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阪神教育闘争・文献リスト The association between education and society The educational struggle for Korean identity in Japan 1945-1948「教育と社会の関係:日本でおきた韓(朝鮮)identityを求める教育闘争1945-1948」(英文) In-duck Kim, SungKyunKwan University Korea 金仁徳, 成均館大学校 http //www.eric.ed.gov/PDFS/EJ835205.pdf contents The association between education and society The educational struggle for Korean identity in Japan 1945-1948「教育と社会の関係:日本でおきた韓(朝鮮)identityを求める教育闘争1945-1948」(英文)Introduction Education for Koreans in Japan before Liberation (before 1945) From Assimilation Education to Japanese Imperialism Independent Schools for Korean WorkersTable 1 Trends of the Number of Koreans in Japan during 1920-1950 Korean Identity Education after WW II The Korean Federation in Japan (KFJ) Dissemination of Korean Identity Education by the KFJTable 2 Korean Learning Programs in Tokyo, Osaka and Kobe in 1945 Table 3 Chronological Activities of Korean Federation in Japan (KFJ) for Korean Identity Education during 1945-1946 Table 4 List of Textbooks about Korean and History Published during 1945-1946 The HanShin Educational Struggle Social Constrictions The Struggle for the Autonomy of Korean Education in Osaka and KobeTable 5 Procedures of HanShin Educational Struggle in 1948 Epilogue Conclusions Notes References 翻訳文ご投稿 Asia Pacific Education Review Copyright 2008 by Education Research Institute 2008, Vol. 9, No.3, 335-343. The Association between Education and Society The Educational Struggle for Korean Identity in Japan 1945-1948 In-duck Kim SungKyunKwan University Korea In-duck Kim Academy of East Asian Studies, SungKyunKwan University, Korea. Correspondence concerning this article should be addressed to In-duck Kim, Academy of East Asian Studies, SungKyunKwan University, 53, Myungnyun-Dong 3-Ga, Jongno-Gu, Seoul 110-745, Korea. E-mail kid620827@hanmail.net This study attempts to elucidate the idea that education reflects the contemporary social structure. This inference is focused on the educational struggle for Korean identity led by the Korean Federation in Japan (KFJ) during 1945-1948. The KFJ disseminated the educational movement for Koreans in Japan (Zainichi). The General Head Quarters (GHQ) suppressed Korean identity education (KIE) and tried to disrupt the activities of the KFJ. KIE was identified and destroyed during the HanShin educational struggle as part of the conflict with the GHQ. However, HanShin movement survived to form the basis for the new start of the Korean educational movement in Japan and has served as the cornerstone of KIE. This case elucidates the ways in which education is strongly associated with the social structure and the status quo. Key words education, society, HanShin educational struggle, Korean identity education, Korean Federation in Japan 335 Introduction Education is a reflection of the social structure; history is the communication between the past and present and gives birth to future directions. However, little research has been published on the issue. The aim of this study is to evaluate the idea that education reflects the contemporary social structure and status quo. To evaluate and test this notion, the cases of the educational struggles for Korean identity, led by the Korean Federation in Japan (KFJ)1 from 1945 to 1948 were selected. Approximately two million Koreans were residing in Japan as workers and students on August 15, 1945 (Wagner, 1951). Opportunities to learn to read and write in Korean during the era of Japanese imperialism during 1910 – 1945 were largely denied or absent. After the Japanese surrender in 1945, the American Military Administration (AMA) started to rule Japan. Implicit in the AMA’s early democratization program was the emancipation of Koreans from the oppressive and discriminatory controls under which they had lived in during the occupation (Wagner, 1951). Soon, they adopted the ruling idea that the social structure and system should be as the same as that under the Japanese system except for the imperial system and the issue of Korean identity education2. Koreans in Japan (Zainichi Chosenjin Zainichi) were swept up in the wave of euphoria accompanying the liberation and maintained a strong desire to implement Korean identity education. They organized the KFJ in 1945 and disseminated the Korean identity educational movement for Koreans throughout Japan. During this process, the HanShin educational movement became part of the conflict between KFJ and the General Head Quarters of the AMA (GHQ). 336 In terms of Korean identity education in Japan, some results have been reported an assimilation concept based on the historical material approach (Ozawa, 1988); a chronological approach (Kim, 2002); a field survey approach (Yang, 1994; Park, 1979; Eo, 1998); and an approach with the issue of North Korea at the fore (Cho, Ryou, Han, 2002) have all been used. To make a logical inference regarding the links between education and society, this interpretation is based on the holistic view of the Korean identity encompassing South and North Korea. It applies the chronological approach using previous primary materials and survey materials the description of the administrational and societal conditions in Japan and the review of primary materials on their activities according to the three-stage concept of the KFJ (Kim, 2007). It starts with a description of the education for Koreans in Japan before liberation, using the cessation of World War II as a backdrop. It is followed by an interpretation of the educational movement of KFJ as a sprout of Korean identity education in Japan. Finally, it is highlighted by the interpretation of the HanShin educational struggle as a major piece of evidence for the interplay between education and society. Education for Koreans in Japan before Liberation (before 1945) During the Japanese colonial period, the Japanese education system consisted mainly of public schools for an assimilation education in both Japan and Korea; it also had night schools for Korean workers in Japan. The Japanese imperialists believed that Koreans could be assimilated and remodeled by this type of education and portrayed this policy as being progressive. However, Korean nationalists