8. Success in Qualification Examinations 8-1
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Aichi Prefecture
Coordinates: 35°10′48.68″N 136°54′48.63″E Aichi Prefecture 愛 知 県 Aichi Prefecture ( Aichi-ken) is a prefecture of Aichi Prefecture Japan located in the Chūbu region.[1] The region of Aichi is 愛知県 also known as the Tōkai region. The capital is Nagoya. It is the focus of the Chūkyō metropolitan area.[2] Prefecture Japanese transcription(s) • Japanese 愛知県 Contents • Rōmaji Aichi-ken History Etymology Geography Cities Towns and villages Flag Symbol Mergers Economy International relations Sister Autonomous Administrative division Demographics Population by age (2001) Transport Rail People movers and tramways Road Airports Ports Education Universities Senior high schools Coordinates: 35°10′48.68″N Sports 136°54′48.63″E Baseball Soccer Country Japan Basketball Region Chūbu (Tōkai) Volleyball Island Honshu Rugby Futsal Capital Nagoya Football Government Tourism • Governor Hideaki Ōmura (since Festival and events February 2011) Notes Area References • Total 5,153.81 km2 External links (1,989.90 sq mi) Area rank 28th Population (May 1, 2016) History • Total 7,498,485 • Rank 4th • Density 1,454.94/km2 Originally, the region was divided into the two provinces of (3,768.3/sq mi) Owari and Mikawa.[3] After the Meiji Restoration, Owari and ISO 3166 JP-23 Mikawa were united into a single entity. In 187 1, after the code abolition of the han system, Owari, with the exception of Districts 7 the Chita Peninsula, was established as Nagoya Prefecture, Municipalities 54 while Mikawa combined with the Chita Peninsula and Flower Kakitsubata formed Nukata Prefecture. Nagoya Prefecture was renamed (Iris laevigata) to Aichi Prefecture in April 187 2, and was united with Tree Hananoki Nukata Prefecture on November 27 of the same year. -
FY2016 Results of Accreditation
Results of Accreditations Performed by the Japan University Accreditation Association July 31, 2017 Introduction In 2002, the Certified Evaluation and Accreditation System was introduced in Japan (enforced in 2004), obligating all higher education institutions (universities, junior colleges and technical colleges) to undergo an evaluation once every 7 years, and all professional graduate schools to undergo an evaluation once every 5 years as well. In each case, the evaluating agency certified by the Minister of Education, Culture, Sports, Science and Technology (MEXT) conducts the evaluation process, comprehensively assessing the level of education, and other areas. Since its establishment in 1947, the Japan University Accreditation Association (JUAA) has played a significant role in assuring the quality of higher education. On August 31, 2004, the JUAA was authorized by the Minister of MEXT as the first Certified Evaluation and Accreditation Agency for universities. Authorization for its Certified Evaluation and Accreditation later expanded to several other fields. The JUAA currently performs Certified Evaluation and Accreditation in 8 fields (university, junior college, law school, professional graduate business school, professional graduate public policy school, professional graduate school of public health, professional graduate school of intellectual property studies, and professional graduate school of global communications) and the accreditation for school of veterinary medicine. JUAA has just finalized the results of accreditations for FY 2016 as follows. FY 2016 University Accreditation (Certified Evaluation and Accreditation for University) Results On accepting applications for University Accreditation from 56 universities, the JUAA has undertaken the evaluative process. The evaluation including document-analysis and site-visit has been conducted by the University Accreditation Committee with subcommittees. -
Method of Gravitational Wave Search Based on Adaptive Time-Frequency
