Silviase/jgov_v1.4_full_ann huggingface dataset:
to give opinions upon listening to them;

b. To conduct class discussions, conclude their ideas and exchange opinions; and

c. To speak based on the interpretation of figures/tables, drawings and photos, and listen to them.

### B. Writing

(1) Instruction should be given on the following items in order to develop writing abilities:

a. To select a writing theme from their interests, and to study necessary matters in accordance with readers and objectives;

b. To understand the role of paragraphs in the entire body of writing and to construct sentences while paying attention to the mutual relationships of paragraphs so that the ideas are made clear;

c. To clarify the focal points of what is to be written and to write by providing reasons and examples in accordance with objectives and needs;

d. To write while paying attention to the differences between polite form and plain form in the sentences;

e. To correct errors in the sentences and re-write them for better expressions; and

f. To present each other’s writings and to exchange opinions about the clarity of ideas of the writer.

(2) Instructions on the items listed in (1) above should be given through, for example, the following language activities:

To write poems and stories based on what pupils are familiar with or what they have imagined;

b. To investigate answers to their own questions, to write reports and compile them into class newspapers;

c. To write explanatory sentences by effectively using collected information documents; and

d. To write requests, announcements, and thank you letters in accordance with objectives.

### C. Reading

(1) Instruction should be given on the following items in order to develop reading abilities:
a. To read aloud so that the focal points of content and the scenes of the story are easy to understand;

b. To read in consideration of the mutual relationship between paragraphs and between facts and opinions, while grasping the key words or sentences in accordance with objectives.

c. Using imagination to read based on the descriptions about the personality and the changes in emotions of the characters, and scenes while paying attention to changes in scenes;

d. To read while paying attention to essentials and details of the writing and to make citations or summarize writing, etc. in accordance with the objectives and needs;

e. To present each other’s thoughts after reading writings and to become aware of the difference of each perception; and

f. To read by choosing various books or sentences in accordance with objectives.

(2) Instructions on the items listed in (1) above should be given through, for example, the following language activities:

a. To read stories or poems and to exchange impressions;

b. To read and use annals, reports, illustrated books, encyclopedias or dictionaries;

c. To read annals or reports and read summaries with each other;

d. To select a book that they would like to introduce and explain it; and

e. To read other books or sentences related to what has been read in order to obtain necessary information.

[Items related to traditional linguistic culture and characteristics of the Japanese language]

(1) Instruction should be given on the following items through the instructions on “A: Speaking/Listening,” “B: Writing,” and “C: Reading.”

a. Items related to traditional linguistic culture

(a) To read aloud or recite simple literary tanks (Japanese traditional poem) or haiku (short form of Japanese poetry), by imagining the scenes and getting the feeling of the rhythm; and

(b) To know the meaning of proverbs, clichés and idioms, that have long been used and to use them.
b. Items related to characteristics and rules of language:

(a) To gain awareness of language’s function to describe ideas or thoughts; and

(b) To become interested in descriptions using Kanji and Kanacharters;

(c) To write with due attention to Okuri-gana, and to be aware of conjugations;

(d) To use commas and periods properly when writing, and to indent when necessary, for instance, at the start of a paragraph and for dialogue;

(e) To increase the vocabulary required to express and comprehend and to understand that the words are classified by their attributes and functions;

(f) To understand how to use the dictionary to use the letters and words required to express and comprehend, and to make a habit of using dictionaries;

(g) To have a rudimentary understanding of the composition of a sentence, for example, the relationship between the modifier and the modified.

(h) To understand the role of demonstrative and conjunction words in the interrelations of the meanings between sentences, and to use them.

c. Items related to characters:

(a) In Grade 3, to read roman characters describing simple daily words and to write them;

(b) In Grade 3 and Grade 4, to read Chinese characters that are allocated to the respective grade in the Classified Chinese Characters, and to write those Chinese characters already learned in the previous grade and use them in sentences and paragraphs, and to learn the Chinese characters allocated to the respective grades, in a step-wise manner, and use them in sentences and paragraphs; and

(c) To have knowledge about the structure of the left-hand and right-hand radicals.

(2) Instruction should be given on the following items for penmanship:

a. To understand the composition of a character and to write it
correctly;

b. To write Kanji or Kana character, paying attention to their size and layout; and

c. To understand the types of strokes and write with a brush paying attention to writing pressure, etc.

## [Grade 5 and Grade 6]

### 1. Objectives

(1) To enable pupils to acquire the ability to speak accurately about their own ideas and what they would like to convey in accordance with objectives and intent, to listen while understanding the intent of the speaker, to conduct discussions in a planned manner and to develop an attitude of listening and speaking appropriately.