and liberalists thought that night schools focused only on literacy and education for children. From Assimilation Education to Japanese Imperialism As the population of Korean children increased in Japan, problems related to education worsened. Ozawa put forth the following statement “According to the Primary Education Act, Article 32, the education for Korean children in Japan should be mandatory. Compared to the children in Korea, it seemed to be the complimentary treatment” (Lee, 1999,p. 96). The number of Korean students attending these schools was very small and what they learnt was essentially how to live as Japanese rather than Koreans. The objective of this mandatory education was to prepare its students for the Japanese military and stifle any feeling of Korean nationalism (Chosen University, 1987). This form of mandatory education can be interpreted differently according to the given social structure as military education for imperialism; as education undertaken by a dictatorship; or as citizenship education within a democracy. Independent Schools for Korean Workers As many Koreans moved to Japan to work in the 1920’s (Chosen University, 1987), night schools were established to train such worers in basic. Table 1 shows the increasing trend in the number of Korean immigrants in Japan from 1920-1950. Korean immigrants increased to one million in 1940 and were up to more than 1.9 million in 1944, because Japan was preparing for the Pacific War. Since the number of Korean families increased in 1930, the objective of the night schools became increasingly geared to the education of these immigrants’ children. There were many night schools in Tokyo, Osaka, Hyogo, Kanagawa and Fukuoka; of them all, Osaka was the most active because of the huge numbers of workers. It was speculated that night schools were built as an alternative to the regular schools, because Korean workers were not able to go to regular schools due to having no time and low incomes as well as the fact that they retained strong sentiments regarding their Korean identity. As a result of many Koreans’ moving to Japan through the KyoseiRenko process, (the forced mobilization of Korean laborers) in 1940, night schools gradually faded out. The decreasing trend of night schools indicates clearly that the social situation also influences all types of education. Osaka night schools were both public and private. The former started in May, 1924. The Japanese Korean cooperation association (Naisenkyowagai) was organized to support Japanese Imperialists. In Osaka, Naisenkyowagai organized public schools to promote the living standards of Koreans and to ‘develop’ their character. It opened night schools along with boarding houses and help with finding jobs. The length of the course was three years; it was Table 1 Trends of the Number of Koreans in Japan during 1920-1950 Year Number Year Number Year Number 1921 38,651 1931 311,247 1941 1,469,230 1922 59,722 1932 390,543 1942 1,625,054 1923 80,415 1933 456,217 1943 1,882,456 1924 118,152 1934 539,695 1944 1,936,843 1925 129,870 1935 625,678 1945 1,115,594 1926 143,798 1936 690,501 1946 647,006 1927 165,286 1937 735,689 1947 598,507 1928 238,102 1938 799,878 1948 601,772 1929 275,206 1939 961,591 1949 597,561 1930 298,091 1940 1,190,444 1950 535,236 337 available to Koreans who were over the regular educational age. The number of students in this school was 150 (Higuchi, 1986). The Korean Trade Union in Osaka, which agitated against Japan, also founded a night school in Uro-Cho in July 1928 for the purposes of fortifying the trade union. Further indepndent schools were founded by private Korean residents. Some of these schools were similar in size to Japanese public schools; their levels of financial backing also rivaled their counterparts. Kosei Kakuin in Huse and Kansai-Kyomei Kakuin in Hikashinari-Ku were founded for children in 1930 and 1931, respectively; these schools provided education for students who had previously had no access to schools. At these independent schools, Korean workers were taught to value their Korean heritage. The teaching of Korean history; math; Korean culture and the history of the labor movement were stressed (Kim, 1997). Through these schools, some Koreans developed into workers with a class consciousness. These cases show that different social groups organized different educational programs in accordance with their separate ideologies. Korean Identity Education after WW II Due to the changed situation following the surrender of the Japanese imperialists, Korean identity education for Zainichies was led by the Korean Federation in Japan (KFJ) and is highlighted by the HanShin educational struggle. The Korean Federation in Japan (KFJ) A great many Korean organizations sprung up spontaneously, hard on the heels of the Japanese surrender, all of them seeking to protect the lives and property as well as to promote the rights of Koreans residing in Japan (Wagner, 1951). The KFJ was organized in Tokyo in October 1945 (Kim, 2007). Due to an administration vacuum for Koreans in Japan, Koreans in Japan needed an organization that could help them to return to Korea and to survive in Japan. It represented all Zainichies regardless of political standpoint; it organized programs to help those wishing to return to Korea. It fought for the improvement of the everyday lives of Zainichies. It independently undertook many Korean identity educational programs. It also found many Korean schools for Zainichies who wanted to live in Japan. Dissemination of Korean Identity Education by the KFJ In preparation for their return to Korea, Koreans independently started to take Korean programs in Tokyo, Osaka and Kobe just after the liberation in 1945 (Table 2). There were more than 200 programs with the number of students totaling more than 20,000 by the end of 1945. Text books for Korean programs were prepared independently 338 Table 2 Korean Learning Programs in Tokyo, Osaka and Kobe in 1945 City Area Founder Tokyo Kanda Korean YMCA Adachi Yoon, Byung-ok Totsuka Lee, Jin-kyu Arakawa Kim, Bo-hyun Idabashi Chung, Ku-il Toyoshima Eo, Dang Osaka Ikaino Church Yasakacho Kobe Nishikobe Factory of Odeng the most famous one was the “Text