DOCSLIB.ORG

1 President's Position Statement for 2014

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
1 President's Position Statement for 2014 President’s Position Statement for 2014 To All Faculty, Staff, and Students at Nanzan University I. Basic Position Education as Growth In past editions of this policy statement, I have used texts of the Society of the Divine Word as a starting point and framework to speak about the roots and basic goals of Nanzan education. This year, I will use some of the parables recounted by Jesus in the New Testament, but I would like to start with a quotation from an American philosopher, John Dewey, who uses the image of growth to define what education is all about. "The educational process has no end beyond itself; it is its own end." (Democracy and Education, 1916.) In other words, the purpose of education is to enable the learner to continue a life-long process of learning. Such an education might also result in getting a good job and a loving spouse, but it is, in essence, continuous growth toward inner goals that are already an essential aspect of the learner as a human being. This is not to deny that education, in the form of specific training programs, may also serve as a tool for achieving goals related to the inner growth of the learner. However, while jumping through hoops might bring pleasure to the viewing crowd, it does not necessarily add anything to the personal growth of the tiger. The human element of the learner - not, e.g., the transient needs of the society in an era of global competition - has been at the center of Nanzan education from the very beginning. The motto expressing the gist of this education - "Hominis Dignitati," "For Human Dignity" - has an additional, deeper dimension found in the Bible, the primary source of Christian thought. The purpose of our growth as human beings is portrayed as a gift from our creator and we are called to discover this gift, the direction for a meaningful life, within ourselves. The connection between this gift of inner direction and the uses it will serve is spelled out in a well-known parable - the parable of the "talents." (Matthew 25:14-30.) Using the "talents" with which we have been endowed, we are not working for our own personal gain; in fact, we might even be contributing to a purpose that we do not fully understand. 1 I believe that this has an important implication for Nanzan University as a Catholic institution of higher education. The starting point of our educational efforts is our faith in the talents of our students and our teaching staff. This faith in God's gift, our common human dignity, the faith that all human beings can grow, is shared by students and teachers alike. However, in order to make our vision a reality, we also need good quality training and all the other intellectual skills human society has been able to develop. "If one of you is planning to build a tower, you sit down first and figure out what it will cost, to see if you have enough money to finish the job." (Luke 14:28.) Having discovered our talents, we need to use them appropriately in order to make a meaningful contribution to society. At the same time, we must not lose sight of the goal of our life here on earth - to grow in the knowledge of that what is most important. The image used by Jesus to speak about this knowledge is "The Kingdom of God" - "Seek first his kingdom and his righteousness, and all these things will be given to you as well." (Matthew 6, 33) What kind of an educational environment is needed to help and further the personal growth of our students as well as their abilities to make a meaningful contribution to society? The fig tree parable in Luke's gospel (13:6-9) may not be about the choice of effective instructional methods, but I believe it can provide us with an image of what might be called God's education program. The emphasis is on preparing the ground. "Sir, let it alone this year also, until I dig around it and put on manure." The role I want Nanzan education to take up is that of a rich soil, helping students to discover, and to nurture within themselves, the inner goal and direction needed for their growth as human beings. As such nourishment, Nanzan education can have a great influence on the students' growth. The hydrangea is said to change colors depending on the acidity level of the soil. This does not mean that the Nanzan blue of our emblem is the color we want to see in all our graduates; rather we should strive to ensure that the nourishment provided through our curriculum allows our students to develop their own colors. Much of the future planning we do in the coming years will be aimed at the successful integration of our two campuses. "One Campus, Many Skills" is the message that expresses the reason behind and the objective of this ambitious undertaking. "One Campus" - to ensure that our students can stretch their roots out into all kinds of soil. 2 "Many Skills" - to make sure that the training we offer genuinely contributes to the personal growth of our students and to the needs of all human beings in today's globalized society. II. Priority Issues 1. Strengthening and development of the shared core of Nanzan Education First, I would like to call for the strengthening and development of the shared core of Nanzan education. I would like us to consider what content delivered as specialist education in the faculties and departments can be shared throughout the entire University and what links can be created beyond the boundaries of our faculties and