(2) To enable pupils to acquire the ability to write passages about their ideas while keeping in mind the whole structure of the writing, in accordance with the objectives and intent, and to develop an attitude of writing appropriately.

(3) To enable pupils to acquire the ability to read passages while grasping the content and major points in accordance with objectives, and to develop an attitude of broadening and deepening their thoughts through the reading.

### 2. Content

### A. Speaking/Listening

(1) Instruction should be given on the following items in order to develop speaking and listening abilities:

a. To select a speaking theme from their own ideas and what they would like to convey, which is to be associated with accumulated information and knowledge;

b. To speak using appropriate language in accordance with the situation while contriving story structure so that matters can be communicated clearly in accordance with the objectives and intent;

c. To understand the difference between standard Japanese and dialect and to speak in standard Japanese when necessary;

d. To listen while grasping the intent of the speaker and to organize thoughts by, for example, comparing one’s own opinions; and
e. To conduct discussions in a planned manner, taking a clear position and intent of each other.

(2) Instructions on the items listed in (1) above should be given through, for example, the following language activities:

f. To give explanations or reports by presenting supporting documents and give advice or suggestions upon listening to them;

g. To conduct debates, etc., about what has been studied and formed; and

h. To recommend a thing or a person, and listen to the recommendation.

### B. Writing

(1) Instruction should be given on the following items in order to develop writing abilities:

a. To select a writing theme from ideas, to collect matters to be written, and to organize the matters with an overview of the entire writing in accordance with the objectives and intent;

b. To think about the effects of structure in the entire body of a sentence to clearly express one’s own thoughts;

c. To make distinctions among facts, impressions and opinions and to write simply or in details in accordance with objective and intent;

d. To write in such a way as to convey one's thoughts by making citations and using figures/tables or graphs;

e. To verify and contrive the effect of expression; and

f. To present each other’s writings and to exchange advice, focusing on how to express oneself.

(2) Instructions on the items listed in (1) above should be given through, for example, the following language activities:

To write poems, tanka or haiku and to write stories or essays based on what they have experienced or imagined;

b. To investigate the issues of one’s own and to write and edit the writings that express opinions or that report activities.

c. To write passages to convey to many people the good points of a matter.

### C. Reading

(1) Instruction should be given on the following items in order to
develop reading abilities:

a. To read aloud or recite to convey one's thoughts or ideas;

b. To device an effective way of reading, for example, by comparing books or sentences in accordance with the objectives;

c. To grasp the main theme with an accurate understanding of the content of the passage in accordance with the objective and to understand the relationship among facts, impressions and opinions and to read while clarifying one’s thoughts;

d. To understand the depictions of the interrelations and sentiments of the characters and the scenes, and organize one's thoughts about an excellent depiction;

e. To present each other’s thoughts after reading the books or sentences, and to broaden and deepen their thoughts; and

f. To select and compare various books or sentences to read, in accordance with objectives.

(2) Instructions on the items listed in (1) above should be given through, for example, the following language activities:

a. To read an autobiography and to reflect upon one's own life;

b. To use opinion-oriented passages or explanatory passages to solve one’s own problems;

c. To read newspapers by paying attention to the way they are edited and the way articles are written; and

d. To write a recommendation upon reading a book.

[Items related to traditional linguistic culture and characteristics of the Japanese language]

(1) Instruction should be given on the following items through the instructions on “A: Speaking/Listening,” “B: Writing,” and “C: Reading.”

a. Items related to traditional linguistic culture:

(a) To understand the outline of the content of Japanese or Chinese classic literature that is familiar to them and post-modern literary writing, and read them aloud; and

(b) To read writings that explain classic literature and to understand the viewpoints and perceptions of people in previous eras;

b. Items related to characteristics and rules of language
(a) To gain awareness of the differences between spoken and written language;

(b) To gain awareness of changes in language along with the passage of time and the differences in language between generations;

(c) To write sentences correctly, paying attention to Okuri-gana, and to write in correct Kana-zukai;

(d) To deepen the understanding of structures and changes in words, and to have an interest in the origin of words;

(e) To understand the relationship between phrases in a passage;

(f) To have an interest in the feeling for words and the sense of language in the use of words;

(g) To understand that there are various structures of a sentence or a passage;

(h) To become familiar with the usage of honorific expressions in everyday life; and.

