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【検索用 登録タグ C UTAU 夜明けP 曲 羽音りり】 + 目次 目次 曲紹介 歌詞 コメント 作詞:夜明けP 作曲:夜明けP 編曲:夜明けP 唄:羽音りり 曲紹介 繋がりますように。 曲名:『connect you』 歌詞 (動画内歌詞より転載) (la…) 月が てらす 道を たどる まくらきさなかに伸ばしたてのひら 掴むは昨日の思いと後悔 見上げたまなこをとらえし光は 明日への希望とあなたのおもかげ connect you うたう connect you うたう あなたに つながる せかい connect you うたう connect you うたう あなたに つながれ おもい (la…) 月が星が てらす世界を 道をうたい たどるあなたへ まくらきさなかに伸ばしたてのひら ifしかならない羽虫を逃がして 見上げたまなこをとらえし光は 鍵持て微笑む未知なる箱庭 connect you わたしはうたう connect you わたしをうたう あなたに つながる せかい connect you わたしはうたう connect you あなたをうたう あなたに つながれ おもい コメント 名前 コメント
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Financial Cloud Market Growth, Segments Of The Tech World Industry Size COVID-19 Impact Industry Trends, Opportunity and Forecast 2027 Market Insight Globally, the Financial Cloud Market Growth is expected to have significant growth over the forecast period. The growth of the market can be attributed to the increasing digitalization across the globe and growing number of financial institutions that demand advanced IT solutions to gain genuine competitive advantage instead of only building and maintaining an expensive IT infrastructure. The financial cloud solutions enable enterprises to reach their existing as well as potential customers with right advertisement, in the right way, and at the right time, enabling enterprises to build a strong relationship with their customers. Due to these factors, the Financial Cloud Market Growth is expected to grow with significant rate in the upcoming years. However, high initial cost and lack of expertise, particularly among small and medium-sized enterprises (SMEs) in developing economies, are expected to hinder growth of the global Financial Cloud Market Growth. The study on the Financial Cloud Market Growth 2020 by Market Research Future has been conducted keeping the current proceeding within the financial cloud industry. COVID -19 Impact The report further considers the impact of the novel COVID-19 pandemic on the financial cloud market. It offers a clear review of the projected market fluctuations during the forecast period (2020-2027) at a pace of 22.7% CAGR while anticipating a valuation of USD 46.03 billion from USD 16.55 billion in the same period. Request a Free Sample @ https //www.marketresearchfuture.com/sample_request/7492 Operational efficiency is one more factor in driving the growth of the finance cloud market. A few years back, Roha Housing Finance wanted to issue loans within two hours instead of three days. After adopting cost-efficient cloud-based technology, it was able to offer end-to-end loan processing within seven days, which was 50% faster than the housing finance industry benchmark. Such instances probed the market for the financial cloud to rise at a substantial level and thus set the future to score toweringly with a host of opportunities. Further, MRFR finds that the financial industry is mostly prone to cyber threats due to the sensitivity of the data. It continues to develop in frequency, as the data generation volume grows. On this approach, Equifax incurred losses of about USD 1.35 billion from a devastating 2017 breach that affected more than half of the American customers as well as millions of the consumers in the United Kingdom. Here, the necessitate of adopting financial cloud came into action, which labelled to be highly successful. This instance also made the market of financial cloud more and more positive by the time, which resulted fruitful in the present time when the whole world is affected by COVID 19, and several industries went down. But the financial industry has less effect on it due to the firm base created for years. Segmental Analysis The global financial cloud market study has incorporated various segments that are component, cloud type, organization size, and sub-industry. Depending on the component segment, the