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https://w.atwiki.jp/bfgmatome/pages/507.html
ゲーム情報（登録されているタグ） シリーズ＞Burger Island ジャンル＞アーケード＆アクション ジャンル＞タイムマネージメント 製作会社＞TechFront 製作会社＞eGames 製作会社＞未確認 言語＞英語 コメント欄へ移動 ゲーム配布ページ 英語 http //www.bigfishgames.com/download-games/4592/burger-island-2-the-missing-ingredients/index.html 日本語 紹介文 Business was booming at Beach Burger hut until rival Edie Cole Iverson stole away the clientele. But clients aren`t the only thing missing, the Tiki Chief has disappeared along with all his recipes. Now it`s up to Patty and her lightning-fast burger grilling skills To unlock the true secrets of the best Tiki sauce on the island. Make the fastest burgers this side of the ocean in this hilarious dash to recapture the sacred grilling techniques of the Tiki! Burgers, surf, and laughs! Quirky, lovable characters. Save the Tiki chief, dude! Get help at our Forums Take a bite out of the original, in Burger Island 画像 « » var ppvArray_0_8bc75d1e24da8fee99dc704587d2faf9 = new Array(); ppvArray_0_8bc75d1e24da8fee99dc704587d2faf9[0] = http //w.atwiki.jp/bfgmatome/?cmd=upload&act=open&page=Burger+Island+2%3A+The+Missing+Ingredients&file=en_burger-island-2-the-missing-ingredients-screen1.jpg ; window.onload=function(){ ppvShow_0_8bc75d1e24da8fee99dc704587d2faf9(0); }; function ppvShow_0_8bc75d1e24da8fee99dc704587d2faf9(n){ if(!ppvArray_0_8bc75d1e24da8fee99dc704587d2faf9[n]){ alert( 画像がありません ); return; } ppv_0_8bc75d1e24da8fee99dc704587d2faf9$( ppv_img_0_8bc75d1e24da8fee99dc704587d2faf9 ).src=ppvArray_0_8bc75d1e24da8fee99dc704587d2faf9[n]; ppv_0_8bc75d1e24da8fee99dc704587d2faf9$( ppv_link_0_8bc75d1e24da8fee99dc704587d2faf9 ).href=ppvArray_0_8bc75d1e24da8fee99dc704587d2faf9[n]; ppv_0_8bc75d1e24da8fee99dc704587d2faf9$( ppv_prev_0_8bc75d1e24da8fee99dc704587d2faf9 ).href= javascript ppvShow_0_8bc75d1e24da8fee99dc704587d2faf9( +(n-1)+ ) ; ppv_0_8bc75d1e24da8fee99dc704587d2faf9$( ppv_next_0_8bc75d1e24da8fee99dc704587d2faf9 ).href= javascript ppvShow_0_8bc75d1e24da8fee99dc704587d2faf9( +(n+1)+ ) ; } function ppv_0_8bc75d1e24da8fee99dc704587d2faf9$(){ var elements = new Array(); for (var i = 0; i arguments.length; i++){ var element = arguments[i]; if (typeof element == string ) element = document.getElementById(element); if (arguments.length == 1) return element; elements.push(element); } return elements; } 備考 レス一覧 581 名前： 名無しさんの野望 [sage] 投稿日： 2010/11/06(土) 12 41 52 ID 0p5Xfgtm それほどニーズは無いだろうけど一応報告。 BurgerIsland2は日本語用OS向けのプログラムを組んでいないので買わないように、とのことです。 592 名前： 名無しさんの野望 [sage] 投稿日： 2010/11/06(土) 19 27 02 ID ap4y/LKJ . 581 BurgerIslands2、プレイできなかったので気になってました。 1は面白かったのに・・残念。 コメント コメント すべてのコメントを見る トップページに戻る
https://w.atwiki.jp/mainichi-matome/pages/207.html
The story below is originally published on Mainichi Daily News by Mainichi Shinbun (http //mdn.mainichi.jp). They admitted inventing its kinky features, or rather deliberately mistranslating them from the original gossip magazine. In fact, this is far from the general Japanese' behavior or sense of worth. このページは、毎日新聞事件の検証のための配信記事対訳ページです。直接ジャンプして来られた方は、必ずFAQをお読みください。 ※ この和訳はあくまでもボランティアの方々による一例であり、翻訳の正確さについては各自判断してください。もし誤訳（の疑い）を発見した場合には、直接ページを編集して訂正するか翻訳者連絡掲示板に報告してください。 Sex shops sweating ahead of World Athletics Championshipsセックス・ショップは世界陸上に先駆けて汗をかく 拡散状況 関連ページ Sex shops sweating ahead of World Athletics Championships セックス・ショップは世界陸上に先駆けて汗をかく 転載：http //www.theblackship.com/forum/japan-tabloid-news/1382-sex-shops-sweating-ahead-world-athletics-championships.html Osaka is to host the World Athletics Championships later this month, but the lead-up to the event has seen the city's cops sprinting faster than anybody else as they dash to crackdown on sex services that may present an inappropriate face to the outside world, Shukan Shincho (8/2) says. 大阪市は今月末の世界陸上の主催地となる。しかし、大会開催に先がけ、他の誰よりも全力疾走しているのが大阪市警の警官たちだ。対外的に不適切な顔をさらさぬよう、性風俗業の取り締まりに猛ダッシュを見せているのだ。（8月2日付け：週刊新潮） Osaka is notorious for taking a tough line on its ejaculation industry denizens whenever there's a hint that the city may move into the limelight. 大阪は、市が注目を集めそうになるといつでも、同市の射精産業に対して強硬路線をとることで悪名高い。 "Soapland brothels disappeared from Osaka in 1994 at authorities' whim after the Kansai International Airport opened and made the city a gateway to foreign countries. 1994年、関西国際空港がオープンし、大阪が海外への玄関口となった。その時も、当局の一存でソープランドが大阪から消えたのだ。 