PROGRAM September 30, 2009
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21, 2015, Meiji Gakuin University
The Nineteenth Asian Studies Conference Japan (ASCJ) June 20 – 21, 2015, Meiji Gakuin University SATURDAY JUNE 20 SATURDAY MORNING SESSIONS: 10:00 A.M. – 12:00 P.M. Session 1: Room 1351 Sporting Histories, Mediated Cultures: Women and Sports in Japan Organizer/Chair: Michelle Ho, Stony Brook University 1) Helen Macnaughtan, SOAS, University of London The Oriental Witches: Women, Volleyball and the 1964 Tokyo Olympics 2) Iwona Merklejn, Aoyama Gakuin University Witchcraft or Teamwork? Women’s Volleyball in Japanese Animation and Television Drama 3) Michelle Ho, Stony Brook University Following Nadeshiko Japan on Social Media: Women’s Soccer and Fan Affect 4) Robin Kietlinski, LaGuardia Community College, CUNY Challenging Women: Female Olympians in Twenty-first Century Japan Discussant: Keiko Aiba, Meiji Gakuin University Session 2: Room 1352 New Processes, New Policies? The Politics of Labor Market Reform in Contemporary Japan Organizer/Chair: Steffen Heinrich, German Institute for Japanese Studies (DIJ) 1) Gabriele Vogt, University of Hamburg Health-Caregivers on the Global Labor Market: A Comparative Study of Japan’s Economic Partnership Agreements and Germany’s Triple Win Program 2) Mari Miura, Sophia University Neoliberal Motherhood: Care and Work in the Japanese Welfare State 3) Jiyeoun Song, Seoul National University Precarious Young Workers and Labor Market Reform in Japan 4) Steffen Heinrich, German Institute for Japanese Studies (DIJ) The Politics of Labor Market Reform in Japan and Beyond: Who Decides and Who Cares? Discussant: -
Japan Ryugaku Awards Special
6 | The Japan Times | Monday, November 30, 2020 Japan Ryugaku Awards special (Sponsored content) Schools lauded for COVID-19 response, support The number of international students At that time, many students at Japanese ties and Japanese language schools, as well ments, Takushoku University received Japan’s education. pass level N2 of the JLPT before enter- enrolled in Japanese universities and voca- language schools returned to their home as affiliated business representatives. the east grand prize, while the west grand The pandemic has severely disrupted ing a program conducted in Japanese. But tional schools is on the rise. In May 2019, countries. Since then, Japanese language This year, 176 Japanese language schools prize went to the University of Market- Japanese-language schools, which play some educators observe that students this number stood at 312,214, up from schools have selected award recipients submitted 469 votes to select 50 institu- ing and Distribution Sciences. In the cat- an important role in preparing students who have passed this exam may still have 164,000 in 2011, and the number of students based on numerous criteria. Providing tions across five categories: vocational egory for private science departments, to enroll in vocational schools and uni- trouble understanding their instructors who chose to work in Japan after graduat- easy-to-understand materials, establishing schools, private liberal arts departments, Tokyo University of Science received the versities. According to surveys conducted and classmates. Japanese language schools ing has more than doubled since 2013. separate tracks for international students, private science departments, public east grand prize and Kindai University, by Japanese language schools, approxi- generally teach their curriculum over two Supporting this influx of international simplifying application procedures and universities and graduate schools. -
Intensive Japanese Language Program
Join Us! Takushoku University Intensive Japanese Language Program Characteristics of the Intensive Japanese Language Program POINT Students are admitted to the one-year Core Program in either spring or fall. Depending on a student’s future plans, further Japanese study is possible in 1 six-month increments. POINT 2 Course tuition fees are paid twice per year (fi rst and second semesters) POINT Classes are organized by profi ciency level, with students studying according to their skill level. Guidance is provided for pursuing further education at national, public or private universities, graduate schools, or other 3 educational institutions. POINT A transfer/admission system for regular Takushoku University 4 study programs is available. POINT Closest station: Myogadani. About 20 minutes by train from Shinjuku, Shibuya and Akihabara. 5 The same campus as Takushoku University’s Faculty of Commerce and the Faculty of Political Science and Economic. A long history and proven curriculum in Japanese language education Whether you're aiming to build a future in your home country, in Japan, or internationally, Takushoku University is an excellent choice for learning the Japanese needed for undergraduate or graduate studies at a Japanese university or other educational institution. Our Intensive Japanese Language Program (IJLP) has been helping students develop their Japanese language capabilities since 1972 and has graduated some 4,700 students in total. Join us to acquire the Japanese you need to succeed. 8 Course Structure* Students enroll -
