DOCSLIB.ORG

Author Abstract

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Author Abstract DOCUMENT RESUME ED 275 620 SO 017 832 AUTHOR Leestma, Robert; Bennett, William J.; And Others TITLE Japanese Education Today. A Report from the U.S. Study of Education in Japan. Prepared by a Special Task Force of the OERI Japan Study Team: Robert Leestma, Director.., and with an epilogue, "Implications for American Education," by William J. Bennett, Secretary of Education. INSTITUTION Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE Jan 87 NOTE 103p.; Other Task Force members: Robert L. August, Betty George, Lois Peak. Other contributors: Nobuo Shimahara, William K. Cummings, Nevner G. Stacey. Editor: Cynthia Hearn Dorfman. For related documents, see SO 017 443-460. PUB TYPE Reports - Descriptive (141) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Asian Studies; Comparative Education; Educetion; Educational Change; *Elementary School Curriculum; Elementary Secondary Education; Foreign Countries; *Japanese; *Secondary School Curriculum; Teacher Education IDENTIFIERS *Japan ABSTRACT Based on 2 years of research, this comprehensive report of education in Japan is matched by a simultaneously-released counterpart Japanese study of education in the United States. Impressive accomplishments of the Japanese systemare described. For example, nearly everyone completes a rigorouscore curriculum during 9 compulsory years of schooling, about 90 percent of the students graduate from high school, academic achievement tends to be high, and schools contribute substantially to national economic strength. Reasons for Japanese successes include: clear purposes rooted deeply in the culture, well-defined and challenging curricula, well-ordered learning environments, high expectations for student achievement, strong motivation and effective study habits of students, extensive family involvement in the mission of schools, and highstatus of teachers. Problems and criticisms are noted, including inattentionto variations in students' abilities and needs, rigidity and uniformity of the system, and insufficient concern for development of creative and independent thinking. Current education reform effortsare described. Implications of this report for U.S. educationare discussed in a special Epilogue by U.S. Secretary of Education, William J. Bennett, who endorses several qualities of theJapanese system, such as high standards for all students, cultural literacy developed through the school curriculum, and strong parental involvement in the education of their children. A glossary and appendix containing statistical data, a bibliography,a list of papers commissioned for the United States Study of Education in Japan, basic references, brief facts about Japan, anda map of Japan conclude the document. Appended are the U.S. Press Release (dated January 3, 1987) announcing release of the report and the matching Japanese statement announcing release of the counteipart Japanese report entitled "Educational Reform in the United States." (JP) 0 r\J .0 N. r\J wca tIR U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) .., Shinsdocument has been reproduced as received from the person or organization originating it CI Minor changes have been made to improve reproduction quality Points of view or opinions stated in thls docu- t, . ment do not necessarily represent official 1 OERI position or policy ' ,t,. ) Alk Alk III , 41 i Some Highlights of this Report Japanese education Education reform in Japan Japanese society is education-minded to an extraordinary Japan is concerned about its education system and is making degree: success in formal education is considered largely extensive efforts to improve it. The reform movement includes synonymous with success in life and is, for most students, vigorous public debate between proponents of change and almost the only path to social and economic status. defenders of the status quo. Formidable education accomplishments result from the col- Reformers take a farsighted view of the national interest: they lective efforts of parents, students, and teachers; these efforts are coming to terms with societal needs in the 21st century are undergirded by the historical and cultural heritage, a close while grappling with such complex issues as finding a new relationship between employers and education, and much in- balance between group harmony and individual creativity in formal and supplementary education at preschool, elementary, Japanese education. and secondary levels. During 9 years of compulsory schooling, all children receive Implications for American education a high quality, well-balanced basic education in the 3 R's, Some American education ideals may be better realized in Japan scicnce, music, and art. than in the United States. A close look at Japanese education Both the average level of student achievement and the student provides a potent stimulus for Americans to reexamine the stan- retention rate through high school graduation are very high. dards, performance, and potential of their own system. Some lessons worth considering: Japanese education also distinguishes itself in motivating students to succeed in school, teaching effective study habits, The value of parental involvement from the preschool years on; using instructional time productively, maintaining an effec- tive learning environment, sustaining serious attention to The necessity of clear purpose, strong motivation, and high character development, and providing effective employment standards, and of focusing resources on education priorities; services for secondary school graduates. The importance of maximizing learning time and making ef- Japanese education is not perfect. Probiems include rigidity, fective use thereof; excessive uniformity, and lack of choice; individual needs and differences that receive little attention in school; and signs of The value of a competent and committed professional teaching student alienation. A related problem in employment is force; and overemphasis on the formal education background of The centrality of holding high expectations for all children and individuals. a firm commitment to developing a strong work ethic and good study habitsrecognizing fat hard work and perseverance are essential elements in a good education. 