Impact Objectives • Develop novel signal-processing algorithms that use the synergy between machine learning/artificial intelligence and high-performance computing • Propose a new model for high-quality denoising with the ensemble learning technique Making waves in astrophysics Professor Hirotaka Takahashi is striving to play a key role in the quest to understand gravitational waves and multi-messenger astronomy and astrophysics Could you explain gravitational wave data analysis: the depth and machine learning can affect a wide area a little about and speed of gravitational wave searches beyond the gravitational wave data analysis. gravitational waves? are insufficient, so we need to develop algorithms that significantly increase their Could you describe your work on noise Recent detections/ speed and efficiency. It is critical to accelerate reduction in the context of machine learning? observations the development of novel signal-processing of gravitational algorithms that use the synergy between One of the representative methods of noise waves reported by the Laser Interferometer machine learning/artificial intelligence and reduction based on machine learning is a Gravitational-Wave Observatory (LIGO) and high-performance computing to maximise denoising autoencoder (DAE). The DAE Virgo collaborations have had a significant the potential for scientific discovery with is an extension of an autoencoder, which impact. Gravitational waves have been the gravitational wave and multi-messenger is a kind of a neural network (NN) used believed to be in existence since Hulse and astronomy and astrophysics. for dimensional reduction. The DAE is Taylor discovered the binary pulsar PSR B1913 constructed to output an original signal + 16 in 1974. The long-term radio observation Can you touch on some of the methods or when a superposition of the signal and of this system has shown that the observed tools you have been using in your research? noise is input. -
2020 Brochure
NAGOYA SKY JAPANESE LANGUAGE SCHOOL 名古屋SKY⽇本語学校 CONTACT US 13-22, 1-chome, Shinsakae, Naka-ward, Nagoya city, Aichi prefecture, Japan TEL: (+81)52-252-0120 ADMISSIONS PLEASE CHECK OUR WEBSITE: http://www.nagoya-sky.co.jp/ (JP/ ENG) OR E-mail us on: [email protected] SCHOOL INFORMATION LOCATION Our school is in central Nagoya (Naka ward) where most of the cultural properties and historical sites are located. Nagoya is also known as the 3rd largest city in Japan which is geographically in between Osaka and Tokyo. "Shinsakae" is where Nagoya SKY Japanese language school locates, and where students can access to varieties of facilities (supermarkets, medical center, city hall, libraries, shopping center etc.). SCHOOL COURSE & PROGRAMS Nagoya SKY Japanese language school has a total of four different courses per year. January admission ( One-year and three months course.) April admission (Two years intensive course.) July admission (One-year and nine months intensive course.) October admission (One and a half years intensive course.) For admission information please check our website or contact us by checking "page 3". Extracurricular programs for regular students. Two days (overnight) field trip for graduating students. etc. LIST OF NATIONALITIES OF REGULAR STUDENTS (2020) UKRAINE NEPAL BANGLADESH SRI LANKA MYAMAR INDONESIA VIET NAM EXTRA CURRICULAR ACTIVITIES NAGOYA CASTLE JAPANESE CULTURE EVENT HAMAMATSU (SHIZUOKA) SHIRAKAWA (GIFU) ADMISSIONS INTENSIVE LANGUAGE COURSES Requirements/ Qualifications (Applications from abroad) 12 years academic completion 【Admission process】 150 hours Japanese course completion Biodata screenings (documents) N5 level or above Japanese proficiency Interview (NAT-TEST, JLPT, J-TEST required) Certificate of Eligibility (COE) application Financially stable guarantor (parents) *Only applicants who passed admission can apply for the certificate of eligibility. -
English Abstracts
English Abstracts The Education of Science and Story: Practice of Narrative Knowing in Learning Scientific Cosmology KAWAURA Sachiko This paper explores possible ways to use “story” in the education of science, specifically in an undergraduate cosmology course for non-science majors that covers time spanning from the beginning of the universe to present time. With respect to J. S. Bruner’s “narrative knowing,” which emphasizes schematic understanding of specifics, this paper identifies the significance in learning the history of the universe, solar system, and life as a coherent story by: 1) integrating knowledge that was previously divided among fields and generating meanings in scientific discoveries, 2) establishing perspectives that respect “relativity” and deepening the understanding of interrelatedness among existences, and 3) expanding cognitive contexts and developing a meta context that generates more options in the interpretation of surrounding realities. This paper suggests that focal points in the education of science for non-science majors include: 1) understanding of “paradigms” and the system of paradigm shifts, 2) rediscovering their own ethics and