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Strengthening Science Vocabulary through the Use of Imagery Interventions with College Students  [PDF]
Marisa T. Cohen
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.37184
Abstract: This study was an extension of previous work designed to examine the effect of imagery on science vocabulary learning. One hundred students enrolled in a private college in Brooklyn, New York were randomly assigned to four different interventions: Word Only, Picture Presentation, Image Creation—No Picture, and Image Creation—Picture. These interventions were developed taking into account the ability of images to facilitate vocabulary learning, the dual coding theory, and depth of processing. Results demonstrated that students in the imagery creation groups (Image Creation—No Picture and Image Creation—Picture) scored higher on the outcome measures than students placed in the Word Only intervention at immediate recall. However, there were no significant differences shown among the imagery treatments or at delayed recall. The outcome scores from each group also followed the pattern predicted in that the deeper the students processed the “to be learned” vocabulary words, the more words they were able to acquire and retain. This work extends the previous research and highlights the benefits of vocabulary instruction using imagery at all instructional levels.
The Relationship between the Motivation for Physical Activity and Life Skills among Chinese and Japanese College Students  [PDF]
Yulong Chen, Hironobu Tsuchiya
Advances in Physical Education (APE) , 2016, DOI: 10.4236/ape.2016.64029
Abstract: Participation in physical activity is beneficial for health and motivation is an important theme in sport psychology. The purpose of this study was to examine the difference of the relationship between the motivation for physical activity and daily life skills among Chinese and Japanese college students. A questionnaire survey was conducted for 1039 college students (Chinese, n = 526; Japanese, n = 513). Japanese and Chinese version of Physical Activity and Leisure Motivation Scale (PALMS, 1, 2) and a Daily Life Skills Scale for College Students (DLS, 3, 4) were completed by the participants. The PALMS includes eight sub scales which are Mastery, Physical Condition, Affiliation, Psychological Condition, Appearance, Others’ Expectations, Enjoyment and Competition/Ego. DLS includes 8 sub-scales, which are classified into 2 general skills: skills used mainly in personal situations (planning, knowledge summarization, self-esteem, and positive thinking), and skills used generally in interpersonal situations (intimacy, leadership, empathy, and interpersonal manner). The Chinese version of “Daily Life-Skills Scale” created in this study was confirmed, Significant differences between Chinese and Japanese University students were observed. Chinese college students had a higher mean score for the intimacy factor, leadership factor, planning factors, knowledge summarization factor and self-esteem factor. While Japanese college students had a higher mean scores for the aspects of empathy and interpersonal manner. This study found different relationships between the motivation for physical activity and daily life skills among Chinese and Japanese college students. It might be due to cultural differences between those countries. Future research should be focusing on gender and cultural differences of both countries regarding to the motivation for leisure.
Association between Perceived Social Support and Subjective Well-Being among Japanese, Chinese, and Korean College Students  [PDF]
Terumi Matsuda, Akira Tsuda, Euiyeon Kim, Ke Deng
Psychology (PSYCH) , 2014, DOI: 10.4236/psych.2014.56059
Abstract:

Subjective well-being (SWB) consists of life satisfaction, the presence of positive affect (PA), and the absence of negative affect (NA). This study examines the associations between perceived social support and SWB among Japanese, Chinese, and Korean college students. We hypothesized that perceived social support will be associated with life satisfaction directly and indirectly through PA and NA among the three groups. A total of 1332 (466 Japanese, 449 Chinese, 417 Korean) college students completed surveys measuring life satisfaction, PA, NA, and perceived social support from family, friends, and a significant other. Results of the path analysis showed that family support reduced NA and significant others support improved PA, and that both of types of support were associated with life satisfaction among the three groups. It was suggested that perceived social support contributes to improve SWB among Japanese, Chinese, and Korean college students.

