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Cultural Citizenship Practices in Transnational Social Spaces : Chinese Migrant Academics in Japan Since 1978
This document is downloaded from DR‑NTU (https://dr.ntu.edu.sg) Nanyang Technological University, Singapore. Cultural citizenship practices in transnational social spaces : Chinese migrant academics in Japan since 1978 Jia, Yonghui 2019 Jia, Y. (2019). Cultural citizenship practices in transnational social spaces : Chinese migrant academics in Japan since 1978. Doctoral thesis, Nanyang Technological University, Singapore. https://hdl.handle.net/10356/92251 https://doi.org/10.32657/10220/48555 Downloaded on 29 Sep 2021 17:09:52 SGT CULTURAL CITIZENSHIP PRACTICESIN TRANSNATIONAL SOCIAL SPACES CULTURAL CITIZENSHIP PRACTICES IN TRANSNATIONAL SOCIAL SPACES: CHINESE MIGRANT ACADEMICS IN JAPAN SINCE 1978 JIA YONGHUI JIA YONGHUI SCHOOL OF HUMANITIES 2019 2019 Cultural Citizenship Practices in Transnational Social Spaces: Chinese Migrant Academics in Japan since 1978 JIA YONGHUI JIA YONGHUI School of Humanities A thesis submitted to the Nanyang Technological University in partial fulfilment of the requirement for the degree of Doctor of Philosophy 2019 ACKNOWLEDGEMENTS As a girl growing up in Northern China, living in a place without winter has been a dream since my childhood. Upon arriving in tropical Singapore for my postgraduate study, I realized there was a place in the world with four seasons of summer. I owe my thanks to many teachers, who have not only helped me realize my childhood dream, but also given their best effort to cultivate a “new me” over the years. I am very grateful to my supervisor Professor Els van Dongen. She is the most ideal supervisor one could wish for. With her expertise in the research area of my dissertation, she has offered important constructive suggestions on this project. -
Kehidupan Sekolah)
●1. Sistem pendidikan Jepang ●2. Tempat seperti apa sih SD? (Kehidupan Sekolah) ●3. Tempat seperti apa sih SD? (Kegiatan) ●4. Tempat seperti apa sih SMP? (Kehidupan Sekolah) ●5. Tempat seperti apa sih SMP? (Kegiatan) ●6. Tempat seperti apa sih SMA? ●7. Sistem penerimaan murid baru SMA ●8. Pengenalan macam-macam barang, peralatan yang dipakai di sekolah ●9. Daftar sekolah internasional ●10. Kelas belajar Bahasa Jepang di Sekolah dan Wilayah ●11. Pusat informasi lowongan kerja (Bursa tenaga kerja yang disebut HelloWork) ●12. Sekolah yang mengajarkan pengetahuan dan keterampilan khusus untuk bekerja (Penguasaan keterampilan untuk bekerja) - 1 - Sistem Sekolah Jepang 1. Sistem Pendidikan Jepang TOP Usia 6 tahun Usia WajibUsia Belajar SD (6 tahun) Usia 12 tahun Menengah