Silviase/jgov_v1.4_full_ann huggingface dataset:
(单位円)

研究代表者名	所属研究機関名	役職	研究課題名	交付決定額	平成25年度交付額	平成25年度前倒し交付額	未交付額
直江知樹	独立行政法人国立病院機構（名古屋医療センター臨床研究センター）	その他	悪性リンパ腫における微小環境依存性と治療開発に関する研究	3,640,000	1,820,000	0	1,820,000
戸田孝	滋賀県立琵琶湖博物館	研究員	「癒し」を手がかりとする博物館の副次的機能論の構築	1,820,000	650,000	0	1,170,000
谷垣健二	滋賀県立成人病センター（研究所）	研究員	統合失調症の病因となる神経回路の解明	3,900,000	1,950,000	0	1,950,000
猪原匡史	独立行政法人国立循環器病研究センター	その他	脳梗塞治療法の開発を見据えた長寿遺伝子産物SirT1による脳虛血抵抗性機序の解明	3,770,000	2,470,000	0	1,300,000
大沼健太郎	独立行政法人国立循環器病研究センター	研究員	補助人工心臓治療を高度化する能動的計測法による新しいモニタリングシステムの構築	3,380,000	910,000	0	2,470,000
垣野明美	独立行政法人国立循環器病研究センター	研究員	内因性酸化LDL阻害因子の同定とその動脈硬化性疾患制御機構の解明	3,770,000	1,300,000	0	2,470,000
柿木佐知朗	独立行政法人国立循環器病研究センター	研究員	人工材料に対する免疫・炎症反応の網羅的遺伝子発現解析によるin vivo評価	3,770,000	2,210,000	0	1,560,000
阪本英二	独立行政法人国立循環器病研究センター	研究員	心腦細胞における筋原線維の同期的収縮を支えるT管の分子機構の解明	3,900,000	1,950,000	0	1,950,000
住倉博仁	独立行政法人国立循環器病研究センター	研究員	生体内組織形成術により作製したバイオバルブの全人工心臓への応用	3,640,000	1,170,000	0	2,470,000
巽英介	独立行政法人国立循環器病研究センター	研究員	権达式連続流型人工心臓の異常停止時および離脱試験時に使用可能な流路調節装置の開発	3,770,000	780,000	0	2,990,000
中山泰秀	独立行政法人国立循環器病研究センター	研究員	側枝血管の確実な血流維持を可能とする脳動脈治療用カバーステント開発における孔設計	3,640,000	1,820,000	0	1,820,000
水野壮司	独立行政法人国立循環器病研究センター	研究員	日本発世界初の完全自己組織からなる僧帽弁用ステントバルブの開発	3,640,000	1,820,000	0	1,820,000
宮里幹也	独立行政法人国立循環器病研究センター	研究員	脂肪酸修飾ベラチドフミリーと受容体による新しい生体調節機構の解明	3,770,000	2,210,000	0	1,560,000
宮田敏行	独立行政法人国立循環器病研究センター	研究員	2種の抗血栓因子を用いた血管内皮細胞の可視化と発現解析を可能とするマラスの作製	3,770,000	2,470,000	0	1,300,000
山原研一	独立行政法人国立循環器病研究センター	研究員	オートファジー細胞死の制御による新規心血管治療法の開発	3,640,000	1,820,000	0	1,820,000
伊藤和幸	地方独立行政法人大阪府立病院機構大阪府立成人病センター（研究所）	研究員	Circulating Tumor Cellsを標的とした新規抗転移治療法の開発	3,640,000	1,820,000	0	1,820,000