(i) To gain awareness of literary devices such as metaphor and repetition.

c. Items related to characters:

(a) In Grade 5 and Grade 6, to read Chinese characters that are allocated to the respective grade in the Classified Chinese Characters, to write those Chinese characters already learned in the previous grade and use them in sentences or paragraphs, and to learn the Chinese characters allocated to the respective grades, in a step-wise manner, and use them in and sentences or paragraphs.

(b) To acquire knowledge about the origins and characteristics of Kana and Chinese characters.

(2) Instruction should be given on the following items for penmanship:

a. To select the size of character(s) and layout, paying attention to the relationship the whole paper, and to write the characters while paying attention to the speed of writing;

b. To select a writing brush in accordance with objectives, and to write by making use of its characteristic; and

c. To write letters using a brush while paying attention to the movement of the tip of the brush and the connection of prescribed
### I II. SYLLABUS DESIGN AND HANDLING THE CONTENT

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

(1) Concerning the instruction on items included in the Content for each grade in Subsection II, consideration can be made, if necessary, to teach them in an elementary manner in the preceding grade or in an advanced manner in the following grade, giving flexibility to the instruction.

(2) Concerning the items indicated in the “A: Speaking/Listening,” “B: Writing,” “C: Reading” and “Traditional linguistic culture and characteristics of Japanese language” indicated in the Content for each grade in Subsection II, each item should be taught in a closely related manner and all should be developed in balance. In doing so, teachers are to make an effort to use school libraries systematically and thoroughly. Also, effort should be made to increase the effectiveness of guidance by, for example, providing pupils with opportunities to use IT equipment.

(3) Concerning the instruction on “A: Speaking/Listening” of the Content for each grade in Subsection II, approximately 35 school hours per year should be allocated to the composition works in Grade 1 and Grade 2; and likewise, 30 hours to Grade 3 and Grade 4, and 25 hours to Grade 5 and Grade 6, in order to ensure intended and planned instruction. In this case, effort should be made to increase the effectiveness of instruction by, for example, developing and utilizing materials for spoken language.

(4) Concerning the instruction on “B: Writing” of the Content for each grade in Subsection II, approximately 100 school hours per year should be allocated to the composition works in Grade 1 and Grade 2; and likewise, 85 hours to Grade 3 and Grade 4, and 55 to Grade 5 and Grade 6. In this case, as many opportunities as possible should be provided for writing practice.

(5) Concerning the instruction on “C: Reading” of the Content for each grade in Subsection II, consideration should be given to increase the interest of pupils to read and to encourage them to perform reading activities positively in everyday life, and at the same time, instruction
should be provided in relation to instruction on reading in other subjects as well as in the school library. When using school libraries, teachers should help pupils to select necessary books or information by paying attention to the titles and types of books, and looking for necessary information by index. Moreover, a variety of books for the pupils should be selected, without any inclination to particular kinds, for the development of desirable personality.

(6) In the lower grades, consideration should be given to increase the effectiveness of instruction, actively seeking cooperation in other Subjects such as living environment studies. Particularly in Grade 1, consideration should be given to the relationship with content of language in pre-school education.

(7) Based on the objectives of moral education listed in Subsections I-2 of Chapter 1 “General Provisions” and in Subsection I of Chapter 3 “Moral Education”, instructions concerning the content listed in Subsection II of Chapter 3 “Moral Education” should be given appropriately. The instructions should be in accordance with the characteristics of Japanese language and should be related to the period for moral education.

2. Instruction on “Items related to traditional linguistic culture and characteristics of the Japanese language” of the Content for each grade in Subsection II should be dealt with as follows:

(1) The items listed in (1) related to “traditional linguistic culture and characteristics of the Japanese language” should be dealt with as follows:

a. In the case where specific items should be taught in an integrated manner or repeatedly, such items should be taken up separately to focus on learning;

b. Instructions on traditional linguistic culture should be given in every grade to have pupils become familiar with classic literature;

c. Instruction on Chinese characters shall be pursuant to Subsection II, and should be dealt with as follows:

(a) Chinese characters allocated to each grade can be taught, if necessary, in the preceding grade or in the following grade, with due consideration to the workload imposed on pupils;

(b) For Chinese characters allocated to the following grade or any
other ones, consideration can be presented by, for example, providing furigana, with due consideration to the workload imposed on pupils;

(c) For instruction on Chinese characters, the shape of Chinese characters indicated in Classified Chinese Characters should be regarded as the standard.

