Tokyo Future University

Individuals with locomotive syndrome (LS) have muscle weakness and reduced motor function due to musculoskeletal disorders that cause reduced mobility and physical function. In Japan, musculoskeletal disorders are the most common reason for requiring home support or nursing care, highlighting the need for preventing and ameliorating LS. Middle-aged and older adults sometimes encounter difficulty making a habit of exercise therapy (the mainstay of LS treatment). We investigated whether digital therapeutics (DTx) can prevent or ameliorate LS in middle-aged and older adults. We conducted a prospective, longitudinal, nonrandomized, single-group study of Japanese aged 40 years and older who were eligible for LS checkups (N=47). Each participant underwent an 8-week locomotion training intervention based on DTx supervised by medical staff. We objectively assessed the participants' subjective and objective motor abilities and motor awareness with the Timed Up and Go (TUG) test, 25-question Geriatric Locomotive Function Scale (GLFS-25), and Behavioral Regulation in Exercise Questionnaire-3 at baseline (before the DTx), an interim point (4 wk after the DTx initiation), and a final evaluation (8 wk post-DTx initiation). We compared the scores of the 3 tests at the 3 time points as dependent variables in a 3-factor ANOVA with Bonferroni correction (significance defined as 0.05/3=0.0167). No increase in amotivation to exercise or refusal to exercise was observed. Significant improvements at 8 weeks versus the baseline were observed in the TUG scores (baseline: 9.0, 95% CI 8.4-9.6; 8 wk: 7.5, 95% CI 7.1-8.0; P=.001) and GLFS-25 results (baseline: 18.7, 95% CI 14.5-22.8; 8 wk: 11.7, 95% CI 8.8-14.7; P=.004). The Behavioral Regulation in Exercise Questionnaire-3 and its subscale data did not differ significantly at any assessment time point. These results indicate that an 8-week locomotive training intervention using DTx significantly improved middle-aged and older adults' TUG and GLFS-25 scores and will help prevent and ameliorate LS and establish better exercise habits among them.

Science is a risky business, and risk-taking is a critical disposition for scientists. This study uses a combination of survey and bibliometric data to measure the degree of individual scientists' risk-taking and investigate its determinants. In particular, we focus on academic training as a critical arena for the socialization of risk-taking and examine whether and how risk-taking is transmitted from one generation to the next. Drawing on a sample of PhD students and their supervisors in life sciences in Sweden, we find that students' risk-taking is significantly associated with that of their supervisors, and that this association is stronger when supervisors provide more frequent mentoring. Importantly, the association persists for 10 years even after students leave the PhD affiliation and switch research topics. Approximately 25 % of the variance in students' risk-taking can be attributed to the variance in supervisors' risk-taking. We find other determinants of students' risk-taking such as funding conditions and previous work experiences. As endogeneity due to selection is a concern, we employ the propensity score matching technique and obtained consistent results. We also exploit cases in which a supervisor was replaced by another supervisor, showing that the longer the initial supervisor is in place, the stronger the association is with the initial supervisor's risk-taking and the weaker with that of their replacement. These findings suggest the critical role of early-career academic training in shaping scientists' risk-taking and passing down the disposition to the next generation. • Risk-taking is a critical trait for scientists. • Early-career academic training shapes scientists' risk-taking through socialization. • Supervisors' risk-taking dispositions are passed down to their students. • The socialized risk-taking persists over 10 years even after students switch topics.

This study aimed to clarify the influence of not only biological sex, but also gender-stereotypical identity, on feelings toward robots. An online survey (N = 500) was conducted to explore differences depending on the type of robots. This survey measured expectations of rapport and interactions with, as well as anxiety toward, male and female androids and mechanical humanoid robots. The results suggested persons having classical masculine-stereotypical identity tended to feel less anxious toward female androids and mechanical humanoids, and persons having classical feminine-stereotypical identity strongly expect rapport with these robots, and there were differences on types of anxiety and rapport expectation dependent on biological sex.