market includes solutions and services. Among these, the solutions segment is further segmented into wealth management, customer management, security, financial forecasting and analytics, and others. The service segment has included professional and managed services. Depending on cloud type segment, the market has included public cloud and private cloud. Depending on organization size segment, the market has included large enterprises and small and medium-sized enterprises. Depending on the sub-industry segment, the market has included banking and financial services and insurance. Regional Framework The global market for global financial cloud is estimated to grow at a significant rate during the forecast period from 2018 to 2023. The geographical analysis of the market is studied for North America, Europe, Asia-Pacific, Middle East Africa, and South America. North America is presumed to have the largest market share in the global financial cloud market. The US, Canada, and Mexico are the leading countries in the region. The growth is attributed to the presence of large number of financial institutions and wealth management firms and a high degree of digitalization in the region. Asia-Pacific is anticipated to be the fastest growing region in the global financial cloud market over the forecast period. Rapidly increasing number of banking and insurance businesses and rising demand for advanced banking solutions in the region are the key driving factors for the growth of financial cloud market in the region. Key Players The prominent players in the financial cloud market are Google LLC (US), Microsoft Corporation (US), Oracle Corporation (US), IBM Corporation (US), Amazon Web Services, Inc. (US), SAP SE (Germany), Capgemini (France), Infosys (India), Fiserv, Inc. (US), FIS (US), and Temenos Headquarters SA (Switzerland). Browse Complete Report @ https //www.marketresearchfuture.com/reports/financial-cloud-market-7492 Table of Contents 1 Executive Summary 2 Scope of The Report 2.1 Market Definition 2.2 Scope of The Study 2.2.1 Research Objectives 2.2.2 Assumptions Limitations 2.3 Market Structure Continued… Similar Report B2B Telecommunication Market Information by Solution (Unified Communication and Collaboration), Deployment (Fixed, Mobile), Organization Size (Large, Enterprise), Application (Industrial, Commercial) and regions Trending #MRFR Report** https //ictmrfr.blogspot.com/2022/04/geofencing-market-companies-growth-with.html https //blogfreely.net/pranali004/telecom-expense-management-market-size-impressive-cagr-changing-business-scope https //postheaven.net/pranali004/financial-app-industry-impressive-cagr-changing-business-needs-scope-of https //market-research-future.tribe.so/post/openstack-service-market-research-impressive-cagr-changing-scope-of-current--6263de46791566c10c79891e https //www.scutify.com/articles/2022-04-24-infrastructure-as-a-service-industry-cagr-changing-business-scope-of-current-and-future-industry- About Market Research Future At Market Research Future (MRFR), we enable our customers to unravel the complexity of various industries through our Cooked Research Report (CRR), Half-Cooked Research Reports (HCRR), Raw Research Reports (3R), Continuous-Feed Research (CFR), and Market Research Consulting Services. Contact Market Research Future (Part of Wantstats Research and Media Private Limited) 99 Hudson Street, 5Th Floor New York, NY 10013 United States of America 1 628 258 0071 (US) 44 2035 002 764 (UK) Email sales@marketresearchfuture.com Website https //www.marketresearchfuture.com