When Osaka held an international flower exhibition in 1990, the knocking shops in the Tobita Shinchi district refrained from allowing their workers to show their faces on the streets," a national news reporter tells Shukan Shincho. 日本の記者が週刊新潮誌に伝えたところによれば、大阪で花博が開催された1990年にも、飛田新地の売春業者は、風俗譲に通りを出歩くことを禁止したそうである。 "Whenever there's an event with an international flavor held in Osaka, the sex business really feels the heat." 「大阪で国際的イベントがあるたびに、大阪の風俗業者は大慌てなんだよ」 And the World Athletics Championships in Osaka are no exception. 世界陸上大会も例外ではないのだ。 "(Osaka district) Kita Shinchi has western Japan's only foreign, blonde streetwalkers, but they've all been picked up now. In the Minami district, the area in front of the Shin Kabukiza used to be a hotbed of enjo kosai (selling sex for luxury items or cash), but a crackdown there means you can't see any women into that sort of thing hanging around at all," a writer on the Osaka sex business tells Shukan Shincho. 「北新地には、西日本で唯一、ブロンドの売春婦たちがいる。でも、今はみんな逮捕されてしまった。 新歌舞伎座に面するミナミは、援助交際（高級品・現金のために体を売る）の温床だったが、取締りの後にはその手の女性がうろつくことはまったく無くなったよ」大阪の風俗ライターは、週刊新潮にそのように述べた。 In Osaka's Nihonbashi electronics district, sellers of illicit and adult DVD have vanished. Uniformed officers are patrolling Osaka's entertainment districts on foot and in cars, searching for the contraband traders who have gone underground. 大阪日本橋の電気街では、違法のアダルトDVD販売業者が消えた。 制服の警官たちが、徒歩で、車で大阪中の歓楽街をパトロールし、地下にもぐった禁制品の販売業者を探している。 "Tobita Shinchi's union is cooperating with the cops and will probably be able to go through the world championships unscathed as long as they keep a low profile like they have in the past," the Osaka sex writer says. "But since late June, police patrol cars have been going in and out of the area all the time." 大阪の性風俗ライターは言う。「飛田新地の業者組合は警官に協力的だ。過去の事例と同様、世界陸上の開催期間中は低姿勢を保っていれば、無傷でしのげるかもしれない。 とは言え、6月下旬以降、同地域ではパトカーの出入りが耐えない。」 An operator of a call girl service bemoans conditions in Osaka. ある売春斡旋業者は、大阪の状況について次のようにこぼしている。 "There are loads of companies that have suddenly become the target of arrests because of the clean-up campaign being carried out," the operator tells Shukan Shincho. "Some of these companies had been operating without a license for 20 years or more. Still, business is all about ups and downs." (By Ryann Connell) 「クリーンアップキャンペーンのせいで、突然逮捕される同業者がたくさんいるよ。 そいつらのなかには、20年以上も無許可で営業してた奴もいる。栄枯盛衰だね。」（ライアン・コネル） 拡散状況 The Black Ship http //www.theblackship.com/forum/japan-tabloid-news/1382-sex-shops-sweating-ahead-world-athletics-championships.html 関連ページ Daily Kos The Black Ship 元記事一覧 毎日新聞英語版から配信された記事2007年(7月 - 12月)
https://w.atwiki.jp/touhoukashi/pages/34.html
【登録タグ A Alstroemeria Records Exserens - A selection of Alstroemeria Records For Your Pieces Harmony nomico アリスマエステラ 曲】 【注意】 現在、このページはJavaScriptの利用が一時制限されています。この表示状態ではトラック情報が正しく表示されません。 この問題は、以下のいずれかが原因となっています。 ページがAMP表示となっている ウィキ内検索からページを表示している これを解決するには、こちらをクリックし、ページを通常表示にしてください。 /** General styling **/ @font-face { font-family Noto Sans JP ; font-display swap; font-style normal; font-weight 350; src url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2972/10/NotoSansCJKjp-DemiLight.woff2) format( woff2 ), url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2972/9/NotoSansCJKjp-DemiLight.woff) format( woff ), url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2972/8/NotoSansCJKjp-DemiLight.ttf) format( truetype ); } @font-face { font-family Noto Sans JP ; font-display swap; font-style normal; font-weight bold; src url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2972/13/NotoSansCJKjp-Medium.woff2) format( woff2 ), url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2972/12/NotoSansCJKjp-Medium.woff) format( woff ), url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2972/11/NotoSansCJKjp-Medium.ttf) format( truetype ); } rt { font-family Arial, Verdana, Helvetica, sans-serif; } /** Main table styling **/ #trackinfo, #lyrics { font-family Noto Sans JP , sans-serif; font-weight 350; } .track_number { font-family Rockwell; font-weight bold; } .track_number after { content . ; } #track_args, .amp_text { display none; } #trackinfo { position relative; float right; margin 0 0 1em 1em; padding 0.3em; width 320px; border-collapse separate; border-radius 5px; border-spacing 0; background-color #F9F9F9; font-size 90%; line-height 1.4em; } #trackinfo th { white-space nowrap; } #trackinfo