桜井芳昭	地方独立行政法人大阪府立産業技術総合研究所	研究員	新奇構造を持つ多色マイクロレンズアレイのナノ顔料分散型ポリマーコロイドによる実現	4,030,000	2,860,000	0	1,170,000
竹森洋	独立行政法人医薬基盤研究所	研究員	Grid2シグナル制御におけるBDNFの役割解明と応用	3,900,000	2,210,000	0	1,690,000
仲哲治	独立行政法人医薬基盤研究所	研究員	プロテオミクス手法による悪性黒色腫の新規癌抗原の同定と遠隔転移の抗体治療法の開発	3,640,000	1,300,000	0	2,340,000
保富康宏	独立行政法人医薬基盤研究所	研究員	自然免疫活性化機構を利用した新規ウイルスベクターの作製	3,900,000	2,340,000	0	1,560,000
川崎良	公益財団法人大阪府保健医療財団大阪がん循環器病予防センター（予防推進部・循環器病	その他	睡眠呼吸障害が網膜細小血管系に与える影響：循環器疾患の危険予測を目指して	3,900,000	1,950,000	0	1,950,000
木村滋	公益財団法人高輝度光科学研究センター	研究員	石英製屈折レンズを用いる放射光マイクロ回拡によるInGaN層のピンポイント評価	4,030,000	2,860,000	0	1,170,000
野田朝男	公益財団法人放射線影響研究所	その他	放射線により生じる修復不能なDSBの特異的定量法開発	3,900,000	2,210,000	0	1,690,000
二五義博	海上保安大学校（国際海洋政策研究センター）	准教授	他教科内容を生かした小学校英語指導法の開発	1,900,000	900,000	0	1,000,000
芝暦一郎	独立行政法人労働者健康福祉機構総合せき損センター（研究部）	研究員	生体内での関節液・随液・血流のバイオイメージング	3,640,000	1,300,000	0	2,340,000
三ケ田智弘	独立行政法人国立病院機構肥前精神医療センター（臨床研究部）	その他	ICFを用いた要保護児童の社会適応に関する研究	3,120,000	1,170,000	0	1,950,000
井内康之	医療法人德洲会札幌東德洲会病院付属臨床研究センター	研究員	良性腫瘍のがん化を捉えるin vitroシステムと、これを利用した患者リスク管理	3,770,000	1,690,000	0	2,080,000
千葉真子	医療法人德洲会札幌東德洲会病院付属臨床研究センター	研究員	毛根チップによる、超非侵襲的ながんの監視・モニタリング	3,770,000	1,950,000	0	1,820,000
倉本繁	株式会社豊田中央研究所	研究員	加工誘起ナノララスターによるMg合金の高強度化	4,030,000	1,950,000	0	2,080,000
松山崇	株式会社豊田中央研究所	研究員	出芽酵母の高活性ターミネーターの作用原理の解明	2,730,000	1,170,000	0	1,560,000
川脇沙織（田中沙織）	株式会社国際電気通信基礎技術研究所	研究員	時間選好モデルの学際的アプローチによる評価と脇機構の解明	4,030,000	650,000	0	3,380,000
鹿内学	株式会社国際電気通信基礎技術研究所	研究員	fMRI脇活動の時空間情報解析による主観的知覚の再構成と領野間ネットワークの解明	3,770,000	2,210,000	0	1,560,000
挑戦的萌芽研究合計	3560件	（うち前倒し請求課題数63件）	13,019,810,000	7,047,910,000	42,120,000	5,971,900,000
## Section 6 Music

