Miyazaki Educational Institution: MEI Library Academic Repository (Miyazaki International College / Miyazaki Gakuen Junior College) / 宮崎学園図書館学術リポジトリ
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Interdisciplinary Course Design for CLIL
Get PDFThis paper describes the process and outcomes of a collaboratively designed Introduction to
Religion Content and Language Integrated (CLIL) course for first-year students at a private
university in Japan. The authors (a Philosophy / Religion instructor and an English instructor)
aim to provide a case study and model for both new and experienced language and content
teachers who may be approaching integrated team-taught courses for the first time.departmental bulletin pape
Psychological support for human development: how to develop clinical psychologists who can increase optimal client outcomes
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EffectsofGratitudeSavoringtowardOne'sParentson SubjectiveWell-Being inJapaneseUndergraduate Students
Get PDFRegarding subjective well-being, the effect of gratitude savoring was compared with the
effect of gratitude listing. Sixty-four Japanese undergraduate students were randomly
assigned to Groups A, B, and C. The process for Group A involved recalling three things that
made them grateful toward their parents, and making lists of them daily for seven days. The
process for the Group B involved recalling one benefit from one’s parent(s), noticing it,
appreciating it, and expressing one’s gratitude to one’s parent(s) daily for seven days in order
to savor the experiences of gratitude. The process for Group C involved recalling three
impressive things, and making lists of them daily for seven days. Although participants in
both Groups A and B significantly improved their scores on two out of three indicators of
subjective well-being after the intervention, Group C significantly improved their scores on
all three indicators of subjective well-being after the intervention. There were no significant
group differences regarding their subjective well-being before and after the intervention.
Further studies may be needed.departmental bulletin pape
Problems and Opportunities in the MEXT Course of Study: A Response from a Teacher-Training Perspective
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Benefits and Challenges in the Introduction of an E- Portfolio System: a PDCA-based Analysis
Get PDFAt Miyazaki International College, a Japanese EFL-based liberal arts college, we have instituted e-Portfolios in the School of International Liberal Arts as part of a MEXT Accelerated Program (AP,
) grant. This presentation reports on initial implementation from the anthropological perspective of the e- Portfolio Working Group leader. In this way it provides an action-research based study. Our e-portfolio initiative aims to help students analyze and visualize evidence for active learning. E-Portfolios are considered a disruptive technology affording critical thinking as well; these practices have always been part of our college’s pedagogy. We are using open source software developed in Australia (Moodle) and New Zealand (Mahara) and used worldwide. Initially, the first-year students made Mahara e-portfolios integrated with our ten-year ongoing Moodle project; the implementation will expand to all four years in time. The PDCA (Plan-Do-Check- Act) business process management cycle is built into the AP grant project; this paper reportson oursuccesses, failures, and planned improvements.departmental bulletin pape
Resource at Hand: A Case Study of Client's Creativity and Narrative Development
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Using Interactive Whiteboards, Projectors and Tablet Computers in the Classroom: Facilitating Active learning and Promoting Student Review outside the Classroom
Get PDFIn fall 2014 our institution was awarded with the University Reform Acceleration
Program (AP) grant from the Japanese Ministry of Education (MEXT), and starting in
2015 an electronic portfolio (e-Portfolio) system was put in place where theoretically
speaking, students would be able to demonstrate their critical thinking skills and
showcase their best academic works. In addition, to facilitate students’ access to the e-
Portfolio system, all first year students were assigned tablet computers. This paper
describes how recorded class explanations were provided to students through the e-
portfolio system as well as some of the advantages of this process.departmental bulletin pape
Systematic Treatment Selection (STS): Chronic Social Anxiety and Positive Treatment Outcomes in Relation to Internalizing
Get PDFThe Systematic Treatment Selection (STS) assessment system guides clinicians to
examine individual dispositional factors (characteristics) and matching interventions that
enhance outcome of psychotherapy. This study examined the central characteristics of
chronic social anxiety individuals and their role in a positive treatment outcome
following STS. Participants (N=121) were consecutively admitted individuals with
chronic social anxiety who sought treatment at the shyness clinic, Palo Alto, California.
The participants took the Minnesota Multiphasic Personality Inventory (MMPI) 2, the
Personality Feelings Questionnaire (PFQ), and the Beck Depression Inventory (BDI) II
after completing their intake sessions. The scores of BDI II were used as outcome
measures. Results demonstrated all of the STS predictor variables were significantly and
positively (p<.001) correlated with one another, a finding that contrasts with the past STS
studies. The results also provided the effectiveness of using an approach, called “Social
Fitness Training”, which combined cognitive and insight oriented interventions. The
effectiveness of the approach, as hypothesized, was moderated by patients’ coping styles.
The strength of the patients’ internalizing coping styles and feelings of shame/guilt
require further study in Asian Cultures since Asians tend to score high on these
dimensions.departmental bulletin pape