th, #trackinfo td { border none !important; } #trackinfo thead th { background-color #D8D8D8; box-shadow 0 -3px #F9F9F9 inset; padding 4px 2.5em 7px; white-space normal; font-size 120%; text-align center; } .trackrow { background-color #F0F0F0; box-shadow 0 2px #F9F9F9 inset, 0 -2px #F9F9F9 inset; } #trackinfo td ul { margin 0; padding 0; list-style none; } #trackinfo li { line-height 16px; } #trackinfo li nth-of-type(n+2) { margin-top 6px; } #trackinfo dl { margin 0; } #trackinfo dt { font-size small; font-weight bold; } #trackinfo dd { margin-left 1.2em; } #trackinfo dd + dt { margin-top .5em; } #trackinfo_help { position absolute; top 3px; right 8px; font-size 80%; } /** Media styling **/ #trackinfo .media th { background-color #D8D8D8; padding 4px 0; font-size 95%; text-align center; } .media td { padding 0 2px; } .media iframe nth-of-type(n+2) { margin-top 0.3em; } .youtube + .nicovideo, .youtube + .soundcloud, .nicovideo + .soundcloud { margin-top 0.75em; } .media_section { display flex; align-items center; text-align center; } .media_section before, .media_section after { display block; flex-grow 1; content ; height 1px; } .media_section before { margin-right 0.5em; background linear-gradient(-90deg, #888, transparent); } .media_section after { margin-left 0.5em; background linear-gradient(90deg, #888, transparent); } .media_notice { color firebrick; font-size 77.5%; } /** Around track styling **/ .next-track { float right; } /** Infomation styling **/ #trackinfo .info_header th { padding .3em .5em; background-color #D8D8D8; font-size 95%; } #trackinfo .infomation_show_btn_wrapper { float right; font-size 12px; user-select none; } #trackinfo .infomation_show_btn { cursor pointer; } #trackinfo .info_content td { padding 0 0 0 5px; height 0; transition .3s; } #trackinfo .info_content ul { padding 0; margin 0; max-height 0; list-style initial; transition .3s; } #trackinfo .info_content li { opacity 0; visibility hidden; margin 0 0 0 1.5em; transition .3s, opacity .2s; } #trackinfo .info_content.infomation_show td { padding 5px; height 100%; } #trackinfo .info_content.infomation_show ul { padding 5px 0; max-height 50em; } #trackinfo .info_content.infomation_show li { opacity 1; visibility visible; } #trackinfo .info_content.infomation_show li nth-of-type(n+2) { margin-top 10px; } /** Lyrics styling **/ #lyrics { font-size 1.06em; line-height 1.6em; } .not_in_card, .inaudible { display inline; position relative; } .not_in_card { border-bottom dashed 1px #D0D0D0; } .tooltip { display flex; visibility hidden; position absolute; top -42.5px; left 0; width 275px; min-height 20px; max-height 100px; padding 10px; border-radius 5px; background-color #555; align-items center; color #FFF; font-size 85%; line-height 20px; text-align center; white-space nowrap; opacity 0; transition 0.7s; -webkit-user-select none; -moz-user-select none; -ms-user-select none; user-select none; } .inaudible .tooltip { top -68.5px; } span hover + .tooltip { visibility visible; top -47.5px; opacity 0.8; transition 0.3s; } .inaudible span hover + .tooltip { top -73.5px; } .not_in_card span.hide { top -42.5px; opacity 0; transition 0.7s; } .inaudible .img { display inline-block; width 3.45em; height 1.25em; margin-right 4px; margin-bottom -3.5px; margin-left 4px; background-image url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2971/7/Inaudible.png); background-size contain; background-repeat no-repeat; } .not_in_card after, .inaudible .img after { content ; visibility hidden; position absolute; top -8.5px; left 42.5%; border-width 5px; border-style solid; border-color #555 transparent transparent transparent; opacity 0; transition 0.7s; } .not_in_card hover after, .inaudible .img hover after { content ; visibility visible; top -13.5px; left 42.5%; opacity 0.8; transition 0.3s; } .not_in_card after { top -2.5px; left 50%; } .not_in_card hover after { top -7.5px; left 50%; } .not_in_card.hide after { visibility hidden; top -2.5px; opacity 0; transition 0.7s; } /** For mobile device styling **/ .uk-overflow-container { display inline; } #trackinfo.mobile { display table; float none; width 100%; margin auto; margin-bottom 1em; } #trackinfo.mobile th { text-transform none; } #trackinfo.mobile tbody tr not(.media) th { text-align left; background-color unset; } #trackinfo.mobile td { white-space normal; } document.addEventListener( DOMContentLoaded , function() { use strict ; const headers = { title アルバム別曲名 , album アルバム , circle サークル , vocal Vocal , lyric Lyric , chorus Chorus , narrator Narration , rap Rap , voice Voice , whistle Whistle (口笛) , translate Translation (翻訳) , arrange Arrange , artist Artist , bass Bass , cajon Cajon (カホン) , drum Drum , guitar Guitar , keyboard Keyboard , mc MC , mix Mix , piano Piano , sax Sax , strings Strings , synthesizer Synthesizer , trumpet Trumpet , violin Violin , original 原曲 , image_song イメージ曲 }; const rPagename = /(?=^|.*