### I. OV ERALL OBJECTIVES

To encourage pupils to cultivate their sentiments, fundamental abilities for musical activities, a love for music as well as a sensitivity toward it, through music-making and appraising.

### I I. OBJECTIVES AND CONTENT FOR EACH GRADE

## [Grade 1 and Grade 2]

### 1. Objectives

(1) To encourage pupils to enjoy music and take an interest in it, and to educate them to increase their life satisfaction by enjoying music.

(2) To encourage pupils to cultivate their basic abilities for music-making.

(3) To encourage pupil’s familiarity with a variety of music and to cultivate their basic abilities for listening to music overall.

### 2. Content

## A Music-Making

(1) [Singing]

The following should be taught through singing.

a. Singing after listening to the models, and singing from memory in solmization.

b. Singing with emotion and imagination suitable for lyrics.

c. Singing with attention to one's own voice and pronunciation.

d. Singing in unison while listening to others and the accompaniment.

## (2) [Playing Instruments]

The following should be taught through playing instrument.

a. Playing instruments after listening to the models, and playing by rhythm notations.

b. Playing instruments with emotion and imagination.

c. Playing simple rhythmic patterns and tunes with attention to timbre.

d. Playing instruments in unison while listening to others and the accompaniment.

## (3) [Creative Music Making]

The following should be taught through creative music making.

a. Enjoying musical games with various sound sources, including
human voices.

b. Creating simple musical pieces from various sound sources based on musical structures.

(4) The teaching materials for music-making should contain the following.

a. Unison songs and rounds including those in the list-c below, allocated to each grade.

b. Instrumental pieces with simple rhythmic accompaniment or with the lower part, based on the songs that have already been learned.

c. Common Materials

[Grade 1]

Umi Monbushō-shōka

(Takeshi Inoue, words by Ryuha Hayashi)

Katatsumuri Monbushō-shōka

Hi no maru Monbushō-shōka

(Okano Tei'ichi, words by Tatsuyuki Takano)

Hiraita, Hiraita Warabe-uta

[Grade 2]

Kakurenbo Monbushō-shōka

(Kan'ichi Shimofusa, words by Ryuha Hayashi)

Haru ga kita Monbushō-shōka

(Okano Tei'ichi, words by Tatsuyuki Takano)

Mushi no Koe Monbushō-shōka

Yuyake, Koyake (Shin Kusakawa, words by Ukō Nakamura)

### B. Appraising

[Appraising]

(1) The following should be taught through appraising.

a. Listening to musical tastes that make each piece of music expressive.

b. Listening to combined musical elements.

c. Listening to pieces with emotion and imagination, responding to them imaginatively either through verbal or some other means,
and enjoying a performance as well as the music itself.

(2) Teaching materials for appraising should contain the following.

a. Traditional children’s songs and play songs from Japan and abroad that will exhilarate pupils and prompt physical movements such as marching and dancing, and pieces that evoke scenes from everyday life.

b. Amiable pieces to recognize musical elements easily.

c. Amiable pieces with various performance styles, to recognize the characteristics of the timbre of instruments and human voices easily.

[Common Items for each activity]

(1) The following should be taught through “A Music-Making” and “B Appraising”.

a. To perceive (a) and (b) among the musical elements, and to be sensitive toward their goodness, enjoyment and beauty.

(a) Elements characterizing music, such as timbre, rhythm, tempo, melody, dynamics, beat and phrase.

(b) Musical structures, such as repetition, and Q&A.

b. To become familiar with notes, rests, and other notational symbols as well as with musical terms, through musical activities.

## [Grade 3 and Grade 4]

### 1. Objectives

(1) To encourage pupils to develop an interest in music, and to educate them to increase their life satisfaction with music.

(2) To encourage pupils to cultivate their basic abilities for music-making.

(3) To encourage pupils to become familiar with a variety of music and to cultivate their basic abilities for listening to music overall.

### 2. Content

### A. Music-Making

(1) [Singing]

The following should be taught through singing.

a. Singing after listening to the models, and singing by looking at C-major notations.

b. Singing with emotion and intention suitable for lyrics and the music itself.
c. Singing in a natural and relaxed manner with attention to breathing and pronunciation.

d. Singing in unison while listening to other's voices, subordinate melodies and the accompaniment.

(2) [Playing Instruments]

The following should be taught through playing instruments.

a. Playing instruments after listening to the models, and playing by looking at C-major notations.

b. Playing instruments with emotion and intention suitable for the music itself.

c. Playing tuned and percussion instruments with attention to timbre.

d. Playing instruments in unison while listening to the instruments played by others, subordinate melodies and the accompaniment.

(3) [Creative Music Making]

The followings should be taught through creative music making.

a. Improvising with various musical ideas, based on diverse sound sources and their combinations.

b. Creating simple musical pieces based on musical structures as well as one's own intention, using various sound sources.

(4) The teaching materials for music-making should contain the following.

a. Unison and simple choral pieces, including those in the list-c below, allocated to each grade.

b. Instrumental pieces with simple accompaniment or with the lower part, based on the songs that have already been learned.

c. Common Materials

[Grade 3]

Usagi Traditional Japanese Song

Chatsumi Monbushō-shōka

Haru no Ogawa Monbushō-shōka

(Tei'ichi Okano, words by Tatsuyuki

Takano)

Fujisan

Monbushō-shōka

(words by Sazanami Iwaya)

[Grade 4]

Sakura Sakura Traditional Japanese Song
Tonbi	(Tadashi Yanada, words by Shigeru Kuzuhara)
Makiba no Asa	Monbushō-shōka (Eikichi Funabashi)
Momiji	Monbushō-shōka (Tei'ichi Okano, words by Tatsuyuki Takano)

### B. Appraising

[Appraising]

(1) The following should be taught through appraising.

a. Listening not only to musical tastes and effects, but also to their changes.

b. Listening to combined musical elements and musical structures.

c. Listening to pieces with emotion and imagination, responding to them either through verbal or some other means, and noticing the characteristics of a performance as well as the music itself.

