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Aim: To clarify whether the Whitney Comorbidity Index (WCI) is useful in Asian adults with cerebral palsy (CP) and whether aspiration pneumonia and pressure ulcers improved the prognostic significance of the WCI. Method: This cohort study evaluated individuals aged at least 18 years with CP in Japan. We used Cox proportional hazards regression to analyse 2‐year mortality rates. The predictive performance of the Charlson Comorbidity Index, Elixhauser Comorbidity Index, and WCI were compared as comorbidity assessment criteria. Aspiration pneumonia and pressure ulcers were added to the Cox models, and their impact on hazard ratios was determined. Results: Of the 2232 adults with CP, 72 died during the 2 years. The model with a previously reported weighted WCI with aspiration pneumonia and pressure ulcers produced the best fit. Additionally, the hazard risk of 2‐year mortality for an unweighted WCI score of at least 4 was 2.56; when CP‐specific comorbidities were added, it increased to 8.94. Interpretation: This study showed that the WCI can be used in Asian adults with CP. Furthermore, assessing patient age, aspiration pneumonia, and pressure ulcers in addition to the WCI increased the predictive value for mortality. Our findings indicate that the WCI can promote valid comparisons between international populations. What this paper adds: The Whitney Comorbidity Index (WCI) is useful among adults with cerebral palsy, irrespective of ethnic differences.Assessment of aspiration pneumonia and pressure ulcers increased the WCI predictive value.The WCI helps identify adults with cerebral palsy at risk of adverse outcomes. What this paper adds: The Whitney Comorbidity Index (WCI) is useful among adults with cerebral palsy, irrespective of ethnic differences.Assessment of aspiration pneumonia and pressure ulcers increased the WCI predictive value.The WCI helps identify adults with cerebral palsy at risk of adverse outcomes. This article's abstract has been translated into Japanese. Follow the links from the abstract to view the translations. [ABSTRACT FROM AUTHOR]

In central Japan, adult Patanga japonica (Bolívar) grasshoppers overwinter as adults while in reproductive diapause. At this local, February nights fall as low as -7°C, whereas days can exceed 16°C. Adults respond to the diel thermal cycle with daily vertical movements out of and back into leaf litter. This paper documents and discusses the significance of this interesting winter behavior. Temperature strongly influenced the daily vertical movements. Time of morning emergence, duration of aboveground occupancy, and number of adults emerging all highly correlated with current and maximum daily temperatures. In January, adults were immobile at < -1°C but could stand up when their body temperatures reached ~3.7°C. In contrast, adults held outdoors in semi-natural conditions emerged from the litter at ~14°C, suggesting threshold temperatures of ~14°C for morning emergence. The numbers of adults emerging or hiding varied over the winter season. Light also influenced movements. Adults held in horizontal transparent tubes, each with half covered with black paper (D-area) and the other half exposed to light (L-area), moved into the L-area during the day and returned to the D-area in the afternoon. In both cases, movement was into a colder microhabitat, implying that the direction of daily movements was possibly via phototaxis, not thermotaxis. Further experiments suggested that increasing temperatures elicited positive phototaxis, and decreasing temperatures elicited negative phototaxis and that the phototaxis was controlled by the direction, magnitude, and absolute range of the temperature change in P. japonica. [ABSTRACT FROM AUTHOR]

This paper explores pragmatic socialization by examining episodes of two to three - year-old children's crying and adults' responses to this crying in two preschools: Sweden and Japan. Based on approximately 100 hours of naturally occurring interactions, it focuses on crying episodes that emerged within peer conflict, and analyzes ways that teachers structured a triadic framework of mediation. The results show how teachers mediated by using (1) question-response sequences to clarify what happened and (2) directives and declaratives to convey norms of behaving/speaking and to attune children to the crying of others as a negative affective act that requires a remedial response. The results reveal similarities and variations in adults' responses to children's crying in the two preschools. Although the findings in part instantiate traditional models of socialization in these two societies, they also suggest ways that departed from these models. • Analysis examines preschool teachers' responses to crying in peer conflict. • Methods utilize multimodal conversation analysis. • Analysis shows teachers' triadic mediation utilizing questions, directives, and declaratives. • Findings are discussed in relation to children's pragmatic socialization. [ABSTRACT FROM AUTHOR]

This paper investigates the process and meaning of problem-based learning (PBL) that students may experience. The Project Cycle Management method was taught and utilised as an instrument of PBL at a Japanese women's college over a period of 5 years. The study closely examined what and how students learned in PBL from the perspectives of cognitive, social, and internal aspects. Despite the relative ignorance about the internal aspect of learners in previous research, the results of the study revealed that the internal aspect is inseparably linked with the other two aspects, and the three of them simultaneously undergo their own changes in the PBL process. That is, meaningful learning experiences seem to be no less importantly affected by the feelings or internal aspect of learners than by cognitive and social counterparts. Then, beyond knowledge building and skill acquirement, PBL may have contributed to broadening learners' perspectives and promoting their personal development. In this regard, PBL can be defined anew, from an angle different from that of previous research, as learning that can generate rich and varied emotions in learners concurrently as they face problems, enable them to acquire subject matter knowledge and relational skills through dialogue, and eventually guide them to the threshold of personal transformation. [ABSTRACT FROM AUTHOR]

Assuming learning to be a lifelong process, it is important to provide older adults with the opportunities to pursue educational activities. The growing number of older adults in America and globally has led to an increased demand for educational programs in many nations. As a concept, lifelong learning emphasizes the potential to provide useful learning opportunities for older adults. Lifelong learning has become an international issue; many countries have developed lifelong learning policies. The United States and Japan represent two nations that have taken very different approaches in implementing lifelong learning for older adults. This paper examines the programs available to older adults in the United States and Japan. It is suggested that variations in lifelong learning policy and programs are explained by cultural and social structural differences between the United States and Japan. Recommendations for expanding and improving existing programs are also considered. [ABSTRACT FROM AUTHOR]