Development and Evaluation of Practical Communication Abilities : Through the Practice of Interview Lessons

This study is related to development of students' practical communicative abilities. It is essential for the students to have an opportunity to learn communication strategy. In our study, the students had Interview Lessons with ALT and learned communication strategy in order to enhance their communication abilities. We also studied the evaluation of practical communication abilities. We divided the communication abilities into four aspects: ""Interest, Motivation and Attitude for Communication"", ""Ability of Production"", ""Ability of Reception"", and ""Knowledge about the Language and the Culture"". As a result, this study suggested that the Interview Lessons are very useful in developing students' practical communication abilities, which is related to communication strategy

The angiogenesis and functional recovery effect after spinal cord injury by newly synthesized nucleotide analog, COA-Cl

　2-chloro-carbocyclic oxetanocin A（COA-Cl）はアデノシン類似体合成化合物であり in vitro にて血管新生作用が報告されており，またラットの脳卒中モデルに対する投与で神経保護，血管新生および機能回復効果が示されている．本研究ではこれらの効果が脊髄損傷モデルにおいても発揮されるか否かを評価した．荷重装置により T9レベルの脊髄損傷モデルラットを作製し，損傷直後から COA-Cl を５日間腹腔内投与した COA-Cl 群と，同量の生理食塩水を投与した vehicle群に分けた．脊髄損傷14日後に運動機能を Basso-Beattie-Bresnahan Locomotor Rating Scale スコア（BBB スコア）と傾斜台試験にて，血管新生をラミニンの免疫染色により後索の血管数と血管面積を測定することで評価した．運動機能は BBB スコアと傾斜台試験ともに COA-Cl 群でvehicle 群に比べて有意に改善した．血管新生は COA-Cl 群で血管数および血管面積ともに有意に増加した．これらの結果から，COA-Cl の脊髄損傷後急性期における投与は運動機能改善および血管新生をもたらし，脊髄損傷急性期の新規治療薬としての可能性が示された．　2-chloro-carbocyclic oxetanocin A (COA-Cl), a novel synthesized adenosine analog, has been reported to have a strong angiogenic effect. In our previous study using a rat model of stroke, we showed the neuroprotective, angiogenic and motor recovery effects of COACl. Spinal cord injury (SCI) induces severe motor dysfunction and lowers the quality of life. In our recent study, we demonstrated that acute-phase administration of COA-Cl protects against spinal cord damage and facilitates motor recovery after SCI. In this study, we hypothesized that acute-phase administration of COA-Cl post-SCI also induces early neovascularization and participates in motor function recovery. SCI was induced using a drop device in rats. Rats with SCI were divided into 2 groups: COA-Cl and vehicle groups (n = 5 in each group). COACl was intraperitoneally injected (6 mg/kg in saline) once a day for 5 days immediately after SCI. In the vehicle group, only saline was administered, with the same dosing regimen as that in the COA-Cl group. Fourteen days after SCI, motor function was evaluated based on Basso–Beattie–Bresnahan scoring and the inclined plane test. To evaluate angiogenesis, cryosections of the spinal cord were immunostained with anti-laminin antibody. Motor function significantly improved in the COA-Cl group compared with that in the vehicle group; concomitantly, both the number and volume of blood vessels significantly increased in the COA-Cl group compared with those in the vehicle group. In conclusion, acute-phase administration of COA-Cl results in motor function recovery, which may be attributed to angiogenic effects

The Creation of School Education Bringing up a Student Carrying Tomorrow (3) : The Valuation of "Compulsory Subjects", "Optional Subjects", and "Integrated Subjects"

The purpose of this study is to show the valuation of "Compulsory Subjects", "Optional Subjects", and "Integrated Subjects", to show the relationship between each subjects and "three abilities", "the ability of recognizing othere senses of value", "the ability of self-expression and communication" and "the ability of decision-making" which defined by the project members. The main result of this study is that we should make up the standards which teachers, students and parents recognize as important abilities

Development of Ability of Self-expression and Communication in Education of English : Through the Practice of Chit-chat Card Activity and English Portfolio

This study is related to development of students' ability of self-expression and communication. In education of English, we need to raise students' "basic knowledge of English", "knowledge of practical usage", "knowledge of life and culture of Japan and other countries", "interest and motivation for English and culture of other countries". We should also make students consider understanding of others. We introduce our practical study of "Chit-chat Card Activity" and "English Portfolio". "Chit-chat Card Activity" enhances students' "basic knowledge of English" and makes students consider understanding of others. "English Portfolio" develops students' "basic knowledge of English", "knowledge of practical usage", and "knowledge of life and culture of Japan and other countries"