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The article element represents a self-contained composition in a document, page, application, or site and that is, in principle, independently distributable or reusable, e.g. in syndication. This could be a forum post, a magazine or newspaper article, a blog entry, a user-submitted comment, an interactive widget or gadget, or any other independent item of content. articleエレメントは、 ・ドキュメント ・ページ ・アプリケーション ・サイト 等の中で、 それ自体で独立した構成物(a self-contained composition)。 つまり、原則的には 例えばシンジケーション※の中などで 独立して分散可能(distributable)・再利用可能なもの。 たとえば ・フォーラムにおける投稿 ・雑誌や新聞の記事 ・ブログの1エントリー ・ユーザーの投稿したコメント ・インタラクティブなウィジェット/ガジェット …ほか、あらゆる独立したコンテンツ。 - - - When article elements are nested, the inner article elements represent articles that are in principle related to the contents of the outer article. For instance, a blog entry on a site that accepts user-submitted comments could represent the comments as article elements nested within the article element for the blog entry. article要素が入れ子になってるときは、原則として 中のarticle要素は親のarticleと関係している。(←当たり前やん) たとえば Author information associated with an article element (q.v. the address element) does not apply to nested article elements. * * * 参考: http //www.w3.org/TR/2011/WD-html5-20110525/sections.html#the-article-element * * * ※)シンジケーション:
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Applied Psychology An International Review “Our Similarities are Different”1 A Commentary on “How Shall we All Live Together?” (2021-12-07) Procrastinate at Work, Sleep Badly at Night How Job Autonomy Matters (2021-12-04) Leading in times of crisis How perceived COVID‐19‐related work intensification links to daily e‐mail demands and leader outcomes (2021-12-03) Virtual issue Psychological interventions in the field of work and organizational psychology (2021-12-02) Why Do or Don’t Older Employees Seek Knowledge From Younger Colleagues? A Relation–Opportunity Model to Explain How Age‐Inclusive Human Resources Practices Foster Older Employees’ Knowledge Seeking From Younger Colleagues (2021-11-22) What does it take to start a business? Constraint appraisal as predictor of taking entrepreneurial action among nascent entrepreneurs (2021-11-22) Are adaptable employees more likely to stay? 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Examining the role of mindfulness for work performance and attitudes in monotonous jobs (2021-09-27) A diary study on shared leadership, team work engagement, and goal attainment (2021-09-24) Thank you for the bad news Reducing cynicism in highly identified employees during adverse organizational change (2021-09-24) Spoiling for a fight A relational model of daily work‐family balance satisfaction (2021-09-20) European Journal of Work and Organizational Psychology Publisher’s note (2021-08-24) Making an impact in healthcare contexts insights from a mixed-methods study of professional misconduct (2020-11-27) When do you benefit? Differential boundary conditions facilitate positive affect and buffer negative affect after helping others (2020-12-08) The interactive effect of leader-member exchange and psychological climate for overwork on subordinate workaholism and job strain (2020-12-27) Legitimating negative behaviors in companies Why the buck doesn’t stop with the leader (2021-02-15) Ambidextrous leadership opening and closing leader behaviours to facilitate idea generation, idea promotion and idea realization (2021-01-17) Does participation generate creativity? 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Gears of War:Ultimate Edition 項目数:56 総ポイント:1250 難易度 キャンペーン:★★☆☆☆(Coop相手が必要) 対戦各種 :★★★★★(談合できれば★★★☆☆) 国内未発売。Win10版とは別実績。GamePass対応(日本籍不可) 一部同じ実績の解除法は360版参照 http //www12.atwiki.jp/xbox360score/pages/108.html 360版と違いキャンペーンは最初からインセインが選択ができる そのためCoopでタグを逃さず集めながらやれば1周で解除も可能 基本は360版と同じ仕様のため、同じ立ち回りでキャンペーンはいける。 PC版にあったチャプターが追加されてるなど、一部仕様が変更になってる部分がある。 3から実装された敵のスポットが今作に付いてる。ただし武器のスポットはない。 インセインの難所であったクリル地帯がUVタレットが強化されたので簡単になってる。ラスボスも360版に比べて体力が下がったため少し簡単になった。 オン対戦はUS鯖でも平日は厳しく、その上チーデス以外に人が来ないため実質談合必須 キャンペーン実績 Prison Breakout Complete tutorial path on any difficulty.いずれかの難易度でチュートリアルを完了させる 10 Welcome to Delta Squad Story progression in Act 1 Chapter 1 (on any difficulty).