https://w.atwiki.jp/touhoukashi/pages/807.html
【登録タグ AQUA Liz Triangle M lily-an 恋色マスタースパーク 曲】 【注意】 現在、このページはJavaScriptの利用が一時制限されています。この表示状態ではトラック情報が正しく表示されません。 この問題は、以下のいずれかが原因となっています。 ページがAMP表示となっている ウィキ内検索からページを表示している これを解決するには、こちらをクリックし、ページを通常表示にしてください。 /** General styling **/ @font-face { font-family Noto Sans JP ; font-display swap; font-style normal; font-weight 350; src url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2972/10/NotoSansCJKjp-DemiLight.woff2) format( woff2 ), url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2972/9/NotoSansCJKjp-DemiLight.woff) format( woff ), url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2972/8/NotoSansCJKjp-DemiLight.ttf) format( truetype ); } @font-face { font-family Noto Sans JP ; font-display swap; font-style normal; font-weight bold; src url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2972/13/NotoSansCJKjp-Medium.woff2) format( woff2 ), url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2972/12/NotoSansCJKjp-Medium.woff) format( woff ), url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2972/11/NotoSansCJKjp-Medium.ttf) format( truetype ); } rt { font-family Arial, Verdana, Helvetica, sans-serif; } /** Main table styling **/ #trackinfo, #lyrics { font-family Noto Sans JP , sans-serif; font-weight 350; } .track_number { font-family Rockwell; font-weight bold; } .track_number after { content . ; } #track_args, .amp_text { display none; } #trackinfo { position relative; float right; margin 0 0 1em 1em; padding 0.3em; width 320px; border-collapse separate; border-radius 5px; border-spacing 0; background-color #F9F9F9; font-size 90%; line-height 1.4em; } #trackinfo th { white-space nowrap; } #trackinfo th, #trackinfo td { border none !important; } #trackinfo thead th { background-color #D8D8D8; box-shadow 0 -3px #F9F9F9 inset; padding 4px 2.5em 7px; white-space normal; font-size 120%; text-align center; } .trackrow { background-color #F0F0F0; box-shadow 0 2px #F9F9F9 inset, 0 -2px #F9F9F9 inset; } #trackinfo td ul { margin 0; padding 0; list-style none; } #trackinfo li { line-height 16px; } #trackinfo li nth-of-type(n+2) { margin-top 6px; } #trackinfo dl { margin 0; } #trackinfo dt { font-size small; font-weight bold; } #trackinfo dd { margin-left 1.2em; } #trackinfo dd + dt { margin-top .5em; } #trackinfo_help { position absolute; top 3px; right 8px; font-size 80%; } /** Media styling **/ #trackinfo .media th { background-color #D8D8D8; padding 4px 0; font-size 95%; text-align center; } .media td { padding 0 2px; } .media iframe nth-of-type(n+2) { margin-top 0.3em; } .youtube + .nicovideo, .youtube + .soundcloud, .nicovideo + .soundcloud { margin-top 0.75em; } .media_section { display flex; align-items center; text-align center; } .media_section before, .media_section after { display block; flex-grow 1; content ; height 1px; } .media_section before { margin-right 0.5em; background linear-gradient(-90deg, #888, transparent); } .media_section after { margin-left 0.5em; background linear-gradient(90deg, #888, transparent); } .media_notice { color firebrick; font-size 77.5%; } /** Around track styling **/ .next-track { float right; } /** Infomation styling **/ #trackinfo .info_header th { padding .3em .5em; background-color #D8D8D8; font-size 95%; } #trackinfo .infomation_show_btn_wrapper { float right; font-size 12px; user-select none; } #trackinfo .infomation_show_btn { cursor pointer; } #trackinfo .info_content td { padding 0 0 0 5px; height 0; transition .3s; } #trackinfo .info_content ul { padding 0; margin 0; max-height 0; list-style initial; transition .3s; } #trackinfo .info_content li { opacity 0; visibility hidden; margin 0 0 0 1.5em; transition .3s, opacity .2s; } #trackinfo .info_content.infomation_show td { padding 5px; height 100%; } #trackinfo .info_content.infomation_show ul { padding 5px 0; max-height 50em; } #trackinfo .info_content.infomation_show li { opacity 1; visibility visible; } #trackinfo .info_content.infomation_show li nth-of-type(n+2) { margin-top 10px; } /** Lyrics styling **/ #lyrics { font-size 1.06em; line-height 1.6em; } .not_in_card, .inaudible { display inline; position relative; } .not_in_card { border-bottom dashed 1px #D0D0D0; } .tooltip { display flex; visibility hidden; position absolute; top -42.5px; left 0; width 275px; min-height 20px; max-height 100px; padding 10px; border-radius 5px; background-color #555; align-items center; color #FFF; font-size 85%; line-height 20px; text-align center; white-space nowrap; opacity 0; transition 0.7s; -webkit-user-select none; -moz-user-select none; -ms-user-select none; user-select none; } .inaudible .tooltip { top -68.5px; } span hover + .tooltip { visibility visible; top -47.5px; opacity 0.8; transition 0.3s; } .inaudible span hover + .tooltip { top -73.5px; } .not_in_card span.hide { top -42.5px; opacity 0; transition 0.7s; } .inaudible .img { display inline-block; width 3.45em; height 1.25em; margin-right 4px; margin-bottom -3.5px; margin-left 4px; background-image url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2971/7/Inaudible.png); background-size contain; background-repeat no-repeat; } .not_in_card after, .inaudible .img after { content ; visibility hidden; position absolute; top -8.5px; left 42.5%; border-width 5px; border-style solid; border-color #555 transparent transparent transparent; opacity 0; transition 0.7s; } .not_in_card hover after, .inaudible .img hover after { content ; visibility visible; top -13.5px; left 42.5%; opacity 0.8; transition 0.3s; } .not_in_card after { top -2.5px; left 50%; } .not_in_card hover after { top -7.5px; left 50%; } .not_in_card.hide after { visibility hidden; top -2.5px; opacity 0; transition 0.7s; } /** For mobile device styling **/ .uk-overflow-container { display inline; } #trackinfo.mobile { display table; float none; width 100%; margin auto; margin-bottom 1em; } #trackinfo.mobile th { text-transform none; } #trackinfo.mobile tbody tr not(.media) th { text-align left; background-color unset; } #trackinfo.mobile td { white-space normal; } document.addEventListener( DOMContentLoaded , function() { use strict ; const headers = { title アルバム別曲名 , album アルバム , circle サークル , vocal Vocal , lyric Lyric , chorus Chorus , narrator Narration , rap Rap , voice Voice , whistle Whistle (口笛) , translate Translation (翻訳) , arrange Arrange , artist Artist , bass Bass , cajon Cajon (カホン) , drum Drum , guitar Guitar , keyboard Keyboard , mc MC , mix Mix , piano Piano , sax Sax , strings Strings , synthesizer Synthesizer , trumpet Trumpet , violin Violin , original 原曲 , image_song イメージ曲 }; 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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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bold(){Akku Dell Studio XPS 1645} Als eine der ersten Redaktionen hatten wir die Gelegenheit, das kommende GX800 ausführlich unter die Lupe zu nehmen. Asus erhöht im Vergleich zum GX700 nicht nur die Performance und die Abmessungen, sondern verpasst dem Gerät auch ein 4K-Display mit G-Sync-Unterstützung. Hält das Kühlsystem den Anforderungen stand? Unsere Preview klärt erste Fragen. Asus GX700 trifft MSI GT80 So könnte man das brandneue GX800 in einem Satz zusammenfassen. Während die externe Wasserkühlung (Hydro Overclocking System) beibehalten wurde, ist das Chassis von 17 auf 18 Zoll gewachsen, was Platz für eine Dual-GPU-Lösung schafft. Um nicht hinter MSI zurückzufallen und den exorbitanten Preis zu rechtfertigen, verbaut Asus die stärksten Notebook-GPUs auf dem Markt. Da Nvidias Pascal-Generation noch etwas Zeit benötigt, musste unser Testgerät mit zwei Maxwell-Chips, genauer gesagt der GTX 980 SLI vorliebnehmen (für Käufer gibt es die Top-Next-Gen-GPUs). Entsprechend sind die Benchmark-Ergebnisse und die Emissions- bzw. Energiewerte des Artikels nicht repräsentativ. Eine weitere Abweichung betrifft das Display. Im Gegensatz zum Prototypen soll die finale Version kein FHD-, sondern ein UHD-Panel mit G-Sync-Support enthalten (angeblich das erste 18-Zoll-Modell weltweit). Aufgrund des sehr frühen Status werden wir bestimmte Kategorien nicht beurteilen. An folgenden Bereichen schraubt Asus bis zur Veröffentlichung noch Das Design richtet sich über weite Strecken nach dem 17-Zoll-Bruder GX700. Asus verwendet erneut eine Mischung aus Metall (Deckel) und Kunststoff (zum Teil gummiert), die qualitativ an den Hauptkonkurrenten von MSI, das GT80S, heranreicht. Durch das größere Display und die doppelte Grafikpower ist das Gehäuse allerdings wuchtiger und schwerer als beim GX700. So sind es statt 3,9 jetzt 5,69 Kilogramm – knapp 50 % mehr. Mit Wasserkühlung (4,7 kg) erreicht das System über 10 Kilo. Wenn man noch die beiden Netzteile (jeweils 1.280 Gramm) dazurechnet, ergibt sich ein Gesamtgewicht von 13 Kilogramm. Das MSI GT80S, welches bei identischer Hardware ohne Wakü und mit einem Netzteil auskommt, wiegt inklusive Stromversorgung »nur« 6,3 Kilogramm. Doch egal, ob GX800 oder GT80S Zum häufigen Transport sind die Notebooks kaum geeignet. Beide Geräte zielen vor allem auf Nutzer, die ein stationäres System, aber keinen dicken Tower-PC möchten. Ansonsten macht das Chassis eine überaus gute Figur. Neben der Optik hat uns auch die Robustheit gefallen. Infos zur Wasserkühlung erhalten Sie im Test des GX700. Letztere bietet immer noch die selben Stärken (Kühlleistung) und Schwächen (Platzbedarf), wenngleich Asus laut eigenen Aussagen mehrere Optimierungen vorgenommen hat. Zum Beispiel wird nun auch die CPU und nicht mehr nur die GPU gekühlt. Analog zum GX700 fällt die Anschlussausstattung üppig aus. Respekt gibt es unter anderem für die Bildausgänge. Dank HDMI 2.0, DisplayPort 1.4 und Thunderbolt 3.0 lassen sich alle möglichen Displays anschließen und mit 3.840 x 2.160 Pixeln in 60 Hz betreiben. Drei USB-3.0-Ports und zwei USB-3.1-Ports vom Typ C verdienen ebenfalls Lob. Da die Rückseite für die Wasserkühlung reserviert ist, musste Asus die Schnittstellen notgedrungen auf beide Seiten verteilen. Immerhin finden sich die meisten Anschlüsse jetzt links und nicht mehr rechts, was für einen Großteil der Käufer besser ist (Stichwort Mauseinsatz). Der Cardreader erreicht eine sehr hohe Performance. Knapp 228 MB/Sek beim sequentiellen Lesen und 159 MB/Sek beim Übertragen von 250 jpg-Bildern sind überdurchschnittlich und orientieren sich am Schenker XMG U726. Akku Dell Studio XPS 1645 リンク名 http //www.laptopsakku.com/dell-studio-xps-1645.html . Für die Kommunikation ist ein Gigabit-Ethernet-Controller und ein topmodernes Funkmodul zuständig. Asus verspricht WLAN 802.11 a/b/g/n/ac (2x 2 Antennen) und Bluetooth 4.1. Unser Testgerät war mit Intels Wireless-AC 8260 bestückt. Außen am Gehäuse wartet übrigens ein WiFi-Antennen-Anschluss. Die Software hat viel Potenzial. Per Gaming Center lassen sich nicht nur diverse Systemeinstellungen vornehmen und die Komponenten überwachen, sondern auch der Prozessor, die Grafikkarte und der Arbeitsspeicher übertakten. Während der Core i7-6820HK normalerweise auf bis zu 3,6 GHz kommt, erhöht das Turbo-Gear-Setting »Extreme« (beim Windowsstart automatisch aktiv) den CPU-Wert auf maximal 4,4 GHz, was umgerechnet +22 % sind. Das Overlcocking der GPU ist ebenfalls nicht von schlechten Eltern. Im Falle der GTX 980 sorgt der Extreme-Modus für maximal 1.328 statt 1.190 MHz beim Kern (+12 %) und 3.700 statt 3.500 MHz beim Videospeicher (+6 %). Da MSI im GT80S nur die CPU übertaktet, liegt das GX800 – je nach Game respektive Benchmark – teils deutlich vorn. Hinzu kommt eine OC-Möglichkeit des DDR4-RAMs (2.800 statt 2.400 MHz). Abgerundet wird das Gaming Center von einer manuellen Lüftersteuerung für Wakü und Notebook. Unsere Tests basieren auf dem Setting »Auto«. Turbo Gear wurde im Idle auf »Standard« und im 3D-Betrieb auf »Extreme« gestellt. Ohne Wakü läuft der Videospeicher – das GX700 lässt grüßen – nur mit dem Taktlevel einer GTX 980M (2.500 MHz). Die Wartung ist leider immer noch kompliziert (siehe Text beim GX700). Der Hersteller verzichtet erneut auf eine Klappe, so dass man den kompletten Boden entfernen muss, um an den Akku, das Kühlsystem, den Massenspeicher und die RAM-Bänke zu gelangen. Trotz »work-in-progress« machen die Eingabegeräte einen vielversprechenden Eindruck. Asus nimmt das GT80S als Vorbild und integriert ein mechanisches Keyboard, dessen