3 A report from the U.S. Study of Education in Japan prepared by a spectal task force of the OERI Japan Study Team: Robert Leestma, Director Robert L. August, Senior Researcher Betty George, Consultant Lois Peak, Consultant with contributions by Nobuo Shimahara, William K. Cummings and Nevzer G. Stacey and with an epilogue Implications for American Education by William J. Bennett, Secretary of Education Chester E. Finn, Jr. Assistant Secretary and Counselor to the Secretary January 1987 Editor: Cynthia Hearn Dorfman Graphics: Phil Carr For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 , BESTCOPYAMIABLE 4 ago of the CULCON Education Subcommittee. Dr. Leestma and Foreword the special task force he assembled to prepare this report forged vigorously ahead, and this small band of able scholars produced When President Reagan and Prime Minister Nakasone met in the solid result you now hold. We are pleased to acknowledge 1983,one result of their discussions was an agreement that a the major professional contribution of the principal authors by cooperative undertaking by Japan and the United States to study their names on the title page. education in each other's country would be worthwhile. This was There were important contributions by others as well. The a timely conclusion because both countries were, and remain, chapter on the teaching profession is essentially the work of Dr. engaged in serious efforts to improve their education systems. Nobuo Shimahara, that on higher education is primarily a con- In the course of these endeavors, it was thought, the United tribution by Dr. William K. Cummings, and the chapter deal- States and Japan might each benefit from the experience of the ing with education and employment is based on an initial draft other. That was the spirit that gave rise to the idea and that has by Ms. Nevzer G. Stacey. Essential support service was pro- continued to guide both efforts. vided by Ms. Charlene Medley. Special assistance was alsoren- By mutual agreement, the two studies have been conducted dered by Tetsuo Okada, Carol Foley, and Daniel Antonoplos. under the general sponsorship of the United States-Japan Con- The full OERI Japan Study team is listed at the end of this report. ference on Cultural and Educational Interchange (CULCON), I thank them all. a continuing, high level forum of government and private sec- The team did not work alone. It benefited from the counsel tor leaders to foster cooperation in education, culture, and public of the U.S. CULCON Education Subcommittee, especially affairs. The U.S. CULCON chairman is Dr. W. Glenn Camp- augmented for the study by additional leaders concerned with bell, Director of the Hoover Institution at Stanford University. education in Japan and the United States. The membersare Dr. C. Ronald Kimberling, Assistant Secretary for Postsec- named on the inside back cover. I am pleased and grateful to ondary Education, is the Department of Education's represen- acknowledge their valuable contributions. I extendmy special tative on both the U.S. CULCON panel and the Japan-United thanks to Professor Herbert Passin for his extensive review of States Friendship Commission. Dr. Kimberling and I
Load more

Recommended publications
  • Learning from Japan? Interpretations of Honda Motors by Strategic Management Theorists
    Are cross-shareholdings of Japanese corporations dissolving? Evolution and implications MITSUAKI OKABE NISSAN OCCASIONAL PAPER SERIES NO. 33 2001 NISSAN OCCASIONAL PAPER SERIES FULL LIST OF PAST PAPERS No.1 Yamanouchi Hisaaki, Oe Kenzaburô and Contemporary Japanese Literature. No.2 Ishida Takeshi, The Introduction of Western Political concepts into Japan. No.3 Sandra Wilson, Pro-Western Intellectuals and the Manchurian Crisis. No.4 Asahi Jôji, A New Conception of Technology Education in Japan. No.5 R John Pritchard, An Overview of the Historical Importance of the Tokyo War Trial. No.6 Sir Sydney Giffard, Change in Japan. No.7 Ishida Hiroshi, Class Structure and Status Hierarchies in Contemporary Japan. No.8 Ishida Hiroshi, Robert Erikson and John H Goldthorpe, Intergenerational Class Mobility in Post-War Japan. No.9 Peter Dale, The Myth of Japanese Uniqueness Revisited. No.10 Abe Shirô, Political Consciousness of Trade Union Members in Japan. No.11 Roger Goodman, Who’s Looking at Whom? Japanese, South Korean and English Educational Reform in Comparative Perspective. No.12 Hugh Richardson, EC-Japan Relations - After Adolescence. No.13 Sir Hugh Cortazzi, British Influence in Japan Since the End of the Occupation (1952-1984). No.14 David Williams, Reporting the Death of the Emperor Showa. No.15 Susan Napier, The Logic of Inversion: Twentieth Century Japanese Utopias. No.16 Alice Lam, Women and Equal Employment Opportunities in Japan. No.17 Ian Reader, Sendatsu and the Development of Contemporary Japanese Pilgrimage. No.18 Watanabe Osamu, Nakasone Yasuhiro and Post-War Conservative Politics: An Historical Interpretation. No.19 Hirota Teruyuki, Marriage, Education and Social Mobility in a Former Samurai Society after the Meiji Restoration.
