@article{oai:ssg.repo.nii.ac.jp:00000057,

title = {Chorus English, an approach to singing in the classroom.},

author = {Darren Kinsman and Dominic Jones},

url = {https://ssg.repo.nii.ac.jp/records/57},

issn = {18848753},

year  = {2020},

date = {2020-03-15},

urldate = {2020-01-01},

journal = {College review of Sendai Seiyo Gakuin},

volume = {11},

issue = {2},

pages = {113-122},

publisher = {仙台青葉学院短期大学},

abstract = {This article discusses the use of music in the classroom, followed by an exploration of the benefits of its principle subcategories: songs in the classroom and singing in the classroom. Possible objections to singing in the classroom is then addressed. Chorus English is firmly situated within the singing in the classroom subcategory. Chorus English is defined and its linguistic and affective benefits for teenagers and young adults in the English as a foreign language (EFL) context in Japan are summarized.},

keywords = {Chorus English, Japanese Students, Language Acquisition, Music in the Classroom, Prosody, コーラス英語, 教室での音楽, 日本の学生, 言語獲得, 韻律},

pubstate = {published},

tppubtype = {article}

}

@article{1050851275423282304b,

title = {An overview of sexual assault prevention strategies used by college campuses in the United States, especially empowerment self-defense courses.},

author = {Dominic Jones},

url = {https://cir.nii.ac.jp/crid/1050851275423282304

https://jonesdominic.com/wp-content/uploads/2017/11/8-1-2016-9-An-overview-of-sexual-assault-prevention-strategies.pdf},

issn = {18848753},

year  = {2016},

date = {2016-09-30},

urldate = {2016-01-01},

journal = {College review of Sendai Seiyo Gakuin},

volume = {8},

issue = {1},

pages = {17-29},

publisher = {仙台青葉学院短期大学},

abstract = {A literature review was undertaken to examine the following questions. What is a brief history of sexual assault prevention at US campuses? What are common sexual assault prevention strategies at US campuses? Are these prevention interventions effective in reducing sexual assault victim estimated (SAVE) numbers? What are the components of a typical empowerment self-defense (ESD) course? Why is there resistance to ESD courses? 



This overview discussed the problem of sexual assault and that a combination of prevention strategies is required to reduce the SAVE numbers. In particular, ESD courses were highlighted. 



Further research will investigate the curriculum and pedagogy of ESD courses from a martial science perspective. Compare the SAVE numbers in Japan to international SAVE numbers. Investigate the sexual assault prevention strategies at Japanese higher education institutions in light of sex as a taboo subject.},

keywords = {Crime Prevention, Empowerment Self-Defense, martial science, Risk Reduction, Sexual Assault Intervention, リスク低減, 性的暴行介入, 武道科学, 犯罪防止, 自己防衛を高める},

pubstate = {published},

tppubtype = {article}

}

@article{1050288325468521984,

title = {What is Neuro-Linguistic Programming Modeling?},

author = {Dominic Jones},

url = {https://cir.nii.ac.jp/crid/1050006973326122112

https://jonesdominic.com/wp-content/uploads/2015/03/5-2-2014-3-What-is-NLP-programming-modeling.pdf},

issn = {18848753},

year  = {2014},

date = {2014-03-31},

urldate = {2014-03-31},

journal = {College review of Sendai Seiyo Gakuin},

volume = {5},

issue = {2},

pages = {47-55},

publisher = {仙台青葉学院短期大学},

abstract = {A literature review was undertaken to help answer the questions: What is Neuro-Linguistic Programming? What is Neuro-Linguistic Programming modeling? How to undertake Neuro-Linguistic Programming modeling? 

NLP was found to be a behavioral science started by John Grinder and Richard Bandler in the early 1970s. NLP modeling was described as behavioral modeling that identified the successful patterns that exceptional performers used whilst undertaking a particular skill. To undertake NLP modeling involved a multi-stage process of selecting a skill to model, choosing master practitioners, observing them in practice and eliciting their thought processes and behaviors; then producing a model annotated using the Emprint Method and finally using the model to teach others that skill. 

