Factors related to the attitude towards nurturing the next generation in university students were investigated. Students (N = 418) participated in this study. An analysis of variance was con-ducted with scores on the Nurturance Scale and Capability to Nurture the Next Generation Scale as dependent variables and gender and family factors; including the birth order (having younger siblings or not) and mutual trust in parent-child relationships as independent variables. Results indicated higher scores in certain subscales for female students, as well as for male stu-dents with younger siblings. These findings suggest the effects of social and cultural demands related to nurturance in women and women's' life cycle, as well as the effect of male students' experiences of caring for younger siblings on attitudes towards nurturing the next generation. Moreover, scores of students with better relationships with their own parents were higher in all subscales, suggesting that such relationships were also closely related to attitudes towards nur-turing the next generation. Female students with fewer relationships with their own parents, however, showed higher scores than male students in certain subscales, which is suggestive of the resilience in female students.

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The relationship between the attitude towards nurturing the next generation, the time perspec-tive, and gender were investigated in university students (N =463). Analyses of variance were conducted with participants' Nurturance Scale score and Capability to Nurture the Next Generation Scale score as dependent variables, and gender and patterns of time perspective derived by cluster analysis as independent variables. Results indicated that scores of both dependent variables were higher in students with a positive time perspective. Moreover, female students and students with a higher sense of time perspective for the present and future had higher scores in certain subscales. These findings suggest that a positive time perspective contributes to positive attitudes toward nurturing the next generation. Furthermore, the results indicated the influences of social and cultural demands and life cycle of female students and influences of positive attitudes regarding the present and future, despite having negative attitude about the past, on the attitude towards nurturing the next generation.

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A psychoeducational program for promoting attitude toward nurturing the next generation, based on the Nursing Child Assessment Satellite Training (NCAST) was evaluated. University students (N = 18) participated in a program that used NCAST material, such as the classification of infants' cues and child-caregiver relationships. Pre- and posttest scores on the assessment scales indicated some positive changes in the participants, which were suggestive of the effectiveness of this program.

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The instructional approaches in the area of language teaching are categorized into two types. The one uses vehicular language, as the grammar translation method. The other one is the direct method. The direct method is taken into confidence to improve communication skills in these years. Although the grammar translation method is considered less serious, it is not relic of the past. One argues that current academic training is not useful to improve students' English skills, just in general. In the communicative method, lecturer put grammatical lessons less in school as part of the curriculum frequently. On another front, grammatical lessons are necessary to non-native students. This study shows merits and demerits of the two methods, and considers how to leverage the grammar translation method in the higher education or intensive course.

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An experimental event was held at a university festival, in which participants were asked to perform the role of the main character of a story drama " A Dog of Flanders." The drama was composed of 8 scenes dramatized by the present writer and her seminar students. The purposes of this research were to investigate to what extent the participants could express themselves freely and flexibly, and cope with and overcome the hardships encounterd in the drama. As a result, 19 students participated in the event, answering the Self-monitoring Scale, performing in the drama, and filling questionnaires. The statements of the participants were analysed qualitatively. Similar statements were grouped together and labelled according to the concept they represented, thus looking like an idea-tree. A quantitative analysis of the Self-monitoring Scale and the questionnaires showed a tendency that the scores of the amount of tension of the high group of extravert traits were lower than the low group of extravert traits. In each scene the participants expressed diverse statements; many students grasped the situation positively when faced with hardship, coped with it through active behavior, and expressed their thoughts and feelings against an unreasonable treatment. Some students even expressed the words of self-examination reflecting on the standpoints of the other person. In the original story the leading character died at the end, but 5 out of 19 students played the drama in which they were able to survive by satisfying the conditions the researcher had set beforehand. The descriptive responses in the questionnaires showed many students enjoyed participating in the event, but many also felt tension. Insufficient preparatory training of the actors might have affected the performance of the participants.

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This preliminary study explored the sense of incongruity regarding current child-rearing styles, which is felt by middle-aged and elderly women engaged in parent-child support activities in the community. Narratives gained through semi-structured interviews with four women having child-rearing experience were qualitatively analyzed. Results indicated six conceptual catego-ries: excessive parents' demands, weakened parental autonomy, qualitative changes in the child, weakened parent-child relationships, diversification of family style and society, and weakened mutuality and maintaining for the next generation. Changes in consciousness regarding parental roles and parent-child relationships are proposed as the background to such incongruity. Narratives on such incongruity are discussed on the basis of the theoretical framework of generativity proposed by McAdams and de St. Aubin.