Book of Korean” edited by Lee Jin-kyu (Eo, 1998, p. 108). After liberation, Koreans wished to learn about their Korean identity as opposed to the kind of education for assimilation they had already experienced. These Korean programs show how education adapts itself to a prapidly evolving status quo. The KFJ started to organize Korean identity education actively from October 1945. They gathered previously dispersed resources and fortified their organizational power for these educational activities. Table 3 shows the activities of the KFJ for Korean identity education from 1945-1948. Their activities were three-fold nurturing teachers, publishing textbooks and opening schools. The KFJ was very active in nurturing teachers it organized “Continuing education courses for teachers” in December, 1945 and opened the first Korean language seminar for teachers. After discussing future teaching programs and practicing teaching skills, all 15 participants were dispatched to the Korean educational programs in Tokyo to work. The second special general assembly held in February, 1946 decided to install a committee for educational taskforces. Its roles were two-fold nurturing teachers and publishing textbooks (Kim, 2002). The second central committee in the assembly decided to install a committee for Table 3 Chronological Activities of Korean Federation in Japan (KFJ) for Korean Identity Education during 1945-1946 Time Title Feature October, 1945 Foundation of KFJ Chair, Yoon Keun November, 1945 Support for cultural activity (Document) About textbooks and teachers December, 1945 1st Seminar for Korean For teachers February, 1946 2nd Special General assembly Decision about the publishing textbooks and nurturing teachers March, 1946 Kenkoku technical school Osaka April, 1946 Learning by stage 3 stages by two grades April, 1946 Teachers union Osaka June, 1946 Chosen teachers Institute Osaka October, 1946 Chosen middle school Tokyo October, 1946 3rd Special General assembly Desion on organizing School managementUnion December, 1946 Teachers union Tokyo July, 1947 Educational system Same as Japanese 6-3 stytem August, 1947 Korean Teachers league in Japan Member 1,200 Chair Choi young-keun October, 1947 4th Special General assembly Decree of education Issue on education about democracy January, 1948 13th central committee Substantiality of facilities, systems and contents in schools 339 Table 4 List of Textbooks about Korean and History Published during 1945-1946 Subject Title Feature Korean Korean for primary schoo Published by Korean Federation in Japan (KFJ) Teaching manual for primary school KFJ Korean for children KFJ Korean Spelling KFJ Text of Korean KFJ History Draft of Chosen history I, II, III KFJ Chosen history I, II, III※ KFJ, Written ※Note. Chosen history was written by Lim Kwang-cheol and had the same context as “Chosen socio-economical history” by Paik Nam-woon and “Chosen societal history” by Lee Chung-won. primary school text publication in the department of culture. They agreed on bylaws for the committee it consisted of four chapters, thirteen articles in relation to publishing textbooks in eight subject areas, encompassing Korean, math, science, history, geography, music, art and morals. The committee installed in February, 1946 was guided through the leadership of the chair, Lee Jin-kyu. Table 4 shows the details of the list of textbooks pertaining to Korean and history published during the time period of 1945-1946. The members of the Korean Student Federation, Korean Artist Association and the Society of People’s Culture collaborated in these activities. As these activities grew, the courses were divided into three categories according to the age group low (first and second graders), middle (third and fourth graders) and upper (fifth and sixth graders). According to the vision of the KFJ, the text books were focused on Korean language and Korean History. The nature of these textbooks shows that education is deeply linked to social needs. In terms of nurturing teachers, the second special assembly decided to found several institutes including the 3.1 Political Institute in Tokyo and the 8.15 Youth Institute in Osaka. Other institutes included the Central Institute of the KFJ, The Central Teachers Institute of the KFJ, The Osaka Chosen Teachers Institute and Dressmaking School for Women of the KFJ. During the period between 1945 - 1946, it also opened many schools 525 primary schools with 42,182 students and 1,022 teachers; and 12 advanced schools for adolescents with 724 students and 54 teachers. The number of schools increased to a total of 578 by October, 1947 541 primary schools, 7 middle schools, 22 schools for adolescents and 8 high schools (Lee, 1999). In the third general assembly held in October 1946, four major tactics were adopted for Zainichies first, the promotion of a better life; second, education and enlightenment; third, the installation of a temporary government in Korea; and finally, the strengthening of the organization (Park, 1983). The priority lay on education and enlightenment. During the fourth general assembly in October, 1947, they discussed the issue of Korean schools. They established an agreement on “The decree of education” and “The direction of democracy education” (Park, 1983, p.24). It was focused on two issues first, how they can cope with the interference of the GHQ and the Japanese government upon Korean identity education; and second, attaining financial freedom from the Japanese government in order to maintain their rights to independent education (Kim,2006). It has been speculated that these activities were based on the idea of independence and the concept of education for democracy through learning, teaching and managing education. These activities show that a well organized society with common objectives can lead a well organized educational movement to meet common targets. The HanShin Educational Struggle The HanShin educational struggle refers to the two big struggles for Korean identity education in Osaka and Kobe in 1948. The goal of providing Korean identity education for Koreans in Japan was not able to be realized in Kobe and Osaka in Japan under the GHQ, because Japan was 340 unwilling to allow the