The paper concluded that NLP Modeling is an interesting approach that could allow for the transfer of knowledge and skill from master practitioners to others. The topic for further research suggested is how to apply NLP modeling to Dr Chape l a master educator in the field of martial science.},

keywords = {behavior, Emprint Method, martial science, modeling, Neuro-Linguistic Programming, NLP, pedagogy, schema, subjective experiences, エンプリント・メソッド, スキーマ, モデリング, 主観的体験, 教授法, 武術的科 学, 神経言語プログラミング（NLP）, 行動},

pubstate = {published},

tppubtype = {article}

}

@article{1520290884351468544,

title = {An examination of the language of the martial arts, questioning what a literate martial artist is; and identifying power and identity issues within martial arts discourse.},

author = {Dominic Jones},

url = {https://cir.nii.ac.jp/crid/1520290884351468544

https://jonesdominic.com/wp-content/uploads/2017/11/6.2-2014-3-An-examination-of-the-language-of-the-martial-arts.compressed.pdf},

issn = {18848753},

year  = {2014},

date = {2014-03-31},

urldate = {2014-03-31},

journal = {College review of Sendai Seiyo Gakuin},

volume = {6},

issue = {2},

pages = {39-52},

publisher = {仙台青葉学院短期大学},

abstract = {A literature review and small scale investigation were undertaken to examine if the physical movements of the martial arts could be considered a language. The characteristics of someone who is considered literate in the language of the martial arts was explored from a social practice and cognitive skill perspective of literacy. This report examined the relationship between martial arts discourse and the ideas of power and identity. 

The investigation concluded that a literate martial artist was a combination of the cognitive skill and the social practice perspectives of literacy. It also concluded that different martial communities of practice, privileged different notions of martial literacy.. 

The paper concluded that NLP Modeling is an interesting approach that could allow for the transfer of knowledge and skill from master practitioners to others. The topic for further research suggested is how to apply NLP modeling to Dr Chape l a master educator in the field of martial science.},

keywords = {Cognitive Skill, Critical Literacy, Language, Literacy, martial art, martial science, Power and Identity, Social Practice, クリティカル・リテラシー, リテラシー, 権力とアイデンティティ, 武術, 武術科学, 社会的実践, 言語, 認知的スキル},

pubstate = {published},

tppubtype = {article}

}

@article{1050006973326122112,

title = {What is self defense? How does violent crime happen?},

author = {Dominic Jones},

url = {https://cir.nii.ac.jp/crid/1050006973326122112

https://jonesdominic.com/wp-content/uploads/2015/03/4-2-2013-3-What-is-self-defense-How-does-violent-crime-happen.pdf},

issn = {18848753},

year  = {2013},

date = {2013-03-31},

urldate = {2013-01-01},

journal = {College review of Sendai Seiyo Gakuin},

volume = {4},

issue = {2},

pages = {5-11},

publisher = {仙台青葉学院短期大学},

abstract = {A literature review was undertaken to help understand the questions “What is self defense?”and “How do violent crimes happen? In answering the above questions the likeliness of being a victim of violent crime was investigated. The significant consequences of becoming a victim of violent crime were explored. Then the nature of violence was examined in the light of two broad categories Asocial Violence and Social Violence. The mechanics of asocial and social violent attacks were described. 

The paper concluded that violent crime is a hazard but that the risk of becoming a victim of violent crime can be reduced by understanding the process of violent crime. The topic for further research suggested is how to reduce your chances of being selected as a victim of a violent assault.},

keywords = {aftermath of violence, criminal violence, criminology, martial art, self defense, social violence, victim selection, 武道, 犯社会的暴力, 自己防御術, 被害者選択, 身体的暴力},

pubstate = {published},

tppubtype = {article}

}

@article{1050851398243959552,

title = {How multimodality affects the meaning of martial art texts},

author = {Dominic Jones},

url = {https://cir.nii.ac.jp/crid/1520572357732856320

https://jonesdominic.com/wp-content/uploads/2015/03/4-1-2012-9-How-multimodality-affacts-the-meaning-of-martial-art-texts.pdf},