Sekolah SMP (3 tahun) Usia 15 ▼ tahun SMA SMA (3 tahun) Sistem sekolah SMA Kejuruan Bekerja/Berumah tangga SMA Kejuruan (5 tahun) Keterampilan (Cat. 1) Kejuruan malam hari juga dibagi 4 mata Kerja (1 tahun (1 tahun lebih) atau 2 tahun) pelajaran. (1年か2年) Usia 18 tahun ▼ ▼ Bekerja/Berumah tangga Bekerja/Berumah tangga Diploma 2 Sekolah Kejuruan lebih ▼ Universitas/Sarjana (2 tahun) dari 1 tahun Bekerja/Berumah tangga (4 tahun) ▼ ▼ Usia 22 Bekerja/Berumah tangga Bekerja/Berumah tangga tahun ▼ Bekerja/Berumah tangga Pascasarjana (2–4 tahun) ▼ Bekerja/Berumah tangga - 2 - Sistem Sekolah Jepang 2. Tempat Seperti apa sih SD? (Kehidupan Sekolah) TOP Di SD Negeri Osaka, ada beberapa ketentuan seperti berikut ini. Ada beberapa perbedaan tergantung dari sekolahnya. Karena itu, tanyakan kepada guru tempat bersekolah. ◆Pergi ke Sekolah 1 Rute Sekolah Agar dapat pergi dan pulang sekolah dengan aman, rute jalan untuk pergi dan pulang sekolah sudah ditentukan. -
Kanto Region Tokyo Metropolitan Government
KANTO KANTO REGION TOKYO METROPOLITAN GOVERNMENT TRANSPORT & COMMUNICATION FOOD & BEVERAGE RETAILING FINANCIAL & INSURANCE PUBLISHING & PRINTING ELECTRONICS MANUFACTURING INCENTIVES Subsidies and Subsidies will not exceed Tax Reduction Measures one-half of the actual expenses Support measures for small listed below and will be limited and medium-sized businesses to a maximum of ¥5 million. in Tokyo include low interest • Fees related to obtaining financing, subsidies, and tax “status of residence” preferences among other services. Foreign affiliated • Fees for registering the companies may take advantage establishment of the head- of these benefits if they establish quarters/R&D center and other a Japanese corporation. relevant filing procedures KANSAI Tokyo’s Special Zone • Employee recruitment costs for Asian Headquarters Foreign companies establishing their Asian headquarters or R&D centres within the Tokyo’s Special Zone for Asian Headquarters are eligible to receive subsidies and tax reduction. * Companies must fulfill certain conditions to receive these benefits. CONTACT BUSINESS DEVELOPMENT CENTER TOKYO B1 Fl., JP TOWER Building, 2-7-2 Marunouchi, Chiyoda-ku, Tokyo 100-7090 Phone: +81 (0)3 6269 9981 | Fax: +81 (0)3 6269 9982 URL: www.bdc-tokyo.org/?cat=3 TO OBTAIN FULL TEXT VISIT: www.jetro.go.jp/en/invest/region/tokyo.html 32 33 KANTO REGION CHUBU REGION KANAGAWA PREFECTURE TOYAMA PREFECTURE TRANSPORT EQUIPMENT ALUMINIUM GENERAL EQUIPMENT MACHINERY CHEMICALS PHARMACEUTICALS FOOD PRODUCTS PLASTICS PETROLEUM PRODUCTS ELECTRONICS INCENTIVES INCENTIVES The Select Kanagawa 100 Incentives: Subsidy for Promoting Subsidy for Establishing program is a measure taken by Companies’ Location Human-Resource Clusters • Start-Ups Support Program for Kanagawa Prefecture to attract Subsidy for expenditure for land, Subsidy for expenditure for new Overseas Companies and encourage companies to buildings or business investment employment of researchers and locate their offices in Kanagawa. -