departments. For example, with the Faculty of Science and Engineering shifting to the Nagoya Campus, it may be possible for us to offer Information Ethics-related education among our General Education subjects, or to strengthen the general education aspect of the natural sciences. Can we not offer all of our students the opportunity to enhance their English capabilities and to study a second foreign language to a functional level? The curriculum of General Education subjects is currently divided between the Nagoya and Seto campuses, but the General Education Committees on both campuses are now considering the integration of the curriculum from the 2015 academic year. I request that you consider how this might strengthen and develop the core of our education. With regard to the framework of Nanzan education, in order to enhance the learning environment for each student we must reconsider the manner in which they progress through our academic years. The key to this is the introduction of a quarter system, a development that would also contribute to enhancing our research environment. Aiming at a start in fiscal 2017, which is the last stage of our campus integration plan, I request that the Committee for Academic Affairs and the faculties begin specific preparation for this. 2. Towards the realization of the Nanzan Grand Design and the reorganization of faculties Next, in order to better meet the hopes of potential students for Nanzan University, I would like to call for everyone in the Gakuen to engage in a fundamental rethink of what our faculties and departments might realistically look like in future. We will then 3 base the policies we take on the ideas put forward. Working within our broad outlines, I request that you consider specific ways that we might reorganize the Faculty of Foreign Studies to make it an even more attractive faculty. I request that the Nanzan Junior College move towards reinventing itself to meet the changing needs of society, considering specific measures to allow it to evolve to complement the educational fields of area studies and linguistics in the University’s Department of British and American Studies. For example, we can assume that students have great hopes of wanting to equip themselves with a level of foreign language ability that can be used in work situations. I request that you consider an approach that has even more attractive departments or courses within the existing system. As faculties and departments that broaden the choices available to students, I would also like you to continue to consider the reallocation of student number capacity. 3. Globalization of students, teaching staff and campuses Globalization continues to be an important issue for us this year. To be specific, first we need to further diversify our international study program both in terms of sending students out and accepting them in. Looking beyond just the Faculty of Foreign Studies to other faculties, we will consider increasing the number of students who go overseas to study and, as is currently done in the Faculty of Policy Studies, accepting foreign students into other faculties who have not previously studied the Japanese language. We must also consider support in the area of housing if we are to further improve how we receive CJS students, or short-term invited teaching staff or researchers. With regard to the International Center, which will become a new base for us, I ask that the International Center Preparation Committee work on its preparation so the Center can commence operations from 2017. In addition, we will continue to enhance the quality and number of subjects and teaching staff in the International Course Category, which is now in its third year. I would also like to see classes delivered in languages other than English and progress made towards becoming more flexible in terms of operating a system whereby CJS students or foreign students on short stays can enroll in classes.
Load more

Recommended publications
  • RASA-Japan SINCE 1985 RASA Newsletter July 2013 Edition, Volume 14
    2013 年 7 月号 VOL.14 NPO 法人 RASA-Japan SINCE 1985 RASA Newsletter July 2013 Edition, Volume 14 Dear Friends of RASA, I would like to wish all of you the peace and love of God and thank you for your generosity in helping us. Here, I would like to write a little about our recent activities and our immediate plans for the fu- ture. On Saturday, May 25th, we had our annual meeting at Hirabari Catholic Church, which was led by Mr. Norio Fujii, our Office Manager. Besides our staff and regular members, I was delighted to see some of last year's volunteers at the meeting. After we finished our official business, they gave a power point presentation of our activities in Angeles City, Pampanga Province, a two-hour drive north of Manila, where we worked last year. Ever since that time, these volunteers have been giving a great deal of their time to support RASA. Their generosity is an inspiration to all of us. We finished the first of our three study session on Saturday, June 15th. It took place in one of the large dining rooms of Nanzan University, Nagoya campus. Almost all of those committed to the pro- gram this summer—fifty-two volunteers—were present at the meeting. We will be in the Philippines between Thursday, August 15, and Sunday, September 1. It seems that the government has reduced the ODA (Overseas Development Assistance) funds to half of what they have been providing. Because of this, we decided that RASA alone would provide the funds for our school-building program this summer.