issn = {18848753},

year  = {2012},

date = {2012-09-30},

urldate = {2012-09-30},

journal = {College review of Sendai Seiyo Gakuin},

volume = {4},

issue = {1},

pages = {43-50},

publisher = {仙台青葉学院短期大学},

abstract = {This paper looked multimodality and its importance to understanding the meaning of texts. Two texts were examined to identify their multimodal (MM) elements and how these elements combine to make the meaning of the text as a whole. The texts were presented in two different mediums; a book and a webpage. Text 1 was the Larry Tatum’s (LT) webpage with an embedded movie describing martial arts training. A simplified transcription of the webpage movie was presented in Appendix 1 and the webpage can be accessed at: http://www.ltatum.com/movies/Week31/TOWJuneW2.rmText 2 is pages 49 and 50 in the Pellman, L, J. and Shinmabukuro, M (1995) book “Flashing Steel” on swordsmanship. It discussed the nomenclature of Japanese swords and is presented in Appendix 2.},

keywords = {Communication Mediums, Martial Arts, Multimodality, Semiotic Modes, コミュニケーション媒体, セミオティックモード, マルチモダリティ, 武道},

pubstate = {published},

tppubtype = {article}

}

@article{1050288448277077248,

title = {A classification of attacks used in self defense techniques},

author = {Dominic Jones},

url = {https://cir.nii.ac.jp/crid/1520572357732856320

https://jonesdominic.com/wp-content/uploads/2015/03/4-1-2012-9-A-classification-of-attacks-used-in-self-defense-techniques.pdf},

issn = {18848753},

year  = {2012},

date = {2012-09-30},

urldate = {2012-09-30},

journal = {College review of Sendai Seiyo Gakuin},

volume = {4},

issue = {1},

pages = {51-63},

publisher = {仙台青葉学院短期大学},

abstract = {This paper looked at the classification of attacks found in self defense techniques in two self defense systems. The first one is based on the Kenpo Karate self defense system as designed by Ed Parker. The second classification is based on the SubLevel Kenpo Tactical Martial Science system designed by Dr Ron Chapél. 

At first the attacks from the self defense techniques contained in of the first syllabus, of each system, were described. The attacks were described physically, then through the lens of Psychology of Confrontation, and finally compared to the frequency of attacks found in today’s society. 

The author concluded that the first syllabus that new students will learn in both systems have merit and contain answers to the most common types of street assaults. The Kenpo Karate system is focused on a wider range of attacks on an unaware victim, whilst the SubLevel Kenpo Tactical system is focused on a narrower range of attacks on an aware victim. The topic for further research suggested is the analysis of the defensive movements in the self defense techniques of the first syllabus in both of the martial systems.},

keywords = {attack classification, Curriculum Design, frequency, martial art, Self defense techniques, カリキュラム設計, 度数, 攻撃の分類, 武道, 自己防御術},

pubstate = {published},

tppubtype = {article}

}

@article{1050569923291837184,

title = {An investigation into the effect of using TPR/TPRS techniques on the amount of words written in English class at Japanese college},

author = {Dominic Jones},

url = {https://cir.nii.ac.jp/crid/1050569923291837184

https://jonesdominic.com/wp-content/uploads/2017/10/3-2-2012-3-An-investigation-into-the-effect-of-using-TPR-TPRS-techniques-on-the-amount-of-words.pdf},

issn = {1884-8753},

year  = {2012},

date = {2012-03-31},

urldate = {2012-01-01},

journal = {College review of Sendai Seiyo Gakuin},

volume = {3},

issue = {2},

pages = {69-81},

publisher = {仙台青葉学院短期大学},

abstract = {This paper is based on the author’s research into teaching proficiency through reading and storytelling (TPRS) and the teaching tool of total physical response (TPR) and his experience of teaching English as a foreign language to non-English-major students in Japan. The author’s hypothesis was that teaching using TPRS and TPR in college English classes over two semesters as opposed to one, would increase the amount of words written by the college students. Two classes of Japanese college students studied English using TPRS and TPR techniques for one academic year. A component of their first and second semester exams was to write a story using as many English words as possible in response to seeing a cartoon strip of pictures. The data was statistically analyzed and the results showed the number of words-per-picture increased at the end of the second semester, compared with the first semester, so supporting the author’s hypothesis. The author discussed the limitations of this study and proposed further research.},

keywords = {EFL, Storytelling, Total Physical Response (TPR), TPR, TPRS, Written English, ストーリーテリング, 書く英語},