(2) Teaching materials for appraising should be selected from the following:

a. Various musical pieces, such as Japanese music, including music for traditional Japanese instruments, music from various regions, music that is closely related to life, like folk music in foreign countries, music for drama and music that has remained popular for a long time.

b. Amiable pieces through which pupils understand the functions of musical elements.

c. Amiable pieces covering various performance styles, including solo and ensemble, through which pupils understand the diverse musical expressions.

[Common Items for each activity]

(1) The following should be taught through “A Music-Making” and “B Appraising”.

a. To perceive (a) and (b) among the musical elements, and to be sensitive toward their goodness, enjoyment and beauty.

(a) Elements characterizing music, such as timbre, rhythm, tempo, melody, dynamics, vertical relationships of pitches, beat and phrase.
(b) Musical structures, such as repetition, Q&A and change.

b. To become familiar with notes, rests, and other notational symbols as well as musical terms, through musical activities.

## [Grade 5 and Grade 6]

### 1. Objectives

(1) To encourage pupils to enjoy music creatively and take an interest in it, and to educate them to increase their life satisfaction through music.

(2) To encourage pupils to cultivate their basic abilities for music-making.

(3) To encourage pupils to become familiar with a variety of music and to cultivate their basic abilities for listening to music overall.

### 2. Content

## A Music-Making

(1) [Singing]

The following should be taught through singing.

a. Singing after listening to the models, and singing by looking at C-major and A-minor notations.

b. Singing with emotion and intention suitable for lyrics and the music itself.

c. Singing in a natural and relaxed manner with attention to breathing and pronunciation.

d. Singing while listening to other parts, the accompaniment and ensemble as a whole.

## (2) [Playing Instruments]

The following should be taught through playing instruments.

a. Playing instruments after listening to the models by looking at C-major and A-minor notations.

b. Playing instruments with emotion and intention suitable for the music itself.

c. Playing simple tuned and percussion instruments with attention to their characteristics.

d. Playing instruments while listening to other’s parts, the accompaniment and ensemble as a whole.

## (3) [Creative Music Making]

The following should be taught through creative music making.

a. Improvising with various musical ideas, based on previous musical
experiences.

b. Creating simple musical pieces based on musical structures as well as the perspective for music as a whole, using various sound sources.

(4) Teaching materials for music-making should contain the following.

a. Unison and simple choral pieces, including these in the list-c below, allocated to each grade.

b. Instrumental pieces with simple accompaniment or with the lower part, taking into account of the effect of performances.

c. Common Materials

[Grade 5]

Koinobori Monbushō-shōka

Komoriuta Traditional Japanese Song

Ski no Uta Monbushō-shōka

(Kunihiko Hashimoto, words by Ryuha Hayashi)

Fuyu-geshiki Monbushō-shōka

[Grade 6]

Etenraku-Imayo (as far as the second verse of the lyrics) Traditional Japanese Song (Jichin Osho)

Oborazukikyo Monbushō-shōka

(Teiichi Okano, words by Tatsuyuki Takano)

Furusato Monbushō-shōka

(Tei'ichi Okano, words by Tatsuyuki Takano)

Ware wa Uminoko (as far as the third verse of the lyrics)

Monbushō-shōka

### B. Appraising

[Appraising]

(1) The following should be taught through appraising.

a. Listening not only to musical tastes, effects and their changes, but also to other characteristics of music.

b. Listening to and understanding combined musical elements and musical structures.

c. Listening to pieces with emotion and imagination, describing them
either through verbal or some other means, and understanding the characteristics of a performance as well as the music itself.

