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Background: Japanese EFL learners often fail to identify and categorise the different degrees of certainty associated with CERTAIN, PROBABLE, and POSSIBLE items. This computer‐mediated study evaluated the relative effects of animated versus static illustrations on stimulating the spatial concept of distance for the acquisition of this knowledge. Objectives: This study aimed to: (1) discover whether the spatial concept of distance captured by three‐dimensional (3D) images in animated or static illustrations help learners understand spatial relationships more clearly, and (2) whether a static illustration is sufficient for learning the different degrees of certainty. Method: Animated and static visualisation groups used 3D images of animated versus static illustrations that capture the spatial concept of distance, and a contrasting group did not use illustrations. The former applied the spatial concept of distance to learn the degrees of certainty, using animated or static illustrations. A spatial concept‐oriented approach that visualises concepts of distance enabled participants to understand the degrees of certainty. The contrasting approach involved rote learning of a list of target expressions for the different degrees of certainty in English. Results and Conclusions: Both the animated and static versions of the spatial concept‐oriented approaches were equally effective. The difference between the two versions did not significantly impact the overall performance of the groups. Takeaways: Regardless of the type of effect, the spatial concept of distance captured in words and illustrations helped the participants (1) process the different degrees of certainty cognitively in terms of distances and (2) retain them in long‐term memory. Lay Description: What is already known about this topic: Understanding our experiences in terms of metaphors based on spatially visualised concepts of the physical world leads to mapping the embodied concepts onto non‐embodied concepts and retaining these in long‐lasting memory.3D descriptions direct people's attention to the spatially visualised concepts, which influences people to internalise them with ease.The lack of consensus (in previous studies) on the effect of animated versus static versions of the metaphor awareness‐raising approach with either 2D or 3D images has some relevance to the cognitive theory of multimedia learning. What this paper adds: Computer‐generated 3D images were used to help participants in the metaphor‐based groups understand spatial relationships related to the degrees of certainty among certain, probable, and possible items.This study evaluated the relative effects of animated versus static illustrations on stimulating the spatial concept of distance for the acquisition of this knowledge.The animated and static version of the metaphor‐based approach groups outperformed those in the non‐metaphor‐based and control groups. Implications for practice and/or policy: It is necessary to consider all possible confounding variables and control for their effects when designing future animation versus static studies.Further analysis of the spatial concept‐oriented metaphor‐based approach from the perspectives of the cognitive theory of multimedia learning combined with cognitive linguistic theory would be beneficial for fellow researchers and teachers to gain insight into the nuances of the approach and expand its application in the EFL context. [ABSTRACT FROM AUTHOR]

Objective: Two percent of the Japanese population is comprised of foreign residents with further increase expected due to immigration policy revisions. The purpose of this paper is to examine the healthcare needs and difficulties experienced by foreign residents in Japan by level of their Japanese language fluency. Design: A quantitative, descriptive design was used. Sample: We surveyed foreign residents in the greater Tokyo area (N = 209). Measurements: The research team created the survey questions and the contents of the survey include foreign residents' experiences during their visits or stays at medical and public health facilities in Japan. Results: More than 90% of the participants or their families visited medical facilities in Japan regardless of Japanese language fluency; however, those with less Japanese language fluency experienced statistically significant uneasiness or inconvenience concerning communication compared to those with native Japanese language fluency (p =.000). Conclusions: Nurses in Japan may benefit from additional training related to use of interpreters as well as education about diversity and cultural humility. Through better understanding of the specific communication barriers of foreign residents, nurses will be able to better anticipate difficulties and address them. [ABSTRACT FROM AUTHOR]

Incorporating systematic evidence with clinical expertise is a key element in the quest to improve quality of care and patient outcomes. The evidence supporting skin‐to‐skin contact in the first hour after birth is robust and includes significantly improved outcomes for both mother and infant. This paper compares available iterative data about newborn behaviour in the first hour after birth to further describe the observable behaviour pattern and to provide clinical insight for further research. Although the evidence for positive outcomes through skin‐to‐skin contact are robust, there is a dearth of research specifically focused on clinical practice. The methodology considers the four available data sets that used Widström's 9 stages, which consists of studies from Japan, Sweden, Italy and the United States, examining the parameters of each stage across settings from around the world. This research provides an expanded understanding of the timing of the newborn's progression through Widström's 9 observable stages. We found that newborns in all four data sets began with a birth cry and continued through the remaining stages of relaxation, awakening, activity, rest, crawling, familiarization, suckling and sleeping during the first hours after birth and consolidated the data into a Sign of the Stages chart to assist in further research. The evidence supports making a safe space and time for this important newborn behaviour. Clinical practices should encourage and protect this sensitive period. [ABSTRACT FROM AUTHOR]

Abstract: Evidence supporting the practice of skin‐to‐skin contact and breastfeeding soon after birth points to physiologic, social, and psychological benefits for both mother and baby. The 2009 revision of Step 4 of the WHO/UNICEF “Ten Steps to Successful Breastfeeding” elaborated on the practice of skin‐to‐skin contact between the mother and her newly born baby indicating that the practice should be “immediate” and “without separation” unless documented medically justifiable reasons for delayed contact or interruption exist. While in immediate, continuous, uninterrupted skin‐to‐skin contact with mother in the first hour after birth, babies progress through 9 instinctive, complex, distinct, and observable stages including self‐attachment and suckling. However, the most recent Cochrane review of early skin‐to‐skin contact cites inconsistencies in the practice; the authors found “inadequate evidence with respect to details … such as timing of initiation and dose.” This paper introduces a novel algorithm to analyse the practice of skin to skin in the first hour using two data sets and suggests opportunities for practice improvement. The algorithm considers the mother's Robson criteria, skin‐to‐skin experience, and Widström's 9 Stages. Using data from vaginal births in Japan and caesarean births in Australia, the algorithm utilizes data in a new way to highlight challenges to best practice. The use of a tool to analyse the implementation of skin‐to‐skin care in the first hour after birth illuminates the successes, barriers, and opportunities for improvement to achieving the standard of care for babies. Future application should involve more diverse facilities and Robson's classifications. [ABSTRACT FROM AUTHOR]