉŠÖ‚·‚鋳ˆõŒ¤�C‚ÌŽÀŽ{‚Æ‚»‚Ì•]‰¿�@�H•¨ƒAƒŒƒ‹ƒM�[‚Ì—L–³‚ÉŠÖ‚í‚炸�C�S�g‹¤‚ÉŒ’�N‚È�¶Šˆ‚ð‘—‚éŽq‹Ÿ‚̈ç�¬‚ð‚ß‚´‚µ‚Ä
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en-abstract=This study aims to explore strategies for nurturing kindergarten children with food allergies. Teacher training on food allergy education was conducted, and its effectiveness was evaluated based on teacher reactions and pre- and post-training surveys. The training deepened the understanding of the importance of addressing the emotional needs of children with food allergies. Case studies revealed the necessity of conveying this understanding to preschoolers and equipping them to respond appropriately. The study also observed teachers navigating between traditional and evolving educational perspectives, with observed fluctuations and conflicts contributing to refining teachers' beliefs tow ard embracing individual needs and diversity.
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affil-num=1
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=2
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=3
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=4
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=5
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=6
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=7
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=8
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=9
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€
en-keyword=�H•¨ƒAƒŒƒ‹ƒM�[‹³ˆç (Food Allergy Education)
kn-keyword=�H•¨ƒAƒŒƒ‹ƒM�[‹³ˆç (Food Allergy Education)
en-keyword=�H•¨ƒAƒŒƒ‹ƒM�[Œ¤�C (Food Allergy Training)
kn-keyword=�H•¨ƒAƒŒƒ‹ƒM�[Œ¤�C (Food Allergy Training)
en-keyword=—c’t‰€ (Kindergarten)
kn-keyword=—c’t‰€ (Kindergarten)
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kn-keyword=‹³ˆõŒ¤�C (Teacher Training)
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cd-journal=joma
no-vol=14
cd-vols=
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article-no=
start-page=33
end-page=46
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
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en-title=The Role of Teachers in the Development of Play Using Grasses and Flowers in a Kindergarten Class for 4-year-olds
kn-title=—c’t‰€‚S�ÎŽ™Šw‹‰‚É‚¨‚¯‚é‘�‰Ô‚ðŽg‚Á‚½—V‚Ñ‚Ì“WŠJ‚ÉŒ©‚鋳Žt‚Ì–ðŠ„
en-subtitle=
kn-subtitle=
en-abstract=This paper aims to organize and examine the role of teachers in the play using grasses and flowers in a kindergarten class for 4-year-olds. In early childhood education, harmonious and diverse learning deepens and develops alongside the development of play, with play and learning seemingly occurring spontaneously and child-directed. However, the roles of teachers, such as �genvironmental constitution anticipating the child's presence,�h �gmaintenance of the physical environment in accordance with changes in play,�h and �gbridging to the development of play,�h were identified as underlying the background of the development of play and learning.
kn-abstract=�@–{˜_‚Í�C—c’t‰€‚S�ÎŽ™Šw‹‰‚É‚¨‚¯‚é‘�‰Ô‚ðŽg‚Á‚½—V‚Ñ‚É‚¨‚¢‚Ä�C‹³Žt‚Ì–ðŠ„‚ð�®—�‚µ�C�lŽ@‚·‚é‚à‚Ì‚Å‚ ‚é�B—cŽ™‹³ˆç‚Å‚Í�C—V‚Ñ‚Ì“WŠJ‚É”º‚Á‚Ä�C’²˜a“I‚Å‘½—l‚ÈŠw‚Ñ‚ª�[‰»�E”­“W‚µ�C—V‚Ñ‚âŠw‚Ñ‚Í�C—cŽ™Žå‘Ì‚Å‹ô”­“I‚É�¶‚¶‚Ä‚¢‚é‚悤‚ÉŒ©‚¦‚é�B‚µ‚©‚µ�C—V‚Ñ‚Ì“WŠJ‚âŠw‚Ñ‚Ì”wŒi‚É‚Í�C�u—cŽ™‚ÌŽp‚ð—\‘z‚µ‚½ŠÂ‹«�\�¬�v�u—V‚Ñ•û‚̕ω»‚É�‡‚킹‚½•¨“IŠÂ‹«‚Ì�®”õ�v�u—V‚Ñ‚Ì”­“W‚ւ̉˂¯‹´�v‚Æ‚¢‚Á‚½‹³Žt‚Ì–ðŠ„‚ªŒ©�o‚³‚ꂽ�B
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affil-num=1
en-affil=Minan Certified Child Center
kn-affil=ŽÐ‰ï•ŸŽƒ–@�l‹k‰ï Œä“ì”F’肱‚Ç‚à‰€

affil-num=2
en-affil=Former The Kindergarten Attached to the Faculty of Education, Okayama University
kn-affil=Œ³ ‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=3
en-affil=Faculty of Education�COkayama University
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affil-num=4
en-affil=Faculty of Education�COkayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ —cŽ™‹³ˆç�u�À
en-keyword=—c’t‰€ (kindergarten)
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en-keyword=‚S�ÎŽ™Šw‹‰ (4-year-old class)
kn-keyword=‚S�ÎŽ™Šw‹‰ (4-year-old class)
en-keyword=‘�‰Ô—V‚Ñ (play using grasses and flowers)
kn-keyword=‘�‰Ô—V‚Ñ (play using grasses and flowers)
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kn-keyword=—V‚Ñ‚Ì“WŠJ‚ÆŠw‚Ñ (development of play and learning)
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END

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cd-journal=joma
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dt-received=
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dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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en-title=Interrelationship between Autonomous and Organizational Learning among Elementary School Teachers: Differences Arising from the Images of Organizational Learning
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en-abstract=�@This study examined the interrelationship between autonomous and organizational learning among elementary school teachers. A questionnaire survey administered to Japanese public elementary school teachers received 99 responses. We measured four aspects of autonomous learning attitudes: �gself-reflection,�h �gincorporating colleagues�f experiences,�h �gconsidering children�f s and parents�f perspectives,�h and �gchallenging attitude.�h Additionally, two facets of perceptions of professional learning community (PLC) were assessed: �gshared mission and responsibility�h and �gcollaborative reflection with colleagues,�h serving as indicators of organizational learning. Positive and negative images of organizational learning were also examined. Correlation analysis revealed that the PLC perceptions of �gshared mission and responsibility�h and �gcollaborative reflection with colleagues�h were positively associated with learning attitudes of �gincorporating colleagues�f experiences.�h Furthermore, a positive association was identified between the PLC perception of �gcollaborative reflection with colleagues�h and the autonomous learning attitudes of �gself-reflection.�h However, it was observed that when teachers held a negative image of organizational learning, the interrelation between autonomous and organizational learning might be constrained or even exhibit a negative correlation.
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