ストーリーモードのAct 1 Chapter 1をクリアする(難易度は任意) 20 Cole? As in Cole Train? Story progression in Act 1 Chapter 6 (on any difficulty).ストーリーモードのAct 1 Chapter 6をクリアする(難易度は任意) 20 Yeah, yeah, Group Hug Story progression in Act 1 Chapter 7 (on any difficulty).ストーリーモードのAct 1 Chapter 7をクリアする(難易度は任意) 20 My Love for You Is Like a Truck Story progression in Act 1 Chapter 8 (on any difficulty).ストーリーモードのAct 1 Chapter 8をクリアする(難易度は任意) 20 No More Favors Story progression in Act 2 Chapter 2 (on any difficulty).ストーリーモードのAct 2 Chapter 2をクリアする(難易度は任意) 20 Lights, Action! Story progression in Act 2 Chapter 4 (on any difficulty).ストーリーモードのAct 2 Chapter 4をクリアする(難易度は任意) 20 Taking Laverne for a Ride Story progression in Act 2 Chapter 6 (on any difficulty).ストーリーモードのAct 2 Chapter 6をクリアする(難易度は任意) 20 The Biggest E-hole Story progression in Act 2 Chapter 8 (on any difficulty).ストーリーモードのAct 2 Chapter 8をクリアする(難易度は任意) 20 Smell Good Too... Story progression in Act 3 Chapter 2 (on any difficulty).ストーリーモードのAct 3 Chapter 2をクリアする(難易度は任意) 20 Go Time, Show Time Story progression in Act 3 Chapter 4 (on any difficulty).ストーリーモードのAct 3 Chapter 4をクリアする(難易度は任意) 20 Broken Fingers Story progression in Act 3 Chapter 5 (on any difficulty).ストーリーモードのAct 3 Chapter 5をクリアする(難易度は任意) 20 Lethal Acoustics Story progression in Act 3 Chapter 6 (on any difficulty).ストーリーモードのAct 3 Chapter 6をクリアする(難易度は任意) 20 Raven Down Story progression in Act 4 Chapter 1 (on any difficulty).ストーリーモードのAct 4 Chapter 1をクリアする(難易度は任意) 20 Fry Up With a Side of Greens Story progression in Act 4 Chapter 2 (on any difficulty).ストーリーモードのAct 4 Chapter 2をクリアする(難易度は任意 20 Know Place Like Home Story progression in Act 4 Chapter 5 (on any difficulty).ストーリーモードのAct 4 Chapter 6をクリアする(難易度は任意) 20 YEEEEHAAAAA! Story progression in Act 4 Chapter 6 (on any difficulty).ストーリーモードのAct 4 Chapter 6をクリアする(難易度は任意) 20 Power Up Story progression in Act 5 Chapter 2.ストーリーモードのAct 5 Chapter 2をクリアする 20 Marcus? Is That You? Story progression in Act 5 Chapter 3 (on any difficulty).ストーリーモードのAct 5 Chapter 3をクリアする(難易度は任意) 20 Shock Therapy Story progression in Act 5 Chapter 5 (on any difficulty).ストーリーモードのAct 5 Chapter 5をクリアする(難易度は任意) 20 All Aboard! Uh... We re Aboard! Story progression in Act 5 Chapter 6 (on any difficulty).ストーリーモードのAct 5 Chapter 6をクリアする(難易度は任意) 20 A Dish Best Served Cold Story progression in Act 5 Chapter 8 (on any difficulty).ストーリーモードのAct 5 Chapter 8をクリアする(難易度は任意) 20 Mercenary Complete all acts on Casual Difficulty.難易度 Casual で全 Act をクリア 50 Classic Mercenary Complete all acts on Normal Difficulty.難易度 Normalで全 Act をクリア 50 Soldier Complete all acts on Hardcore Difficulty.難易度 Hardcore で全 Act をクリア 50 Commando Complete all acts on Insane Difficulty.難易度 Insane で全 Act をクリア 75 Time to Remember Recover 11 COG tags (on any difficulty).COG タグを11個手に入れる(難易度は任意) 10 Honor-Bound Recover 22 COG tags (on any difficulty).COG タグを22個手に入れる (難易度は任意) 20 For the Fallen Recover all 33 COG tags (on any difficulty).COGタグを33個すべて手に入れる(難易度は任意) 30 Dom-curious Complete 1 co-op chapter in co-op (on any difficulty).協力プレイで Chapter を1章クリアする (難易度は任意) 10 Domination Complete 10 different chapters in co-op (on any difficulty).協力プレイで Chapter を 10 章クリアする (難易度は任意) 20 I Can t Quit You Dom Complete all acts in co-op (on any difficulty).協力プレイで Chapter をすべてクリアする (難易度は任意) 30 Whack-A-Grub Closed all 4 e-holes around the fountain in Fish in a Barrel without any Locust fully emerging.魚の噴水の周りの4つすべてのローカストホールを敵が出てくる前に塞ぐ 10 G-reader Read one full comic.1つの漫画を全部読みます 10 Brothers To The End Defeat General RAAM in co-op on Insane without either player being DBNO.いずれのプレイヤーもダウンせずにインセインのco-opでラーム将軍を倒す 10 オンオフ共通 Zen and the Art of Reloading Perform 25 perfect active reloads (on any difficulty).アクティブ リロードでパーフェクトを 25 回達成 (難易度は任意) 10 Zen and the Art Part 2 Perform 5 perfect active reloads in a row (on any difficulty).