In recent years, due to changes in the environment surrounding judo rehabilitation training facilities, it has become difficult for students to understand the meaning of taking judo classes in the training course, and the significance of judo education in judo rehabilitation training is significant. It may be fading. In response to this situation, in this study, we investigated the non-technical (mental aspect) obtained through judo lessons at the judo rehabilitation teacher training school and the judo view of students who become medical professionals, and conducted judo education in judo rehabilitation. We will reconsider the position. In doing so, students enrolled in a certain school in Osaka Prefecture were selected as survey subjects, and anonymous questionnaire surveys were conducted and analyzed three times at the end of each school year from 2019 to 2021. As a result, the number of students who answered that judo lessons had a non-technical (mental) effect increased with each grade, confirming that students' awareness of non-technical effects increased. From this, it is possible that a person who teaches judo will explain the purpose and significance of judo to students, and that continuous practice of judo for three years will have a beneficial effect on non-technical (mental) aspects as a medical professional. It was suggested.

《要旨》 本稿では，まず日本における結婚移住女性[]の現状および抱える問題についてまとめる。次に，結婚移住女性に対する支援政策についてまとめる。

《要旨》 新型コロナウイルス感染症拡大により中止された2020年度第1回日本語能力試験の代替試験として，本学では2020年10月末，キャリアセンターを中心とする形でJ.TEST実用日本語検定準会場試験を実施した。本稿では，その実施に関わった当事者である日本語教育担当教員の視点から実施報告を行った。まず本学における日本語教育の概要について述べた後，J.TEST準会場試験実施決定から終了までのプロセスを報告し，その特徴を「ノットワーキング」概念を援用し読み解いた。本実践では即興的ノットワーキングが有効に機能した。一方で，本学留学生教育としての日本語教育は，試験対策教育ではなくあくまで「言語教育」「留学生教育」を目的としたものであるべきである。今回の準会場試験実施での経験と結ばれた「結び目」を，今後の本学留学生日本語教育に生かすことを抱負として述べた。

要旨 本稿では、筆者らが2020年7月および9月に実施した「東亜大学オンラインにほんご交流会　おしゃべりミナト」について報告した。交流会の企画、実践、振り返りを通して、コロナ禍における「ことば」と「こころ」を支える実践の意義について考えた。その結果、交流会の根底には、「ゆるやかさ」が流れており、それが、場の「余白」を生み出していたことが分かった。さらに、その「余白」が、相互の理解や学び合いの基盤となり得ることが示唆された。

要旨 本稿は，昭和十二年・昭和十三年の尋常小学校の児童が書いた作文資料について記録し，紹介するものである。作文資料は，近年，言語資料として注目が高まっており，研究利用のための整備が急がれる。作文資料の収集・保存・公開を通した研究の第一段階として，古書市場にて入手した二冊の冊子『なつやすみのがくしふ』の手書き部分を文字起こしした内容を公開するものである。

ノルトライン=ヴェストファーレン州のメルス市にあるフィルダー・ベンデン・ギムナジウムにおいてなされたイメージ・コンピテンシーの理論に根ざした授業についての報告である。

We examined the effects of a 3-month home- and community-based exercise intervention program, including a simple exercise program, on the physical function, physical activity, and self-efficacy of older Japanese women, and conducted a 6-month follow-up for exercise adherence. The simple exercise program consisted of squatting and standing on one leg. Participants were randomly divided into home- (n = 24, aged 70.3 ± 1.8 years) and community-based (n = 25, aged 70.2 ± 1.8 years) exercise groups. The home-based exercise group performed a simple daily exercise program and received a home instruction visit every two weeks. The community-based exercise group attended an exercise intervention consisting of a simple exercise program, enjoyable exercise, rhythmic and balance exercises, forward lunges, and calf raises others every two weeks. Following the intervention, both groups were instructed to perform the simple exercise program at home. An analysis of variance indicated that the 30-second Chair Stand Test, maximum step length, the Timed Up and Go (TUG) test, standing on one leg, physical activity, and self-efficacy in both groups improved significantly after the interventions. The results of the 6-month follow-up indicated that physical function and self-efficacy were maintained until 3 months post-intervention, and physical activity and TUG were maintained until 6 months post-intervention in the home-based exercise group. However, these had decreased significantly after 3 months post-intervention in the community-based group. The frequency of simple exercise by the home-based exercise group was higher than that of the community-based exercise group (3.9 vs. 2.6 times/week). The significant decrease of frequency was observed to occur 2 months later for both groups, and there were no significant differences between 3 and 6 months. Therefore, these results suggest that the simple exercise intervention program was effective for exercise adherence among the home-based exercise group but not for the community-based exercise group.