existence of a Korean society lead by the left. The Hanshin educational struggle shows that education always touches the social structure per se and must exist within the governing politico-economical system. Social Constrictions Just after the Japanese defeat, the GHQ assumed an indifferent attitude to the Korean identity education of Koreans in Japan. They changed their policy in October, 1947 Koreans schools in Japan had to follow the direction of the Japanese government. This triggered the HanShin (Osaka and Kobe) educational struggle. The GHQ had this to say, The Japanese government was directed to ensure that all Korean schools in Japan should comply with all pertinent Japanese directives, the general rules of Ministry of education in Japan. The only exception was to teach the Korean language as an addition to the regular curriculum (Kim, 1988, p. 449). The been planning to institute radical changes in the structure of the Japanese school system and chose this occasion to bring Korean schools within the pale of Japanese law (Wagner, 1951). The Japanese ministry of education directed that Korean schools should get permission for opening schools and use Japanese textbooks. Although the KFJ contacted the Japanese government and discussed this with the GHQ, there were only negative responses. The Japanese government circulated a statement of policy with regard to Korean-operated schools, announcing their position in the document entitled “About handling the establishment of Korean schools” in January 1948 (Kim, 1988, p. 450). The order was for all Korean children to attend accredited schools and for all teachers to comply with Japanese government regulations. The only consolation for Koreans was the fact that their schools should be accredited, and that the Korean language could be taught as an extracurricular subject (Wagner, 1951). I speculate that this policy could be interpreted as “The first order to close Korean schools.” It was this attempt at oppressive control which was the source of the conflict between the rights Koreans to independently educate for the maintenance of Korean identity and the GHQ. The Struggle for the Autonomy of Korean Education in Osaka and Kobe Under the leadership of the KFJ, strenuous efforts were made to maintain the autonomy of Korean education. The KFJ organized a Counter Measure Committee on Korean identity education; participation was by representatives of various Korean groups. They developed a four point “principles of autonomy for the Korea education” program 1) Instruction in the Korean language; 2) The use of textbooks compiled by a Korean committee and censored by the Supreme Commander for Allied Powers; 3) The administration of schools on an individual basis by Korean parents; 4) The teaching of the Japanese language as part of the required curriculum (Kim, 2007, p. 202). The Japanese government released another document in March, 1948. It said that if the first order were not accepted, they would close down Korean schools. I believe that this move can be described as “The second order to close Korean schools.” The first struggle against this order occurred in Yamaguchi-Ken on March 31, 1948 (Park, 1989). It took the form of a demonstration in Yamaguchi-Ken consisting of more than 10,000 Koreans waiting to return to Korea. They rallied throughout the night in an attempt to negotiate with the administrative authorities of the district. Finally, the administrative authorities withdrew their previous order. From then on, various struggles occurred in Hiroshima, Okayama, Hyogo, Osaka and Kobe. Table 5 shows the detail procedures of the HanShin educational struggle. In Osaka, a Korean gathering opened against the oppression of Korean schools and developed into a rally on April 23, 1948 (Park, 1989). They tried to negotiate, but ended in failure. The leaders of the rally were arrested and sent to jail in Osaka. The next day, a demonstration took place in front of the police station, asking for the release of those arrested. More Koreans were arrested in that rally. Koreans in Osaka organized a big rally again and tried to negotiate with the administrative authorities. A big gathering of more than 10,000 Koreans was organized in Otemae Park on April 26; the authorities gave the crowd the ridiculous order to disperse within three minutes. When the crowd did not comply, the Osaka police 341 Table 5 Procedures of HanShin Educational Struggle in 1948 City Date Event Kobe April 7 Order of closing Korean schools April 11 Korean Gathering asks for withdrawing the order. April 15 70 Koreans were illegally arrested. April 16 Asking for releasing the arrested and withdrawing the order April 20 Meeting the governor. Governor suddenly closed the meeting. April 21 GHQ and mayor disclosed the evacuation of teachers. April 23 GHQ and city authority started to close Korean schools. April 24 A big rally in Hugo-Ken. The governor accepted the request of Koreans. April 24 Declaration of situation of emergence April 25 Mass were arrested. Osaka April 23 Big gathering of Korean peopleLeaders were arrested. April 24 Sporadic rally. More people were arrested. April 26 A big Korean Gathering April 26 Brutal suppression by police.Kim Tae-il was killed. mobilized more than 8,000 policemen including police school students and shot at the demonstrators. Kim Tae-il, aged 16, was killed and many were arrested. The latter were tried under the American court-martial and Kim Seok-song was forcefully exiled to Korea. The Osaka struggle was characterized by brutal suppression. This demonstrates that the state never gives up willingly the power for governing they will kill and exile people if need be in order to maintain power. In Kobe, the order to close down Korean schools was given on April 7, 1947. Parents of students protested against the order by blocking the school gates and a big rally of more than 10,000 attendants was organized, which forced the government to withdraw the order on April 24. The problem of the Japanese government’s attempts to suppress Korean identity education remained. On April 24, the GHQ declared a state of emergency in Kobe. Kobe became a nightmare for Koreans. On April 24, the Koreans in Kobe misinterpreted the