    [Show full text]
  • Social Sciences the Art of Understanding the Human Society and Psyche Is Not Limited to Understanding Those Who Live in the United States
    STUDY ABROAD WITH: @BrannenburgGate social sciences The art of understanding the human society and psyche is not limited to understanding those who live in the United States. In order to properly and fully grasp the entirety of the social sciences, you have to have a broader point of view. This year, take your sociology and psychology courses in a foreign country and gain a new perspective on our global culture. Academic Programs Abroad is here to help you spend a semester or a year at these universities oering classes in the social scienes and more. With all these exciting options, why not geaux? featured programs: UNIVERSITY OF EAST ANGLIA* Norwich, England - Ranked in Top 15 Psychology departments - 3rd in Quality of Teaching - 1st in Learning Resources - Hosts the Centre for Research on Children and Families, used by UNICEF Childwatch International Research Network LINNAEUS UNIVERSITY* Växjö, Sweden - Prominent in the eld of research in ready to get started? the social sciences 103 Hatcher Hall - Most are in English but some classes oered in [email protected] German, Swedish, French, lsu.edu/studyabroad and Spanish @geauxabroad @LSU Study Abroad where will you geaux? STUDY IN ENGLISH STUDY IN GERMAN STUDY IN SPANISH AUSTRIA AUSTRALIA KOREA ARGENTINA Johannes Kepler Universitaet Linz Charles Sturt University Ajou University Universidad Catolica de Cordoba Karl-Franzens- Universitaet Graz La Trobe University* Ewha Womans University Universidad de Palermo Universität Salzburg Macquarie University Keimyung University Universidad del
    [Show full text]
  • President's Position Statement for 2009
    President’s Position Statement for 2009 To All Faculty, Staff and Students at Nanzan University Last year, in the Nanzan University Grand Design, Nanzan University shared its vision as the sole Catholic university in the Chubu region. That vision is “to contribute to the creation of values that arise from people living and working together while respecting human dignity, building on the recognition of diversity and the understanding that various differences exist among people in terms of ethnicity, ability, religion, culture, and gender.” In last year’s President’s Position Statement, I stated that in order for the mid- to long-term goals of the Grand Design to be achieved, “unceasing self-reform” and “internal enrichment to bring about the ‘Nanzan Difference’” will be needed. I believe that “internal enrichment” means that every person constituting the University needs to enrich their individual strengths. I would like you to continue working toward making that a reality this year. The Nanzan University Grand Design is not a fairy tale, but is a realizable future image of Nanzan that we have the serious responsibility to bring about. Every constituent member of this university needs to embody that fact in their daily activities. The policies outlined in this year’s Position Statement were determined based on the recognition that further enrichment in Research, Education, and Social Contribution is necessary for us to be able to achieve the Grand Design mid- to long-term goals. I. Basic Position 1. Advancement of Education that Differentiates Nanzan as a Catholic University The raison d’être of Nanzan University is to “disseminate broad knowledge and to conduct and instruct specialized research based on a Christian world view and thereby develop individuals who respect and advance human dignity.
    [Show full text]
  • Brown Office of International Programs (OIP) Approved Program List