(2) Instruction on penmanship with a hard pen should be provided in every grade, and instruction on penmanship with a writing brush should be provided from Grade 3 or above. Instruction on penmanship with a writing brush should be provided to develop the pupil's basic ability to reproduce with a hard pen and to write characters correctly and in the correct form. The number of school hours allocated for instruction on penmanship with a writing brush should be approximately 30 school hours/year for each grade.

3. Concerning teaching materials, care should be taken for the following points:

(1) Concerning teaching materials, proper topics and themes should be carefully selected in a harmonious manner in accordance with the developmental stages of the pupils, with an aim for balanced acquisition of various language skills, including speaking/listening, writing and reading, and to establish a reading habit by developing attitude of gaining familiarity through books. Furthermore, teaching materials should be selected in such a way so that language activities listed in (2) of "A: Speaking/Listening," "B: Writing" and "C: Reading" of the Content for each grade in Subsection II can be sufficiently executed.

(2) Teaching materials should be selected with due consideration to the following points:

a, To be instrumental in increasing interest in the Japanese language and developing an attitude of respect for the Japanese language;

b. To be instrumental in developing the ability to communicate, the ability to think and imagine, and sense of language;

c. To be instrumental in developing the ability and attitude to make fair and proper judgment;

d. To be instrumental in developing an attitude to have scientific and logical views and ideas and to broaden perspectives;
e. To be instrumental in brightening life and fostering the will to live strongly and truthfully;

f. To be instrumental in cultivating the heart to respect life and care for others;

g. To be instrumental in cultivating love of nature and the ability to feel awe and be responsive to beauty;

h. To be instrumental in developing an understanding and affection for the tradition and culture of Japan;

i. To be instrumental in developing an attitude to desire the development of the nation and society with an awareness of Japanese.

j. To be instrumental in cultivating the spirit of international cooperation, with an understanding of the civilizations and cultures of the world.

(3) Concerning the teaching materials for “C: Reading” of the Content for each grade in Subsection II, a variety of writing styles should be used in a harmonious manner, covering commentary-style works and literary works.
平成27年度予算案における公正取引委員会の予算及び機構・定員について

平成27年1月14日

公正取引委员会

平成27年度予算案における公正取引委員会の予算及び機構・定員については以下のとおりであり，予算については総額107億39百万円（前年度比5.1%減），定員については19人の増員としている。

## 1 予算（重点施策别）

(单位：百万円)

区 分	平成26年度当初予算額(A)	平成27年度予算額(B)	对前年度増△減額(B-A)
1. 厳正かつ実効性のある独占禁止法の運用	300	403	103
2. 中小企業に不当に不利益を与える行為の取締り強化<うち消費税転嫁対策>	2,189<2,035>	1,553<1,377>	△636<△658>
3. 競争環境の整備	99	126	27
4. 競争政策の運営基盤の強化	177	173	△4
5. その他 (既定人件費等)	8,557	8,484	△73
合 計	11,321	10,739	△582

注：計数はそれぞれ四捨五入しているため、合計は一致しない。

## 2 機構・定員

○ 機構

審査局訟務官の新設及び官房総務課企画官の増設

○ 定員（増員の内訳）

独占禁止法改正法の施行に伴う体制整備 6 人

中小企業に不当に不利益を与える行為の取締り強化 4 人

国際的な反競争的行為に対する厳正な対処 6 人

国家公務員の女性活躍とワークライフバランスの推進 3 人

※ 事務総局定員838人〔平成27年度末〕

問い合わせ先	公正取引委員会事務総局
官房総務課（予算） 03－3581－3574
官房人事課（機構・定員） 03－3581－5475
ホームページ	http://www.jftc.go.jp/
## 平成27年度予算案における消費税転嫁対策の概要

○ 公正取引委員会では, 中小企業等に不当に不利益を与える消費税の転嫁拒否等の行為を未然に防止するとともに, 違反行為が認められた場合には迅速・厳正に対処

○ 消費税転嫁対策特別措置法に基づき，違反行為の有無を把握するための悉皆的な書面調査の実施等，消費税の円滑かつ適正な転嫁を確保するための各種取組を実施するために必要な経費を計上

取組の具体的内容	予算額
○ 消費税の転嫁拒否等の行為の監視・是正違反行為に対して,迅速かつ厳正に対処するため,中小企業等(売手側)に対する悉皆的な書面調査を実施し,取締り要員を手当するなど,違反行為の監視・取締り体制を確保	1232百万円(うち悉皆的な書面調査関係経費808百万円)
○ 消費税の円滑かつ適正な転嫁のための広報・相談消費税転嫁対策特別措置法の内容を周知し,違反行為の未然防止を図るための広報,説明会,移動相談会等を実施するなど,広報・相談を積極的に実施	117百万円
その他 28百万円
消費税転嫁対策に係る予算額	1377百万円

