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新型コロナウィルスの感染拡大防止のため,三重大学の2020年度のTA研修はオンラインで行うことになり,Moodleによるオンデマンド型のオンラインTA研修を実施した。その結果,従来よりも多くの学生が受講し,受講学生の属性も多様化した。本稿では,研修後のアンケートだけでは把握できなかった受講学生の満足度の違いによる研修内容への取り組み状況の実態について,Moodleログデータを使って明らかにすることを試みた。その結果,受講学生を「総合的に満足」と「総合的に不満」にタイプ分けし,それぞれのタイプ別に満足度に影響を及ぼした学修活動の傾向に差を認めることができた。具体的には,受講完了時期と受講期限のリマインドの影響,TA・SAハンドブックやTA業務解説などの資料が入ったヒントBOXの閲覧などである。, In order to prevent the spread of COVID-19, Mie University's TA training in 2020 was designed as ondemand online training by using Moodle. More students took the course than before, and the attributes of the students were diversified. This paper tried to clarify the participants’ actual learning activities on the on-demand training course by focusing on their satisfaction by using Moodle log data. As a result, this research classified the participants into two types; "totally satisfied" and "totally dissatisfied," and found the differences in the tendency of learning activities by the types. Especially,reminders which make the participants notice the deadlines, and the hint box which contains reference information for example the TA / SA handbook, had a strong effect on participants leaning activities and satisfactions.

久留米大学の商学部学生がTA（ティーチング・アシスタント）として参加するプログラミング講座が2018 年7 月と12 月に行われた．この講座は地域の中学生向け講座として，その他の講座とともに久留米大学御井キャンパスで行われているが，プログラミング講座については2018 年度から新たに加わったイベントである．学生を教える側としてプログラミング講座に参加させるのは，筆者のゼミや授業で学ぶ学生の，プログラミングの知識とスキル向上を目的としているからであり，さらにソフトウェア開発には欠かせないプロジェクトマネジメント（広い意味での経営学領域）の知識とスキルを実践する場とするためでもある．本稿は，学生のプログラミングとプロジェクトマネジメントの学習の場として筆者がこれまでに実践した様々なイベントを整理したものであり，教育的な効果に関する研究へと発展させる研究ノートである．なお，本稿の最後に付録として，久留米大学でのプログラミング講座に関する報告を行う．

実践報告, OJT（職業の実地訓練）のもたらす教育的効果は議論の余地のないところである。通訳について教室外での実習の大切さは認識されながらも、なかなか条件が揃わず実現できないというのが現実であった。 今回、図らずもITAA という大阪で8 月に開催された大きな国際会議にOJ から8 名の学生をボランティアとして派遣する機会を得た。いくつかの仕事を任されて実行し、主催者からその貢献が認められた。 成功は、大学側のサポート、指導教官の献身、そして学生の勇気と不屈の精神があってこそ成し遂げられた。しかし、今後もこのような活動を継続していくためには課題も多い。今回の経験を詳細に報告する。, This report attempts to record the experience of eight OJU students volunteering in the annual conference of the International Association of Transactional Analysis held in Osaka in August 2013. Supported by the OJ management, staff and faculty members, students did well fulfilling various job responsibilities. It was also the first time that our students have worked as volunteer interpreters in conference sessions. There have been opportunities for our students to volunteer in international English teacher conferences in Japan, but the details of recruiting, training and their performance assessments have not been documented. There is no doubt that OJT (on-the-job training) brings multiple benefits to students, such as using their English skills in a real situation, working in a team, and trying higher level skills of interpreting. By documenting the details of the students’ experience, the author wishes to make this report useful for those who may be organizing OJT programs in the future.

The aim of this study is to clarify the development of “Thought of Social Studies" of undergraduate students through the analysis of the TA report of social studies teacher-training course. Results of this analysis are below: There are 3 steps on the development process. 1) The characteristics of thought on first step is divided and abstract as perspective to capture the essential features of social studies lessons. 2) The characteristics of thought on second step is integrated and functional as perspective to analysis and to develop lessons. 3) The characteristics of thought on third step is normative as criteria to evaluate and to improve lessons. These results suggest that the collaborative model of TA to design lessons in teacher-training program and that to make the role of teacher-training program of university/college clear. (132 words)

アメリカの大学から始まったティーチングアシスタント（TA）は講義の円滑な進度を保つことを目的として始まり，我が国に導入され，日本でも定着しているが，大学教育の充実にむけて，各大学に合わせた実施の在り方が模索されてきている。TAは限られた時間内に対して行われるアシストであるため，TAだけでは学生の希望する要望に対しての教育支援がまかなえない状況がある。本稿では学生が主導する教育支援アプローチ「ラウンジ」活動について説明し，TAと質的に異なる教育支援アプローチについて考察する。いくつかの先導的なプロジェクトとして組織化された類似のアプローチはあるが，学生主導による実践を伴った事例として，それ以外のアプローチは，あまり表に現れることが少ない。我々はラウンジ活動の実施者をラウンジ・コーディネーター（LC）と名付け，鳴門教育大学において実践を伴った研究を進めており，本稿では主にTAとLCの比較から，LCの役割や可能性について論じる。