value systems through understanding details of scientific findings, and 3) establishing perspectives that enable individuals to place their understanding of scientific findings in meaningful contexts. The feedback from students reflects the fact that the practice of narrative knowing in the education of science encourages them to reestablish connections among “worldview,” “knowledge,” and “self,” thereby clarifying their own ethics and values Associate Professor, Department of Psychology and Human Relations, School of Humanities, Nanzan University 271 Natural Science Education in the General Education Curriculum at Chukyo University YAMAMOTO Shigeyoshi* MUGURUMA Chizuru** KUWAMURA Tetsuo*** This paper discusses natural science education in the General Education Course (GEC) curriculum at Chukyo University, a 4-year private institution located in the central part of Japan. -
Workshop Program
Session Schedule Kaiulani I Kaiulani II Kaiulani III March 5, Bio-Signal Processing 1 Wireless Communications Power and Energy Systems 09:00–10:30 5AM1-1: Page 2 5AM1-2: Page 2 5AM1-3: Page 3 March 5, Watermarking Estimation 1 Detection 10:50–12:02 5AM2-1: Page 4 5AM2-2: Page 4 5AM2-3: Page 5 Image Processing and Wireless Communications Nonlinear Circuits and March 5, Recognition 1 and Cognitive Radio Systems 13:20–15:08 5PM1-1: Page 5 5PM1-2: Page 6 5PM1-3: Page 6 Speech Processing, Synthesis Learning Systems and Computer Vision March 5, and Recognition 1 Evolutionary Computations 5PM2-2: Page 8 15:30–17:36 5PM2-1: Page 7 5PM2-3: Page 8 [Special Session] Industrial March 6, Estimation 2 Control and Fuzzy Systems Applications 09:00–10:30 6AM1-2: Page 10 6AM1-3: Page 10 6AM1-1: Page 9 [Special Session] Networking Optical Communications Circuit Design and Analysis 1 March 6, and Computing Technologies 6AM2-2: Page 11 6AM2-3: Page 12 10:50–12:02 6AM2-1: Page 11 Speech Processing, Synthesis Intelligent Transport Systems Optimization March 6, and Recognition 2 and Sensor Networks 6PM1-2: Page 13 13:20–15:08 6PM1-1: Page 12 6PM1-3: Page 14 Image Processing and Information Security Bifurcation and Chaos 1 March 6, Recognition 2 6PM2-2: Page 15 6PM2-3: Page 16 15:30–17:36 6PM2-1: Page 14 March 7, Bio-Signal Processing 2 Ad-hoc Network Bifurcation and Chaos 2 09:00–10:30 7AM1-1: Page 16 7AM1-2: Page 17 7AM1-3: Page 18 Adaptive Systems and Filters and Oscillation Estimation 3 March 7, Modeling 7AM2-1: Page 18 7AM2-2: Page 19 10:50–12:02 7AM2-3: Page 19 Image Processing and Error Control Coding Circuit Design and Analysis 2 March 7, Recognition 3 7PM1-2: Page 20 7PM1-3: Page 21 13:20–15:08 7PM1-1: Page 20 Speech Processing, Synthesis Neural and Bio-Inspired Complex Networks and March 7, and Recognition 3 Networks Systems 15:30–17:18 7PM2-1: Page 22 7PM2-2: Page 22 7PM2-3: Page 23 1 5AM1-1: Bio-Signal Processing 1 Date: March 5, 9:00–10:30 Room: Kaiulani I Chair: Prof. -
13 OECD-Japan Seminar
13th OECD-Japan Seminar Co-hosted by OECD, The University of Tokyo, and Ministry of Education Culture, Sports, Science and Technology-Japan (MEXT) Supported by Japan Society of Research on Early Childhood Care and Education, and Research Foundation of All Japan Private Kindergarten Federation “Pursuing Professional Development and Attaining Program Management and Leadership Quality in ECEC” June 7-8, 2010 International Conference Room, International Exchange Building, National Olympic Memorial Youth Center, Tokyo, Japan Objectives: Pursuing professional development and attaining program management and leadership quality in early childhood education and care have been recognized as significant issues internationally. As illustrated in the OECD project report “Improving School Leadership”(2008), we need to note that along with individualized professional development, developing professionalism as an entire entity is the key to raise knowledge-based quality in practice. During this two-days intensive seminar, we are conferring in the following two layers:, 1. How policy relates to professional development (administrative level) 2. How policy impact practice (practical level) Significant meaning of this OECD Japan seminar is to enable stakeholders in ECEC such as policy makers, academics, professional bodies, practitioners, parents, media, and journalists at local (sub-national), national, regional and international level to huddle together and canvass the issues. * All sessions will be carried out in English. Japanese simultaneous interpretation -