    [Show full text]
  • Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels
    Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels Sunao Fukunaga A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2016 Reading Committee: Sandra Silberstein, Chair Suhanthie Motha James Tollefson Program Authorized to Offer Degree: English © Copyright 2016 Sunao Fukunaga University of Washington Abstract Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels Sunao Fukunaga Chair of the Supervisory Committee: Professor Sandra Silberstein Department of English English education in Japan has been stigmatized by a discourse of failure and desire (Seargeant, 2008). It fails to help students attain sufficient English proficiency despite the six- year secondary school English education. The inferior discourse has condemned teachers’ inability to teach communicative English. Yet, English is desired more than ever for access to new knowledge and the global market. Responding to the situation, the 8th version of national English education policy, the Courses of Study, went into effect in April 2013, proclaiming English as a medium of instruction in senior high school English classes. Research (Hashimoto, 2009; Kawai, 2007) finds the conflation of contesting ideologies make the macro-level policy not as straightforward as it sounds. An overt goal is to improve students’ intercultural communicative competence; another covert goal is to promote to the world what Japan as a nation is and its citizens’ ethnic and cultural identity in English (Hashimoto, 2013). Although studies elucidated the ideologies inscribed in the policy, few have examined teachers’ lives: the agents implementing the language policy at the micro-level.
    [Show full text]
  • Education, Culture, Sports, Science and Technology - Japan
    From MEXT to the NEXT Overview of the Ministry of Education, Culture, Sports, Science and Technology - Japan https://www.mext.go.jp/ MEXT is the acronym of “Ministry of Education, Culture, Sports, Science and Technology” taken from its abbreviation MECSST. MEXT MINISTRY OF EDUCATION, CULTURE, SPORTS, SCIENCE AND TECHNOLOGY-JAPAN 3-2-2 Kasumigaseki, Chiyoda-ku, Tokyo 100-8959, Japan TEL: +81-3-5253-4111 [Issued March, 2021] INDEX Organization of the Ministry of Education, Culture, Sports, Science and 4 Technology (MEXT) Chronology of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) Introduction of the Bureaus 6 Education Policy Bureau ● EDUCATION 8 Elementary and Secondary Education Bureau ● EDUCATION 12 Higher Education Bureau ● EDUCATION 14 Science and Technology Policy Bureau ● SCIENCE & TECHNOLOGY 16 Research Promotion Bureau ● SCIENCE & TECHNOLOGY 18 Research and Development Bureau ● SCIENCE & TECHNOLOGY 20 Japan Sports Agency ● SPORTS 22 Agency for Cultural Affairs ● CULTURE 24 Minister’s Secretariat ／ Director-General for International Affairs 25 Department of Facilities Planning and Disaster Prevention 26 Statistics 30 Introduction of Related Independent Administrative Institutions 31 Map and Directory 02 Ministry of Education, Culture, Sports, Science and Technology EDUCATION SCIENCE & TECHNOLOGY SPORTS CULTURE Ministry of Education, Culture, Sports, Science and Technology 03 Minister Parliamentary Vice- Special Advisor to the Secretary to the State Ministers (2) Ministers (2) Minister Minister (Administrative)
    [Show full text]
  • Multicultural and Multiethnic Education in Japan
    Educational Studies in Japan: International Yearbook No.4, December, 2009, pp.53-65 Multicultural and Multiethnic Education in Japan NOMOTO, Hiroyuki* In Japan, the Ainu people have been living mainly in Hokkaido and many Koreans continue to live since the end of the World War Two. Since 1990’s, the number of migrant workers has increased rapidly. In this sence, Japanese soci- ety has been multicultural and multiethnic. However, those minority groups have been strictly discriminated against in Japanese society and in schools, they have not been given opportunities to multicultural and multiethnic education. Against the ignorance of their culture and language, those minority groups established their own schools apart from existing school system to educate their children with pride of their own culture and language. Today those interna- tional and ethnic schools have an important role in providing foreign children with alternative education. Then, those schools have to be supported financially by the Government. The struggle of the Ainu people to establish their own school should be also supported by the Government, since the Ainu people have been recognized as an indigenous people by the Japanese Government. With globalization, the number of foreign students has rapidly increased in public schools. In order to respond to the educational needs of those chil- dren, the educational authorities have begun to provide them with special pro- grams for teaching Japanese as a Second Language (JSL) and with native language instruction. Concerning JSL programs, the period of the program should be extended to more than 5 years. It is too short to develop cognitive/academic language proficiency (CALP).