This paper examines training programs for graduate students as junior educators and researchers in U.S. universities in order to learn lessons for the development and improvement of such programs in Japan. For training junior educators, teaching assistant (TA) programs play a crucial role in providing graduate students with invaluable experience of developing their teaching skills. Most large research universities have training programs for new TAs in place, and Preparing Future Faculty (PFF) programs, started in the 1990s, have been assisting graduate students to acquire important skills and knowledge to become faculty members. For training junior researchers, research assistant (RA) programs and postdoctoral fellow (PDF) programs play a major role in providing graduate students with opportunities to develop their research skills. Unlike with TAs, there is no systematic training program for RAs and PDFs, but lessons can be learned from U.S. programs of the responsibilities, statuses, and remuneration for RAs and PDFs at Japanese universities. Japanese universities have expanded their programs for TAs, RAs, and PDFs, but now the quality of these programs needs to be improved to develop the next generation of educators and researchers in Japan.

アメリカの大学に始まった教育助手(ティーチング・アシスタント)制度は,ここ10年ほどの間に日本の大学に導入されて来ている.このTA制度は大学の授業を効果的に改善する極めて有効なシステムの一つと考えられ,学部授業へ導入する試みが行われている.本研究では,東北大学の全学教育の新設科目「科学と情報」のTA実践を通して,TAによる授業支援に関する将来のモデル構築を目指し,TAが授業に与える影響や役割,そして問題点を抽出すると同時に,今後のTAの新しい可能性について論及した., The system of teaching assistant (TA) originating from the U.S. universities has been introduced into Japanese universities for these ten years. The TA system has not been studied extensively, and has not been modeled yet based on the actual practices of TA's in Japan. Thus they have not been successful to extract the various high potentials of each TA in order to bring current their classes to much more effective ones in most universities. This research deals with these issues related to the roles and problems of TAs based on the two authors' (Yin and Zhao) practices for a class of "Science and Information", a newly-designed course for freshmen at Tohoku University, basically conducted by the another author (Iwasaki) in FY 2006. We extract the over all issuing points of TA activities in order to facilitate and aide the freshmen's learning, aiming at modeling TA activities in the near future., 論文

The present study makes a suggestion of an effective and comprehensive way of teaching so-called tense marker alternation in subordinate clauses modifying the noun TOKI (time) based on observation of language use and the discussion presented in the author's paper in the previous issue (Vol.8) of this journal. Following the analysis given in preceding studies, "-TA" in the subordinate clause has been taught as the marker indicating that the subordinate clause action is completed at the time of the main clause action. However this analysis is contradictory in that the interpretation of the modifying part of sentence has to be dependent upon the interpretation of the modified part and allows so many exceptions that teachers or learners can not tell under what condition the principle is really valid. This paper presents 2 points of view that seem to be useful for the observation and analysis of the phenomena; 1) The word "TOKI" may refer vaguely to an occasion or precisely to an appointed time and the referent of the word is decided according to the context. And 2) the noun phrase "... TOKI" is used to convey the necessary and sufficient information for communication participants to identify a moment out of the continuum of time and the use and non-use of "-TA" is part of such information. And it is stated that the noun phrase "... TOKI" must be interpreted in relation to the reference point that the communication participants have set on the time axis, not dependent on the meaning of the main clause. Finally, it is suggested that at elementary level the 2 types of usage of "TOKI" referring to an occasion and to a specific moment of an event should be taught separately, and that at intermediate and advanced levels the usage should be practiced as part of text analysis and composition.

Ta G1又はG2の膀胱移行上皮癌107例を対象に, その再発と進展, T1へのstage-upとG3へのgrade-upについて検討した. 1)5年及び10年非再発率は47.3%, 29.8%であり, 腫瘍径1cm以上の群で有意に再発しやすかった. 2)5年及び10年非進展率は93.3%であり, 広基性腫瘍の群で有意に進展しやすかった. 3)T1へのstage-upを13例(12%)に, G3へのgrade-upを7例(6.5%)に認めたが, T1へのstage-upのみでは進展の危険因子とはいえず, 一方, G3へのgrade-upは進展の危険因子であった. 4)G3へのgrade-upの危険因子はG2腫瘍であった, We treated 107 new patients with stage Ta, grades 1 and 2 transitional cell bladder carcinoma by transurethral resection during the past 23 years. The clinicopathological factors evaluated were grade, size, number and form of tumor. Fifty-five patients (51%) had recurrent tumors after initial resection and progression (muscle invasion or metastasis) occurred in four patients (3.7%). The 5-year and 10-year recurrence free rates were 47.3 and 29.8%, respectively. Seven patients (6.5%) had grade 3 tumor (grade-up) at recurrence. An increase in T category to T1 (stage-up) occurred in 13 patients (12%), only one of whom later developed an invasive tumor (pT4). The size of tumor significantly affected the rate of recurrence (p < 0.01). Sessile tumor were at a significantly greater risk for progression (p < 0.05). Stage-up did not have a significant effect on progression, but grade-up was significantly risky for progression (p < 0.01). Initial grade 2 tumors were highly related to grade-up (p < 0.05).