Unlocking the Potential of Kansai Companies
Unlocking the potential of Kansai companies McKinsey Japan Kansai Office June 2018 Authored by: André Andonian Motohiro Hojo Raymond Chan Daruma dolls at Katsuo-ji temple, Osaka. The script character on the dolls means “victory” in Japanese. Unlocking the potential of Kansai companies Preface The world is now facing change on a scale surpassing that of the Industrial Revolution. Today, such change is driven by several disruptive forces, including the growth of emerging economies, the disruptive evolution of technology, the increasing interconnectedness of the global economy, and the aging of populations across the world. One intriguing phenomenon leading from these forces, especially as economies and markets around the world grow more tightly linked, is the gradual rise in importance of regions and cities rather than countries. In other words, regional and metropolitan attractiveness and competitiveness today hold increasingly greater sway than do the countries containing those regions and cities. What does this mean for Kansai? Fundamentally, Kansai leaders need to consider both the sustainable growth of the region as well as the international competitiveness of its cities. They should consider how Kansai can evolve, using its historical, cultural, academic, and infrastructural advantages to create a grand vision for the future, and make the bold moves required to achieve that vision. A worthy vision for the public sector and infrastructure related sectors, such as electricity, gas, transit, construction, telecommunications, and broadcasting, could be to establish a region that enables sustainable lifestyles, leading to improved core competitiveness and attractiveness throughout the region. The manufacturing and service sectors, by contrast, could focus on a vision grounded in global competitiveness, achieved by undertaking organizational transformations, productivity improvements, and growth investments in innovation and M&A. -
A Cidade De Osaka Contribui Com O Desenvolvimento Do País Sendo Considerada Como O Núcleo Da Região De Kansai