    Brown Office of International Programs (OIP) Approved Program List Country Program Location Program Name Institution Timing Language Argentina Buenos Aires CIEE:IFSA-Butler: Facultad Argentine Latinoamericana Universities de CienciasProgram Sociales & Universidad de Buenos FacultadArgentine Latinoamericana Universities Program de Ciencias Sociales & Universidad Sem/Year Spanish Argentina Buenos Aires Aires de Buenos Aires Sem/Year Spanish Argentina Buenos Aires IES: Advanced Spanish Honors Program Advanced Spanish Honors Program Sem/Year Spanish Argentina Mendoza IFSA-Butler: Universidad Nacional de Cuyo Universidad Nacional de Cuyo Sem/Year Spanish Australia Brisbane Arcadia University: University of Queensland University of Queensland Sem/Year English Australia Brisbane University of Queensland - Direct Enrollment University of Queensland Sem/Year English Australia Brisbane IFSA-Butler: University of Queensland University of Queensland Sem/Year English Australia Cairns SIT: Australia- Rainforest, Reef, and Cultural Ecology SIT Field Station Semester English Australia Canberra Arcadia University: Australian National University Australian National University Sem/Year English Australia Canberra Australian National University - Direct Enrollment Australian National University Sem/Year English Australia Canberra IFSA-Butler: Australian National University Australian National University Sem/Year English Australia Hobart University of Tasmania, Hobart - Direct Enrollment University of Tasmania, Hobart Sem/Year English Australia Hobart IFSA-Butler:
    [Show full text]
  • President's Position Statement for 2010
    President’s Position Statement for 2010 To All Faculty, Staff and Students at Nanzan University Since I took office as President in April 2008, I have considered and implemented various poli- cies to enhance our uniqueness keeping in mind the key phrase “Nanzan Difference”. Looking back on these two years, I believe that with your cooperation much has been accomplished. But, there remain things that are yet to be accomplished. In developing the President’s Position, I have focused on the realization of the Grand Design’s mid- to long-term goals and so continue to make “Further Strengthening of Nanzan’s Internationalization” our top priority. To that end, we will establish the “Office for Internationalization” as a special committee. Further, recognizing the importance of the long-standing concerns regarding the revitalization of “Nanzan: Famous for Language Studies”, we are making the development and enhancement of English education a priority as we approach the reorganization of Nanzan Junior College into the Junior College Fa- culty in 2011. Through these initiatives we will make ‘empowering the individual to become a power in and for the world’ a visible reality. In addition to the above, long-standing issues such as improving the quality of education and research, procuring quality students, producing competent graduates, and managing the physical properties of the Campuses must also be addressed. We are making the establishment and im- plementation of the “Three Policies” a new priority as a means of ensuring the quality of our education. While the selection of priority issues is necessary, what is most important is for each constituent member of the University to recognize the responsibilities and missions that have been bestowed upon all of us and to deepen our understanding of Nanzan’s educational principals through dia- logue with society and with students.
    [Show full text]
  • Country University Status Duration Estimated
    SUMMER PROGRAMS FOR LANGUAGE AND CULTURE ESTIMATED COUNTRY UNIVERSITY STATUS DURATION WEBSITE EXPENSES Sun Yat-sen University (2016 July 17 to August 6, USD 1,800 to USD China 2 ASEP http://summerprogram.sysu.edu.cn International Summer Program (ISP)) 2016. 2,500 Catholic University of Eichstätt - 18 July - 12 August USD 4,000 to USD http://www.ku.de/en/international-office- Germany ESAP Ingolstadt (Summer Program at CU) 2016 4,500 new/incoming/summer-school-eichstaett/ USD 1,250 to USD Indonesia Universitas Kristen Petra ESAP July 18 to August 5 http://psp.petra.ac.id/index.html#about 2,500 USD 4,300 to International Christian University (ICU http://subsite.icu.ac.jp/office/scj/about- Japan ESAP July 5 to August 16 USD 4,600 Summer Courses in Japanese) scj/ USD 4,300 to Kwansei Gakuin (Intensive Japanese http://www.kwansei.ac.jp/c_ciec/c_ciec_ Japan ESAP July 20 to August 4 USD 4,600 Language and Culture Program) 008201.html USD 3,800 to Meiji University (Cool Japan Summer http://www.meiji.ac.jp/cip/english/progra Japan ESAP July 20 - Aug 5, 2016 USD 4,500 Programme) ms/cooljapan/program.html USD 3,600 to Nanzan University (Nanzan Summer Japan ESAP June 3 - July 15 USD 3,700 http://www.nanzan-u.ac.jp/English/cjs/ Japanese Program 2016) USD 3,700 to http://www.sophia.ac.jp/eng/admissions/ Sophia University (Summer Session for June 6th to July 15th, Japan ESAP USD 4,000 summer/http-www.sophia.ac.jp-eng- Japanese Language) 2016 admissions USD 3,700 to Sophia University (Summer Session in July 21st to August http://www.sophia.ac.jp/eng/admissions/
