Reading processes of English sentences in Japanese and Canadian students

Native skilled, non-native skilled, and non-native non-skilled English readers read English texts and their reading times of words were measured. The results showed that reading times of native skilled readers were independent from the word length, word location, and grammatical word classification compared to non-native readers. Reading times of nouns strongly correlated with reading skill of readers. Although non-native skilled readers comprehended text meanings well, however the pattern of reading time of words was still different from those of native reader.     

An Analysis of Primary School Dropout Patterns in Honduras

This study hypothesized that repeating a grade is one reason why Honduran primary students drop out of school but not the main reason. Using longitudinal data, we analyzed student enrollment patterns up until students left school. The results revealed that many students dropped out suddenly without having previously repeated a grade, although many dropouts had also repeated a grade at some point, and repeating a grade experience was not among the most frequently appearing dropout patterns in any of the completed grades. The findings indicated that low expectations of education and the need to enter the labor market were causes of immediate dropout.     

CAMELOT: collaborative and multimedia environment for learners on teams

In the business-systems-design learning environment, there may be more than one solution to any given problem. For instance, the data model will be different depending on each learner’s perspective. Accordingly, group learning systems are very effective in this domain. We have developed a collaborative and multimedia environment for learners on teams (CAMELOT) using the ‘nominal group technique’ for group problem solving. In this paper, the basic framework of the collaborative learning system and the effectiveness of collaborative learning in designing the data model are described. By using CAMELOT, each learner learns how to analyse through case studies and how to collaborate with his or her group in problem solving. Learners come to a deeper understanding from using CAMELOT than from studying independently because they can reach better solutions through discussion, tips from other learners and examination of one another’s individual works.     

Donald Super's Contribution to Career Guidance and Counselling in Japan

Dr Donald Super's contributions to career guidance and counselling in Japan are summarised within the framework of his career development theory from 1960 to 1990. The first part is related to the theoretical frame of reference of career guidance in the secondary school. The second is focused on developing a theoretical and practical basis for career counselling for the adult population. It is concluded that the importance of his approach has increased in the changing Japanese society.     

Aerodynamic properties of an archery arrow

Two support-interference-free measurements of aerodynamic forces exerted on an archery arrow (A/C/E; Easton Technical Products) are described. The first measurement is conducted in a wind tunnel with JAXA’s 60 cm Magnetic Suspension and Balance System, in which an arrow is suspended and balanced by magnetic force against gravity. The maximum wind velocity is 45 m/s, which is less than a typical velocity of an arrow (about 60 m/s) shot by an archer. The boundary layer of the arrow remains laminar in the measured Re number range (4.0 × 10³ < Re < 1.5 × 10⁴), and the drag coefficient is about 1.5 for Re > 1.0 × 10⁴. The second measurement is performed by a free flight experiment. Using two high-speed video cameras, we record the trajectory of an archery arrow and analyze its velocity decay rate, from which the drag coefficient is determined. In order to investigate Re number dependence of the drag coefficient in a wider range (9.0 × 10³ < Re < 2.4 × 10⁴), we have developed an arrow-shooting system using compressed air as a power source, which launches the A/C/E arrow at an arbitrary velocity up to 75 m/s. We attach two points (piles) of different type (streamlined and bullet) to the arrow-nose. The boundary layer is laminar for both points for Re less than about 1.2 × 10⁴. It becomes turbulent for Re larger than 1.2 × 10⁴ and the drag coefficient increases to about 2.6, when the bullet point is attached. In the same Re range, two values of drag coefficient are found for the streamlined point, of which the lower value is about 1.6 (laminar boundary layer) and the larger value is about 2.6 (turbulent boundary layer), confirming that the point-shape has a crucial influence on the laminar to turbulent transition of the boundary layer.