アクティブ リロードでパーフェクトを 5 回連続で達成 (難易度は任意) 20 Clusterluck Kill 3 enemies at once 10 different times (on any difficulty).同時に 3 人の敵を倒すトリプルキルを 10 回達成 (難易度は任意) 30 対戦専用 Don t You Die On Me Revive 100 teammates in Versus multiplayer (social or competitive).対戦モードで味方回復を 100 回達成 (social or competitive) 20 Always Remember Your First Finish playing a Versus match (social or competitive).対戦モードを最後までプレイ (social or competitive) 20 Don t Hate the Player Finish with the highest point in a Versus match (social or competitive).対戦モードで最高ポイントを獲得 (social or competitive) 10 Mix It Up Win a match in every Versus game type (social or competitive).対戦モードの全ゲームタイプ勝利 (social or competitive) 20 Around the World Win a match in every Versus map (social or competitive).対戦モードで全マップ勝利(social or competitive) 30 Can t Touch Me Win 10 Versus matches without losing a round (social or competitive).1 ラウンドも落とさずに10勝達成(social or competitive) 20 Seriously... Kill 10,000 people in Versus matches.対戦モードで合計 10,000 キル達成 50 THIS! IS! ANNEX! Complete 100 matches in ring-based game types on Xbox Live and capture 3 objectives in each match.リングベースタイプのルールでエリア制圧3回×100マッチ達成 40 Nub Pwn3r Win 20 rounds in ring-based game types on Xbox Live by shutting out the opposing team.リングベースタイプのルールで相手チームを完封して 20 勝達成 30 CQC Win 25 matches in Boxes (social or competitive).Boxesで25試合に勝利(social or competitive) 20 Level 5 Reach level 5.レベル5 に到達 5 Level 10 Reach level 10.レベル10に到達 10 Level 25 Reached level 25.レベル25 に到達 25 Re-up Reach level 100 and re-up.レベル100に到達 してリアップする 20 I Can See You! Spot 100 enemies ending in a kill in Versus (social or competitive).対戦で100回敵をスポットし倒して終わる (social or competitive) 10 Handyman Killed an enemy with every weapon in Versus (social or competitive).対戦モード内のすべての武器で敵を倒しました (social or competitive) 25 Gimme Some Skin Play one Versus Match with a Custom Weapon Skin.カスタム武器スキンで対戦マッチをする 10 Better Late Than Never Win 25 matches in Team Deathmatch.チームデスマッチで25試合に勝利 20 キャンペーン系 For the Fallen 360版と若干異なる。追加チャプターもあるため少し増えている。 360版より光るので少し分かりやすくなってる。 https //www.youtube.com/watch?v=uJMegxWq6gQ Brothers To The End|Defeat Genera Coop限定実績。どちらかがダウンした時点で失敗になる。 このチャプターの道中に出てくるトルクを一度でも拾うと最後の補給場所にトルクが1つだけ設置されるので必ず拾っておく。 武器はトルク、ロングショット、ナッシャー辺りが良い。トルクでクリルを剥がし、ロングショットでHSしていく。近くまできたらグレを投げてナッシャーをブラインドファイアで撃つ。 Whack-A-Grub 参考動画 https //www.youtube.com/watch?v=XuLQO8y-2rU ただしホールの開く順番はランダム性があり動画の限りではない 対戦系 Mix It Up Win SOCIAL MATCHとCOMPETITIVE MATCHの合算。 下記5つのルールで勝利する。 WAR ZONE EXECUTION または 2v2 GNASHER EXECUTION ANNEX または KING OF THE HILL または BLITZ ASSASINATION TEAM DEATHMATCH Around the World 全20マップ。ルール不問。なお、どのマップで勝ったかは確認できない。 SOCIALなら途中参加や途中抜けOKなので、目当てのマップを引けるまでルールやサーバを変更したりするのが楽か。 Seriously... ※タイトルアップデートでCompetitive MatchだけでなくSocial Matchでもカウントされるようになった。 今までカウントされていたSocial Matchのキル数は含まれない。 360版の鬼門実績だった「真剣勝負」だが、360版よりかなり楽になっており、談合すれば数十時間で解除可能。 カウントも曖昧だった360版と違ってきっかり1万で解除される模様。 サブタグと2コンがあれば、2v2 GNASHER EXECUTIONルールで最低2人で談合可能。1マッチで最大15キル稼げる。 また、人数さえ揃えられれば、JAPANサーバなどの過疎サーバで部屋を占有し、キンヒルなどの無限リスポンルールで大量に稼げる。
https://w.atwiki.jp/yasrun/pages/36.html
なんかBASファイルがでてきた 漢字をカナにコンバートするプログラムらしい。 DBに漢字でしか名前が入っていないのに、「かな検索できるようにしてくれ!」 とか無茶ぶりされて、WEBのどこかから仕入れたコードででっちあげた代物だと思う。 あ、コメントに書いてあった。 http //plaza.rakuten.co.jp/pgmemo/diary/200512060000/ どうもその節はお世話になりました(*_ _) 良い子のみなさんは人名リストをDBで管理するときは ふりがなのカラムもきちんと用意しませう。 Attribute VB_Name = "KanjiKanaConvert" このプログラムは以下のサイトから取得したものを利用しています。 http //plaza.rakuten.co.jp/pgmemo/diary/200512060000/ Option Explicit Const GCL_CONVERSION = 1 Const GCL_REVERSECONVERSION = 2 Const VER_PLATFORM_WIN32_WINDOWS = 1 Const VER_PLATFORM_WIN32_NT = 2 ==IME 関連== Type CANDIDATELIST dwSize As Long dwStyle As Long dwCount As Long dwSelection As Long dwPageStart As Long dwPageSize As Long dwOffset(0) As Long End Type 入力コンテキストハンドル取得 Declare Function ImmGetContext Lib "imm32" ( _ ByVal hWnd As Long _ ) As Long 入力コンテキストハンドル開放 Declare Function ImmReleaseContext Lib "imm32" ( _ ByVal hWnd As Long, _ ByVal hIMC As Long _ ) As Long 変換候補取得 Declare Function