国立国語研究所, 本稿は，朝鮮語と日本語のテンス・アスペクトに関わる諸形態のうち，特に朝鮮語の했다haissda形，해 있다hai 'issda形・하고 있다hago'issda形と日本語のシタ形，シテイル形について論じたものである。上記の諸形態の用法を調べてみると，多くの場合，朝鮮語の했다haissda形に対して日本語のシタ形，해 있다hai'issda形・하고 있다hago'issda形に対してシテイル形が対応する。ところが，現在の状態に対する発話においては，했다haissda形とシテイル形が対応する場合がある。本稿では，このような日朝両語間の対応関係のずれがどのような要因によるのかを明らかにした。考察の結果，①朝鮮語では，変化の成立と変化結果の持続性，つまり変化の完了が話者にとって重要な情報であるとき했다haissda形が使われ，変化の完了が重要な情報でないときには，해 있다hai'issda形 が使われること，②ただし，했다haissda形の文の中にも変化の成立そのものが重要な場合と，変化の結果状態の持続が重要な場合があること，③一方日本語では，話者が直接獲得した情報に過去と現在で差がある場合にはシタ形，過去の情報を持たないか無視する場合にはシテイル形が使われることがわかった。, This paper deals with some differences in the tense and aspectual systems of Korean and Japanese. The past (or perfect) form HAISSDA and the resultative form HAI'ISSDA / HAGO'ISSDA in Korean are usually used in the same way as SI-TA and SI-TEIRU in Japanese, respectively, but HAISSDA can be used to describe a static situation in the present time which cannot be described with SI-TA. In Korean, the resultative form HAI'ISSDA is used when the speaker describes the situation in question as a static one. The past (or perfect) form HAISSDA is used when the speaker emphasizes his / her empathy with the dynamic process of the change or the maintenance process of the state. In Japanese, on the other hand, the past (or perfect) form SI-TA can be used only if the speaker knows the previous state of the referent in question before change and realizes the differences between the past and the present states. If the speaker does not know the previous condition, the resultative form SI-TEIRU must be used., application/pdf, 17の書名 : 国立国語研究所研究報告集

工学教育研究講演会第62回年次大会, 2014年8月28日～30日, 広島, 2014 JSEE 62th Annual Conference and Exposition, 28-30 August 2014, Hiroshima, Japan

『21世紀教育センターニュース』より転載, 21世紀教育フォーラム, 8, 2013, p.45-46

The pressureless bonding of 3Y-TZP and Fe using Ti sheets ( thickness : 0.5 mm, 0.02 mm) and a bonding agent has been studied. A specimen consisting of 3Y-TZP and Fe between which an agent and Ti sheet is inserted is heat-treated at 900°-1100℃ for a considerable length of time in an Ar stream. To reduce the residual stress upon the interface which is caused from the thermal expansion coefficient difference between 3Y-TZP (α=8.8X10^/℃) and Fe (α=13X10^/℃), the optimum Ti sheet thickness has been found to be 0.5 mm. When bonding is made employing a 0.5 mm- thick Ti, the bonding tensile strength of 20℃/min in Ar has become more than 140 MPa. The mean bonding strength of the specimens has been 50 MPa with the use of a 0.5 mm-thick Ti sheet under quite the same conditions. The structure of the well bonded interface has been found to be as shown below. 3Y-TZP/ Titanium oxides layer ( TiO, Ti_2O)/Ti- rich layer ( Ti with scanty Cu) / Cu- Ti alloy layer ( CuTi_2)/diffusion layer ( CuTi_2 containing Fe)/Fe ( α-Fe) . Utilizing the same method, bonding of 3Y- TZP with Nb, Ta (purity : 99. 9℃) and SUS304 has been carried out by the heat-treatment. With the 0.5 mm-thick Ti sheet, the bonding strength of TZP and Nb/ Th specimen has become more than 105 MPa and 120 MPa, respectively. However, the bonding strength of the 3 Y- TZP and the SUS 304 has been found to be just approximately 30 MPa. Such bonding strength is expected to be furthermore increased in parallel with the raise of the heating rate (20℃/ min) ., rights: 社団法人日本セラミックス協会rights: 本文データは学協会の許諾に基づきCiNiiから複製したものであるrelation: IsVersionOf: http://ci.nii.ac.jp/naid/110002290710/