We review recent results on superhump period variations in SU UMa-type dwarf novae. Our statistical studies have revealed that the evolution of the superhump period is basically composed of three stages: stage-A, during which the superhump period is long and constant, stage-B, during which the superhump period increases as the superoutburst proceeds, and stage-C, during which the superhump period is short and constant. We also introduce a new method of estimating a mass ratio using the stage-A superhump period. This method can extend to, for example, low mass X-ray binaries or AM CVn stars if the stage-A superhump period is well determined.

Service retailers need to develop more and more stores to make their business grow, and so, many firms attempt to expand their stores nationally by aiming for the numerical target such as 1,000 stores within five years and so on. In practical fields, however, firms seem to find it hard to plan the concrete method to achieve the target and they seem to develop stores with rootless feeling. The reason for that is relatively little has so far been known regarding how firms should expand their geographic markets according to their growth stage with keeping good financial results. The purpose of this study is both to classify store development methods of service retailers in a domestic market and to clarify the relationship between growth methods and the corporate performance by analyzing sixteen Japanese school and education firms listed in Japan. Main result is profitability is the lowest in firms which expand their store networks into multiple areas without forming area dominant, while profitability is the highest in firms which expand and disperse the total number of stores nationally.

This project promotes teacher collaboration for the professional development of Japanese language teachers. Practical reports of their class activities and communication between mentors and participants were recorded in an e-portfolio and Learning Management System for six months, following which a focus group interview and questionnaires revealed the following: (1) participants did not have sufficient opportunities to communicate with each other, although they were highly motivated; (2) classroom evidence and reflective documentation were effective tools for focusing on and analyzing their own practices; (3) continuing discussion among participants was needed to build and sustain a community of practitioners; and (4) young teachers were hesitant to express their ideas and opinions to senior participants.