国語科教育における中国語教材導入の可能性と意義 -中国語版『はらぺこあおむし』の授業実践を通して-

departmental bulletin pape

Subtle modulation of ongoing calcium dynamics in astrocytic microdomains by sensory inputs.

Astrocytes communicate with neurons through their processes. In vitro experiments have demonstrated that astrocytic processes exhibit calcium activity both spontaneously and in response to external stimuli; however, it has not been fully determined whether and how astrocytic subcellular domains respond to sensory input in vivo. We visualized the calcium signals in astrocytes in the primary visual cortex of awake, head‐fixed mice. Bias‐free analyses of two‐photon imaging data revealed that calcium activity prevailed in astrocytic subcellular domains, was coordinated with variable spot‐like patterns, and was dominantly spontaneous. Indeed, visual stimuli did not affect the frequency of calcium domain activity, but it increased the domain size, whereas tetrodotoxin reduced the sizes of spontaneous calcium domains and abolished their visual responses. The "evoked" domain activity exhibited no apparent orientation tuning and was distributed unevenly within the cell, constituting multiple active hotspots that were often also recruited in spontaneous activity. The hotspots existed dominantly in the somata and endfeet of astrocytes. Thus, the patterns of astrocytic calcium dynamics are intrinsically constrained and are subject to minor but significant modulation by sensory input

日本の大学における英語アカデミックライティング教育の可能性と課題

Today, whether English's dominance as a global lingua franca benefits higher education, more and more universities around the world have made efforts to integrate English academic writing education into their institutional policies and strategies. This trend has been observed particularly against the background where, with the increased internationalization of higher education, the imperative for universities globally to focus on maintaining or improving their international reputation and rankings has grown significantly. Indeed, such prestige tends to be assessed largely in terms of publications in English. With this in mind, we are concerned with how higher education institutions address these efforts toward promoting English academic writing in a specific non-English L1 context, namely Japan. English academic writing in university contexts where English is an additional language exists where the fields of language education, higher education administration, research methodology, and cultural socialization converge. Therefore, this volume brings together scholarship that aims to examine the different ways in which academic writing education shapes and is shaped by students, faculty and other stakeholders in Japanese universities. This volume’s eight chapters, by authors with diverse backgrounds, ranging from administrators to researchers, and from humanities and social sciences to medical studies, explore the opportunities and challenges of English academic writing education in Japanese universities by looking at related topics, including writing centers, faculty members, genre-specific education, and technology development. Together, the discussions in the individual chapters can contribute profoundly to theory, policy, and practice in the domains of curriculum, research, and administration in university contexts.Introduction… Norifumi Miyokawa 1 Part I: A writing center in Japan: Hiroshima University Chapter One: Development of the Hiroshima University Writing Center －From an administrative perspective－… Hiroko Araki & Norifumi Miyokawa 3 Chapter Two: Perceptions of academic writing support －A needs analysis of the Hiroshima University Writing Center－… Roehl Sybing & Norifumi Miyokawa 17 Part II: Faculty development for academic writing Chapter Three: Potential roles of writing centers for writing related Faculty Development… Machi Sato & Shinichi Cho 31 Chapter Four: Academic writing support for faculty members －Writing Groups and Writing Retreats－… Adina Staicov 45 Part III: Genre-specific education: Cases in the medical field Chapter Five: How to write the Introduction of biomedical research articles －Move analysis of the first and last sentences－… Takeshi Kawamoto & Tatsuya Ishii 57 Chapter Six: Error analysis of overt lexicogrammatical errors in the prepublication English-language manuscripts of Japanese biomedical researchers －With implications for the teaching of writing for biomedical research –… Flaminia Miyamasu 67 Part IV: Theoretical and practical approaches to academic writing Chapter Seven: Language socialization and writing centers… Akiko Katayama 81 Chapter Eight: Socialization into integrity －Using plagiarism software to teach L2 writing－… Gavin Furukawa 95 Acknowledgements… Norifumi Miyokawa 10

Two human papillomavirus DNAs molecularly cloned from a patient with epidermodysplasia verruciformis: restriction maps.

Two distinct human papillomavirus (HPV) DNAs (MY-1 and MY-2) were molecularly cloned from the benign skin lesions of a patient with epidermodysplasia verruciformis. The restriction map of MY-1 was the same as that of HPV 3a. The map of MY-2 appeared to be different from those of any HPVs reported in the literature. MY-2 did not cross-hybridize with MY-1 or the DNAs of HPV types 1, 2 and 4 under stringent conditions.</p

Chronic Orofacial Pain in Dental Patients: Retrospective Investigation over 12 years

Orofacial pain is often difficult to diagnose and treat. However, there have been few reports on the clinical observation of dental patients with orofacial pain. We retrospectively investigated the characteristics of 221 dental patients who had suffered from persistent orofacial pain. Data were collected from the outpatient medical records in our clinic over the past 12 years. More than half of the patients (53.8%) had suffered with pain for more than 6 months from pain onset until the first visit to our clinic. The main diagnoses were neuropathic pain (30.3%), myofascial pain (23.5%), psychogenic pain (20.4%), odontogenic toothache (17.2%), and others (7.7%) such as temporomandibular disorders and glossitis. The treatments included pharmacotherapy, splint therapy, and others such as nerve block, dental treatment, physiotherapy, and/or psychotherapy. Excluding the patients (52 of 221 initially enrolled patients) with unknown responses to treatment, 65.7% showed remission or a significant improvement in pain in response to treatment. Although only a small group of patients had odontogenic toothache, the rate of improvement was highest for this disorder. In conclusion, early consultation with a dentist is useful to prevent chronicity of odontogenic pain and to make a differential diagnosis in patients with orofacial pain