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One of the institutional challenges of taking in large numbers of international graduate students is supporting their academic literacy skills. To accommodate a large population of international students, Japanese universities offer various services to support their academic studies and life-related issues, such as hiring international student advisors, offering Japanese language courses, and implementing peer-support programs. As a type of academic support for writing for international students, writing centers have caught the attention of universities in the last decade. To examine the institutional role of the writing center at a Japanese university, this study employs a language management lens to compare the beliefs and interests among administrators, tutors, and international students in improving international students' Japanese writing. Interviews with the three groups of participants displayed incongruences between the administrators' interests aligned with institutional goals, the educational philosophy of the writing center, and international students' language learning needs. The findings point to the tutors' crucial role as language specialists who inform organized language management, and the necessity for collaboration between academic support units and faculty members in providing sufficient academic socialization environments for international students.

Increased pressures of internationalization compel universities worldwide to search for successful education models and frameworks that can enhance their entrepreneurial status and international competitiveness. This study aims to explore the political interests, power dynamics, and consequences of transferring educational systems, models, and concepts across context, by focusing on the popularity of the writing center (a writing support service originating in the United States) in Japan. To examine the political and socio-economic factors that motivated a Japanese university to establish a writing center, I trace the process of the writing center's establishment from documents and interviews with five university staff involved in the planning. Policy borrowing as a conceptual framework is employed to illuminate the ways in which participants exercised their agency and justified the writing center in relation to the university's internationalization mission. Given the findings, I discuss the impulses, externalizing potentials, and reference societies that attracted administrators to the idea of the writing center and critically examine the policy borrowing practices that aim to internationalize higher education.

ω3-Docosapentaenoic acid (ω3-DPA), an ω3-polyunsaturated fatty acid (ω3-PUFA), is expected to have beneficial physiological functions to humans; however, because of its rarity in nature, it has not been fully analyzed. We isolated an ω3-DPA producing microorganism strain T7 from brackish areas in Japan. Although most oleaginous microorganisms rarely accumulate ω3-DPA (<5% of total lipid), strain T7 accumulated ω3-DPA with more than 20% of total fatty acids. The strain T7 was identified as a related species of Aurantiochytrium. In Aurantiochytrium sp. T7, ω3-DPA production reached 164 mg/L culture broth, and the ω3-DPA content reached 23.5% of the total fatty acids when cultivated in a medium containing 2% glucose as the carbon source and 1% yeast extract as the nitrogen source, with a salinity equivalent to 50% of that of seawater and a pH in the acidic range (pH < 5.5). Aurantiochytrium sp. T7 is a promising producer of high-purity ω3-DPA containing-lipid for the functional analysis of ω3-DPA whose physiological function has hardly been elucidated, and a useful strain for investigating the novel metabolic pathway of fatty acids. [ABSTRACT FROM AUTHOR]