Seja bem-vindo a Osaka! A Cidade de Osaka contribui com o desenvolvimento do País sendo considerada como o núcleo da região de Kansai. Com mais de 500,000 habitantes, é uma cidade determinadamente governamental e sedia o governo provincial de Osaka. A Cidade de Osaka é dividida em 24 distritos, sendo a maior em número de distritos no Japão. Possui um vasto centro comercial em sua região urbana, envolta pela linha de trêm JR Loop além construções históricas como o Castelo de Osaka e o Templo Shitennoji, atrações turísticas como ® Aquário Kaiyukan e Universal Studios Japan . “Desfrutando Osaka” é um guia com informações úteis em vários aspectos da vida diária para os estrangeiros que vieram a Osaka. Apresenta várias informações como procedimentos diversos, moradia, educação, médicos, meios de transporte, instituições diversas, etc. Desejamos sinceramente que este guia possa fornecer informações práticas e proporcionar uma vida agradável para os residentes estrangeiros. ●Site da cidade de Osaka http://www.city.osaka.lg.jp/ ●Informações úteis para estrangeiros Informação para sua vida em Osaka http://www.ih-osaka.or.jp/enjoy/jp/ ●Site de guia de turismo em Osaka http://www.osaka-info.jp/en/ ÍNDICE A A PERFIL DA CIDADE …1 C MEIOS DE ………23 DE OSAKA TRANSPORTE 1 Localização―――――――――― 2 1 Transporte Municipal――――― 24 2 História― ――――――――――― 3 (1) Metrô― ――――――――――― 24 3 Símbolo da Cidade― ――――― 3 ●Tabela de tarifas―――――――― 24 4 População e Extensão― ――― 3 (2) Ônibus Municipal――――――― 25 (3) Bilhetes de passagem― ――― 25 B EMERGÊNCIA…………5 (4) Serviço -
Northern and Western Kinki Region Shuichi Takashima
Railwa Railway Operators Railway Operators in Japan 11 Northern and Western Kinki Region Shuichi Takashima Keihanshin economic zone based on a from cities in the south. As a result, the Region Overview contraction of the Chinese characters population density in these northern forming parts of each city name. areas is low, despite the proximity to This article discusses railway lines in parts However, to some extent, each city is still Keihanshin. Shiga Prefecture borders the of four prefectures in the Kinki region: an economic entity in its own right, eastern side of Kyoto Prefecture and has Shiga, Kyoto, Osaka and Hyogo. The making the region somewhat different long played a major role as a three largest cities in these four prefectures from the huge conurbation of transportation route to eastern Japan and are Kyoto, Osaka and Kobe. Osaka was Metropolitan Tokyo. the Hokuriku region. y Japan’s most important commercial centre Topography is the main reason for this until it was surpassed by Tokyo in the late difference. Metropolitan Tokyo spreads 19th century. Kyoto is the ancient capital across the wide Kanto Plain, while Kyoto, Outline of Rail Network (where the Emperors resided from the 8th Osaka and Kobe are separated by Operators to 19th centuries), and is rich in historical highlands that (coupled with the nearby The region’s topography has determined sites and relics. Kobe had long been a sea and rivers) have prevented Keihanshin the configuration of the rail network. In major domestic port and became the most from expanding to the same extent as the Metropolitan Tokyo, lines radiate like important international port serving Metropolitan Tokyo. -