    [Show full text]
  • August 20, 2012
    August 20, 2012 Prepared： NGO Network for the Elimination of Racial Discrimination (ERD Net) Submitted: The International Movement Against All Forms of Discrimination and Racism – Japan Committee – IMADR-JC To the CERD Secretariat: We are pleased to submit the report concerning the hate speech against minority communities in Japan hoping that this could contribute to the CERD thematic discussion on hate speech of August 30, 2012. The report covers the propaganda of hate speech and dissemination of derogatory messages against some minority communities in Japan, namely Buraku, Zainichi Koreans and migrants. The present report does not cover the other minority communities such as Ryukyu-Okinawans and the Ainu, but we believe that a similar manifestation would be demonstrated against them when they face the challenge of hate speech. When we discuss about the hate speech in Japan, it is nothing but only a problem under no control. The main reasons rest with the absence of criminal code that prohibits and sanctions racist hate speech. Unless a committed hate speech has some connections or implications to other crimes, there is no legal means that forces an immediate halt of such act. Hate speech could constitute an illegal act under the civil law and only when it is aimed at specific individuals. As indicated in several cases contained in this report, perpetrators of hate speech have been arrested, charged and convicted for the crimes of defamation, forgery of private documents, damage to property, and etc. that are not intended to sanction hate speech. Racially motivated acts are only sanctioned as petty crimes under the present law in Japan, thus, conviction of such acts is less effective in terms of prevention of crimes.
    [Show full text]
  • Distinctive Features of Japanese Education System
    Distinctive Features of the Japanese Education System “Thus there is a general belief that a student’s performance in one crucial examination at about the age of 18 is likely to determine the rest of his life. In other words: the university entrance examination is the primary sorting device for careers in Japanese society. The result is not an aristocracy of birth, but a sort of degree-ocracy” (OECD, Reviews of National Policies for Education: JAPAN. 1971 p.89) What are the distinctive features of the Japanese education system? Explaining the characteristics and features of the Japanese education system to readers from other countries is not an easy task. In the process of educational development, Japan modeled its system after the developed countries in the West, and introduced many elements of the school system from those countries. Japan has a well-developed educational system in which the structure and function has much in common with many other industrialized countries. However, it is possible to identify some characteristics that are particular to the Japanese system. In the tradition and culture of Japan, some parts of the education system often function differently from those in other countries. In its social context, some functions of the education system have been excessively exploited, and other functions have been relatively disregarded. At the same time, distinctive features represent both the strengths and weaknesses of the Japanese education system. While with the passage of time some features have changed, other features have remained unchanged for many decades. As a point of departure, we discuss one notable work treating this topic.