LCAは、製品やサービスの環境影響を定量的に評価する手法として発展してきたものの、将来に向けては、温室効果ガス排出などの環境負荷原単位が大きく変化すると予想され、評価結果も時点によって大きく異なる可能性がある。そこで、開発が望まれる将来の技術変化や社会構造の変動を見据えた未来志向型のLCAの手法について、将来のフォアグラウンドデータ、将来のインベントリデータベース、未来志向のインパクト評価手法の3つの観点で、それぞれにその展望と課題を論じた。将来のフォアグラウンドデータにおいては、社会実装前の技術は一般に技術成熟度が低く、現時点での生産効率や環境性能は十分でないことが多い。そのため、将来の技術的進展を見越してスケールアップを行い、より現実的な環境性能を見積もる必要がある。プロセスシミュレーションや専門家の知見を用いた将来想定の構築が鍵となるが、高度な専門性と手間が求められる点が課題である。次に、将来のバックグラウンドデータに関しては、社会全体のエネルギー構成や産業構造、素材生産の技術進展などが影響するため、将来の社会を想定したシナリオに基づくデータの整備が必要となる。近年では、将来シナリオと整合した形でインベントリデータを変換するためのツールや枠組みも提案されており、それにより複数の社会シナリオを想定した評価が可能となりつつある。一方で、評価対象の技術が社会構造に与える影響が無視できない場合は、既存のシナリオでは不十分であり、新たにシナリオを構築する必要がある。さらに、未来志向のインパクト評価手法においては、新たな環境影響の発現や影響の相対的重要性の変化を考慮する必要があるが、将来に対応した特性化係数の整備は限定的であり、多くの影響領域で知見が不足しているのが現状である。このように、未来志向のLCAの枠組みは未だ統一されておらず、用語や手法も多様である。今後は、評価目的に応じた柔軟かつ一貫性のある方法論の整備、シナリオとデータの整合性確保、そして評価者自身によるシナリオ設計が可能となるような方法論の構築が求められる。

ABSTRACT The prevalence of lifestyle-related diseases in children has been increasing as a result of irregular lifestyles. The present study aimed to assess the effects of parents’ sleeping habits and daily fatigue levels on the autonomic nervous system of their children. The study participants were 95 preschool-aged children and their parents. The children’s autonomic nervous system (i.e. low-frequency component (LF)/high-frequency component (HF) ratio, HF, and total power) was measured. The parents completed a questionnaire survey on sleep habits and daily level of fatigue. The results indicated that children whose parents went to bed late compared with early had a higher LF/HF ratio and lower HF during the day. The parents’ sleep durations were negatively associated with the parents’ severity of daily fatigue, suggesting that good sleep habits in parents helped prevent their own fatigue, thereby contributing to good sleep habits and stable autonomic nervous system activity in their children.

In recent years, electronic sports (esports) have gained popularity among older persons (aged 60 years and above) due to their potential to enhance cognitive abilities and promote social participation, thereby contributing to the prevention of frailty. Despite these promising advantages, the emotional impact of esports on this demographic remains underexplored. Additionally, most studies on esports rely on subjective assessments, such as questionnaires, which are time-consuming and prone to individual perceptual differences, posing challenges to maintaining objectivity. To address this limitation, a non-invasive approach leveraging facial expression analysis was adopted. An emotion recognition system was constructed to provide objective measurements and subsequently evaluated for its applicability to older persons. Emotional responses were quantified before and after esports participation, and the system's reliability was validated through comparisons with participant surveys. The findings indicate the constructed system can effectively predict emotions in older persons, as demonstrated by its alignment with participant survey results, offering a reliable and objective tool for future research. Furthermore, a significant increase in positive emotions was observed after participation, highlighting the potential emotional benefits of esports for this population. Further refinement and broader application of this system are recommended to enhance its practical utility and accuracy.

This study focuses on university students’ perceptions of enjoyment in participating in carefully orchestrated, constructive controversy activities in EFL classrooms. Analysis of student feedback indicated that 81% of participants appreciated the experience. Students valued constructive controversy for its ability to enhance English proficiency, broaden global competence, and increase their language skills. However, challenges arose when students felt their language abilities might lead to misunderstandings or superficial discussions, detracting from their enjoyment. Teacher intervention was crucial in mitigating these concerns, suggesting that supportive guidance could enhance the effectiveness of constructive controversy. The findings underscored the role of teachers in fostering a conducive environment by selecting appropriate discussion topics, establishing frameworks for participation, and considering students’ varying language competencies within heterogeneous groups. This study highlighted the potential of constructive controversy as a pedagogical tool and emphasized the educator’s role in optimizing its benefits in EFL education. 本研究は学生が英語の授業で構造的討論に参加することで楽しさを感じる可能性について探求した。学生の意見を収集しデータを分析した結果、参加者の81%がこの経験を高く評価していることがわかった。評価されたのは、構造的討論が英語力の向上やグローバル力の拡充、言語スキルの上達に寄与する点であった。一方で一部の学生は自身の英語力に不安を感じ、誤解や浅い討論が楽しみを損なうと感じることも明らかになった。研究結果から、構造的討論を実施する際には教師による適切なテーマの選定や参加の枠組みの確立、異なる言語能力を考慮した異質なグループの形成が重要であることが示された。また、教師の介入が活動の成功には不可欠であり、支援的な指導が構造的討論の有効性を最大化する可能性も明らかになった。本研究から、構造的討論は教育の有力な手段として潜在的な可能性を持ち、効果的に実施するためには教師の役割が重要であることが示唆された。