(2) Teaching materials for appraising should contain the following.

a. Various musical pieces, such as those of Japanese music, including music for traditional Japanese instruments, music that is closely related to cultures of foreign countries, and music that has remained popular for a long time.

b. Amiable pieces through which pupils understand the functions of the musical elements.

c. Amiable pieces covering various performance styles, including big ensembles, through which pupils understand the texture of vocal and instrumental music.

[Common Items for each activity]

(1) The following should be taught through “A Music-Making” and “B Appraising”.

a. To perceive (a) and (b) among the musical elements, and to be sensitive toward their goodness, enjoyment and beauty.

(a) Elements characterizing music, such as timbre, rhythm, tempo, melody, dynamics, vertical relationships of pitches or harmony, beat and phrase.

(b) Musical structures, such as repetition, Q&A, change and texture.

b. To become familiar with notes, rests, and other notational symbols as well as musical terms, through musical activities.

### I II. SYLLABUS DESIGN AND HANDLING THE CONTENT

1. In designing the syllabus, consideration should be given to the following.

(1) “Common Items” listed in 2. Content are commonly necessary for developing the abilities related to music-making and appraising music, therefore, effort should be made to provide sufficient instruction in each activity for music-making and appraising.

(2) In teaching “A Music-Making”, of “2. Content for Grade 5 and Grade 6”, it is necessary to select the performance styles, from small to big ensembles, in accordance with the condition of schools and the ability of pupils.

(3) The Japanese National Anthem “Kimi-ga-yo” should be taught in each
grade to enable pupils to sing it.

(4) In teaching the lower grades, it is necessary to coordinate with living environment studies, etc. Particularly in Grade 1, consideration should be given to the content associated with “Expression” in pre-school education.

(5) On the basis of objectives of moral education listed in Subsection I-2 of Chapter 1 “General Provisions” and in Subsection I of Chapter 3 “Moral Education”, appropriate instructions concerning the content listed in Subsection II of Chapter 3 “Moral Education” should be given appropriately, in accordance with the characteristics of music.

2. In the handling of the content listed in Subsection II, consideration should be given to the following.

(1) In teaching “A Music-Making” and “B Appraising”, physical movement activities should be included in accordance with the aims of the instruction so that pupils identify with music and use their imagination related to it.

(2) In teaching chords and harmony, it is necessary to encourage pupils to understand the function of individual chords. Emphasis should be placed mainly on the primary chords, such as I, IV, V and V7, in both major and minor pieces.

(3) The following should be addressed when giving singing lessons.

a. Using movable Do solmization appropriately, in order to develop the sense of relative pitch.

b. Taking up Japanese songs as singing materials in addition to common materials, such as songs for school, children's songs and folk songs that have been handed down in the locality.

c. Making pupils interested in their own voices even before their voices breaking and to giving appropriate consideration to pupils whose voices are breaking.

(4) The following should be handled with respect to playing instruments for each grade.

a. Percussion instruments for each grade include the xylophone, metallophone, traditional Japanese instruments and various instruments from other countries, from which selection is made with due consideration to their effects as well as to the conditions of each school and the ability of pupils.
b. Familiar instruments taught in Grade 1 and Grade 2 should be selected among various percussion instruments, the organ and harmonica, with due consideration to the conditions of each school and the ability of pupils.

c. Tuned instruments taught in Grade 3 and Grade 4 should be selected from among the instruments used in previous grades, the recorder and keyboard instruments, with due consideration to the conditions of the school and the ability of pupils.

d. Tuned instruments taught in Grade 5 and Grade 6 should be selected from among the instruments used in previous grades, the electronic instruments, traditional Japanese instruments and various instruments from other countries, with due consideration to the conditions of each school and the ability of pupils.

(5) The following should be handled with respect to creative music making.

Advices should be given so that pupils acquire various creative musical ideas through musical games and improvisation, such as imitating rhythms and melodies, or finding various sounds from something familiar.

b. When necessary, advising pupils on how to record the music created.

c. Using non-metrical rhythms, scales used in Japanese music and scales that are atonal, according to the ability of pupils.