    [Show full text]
  • Nanzan Universitynumber of Teachers 38(Full-Time:9) Course Name Center for Japanese Studiesentry Requirements People Majoring in a Field Related to Japanese Language
    Educational circumstances of various Preparatory Japanese language courses of universities and junior colleges 2017/11/1 １．The outline of the school Founder Nanzan School CorporationE-Mail [email protected] School Name Nanzan UniversityNumber of Teachers 38(full-time:9) Course Name Center for Japanese StudiesEntry Requirements People majoring in a field related to Japanese language Phone +81-52-832-3123 or culture, or those strongly motivated to study Japanese Adress 18 Yamazato-cho, Showa-ku, Nagoya despite their major being in another field. URL http://www.nanzan-u.ac.jp/ Testing Method Screening document Student Accommodations Yes 30,000 yen to 40,000 yen (Monthly) ２．Authorised course information Term of Student Registerd Month of Fee (yen) Authorized course Course Type Courses capacity students enrollment Selection Admission Tuition Others Total Center for Japanese Studies Study Abroad 1year 120 112 9 10,000 20,000 680,000 573,340 1,283,340 Please select Please select Please select Please select Total 120 112 ３．Details of courses Authorized course Course Type Concrete education content Regarding our basic idea, communication is the key to understanding culture, Japanese courses at Nanzan therefore stress all four language skills: speaking, listening, reading, and writing. Experienced teaching Center for Japanese Studies Study Abroad professionals deliver intensive Japanese language courses ranging from elementary to advanced level. Rapid progress in the language soon allows students to make the most of their newfound fluency by taking advantage of the many extracurricular learning opportunities that are available. 0 Please select 0 Please select 0 Please select 0 Please select ４．Number of registered students China Korea Taiwan Mongolia Vietnam Pakistan Nepal Bangladesh Sri Lanka Myammer 11360100000 Major countries and regions of student origin Thailand Malaysia Singapore Indonesia Philippines Australia Canada U.S.A.
    [Show full text]
  • Hicells 2020)
    Hawaiʻi International Conference on English Language and Literature Studies (HICELLS 2020) “Trends in Research and Pedagogical Innovations in English Language and Literature” CONFERENCE PROGRAM March 13 -14, 2020 HICELLS 2020 03/13-14/2020 Hawaii International Conference on English Language and Literature Studies (HICELLS 2020) English Department University of Hawaii at Hilo March 13-14, 2020 CONFERENCE PROGRAM DAY 1 (FRIDAY) March 13, 2020 Time Venue: UCB 100 8:00 – 8:30 Conference Registration 8:30 – 8:45 Kipaepae 8:45 – 9:00 Welcome Address Dr Bonnie D. Irwin Chancellor University of Hawaii at Hilo 9:00 – 9:45 Keynote Address 1 Minds, Machines and Language: What Does the Future Hold? William O’Grady University of Hawaii at Manoa Hawaii, USA BREAK: UCB 127 9:45- 10:00 PARALLEL SESSION 1 10:00 – 12:20 Room: UCB 127 (10:00-12:20) No. Presenters Papers 1 Michio Hosaka The Emergence of Functional Projections in the Nihon University History of English 2 Susana T. Udoka A Study of English and Annang Clause Syntax: Akwa Ibom State University From the View Point of Grammaticality and Global Obio Akpa Campus Intelligibility HICELLS 2020 2 HICELLS 2020 03/13-14/2020 3 Quentin C. Sedlacek Contestation, Reification, and African American California State University English in College Linguistics Courses Monterey Bay 4 Hiromi Otaka On the Aspect Used in the Subordinate Clause of Kwansei Gakuin University “This is the first time ~” in English 5 Chiu-ching Tseng English Word Boundary Perception by Mandarin George Mason University Native Speakers 6 Yumiko Mizusawa An Analysis of Lexicogrammatical and Semantic Seijo University Features in Academic Writing by Japanese EFL Learners 7 Noriko Yoshimura Japanese EFL Learners’ Structural University of Shizuoka Misunderstanding: ECM Passives in L2 English Mineharu Nakayama The Ohio State University Atsushi Fujimori University of Shizuoka Room: UCB 101 (10:00-12:20) No.
