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Japan's rapidly aging population and chronic labor shortages have led the country to consider increased reliance on foreign workers. The government promotes the cultivation of nihongo jinzai 'Japanese language human resources' (MOFA, 2013), that is, highly skilled foreign workers proficient in the de facto national language, but in reality, such ideal individuals are scarce. Workplaces thus must explore ways to accommodate workers with limited Japanese competence. By introducing a sequential and multimodal analysis of shift handover interaction between Japanese and foreign care workers at a geriatric facility, the current article critically evaluates the monolingual, logocentric ideology reflected in the ongoing national debate as well as in the institutional convention of information sharing. The examination of the ways in which these workers deploy multimodal semiotic resources for the fulfillment of their duty points to the need for reevaluation of conventional practices in favor of increased affordance of spatial repertoire. [ABSTRACT FROM AUTHOR]

The recent influx of international students from Asia to the United States has drastically changed the demographics of students studying languages, including languages other than English, in many large universities. For some languages, it is not uncommon for international students from Asia to constitute more than 50% of current enrollments in a language class. This new reality poses a number of questions, including how to meet students' diverse needs and goals for language study and how to mobilize increasing student diversity to enhance the development of global competence among all students, regardless of country of origin. Using semi-structured exploratory interviews conducted with domestic and international students of Japanese as a foreign language at an American university, this study investigated the challenges and opportunities presented in the globalized language classroom. [ABSTRACT FROM AUTHOR]

High-resolution maps of potential frozen ground distribution in South America have been produced for the present day (0 ka) and the Last Glacial Maximum (21 ka). Surface air temperature outputs from global climate models (GCMs) of the recent Paleoclimate Model Intercomparison Project were used for the reconstructions, and then downscaled from regional to local scales, with the help of a 1 arc-minute digital elevation model. Their validity was examined using fieldwork-based evidence and knowledge. The downscaled map for the present day successfully reproduces the presence of permafrost in the Andes, a task at which original coarse-resolution GCM output maps failed. The map also shows close correspondence with instrumental observations. Similarly, the downscaled distribution of 21 ka frozen ground shows overall consistency with geomorphological and/or palaeoenvironmental reconstructions. Areal coverage of potential permafrost for all of South America is estimated at 139 000 km2 for today and 435 000 km2 for 21 ka, mostly along the Andean mountain ranges. Regional inspections, however, show divergence from field-observed features, attributed to microclimatic effects and past permafrost conditions. For southern Patagonia, and especially the eastern lowlands, the diagnosed lower limit for permafrost is about 1000 m asl, whereas field evidence at lower altitudes indicates the presence of either permafrost or deep seasonal frost. Copyright © 2015 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

A growing number of studies have examined qualitative research interviews in terms of how researchers' own identities and agendas are implicated in the construction of interviewees' responses. Adopting the constructionist conception of research interviews, the current study introduces a comparative analysis of 2 interviews with a multilingual speaker of Korean, English, and Japanese conducted by 2 researchers who come from distinctive cultural, linguistic, and professional backgrounds. Informed by ethnomethodology, conversation analysis, and membership categorization analysis, the current analysis reveals how the interviewee came to co-construct a different set of accounts with each interviewer in comparable segments where the same topics were discussed. The focal segments examined in this study can be seen as an illustration of how this Korean student interacting in her everyday life with others may co-construct her ever-shifting identities vis-à-vis membership categories such as American, Korean, or Korean-American. [ABSTRACT FROM AUTHOR]

This article explores recent changes in the landscape of second language acquisition (SLA) and foreign language pedagogical (FLP) research. Firth and Wagner's (1997) proposal for the reconceptualization of SLA has been supported by SLA and FLP researchers who share the sentiment concerning the need for increased attention to social and contextual dimensions beyond the diversity of their theoretical and methodological orientations. In the meantime, a growing number of studies have adopted conversation analysis (CA), the sociological methodology on which Firth and Wagner have built their arguments, to examine data involving second language speakers, even though not all these studies may be viewed as addressing the issue of language learning and therefore may not belong to the category of SLA studies. The review of developments in the last decade points to potentials and remaining issues in using CA to conduct SLA and FLP research and to draw pedagogical implications. [ABSTRACT FROM AUTHOR]

Using the methodological framework of conversation analysis (CA) as a central tool for analysis, this study examines a peer interactive task that occurred in a Japanese as a foreign language classroom. During the short segment of interaction, the students shifted back and forth between the development of an assigned task and the management of problems associated with their lack of lexical knowledge. The close observation of the participants' vocal and nonvocal conduct during these different types of sequences and sequential boundaries demonstrates how the students transform in a moment-by-moment fashion their converging or diverging orientations towards varying types of learning and learning opportunities. Through the presentation of a single case analysis, this study discusses one way of applying CA techniques to the study of classroom interaction in order to promote an overall sensitivity to the intricacies of classroom talk and to generate critical reflection on classroom policies and instructional designs. [ABSTRACT FROM AUTHOR]

ABSTRACT- Hepatitis B surface (HBs) and core (HBc) antigens (Ag) were studied in liver tissue in HBsAg seropositive patients with chronic liver disease complicated (n=32) and not complicated (n=36) by hepatocellular carcinoma. Both groups were matched by age, sex and underlying disease. There was no qualitative and quantitative difference in tissue HBsAg between the two groups. However, HBcAg was significantly less in quantity in hepatocytes of patients with hepatocellular carcinoma compared to chronic liver disease without cancer. Serum hepatitis B e antigen tested by radioimmunoassay was also less frequently positive in patients with hepatocellular carcinoma. These findings seem to suggest that hepatitis B virus replication becomes less active in the process of hepatocarcinogenesis. The relationship between intrahepatic hepatitis B antigens and liver cell dysplasia was also studied. In hepatocellular carcinoma, tissue hepatitis B antigens often coexisted in the same liver having liver cell dysplasia, but no such association was observed in chronic liver disease without cancer. However, no indication was obtained that the dysplastic cells harbor HBsAg more frequently than non-dysplastic cells. [ABSTRACT FROM AUTHOR]