In the present study, children in the age group of 3-5 years had to perform a source-monitoring task, a cognitive shifting task and an inhibitory control task, and the correlations between the tasks were examined. In the source-monitoring task, children were asked to discriminate objects they acted on (internal source) from objects an experimenter acted on (external source). They were also administered the Dimensional Change Card Sort (DCCS) task as a cognitive shifting and Black/White task as an inhibitory control task. We found that there was a significant correlation between the measure on the external source and the performances in the DCCS task. The results indicated that cognitive shifting may play an important role in source monitoring where children have to discriminate internal sources from external sources.

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The Japanese equivalents of anxiety (FU·AN), fear (KYO·FU) and depression (YU·UTSU) were empirically defined by the method used by Davitz (1969) and the results were compared with those obtained by Davitz for anxiety, fear and depression. For Japanese, experiences of FU·AN (anxiety) were found to be more similar to those of YU·UTSU (depression) than to those of KYO·FU (fear), whereas Davitz found that, in English, experiences of anxiety were more similar to those of fear than to those of depression. Experiences of FU·AN overlapped very little with those of anxiety, the latter being more physical than the former. Specific instances of anxiety and FU·AN written by American and Japanese students, respectively, were subjected to the semantic differential method and the results revealed that the experiences of FU·AN were more distressing, more ambiguous, more inactive, and so on, than those of anxiety. The importance of recognizing discrepancies in the connotative meanings of formally equivalent concepts across languages is emphasized.

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This article presents a review of the literature on Content and Language Integrated Learning (CLIL) from 2011 to 2020. We analyzed 100 research articles based on the First Principles of Instruction (FPI), with the aim of considering the problems of CLIL and exploring the possibilities of improvement based on these principles. We found that the focus of almost all the articles was English as a Foreign Language (EFL) as the target language; rarely was a concern for other languages indicated. Moreover, current studies pertaining to CLIL paid little attention to the FPI. In this article, we offer some suggestions for future research.

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I portrayed a life of Jiuju G. Kasai who dedicated his whole life to the advancement of friendly relations between the United States and Japan. I would like to confirm the fact that he was both the patriot and the internationalist.
He was born on July 14, 1886 at a remote and lonely hamlet, along the River Fujikawa, then one of the rapidest rivers in Japan.
As a schoolboy, he received his moral training by reading Chinese classics which his father commanded. At twelve, he entered Kdfu Middle School whose progressive as well as moralistic atmosphere implanted in him a longing for liberalism and a sense of independence.
When Kasai finished the middle school in 1902, the immigration to the United States was at its height. The ambitious boy went down the Fujikawa, crossed the Pacific, and to Seattle, Washington.
In 1905 he was admitted to Broadway High School in Seattle, and in 1909 to the University of Chicago to study U. S. history and American statesmen and finally in 1913 to Harvard to pursue further studies on the American Constitution. At the high school and the University of Chicago, his excellence in oratory won him prizes of highest distinction in all-campus competitions. His oratorical prize included a trip to Washington D. C. to meet Theodore Roosevelt, who was pleased to give him the “Life and Times of Abraham Lincoln. ” Apparently this book triggered his lifelong, steadfast admiration for Lincoln. He decided to go to Chicago, the heart of the Midwest, Lincoln's country, which was the A CRITICAL BIOGRAPHY JIUJI KASAI: THE PATRIOT AND THE INTERNATIONALIST backbone of the United States. The subject of his prize winning speech at Chicago was “The Mastery of the Pacific”, which called for joint American-Japanese cooperation for peace in the Pacific. This speech should be remem-bered as the prototype of his subsequent counter-anti-Japanese movement speeches and books.
As to his active participation in political life, see Section 7 “A Chronological Record of Kasai's Main Political Activities. ”
In 1929 he was elected to the Tokyo Municipal Assembly, and in 1936, in 1937, and in 1946 to the House of Representatives (the Diet). After he retired from political life he continued to work as a bridge between America and Japan through the Japanese-American Cultural Society, Inc. which he had founded in Tokyo on Linclon's birthday in 1947.
He died on April 10, 1985 at his home in Tokyo at the age of 98 years.

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目的：複雑な看護実践に負担なく手指衛生を組み入れる教育に資するために，臨床看護実践状況における看護師の手指衛生の認識を明らかにした．

方法：急性期病棟に所属する卒後3年目以上の看護師10名を対象に，半構造化面接を行い質的に分析した．

結果：臨床看護実践における手指衛生の状況には4つの状況があった．①同僚との相互作用でエンパワメントされる状況では，【病院全体で手指衛生を学んできた】【自分が感染の媒介者になりたくない】【手指衛生をしていない人と思われたくない】を背景に【見られていると思う】【習慣として行う】，②個人の衛生習慣からくる自己防衛的な動機が影響する状況では，【医療者と患者は違う】【排泄物は汚い物】などを背景に【手が汚染した/汚染したかもしれない】，③知識や臨床経験から手指衛生の必要性を判断する状況では，【感染を起こすと患者も自分達も大変になる】【感染経路をイメージできる】などを背景に【手指衛生が絶対必要】と判断する一方，【これぐらいでは感染しないだろう】の判断もあった．④手指衛生を考える余裕がない状況は，【仕事を滞りなく遂行したい】【手指衛生は皆も徹底できていない】【常に手指衛生のことを考えていない】などを背景に手指衛生は【時間的に無理！】，【脳裏にな（い）】かった．

考察：臨床看護実践に手指衛生を組み入れるための教育では，今回明らかになった認識を考慮した教育が重要である．

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96 4-6 year-old children received number conservation training in 2 sessions over 2 successive days. The relative efficiency of 5 programs was investigated; there were 2 programs consisted of “practice in conflict situations without external reinforcement”, a similar program with reinforcement, direct training of number conservation, and mixed procedure with reinforcement. The 3 reinforced programs produced stable conservation response in about 3/5 of children, and 2/3 of them showed generalization of conservation principle. The 2 programs without reinforcement had almost no effect on average children, but provoked conservation response in a half of superior children who had responded correctly to conflict situations before training. The secondary training on nonconservers showed similar results, i. e., ineffectiveness of practice without reinforcement.

