Jeans are an everyday item of clothing for young students. They select a pair according to their taste and for particular occasions. Jeans are also products with a wide price range. Jeans priced under one thousand yen have been available since 2009. At the other end of the price range, a pair of premium jeans can cost over thirty thousand yen. Cut-price jeans are produced in developing countries with finished products imported to Japan. By studying about jeans, students, as consumers, will be able to learn about globalization which is part of their everyday lives, and learn to make decisions about how to choose which product to buy. The purpose of this study is to develop lessons for home economics classes in high schools to raise awareness of globalization in their everyday lives as consumers. Before the start of the lesson, students were asked about their buying and wearing habits. They were also asked about how price conscientiousness they were when purchasing a pair of jeans. Their answers were then analyzed. Then students were given a lesson where four different types of jeans were shown as teaching material. After the lesson, students became aware of the different processes needed in manufacturing each of the products and the conditions under which workers' work as well as how their own behavior as consumers connects indirectly with the lives of workers in developing countries.
The purpose of this study was to clarify through text mining of reports on physical education (PE) classes the link between different affirmative expressions by elementary school students. The subjects were 3rd year and 4th grade (50 males and 72 females) students. The students were asked to write and send a report in the form of an e-mail (50 word limit) on what positive impressions they have of their PE classes. These were sent from their school's computer room to the computers of the Sports Research Center affiliated with Tokoha University. The results, words extracted with text mining techniques from their reports, were arranged in order of high-to-low frequency in histogram form. These showed expressions involving "belonging to a sport club" "physical strength and weaknesses" and "a desire to achieve" were linked to significant differences in their observed distribution among subjects. The analysis, through text mining, showed a positive correlation between expressions such as "able to the exercises" (experience gained), "able to acquire the basic moves and skills" (improved proficiency), "were praised by teachers and peers" (compliment), "cooperated with others" (mutual empathy), etc confirmed the link between positive impressions and positive physical education.
The purpose of the present study was to examine how learners assess technology and to analyze the students' dialogue process regarding the influence of humanoid robot technology upon daily life and society. Interviews were conducted with students majoring in education. Interviewees were asked to assess the development and popularization of humanoid robot technology. As a result, the interviewees' dialogue process was classified as viewpoint addition, intention change or intention focus. 'Viewpoint addition' comprised basic thinking regarding technology assessment and endeavoring to use technology for sustainable development and appropriate management by understanding social and environmental problems from a technological development perspective, while at the same time enjoying the convenience and utility of technology. It was pointed out that there is a case for avoiding assessing technology because the influence of technology upon daily life and society may involve both useful and harmful functions.
This research aims to investigate the effects of the explicit instruction of connectives in reading expository texts in terms of cohesiveness, which is assumed to be an influence on reading comprehension by EFL (English as a Foreign Language) learners. Instructive interventions were carried out on the subjects who were second year students at a College of Technology. Fifty-nine students were divided into two groups, an experimental group and a control group. At the point of instruction, four kinds of connectives - additive, adversative, causal and temporal - were introduced to the experimental group after an explanation of the functions of connectives. A pre-reading and post-reading comprehension test was conducted for both groups. The results showed no remarkable changes in either group as a whole. But the reading comprehension improved in both texts with connectives and texts without connectives, with the outcome of a significant difference being found between the weaker students in the experimental and control group.
The important problems pertaining to preschool children pointed out from around 2000 have yet to be thoroughly resolved. Problems include an irregular way of life and a lack of formation about basic habits, attenuation of self-control, moral decline, a drop of communicative abilities of preschool children, a decrease in children's experiences at home and in the community, and the parents' knowledge of child rearing. This study intends to examine these problems from the viewpoint of a child's ability to make decisions independently which has been pointed out as a key factor to spontaneous motivation by Desi (1980). The purpose of this research is to make clear the influence of a parents' knowledge of child rearing especially on the development of a child's ability to independently make decisions, and a child's experience to independent decision making on his or her ability to independently make decisions. The results show that if parents' awareness of their child's independent decision making process is high a child's ability to make decisions independently will be strong also when compared to cases where parents have low awareness. However, a child's experience in independent decision making did not correlate with his or her ability to independently make decisions.