Opening for a Full-Time Teaching Position at Tokyo City University
Opening for a full-time Teaching Position at Tokyo City University 1. Title : A native or near native speaker of English as Lecturer or Assistant Professor 2. Institution : Tokyo City University 3. URL of institution or department: http://www.tcu.ac.jp/academics/liberalarts/lang/index.html 4. Department : Foreign Languages Education Center, Faculty of Liberal Arts and Sciences 5. Job position URL : http://www.tcu.ac.jp/recruitinformation/index.html#h4 6.Content of job information: [On TCU Standard English Courses] : The Foreign Languages Education Center is responsible for the planning and management of the English language program at TCU. Required English courses are given to all first-year and second-year students, for improving their skills in English. The distinctive features of the Center are as follows. (1) Each course uses the same textbooks and exams for assessing grades. (2) The students' proficiency level is assessed by an objective test in required courses (three times in two years). (3) Multiple classes are taught based on the student proficiency levels. (4) High proficiency scores in a qualification test such as TOEIC will enable a student to get exemption from required courses. (5) Preparation courses for TOEIC are offered by full-time teachers. (6) Instructor's tutorials are available on request. (7) A variety of courses for sharpening English communication skills while studying various topics are available. (8) A system is available for taking credits in English while studying abroad in Australia under the Tokyo City University Australian Program. [Job details (teaching subjects, departmental duties, etc.)]: (1) English (Reading & Writing, Communication Skills, TOEIC Preparation, and other subjects) and one other liberal art subject. -
2015 Student Formula Japan
2015 Student Formula Japan - Enrolled Teams - ICV Class EV Class Total New New New Japan 68 1 7 1 75 2 Overseas 13 8 2 1 15 9 China 2 1 1 1 3 2 Korea 1 1 1 1 Philippines 1 1 1 1 India 2 1 2 1 Thailand 3 1 1 4 1 Indonesia 2 1 2 1 Taiwan 1 1 1 1 Austria 1 1 1 1 Total 81 9 9 2 90 11 Car# University Name Flag Note Car#University Name Flag Note 1 Nagoya University Japan 51 Niigata University Japan 2 Kyoto University Japan 52 Setsunan University Japan 3 Doshisha University Japan 53 Meisei University Japan 4 Toyohashi University of Technology Japan 54 Kurume Institute of Technology Japan 5 Kyoto Institute of Technology Japan 55 Tokyo University of Science,Yamaguti Japan 6 Tokai University Japan 56 VIT University India 7 Nagoya Institute of Technology Japan 57 Sojo University Japan 8 Yokohama National University Japan 58 Okayama University of Science Japan 9 Nihon Automobile College Japan 59 University of Toyama Japan 10 Shibaura Institute of Technology Japan 60 Kokushikan University Japan 11 Chiba University Japan 61 Chiba Institute of Technology Japan 12 Ibaraki University Japan 62 College of Industrial Technology, Nihon University Japan 13 Kanazawa University Japan 63 Saitama Institute of Technology Japan 14 King Mongkut's University of Technology Thonburi Thailand 64 Shizuoka Professional College of Automobile TechnologyJapan 15 Tokyo University of Science Japan 65 Honda Technical College Kanto Japan 16 Osaka University Japan 66 Tottori University Japan 17 Kobe University Japan 67 The University of Kitakyusyu Japan 18 Osaka City University -
SAKURA Exchange Program in Science Activity Report of Open Application Course 2015
SAKURA Exchange Program in Science Activity Report of Open Application Course 2015 Table of Contents Overview of Open Application Course 2015 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ P2 Activity Report (1) University ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ P3 Shizuoka University, Chiba Institute of Technology, University of Miyazaki, Japan Advanced Institute of Science and Technology, Tokyo Metropolitan University, Mie University, Osaka University, Kobe University, Hiroshima University Activity Report (2) Technical College ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿P12 National Institute of Technology, Kagoshima College Activity Report (3) High School ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿P13 Hokkaido Sapporo Keisei High School Activity Report (4) Research Institute ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿P14 Japan Agency for Marine-Earth Science and Technology Activity Report (5) Local Government ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿P15 