pubstate = {published},

tppubtype = {article}

}

@article{1520572357732856320,

title = {The process of designing scenario based self defense techniques},

author = {Dominic Jones},

url = {https://cir.nii.ac.jp/crid/1520572357732856320

https://jonesdominic.com/wp-content/uploads/2015/03/3-2-2012-3-The-process-of-designing-scenario-based-self-defense-techniques.pdf},

issn = {18848753},

year  = {2012},

date = {2012-03-31},

urldate = {2012-01-01},

journal = {College review of Sendai Seiyo Gakuin},

volume = {3},

issue = {2},

pages = {75-81},

publisher = {仙台青葉学院短期大学},

abstract = {This paper looked at the beginning process of designing the ideal phase of a self defense technique as described by martial science instructor Dr Ron Chapél. This paper drew on multidisciplinary information from the medical, law enforcement, self defense and military communities. At first martial philosophy was explored and then the psychology of confrontation was considered. The design process of the physical sequence of a self defense technique was briefly discussed. The author concluded that the process of designing a scenario based self defense technique requires a multidisciplinary approach and must include knowledge of how attacks occur in reality. Topics for further research suggested included how criminal attacks happen in Japan; the design of physical moves of self defense techniques; the design of a martial science curriculum; and how a martial science curriculum is taught and assessed..},

keywords = {Curriculum Design, Defensive Tactics, Scenario training, Self defense techniques, カリキュラム設計, シナリオ・トレーニング, 自己防御術, 防御戦術},

pubstate = {published},

tppubtype = {article}

}

@article{1050569923291836416,

title = {A review of TPR and TPRS English teaching techniques for Japanese college students},

author = {Dominic Jones},

url = {https://cir.nii.ac.jp/crid/1050569923291836416

https://jonesdominic.com/wp-content/uploads/2015/03/3-1-2011-9-A-review-of-TPR-and-TPRS-English-teaching-techniques-for-Japanese-college-students.pdf},

issn = {18848753},

year  = {2011},

date = {2011-09-30},

urldate = {2011-01-01},

journal = {College review of Sendai Seiyo Gakuin},

volume = {3},

issue = {1},

pages = {75-88},

publisher = {仙台青葉学院短期大学},

abstract = {How the language teaching tool of Total Physical Response (TPR) has evolved into a language teaching method known as TPR Storytelling (TPRS). In this paper TPR and TPRS English teaching techniques are linked to current language teaching theory, research into how the brains of language learners function and followed by suggestions for further research. This paper is based on a presentation by the author on TPRS in 2011 about the author’s research; teaching experience of Japanese college students; and reflections from Susan Gross’s workshop on TPR Storytelling in 2010.},

keywords = {Brain Research, Language Acquisition, Natural Approach, Storytelling, Total Physical Response (TPR), TPR, TPRS, ストーリーテリング, ナチュラル・アプローチ, 脳の研究, 言語獲得},

pubstate = {published},

tppubtype = {article}

}

@article{1050851398268546048,

title = {How TPR could be used to teach English at Japanese college},

author = {Dominic Jones},

url = {https://cir.nii.ac.jp/crid/1050851398268546048 

https://jonesdominic.com/wp-content/uploads/2015/03/1-2-2010-5-How-TPR-could-be-used-to-teach-English-at-Japanese-college.pdf},

issn = {1884-8753},

year  = {2010},

date = {2010-05-31},

urldate = {2010-01-01},

journal = {College review of Sendai Seiyo Gakuin},

volume = {1},

issue = {2},

pages = {99-104},

publisher = {仙台青葉学院短期大学},

abstract = {Japanese college students often have difficulties in learning English as a foreign language (EFL), this paper examines whether the Total Physical Response (TPR) approach would help English language acquisition. First the TPR approach will be discussed in light of teaching theory and brain research. Followed by a discussion of how TPR could be used to teach English at a Japanese Junior College.},

keywords = {Brain Research, Japanese College Students, Language Acquisition, Natural Approach, Total Physical Response (TPR), TPR, ナチュラル・アプローチ, 日本の大学生, 脳の研究, 言語獲得},

pubstate = {published},

tppubtype = {article}

}