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The rapid post-millennial internationalisation of Japan's tourism sector and the influx of international visitors have quickly increased visitor motivations’ heterogeneity, thereby posing challenges for management. Given the lack of prior research, we aimed to identify nature-based tourism (NBT) push-factor motivation domains of visitors in a Japanese national park and segment domestic and international visitors based on their motivations, demographics and trip profiles. Primary data collection of 137 responses took place in November 2019 through an on-site self-administered questionnaire. From 11 push-factor statements, the principal component analysis yielded a four-factor solution: ‘enjoying nature with family or friends’, ‘improving physical health’, ‘discovering and learning’ and ‘escaping’. In addition, t-tests revealed significant differences between domestic and international visitors in three out of the four motivation dimensions. Underlying visitor profiles could explain some such differences. Despite the differences, both international and domestic visitors share similar motivations regarding ‘improving physical health’. These findings hint at the complexity of monitoring heterogeneous visitor segments within Japanese NBT. Despite increasing international visitors, there has been a lack of the necessary infrastructure and facilities to accommodate them. Thus, this study's implications might help diversify NBT management strategies to deal with current shortcomings in Japan's tourism sector.

Purpose: As UN's sustainable development goals (SDGs) are integrated across Asia-Pacific Higher Education Institutes (HEIs), the purpose of this descriptive and exploratory study is to investigate undergraduates' own self-stated commitment to the SDGs and their perceived feasibility by the 2030 target. Design/methodology/approach: A mixed-methodology approach covered quantitative and qualitative approaches facilitated by purposive selection of an Asia-Pacific HEI via a Japanese liberal arts college where a questionnaire survey was administered in Autumn 2021. Responses were monitored from freshmen students in twin courses within the same major (introduction to "Environment" and "Development" studies, respectively; n = 177) that both integrated SDGs within their respective curricula. Findings: Students in both classes rated the SDGs as a useful learning tool but were sceptical of their feasibility by 2030. A self-stated commitment was high, especially among environment studies students. Multiple regression was run to predict SDGs commitment from gender, major, perceived SDGs' usefulness and feasibility. These variables partially predicted SDGs commitment but only gender and major variables added statistical significance. Moreover, the same variables were less equivocal in terms of predicting the self-stated belief that the SDGs could be achieved by 2030. Practical implications: The findings can inform instructors of students' perceptions towards SDGs. Significant differences raise academic and applied discussion points, such as how to engage male students, for example, by setting up sustainability "business case" practicums. Originality/value: As global HEIs grapple with effective ways to vertically integrate SDGs into a university's curriculum, students' opinions are often underrepresented. This paper's originality and value address these gaps by exploring a holistic student-centric perspective on SDGs in the context of commitment. This paper also has implications for more effective cross-curricula integration of the SDGs. [ABSTRACT FROM AUTHOR]

In mammals, one of the most pronounced consequences of viral infection is the induction of type I interferons, cytokines with potent antiviral activity. Schlafen (Slfn) genes are a subset of [...]