event as a victory against the GHQ. The Kobe case shows that the government never negotiates with an anti-government group education is an indispensable means for them to maintain power stability. The HanShin educational struggle, as shown in Table 5, seems to have failed accompanied with great sacrifice one million people attended rallies; 212 were injured, one killed; more than 3,000 arrested; 212 prosecuted; and 36 jailed. A final solution to the problem of the conflict between the KFJ and the GHQ in terms of Korean identity educational was reached only with the destruction of the KFJ itself more than a year later. The HanShin Korean identity education struggle shows that educational problems should be resolved after taking into consideration the social and political issues in a given society. Epilogue After the HanShin educational struggle, the minister of education in Japan and the representative of the Counter Measures Committee of the KFJ agreed to make an exchange of notes to the effect that Korean identity education should be governed by the directives of the Japanese Ministry of Education. Thereafter, independent Korean identity education temporarily disappeared; however autonomous Korean identity education recommenced after the Korean War. The present Korean Identity Class in Osaka is one of the legacies of the HanShin educational struggle for the autonomy of Korean identity education. In order to maintain its leadership in the new era after 342 WWII, the United States of America hoped that Japan would take a central role in Eastern Asia. The oppression practiced by both the GHQ and the Japanese government of Korean identity education increased. It was natural that the KFJ, freshly invigorated with a sense of liberation and democracy would strongly rise against such oppression. The KFJ organized rallies to secure the right of autonomy in Korean identity education throughout Japan, but failed. In the 5th general assembly of the KFJ in October 1948, the KFJ designated April 24 as “a memorial day of education”, as a day of remembrance for preserving the Korean language (Kim, 1979, p. 109). The legacy of the HanShin educational struggle gave Zainichi Koreans in Japan the future direction for the autonomy of Korean identity education Korean language, independent education, democratic education and cooperation with Japanese educators who were of a democratic persuasion. Conclusions Under Japanese colonization, the education for Koreans in Japan was mainly that of assimilation by Japanese imperialists; it provided Koreans with the opportunity to spread Korean national identity via night schools for workers. After the Japanese surrender, the Korean independent education movement pushed Koreans to learn the Korean language. It also strengthened Korean organizations including the KFJ. The Korean identity educational struggle, peaking with the Hanshin education movement was indispensable under the AMA, which was more favorably disposed to the previous Japanese regime. Education is the process of developing knowledge, skills and character. Korean Identity Education focused on instilling the knowledge of where Koreans came from, who they are, how they think, and how they communicate with each other. Korean identity is composed of a common language, cultural and ethnic background. These features are rooted in the socio-cultural situation. Hence, education can not be totally separated from the social system. Education reflects the most conspicuous ideology of the governing social structure as the subsystem of the total system such as the politico-economical system. The HanShin educational struggle shows that any type of education may be permitted under the legal regulation of a given society in ordre to preserve and maintain the social system. This study shows that education reflects the social, cultural, economical and political structure of any society. The impact of education on society and its feedback functions are extremely important for the future direction of the society in question. Notes 1. “Zainichi Chosenjin Renmei” is translated as “The Korean Federation in Japan (KFJ)”, although it was translated as “The Korean League” and /or “The league of Korean residing in Japan” by Wagner (Wagner, 1951, p. 50). 2. “Korean identity education” represents the education about Korean national identity. Since “Korean nationalism education” could make a chauvinistic misunderstanding, I preferred “Korean identity education” instead. References Cheon, Z. (1979). Chochongryeon yeonku [The study of chochongryeon]. Seoul Korea University Press. Cho, J. N., Ryou, H. Y., Han, M. K. (2002). Bukhaneui jaieuidongpo cheongchaek [Policy for abroad Koreans].Seoul Jibmoon Dang. Chosen University, Institute of Korean identity education (1987). Jaiildongpodleeui minjokkyoyook [Korean identity education of Koreans in Japan]. Tokyo Hakwoosobo. Eo, D. (1998). Kaihogosoki no zainichichosenjin soshiki to choren no kyogaso hensan [Zainichis’organization and publication of textbooks in the early period after liberation]. Zainichi Chosenjinshi Kenku[A study of Koreans in Japan], (Vol. 28, p. 103-120). Tokyo Asiamondaikenkyuso. Higuchi, Y. I. (1986). Kyowakai [The harmony conference]. Tokyo Sakaiheironsa. Higuchi, Y. I. (2002). Nihon no chosenjin to kankokujin [Chosenjin and Kankokujin in Japan]. Tokyo Toseisa. Kang, C. (1994). Zainichichosenjin no zinken to nihon no horitsu [Human right of Zainichi and law of Japan]. Tokyo Yuzankaku. Kim, C. J. (1997). Zaini Korean hyakunenshi [A hundred Zainichi Korean Identity Educational Struggle Reflects the Societal Status of Japan just after Liberation 343 history of Zainichi Koreans]. Tokyo Sankokan. Kim, D. R. (2002). Chosengakko no zengoshi [Post-war history of Chosen school 1945-1972]. Tokyo Sakaiheironsa. Kim, I. D. (2007). Jaeilbonchoseninyeonmaing cheonchedaiheui yeonku [A study on the General Assembly of Korean Federation in Japan]. Seoul SeonIn press. Kim, K. H. (1979). Zainichichosenjin minzokukyoik no genten [The start of national education of zainichichosenjin]. Tokyo Tabatasoten. Kim, K. H. (Ed.). (1988). Zainichichosenjin minzokkyoik yogo toso shiryosu(I) [Collection of materials about supporting struggle on Korean identity