ImmGetConversionList Lib "imm32" Alias "ImmGetConversionListW" ( _ ByVal hKL As Long, _ ByVal hIMC As Long, _ ByRef lpSrc As Byte, _ ByRef lpDst As Any, _ ByVal dwBufLen As Long, _ ByVal uFlag As Long _ ) As Long 入力ロケール識別子(キーボードレイアウトハンドル)取得 Declare Function GetKeyboardLayout Lib "user32" ( _ ByVal idThread As Long _ ) As Long 文字列長取得(Unicode) Declare Function lstrlen Lib "kernel32" Alias "lstrlenW" ( _ ByRef strString As Any _ ) As Long ==OS バージョン取得== Type OSVERSIONINFO dwOSVersionInfoSize As Long dwMajorVersion As Long dwMinorVersion As Long dwBuildNumber As Long dwPlatformId As Long szCSDVersion(127) As Byte End Type Public Declare Function GetVersionEx Lib "kernel32" Alias "GetVersionExA" ( _ ByRef VersionInfo As OSVERSIONINFO _ ) As Long メモリ移動 Declare Sub MoveMemory Lib "kernel32" Alias "RtlMoveMemory" ( _ ByRef Destination As Any, _ ByRef Source As Any, _ ByVal Length As Long _ ) Public Function ReverseConversion(strSource As String) As String Dim bySource() As Byte 前変換用 Dim hIMC As Long 入力コンテキストハンドル Dim hKL As Long キーボードレイアウトハンドル Dim lngSize As Long 変換後バッファサイズ Dim lngOffset As Long 変換文字列候補オフセットアドレス Dim byCandiateArray() As Byte 変換結果バッファ Dim CandiateList As CANDIDATELIST Dim byWork() As Byte Dim lngResult As Long Dim osvi As OSVERSIONINFO If strSource = "" Then Exit Function 空文字列の場合は処理しない OS判別 osvi.dwOSVersionInfoSize = Len(osvi) lngResult = GetVersionEx(osvi) If osvi.dwPlatformId = VER_PLATFORM_WIN32_NT Then WindowsNT系 Unicodeのまま bySource = strSource 終端を付加 ReDim Preserve bySource(UBound(bySource) + 2) Else Windows95系 シフトJISに変換 bySource = StrConv(strSource, vbFromUnicode) 終端を付加 ReDim Preserve bySource(UBound(bySource) + 1) End If hIMC = ImmGetContext(Forms(0).hWnd) hKL = GetKeyboardLayout(0) 変換結果を受け取るバッファサイズを取得 lngSize = ImmGetConversionList(hKL, hIMC, bySource(0), Null, 0, GCL_REVERSECONVERSION) If lngSize 0 Then バッファサイズ分バイト配列を動的に取得 ReDim byCandiateArray(lngSize) 変換結果を取得 lngSize = ImmGetConversionList(hKL, hIMC, bySource(0), byCandiateArray(0), lngSize, _ GCL_REVERSECONVERSION) バッファ内容を参照するため構造体にコピー MoveMemory CandiateList, byCandiateArray(0), Len(CandiateList) If CandiateList.dwCount 0 Then 先頭候補のオフセット取得 lngOffset = CandiateList.dwOffset(0) "ふりがな"取得 ReverseConversion = MidB(byCandiateArray, lngOffset + 1, _ lstrlen(byCandiateArray(lngOffset)) * 2) End If End If lngResult = ImmReleaseContext(Forms(0).hWnd, hIMC) End Function
https://w.atwiki.jp/airportmod/pages/30.html
Aviation Terms Caution The aviation terms listed here are the minimum terms used in this mod (airportmod), so some terms may not be listed or described in detail. ILS ILS is a radio signal transmitted from antennas located at airports that informs approaching aircraft of their proper approach course. PAPI PAPI is a type of approach angle indicator light that indicates the proper angle of approach and descent for an airplane that is about to land. The PAPI consists of four lights in a white or red pattern to indicate the proper angle of approach and descent. See the image for the pattern. In most airports, the PAPI is located on the left side of the runway. Runway End Light Runway End Light are lights that indicate the position of the end of the runway. From a descending or gliding airplane, it will appear to be lit in red. If you look at the Runway End Light in the opposite direction (the Runway End Light at the beginning position), it appears to be lit in yellow. Runway Centre Line Light This light indicates the centerline of the runway with light. Centerline lights are placed at regular intervals from the beginning of the runway to the end of the runway. Taxiway Centre Line Light These lights indicate the centerline of the taxiway. Taxiway Centre Line Light are placed at regular intervals from the beginning of the taxiway to the end of the taxiway. VOR/DME Electromagnetic waves can be used to determine which direction an aircraft is in.