Effects of Alcohol-related Health Education on Alcohol and Drinking Behavior Awareness among Japanese Junior College Students: A Randomized Controlled Trial
Geshi,Masayo,Hirokawa,Kumi,Taniguchi,Toshiyo,Fujii,Yasuhito
Acta Medica Okayama , 2007,
Abstract: We conducted a randomized controlled trial involving Japanese junior college students aimed at investigating the effects of a single session of alcohol health education concerning the effects of alcohol, alcohol-related health problems, and drinking behavior. Students were randomly assigned to an intervention (n=38) or a control group (n=33). The intervention group attended a 90-minute alcohol health education session that included demonstration of an ethanol patch test, watching videos, and a lecture by an ex-alcoholic. The control group received health education regarding smoking. The students. knowledge regarding alcohol, their drinking behavior, and problem drinking (CAGE) were measured by a self-administered questionnaire at the baseline and at a two-month follow-up. A repeated measures of analysis of variance (ANOVA) of those who completed the follow-up indicated the education sessions. significant intervention (group*time) effect on the scores related to knowledge of alcohol-related health problems (p=0.035), with a greater increase in the scores of the intervention group at the follow-up. No significant intervention eff ect was observed regarding drinking behavior or problem drinking as measured by CAGE (p>0.05). Alcohol-related education can be considered an effective way to increase awareness of alcohol-related health problems, but less effective for changing drinking the behavior of Japanese junior college students.
The Three Stages of Coding and Decoding in Listening Courses of College Japanese Specialty  [cached]
Fang Yang
International Education Studies , 2008, DOI: 10.5539/ies.v1n3p78
Abstract: The main focus of research papers on listening teaching published in recent years is the theoretical meanings of decoding on the training of listening comprehension ability. Although in many research papers the bottom-up approach and top-down approach, information processing mode theory, are applied to illustrate decoding and to emphasize the significance of the existing background information in one’s memory on listening comprehension, the formation process of the background information, i.e. the formation process of the “code” or “scheme”, is not explained and explored. This papers discusses and explores the three stages in listening comprehension of students of Japanese specialty, that is, the stage of “coding”, of “decoding” and of “making notes” and aims at clarifying the inherent characteristics of Japanese listening courses.
Association of Increased Levels of Happiness with Reduced Levels of Tension and Anxiety after Mental Stress Testing in Japanese College Students  [PDF]
Satoshi Horiuchi, Akira Tsuda, Natsuki Toyoshima, Shuntaro Aoki, Yuji Sakano
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.49097
Abstract:

Previous studies from western countries have reported that happy individuals report lower levels of negative mood during and/or following mental stress testing; this finding has not been examined in Japan. This study examined the relationship between happiness, measured using the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), and negative moods (i.e., tension and anxiety) during and after mental stress testing in Japanese college students. Based on the findings of previous literature and inverse correlations between positive and negative moods, we hypothesized that participants with higher levels of happiness (the higher happiness group, or HG) show significantly lower levels of negative moods and higher levels of positive moods following mental stress testing, compared to participants with lower levels of happiness (the lower happiness group, or LG). Of a total of 392 Japanese undergraduates who participated in a screening survey, those whose scores were one standard deviation higher or lower than the average score were invited to participate in the experiment. Eight HG and nine LG students agreed to participate. A five-minute computerized mental arithmetic task was used to induce stress. The session comprised a five minute pre-task period, a five minute task, and a five minute post-task period. The levels of positive and negative moods during each period were measured retrospectively following each period. Heart rate was measured during the session. Participant heart rate levels and negative moods increased significantly from the pre-task to the task periods, and subsequently decreased during the post-task period. Levels of positive mood decreased from the pre-task to the task period. Negative moods were significantly lower in HGs than in LGs during the post-task period. These results partially supported the hypothesis whereby subjective happiness buffered the impact of stressors on negative moods by influencing post-stress negative mood levels.