1. Bahasa Indonesia Untuk Orang Tua/Wali Murid Daftar Isi
1. Bahasa Indonesia Untuk orang tua/wali murid Daftar isi ●2. Tentang prosedur masuk/melanjutkan dan pindah sekolah ●3. Sistem pendidikan Jepang ●4. Tentang TK ●5. Tempat seperti apa sih SD? (Kehidupan Sekolah) ●6. Tempat seperti apa sih SD? (Kegiatan) ●7. Tempat seperti apa sih SMP? (Kehidupan Sekolah) ●8. Tempat seperti apa sih SMP? (Kegiatan) ●9. Tentang masa depan setelah lulus SMP ●10. Tempat seperti apa sih SMA? ●11. Sistem penerimaan murid baru SMA ●12. Setelah lulus SMA ●13. Pengenalan macam-macam barang, peralatan yang dipakai di sekolah ●14. Sistem penerjemah sekolah dan wilayah ●15. Daftar sekolah internasional ●16. Kelas belajar Bahasa Jepang di Sekolah dan Wilayah ●17. Konsultasi tentang Kehidupan secara umum, Masalah pekerjaan, Masalah kesehatan, Masalah pendidikan (Daftar lembaga konsultasi) ●18. Sistem sekolah yang mengajarkan hal-hal khusus kepada siswa (Bank data sumber daya manusia provinsi Osaka) ●19. Pusat informasi lowongan kerja (Bursa tenaga kerja yang disebut HelloWork) ●20. Sekolah yang mengajarkan pengetahuan dan keterampilan khusus untuk bekerja (Penguasaan keterampilan untuk bekerja) ●21. Bagaimana setelah lulus SMP? Apakah akan segera pulang ke negaranya? (Masa depan anak) ●22. Apakah tidak mau pergi ke sekolah? (Menjadi putus sekolah) - 1 - Untuk daftar masuk sekolah 2. Tentang Prosedur masuk/melanjutkan dan pindah sekolah TOP ◎Masuk TK (Belajar di TK tersebut dari awal) ◆Untuk TK 1. Bagi yang baru datang ke Jepang dan mendapatkan kartu izin tinggal, bawalah kartu izin tinggal tersebut ke bagian kemasyarakatan di kantor kota madya di kotanya masing-masing (atau bagian kependudukan/penamaannya berbeda menurut kota madya) untuk mendaftarkan diri (pendaftaran penduduk). 2. Dapatkan “Formulir pendaftaran” di TK yang ingin dimasuki, kemudian setelah melengkapinya, serahkan ke TK yang bersangkutan. -
Ξυα࣭ष༦ࢊοȝܱැڠ࣒ٛ༭࣬ Report on the Lecture Meeting