    [Show full text]
  • College Codes (Outside the United States)
    COLLEGE CODES (OUTSIDE THE UNITED STATES) ACT CODE COLLEGE NAME COUNTRY 7143 ARGENTINA UNIV OF MANAGEMENT ARGENTINA 7139 NATIONAL UNIVERSITY OF ENTRE RIOS ARGENTINA 6694 NATIONAL UNIVERSITY OF TUCUMAN ARGENTINA 7205 TECHNICAL INST OF BUENOS AIRES ARGENTINA 6673 UNIVERSIDAD DE BELGRANO ARGENTINA 6000 BALLARAT COLLEGE OF ADVANCED EDUCATION AUSTRALIA 7271 BOND UNIVERSITY AUSTRALIA 7122 CENTRAL QUEENSLAND UNIVERSITY AUSTRALIA 7334 CHARLES STURT UNIVERSITY AUSTRALIA 6610 CURTIN UNIVERSITY EXCHANGE PROG AUSTRALIA 6600 CURTIN UNIVERSITY OF TECHNOLOGY AUSTRALIA 7038 DEAKIN UNIVERSITY AUSTRALIA 6863 EDITH COWAN UNIVERSITY AUSTRALIA 7090 GRIFFITH UNIVERSITY AUSTRALIA 6901 LA TROBE UNIVERSITY AUSTRALIA 6001 MACQUARIE UNIVERSITY AUSTRALIA 6497 MELBOURNE COLLEGE OF ADV EDUCATION AUSTRALIA 6832 MONASH UNIVERSITY AUSTRALIA 7281 PERTH INST OF BUSINESS & TECH AUSTRALIA 6002 QUEENSLAND INSTITUTE OF TECH AUSTRALIA 6341 ROYAL MELBOURNE INST TECH EXCHANGE PROG AUSTRALIA 6537 ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY AUSTRALIA 6671 SWINBURNE INSTITUTE OF TECH AUSTRALIA 7296 THE UNIVERSITY OF MELBOURNE AUSTRALIA 7317 UNIV OF MELBOURNE EXCHANGE PROGRAM AUSTRALIA 7287 UNIV OF NEW SO WALES EXCHG PROG AUSTRALIA 6737 UNIV OF QUEENSLAND EXCHANGE PROGRAM AUSTRALIA 6756 UNIV OF SYDNEY EXCHANGE PROGRAM AUSTRALIA 7289 UNIV OF WESTERN AUSTRALIA EXCHG PRO AUSTRALIA 7332 UNIVERSITY OF ADELAIDE AUSTRALIA 7142 UNIVERSITY OF CANBERRA AUSTRALIA 7027 UNIVERSITY OF NEW SOUTH WALES AUSTRALIA 7276 UNIVERSITY OF NEWCASTLE AUSTRALIA 6331 UNIVERSITY OF QUEENSLAND AUSTRALIA 7265 UNIVERSITY
    [Show full text]
  • Study Abroad Approved Programs List
    Study Abroad Approved Programs List Approved for Smith College Credit 2022-2023 Students should carefully research their study abroad program options in order to determine which program will be the best match for their academic, personal and professional goals. AFRICA, Sub-Saharan ASIA Cameroon SIT Development and Social Change (f, s) Cambodia SFS Climate Change, Ethics and Conservation (f, s E) Madagascar SIT Biodiversity and Nat. Resource Mgmt (f, s. E**) China SMITH CONSORTIUM: ACC, Beijing (f, s, ay) South Africa SIT Comm. Health and Social Policy (f, s, E) SIT Multiculturalism & Human Rights (f, s, E) Hong Kong University of Science and SIT Social and Political Transformation (f, s, E) Technology (HKUST) (f, s, ay, E**) Tanzania SFS Wildlife Management Studies (f, s, E) IFSA Int’l Bus in Shanghai (f, s, ay, E*) Uganda SIT Global Development Studies (f, s, E) IFSA Social Sciences in Shanghai (f, s, ay, E*) Middlebury Schools Abroad – Beijing (f, s, ay) MIDDLE EAST and NORTH AFRICA Middlebury Schools Abroad - Hangzhou (f, s, ay) Middlebury Schools Abroad - Kunming (f, s, ay) Israel Arava Inst. for Environmental Studies (f, s, ay, E**) SIT Health, Env. & Traditional Chinese Med (f, s, E*) Rothberg Int’l School (Hebrew University of India IFSA Contemporary India, Pune (f, s, E) Jerusalem) (f, s, ay, E*) Carleton-Antioch Buddhist Studies (f, E) Tel Aviv University (f, s, ay, E*) Japan SMITH CONSORTIUM: Associated Kyoto Program Jordan CET Intensive Language (f, s, ay, E*) (AKP) (f, s, ay, E*) SIT Geopolitics, IR, and the Future of the ME IES Nanzan University (f, s, ay, E*) (f, s, E*) Japan Study Program at Waseda University (s, ay, E*) Morocco SIT Multiculturalism & Human Rights (f, s, E*) Korea CIEE at Yonsei University (f, s, ay, E*) Singapore Yale-NUS College (f, s, ay, E) AMERICAS and the CARIBBEAN Taiwan CET Taiwan (f, s, ay, E*) Argentina IFSA Argentine Universities Program (f, s, cy, ay) SIT Social Movements & Human Rights (f, s) OCEANIA Brazil Brown in Brazil at P.