 

The Bonny Method: Training Innovations at Anna Maria College
Elaine Anne Abbott
Voices: A World Forum for Music Therapy , 2010,
Abstract: In the 1970s, Helen Bonny developed the Bonny Method of Guided Imagery and Music for use as a primary process of receptive music psychotherapy in long-term therapy. Training programs in the method traditionally taught it for use in this manner. Over the last two decades, however, modifications of the Bonny Method for use in short term therapy have inspired innovations in training. As a part of this movement, the Anna Maria College training program is innovative in three main areas: a) the music and imagery methods used to train students, b) the processes of personal development in which students are engaged, and c) the processes used for distance supervision and peer interaction.
Exploring the Use of Google Earth Imagery and Object-Based Methods in Land Use/Cover Mapping  [PDF]
Qiong Hu,Wenbin Wu,Tian Xia,Qiangyi Yu,Peng Yang,Zhengguo Li,Qian Song
Remote Sensing , 2013, DOI: 10.3390/rs5116026
Abstract: Google Earth (GE) releases free images in high spatial resolution that may provide some potential for regional land use/cover mapping, especially for those regions with high heterogeneous landscapes. In order to test such practicability, the GE imagery was selected for a case study in Wuhan City to perform an object-based land use/cover classification. The classification accuracy was assessed by using 570 validation points generated by a random sampling scheme and compared with a parallel classification of QuickBird (QB) imagery based on an object-based classification method. The results showed that GE has an overall classification accuracy of 78.07%, which is slightly lower than that of QB. No significant difference was found between these two classification results by the adoption of Z-test, which strongly proved the potentials of GE in land use/cover mapping. Moreover, GE has different discriminating capacity for specific land use/cover types. It possesses some advantages for mapping those types with good spatial characteristics in terms of geometric, shape and context. The object-based method is recommended for imagery classification when using GE imagery for mapping land use/cover. However, GE has some limitations for those types classified by using only spectral characteristics largely due to its poor spectral characteristics.
Relationships between Stages and Processes of Change for Effective Stress Management in Japanese College Students  [PDF]
Satoshi Horiuchi, Akira Tsuda, Janice M. Prochaska, Hisanori Kobayashi, Kengo Mihara
Psychology (PSYCH) , 2012, DOI: 10.4236/psych.2012.36070
Abstract: With a primary prevention focus, it would be important to help populations engage in stress management. The Transtheoretical Model of Behavior Change is one of potentially useful models to formulate interventions. The model describes behavior change as progression through five stages: precontemplation (not ready), contemplation (getting ready), preparation (ready), action, and maintenance. Processes of change (strategies and techniques to enhance the progression) facilitate stage transition. Their use is hypothesized to depend on stage of change. The processes tend to be used the least at the precontemplation stage. Use of experiential processes (affective and/or cognitive strategies such as seeking information) increase over time and tend to peak at the contemplation or preparation stage and then decease. In contrast, behavioral processes (behavioral strategies such as seeking social support) tend to be used most at the action and/or maintenance stage. This study examined relationships between stages and processes of change for effective stress management. Effective stress management is defined as any form of healthy activity such as exercising, meditating, relaxing, and seeking social support, which is practiced for at least 20 minutes. Four hundred and five Japanese college students participated in this study. A paper-pencil survey was conducted at colleges in Japan. The process use was least in precontemplation. Experiential processes peaked in preparation. Except for one experiential process, no significant difference was found between preparation and maintenance. Behavioral processes peaked in preparation, action, or maintenance. Most of these inter-stage differences of processes are in line with the prediction from the model. This study represented an initial but important test of validity of applying processes of change to stress management. The results partially supported its application.
Japanese Higher Education Institutions in the 21st Century: The Challenge of Globalization and Internationalization
AOKI, Kumiko
Electronic Journal of Contemporary Japanese Studies , 2005,
Abstract: Higher education institutions in Japan are facing unprecedented challenges today due to the following three factors:the decrease in the size of college age cohorts in the coming years; heightened expectations in the modes of instructional delivery through the advances of information and communication technologies (ICT); global competition for college students worldwide especially from English-speaking countries. This paper examines internationalization of higher education in Japan in terms of:foreign faculty members in Japan, foreign tertiary students in Japan, Japanese students studying abroad, branch campuses of foreign colleges and universities in Japan, off-shore campuses of Japanese colleges and universities, and cross-border higher education through e-learning.
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