㜰Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮ㄽ㞟➨㸴ྕ㸦ᖺ㸧 ࣒ٛ༭࣬ڠξΥΑ࣭ष༦ࢊΟȜܱැ Report on the Lecture Meeting Commemorating the International Mother Language Day Designated by UNESCO! ┿ࠉᔱࠉ₶ࠉᏊ㸨 MAJIMA Junko ᖺ㸰᭶ ᪥ࠕࣘࢿࢫࢥᅜ㝿ẕㄒࢹ࣮グᛕᏛ⾡ㅮ₇㸸㉺ቃࡍࡿゝㄒѸ」ᩘゝㄒ⎔ ቃࡢᏊࡶࡓࡕࡢࡓࡵᩍᖌࡀ࡛ࡁࡿࡇࠊ⾜ᨻࡀࡍࡁࡇࠖࢆ㜰Ꮫୡ⏺ゝㄒ◊✲ࢭ ࣥࢱ࣮ദ࡛㸲ⓒᩘ༑ྡࡢཧຍࢆᚓ࡚↓㛤ദࡍࡿࡀ࡛ࡁࡓࡇࢆࠊᚰࡼࡾឤㅰࡋ࡚࠸ࡿࠋ ࡇࡢദࡋࡢሗ࿌᭩ࢆ௨ୗࡢෆᐜᵓᡂ࡛ࠊᮏㄅᥖ㍕ࡍࡿࡇࡀ࡛ࡁࠊᙜ᪥ࡈཧຍ࠸ࡓࡔࡅ࡞ ࡗࡓ᪉ࡶሗᥦ౪ࡍࡿᶵࢆᚓࡓࡇࡶࠊ㔜ࡡ࡚᭷ࡾ㞴࠸ឤㅰࡋ࡚࠸ࡿࠋ ㅮ₇ࠉ㸯 ࠕ࣑࢝ࣥࢬᩍᤵࡢฟ࠸ 2 ᪥ᮏࡢᖺᑡ⪅ᩍ⫱ẕㄒࡢ㔜せᛶࠖㅮ₇㘓 ୰ᓥᏊ㸦ࢺࣟࣥࢺᏛྡᩍᤵ㸧 ㅮ₇ࠉ㸰 “Languages in Contact: Implications of Linguistic Diversity for Educators and Policy- Makers” ࠕ㉺ቃࡍࡿゝㄒ㸸」ᩘゝㄒ⎔ቃࡢᏊࡶࡓࡕࡢࡓࡵᩍᖌࡀ࡛ࡁࡿࡇࠊ⾜ᨻࡀࡍ ࡁࡇࠖ ࢪ࣒࣭࣑࢝ࣥࢬ㸦ࢺࣟࣥࢺᏛᏛ㝔ᩍᤵ㸧 㹝㹝㹝㹝㹝㹝㹝㹝㹝㹝㹝㹝㹝 㸨ࠉ㜰Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮࣭ࠕࣘࢿࢫࢥᅜ㝿ẕㄒࢹ࣮グᛕᏛ⾡ㅮ₇ࠖᐇ⾜ጤဨ㛗 㜰Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮ㄽ㞟➨㸴ྕ㸦ᖺ㸧 ৗ݃؊൞͈͂͛͘ ၳˍȅ൚ίυΈρθ ςΑΠ۾ܥ׳टٳၳˎȅ ߸৪֚။۾ၳˏȅ ࠉᮏㅮ₇ࡢ㛤ദ㊃᪨ࡣ௨ୗࡢ㸱Ⅼࡲࡵࡽࢀࡿࠋ ձࠉẖᖺ 2 ᭶ 21 ᪥ࡣࠊࣘࢿࢫࢥ㸦ᅜ㝿㐃ྜᩍ⫱⛉Ꮫᩥᶵ㛵 UNESCO㸧ࡼࡗ࡚ 1999 ᖺ ไᐃࡉࢀࡓࠕᅜ㝿ẕㄒࢹ࣮ (International Mother Language Day)ࠖ࠸࠺ᅜ㝿ࢹ࣮࡛࠶ࡿࠋ ゝㄒᩥࡢከᵝᛶࠊከゝㄒࡢ⏝ࠊࡑࡋ࡚ࡑࢀࡒࢀࡢẕㄒࢆᑛ㔜ࡍࡿࡇࢆ᥎㐍ࡋࡼ ࠺ࡍࡿࡑࡢ㊃᪨㈶ྠࡍࡿࠋ ࠙ࠕᅜ㝿ẕㄒࢹ࣮ࠖไᐃࡢ⫼ᬒࠚ 1947 ᖺࢠࣜࢫࡽࣥࢻศ㞳⊂❧ࡋࡓࣃ࢟ࢫࢱࣥࡢ୍㒊ࡔࡗࡓࣂࣥࢢࣛࢹࢩࣗ㸦ᮾ ࣃ࢟ࢫࢱࣥ㸧ࡢࢲࢵ࡛࢝ࠊ1952 ᖺࡢࡇࡢ᪥ࠊᮾࣃ࢟ࢫࢱࣥࡢ࣋ࣥ࢞ࣝㄒࢆබ⏝ㄒࡋ࡚ㄆ ࡵࡿࡼ࠺ồࡵࡿࢹࣔᑐࡋࠊ㆙ᐁ㝲ࡀⓎ◙ࡋࠊ4 ேࡢṚ⪅ࡀฟࡓࡇࡀࡁࡗࡅ࡞ࡗ࡚⊂ ❧㐠ືࡀ㉳ࡇࡗࡓࠋࡑࡢᚋ⊂❧ᡓதࢆ⤒࡚ 1971 ᖺ⊂❧ࡀ☜ᐃࡋࡓࣂࣥࢢࣛࢹࢩ࡛ࣗࡣࠊ ࡇࡢ᪥ࡀゝㄒ㐠ືグᛕ᪥ Language Movement Day ࡉࢀ࡚࠸ࡓࠋࣂࣥࢢࣛࢹࢩࣗࢧ࢘ࢪ ࣛࣅࡢᥦࡼࡾࠊ1999 ᖺ UNESCO ࡢ➨ 33 ᅇ⥲࡛ࠊࡇࡢ᪥ࢆே㢮ࡢ࠶ࡽࡺࡿゝㄒ ࢆᑛ㔜ࡋࠊẕㄒከゝㄒࡢ⏝ࢆ᥎㐍ࡋࡼ࠺ࡍࡿࠕᅜ㝿ẕㄒࢹ࣮ࠖࡍࡿࡇࡀỴࡲࡗࡓࠋ ղࠉ⌧௦᪥ᮏࡀᢪ࠼ࡿႚ⥭ࡢၥ㢟ࡋ࡚ࠊእᅜேඣ❺⏕ᚐࡢゝㄒᩍ⫱ࡢၥ㢟ࡀᣲࡆࡽࢀࡿ ࡀࠊᮏㅮ₇࡛ࡣࣂࣜࣥ࢞ࣝᩍ⫱ࠊ⥅ᢎㄒᩍ⫱ࡢศ㔝࡛ୡ⏺ⓗⴭྡ࡞ㅮ₇⪅ࢪ࣒࣭ ࣑࢝ࣥࢬඛ⏕ࢆࠊ୰ᓥᏊඛ⏕ඹ࠾㏄࠼ࡋࠊၥ㢟ࡢ⌮ゎࢆ῝ࡵࠊሗඹ᭷ࡍࡿࡇ ࢆ┠ⓗࡋࡓࠋ ճࠉᏊࡶࡢゝㄒᩍ⫱㛵ࡍࡿ▱ぢࢆࠊ◊✲⪅ࡢࡳ࡞ࡽࡎᆅᇦࡢᏛᰯᩍ⫱㛵ಀ⪅ࡶᗈࡃඹ ᭷ࡍࡿᶵࢆᥦ౪ࡍࡿࡇ࡛ࠊᏛࡢᆅᇦ㈉⊩ࢆ┠ᣦࡋࡓࠋ ࠉ᪥ᮏㄒࢆẕㄒࡋ࡞࠸ඣ❺⏕ᚐᑐࡍࡿゝㄒᩍ⫱ࡀࠊ⌧௦ࡢ᪥ᮏ♫ࡢႚ⥭ࡢㄢ㢟࡛࠶ࡿ ࡇࡣࠊㄽࢆಗࡓ࡞࠸ࠋࡋࡋ⌮ㄽⓗࡶᐇ㊶㠃࡛ࡶᮍ⇍࡛༑ศ࡞᪥ᮏ࡛ࡣࠊࡇࡢၥ㢟 ᑐࡋ࡚᭷ຠ࡞ᡭࡔ࡚ࡸไᗘࢆ๓ᡴࡘࡇࡣ࡛ࡁࡎࠊᩍ⫱⌧ሙ࡛ࡢᅔᝨࡸΰࢆࡁࡓࡋ࡚ -
Financial Results Briefing for the Year Ended March 31, 2018
Financial Results Briefing For the Year Ended March 31, 2018 Chairman & CEO Hiroyuki Suzuki I. Consolidated Financial Highlights for the Year Ended March 31, 2018 ・・・P. 2 II. Nonconsolidated Financial Highlights for the Year Ended March 31, 2018 ・・・P. 1 2 III. Performance Forecasts for the Year Ending March 31, 2019 ・・・P. 2 0 IV. Outlook for the First Year of the ‘Fifth Medium-Term Management Plan’ ・・・P. 2 6 (Reference) Overview and Trends in Business Performance of Overseas Group Companies ・・・P. 4 4 (Reference) Features of the Maruichi Group ・・・P. 5 3 May 11, 2018 Devoted to Steel Tubes 1 I. Consolidated Financial Highlights for the Year Ended March 31, 2018 Devoted to Steel Tubes 2 Consolidated Operating Results (Millions of yen) Net sales (Millions of yen) FY2017 FY2018 Increase/ Forecasts announced Increase/ Results Results decrease in February decrease Net sales 137,277 156,266 +13.8% 153,400 +1.9% 156,266 Operating Income 24,502 20,826 -15.0% 19,600 +6.3% Ordinary Income + 152,668 26,192 22,986 -12.2% 21,200 8.4% Net income attributable to owners of parent 17,715 15,777 -10.9% 14,300 +10.3% Profits (Millions of yen) Operating income 144,968 Ordinary income 26,192 Net income attributable to owners of parent 24,502 22,586 22,986 20,826 20,080 19,919 18,944 137,277 17,734 17,715 136,547 17,027 15,777 13,748 11,184 9,299 FY2014 FY2015 FY2016 FY2017 FY2018 FY2014 FY2015 FY2016 FY2017 FY2018 Devoted to Steel Tubes 3 Consolidated Operating Results Statements of Income (Millions of yen) FY2014 FY2015 FY2016 FY2017 FY2018 Percentage of Percentage -
