Beginning Japanese II

This course covers Lessons 7-12A of JSL (Japanese: the Spoken Language, Part 1, by Eleanor H. Jorden with Mari Noda, Yale University Press, 1987), enhancing the basic skills for conversation, reading and writing. The class emphasizes the development of communicative skills (i.e., your actual use of Japanese in contexts). By the end of this semester, students are expected to carry on a daily conversation with Japanese people. This course will stress active command of Japanese, not passive knowledge

Advanced Japanese I

This course covers lessons 22 through 27 of Japanese: The Spoken Language by Eleanor H. Jordan with Mari Noda. The goal of the course is to continue to build oral proficiency by expanding your knowledge of vocabulary and grammar. Class hours will be devoted to developing speaking skills in a variety of circumstances; making requests, invitations, apologies, suggestions, dealing with problems, expressing your opinions, etc. Grammatical and social appropriateness on your utterances will be stressed. Keep in mind that daily tape-work is essential

Japanese IV

This course covers Japanese: The Spoken Language lessons 17 through 22. It will further develop the four basic skills, speaking, listening, reading and writing, that students have acquired through Japanese I, II and III courses, with emphasis on oral communication skills in various practical situations. Students will learn approximately 100 Kanji characters in this course. Sessions in English cover grammar explanation, socio-cultural information and other important issues for using the language, while Japanese lessons focus on the actual use of the language, integrating students' prior knowledge with newly learned patterns, and communicating within the frame given in the class

Beginning Japanese I

This course covers Lessons 1 through 6 from Japanese: the Spoken Language, Part 1 (by Eleanor H. Jorden with Mari Noda, Yale University Press, 1987), providing opportunities to acquire basic skills for conversation, reading and writing. The program emphasizes ACTIVE command of Japanese, not passive knowledge. The goal is not simply to study the grammar and vocabulary, but to acquire the ability to use Japanese accurately and appropriately with increasing spontaneity. Students learn Hiragana and Katakana (the Japanese phonetic symbols), then approximately 50 Kanji (Sino-Japanese characters) in this course

Intermediate Japanese I

This course covers JSL (Japanese: the Spoken Language, Part 1, by Eleanor H. Jorden with Mari Noda, Yale University Press, 1987) Lessons 12 through 17, providing opportunities to acquire basic skills for conversation, reading, and writing. The program emphasizes ACTIVE command of Japanese, not passive knowledge. The goal is not simply to study the grammar and vocabulary, but to improve the ability to use Japanese accurately and appropriately with fluency, building on the basic skills gained in Japanese I and II. Students learn approximately 80 Kanji characters in this course

Home‐based cardiac rehabilitation using information and communication technology for heart failure patients with frailty

Abstract Aims Cardiac rehabilitation (CR) is an evidence‐based, secondary preventive strategy that improves mortality and morbidity rates in patients with heart failure (HF). However, the implementation and continuation of CR remains unsatisfactory, particularly for outpatients with physical frailty. This study investigated the efficacy and safety of a comprehensive home‐based cardiac rehabilitation (HBCR) programme that combines patient education, exercise guidance, and nutritional guidance using information and communication technology (ICT). Methods and results This study was a single‐centre, open‐label, randomized, controlled trial. Between April 2020 and November 2020, 30 outpatients with chronic HF (New York Heart Association II–III) and physical frailty were enrolled. The control group (n = 15) continued with standard care, while the HBCR group (n = 15) also received comprehensive, individualized CR, including ICT‐based exercise and nutrition guidance using ICT via a Fitbit® device for 3 months. The CR team communicated with each patient in HBCR group once a week via the application messaging tool and planned the training frequency and intensity of training individually for the next week according to each patient's symptoms and recorded pulse data during exercise. Dietitians conducted a nutritional assessment and then provided individual nutritional advice using the picture‐posting function of the application. The primary outcome was the change in the 6 min walking distance (6MWD). The participants' mean age was 63.7 ± 10.1 years, 53% were male, and 87% had non‐ischaemic heart disease. The observed change in the 6MWD was significantly greater in the HBCR group (52.1 ± 43.9 m vs. −4.3 ± 38.8 m; P < 0.001) at a 73% of adherence rate. There was no significant change in adverse events in either group. Conclusions Our comprehensive HBCR programme using ICT for HF patients with physical frailty improved exercise tolerance and improved lower extremity muscle strength in our sample, suggesting management with individualized ICT‐based programmes as a safe and effective approach. Considering the increasing number of HF patients with frailty worldwide, our approach provides an efficient method to keep patients engaged in physical activity in their daily life