Waseda University

About: Waseda University is a education organization based out in Tokyo, Japan. It is known for research contribution in the topics: Large Hadron Collider & Catalysis. The organization has 24220 authors who have published 46859 publications receiving 837855 citations. The organization is also known as: Waseda daigaku & Sōdai.

Hybrid and biohybrid silicate based materials: molecular vs. block-assembling bottom–up processes

Abstract: This critical review introduces a discussion on the influence of preparative procedures (nanofabrication) of nanostructured hybrids and biohybrids, comparing their structural and textural characteristics that determine the properties of the resulting materials. Selected examples of silicate-based hybrids of analogous compositions prepared by both molecular and blocks-assembly bottom–up strategies are discussed to show advantages and inconveniences of each methodology (341 references).

Measurement of prompt charm meson production cross sections in [formula presented] collisions at [formula presented]

Abstract: We report on measurements of differential cross sections dsigma/dp(T) for prompt charm meson production in ppmacr; collisions at sqrt[s]=1.96 TeV using 5.8+/-0.3 pb(-1) of data from the CDF II detector at the Fermilab Tevatron. The data are collected with a new trigger that is sensitive to the long lifetime of hadrons containing heavy flavor. The charm meson cross sections are measured in the central rapidity region |y| K-pi(+), D(*+)-->D0pi(+), D+-->K-pi(+)pi(+), D(+)(s)-->phipi(+), and their charge conjugates. The measured cross sections are compared to theoretical calculations.

Nonphotic entrainment by 5-HT1A/7 receptor agonists accompanied by reduced Per1 and Per2 mRNA levels in the suprachiasmatic nuclei.

Abstract: In mammals, the environmental light/dark cycle strongly synchronizes the circadian clock within the suprachiasmatic nuclei (SCN) to 24 hr. It is well known that not only photic but also nonphotic stimuli can entrain the SCN clock. Actually, many studies have shown that a daytime injection of 8-hydroxy-2-(di-n-propylamino) tetralin (8-OH DPAT), a serotonin 1A/7 receptor agonist, as a nonphotic stimulus induces phase advances in hamster behavioral circadian rhythms in vivo, as well as the neuron activity rhythm of the SCN in vitro. Recent reports suggest that mammalian homologs of the Drosophila clock gene, Period (Per), are involved in photic entrainment. Therefore, we examined whether phase advances elicited by 8-OH DPAT were associated with a change of Period mRNA levels in the SCN. In this experiment, we cloned partial cDNAs encoding hamster Per1, Per2, and Per3 and observed both circadian oscillation and the light responsiveness of Period. Furthermore, we found that the inhibitory effect of 8-OH DPAT on hamster Per1 and Per2 mRNA levels in the SCN occurred only during the hamster's mid-subjective day, but not during the early subjective day or subjective night. The present findings demonstrate that the acute and circadian time-dependent reduction of Per1 and/or Per2 mRNA in the hamster SCN by 8-OH DPAT is strongly correlated with the phase resetting in response to 8-OH DPAT.

Current Japanese Reforms In English Language Education: The 2003 “Action Plan”

Abstract: In response to growing criticism that Japanese do not have sufficient communicative skills in English, the Japanese government proposed a five-year “Action Plan to Cultivate Japanese with English Abilities” in 2003. This paper examines the context and content of this plan as well as the initial reactions to it in various educational settings. The Action Plan itself reflects a number of conflicting ideological orientations, including: (1) whether Japan should pursue a policy of multilingualism or one favoring the spread of English; (2) whether Japan should emphasize international understanding or simply English education; and (3) promoting egalitarianism versus allowing for individualized education. Despite the challenges that these conflicting goals present, the Action Plan gives greater autonomy to teachers and local governments and thus may improve English education by enabling them to become active participants in the development of language education policies rather than simply being passive consumers of such policies.