Online education and the mental health of faculty during the COVID-19 pandemic in Japan

While the negative impact of the pandemic on students' mental health has been studied around the world, very little is known about the mental health of faculty and staff. This research aims to examine mental health among Japanese faculty members who taught online courses during the COVID-19 pandemic. We recruited 537 university faculty members and assessed their mental health using the World Health Organization-Five Well-Being Index (WHO-5), both retrospectively (during the academic year before the onset of the pandemic) and during the pandemic. We also evaluated workload (number of online lectures taught and preparation time per class), difficulty in using information technology (IT) for online classes, and satisfaction with the university support service for online education. As a result, the WHO-5 score during the COVID-19 pandemic was significantly lower than before, and 33.5% of the faculty members were recognized as being at risk for mental illness during the COVID-19 pandemic. A binomial logistic regression analysis revealed two significant risk factors for mental illness-faculty members were more at risk for mental illness when they experienced difficulty in using IT for online classes, and were unsatisfied with the administrative support for online education. The deterioration of mental health during the COVID-19 was not predicted by workload, such as the number of online lectures and preparation time. These results suggest the importance of improving workplace support services, especially IT support, to prevent mental health deterioration among faculty teaching online.Peer reviewe

Pre-elementary Children With Imperfect Letter-Name Knowledge Are at Great Risk of Reading Difficulty in First Grade : One-Year Longitudinal Study in Japanese Hiragana

While letter-naming ability is a well-known preschool predictor of the later acquisition of literacy, little is known about an appropriate benchmark (i.e., how many letter names children must know at a given age) and how it may vary among different writing systems. The present study aimed to establish a letter-naming benchmark in Japanese Hiragana for pre-elementary children (age 5 to 6 years) and examined whether this benchmark predicts risk or success in later reading development via a one-year longitudinal survey. Children (N = 291) were assessed once in their pre-elementary year for Hiragana-naming accuracy and once in their first-grade year for oral reading fluency. As a result, the ability to name 40 of 45 letters was determined to be an optimal cut-off, and failure to meet it strongly predicted a risk of deficient reading fluency in first grade. These findings support the notion that Japanese children without near-perfect mastery of Hiragana-naming in their pre-elementary year are at great risk of reading difficulty in first grade. In addition, possible contrasts between Hiragana- and alphabet-naming indicated a need for further research in different languages and scripts to establish appropriate goals and policies for this foundational skill of reading in early education.Peer reviewe

Modulation effects of the intact motor skills on the relationship between social skills and motion perceptions in children with autism spectrum disorder : A pilot study

Background: An individual with autism spectrum disorder (ASD) has social skill, motor skill, and motion perception deficits. However, the relationship among them was not clarified. Therefore, this study aimed to evaluate the effects of motor skills on social skills and motion perception.Methods: Five typically developed children and fourteen children with ASD participated in our study. The N200 component, a brain activity indicating motion perception, was induced in mid-temporal (MT/V5) brain area by watching a random dot kine-matograph, and was recorded using a scalp electroencephalogram. Furthermore, the social responsiveness scale (SRS) indicating the social skill deficit, the developmental coordination disorder questionnaire (DCDQ) estimating the developmental coordination disorder (DCD), and the movement assessment battery for children second edition (MABC-2) indicating motor skills were recorded in the children with ASD. A hierarchical multiple regression analysis was conducted to examine the modulation effects of motor skills on the relationship between social skills and motion perception. The dependent variable was the N200 latency, and the inde-pendent variables were SRS, MABC-2, and combined MABC-2 and SRS.Results: The N200 latency was more delayed in children with ASD relative that in typically developed children. Intact balance ability modulated the relationship between social skills and N200 latency in children with ASD. Within the high balance ability, when the social skills worsened, the N200 latency was shortened. Conclusions: This is the first report that intact motor skills could modulate the relationship between social skills and motion perception.(c) 2022 The Japanese Society of Child Neurology Published by Elsevier B.V. This is an open access article under the CC BY license (http:// creativecommons.org/licenses/by/4.0/).Peer reviewe

Chiral Soliton Lattice Formation in Monoaxial Helimagnet Yb(Ni1−x_{1-x}Cux_x)3_3Al9_9

Helical magnetic structures and its responses to external magnetic fields in Yb(Ni$_x$Cu$_{1-x}$)$_3$Al$_9$, with a chiral crystal structure of the space group $R32$, have been investigated by resonant X-ray diffraction. It is shown that the crystal chirality is reflected to the helicity of the magnetic structure by a one to one relationship, indicating that there exists an antisymmetric exchange interaction mediated via the conduction electrons. When a magnetic field is applied perpendicular to the helical axis ($c$ axis), the second harmonic peak of $(0, 0, 2q)$ develops with increasing the field. The third harmonic peak of $(0, 0, 3q)$ has also been observed for the $x$=0.06 sample. This result provides a strong evidence for the formation of a chiral magnetic soliton lattice state, a periodic array of the chiral twist of spins, which has been suggested by the characteristic magnetization curve. The helical ordering of magnetic octupole moments, accompanying with the magnetic dipole order, has also been detected.Comment: 13 pages, 18 figures, accepted for publication in J. Phys. Soc. Jp

Clinical profile of reading ability and reading and writing achievement of children with borderline full-scale intellectual quotient : a prospective study

