The institute was founded in 1874 by Dora E. Schoonmaker, an American missionary sent to Japan by the Women's Foreign Missionary Society of the Methodist Episcopal Church..
BACKGROUND:Young children can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF.METHOD:This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children.RESULTS:We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group.CONCLUSION:Daily play programs that focus on children's self-directedness can promote children's EF development.
Some rice bran pickles contain histamine (Him) and tyramine (Tym), which are nonvolatile amines, presumably produced by microorganisms during the fermentation process. When attempting to identify the histamine- and tyramine-producing bacteria from commercially available cucumber rice bran pickles containing Him and Tym, it was identified histamine-producing bacteria were found to be Raoultella ornithinolytica, and tyramine-producing bacteria were Lactobacillus curvatus. When those bacteria were cultured in media containing rice bran (the raw material for rice bran pickles), Him and Tym were produced. However, it was suggested that Him and Tym were not necessarily produced by the presence or absence of amine-producing bacteria, but rather, their production was affected by the amount of precursor amino acids and other bacteria that were present during rice bran pickles production.
This study examines the application of an IRT analysis of words on lists including the General Service List (GSL), New General Service List (NGSL), Academic Word List (AWL), New Academic Word List (NAWL), and TOEIC Service List (TSL). By comparing line graphs, density distribution graphs, and boxplots for the average difficulty of each word list to related lists, we can get a visualization of the data’s distribution. Japanese EFL students responded to one or more of 84Yes/No test forms compiled from 5,880 unique real words and 2,520 nonwords. The real words were analyzed using Winsteps (Linacre,2005) resulting in IRT estimates for each word. By summing the difficulties of each word, we can calculate the average difficulty of each word list which can then be used to rank the lists. In effect, the process supports the concurrent validity of the lists. The analysis indicates the word family approach results in more difficult word lists. The mean difficulties of the GSL and the BNC_COCA appear to be more divergent and more difficult particularly over the first 4000 words, possibly due to the use of Bauer and Nation’s (1993) Affix Level 6 definition for their compilation. Finally, just as we should expect word lists for beginners to have higher frequency words than subsequent lists, we should also expect them to be easier with more words known to learners. This can be seen with the gradual but marked difference between the different word lists of the NGSL and its supplemental SPs.