education for Zainichies (I)]. Tokyo Akazisoten. Lim, K. C. (1949). Chosen Rekishi Tokuhon [Text book of history of Chosen]. Tokyo Hyakuyosa. Ozawa, Y. S. (1988). Zainichichosenjin kyoikron [The educational argument of zainichichosenjin]. Tokyo Akisobo. Park, K. S. (1979). Kaihochokugo no zainichichosenjinundo (4) [Zainichi movement in the early period after liberation(4)]. Zainichi Chosenjinshi Kenku [A study of Koreans in Japan] (Vol. 4, pp. 69-86). Tokyo Asiamondaikenkyuso Park, K. S. (Ed.). (1983). Chosen mondai shiryo soshyoVIIII [Collection of materials related to Korean affairs (VIIII)]. Tokyo Asiamondaikenkyuso. Park, K. S. (1989). Kaihogo zainichichosenjin undoshi [History of Zainichi movement after libration]. Tokyo Samil Sobo. Park, K. S. (1989). Taiken te kataru kaihogo no zainichichosenjinundo [Zainichi movement after libration telling through my experience]. Kobe Kobe Kakuseiseinen Center. Park, K. S. (Ed.). (2000). Zainichichosenjin kankei shiryo shusei(I) [Collection of materials related to Zainichi(I)]. Tokyo Hui press. Park, K. S. (Ed.). (2000). Zainichichosenjin kankei shiryo shusei(VI) [Collection of materials related to Zainichi(VI)]. Tokyo Hui press. Wagner, E. W. (1951). The Korean minority in Japan 1904 - 1950. New York Institute of Pacific relations. Yang, Y. H. (1980). Osaka ni okeru yon.niyonkyoiktoso no oboekaki(I) [Memory of April 24 educational struggle in Osaka (I)]. Zainichi Chosenjinshi Kenku [A study of Koreans in Japan] (Vol. 6, pp. 70-78). Tokyo Asiamondaikenkyuso. Yang, Y. H. (1994). Zengo osaka no zainichichosenjinundo [Post-war movement of Zainichies in Osaka]. Tokyo Miraisa. Received September 27, 2007 Revision received October 18, 2007 Accepted March 14, 2008 翻訳文ご投稿 名前 コメント すべてのコメントを見る ブランド時計コピーしてたくさん種類に分けます。たとえば:ロレックススーパーコピー時計、シャネルスーパーコピー時計、ガガミラノスーパーコピー時計、ブライトリングスーパーコピー時計、オメガスーパーコピー時計、IWCスーパーコピー時計、ウブロスーパーコピー時計、カルティエスーパーコピー時計、オーデマピゲスーパーコピー時計、フランクミュラースーパーコピー時計、パテックフィリップスーパーコピー時計、パネライスーパーコピー時計、タグ ホイヤースーパーコピー時計、ブルガリスーパーコピー時計、ショパールスーパーコピー時計、ゼニススーパーコピー時計、ルイヴィトンスーパーコピー時計、ピアジェスーパーコピー時計、フェラーリスーパーコピー時計各種ブランド時計コピーの2014年新作最N品:http //www.watchhighquality.com/ スーパーコピースカーフ http //www.cheapscarfcopy.com/ ブランド時計コピー http //www.watchhighquality.com/ -- (ブランド時計コピー) 2014-05-22 15 42 58 阪神教育闘争・文献リスト
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2013 RFormula Championship® Drivers Championship Grand Prix Date Winning Driver Team Laps Time Australia 18/03/2013 ゆにおん/Formula_union McLaren-Mercedes 58 1 35 11.140 Malaysia 25/03/2013 ムッピー/mp4-gp2 ForceIndia-Mercedes 56 1 33 40.032 China 14/04/2013 アユム/ayumu5617 STR-Ferrari 56 1 33 48.217 Bahrain 21/04/2013 zoro/okinawa_F1 ForceIndia-Mercedes 57 1 32 12.902 Spain 13/05/2013 クルガヤ/KURUGAYA_AN Williams-Renault 66 1 35 48.325 Monaco 30/05/2013 アユム/ayumu5617 Lotus-Renault 78 1 49 37.283 Canada Great Britain Germany Hungary Belgium Italy Singapore Korea Japan India Abu Dhabi United States Brazil
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オリジナル 【SINGLES】 01 1st 2001年3月7日 PIECES OF A DREAM 02 2nd 2001年6月6日 Point of No Return 03 2nd 2001年6月6日 君をさがしてた ~The Wedding Song~ 04 2nd 2001年6月6日 Point of No Return (ケツメイシのremix。) 05 3rd 2001年10月11日 You Go Your Way 06 愛しすぎて 07 4th 2002年3月13日 LET'S GET TOGETHER NOW 08 5th 2002年5月9日 君をさがしてた 〜New Jersey United〜 09 6th 2002年7月17日 FLOATIN 10 7th 2002年11月13日 It Takes Two 11 7th 2002年11月13日 SOLID DREAM 12 7th 2002年11月13日 MOVE ON 13 8th 2002年12月18日 My Gift to You 14 明治チェルシーの唄 15 9th 2003年8月6日 アシタヘカエル 16 9th 2003年8月6日 Us 17 10th 2003年11月19日 YOUR NAME NEVER GONE 18 10th 2003年11月19日 Now or Neve 19 10th 2003年11月19日 You Got Me 20 11th 2004年2月4日 So in Vain 21 12th 2004年7月7日 mirage in blue 22 12th 2004年7月7日 いとしい人(Single Ver.) 23 13th 2004年10月27日 Long Long Way 24 14th 2004年12月1日 白の吐息 25 15th 2005年2月23日 キミがいる 26 16th 2005年7月27日 Wings of Words 27 17th 2005年10月5日 Two As One 28 18th 2005年9月21日 ずっと読みかけの夏 29 19th 2005年11月2日 almost in love 30 20th 2006年10月4日 約束の場所 31 21th 2006年11月1日 遠影 feat. John Legend 32 22th 2006年12月6日 Top of the World 【REMIX】 FLOATIN'(LESS VOCAL) It Takes Two (OCTOPUSSY Remix) You Go Your Way (ALBUM VERSION) CD オリジナルアルバム One × One ベストアルバム ALL THE BEST 企画アルバム the CHEMISTRY joint album
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+KART RACE KART RACE ENTRY LIST No ハンドルネーム PSID 車検 1 すてい stymotorsport ○ 2 ラクフォー Racfor ○ 3 ゲオルゲ george800v ○ 4 松永 毛 matsunagake ○ 5 じーさん Mistral_SB01 ○ 6 ぴっし tomatonage ○ 7 エフマート ug0715 ○ 8 MTSP mitosupa77 ○ +NISSAN CHALLENGE NISSAN CHALLENGE ENTRY LIST No ハンドルネーム PSID Machine 車検 1 でろりん derolin30 日産 シルビア spec-R エアロ (S15) 02 ○ 2 GEN R34GEN 日産 シルビア spec-R エアロ (S15) 02 ○ 3 HIDE MperformerHID 日産 シルビア spec-R エアロ (S15) 02 ○ 4 サブ ll___SUB___ll 日産 シルビア spec-R エアロ (S15) 02 ○ 5 CLARK Clark_gt 日産 マーチ 12SR 07 ○ 6 ナベ kovmp423 日産 マーチ 12SR 07 ○ 7 ぶみねこ Bumi-neko 日産 マーチ 12SR 07 ○ 8 マーチ jp-ma_ch 日産 マーチ 12SR 07 ○ 9 modena stefanomodena020 日産 シルビア spec-R エアロ (S15) 02 ○ +SuperGT 300 SuperGT 300 ENTRY LIST No ハンドルネーム PSID Machine 車検 1 オカサン・ジョースター okataku RE雨宮 雨宮アスパラドリンクRX7 04 ○ 2 かろ corolla-axio_74 レクサスIS F RM ‘07 ○ 3 しるびあ sirvia RE雨宮 雨宮アスパラドリンクRX7 04 ○ 4 真紅 Majic-xSINKUx スバル クスコDUNLOPスバルインプレッサ 08 ○ 5 クロウ HDHDODHDF アキュラ アキュラ NSX RM 91 ○ 6 かず kazk11 メルセデス・ベンツ CLK ツーリングカー 00 ○ 7 マツキュー MATSU9right スバル インプレッサ TC ○ 8 かつ katsuminami オートバックス ARTA ガライヤ 08 ○ 9 syun syuntyper1 マツダ RX-7 LMレースカー ○ 10 いっちー ichiro-710 スバル インプレッサ TC ○ 11 ダジャ川レビ児 trueno111 ホンダ CR-Z TC ○ 12 ゆーた YUUTA5027 レクサス ウェッズスポーツIS350 08 ○ 13 ナラ ILOVENARA オペル カリブラ ツーリングカー 94 RESERVE ENTRY LIST No ハンドルネーム PSID Machine 車検 1 ねぎ look_hazard アウディ R8 LMS レースカー (Team PlayStation) 09 ○ +NASCAR NASCAR ENTRY LIST No ハンドルネーム PSID Machine 車検 1 ラルド RARUDO63GT シボレー 2011 Jeff Gordon #24 インパラ ○ 2 ふしあな fushianasan12 シボレー 2011 Juan Montoya #42 インパラ ○ 3 ころ koro_night フォード 2010 Carl Edwards #99 フュージョン ○ 4 TOMO xTOMOx-2JZ-GTE シボレー 2011 Tony Stewart #14 インパラ ○ 5 よういち YO1_1963 トヨタ 2011 Denny Hamlin #11 カムリ ○ 6 むくむく mkmk_1108_angel フォード 2010 AJ Allmendinger #43 フュージョン ○ 7 BZ TEAM_lc_62 トヨタ 2010 Brian Vickers #83 カムリ ○ 8 デジ de-zi9 シボレー 2010 Jeff Gordon #24 インパラ ○ 9 ミケネコ MI_KE_NE_KO4649 シボレー 2010 Tony Stewart #14 インパラ ○ 10 ケーヒン KEIHIN77 シボレー 2010 Dale Earnhardt Jr. #88 インパラ ○ 11 ばるす barusu-nsr-0410 トヨタ 2011 Joey Logano #20 カムリ ○ 12 アッツー Attsu-31 シボレー 2011 Jimmie Johnson #48 インパラ ○ +RALLY CROSS