Tasten allerdings wesentlich flacher sind, wodurch die Tastatur weiter oben platziert werden kann (bessere Ergonomie) und noch Raum für ein klassisches Touchpad vorhanden ist. Weitere Highlights sind die abgesetzten Richtungspfeile, der dedizierte Makro-Bereich und die stylishe Beleuchtung. Im Vergleich zu einem Standard-Keyboard fühlen sich Eingaben knackiger und präziser an (zulasten des Tippgeräuschs). Beim Touchpad wären das glatte Finish und die Dimensionierung positiv hervorzuheben. Akku Dell Studio 1747 リンク名 http //www.laptopsakku.com/dell-studio-1747.html . Wie eingangs angesprochen, wird das finale GX800 mit einem UHD-IPS-Panel auftrumpfen können. Nvidias G-Sync-Technik ist ebenfalls an Bord. Letztere verhindert Zeilenverschiebungen und garantiert eine flüssige Darstellung. Der Protoyp hatte nur ein FHD-Display ohne G-Sync, weswegen wir keine Messungen durchführen. Selbst ohne die Next-Gen-GPUs des Seriengeräts ist das Asus GX800 das aktuell stärkste Desktop-Replacement. Einen High-End-Quadcore bieten zwar fast alle Gaming-Notebooks, mit der Leistung der Grafikchips kann es jedoch keiner der Konkurrenten aufnehmen. Der Speicherausbau ist ebenfalls referenzwürdig 64 GByte DDR4-RAM sollten für die kommenden Jahre locker reichen. Als i-Tüpfelchen stecken unter der Haube noch drei NVMe-SSDs, die zusammen ein RAID-0-Gespann bilden. Beim Prozessor greift Asus auf den Core i7-6820HK aus Intels Skylake-Generation zurück. Das Vierkern-Modell besitzt eine TDP von 45 Watt und wird im 14-nm-Verfahren hergestellt. Die Menge des L3-Caches liegt mit 8 MByte etwas über dem Niveau des erfolgreichen Core i7-6700HQ, der nur 6 MByte enthält. Die Taktraten hängen wie gesagt vom Turbo-Gear-Setting ab. Ohne zusätzliches Overclocking ist spätestens bei 3,6 GHz Schluss. Im Extreme-Modus sind derweil über 4 GHz möglich. Auf eine Analyse des Taktverhaltens per Cinebench verzichten wir noch, weil laut Asus der Wasserblock bzw. dessen Kontakt zur CPU nicht final ist. Gleiches gilt weiter unten für die Temperaturen. Nichts zu verbessern gibt es bei der Systemleistung. 8.047 Punkte im PCMark 7 sind das höchste Resultat, das wir jemals ermittelt haben (Desktop-PCs eingeschlossen). Hauptursache für das tolle Abschneiden ist der RAID-Verbund aus mehreren M.2-SSDs. Womit wir beim nächsten Thema angelangt wären dem Massenspeicher. Asus geht hier keine Kompromisse ein und setzt auf gleich drei NVMe-SSDs von Samsung (SM951), die jeweils 512 GByte fassen. Sowohl im AS SSD Benchmark als auch im CrystalDiskMark ergattert das GX800 häufig die Performance-Krone. Knapp 3.000 MB/Sek beim sequentiellem Lesen und 2.400-2.600 MB/Sek beim sequentiellen Schreiben sind ein herausragender Wert. Kleine Dateien packen die Solid State Drive auch flott, so dass Windows ungemein schnell reagiert (Bootvorgang, Ladezeiten, ...). Obwohl es eigentlich wenig Sinn macht, Grafikkarten zu testen, die in dieser Form nicht mit dem Serienprodukt übereinstimmen, haben wir jede Menge Benchmarks zur GTX 980 SLI durchgeführt. Einmal, um fehlende Titel in unserer Spieleliste zu ergänzen. Und andererseits, damit wir nach dem Erscheinen der Pascal-Architektur die Energieeffizienz und die Leistungssteigerung besser beurteilen können. Doch zurück zum Presample Die GeForce GTX 980 ist – SLI hin oder eher – die kräftigste Notebook-GPU zum Zeitpunkt des Artikels. Das Topmodell aus dem Hause Nvidia basiert auf der inzwischen leicht betagten Maxwell-Architektur, die noch im 28- statt im 16-nm-Prozess entsteht. Mit 2.048 CUDA Cores verfügt sie über deutlich mehr Shader-Einheiten als die günstigeren Brüder GTX 980M (1.536) und GTX 970M (1.280), was große Auswirkungen auf die Performance hat. Beim Speicherausbau (8 GB GDDR5) und beim Speicherinterface (256 Bit) gibt es ebenfalls nichts zu meckern. Akku Dell Studio 1745 リンク名 http //www.laptopsakku.com/dell-studio-1745.html . Klasse Im Extreme-Modus läuft die GTX 980 am Limit. Wie unsere Benchmarks zeigen, profitiert der 18-Zöller stark vom Overclocking. Der 3DMark 13 und der 3DMark 11 sehen das GX800 zwischen 10 und 20 % vor dem MSI GT80S. Wenn Asus das Turbo-Gear-System beibehält, dürfte der Abstand auch ungefähr für die Pascal-Versionen der beiden Laptops gelten (außer MSI entscheidet sich beim GT80-Nachfolger ebenfalls für eine Übertaktung der Grafikkarte.