    [Show full text]
  • Historic Factors Influencing Korean Higher Education. Korean Studies Series, No
    DOCUMENT RESUME ED 446 656 HE 033 508 AUTHOR Jeong-kyu, Lee TITLE Historic Factors Influencing Korean Higher Education. Korean Studies Series, No. 17. ISBN ISBN-0-9705481-1-7 PUB DATE 2000-00-00 NOTE 232p. AVAILABLE FROM Jimoondang International, 575 Easton Ave., 10G Somerset, NJ 08873. PUB TYPE Books (010) Historical Materials (060) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Asian History; Buddhism; Christianity; Confucianism; Educational Administration; Foreign Countries; *Higher Education; Instructional Leadership; Korean Culture; *Modernism; *School Culture; *Traditionalism IDENTIFIERS *Korea; *Organizational Structure ABSTRACT This book examines the religious and philosophical factors historically affecting Korean higher education, and the characteristics of contemporary Korean higher education in relation to organizational structure, leadership, and organizational cultUre-. The book-is organized into 4 parts,- with 11 chapters. Part One focuses on identifying the problem with Chapter 1 describing the problem, research questions, significance and limitations of the study, definitions of terms, and research methods and procedures. Part Two illustrates the historical background of the study: the traditional period (57 BC-1910 AD) and the modern era (1910-1990s). Chapter 2 introduces the context of Korean higher education in the traditional era, and Chapter 3 illustrates the background of Korean higher education in the modern period. Part Three explores the religious and philosophical factors historically influencing Korean higher education from the perspectives of organizational structure, leadership, and organizational culture. Chapter 4 examines Buddhism in the traditional period, Chapter 5 focuses on Confucianism, and Chapter 6 illustrates Christianity and Western thoughts. Chapter 7 discusses Japanese imperialism under Japanese colonial rule, Chapter 8 shifts thefocus to Americanism under the U.S.
    [Show full text]
  • Ministry of Education Culture Sports Science and Technology Pamphlet
    Ministry of Education, Culture, Sports, Science and Technology Ministry of Education, Culture, Sports, 2-5-1 Marunouchi, Chiyoda-ku, Tokyo 100-8959 Tel: 03-5253-4111 Science and Technology From MEXT we get NEXT MEXT is the acronym of “Ministry of Education, Culture, Sports, Science and Technology” taken from the its abbreviation MECSST. CONTENTS Chronology of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) 4 Organization of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) 5 Introduction of the Bureaus 6 6 Lifelong Learning Policy Bureau 8 Elementary and Secondary Education Bureau 10 Higher Education Bureau 12 Science and Technology Policy Bureau 14 Research Promotion Bureau 16 Research and Development Bureau 18 Sports and Youth Bureau 20 Agency for Cultural Affairs 22 Minister’s Secretariat/Director-General for International Affairs Department of Facilities 23 Planning and Administration Statistics 24 Introduction of Related Independent Administrative Institutions 26 Floor Directory and Access Map 27 2 Education Science and Technology Sports Culture 3 Chronology of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) 1871 Ministry of Education established 1872 Promulgation of the school system 1947 The Fundamental Law of Education, School Education Law enacted 1949 Scientific Technical Administration Committee established Law for the Protection of Cultural Properties enacted, and Protection of Cultural Properties Committee 1950 established (external bureau of the Ministry
    [Show full text]
  • Ed 320 488 Author Title Spons Agency Report No Pub Date Available from Pub Type Edrs Price Descriptors Identifiers Abstract Docu
    DOCUMENT RESUME ED 320 488 HE 023 571 AUTHOR Chambers, Gail S.; Cummings, William 1:. TITLE Profiting from Education. Japan-United States International Educational Ventures in the 1980s. IIE Research Report Number Twenty. INSTITUTION Institute of International Education, New York, N.Y SPONS AGENCY Japan U.S. Friendship Commission, Washington, D.C.; United States-Japan Foundation. REPORT NO ISBN-87206-183-3 PUB DATE 90 NJTE 180p. AVAILABLE FROM Institute of International Education, 809 United Nations Plaza, New York, NY 10017-3580 ($4.00). PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Academic Standards; Accreditation (Institutions); Financial Support; Foreign Countries; Higher Education; *International Cooperation; *International Educational Exchange; Program Development; Resource Allocation; *Student Exchange Programs IDENTIFIERS *Japan; *United States ABSTRACT The Institute of International Educe'ion outlines the forces behind the new wave of intern "tional cooperative venturesin higher education and the challenges they pose through a systematic focus on the Japan-United States transactions. Focus is placedon two prototypes: (1) U.S. accredited institutions setting up a cooperative venture in Japan to offer U.S. accredited courses, and (2) Japanese institutions setting up either a cooperative venture or an autonomous institution in t'ie United States to offer courses that Will receive credit in Japan. Cliapter 1 describes differences in beliefs whichcan lead to reactions of dismay and resistance for these new cooperative ventures. Chapte°. 2, in tracing the evolution of the new ventures, points to their positive elements as well. Chapter 3 discussessome of the typical problems that emerge during negotiations. Chapter 4 examines the performance to date of these institutions in realizing their educational objectives.