RALLY CROSS ENTRY LIST No ハンドルネーム PSID Machine 車検 1 じゅーご ptx015 三菱 ランサーエボリューション X TC ○ 2 世阿弥+ XanaviNismo スバル インプレッサ セダン WRX STI スペック C タイプ RA RM 05 ○ 3 エムディー Md-kob スバル インプレッサ ラリーカー 03 ○ 4 フジオ fujio4jd フォード フォーカス RS WRC 07 08 ○ 5 れっどぶる男 Z31-11 スバル インプレッサWRC 2008 ○ 6 蠍丸 Sasorimaru スズキ SX4 WRC 08 ○ +DRIFT RACE DRIFT RACE ENTRY LIST No ハンドルネーム PSID Machine 車検 1 エビ a12b56 マツダ RX-7 タイプR (FD, J) 93 ○ 2 雪風 unbroken_arrow 日産 180SX Type X 96 ○ 3 モカ moka_kiyot 日産 スカイライン クーペ 370GT タイプSP 07 ○ 4 ダジャ川レビ児 trueno111 マツダ RX-8 タイプS 07 ○ 5 たけちゃん TEAM_REV_LIMIT53 日産 350Z Roadster (Z33, EU) 03 ○ 6 ポジハメくん zero_1155 日産 シルビア spec-R エアロ (S15) 02 ○ 7 ヴォルフィー wolfgang0913 トヨタ MR2 1600 Gリミテッド スーパーチャージャー 86 ○ 8 マツキュー MATSU9right マツダ アンフィニ RX-7 タイプR (FD) 91 ○ 9 アドバン ADVAN_POTENZA 日産 フェアレディZ Version S(Z33)’07 ○ +SuperGT 500 SuperGT 500 ENTRY LIST No ハンドルネーム PSID Machine 車検 1 おやじ o-ya-ji68 レクサス デンソー ダンロップ サード SC430 08 ○ 2 ミズ mizu312 日産 GT-R GT500 ステルスモデル ○ 3 こんばーす CONVERSE2354 ホンダ エプソン NSX 08 ○ 4 ナッツ君 nattu-871871 日産 ザナヴィ ニスモ GT-R 03 ○ 5 あてぃちゅーど atitude0702 ホンダ カストロール無限 NSX 00 ○ 6 ハミ Hamilton_Senna BMW マクラーレン F1 GTR レースカー 97 ○ 7 えぬよし n-yoshi-umi 日産 カルソニック IMPUL GT-R 08 ○ 8 スカイ Prince32R ホンダ ウイダー HSV-010 (SUPER GT) 11 ○ 9 蒼黒 yukiku ホンダ TAKATA童夢NSX 06 ○ 10 ウルフ worf-1 ホンダ ウイダー HSV-010 (SUPER GT) 11 ○ 11 こう kou0910 日産 カルソニック IMPUL GT-R 08
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ze_ShroomForest_v2 サムネ オススメ度 難易度 オススメ武器 M249 / P90 / Galil 難易度詳細 このマップには計6段階の難易度が存在する。 三段階の通常マップ、それらのマップが難化したEXTREMEの三段階である。 LEVEL 1 なんてことの無いマップ。 アイテムを駆使して足止めしつつ最後まで走ろう。 ボスは特に何もしてこない。ひたすら撃つこと。 かなり硬いため油断していると時間に間に合わず全滅することも。 LEVEL 2 マップが丸ごと変わり別ルートへ。 序盤から足止めをしていこう。 第一エレベーターからが難所。 第一エレベーターが昇り切ったらそこをEarth、Fire、ICEなりで守ると良い。 第二エレベーターが稼動するまで、その入り口をGravity、Wind、Fire、Iceなりで守ろう。 ボス戦はピ○チュウ。固定のボス。 一定時間後に回避不可能の電撃攻撃をしてくる。Healを使って粘ることも可能。 それを倒した後、道が現れ、ゾンビもまた襲来する。 ボスを倒した瞬間に何かしらのアイテムで守ると良い。 道の向こうにもピ○チュウが居るが。このピ○チュウは撃つ必要は無い。 ピ○チュウの手前の灰色のラインを誰かが越えると自動的に消滅する。 それまでの間、上下ランダムの斬撃をしてくるため、しゃがむなりジャンプなりで避けよう。 下段だけでなく上段もジャンプで避けられる。慣れているなら飛んだ方が移動が楽になる。一斬撃目が二連撃になっていることが稀にある。 上段二連撃、下段二連撃、上下段同時二撃の可能性があるため注意すること。 上段二連撃はジャンプすると当たってしまう。一斬目に上段が来たら飛ばないこと。 ピ○チュウの向こうの虫Tramに乗って10秒耐え切り、逃げ切ったら勝利である。 LEVEL 3 こちらもマップが丸ごと変わり別ルートへ。 序盤から足止めをしていくと楽である。 ボス戦前の扉の鍵は左右の計12個の箱の中にランダムで入っている。 鍵はセカンダリーアイテム扱い。拾って扉の前に持って行くと開く。 ボス戦はサタンを撃ちつつ、後ろから来るゾンビも抑える。 サタンがかなり硬いため、ゾンビを抑えるのはアイテム持ちを含め最小限の人だけ済ましておきたい。 一定時間後にサタンからエフェクトが現れ、持続的にダメージを受けるようになる。 このエフェクトが大きく見辛く、こうなるとゾンビが見えず抑えるのも覚束無くなる。 攻撃される前に早くサタンを倒すように意識しよう。 倒したらサタンの向こうの道へ。 ひたすら走って虫に乗っかって飛ぶまで抑えて勝利。 アイテム持ちが1、2回抑えるだけでもうゾンビが追いつかない。あまり気負う必要は無い。 EXTREME I EXTREME II EXTREME III アイテム詳細 計7つのアイテムがマップ上にランダムで配置されている。 毎回7つ全種あるわけではない。1、2つ欠けて登場する。 Fire 赤色キノコ。 発動するとその地点の周囲に炎のエフェクトが現れ、入ったゾンビを燃焼させる。 他よりもクールダウンが長くて使い辛い。 範囲は広い。どこで使っても大体道一杯に効果が入る。 効果持続時間:10秒 再使用待機時間:60秒 Gravity 空間が歪んでいるようなエフェクト。 発動すると目の前に黒色のエフェクトが現れ、入ったゾンビの速度を極端に低下させる。 使い勝手が非常に良い。何度も何度も足止めに使おう。 効果持続時間:7秒 再使用待機時間:45秒 Ice 白色の玉。 発動すると目の前に白色の氷が現れ、接触したゾンビを硬直させる。 他と比べて効果が弱い。範囲も微妙に足りなかったりと若干使い辛い場面も。 効果持続時間:5秒 再使用待機時間:60秒 Wind 白色の煙。 発動すると自分の周囲に緑色のエフェクトが現れ、近くのゾンビの自分の向かっている方向に飛ばす。 狙った方向に飛ばせることを利用して、穴の方を向いてゾンビを落とすことも簡単にできる。 反面、味方の方をうっかり向くと当然そっちに飛んでいく。 優秀だがミスが怖い。 効果持続時間:10秒 再使用待機時間:45秒 Earth 緑色キノコ。 発動するとワンテンポ置いて目の前に緑色の壁が現れ、ゾンビの侵入を妨げる。 ワンテンポかかることに注意。入られてしまうとむしろ逆効果になってしまう。 非常に薄っぺらい横長壁なため場所を選ぶ。てきとーなところでは無意味になりかねない。 他のアイテムと比べ遥かに出現率が低い、滅多にお目にかかれないアイテム。 効果持続時間:7秒 再使用待機時間:45秒 6 mines 黒色キノコ。 発動すると目の前に黒色のキノコを設置し、接触したゾンビを燃焼させる。 爆発して周りも巻き込む、みたいなこともなく、一個につき一人のゾンビを少し燃焼させるだけのしょっぱい効果。 どう使っても微妙。ハズレアイテム。 6回まで発動可能。 Heal 赤色の十字。 発動すると自分の周囲に赤色のエフェクトが現れ、周囲の人間を100まで回復させる。 落下ダメージ有効鯖なら適当に何度か、ボス戦で切羽詰まったときなどに使おう。 無くてもそんなに困らないアイテム。 効果持続時間:10秒 再使用待機時間:45秒
https://w.atwiki.jp/presenile/pages/494.html
海外映画俳優マガジン 芝居・ 演劇・俳優「シアターリーグ」(日本) Actor Antonio Banderas アントニオ・バンデラス Alan Rickman アラン・リックマン BARRY PEPPER バリー・ペッパー DANIEL AUTEUIL ダニエル・オートゥイユ Dennis Haysbert デニス・ヘイスバート Dennis Quaid デニス・クエイド Ed Harris エド・ハリス Edward Norton エドワード・ノートン ★★★ Ewan McGregor ユアン・マクレガー James Byron Dean ジェームズ・ディーン John Cusack ジョン・キューザック John C. Reilly ジョン・C・ライリー(John Christopher Reilly) John J. Travolta ジョン・ジョセフ・トラボルタ(John Joseph Travolta) King Kong キング・コング Philip Seymour Hoffman フィリップ・シーモア・ホフマン ★★ Pruitt Taylor Vince プルート・テイラー・ヴィンス STEPHEN DILLANE スティーブン・ディレイン 阿部寛 ★ 粟田麗 岡田准一 北村一輝 ★★ ゴジラ 米国Gojiraは産卵するため雌であるが、ミニラの父でもある。よって雌雄は未確定、雌雄同体説あり。 玉山鉄二 吉岡秀隆 Actress CHARLIZE THERON シャーリーズ・セロン Emily Hampshire エイミリー・ハンプシャー Jennifer Lynn Connelly ジェニファー・コネリー Julianne Moore ジュリアン・ムーア ★★★ Marilyn Monroe マリリン・モンロー Meryl Streep メリル・ストリープ ニコール・キッドマン(Nicole Kidman) ペネロペ・クルス・サンチェス(Penélope Cruz Sánchez) Sigourney Weaver シガニー・ウィーヴァー 蒼井優 ★ 粟田麗 貫地谷しほり ともさかりえ 宮沢りえ ★★★ 若村麻由美 ★★★
https://w.atwiki.jp/wpa2_str/pages/11.html
package wpa2_str; our $wpa2_dir = "."; #設定部はここまで----------------------------------------- =head1 NAME Wpa2_str - wpa2の補助 =head2 wpa2について wpa2に付属のREADME.txtより引用させていただきます。 I WPA2は「汝は人狼なりや?」続わかめてサーバ (L http //jinrou.dip.jp/~jinrou/ )用の個人勝率集計ソフトウェアです。 作成者は☆ ◆LC7P44pfbgさんです。L http //www.geocities.jp/lc7p44pfbg/index.html にて入手できるようです。 =head2 Perlについて プログラミング言語のひとつです。詳細は L http //www.perl.com/ もしくは L http //ja.wikipedia.org/wiki/Perl を参考にしてください。 =head1 概要 use Wpa2_str; #活用例 $wpa2_dir= . ;#wpa2のディレクトリを設定 input_wpa2();#デフォルトフォルダからwpa2データをメモリに入力 change_memory();#メモリの内容を退避メモリのものと交換 input_wpa2( ./ivd-1-43342 );#指定フォルダからwpa2データをメモリに入力 merge_memory();#退避メモリの内容をメモリのものに加える print_wpa2( ./index_village_data_new );#指定フォルダにwpa2形式でメモリの内容を出力 #コマンドラインから例えば…。 prompt% perl -Mwpa2_str -e "input_wpa2( index_village_data_new );change_memory();load_str( ivd-1-43451.str );merge_memory();print_wpa2();save_str( ivd-1-43472.str );" prompt% perl -Mwpa2_str -e "load_str( ivd-1-43451.str );pickup_handle( ^初日犠牲者$ );print_wpa2();" #その他 save_str( ./1-43420.str );#指定ファイルにstr形式でメモリの内容を保存 load_str( ./1-43420.str );#str形式の指定ファイルをメモリに読込 backup_memory();#メモリの内容を退避メモリにコピー Wpa2_str help();#このヘルプを表示…たぶん Wpa2_str print_time( now... );#時刻表示 =head1 説明 wpa2の補助用Perlモジュールです。 活用例では2つのwpa2データをまとめています。 =over =item $wpa2_dir wpa2があるフォルダを指定します。デフォルト値は.です。 =cut our ($start_time); BEGIN{ our ($start_time) = (times)[0]; } use strict; use warnings; use Storable qw(nstore_fd fd_retrieve); use List Util qw(max); use Data Dumper; use Exporter (); use Clone qw(clone); our ($VERSION, @ISA, @EXPORT, @EXPORT_OK, %EXPORT_TAGS); @ISA = qw(Exporter); @EXPORT = qw(input_wpa2 print_wpa2 load_str save_str change_memory backup_memory merge_memory pickup_handle $wpa2_dir); @EXPORT_OK = qw(help print_time version); $VERSION = 1.12 ; our%fn = ( cfg = wpa_configure.txt , pl = wpa_players.txt , plr = wpa_players_rev.txt , tt = wpa_titles.txt , idx = wpa_index.txt , vt = wpa_votes.txt , cmd = wpa_commands.txt , ivd = index_village_data , str = ivd.str ); $fn{ ivd }= "$wpa2_dir/$fn{ ivd }"; our ($id_m, $plr_m, $ivd_m, $id, $plr, $ivd, %change); =pod =item input_wpa2([dir]) dirをindex_village_dataフォルダとみなして中のwpa_~.txtファイルの内容をメモリに入力します。dirのデフォルト値は$wpa2_dir/index_village_dataです。 =cut sub input_wpa2{ my($ivd_dir) = defined $_[0] ? $_[0] $fn{ivd}; my($key); for$key( pl , plr , tt , idx , vt , cmd ){ my ($fn) = "$ivd_dir/$fn{$key}"; print_time("input wpa2-type $fn"); open F, " $fn" or die "cannot open $fn"; scalar F ; if($key eq pl ){ input_pl; }elsif($key eq plr ){ input_plr; }else{ input_ivd($key); } close F; } } sub input_pl{ until(eof F){ (scalar F ) =~ /^(.+)\t(.*)$/; $id- {$2} = $1; } } sub input_plr{ my ($f); until(eof F){ $f = F ; $f =~ /^([^\t]+)\t(.*)$/; $plr- [$1] = $2; } } sub input_ivd{ my($key, $f, $v, $k) = $_[0]; my %tmp; until(eof F){ $f = F ; $f =~ /^([^\t]+)\t(.*)$/; push @{$tmp{$1}}, $2; } while(($k, $v) = each %tmp){ $ivd- {$k}- {$key} = $v; } } =pod =item print_wpa2([dir]) input_wpa2と逆の働きをします。 =cut sub print_wpa2{ my($ivd_dir) = defined $_[0] ? $_[0] $fn{ivd}; my @ivd = sort {$b = $a} keys %{$ivd}; my($key); for$key( pl , plr , tt , idx , vt , cmd ){ my ($fn) = "$ivd_dir/$fn{$key}"; print_time("print wpa2-type $fn"); open F, " $fn" or die "cannot open $fn"; print F "version\t2.0\n"; if($key eq pl ){ print_pl; }elsif($key eq plr ){ print_plr; }else{ print_ivd($key, \@ivd); } close F; } } sub print_pl{ my($n); foreach$n(sort {$id- {$a} = $id- {$b}} keys %{$id}){ print F "$id- {$n}\t$n\n"; } } sub print_plr{ my $max = $#{$plr}; my($i); for($i=0; $i =$max; $i++){ print F "$i\t$plr- [$i]\n" if defined $plr- [$i]; } } sub print_ivd{ my($k, $a_ivd, $i, $tmp, $line) = @_; foreach$i(@{$a_ivd}){ $tmp = $ivd- {$i}- {$k}; for$line(@{$tmp}){ print F "$i\t$line\n"; } } } =pod =item load_str([file]) str形式のfileをメモリに読み込みます。str形式の利点はstorableモジュールがもたらす高速性であり、特に読み込み時にはその特色が顕著に現れることでしょう。fileのデフォルト値はivd.strです。 =cut sub load_str{ my($fn) = defined $_[0] ? $_[0] $fn{ str }; print_time("load str-type $fn"); open G, " $fn" or die "cannot open $fn"; my($version) = fd_retrieve(\*G); load_str_1() if $$version == 1; close G; } sub load_str_1{ $id = fd_retrieve(\*G); $plr = fd_retrieve(\*G); $ivd = fd_retrieve(\*G); } =pod =item save_str([file]) load_strと逆の働きをします。 =cut sub save_str{ my($fn) = defined $_[0] ? $_[0] $fn{ str }; my($version) = 1 ; print_time("save str-type $fn"); open G, " $fn" or die "cannot open $fn"; nstore_fd \$version, \*G; nstore_fd $id, \*G; nstore_fd $plr, \*G; nstore_fd $ivd, \*G; close G; } =pod =item merge_memory() 退避用メモリの内容をメモリのものに加えます。先に小さいデータを読み込んでからchange_memoryを呼び出し、そして大きなデーターを読み込んだらmerge_memoryを呼んでください。退避用メモリの内容は破壊されます。 =cut sub merge_memory{ print_time("merge..."); merge_new_id; merge_ivd; } sub merge_ivd{ print_time("merge player s id in all data changing..."); my ($k, $line, @tmp); foreach$k(keys %{$ivd_m}){ next if exists $ivd- {$k}; $ivd- {$k} = $ivd_m- {$k}; foreach$line(@{$ivd- {$k}- {idx}}){ #next unless exists $change{0+$line}; @tmp = split /\t/, $line; $tmp[0] = $change{$tmp[0]}; $line = join "\t", @tmp; } } } sub merge_new_id{ print_time("merge new player s id computing..."); my ($new_id, $k, $v, $c, $n); $new_id = (max values %{$id}) + 1; foreach$k(keys %{$id_m}){ unless(exists $id- {$k}){ $id- {$k} = $new_id; $new_id++; } $v = $id_m- {$k}; $c = $change{$v} = $id- {$k}; if(defined $plr- [$c]){ #print "/$plr- [$c]\n+$plr_m- [$v]\n" if $c; $plr- [$c] = join "\t", $plr- [$c], (grep{ $plr- [$c] !~ /^$_(?!\d)/ and $plr- [$c] !~ /\t$_(?!\d)/ }(split /\t/, $plr_m- [$v])); #print "=$plr- [$c]\n\n" if $c; }else{ $plr- [$c] = $plr_m- [$v]; } # print_time("$k"); } } =pod =item change_memory() メモリの内容と退避用メモリのものを交換します。主にmerge_memory関数のために呼び出されることでしょう。ちなみに退避用メモリにアクセスするのは*_memory関数だけです。 =cut sub change_memory{ ($id_m, $plr_m, $ivd_m, $id, $plr, $ivd) = ($id, $plr, $ivd, $id_m, $plr_m, $ivd_m); } =pod =item backup_memory() メモリの内容を退避用メモリにコピーします。 =cut sub backup_memory{ ($id_m, $plr_m, $ivd_m) = (clone($id), clone($plr), clone($ivd)); } =pod =item pickup_handle(handle pattern) メモリ内容をハンドルパターンに合致するプレイヤー専用のものに絞ります。パターンはPerlの正規表現です。 =cut sub pickup_handle{ my ($pattern) = (@_); my ($k, %id_list, %v, %id_del); print_time("pickup player search..."); foreach$k(keys %{$id}){ if($k =~ /$pattern/o){ $id_list{$id- {$k}}=1; print_time("find! $k"); }else{ #$plr- [$id- {$k}] = ; } } print_time("pickup village number search..."); foreach$k(keys %id_list){ foreach(split/\t/,$plr- [$k]){$v{$_}++;} } foreach$k(keys %{$ivd}){ delete $ivd- {$k} unless defined $v{$k}; } foreach$k(0..$#{$plr}){ my $tmp = 0; foreach(split/\t/, $plr- [$k]){ if(defined $v{$_}){ $tmp = 1; last; } } unless($tmp){ undef $plr- [$k]; $id_del{$k} = 1; } } foreach$k(keys %{$id}){ if(defined $id_del{$id- {$k}}){ $plr- [$id- {$k}] = undef; delete $id- {$k}; }else{ #print "$k\n" if $id_list{$id- {$k}}; next if $id_list{$id- {$k}}; $plr- [$id- {$k}] = join"\t" , grep{defined $v{$_}} split /\t/, $plr- [$id- {$k}]; } } } =pod =item help() このモジュールのPODを表示する…はず。 =cut sub help{ system perldoc , wpa2_str.pm ; } =pod =item print_time() 時間や時刻を表示します。表示形式は変更する可能性があります。 =cut sub print_time{ printf STDERR "%2d %02d %02d#%.2fs#$_[0]\n", reverse ((times)[0], (localtime)[0..2]); } sub END{ print_time("end..."); } return 1; __END__ =pod =back =head1 お断り 使用は自己責任でよろしくお願いします。 =head1 将来の展望 wpa2_ppの機能を取り入れたい 良いスクリプトアップロード場所を見つけたい PODの書き方をなんとかしたい ログ出力先のコントロール関数追加 メモリの内容を絞り込む機能追加 wpa2.exeを呼び出せるように =head1 履歴 =over =item v1.12 2008/06/09 pickup_handleにwpa_players_rev.txtを絞る機能を加える =item v1.11 2008/06/04 merge_new_id関数の高速化、List MoreUtilsモジュールの不要化 =item v1.10 2008/06/04 pickup_handleの新設 =item v1.00 2008/05/30 =back =head1 謝辞 wpa2の作成者☆ ◆LC7P44pfbgさん 続わかめて運営者のココアさん ココアさんなどを支えるサブ運営者のみなさん 出会えたプレイヤーのみなさん ありがとうございます。 =head1 連絡 2chの汝は人狼なりや関係スレッドにてwpa2_strの名前を出していただければ 検索で気づけるかも…です。 =cut #wpa2_str---------------------------------------------end/ __END__ pod2html wpa2_str.pm --outfile wpa2_str.htm
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