Ishikawa Foundation for International Exchange Activity Report (6) Incorporated Association ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿P16 Remote Sensing Technology Center of Japan Activity Report (7) Private Company ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿P17 Horiba, Ltd. Reference 1. Statistics Material for Open Application Course FY2015 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ P18 2. Participant Survey Results ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ P20 SAKURA Exchange Program in Science (Japan-Asia Youth Exchange Program in Science) Activity Report of Open Application Course 2015 Summary Summary Qualification of invitees The Open Application Course of the Japan–Asia Youth The Open Application Course of SAKURA Exchange Eligible young people must be a student in high school, Exchange Program in Science (SAKURA Exchange Program in Science or SSP (the Japan-Asia Youth university, or graduate school, or a postdoctoral researcher Program in Science or SSP) is an exchange program in Exchange Program in Science) is an exchange program or teacher who is under 41 years old, and in principle has science and technology that works with receiving or- in science and technology that works with receiving never stayed in Japan. -
1. Japanese National, Public Or Private Universities
1. Japanese National, Public or Private Universities National Universities Hokkaido University Hokkaido University of Education Muroran Institute of Technology Otaru University of Commerce Obihiro University of Agriculture and Veterinary Medicine Kitami Institute of Technology Hirosaki University Iwate University Tohoku University Miyagi University of Education Akita University Yamagata University Fukushima University Ibaraki University Utsunomiya University Gunma University Saitama University Chiba University The University of Tokyo Tokyo Medical and Dental University Tokyo University of Foreign Studies Tokyo Geijutsu Daigaku (Tokyo University of the Arts) Tokyo Institute of Technology Tokyo University of Marine Science and Technology Ochanomizu University Tokyo Gakugei University Tokyo University of Agriculture and Technology The University of Electro-Communications Hitotsubashi University Yokohama National University Niigata University University of Toyama Kanazawa University University of Fukui University of Yamanashi Shinshu University Gifu University Shizuoka University Nagoya University Nagoya Institute of Technology Aichi University of Education Mie University Shiga University Kyoto University Kyoto University of Education Kyoto Institute of Technology Osaka University Osaka Kyoiku University Kobe University Nara University of Education Nara Women's University Wakayama University Tottori University Shimane University Okayama University Hiroshima University Yamaguchi University The University of Tokushima Kagawa University Ehime -
Admission Guidelines
Academic Year 2022 Tokyo City University Graduate School of Environmental and Information Studies > Doctoral Program Yokohama Campus Environmental and Information Studies > Master's Program > Doctoral Program Urban Life Studies > Master's Program Todoroki Campus Admission Guidelines Special Screening for the overseas partner Institutions General screening (Japanese), General screening (English), Screening for working adults Examination types Schedule B Schedule C Application period Monday, August 2 to Friday, August 6,2021 Tuesday, January 11 to Monday January 17, 2022 Screening (examination) Wednesday,September 1 Saturday,February 12 dates Notification of 10:00 a.m., Friday,September 10 10:00 a.m., Tuesday,February 22 result Enrollment deadline Must be postmarked by Friday,October 8 Must be postmarked by Thursday,March 10 ※For the General Selection (English), the General Selection (Japanese), and the Selection for Working People, some applicants will be screened for eligibility. Please refer to p.14 for more details (e.g. whether you need to take the examination or not). ※International students living abroad may take the examination online. ※If the University judges that it is difficult to hold the examination on campus, it may give separate instructions to hold the examination via the Internet. In the event that the University determines that it is difficult to conduct the examination on campus, the University may instruct you to take the examination via the Internet. An internet connection, computer, webcam, earphones, microphone,