Background Poor reading ability is one of the common causes of low academic performance. In previous studies, children with dyslexia were found to demonstrate poor academic achievement due to poor reading ability. However, the relationship between academic achievement and reading ability in children with a borderline full-scale intellectual quotient (FSIQ) is unknown. This study aimed to clarify the clinical characteristics of children with borderline FSIQ and poor reading ability, and differentiate these characteristics from those of children with higher FSIQ and poor reading ability. Methods A total of 126 children (aged 6-15 years) identified as having low academic performance were enrolled. The reading ability of children was assessed through their performance on the hiragana (Japanese syllabary) reading task, while their reading and writing achievement was assessed through their reading and writing score on the Kaufman Assessment Battery for Children, Second Edition. Children were categorized into two groups based on their FSIQ score (FSIQ > 85 and 85 >= FSIQ >= 70). Reading ability in children was evaluated by referring to the linear relationship between FSIQ and the standard deviation value of reading tasks in typically developing children. A one-way analysis of variance (ANOVA) was performed to examine clinical characteristics between higher and lower FSIQ groups. Associations between reading and writing achievement, reading ability, and ages of children were assessed using Pearson's product-moment correlation coefficients for the higher and lower FSIQ groups. Results Poorer reading and writing achievement was associated with poorer reading ability in the higher FSIQ group. Conversely, poorer reading and writing achievement and poor reading ability were associated with older age in the lower FSIQ group. Conclusions Poor reading and writing achievement were associated with older age, not with poor reading ability in the lower FSIQ group. Children with lower FSIQ need appropriate educational interventions based on independent assessments to further their academic achievement and reading ability. Moreover, they need more frequent evaluations of their academic achievement than do children with higher FSIQ and poor reading ability since they are more likely to be at a lower academic achievement level at an older age.Peer reviewe

The Direct/Indirect Association of ADHD/ODD Symptoms with Self-esteem, Self-perception, and Depression in Early Adolescents

The present study aimed to reveal the influences of attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms on self-esteem and self-perception during early adolescence and to clarify the spillover effect of self-esteem on depressive symptoms. ADHD symptoms in 564 early adolescents were evaluated via teacher-rating scales. Self-esteem and depressive symptoms were assessed via self-reported scales. We analyzed the relationships among these symptoms using structural equation modeling. Severe inattentive symptoms decreased self-esteem and hyperactive–impulsive symptoms affected self-perception for non-academic domains. Although these ADHD symptoms did not directly affect depressive symptoms, low self-esteem led to severe depression. ODD symptoms had a direct impact on depression without the mediating effects of self-esteem. These results indicated that inattentive symptoms had a negative impact on self-esteem and an indirect negative effect on depressive symptoms in adolescents, even if ADHD symptoms were subthreshold. Severe ODD symptoms can be directly associated with depressive symptoms during early adolescence

Reduced Nogo-P3 in adults with developmental coordination disorder (DCD)

Nogo-N2 is associated with the premotor cognitive process that precedes motor response (e.g., conflict monitoring), whereas Nogo-P3 is related to the inhibition of the actual motor response. We examined the influence of motor clumsiness of developmental coordination disorder (DCD) on components of the event-related potential in a Go/Nogo task. Participants were healthy adults (N = 81) that were classified into control and DCD groups based on the Movement Assessment Battery for Children Second Edition. We manipulated the difficulty in stopping a response by varying the frequency of Nogo stimuli in a response task into rare (20%) and frequent (80%) conditions, and Nogo-N2 and Nogo-P3 were calculated from electroencephalograms (EEGs) during the Go/Nogo tasks. The commission error rate in the rare condition was significantly higher in the DCD group than in the control group, indicating that motor clumsiness decreases task performance. There were no differences in Nogo-N2 between DCD and control groups. However, Nogo-P3 in the rare condition was reduced in the DCD group compared to the control group. These results suggest that the influence of motor clumsiness is limited to the cognitive process after the initiation of the actual motor response.Peer reviewe

The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children

There is a host of research on the structure of working memory (WM) and its relationship with intelligence in adults, but only a few studies have involved children. In this paper, several different WM models were tested on 170 Japanese school children (from 7 years and 5 months to 11 years and 6 months). Results showed that a model distinguishing between modalities (i.e., verbal and spatial WM) fitted the data well and was therefore selected. Notably, a bi-factor model distinguishing between modalities, but also including a common WM factor, presented with a very good fit, but was less parsimonious. Subsequently, we tested the predictive power of the verbal and spatial WM factors on fluid and crystallized intelligence. Results indicated that the shared contribution of WM explained the largest portion of variance of fluid intelligence, with verbal and spatial WM independently explaining a residual portion of the variance. Concerning crystallized intelligence, however, verbal WM explained the largest portion of the variance, with the joint contribution of verbal and spatial WM explaining the residual part. The distinction between verbal and spatial WM could be important in clinical settings (e.g., children with atypical development might struggle selectively on some WM components) and in school settings (e.g., verbal and spatial WM might be differently implicated in mathematical achievement)

Fabrication of GaAs MISFET with nm-thin oxidized layer formed by UV and ozone process

金沢大学工学部A gate insulating layer with single nm-order thickness for suppressing gate leakage current is one of the key factors in extending downsizing limits, based upon the scaling rule, of field-effect-type transistors. We describe the fabrication and characterization of GaAs MISFETs with a nm-thin oxidized layer as the gate insulating layer, which is formed by an ultraviolet (UV) and ozone process. The UV and ozone process forms oxidized GaAs layers near the surface, which effectively suppress the reverse leakage current by several orders of magnitude. The fabricated GaAs MISFET can operate not only in the depletion mode, but also in the accumulation mode up to 3 V gate voltage for 8-nm-thick oxidized layers due to the current blocking effect of the oxidized layer. A current cutoff frequency of 6 GHz and a maximum oscillation frequency of 8 GHz are obtained for a GaAs MISFET with 1-/spl mu/m gate length and 8-nm-thick oxidized layers

In a Moral Classroom Program Using the Donut Theory of Learning

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