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This paper proposes a learning model that enables a robot to acquire a body image for parts of its body that are invisible to itself. A robot estimates the invisible hand positions using the Jacobian between the displacement of the joint angles and the optical flow of the hand. When the hand touhches one of the invisible tactile sensor units on the face, the robot associates this sensor unit with the estimated hand position. In addition, we propose a model to discriminate the tactile sensor units each of which is corresponded to each facial part based on the discontinuity of sensor value. Then finally, the robot becomes able to associate them with the feature points of parts in the image of other's face.

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Spontaneous smiles are the first smiles which infants show, and they occur during irregular sleep or drowsiness. In the 1960s, some researchers conducted observations on full-term and preterm neonates, and recorded spontaneous smiles. But little is known about the smiles, and recent research provides some new perspectives. Common opinion is that only humankind shows spontaneous smiles. However recent studies revealed that infant chimpanzees showed them. Many researchers believe that human infants show spontaneous smiles from immediately after their birth to two or three month of age, whereas one-year-old infants still show them (Kawakami et al., 2009). The purpose of this research was to provide fundamental data on spontaneous smiles in other species and humankind. This paper reports on two studies. Three newborn Japanese Macaques (Macaca fuscata) were observed in study 1. And in study 2, two human fetuses at 23 and 30 weeks of gestation were observed by using four-dimensional ultrasonography. The results showed that three newborn Japanese Macaques smiled spontaneously seven times during sleep, and both human fetuses showed spontaneous smiles. These data mean that humankind and chimpanzees are not the only species which show spontaneous smiles, but also newborn Japanese Macaques show them, and spontaneous smiles of humankind begins in the womb. This suggests that current theories of the development of emotional expression should be revised, and the data of this research provide new perspectives on this field of studies.

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研究の目的 本研究の目的は、自閉症児を対象に5種類の共同活動においてスクリプトおよびスクリプト・フェイディング手続きなどの介入パッケージにより標的行動21種類の刺激性制御を各活動の発話機会に転移させること、この間の学校や家庭における発話行動の変化を調査することである。研究計画 活動間多層ベースライン法を用いた。場面 おやつ、ババぬき、制作、始めの会、終わりの会の5つの共同活動。参加者 特別支援学校中学部1年男子生徒1名(自閉症,IQ36)であった。介入 事前の読み指導とスクリプトおよびスクリプト・フェイディング手続きなどの介入パッケージであった。行動の指標 標的行動の自発的な発話。結果 スクリプトを文末から文頭に漸進的にフェイディングした結果、一部を除き大多数の標的行動はそれぞれの発話機会において自発的に発話された。学校や家庭において、12の標的発話行動が確認された。結論 多様な発話機会を設定した共同活動の中においてもスクリプトおよびスクリプト・フェイディング手続きにより自閉症児の会話行動を促進することが可能であることを示した。

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‘Place’ is a core concept in human geography and scholars have focused on how globalization has affected ‘place’ since the 1990s. Despite findings that ‘place’ is socially re/constructed under globalization’s fluidity, the relationship between ‘place’ and migration, which certainly shape and are shaped by globalization, has not been the subject of much academic attention from a perspective of migrants themselves. Within this context, this article aims to explore the relationship between ‘place’ and migration—particularly that between ‘home’ and marriage migrants—through life stories of three Samoan pioneer wives, who married Japanese men and have been living in Japan for over 20 years. As a result, the following three findings were identified. First, creating a ‘home,’ in the sense of crafting a new life in Japan, has been a long and challenging process, and a good relationship with their husbands’ families and acquisition of the Japanese language were necessary for Samoan wives to create a ‘home’ in Japan at an early stage. Second, the Samoan wives made a ‘home’ of their Samoan network, which enabled them to communicate with other Samoans and maintain connections to their home country. Last, creating or recreating a ‘home’ is a personal experience, influenced by how they grew up in Samoa and how they became accustomed to Japanese society.

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This paper reviews an online pedagogical resource, Kibbitzers (1997-present). Referring to recent collostructional analyses (e.g. Stefanowitsch & Gries, 2003), it is pointed out that such a DDL task should be based on not only learner corpora, but also FrameNet data (e.g. Fillmore, Johnson & Petruck, 2003). Previous corpus-based studies (Notohara, 2004; 2005; in press) suggest that Japanese EFL learners often use basic verbs (e.g. like, have, go, see, want, love, know) in writing timed-narrative emails. Starting with a recurrent verb, like, this paper presents a new approach for selecting appropriate concordance lines for Japanese EFL learners. Then six appropriate blog-based DDL tasks are designed to help learners consciously expand their linguistic awareness. Finally, two typical Japanese EFL learners' responses to a new DDL task are carefully described and discussed.

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