(6) With respect to “notes, rests and notational symbols as well as musical terms” the following should be handled in consideration of the learning conditions of pupils.
平成25年度国の債権の現在額総報告

(第 187 回 国 会 提 出)
## 目次

平成25年度国の債権の現在額総報告 …… 1

平成25年度債権現在額総計算書 …… 5

一般会計債権現在額総計算書 …… 7

特別会計債権現在額総計算書 …… 14

財務省所管 …… 14

外国為替資金 …… 14

財務省及び国土交通省所管 …… 15

財政投融資 …… 15

内閣府、文部科学省、経済産業省及び環境省所管 …… 18

エネルギー対策 …… 18

厚生労働省所管 …… 19

労働保険 …… 19

年金 …… 22

農林水産省所管 …… 26
食 料 安 定 供 給 …… 26
經 济 產 業 省 所 管 …… 29
貿 易 再 保 險 …… 29
特 許 …… 30
国 土 交 通 省 所 管 …… 31
社 会 資 本 整 備 事 業 …… 31
自 動 車 安 全 …… 36
国 会、裁判所、会计檢查
院、內閣、內閣府、復興
厅、総務省、法務省、外
務省、財務省、文部科学
省、厚生労働省、農林水
産省、経済産業省、国土
交通省、環境省及び防衛
省所管
東 日本 大 震 災 復 興 …… 38
一般会計債権現在額総計算書(徵収停止分) …… 39
特別会計債権現在額総計算書(徵収停止分) …… 41
内閣府、文部科学省、経
済産業省及び環境省所管
工 木 ル ギ 一 対 策 …… 41
厚 生 労 働 省 所 管 …… 42
労 働 保 險 …… 42
農 林 水 産 省 所 管 …… 43
食 料 安 定 供 給 …… 43
国土交通省所管 …… 45

社会资本整備事業 …… 45

自動車安全 …… 46

## (参考)

債権現在額総計表 …… 47
債権現在額総計表(徵収停止分) …… 48
# 平成25年度国の債権の現在額総報告

平成25年度末における

国の債権の現在額は

235,036,018,511,982 円

である。

上記の債権現在額の大要は次のとおりであり、その会計別及び種類別の内訳は「債権現在額総計算書」のとおりである。

1 平成 25 年度末における債権現在額(国の債権の管理等に関する法律(昭和 31 年法律第 114 号。以下「法」という。)第 21 条の規定により徴収停止の措置をとったものを除く。)