    [Show full text]
  • The Influence of Politics and Culture on English Language Education in Japan
    The Influence of Politics and Culture on English Language Education in Japan During World War II and the Occupation by Mayumi Ohara Doctor of Philosophy 2016 Certificate of Original Authorship I certify that the work in this thesis has not previously been submitted for a degree nor has it been submitted as part of requirements for a degree except as fully acknowledged within the text. I also certify that the thesis has been written by me. Any help that I have received in my research work and the preparation of the thesis itself has been acknowledged. In addition, I certify that all information sources and literature used are indicated in the thesis. Production Note: Signature removed prior to publication. Mayumi Ohara 18 June, 2015 i Acknowledgement I owe my longest-standing debt of gratitude to my husband, Koichi Ohara, for his patience and support, and to my families both in Japan and the United States for their constant support and encouragement. Dr. John Buchanan, my principal supervisor, was indeed helpful with valuable suggestions and feedback, along with Dr. Nina Burridge, my alternate supervisor. I am thankful. Appreciation also goes to Charles Wells for his truly generous aid with my English. He tried to find time for me despite his busy schedule with his own work. I am thankful to his wife, Aya, too, for her kind understanding. Grateful acknowledgement is also made to the following people: all research participants, the gatekeepers, and my friends who cooperated with me in searching for potential research participants. I would like to dedicate this thesis to the memory of a research participant and my friend, Chizuko.
    [Show full text]
  • Racial Discrimination in Japan
    Joint NGO Report for the Human Rights Committee in response to the List of Issues Prior to Reporting CCPR/C/JP/QPR/7 <PART 2> submitted by Japan NGO Network for the Elimination of Racial Discrimination (ERD Net) November 2020 Japan NGO Network for the Elimination of Racial Discrimination (ERD Net) is a network of NGOs working for the elimination of racial discrimination in Japan. Since the launch of networking in 2007, it has continually intervened the review of human rights situations of Japan by the HR Committee, CERD and other UN human rights mechanisms. Contact: International Movement Against All Forms of Discrimination and Racism (IMADR） [email protected] NGOs contributing to the Report The International Movement Against All Forms of Discrimination and Racism (IMADR) Japan Network towards Human Rights Legislation for Non-Japanese Nationals & Ethnic Minorities Solidarity Network with Migrants Japan (SMJ) Human Rights Association for Korean Residents in Japan Research-Action Institute for Ethnic Korean Residents (RAIK) Korea NGO Center Center for Minority Issues and Mission Buraku Liberation League (BLL) Association of Indigenous Peoples in the Ryukyus (AIPR) All Okinawa Council for Human Right (AOCHR) JNATIP Japan Network Against Trafficking In Persons Japan Lawyers Network for Refugees Kanagawa MINTOREN Yokohama City Liaison Committee for Abolition of the Nationality Clause Hyogo Association for Human Rights of Foreign Residents National Network for the Total Abolition of the Pension Citizenship Clause (in random order) 1 Joint NGO
    [Show full text]
  • Information to Users
    INFORMATION TO USERS While the most advanced technology has been used to photograph and reproduce this manuscript, the quality of the reproduction is heavily dependent upon the quality of the material submitted. For example: • Manuscript pages may have indistinct print. In such cases, the best available copy has been filmed. • Manuscripts may not always be complete. In such cases, a note will indicate that it is not possible to obtain missing pages. • Copyrighted material may have been removed from the manuscript. In such cases, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, and charts) are photographed by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each oversize page is also filmed as one exposure and is available, for an additional charge, as a standard 35mm slide or as a 17”x 23” black and white photographic print. Most photographs reproduce acceptably on positive microfilm or microfiche but lack the clarity on xerographic copies made from the microfilm. For an additional charge, 35mm slides of 6”x 9” black and white photographic prints are available for any photographs or illustrations that cannot be reproduced satisfactorily by xerography. Order Number 8726664 Organizational adaptation of Japanese companies in the United States Ito, Kinko, Ph.D. The Ohio State University, 1987 Copyright ©1987 by Ito, Kinho. All rights reserved. UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy.
    [Show full text]