ツキノワグマノコタイグンナイノショクセイノタヨウドニオヨボスガクシュウノエイキョウ

博士（農学）東京農工大

ヒヨウシャネンキンセイド イチゲンカ ノ ガイヨウ ト セイドテキサイ ノ カイショウ ニ ツイテ

　2015年10月に被用者年金制度は一元化される。共済年金は厚生年金に統一する。本稿では、まず、被用者年金制度一元化の改正の趣旨と概要について整理した。次いで、共済年金と厚生年金の制度的な差異を具体的事例を挙げながら明らかにした。あわせて、今回の一元化における制度的な差異の解消方法について、①厚生年金に揃える形での制度的差異の解消、②共済年金に揃える形での制度的差異の解消、③時間的経過を俟つ制度的差異の解消―の３つの視点で整理し直した。最後に、受給資格要件を判定するうえで、共済年金の加入期間と厚生年金の加入期間を合算して判断するものと、合算しないで判断するものがあることを明らかにし、長期加入者の特例については、受給資格要件を合算しないで判定するが、その妥当性を検討した。The Employees’Pension Schemes will be unified in October,2015.　Mutual Aid Pension will be unified into the Employees’Pension system for corporate workers.　Mutual Aid Pension is now divided into three systems ; Mutual Aid Association for National Government Employees, Mutual Aid Association for Local Government Employees, and Private School Mutual Aid System. But they will be unified into the Employees’Pension Insurance for company workers.　In this text, first of all, the purpose and the outline on the Unification of the Employees’Pension are arranged. Next, the system difference and the unification between the Mutual Aid Pension and the Employees’Pension system are clarified while showing some concrete cases. There are three methods for the unification of the system content. One is a method of putting the system content of the Mutual Aid Pension together on the Employees’Pension system. This is a principle. However, there are some items to put the system content of the Employees’Pension system together on the Mutual Aid Pension, too. And, the third is a transitional measure, leaving the system content just as it is for the time being. It is the method that the system content is standardized when a period of time passes.　Finally, I will point out that one eligible qualification for pension benefits is combined the periods of enrollment in Employees’Pension system with the periods of enrollment in the Mutual Aid Pension, but other eligible qualification is not combined. I will think that the benefits for 44 years or more enrollment in Employees’Pension should be combined the periods of enrollment in Employees’Pension system with the periods of enrollment in the Mutual Aid Pension

清泉アカデミックCan-Do尺度を利用した埼玉県外国語科設置校における高校英語教育改善の試み

This study reports on an ongoing research project(2006-2008) to apply the Seisen Academic Can-Do Scale [CDS](Naganuma and Miyajima, 2006) to high school contexts in Saitama Prefecture. Firstly, the teachers in each of the participant high schools analyzed their English curriculum and identified classroom activities which correspond to the can-do statements in the Seisen Academic CDS. Next, attainable goals at each grade were discussed among the teachers with reference to the can-do and needs survey data of their learners. Each school differs in their skill focus and the idea of can-do framework allows the teachers to map the skills(and sub-skills) covered in their classroom activities and link them vertically across grades and horizontally with other classes. Several can-do items were then selected at each school and the evaluation tasks of the can-do items were developed. The process of development itself using the scale is found to be beneficial for the teachers as it makes them consciously examine the classroom tasks and materials they are adopting in their class and externalize their hidden internal syllabi or beliefs, which are sharable with their colleagues. In the next stage of the project, further development and modification of can-do tasks and items will be required to contextualize the can-do framework for their own school

精神疾患のある親と暮らす子どもの世帯を支える制度の整備状況に関する探索的検討

研究ノー

多読と語彙の統制に関する一考察 : 『ハリー・ポッターと不死鳥の騎士団』のコーパス分析から

In extensive reading, graded readers, in which texts are classified into several levels according to their range of vocabulary, are often recommended to learners. In those texts, vocabulary is controlled, and "simplified" input is given to the readers to eliminate the difficulty they may face in their reading. However, simplification sometimes entails loss of variety and authenticity of expressions, and therefore may tend to be monotonous and less interesting for the readers. In this study, the frequency and coverage of basic vocabulary in an "authentic" novel are examined, and the percentage of, supposedly, "unknown" words are calculated. The result shows that the coverage of "known" words seems enough for readers to read texts with not so much attention to the detail understanding of the text, but rather to the pleasure of following the storyline. The use of authentic material in extensive reading thus seems promising, though further research is required to find about the cognitive process and strategies of the readers in reading authentic texts