A Critical Analysis of English Language Entrance Examinations at Japanese Universities

This study investigates the influence of university entrance exams on the perceptions and attitudes that Japanese students and teachers have towards English-language exams. It is a qualitative study conducted within the framework of a critical paradigm and specifically refers to the theory of critical language testing proposed by Shohamy (2001). The study was conducted within this framework to highlight the current problems of university entrance exams and emphasize the need for change. It also challenges the positivist view which is dominant in Japanese language testing research and expands the research area within the Japanese context. The aim of the study was to empower both students and high school teachers who, as the highest stakeholders, are in a weak position and give them an opportunity to express their opinions and feelings through an open-ended questionnaire and interview. The study also intended to raise their awareness about their rights as test-takers to question the misuse of tests and encourage them to develop a critical view about the exam system. The results demonstrated that university entrance examination has a negative impact on both language learning for students and high school teaching for teachers. The students experience a psychological burden while preparing for and taking the exam. Likewise, teachers feel pressured by various stakeholders including students, parents, and administrators. In addition, both students and teachers realize that entrance exams have an important influence on the life and future of a student and that they cannot be avoided in an exam-driven society. The dissertation concludes with practical implications for both test-takers and testers to improve the current entrance examination system, in order to elicit positive feedback and better outcomes, as well as recommendations for further research

Developing Critical Cultural Awareness in the ELT Classroom

In the current age of globalization, migration, and immigration, integrating interculturality into language instruction is essential in order to prepare language learners to become competent intercultural speakers (Byram, 2020), described as competent communicators (Byram & Zarate, 1996) who engage with complexity and multiple identities and who “avoid the stereotyping which accompanies perceiving someone through a single identity” (Bryam et al., 2002, p. 5). Intercultural speakers are successful not only in communicating information but also in developing human relationships with people of other languages and cultures with whom they live and work. In contrast to monolingual native speakers (NSs), intercultural speakers are able to navigate the intercultural space where communication occurs among speakers of various linguistic and cultural backgrounds. Kramsch (1993, p. 236) defines the space that combines the culture of the target language and the social characteristics of the learner’s environment as a “third place” of intercultural communication. Resonating with this concept, Wilkinson (2020) opines that intercultural speakers can navigate the space between languages and cultures in communication with people of diverse linguistic and cultural backgrounds. Defining intercultural communicative competence (ICC) is challenging, and scholars have offered a variety of definitions. A popular definition is “the ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills, and attitude” (Deardorff, 2006, p. 247-248). Byram (1997) provided one of the most comprehensive ICC frameworks designed to guide foreign language teachers in integrating language competence (linguistic, sociolinguistic, and discourse competence) and intercultural competence (IC) into language classrooms. His ICC model is a combination of five elements: attitude, knowledge, skills (skills of interpreting and relating; skills of discovery and interaction), and critical cultural awareness (CCA). This paper provides an approach to integrating critical cultural awareness in the language classroom that promotes curiosity, inquiry, and empathy aimed at transforming understanding and behaviour of another culture

NMR Evidence for Antiferromagnetic Transition in the Single-Component Molecular System, [Cu(tmdt)2_{2}]

The magnetic state of the single-component molecular compound, [Cu(tmdt)$_{2}$], is investigated by means of $^{1}$H-NMR. An abrupt spectral broadening below 13 K and a sharp peak in nuclear spin-lattice relaxation rate, $T_{1}^{-1}$, at 13 K are observed as clear manifestations of a second-order antiferromagnetic transition, which is consistent with the previously reported magnetic susceptibility and EPR measurement. The ordered moment is estimated at $0.22-0.45$ ${\mu}_{\rm B}$/molecule. The temperature-dependence of $T_{1}^{-1}$ above the transition temperature indicates one-dimensional spin dynamics and supports that the spins are on the central part of the molecule differently from other isostructural compounds.Comment: 13pages, 5 figure

A Method of Measuring Ion Beam Profiles

A method of measuring beam profiles is described. The curves to be obtained in measuring beam intensities of given profiles with a large detector hole are first looked for by calculating the volume common between a cylinder and a cylinder, a cone, or a truncated cone. The original beam profile is given by comparing the experimental curve with calculated curves. Some results of numerical calculation were obtained with a computor. As an example, a profile of K^+-ion beams was determined by this method

Changes in Ocular Surface Characteristics after Switching from Benzalkonium Chloride-Preserved Latanoprost to Preservative-Free Tafluprost or Benzalkonium Chloride-Preserved Tafluprost

Purpose. The aim of the present study was to examine the effects of switching from Latanoprost ophthalmic solution containing a preservative to preservative-free Tafluprost ophthalmic solution or Tafluprost containing a preservative on ocular surfaces. Materials and Methods. Forty patients (40 eyes) with glaucoma (mean age: 62.0 ± 10.9 years) using Latanoprost with preservative for six months or longer were assigned either to a Tafluprost-containing-preservative group (20 eyes) or preservative-free-Tafluprost group (20 eyes). The intraocular pressure, corneal epithelial barrier function (fluorescein uptake concentration with fluorophotometer FL-500), superficial punctate keratopathy (AD classification), and tear film breakup time (TBUT) were assessed before switching and at 12 weeks after switching. Results. No significant differences in intraocular pressure were noted after switching in either group. Corneal epithelial barrier function was improved significantly after switching in both the Tafluprost-containing-preservative and the preservative-free-Tafluprost groups. There were no significant differences in AD scores after switching in the Tafluprost-containing-preservative group, but significant improvements were noted in the preservative-free-Tafluprost group. No significant differences in TBUT were noted in the Tafluprost-containing-preservative or preservative-free-Tafluprost groups after switching. Conclusion. After switching from preservative Latanoprost to Tafluprost containing-preservative or preservative-free Tafluprost, corneal epithelial barrier function was improved while the intraocular pressure reduction was retained

Endoscopic ultrasound-guided immunotherapy

AbstractAnti-tumoral endoscopic ultrasound-guided fine-needle injection (EUS-FNI), with its minimally invasive access for anti-tumoral agent delivery, is the most exciting field of intervention EUS. Pancreatic cancer is regarded as a systemic disease even if imaging modalities reveal no visible metastasis. From that perspective, immunological therapy is performed. To date, several reports have described immunotherapy under EUS-guidance. The first report of EUS-FNI intended for immunotherapy for advanced pancreatic cancer was published in 2000. In that study, an allogeneic mixed-lymphocyte culture was injected into tumors of eight patients with unresectable local pancreatic adenocarcinoma. The study of dendritic cells (DCs) for cancer has continued to develop in recent years. Actually, DCs are potent antigen-presenting cells for the induction of primary T-cell dependent immune response. When injected intratumorally, DCs acquire and process tumor antigens in situ, migrate to regional lymphoid organs, and initiate a strong tumor-specific immune response. To date, three reports have described EUS-FNI of DCs into pancreatic cancer: two for unresectable and one for pre-surgical operations. Every study has indicated the feasibility and safety. Furthermore, these reports showed that EUS-guided DCs injection might be an important option for treating advanced pancreatic cancer. EUS-guided immunotherapy is a very exciting field in interventional EUS for obstinate cancers