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Ozaki Yukiko,Alessandri Elena,Uenosono Satoshi,Takamiya Tsuguyuki,Shigeru Takano 한국분말야금학회 2006 한국분말야금학회 학술대회논문집 Vol.2006 No.1
We investigated the mechanism how the high green density can be provided during die lubricated warm compaction (WD). We observed and analyzed the densification processes of iron powders including different contents of an inner lubricant, and measured the lateral pressure at the die wall during WD in comparison with conventional compaction and warm compaction. As a result, the high density in WD was due to not only the particles-deformation enhanced by warming powders but also the particles-rearrangement promoted by reducing an amount of the inner lubricant rather than the die lubrication.
尾崎高惠(Ozaki, Takae),權海珠(Gwon, Hae-Ju) 대한일어일문학회 2018 일어일문학 Vol.79 No.-
The purpose of this study is to collect the historical materials of Haigaku in the Western Saitama Prefecture through the administration of Cultural Properties Protection of city and town, and examine the present state and characteristics of the Haigaku in Western Saitama Prefecture. The Haigaku is a large board on which haikus were written and is dedicated to temples and shrines. The essence of faith is love and action so that beloved and dreams come true. In the ancient times, those who hoped for the progress of waka(Japanese traditional poem), dedicated waka to God(Kami) or Buddha and made them rejoice. They believed They would rejoice to listen to it, and prayed for their advancement. The same is true of the Haigaku. Haigaku in Western Saitama are dedicated by pupils of Kaya Shirao, who is 5 generations of Matsuo Basho and inherit the poetry style of Basho as much as Yosa Buson. Shirao’s pupil is Sekifu, and Sekifu’s pupil is Itsuen. Itsuen’s pupils are Mikio and Yasei, and Yasei’s pupils are Seiko and Gayu, and Gayu’s pupil is Kinzan. They lead a lot of Haigaku in the west part of Saitama. From the results of this study, there are 63 Haigaku which exist in the west part of Saitama. To arrange them in chronological order, 14 were written in the Edo period, 37 in the Meiji period, 3 in the Taisho period, 4 in the Showa period, 0 in Heisei period, and 5 are from unknown periods; among these, 47 are accredited. Compared with the northen part -they have only 5 accredited Haigaku - the west part has a lot of accredited Haigaku; and mostly they are accredited by Iruma city Research Fellowships of Cultural Property. In Western Saitama, faithful Haigaku and memorial Haigaku for the dead are mostly dedicated in the Edo period. In the Meiji period, the government gave prestige as a semi-governmental appointive position to Haiku masters for people’s minds to unite for the nation. So we can see patriotic haiku in the Haigaku. And also in the Meiji period, there is a Haigaku with haiku collection, which is selected by haiku masters, open to the public, and a Haigaku as a part of the commemoration of the various anniversary.
韓国の大学の日本語クラスにおける合意形成を目指した話し合い活動の試み
尾崎ちえり(Ozaki, Chieri) 대한일어일문학회 2017 일어일문학 Vol.74 No.-
Students are likely to encounter situations in real life where they have to form agreements with others, and it is oftentimes not easy. Therefore, students need practice to develop their consensus-building ability. This paper introduces discussion activities aimed at consensus-building through project work in a Japanese class of a Korean university and reports the advantages and disadvantages of them. In the class, reflection and visualization are emphasized to increase consensus-building ability. Then, after sharing rules for discussion and focusing on discussion methods and process, a method was introduced to organize, integrate, and combine opinions required to draw a conclusion. As a result of the practice, learners were able to express their own evidence-based opinion and to reach a convincing conclusion that everyone can agree on. To investigate learners" awareness for the discussion activity, an end-of-semester questionnaire and interview data were conducted for analysis. The results revealed that the participants reacted positively for the discussion activities. The advantages of the discussion activities were that 1) the participants were provided with an opportunity to say their own opinions freely in Japanese, 2) learners realized improvements in Japanese speech skills and communication skills, 3) learners widened their perspectives through being exposed to others" opinions. On the other hand, disadvantages were due to level differences in Japanese skills between learners and difficulty in consensus-building.