(1) 一般 会 計

(イ) 所 管 別

所 管	履行期限到来額(円)	履行期限未到来額(円)	計 (円)	所 管	履行期限到来額(円)	履行期限未到来額(円)	計 (円)
国 会	948,823	12,198,582	13,147,405	文 部 科 学 省	233,299,736	2,553,243,929,404	2,553,477,229,140
裁 判 所	724,681,871	10,630,931,037	11,355,612,908	厚 生 労 働 省	4,378,348,797	169,823,162,115	174,201,510,912
会 計 検 查 院	40,726	0	40,726	農 林 水 産 省	2,325,916,129	169,726,976,324	172,052,892,453
内 閣	4,460,443	188,714,119	193,174,562	經 济 産 業 省	300,639,430	198,387,707,679	198,688,347,109
内 閣 府	5,184,592,086	38,431,385,257	43,615,977,343	国 土 交 通 省	1,782,703,017	7,434,610,997	9,217,314,014
総 務 省	489,335,775	439,156,469	928,492,244	環 境 省	165,322,921	92,785,491	258,108,412
法 務 省	841,606,628	3,439,584,188	4,281,190,816	防 衛 省	2,933,900,343	242,483,944	3,176,384,287
外 務 省	1,721,180,064	18,603,846	1,739,783,910
財 務 省	4,587,476,682,122	3,170,498,752,508	7,757,975,434,630	合 計	4,608,563,658,911	6,322,610,981,960	10,931,174,640,871
(口) 歳入、歳入外及び資金の別
区 分	履行期限到来額(円)	履行期限未到来額(円)	計 (円)
歳 入	23,831,456,367	3,229,669,497,466	3,253,500,953,833
歳 入 外	6,850,194	4,940	6,855,134
資 金	4,584,725,352,350	3,092,941,479,554	7,677,666,831,904
合 計	4,608,563,658,911	6,322,610,981,960	10,931,174,640,871
(2) 特 別 会 計
会 計	履行期限到来額(円)	履行期限未到来額(円)	計 (円)	会 計	履行期限到来額(円)	履行期限未到来額(円)	計 (円)
外 国 為 替 資 金	1,558,746	1,344,231,331,825	1,344,232,890,571	子どものための金銭の給付勘定	3,252,831,118	2,715	3,252,833,833
財 政 投 融 資	業 務 勘 定	165,112,120,120	88,816	165,112,208,936
財政融資資金勘定	203,686	113,030,462,389,339	113,030,462,593,025	食 料 安 定 供 給
投資勘定	0	113,909,162,000	113,909,162,000	農業経営基盤強化勘定	422,155,128	71,830,177,882	72,252,333,010
特定国有財産整備勘定	3,115,380	0	3,115,380
工 木 ル ギ 一 対 策	農業経営安定勘定	1,731,770	506,000	2,237,770
工木ルギ一需給勘定	132,944,754	60,496,924,799	60,629,869,553	米 管理 勘 定	4,343,940,992	15,733,627,708	20,077,568,700
電源開発促進勘定	20,034,047	0	20,034,047	麦 管理 勘 定	0	20,288,970,921	20,288,970,921
労 働 保 険	業 務 勘 定	352,934	180,330	533,264
労 災 勘 定	21,168,137,429	406,645,073	21,574,782,502	国営土地改良事業勘定	408,083,240	58,626,501,916	59,034,585,156
雇 用 勘 定	17,710,855,879	9,987,680,225	27,698,536,104	貿 易 再 保 険	0	32,789,847,452	32,789,847,452
徴 収 勘 定	61,264,812,274	30,406,458,747	91,671,271,021	特 許	1,311,897	2,973,207	4,285,104
年 金	社会資本整備事業
基礎年金勘定	2,473,493,341	0	2,473,493,341	治 水 勘 定	10,675,164,315	4,125,804,295	14,800,968,610
国民年金勘定	1,736,174,821,453	6,683,992,415,075	8,420,167,236,528	道路整備勘定	15,891,117,015	1,343,908,281,689	1,359,799,398,704
厚 生 年 金 勘 定	386,869,186,484	98,086,795,832,986	98,473,665,019,470	港 湾 勘 定	494,505,098	48,657,741,925	49,152,247,023
福 祉 年 金 勘 定	195,669,453	0	195,669,453	空港整備勘定	327,489,541	297,093,879,375	297,421,368,916
健 康 勘 定	217,324,169,281	257,763	217,324,427,044	業 務 勘 定	3,055,529,757	108,942,332,814	111,997,862,571
国の債権の現在額総報告 (3)

会計	履行期限到来額(円)	履行期限未到来額(円)	計(円)	会計	履行期限到来額(円)	履行期限未到来額(円)	計(円)
自動車安全	自動車事故対策勘定	0	9,850,000,000	9,850,000,000
保障勘定	44,690,210,925	16,340,122,605	61,030,333,530	東日本大震災復興	3,396,455	20,134,934,227	20,138,330,682
自動車検査登録勘定	485,845,703	0	485,845,703	合計	2,692,504,788,215	221,409,015,071,709	224,101,519,859,924
2 平成25年度末における徴収停止債権現在額(法第21条の規定により徴収停止の措置をとったもの)(1)一般会計
所	管	徴収停止債権現在額(円)	所	管	徴収停止債権現在額(円)
裁判所	所	30,300,658	農林水産省	61,728,536
総務省	588	経済産業省	6,960,156
法務省	789,213,622	国土交通省	19,892,262
財務省	390,805,125	環境省	4,018,979
文部科学省	175,760	防衛省	9,476,000
厚生労働省	29,605,919	合計	1,342,177,605
(2)特別会計
会計	徴収停止債権現在額(円)	会計	徴収停止債権現在額(円)
工本ルギー対策	業務勘定	10,678,799
工本ルギー需給勘定	2,016,790	国営土地改良事業勘定	334,876
労働保険	社会資本整備事業
労僓勘定	120,481,504	空港整備勘定	782,559,724
雇用勘定	64,688,400	自動車安全
食料安定供給	保障勘定	922,413,637
農業経営基盤強化勘定	1,512,274
米管理勘定	77,147,578	合計	1,981,833,582
( 5 )

平 成 25 年 度 債 権 现 在 額 総 計 算 書