Visto E Passaporte
ÍNDICE PERFIL DA CIDADE 6 Obtendo mais informações de A …1 DE OSAKA emergência ―――――――― 21 1 Localização ―――――――― 2 2 História ―――――――――― 3 MEIOS DE C ……… 23 3 Símbolo da Cidade ――――― 3 TRANSPORTE 4 População e Extensão ――― 3 1 Transporte Municipal ――― 24 (1) Metrô ―――――――――― 24 ●Tabela de tarifas ―――――― 24 B EMERGÊNCIA ……… 5 (2) Ônibus Municipal ――――― 25 1 Emergências médicas, (3) Bilhetes de passagem――― 25 ferimentos, etc.――――――― 6 (4) Serviço de informação de (1) Ao chamar uma ambulância ―6 transporte municipal―――― 27 (2) Durante feriados ou à noite ―6 2 Sistema Ferroviário ―――― 27 (Centros Médicos de Emergência) ―7 (1) JR ――――――――――― 27 (3) Centros Médicos de Emergência ―8 (2) Ferrovias privadas ―――― 27 (4) Informações sobre os Centros (3) Acesso ao Aeroporto Médicos de Emergência ―― 9 Internacional de Kansai ―― 28 2 Incêndio ―――――――――― 9 3 Taxis ――――――――――― 28 ●No caso de incêndio ―――― 9 4 Informações sobre Transporte ―29 3 Polícia ――――――――――― 9 5 Mapa ――――――――――― 30 (1) Acidente de trânsito ―――― 10 (2) Roubo e outros delitos ―― 10 INFORMAÇÕES ÚTEIS 4 Terremotos ―――――――― 10 D QUANDO ENTRAR NO …31 (1) Os tipos de terremotos que JAPÃO ocorrem em Osaka e seus 1 Telefone ――――――――― 32 mecanismos ――――――― 10 (1) Ligações domésticas ――― 32 (2) Quando ocorrer um terremoto ―12 (2) Ligações internacionais ―― 32 (3) Prepare sua família ―――― 14 (3) Telefone público ――――― 32 (4) Proteção contra maremotos ―16 (4) Principais companhias telefônicas para 5 Prejuízos causado por ventos ligação nacional e internacional ―33 e inundações ――――――― 17 (5) -
CA 209 the Cost of Education at CA
CA 209: The Cost of Education at CA The school’s mission statement is: “Canadian Academy inspires students to inquire, reflect, and choose to compassionately impact the world through their lives.” One of the core values is “open, respectful, and inclusive communication builds trust.” Our mission requires great staff and resources and comes with a significant price. The intention of this article is to communicate about that cost as it compares with similar schools and those which are not so similar. First, we’ll look at how our tuition fees compare to our collegial schools in the Asia Pacific Activities Conference – schools that many of our families attended before arriving in Kobe or which they will move on to next. Asia Pacific Activities Conference Schools (APAC) There are 11 schools in the APAC conference across 5 countries including: ● China: Western