Students felt that individual feedback received after their presentations helped them to improve. While student A commented on teacher feedback and E focused on the peer evalua- tions, K noted both sources: “It was good to get the peer evaluation feedback from other students and from the teacher”. Refl ecting on the different ages of the students in this elective class, B felt gratitude due to advice from seniors: “I’m not very good at speaking and listening to English, but I could learn positively because older students and the teacher taught me nicely”.
「日本人の行動パターン」共著 山折哲雄、ポーリン・ケント（1997）NHK 出版 1-172 “Background Research for The Chrysanthemum and Sword Dialectical Anthropology” 共著
Pauline Kent（1999）Kluwer Academic Publishers 173-180
“The Lady of the Chrysanthemum: Ruth Benedict and the Origins of the Chrysanthemum and the Sword” 共著（2004）The Johns Hopkins University Press
単著 平成元年 3 月 関西大学経済政治研究所 「研究双書」 第 67 冊 pp. 130-155. “Sketch-tour books and prints of the early twentieth century”
単著 平成 2 年 1 月 Andon Vol. 10, No. 37 pp. 3-33.
“The ‘Sketch-Tour’ Books and Prints and the Role of Osaka Publisher KANAO Tanejiro” 単著 平成 3 年 3 月 関西大学経済政治研究所「研究双書」第 77 冊 pp. 86-127. “The Japanology Class and the Audio-Visual Center”
there is a Twitter team dealing with it. ― Marketing, November 28, 2012
「E メール」の意味では、email だけでなく email message という表現も使われる。次の例を 見て欲しい。
(12) Correction: As my colleague Brad Stone–and a number of commenters on this blog pointed out, Steve Jobs did, in fact, disclose his pancreatic cancer after he was operated on in 2004. He did so by sending an email message to Apple employees after his successful surgery. I still think it would have been more appropriate for the board to make the announcement to shareholders. Nonetheless, I stand corrected.
国際協働プロジェクト参加を通しての「学びの質」 A qualitative study of learning through participation
in international volunteering
八 島 智 子 This paper focuses on international volunteering projects implemented for educational purposes by a non-profit organization and reports on a qualitative analysis of participants’ experiences from the perspective of intercultural learning. The study analyzed data from nine college-level participants who were interviewed and 189 who responded to a questionnaire administered after they completed each project. The interview questions focused on various aspects of the project including the reasons why they decided to participate, how the work was organized, human relations, as well as what they believed they learned from the experi- ence. The analysis of the interviews used open coding and categorization procedures based on a grounded theoretical approach (Strauss & Cobin, 1998) and M-GTA (Kinoshita, 2007). The analysis yielded 26 categories that were graphically represented to indicate hypothesized rela- tionships between categories. The analysis of the questionnaire data used the KJ method. Here, 432 comments were abstracted to 45 subcategories then to nine major categories, which were also graphically represented. The analysis of these emergent categories and of relationships between them revealed what participants went through as they took part in these international volunteering projects as well as the impact the experience had on their self-concept, mindset, emotions, and future image of themselves.
“school”＝「学校」、 “lessons in things like music, dance, and tea ceremony”＝「音楽や踊り、茶 道などの授業」、“training”＝「訓練」といった、単に辞書的な意味をそのままあてはめただけ の、「文脈」を無視した訳語の選択にある。
“school”は「学校」でよいだろうか。たしかに、辞書的な意味では「学校」（と一般的にわ れわれが呼んでいるところのもの）でよいのだが、ことばはそれが使われるコンテクスト ― この場合は対象文化や時代背景等の「小説世界」という枠組み ― の中で考え、再分析しない と適切な「意味」（したがって訳語）を与えることはできない。上記の例も、そういう視点から 見れば“training”は「（日本での「習いごと」についての一般的な用語である）お稽古」であ り、“lessons in things like music, dance, and tea ceremony”は「（芸者が基本的な教養として 身につけるべき）三味線やお囃子、踊り、お茶の作法など」の「お稽古」ということになる。 “school” はそういうお稽古を受ける場所を指す。