https://w.atwiki.jp/creativejournal/pages/10.html
Scientists have conducted a new study, which concluded that when a person is depressed or has suicidal thoughts and treatment for depression does not seem to work, they should check for obstructive sleep apnea. Moreover, they agree that inquiries can be performed even though people do not appear to match the normal description of obstructive sleep apnea, which involves overweight men who snore and suffer from drowsiness during the day. "No one is talking about evaluating obstructive sleep apnea as a potential cause of resistance to treatment for depression, which occurs in about 50% of cases of major depressive disorder," says W. Vaughn McCall, lead author of the study. The researchers found this disease clinically relevant in 14% of the 125 patients diagnosed with major depressive disorder, insomnia, and suicidal thoughts. McCall even claims that the existing evidence is sufficient to introduce obstructive sleep apnea testing into the standard procedure for managing resistance to depression treatment. Most people diagnosed with apnea have higher rates of depression compared to other segments of the population. However, when things are reversed, specialists no longer have so much information. The initial intention of the scientists was to find out if treating insomnia can reduce suicidal thoughts. Patients diagnosed with obstructive sleep apnea have been excluded because sleeping pills tend to relax the muscles, and in the case of apnea, the neck muscles are already too relaxed, which is a problem. People with morbid obesity were also excluded. Of the 125 enrolled people tested through a sleep study, either in the center or at home, 17 were diagnosed with obstructive sleep apnea. However, neither daytime sleepiness nor insomnia accurately predicted the severity of apnea identified in the 17 patients, who were not obese, and six were women. Treating apnea can improve the symptoms of depression It is recognized that undetected medical or psychiatric conditions may cause resistance to treatment for depression. However, obstructive sleep apnea was not on this long list, including endocrine disorders such as hypothyroidism and other problems such as coronary heart disease and cancer. Patients with obstructive sleep apnea often also have depressive symptoms. Also, patients with apnea do not respond well to antidepressants. 45% of the 125 participants were resistant to depression, and four of the 17 diagnosed with apnea had serious problems. Also, most participants with apnea were elderly, with the risk increasing as people get older. Ten years earlier, McCall noticed that 8.2 percent of people with mild apnea had been studied in 73 patients with stress and insomnia, albeit with a low incidence of sleep apnea. Following a review by other specialists, 14% of 703 people with depression still had apnea. This is the first research in which suicidal behavior was indeed a consideration. When people lose their last hope that they will sleep well, they have a high risk of suicide. Obstructive sleep apnea appears to induce excess resting periods throughout the day, but insomnia patients have been enrolled in this experiment, and most of the individuals identified with insomnia are not prone to apnea. Depression aversion can also be a side-effect of drugs commonly used for other medical problems, including lupus and rheumatoid arthritis. Visit Kentucky mental health care in Louisville, KY, for the best Medication Therapy Management https //kentuckymentalhealth.com/medication-therapy-management/.
https://w.atwiki.jp/touhoukashi/pages/3136.html
【登録タグ L anagram bloom ィヤッサン 人形裁判 ~ 人の形弄びし少女 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 ); 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} /** 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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https://w.atwiki.jp/pipopipo555jp/pages/2957.html
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. 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