Academy of Beijing, International School of Beijing, Shanghai American School, Concordia International School Shanghai, American International School of Guangzhou ● Hong Kong: Hong Kong International School ● Philippines: Brent International School of Manilla ● Korea: Taejon Christian International School, Seoul Foreign School ● Vietnam: United Nations International School of Hanoi ● Japan: Canadian Academy The cost of living varies among the cities where APAC schools are located. Hong Kong is the most expensive, followed by Seoul, Shanghai and Kobe. Following these is Beijing and Guangzhou with the least expensive cities being Hanoi and Manilla. (Source: Mercer Cost-of-Living Index) Based on this information, where would you guess that Canadian Academy’s 2018-19 tuition rates fall in comparison to APAC schools? Perhaps in the middle? In fact, our cost of attendance is the second lowest for returning students before and after adjustment for the cost of living in various cities. -
The EARCOS Triannual JOURNAL a Link to Educational Excellence in East Asia WINTER 2018
The EARCOS Triannual JOURNAL A Link to Educational Excellence in East Asia WINTER 2018 Inside: EARCOS Celebrates Dr. K and 50 Years. Letter from the Assistant Director The EARCOS JOURNAL Dear Colleagues: The ET Journal is a triannual publication of the East Asia Regional Council of Schools(EARCOS), a nonprofit 501(C)3, incorporat- Ordinarily this page is reserved for a message from our Executive Direc- ed in the state of Delaware, USA, with a regional office in Manila, Philippines. Membership in EARCOS is open to elementary and tor Dick Krajczar, but for this issue I have hijacked the space to share a few secondary schools in East Asia which offer an educational pro- thoughts on the changing of the guard here at EARCOS and the imminent gram using English as the primary language of instruction, and to retirement of Dr. K. other organizations, institutions, and individuals. For the past twenty-two years Dr. K has been the face of EARCOS. He has Objectives and Purposes provided the leadership, the inspiration, and the drive that have grown and molded this organization into the highly-respected educational organization * To promote intercultural understanding and international that it is. EARCOS now serves 170 internationally-minded schools in East Asia friendship through the activities of member schools. with total enrolment of 140,000 students, and continues to grow at a rapid * To broaden the dimensions of education of all schools involved. in the Council in the interest of a total program of pace. This is due in no small part to Dr. K’s inexhaustible desire connect with education.