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} rt { font-family Arial, Verdana, Helvetica, sans-serif; } /** Main table styling **/ #trackinfo, #lyrics { font-family Noto Sans JP , sans-serif; font-weight 350; } .track_number { font-family Rockwell; font-weight bold; } .track_number after { content . ; } #track_args, .amp_text { display none; } #trackinfo { position relative; float right; margin 0 0 1em 1em; padding 0.3em; width 320px; border-collapse separate; border-radius 5px; border-spacing 0; background-color #F9F9F9; font-size 90%; line-height 1.4em; } #trackinfo th { white-space nowrap; } #trackinfo th, #trackinfo td { border none !important; } #trackinfo thead th { background-color #D8D8D8; box-shadow 0 -3px #F9F9F9 inset; padding 4px 2.5em 7px; white-space normal; font-size 120%; text-align center; } .trackrow { background-color #F0F0F0; box-shadow 0 2px #F9F9F9 inset, 0 -2px #F9F9F9 inset; } #trackinfo td ul { margin 0; padding 0; list-style none; } #trackinfo li { line-height 16px; } #trackinfo li nth-of-type(n+2) { margin-top 6px; } #trackinfo dl { margin 0; } #trackinfo dt { font-size small; font-weight bold; } #trackinfo dd { margin-left 1.2em; } #trackinfo dd + dt { margin-top .5em; } #trackinfo_help { position absolute; top 3px; right 8px; font-size 80%; } /** Media styling **/ #trackinfo .media th { background-color #D8D8D8; padding 4px 0; font-size 95%; text-align center; } .media td { padding 0 2px; } .media iframe nth-of-type(n+2) { margin-top 0.3em; } .youtube + .nicovideo, .youtube + .soundcloud, .nicovideo + .soundcloud { margin-top 0.75em; } .media_section { display flex; align-items center; text-align center; } .media_section before, .media_section after { display block; flex-grow 1; content ; height 1px; } .media_section before { margin-right 0.5em; background linear-gradient(-90deg, #888, transparent); } .media_section after { margin-left 0.5em; background linear-gradient(90deg, #888, transparent); } .media_notice { color firebrick; font-size 77.5%; } /** Around track styling **/ .next-track { float right; } /** Infomation styling **/ #trackinfo .info_header th { padding .3em .5em; background-color #D8D8D8; font-size 95%; } #trackinfo .infomation_show_btn_wrapper { float right; font-size 12px; user-select none; } #trackinfo .infomation_show_btn { cursor pointer; } #trackinfo .info_content td { padding 0 0 0 5px; height 0; transition .3s; } #trackinfo .info_content ul { padding 0; margin 0; max-height 0; list-style initial; transition .3s; } #trackinfo .info_content li { opacity 0; visibility hidden; margin 0 0 0 1.5em; transition .3s, opacity .2s; } #trackinfo .info_content.infomation_show td { padding 5px; height 100%; } #trackinfo .info_content.infomation_show ul { padding 5px 0; max-height 50em; } #trackinfo .info_content.infomation_show li { opacity 1; visibility visible; } #trackinfo .info_content.infomation_show li nth-of-type(n+2) { margin-top 10px; } /** Lyrics styling **/ #lyrics { font-size 1.06em; line-height 1.6em; } .not_in_card, .inaudible { display inline; position relative; } .not_in_card { border-bottom dashed 1px #D0D0D0; } .tooltip { display flex; visibility hidden; position absolute; top -42.5px; left 0; width 275px; min-height 20px; max-height 100px; padding 10px; border-radius 5px; background-color #555; align-items center; color #FFF; font-size 85%; line-height 20px; text-align center; white-space nowrap; opacity 0; transition 0.7s; -webkit-user-select none; -moz-user-select none; -ms-user-select none; user-select none; } .inaudible .tooltip { top -68.5px; } span hover + .tooltip { visibility visible; top -47.5px; opacity 0.8; transition 0.3s; } .inaudible span hover + .tooltip { top -73.5px; } .not_in_card span.hide { top -42.5px; opacity 0; transition 0.7s; } .inaudible .img { display inline-block; width 3.45em; height 1.25em; margin-right 4px; margin-bottom -3.5px; margin-left 4px; background-image url(https //img.atwikiimg.com/www31.atwiki.jp/touhoukashi/attach/2971/7/Inaudible.png); background-size contain; background-repeat no-repeat; } .not_in_card after, .inaudible .img after { content ; visibility hidden; position absolute; top -8.5px; left 42.5%; border-width 5px; border-style solid; border-color #555 transparent transparent transparent; opacity 0; transition 0.7s; } .not_in_card hover after, .inaudible .img hover after { content ; visibility visible; top -13.5px; left 42.5%; opacity 0.8; transition 0.3s; } .not_in_card after { top -2.5px; left 50%; } .not_in_card hover after { top -7.5px; left 50%; } .not_in_card.hide after { visibility hidden; top -2.5px; opacity 0; transition 0.7s; } /** For mobile device styling **/ .uk-overflow-container { display inline; } #trackinfo.mobile { display table; float none; width 100%; margin auto; margin-bottom 1em; } #trackinfo.mobile th { text-transform none; } #trackinfo.mobile tbody tr not(.media) th { text-align left; background-color unset; } #trackinfo.mobile td { white-space normal; } document.addEventListener( DOMContentLoaded , function() { use strict ; const headers = { title アルバム別曲名 , album アルバム , circle サークル , vocal Vocal , lyric Lyric , chorus Chorus , narrator Narration , rap Rap , voice Voice , whistle Whistle (口笛) , translate Translation (翻訳) , arrange Arrange , artist Artist , bass Bass , cajon Cajon (カホン) , drum Drum , guitar Guitar , keyboard Keyboard , mc MC , mix Mix , piano Piano , sax Sax , strings Strings , synthesizer Synthesizer , trumpet Trumpet , violin Violin , original 原曲 , image_song イメージ曲 }; const rPagename = /(?=^|.*