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A Search for Preceding Factors of Developmental Networks —Focusing on Job Characteristics of Nurses—
Full text link本稿の目的は、「デベロップメンタル・ネットワーク」（Developmental Network：DN）の構造特性（大きさおよびつながりの強さ）の先行要因のうち、組織的要因であり職場レベルでのマネジメントが可能な職務特性の影響を検討することにある。これまでの研究成果に基づいて、Ａ県立病院で満10年の経験を持つ17人の看護師を対象とした調査が行われた。その結果、救急外来（ER）に特徴的なチームワーク的な職務特性（タスク多様性、相互依存性）は、DN に含まれる人物の人数を多くする影響があることを示唆する事実が見出された。他方でこれらの職務特性がDNの領域多様性およびつながりの強さに与える影響については、それを示す事実を確認することができなかった。departmental bulletin pape
Introduction: On the Birth of "Japan in the World, the World in Japan: A Methodological Approach"
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Integration and the Power of Rhetorical Literacy
Full text linkIn this paper, I demonstrate how I blend theoretical concepts from six
fields—CLIL, rhetoric, cognitive linguistics, psychology, cultural studies, and gender
studies—to inform my teaching practice in three areas: English academic writing for
Japanese undergraduates, classical Japanese literature and Japanese popular
culture for undergraduate international students majoring in Japan Studies (the G30
program), and gender studies for graduate students in my master’s and doctoral
seminars. I use the term rhetorical literacy to refer to an essential communication skill, the competency to consciously recognize the abuse of rhetoric as well as the ability to use it responsibly. Like media literacy, rhetorical literacy refers not only to the development of defense skills to protect the consumer from manipulation, but also the development of a sense of responsibility as a producer and sender of messages. Generically speaking, my primary textual field for most of my career has been Japanese noh drama both in the original and in English translation, and I include a case study of a noh play to test the effectiveness of employing the above methods. But the basic approach is also largely applicable to other literary genres, as my primary objective has always been to affirm the value of art as a medium for
intercultural communication, with a strong awareness of the need for vigilance
regarding the problems of cultural imperialism, the invention of tradition, and the
representation of gender.conference pape
Content and Language Integrated Course Design: “Tsugaru Literature, Local Literature”
Full text linkThe purpose of this paper is to propose a series of techniques for designing a
literature course relevant to the contemporary Japanese higher-educational environment and in compliance with goals set forth by the Japanese government, while deliberately laying out the pedagogical rationale for textual choices and classroom activities. The specific course dealt with in the following pages is entitled “Tsugaru Literature, Local Literature,” and is tailored to engage students with literature and history particularly relevant to Aomori Prefecture; the methodological framework it employs, however, is adaptable to a wider variety of mixed-language instructional environments. The course introduces both literary works by local authors, and touches on theoretical questions about issues including canonization, language standardization, and the construction of place. The multi-lingual element is designed to foster interdependence and interaction between Japanese and English native speakers in the class when applicable, and otherwise to serve students of mixed linguistic abilities at multiple levels. Emphasis on close-reading short poetic works, provided with parallel textual translations, is intended to build upon several key TEFL concepts: close reading as a way to foster active participation and learning, strategic discussion of poetry and translation in order to cultivate tolerance of ambiguity, and treating literature as a performative medium appropriate for stimulating multimodal learning.conference pape
Nagoya University Freshman Seminar: An Introduction to Local Culture
Full text linkOver the past five years Nagoya University has been expanding its English taught curriculum in tangent with participation in the national Global30 program. This paper will introduce a Freshman Seminar that is both an introduction to university life and the region surrounding Nagoya University. The cultural importance of Nagoya and the Aichi region begin with the oldest histories of Japan, the Kojiki and Nihon Shoki, and continues into the present day as the home of Toyota
Industries and as an “Anime Pilgrimage” point. Each week, students presented on reading material focused on Nagoya and Aichi. They created original reenactments of key historical episodes and interactive lessons to discuss topics ranging from poetry to textile making. This paper will introduce the reading materials used in class as well as the students’ presentations. This paper will also consider the students’ reactions to the course and present some initial feedback.conference pape
'Not Who You Are, but What You Do': Collaborativity beyond Language and Culture
Full text linkIn recent years, the internationalization of Japanese higher education has led to the implementation of several types of English-medium instruction courses, which are often part of a broad, liberal arts or general education curriculum (Brown 2014). Combined with the top-down push for more students to complete long or, more frequently, short-term study abroad programs (for example, the 300,000 foreign
students by 2020 MEXT campaign), Japanese universities have witnessed an increase in the number of programs that target the understanding of a “foreign” language or culture by visiting another country or by participating in summer/spring intensive workshops held in English, and which are also attended by short-term international students who come to Japan for that purpose. This paper presents a preliminary analysis of a short-term collaborative learning program which aims at promoting the reflexive understanding of an academic topic using Japan as a local context. This Global Study Program (GSP) has been organized by Chiba University since August 2013, with university partners from several countries (Vietnam, Finland, Greece, Malaysia and Germany) and is usually attended by approximately 15 students from each side. In the process of ensuring the academic quality of GSPs, despite, or rather because of the participation of students from several cultural, disciplinary and linguistic backgrounds, it was essential to build a course that fosters collaborativity and goes beyond mere language or cultural understanding; in other words, a course that adds a third dimension to the 4Cs framework of Content and Language Integrated Learning (CLIL) (Bentley 2010), and that offers specialized knowledge combined with cultural empathy and linguistic competency.conference pape