    [Show full text]
  • JAPANESE and KOREAN PROGRAMS a GUIDE to STUDY ABROAD Japanese and Korean Minors Are Encouraged to Complete a Study Abroad Experience As Part of Their Degree Program
    JAPANESE AND KOREAN PROGRAMS A GUIDE TO STUDY ABROAD Japanese and Korean minors are encouraged to complete a study abroad experience as part of their degree program. This guide is designed to introduce you to the opportunities that studying abroad brings to your major. A full list of study abroad programs is available on the CGE website: http://bit.ly/FeaturedProgramsPage. MINOR SPECIFIC REQUIREMENTS: HOW DO I GET STARTED? � Through level 2002 of the language 1: Plan Early! Investigate Programs This brochure is a starting point. Check the CGE website � At least 12 credits of 3000/4000 level language courses for more programs and information. STUDY ABROAD CAN HELP YOU 2: Speak with an Education Abroad Advisor Education Abroad Advisors are professional staff members � Immerse yourself in the culture living as a local college that can assist you with the study abroad process. You can student. schedule a meeting online. � Experience the excitement of applying your language skills 3: Speak with a Professional/Faculty Advisor and improving your language proficiency while earning Discuss how the program fits into your academic plan. You academic credit. can find your academic advisor on the Tranguid in Banner. � Strengthen your understanding of yourself and challenge 4: Research Funding your perceptions of the world. Funding opportunities can be found through the following: � Enhance employment opportunities by providing real-life • Financial Aid Office experience and adaptability. • Nationally Competitive Scholarship Office • Center for Global Engagement’s Webpage FINANCIAL SUPPORT 5: Apply! � Use federal, state and other financial aid. i.e. Pell, Hope/Zell 6: Pack your bags! � Institutional and national study abroad scholarships available � CGE/NCS provide assistance in researching and applying for funding sources “My time in Korea is one I will never forget.
    [Show full text]
  • President's Position Paper for 2019
    President’s Position Paper for 2019 To All Staff in Nanzan University I. Basic Position I am in now in the third year of my role as president of Nanzan University. Again, this year, I hope that we all continue to pursue ‘maturity’ as a university by working together to achieve ‘growth’ through our collective efforts toward personal development as well as innovation through the ‘awareness’ of the charisma we all possess. This year we welcome in a new imperial era name. In the thirty years since the era changed from Showa to Heisei, we have seen spectacular technological advancements such as the Internet and artificial intelligence. The rapid advancement of science and technology in our global society requires us to question the paradigms of society and even what it means to be human. No matter how advanced science and technology becomes, the purpose for which it is used relies upon peoples’ will and ethical judgment. In 2015, the United Nations set down a list of “Sustainable Development Goals” (SDGs) to be achieved by 2030. I think that these goals owe their origin to an awareness of the issue of how to protect and further enhance human dignity during this period of rapid technological advancement. To that end, our educational motto “Hominis Dignitati” (For Human Dignity) is something that will gain attention as various tasks are attended to with the future of the human race in mind. When explaining our motto to students, I often refer to the words Jesus Christ first conveyed to the Pharisees from Mark 12:31: “Love thy neighbor as yourself.” The reason for this is that “human dignity” refers to starting with recognizing your own irreplaceable value, which then leads to respecting the same value in others.
    [Show full text]