注: 計数はそれぞれ四捨五入しているため, 合計は一致しない。
## 第4回 犯罪被害者の精神的被害の回復に資する施策に関する研究会 議事要旨

## 1 日時

平成27年2月6日（金）午前10時30分から午後12時20分まで

## 2 場所

合同庁舎2号館第5会議室

## 3 出席者

(座長)

中島 聡美 （独）国立精神・神経医療研究センター精神保健研究所

成人精神保健研究部犯罪被害者等支援研究室長

(有識者構成員)

飛鳥井 望（公財）東京都医学総合研究所副所長

新惠里京都産業大学法学部法政策学科准教授

大山 みち子 武蔵野大学人間科学部人間科学科教授

木村 光江 首都大学東京法科大学院教授

宫崎 美千代 臨床心理士

(関係府省庁)

沖田 芳樹 警察庁長官官房総括審議官兼長官官房審議官（国際担当）

山本 仁 警察庁長官官房給与厚生課長兼犯罪被害者支援室長事務取扱

及川京子内閣府犯罪被害者等施策推進室参事官

## 4 配付資料

報告書（素案）（資料1）

## 5 議事要旨

(1) 報告書（素案）について

【事務局説明（資料1）】

(討議)

ア報告書の構成について

構成員から意見なし。

イ「第1はじめに」について

構成員から意見なし。

ウ「第2精神的被害を受けた犯罪被害者に対する支援制度等の現状」について

構成員：2頁目の「4 民間被害者団体・犯罪被害者支援団体、教育機関等が行うカウンセリング」38行目の「大学等において」の「等」の中に、教育機関や研究機関としての大学における心理相談等、いろいろなところで実施されているものが網羅的に含まれているという理解でよいか。

警察庁：事務局としては、御指摘の趣旨で「等」と記載している。
構成員：承知した。

エ「第3犯罪被害者に対する心理療法等の現状」について

構成員： 非常にコンパクトにまとめていただいたと思うし、脚注にもあるとおり、調査結果の詳細はホームページを見れば分かるということだと思うが、自由記述を始めいろいろな御意見が寄せられていたので、そうした部分を冗長にならない程度にもう少し記載できないか。

警察庁：詳細はホームページで見ていただくということを想定してこの量にとどめたが、御指摘を踏まえ、全体のバランスや書きぶりを検討したい。

構成員：例えば、自由記述のところで、医師が保険診療で実施している場合は採算が取れていないなど、医師の自助努力に依るところが大きいといった意見が寄せられていたので、この辺りのコメントを反映させてもいいかもしれない。

警察庁：検討させていただく。

オ　「第4　犯罪被害者の精神的被害の回復に資する施策の在り方」について

(ゾ) 「2 心理療法等に係る犯罪被害者等の自己負担を軽減する制度の実現方策」について

構成員：4 頁の「(2）診療報酬制度の対象等の拡充」について、診療報酬制度の拡充については中央社会保险医療協議会（以下「中医協」という。）で議論されるということを考慮すると、本研究会で中医協に対し何らかの提言を行うことは難しいと思う。

構成員：確かに、本研究会としてその部分について提言するのはやはり難しいと思う。報告書では、どの程度言及するかは別として、診療報酬制度の拡充の可能性として触れるくらいが妥当ではないか。本研究会で診療報酬制度について実質的な審理を行うことは無理だと思う。

構成員：診療報酬制度について報告書で何も言及しないわけにはいかないだろう。

確かに、診療報酬制度の拡充というのは、こういう研究会で議論することの大きな目的の一つであることは事実だが、一方でここで提言まで行うことについては疑問がある。実現性や他の療法との足並み等の問題があり、提言すること自体が難しいのではないか。ただし、「診療報酬制度の拡充は必要ない。」とすると、一体この研究会は何のために開催しているのということになるので、一定程度の言及はすべきだと思う。

構成員：私もここで提言を行うことは難しいと思う一方、報告書で何も触れないということは妥当ではないと思う。将来的に、心理職が犯罪被害者のカウンセリングを担うこととなる可能性も考えて、長期的な視点で何らかの文章を盛り込めないだろうか。

構成員：診療報酬制度という枠組みの中で考えると、報告書で言及することが厳しくなると思う。例えば、心理職が単独で行う療法の必要性がないと言っているわけではないので、今後、こうしたものを診療報酬制度という枠組みに限定することなく導入したいという趣旨のことを報告書に盛