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This paper aims to introduce The Shedler and Westen Assessment Procedure (SWAP-200), a new personality disorder taxonomy, as an alternative to the DSM. For the past two decades, the DSM-IV Axis II has been largely used as the world-standard language to understand personality disorders. However, at the same time, it has been often said to be of no help in understanding these disorders and providing treatments: For example, the comorbidity of axis II disorders is too high. A client often receives four to six out of a possible 10 diagnosis. The taxonomy of axis II artificially dichotomizes diagnostic criteria into present or absent in top-down fashion, which risks excluding potential new understanding of personality traits. In the diagnostic process, the client's self-report comes first before the clinician's professional observations, although clients with personality disorders often lack self-awareness. In other words, the DSM has sacrificed so-called "clinical knowledge," representing a way to understand the uniqueness of the individual, to enhance "scientific knowledge," representing objectivity based on statistical validity and reliability. Although the DSM-V was published last year, these problems were not resolved. On the other hand, the SWAP-200 was designed to capture personality disorders by sorting out 200 items describing personality traits without jargon. In addition, the descriptions have been revised several times based on feedbacks from clinicians in order to properly reflect their professional observations. The SWAP-200 has enhanced the convergent and discriminant validity in different ways from the DSM, and those validities have been confirmed in several different countries. It can be also utilized in Japan as a new common language to understand clients with personality disorders holistically. However, as long as personality depends on culture, it must be examined whether its items can properly describe Japanese personality traits and tendencies. In addition, the bottom-up type of assessment tool such as the SWAP-200 can well reflect "clinical knowledge" but it means that the result of assessment is likely to be influenced by the clinician's bias. In using the SWAP-200 in Japan, it will be desirable and necessary to set up systems to support clinician to use it properly and effectively for the client's benefit.

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Bilingualism has an amazing power for it can be manipulated as a tool that can be utilized to redeem dying languages. The Okinawan (Ryukyuan) languages or dialects are recognized by UNESCO as endangered languages. The purpose of this research is to find a way through studying Ryukyuan poetry (Ryuka) to manipulate Bilingualism as a tool to redeem the Okinawan languages and spread the knowledge of the Okinawan culture throughout the world. An original definition of Bilingualism is that it consists of the knowledge of language acquisition. This knowledge is a leading factor of the speaker's identity. The linguistic duty of bilinguals is to provide the next generation with the knowledge of their heritage for historical, sociological, ethical, political means, and purposes. This process of using bilingualism as a re-deemer is done every day in homes and schools. The reason is so that parents who have decided to rear bilingual children will have this power to pass down their treasure of life to the next gen-eration. This is not an easy process because the parents have to equalize the language acquisition to establish a balanced bilingual acquisition within their children's ability in linguistics. Each parent provides the child with the art and duty of learning two languages not just at school but also at home. Choosing schools to meet the goal is also very difficult. Not all schools can provide equal bilingual education. This is why parents provide the child with extracurricular activities such as supplementary exercises to make sure the child is given the chance to grow as a bilingual member of society. When the bilingual tool has successfully been passed down as a heritage to the next generation then the cycle of educational repetition continues to regenerate to preserve their own identity heritage, as a seed, that will grow within their following generation. This is a form of Applied Sociolinguistics that promotes and preserves bilingual acquisition of the language to protect the societal identity. Language is an animal that can live or die. However, "Bilingualism" is the heart of the animal that constantly keeps beating to circulate the "blood identity" that keeps it alive. It is like a tourniquet to supply, support life, and to keep the animal breathing. The blood identity purpose is to find not just how to keep the language alive but to find a way or possibility to communicate with others, to spread the knowledge of the cultural existence or identity that strives, and struggles to stay alive. Each survival is another seed or life. In a way, it is also a data base of not just language and culture but life in itself. The method of keeping a language alive is to utilize every tool possible to interest others so they may be able to reach out, learn the language itself, and to spread the language to others. This report is an original bilingual commentary of Ryuka or traditional Okinawan poems. The research shows how bilingualism can be used as a tool for expression and preservation.

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This paper focuses on issues of motivation in bridging English communication and international understanding. By selectively, not comprehensively, examining MEXT policies toward English education, we conclude that despite the fact that MEXT policies might be regarded as "top-down", they do incorporate both instrumental and integrative types of motivation for Japanese learners of English. We generally support the common view that elements of integrative motivation in bridging English communication and international understanding prove to be more important for L2. Instrumental motivation is easier to formulate from the policy viewpoint, but it is in a way short-sighted and lacks sustainability. Therefore, together with numerical goals, MEXT highlights the importance of integrative motivation, such as raising awareness of Japanese identity and fostering capabilities of Japanese learners of English to present their culture and traditions to English-speakers, and underlines the Olympic and Paralympic Games 2020 as a motivating factor in promoting awareness toward English education. In our empirical analysis comprised of short case studies at elementary schools in Japan and an interview survey conducted at Nihonbashi Gakkan University, we find evidence that there are numerous examples of measures by local authorities that try to incorporate integrative elements of motivation in their English educational programs. We refer to these initiatives of the local authorities as the "bottom-up" policies and conclude that they generally correspond to and complement MEXT initiatives.

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