No.204 (English) [Pdf]
ISSN 2188-109X 一般社団法人 大 学 英 語 教 育 学 会 ―――――――――――――――――――――――――――――――――――――― March 2019 The Japan Association of College English Teachers No.204 ―――――――――――――――――――――――――――――――――――――― Contents Foreword (Naoko Ozeki) 1 Report from the Committee of 4 Report from Headquarters 2 Academic Affairs Reports from Chapters 5 Foreword Naoko Ozeki Vice-President of JACET Director, Committee of Academic Publication (Meiji University) To JACET members and supporters, Recently, JACET has been going through changes in terms of its evaluation of papers JACET publishes influential articles in the submitted to the JACET Journal and JACET JACET Journal, JACET International International Convention Selected Papers. One of Convention Selected Papers, and JAAL in JACET the most noticeable changes is the area of Proceedings, each of which is published annually, globalization. For example, since we have and provides an incentive for both researchers and established affiliations with various organizations instructors to do further research and improve such as JALT (Japan), AILA (international), their practice. ALAK (Korea), ETA-ROCK (Taiwan), and JACET 通信―――――――――――――――<1>―――――――――――――――――3189 RELC (Singapore), we have invited international of APA format will be a requirement for having a plenary speakers and guest speakers to our paper accepted in JACET publications. We are international conferences and summer seminars. looking forward to reading your future We have also invited these speakers to write submissions to our journals. articles about the topics they talked about at the conferences for the JACET Journals and Selected Papers. We hope that those who could not Report from the JACET Headquarters participate in the conferences or summer seminars will be able to share the main ideas and insights of Secretary General these speakers’ presentations by reading their Yukinari Shimoyama articles. -
Takushoku University Intensive Japanese Language Program Characteristics of the Intensive Japanese Language Program
Join Us! Takushoku University Intensive Japanese Language Program Characteristics of the Intensive Japanese Language Program POINT Students are admitted to the one-year Core Program in either spring or fall. Depending on a student’s future plans, further Japanese study is possible in six-month increments to a maximum of two years 1 (1-year Core Program + 6 months + 6 months). *See Course Structure on the next page for details. POINT Course tuition fees are paid twice a year (April and September). IJLP also has its own scholarship awards to which students can apply. Scholarship recipients are selected using IJLP grades as a starting point, along 2 with document screening and interviews. POINT Classes are organized by proficiency level, with students studying according to their skill level. You will also receive guidance tailored for your particular needs for national, public or private universities at the undergraduate or graduate level, 3 such as preparing for the Examination for Japanese University Admission for International Students (EJU) and English qualification exams. POINT Takushoku University facilities are available for your use. In addition to the library, computer room, student cafeteria and medical office, there is an international 4 student (women’s) dormitory nearby. POINT You will have regular opportunities to interact with regular program undergraduates at the university. IJLP student assistants will also provide support for your student 5 life in Japan. POINT Transfer to a regular Takushoku University program or take Takushoku’s recommendation-based entrance exam. Students moving from IJLP to Takushoku University via the recommendation 6 system can receive a reduction or exemption on admission fees. -
Drawing on the Design Perspective Towards an Affirmation of English As a Lingua Franca
Englishes in Practice 2016; 3(2): 29-54 DOI: 101515/eip-2016-0002 Glenn Toh Academic Writing in a Japanese Situation: Drawing on the Design Perspective towards an Affirmation of English as a Lingua Franca Abstract The contents of this article concern ELF 500, a course in graduate school academic writing that adopts an ELF-aware approach. In my discussion, I will first review the literature on language, ideology and power as it relates to Japanese cultural politics. Following this, I will draw on the notions of critique and design as described in Lillis (2003) as critical transformative strategies to encourage student academic writers to become more conscious of: (1) the constructed and situated nature of knowledge and meaning making as viewed by scholars in the area of academic literacies; (2) the importance of their own agency towards realizing their potential as academic thinkers and writers; and (3) the importance of understanding the fluid, dynamic and performative nature of English in its role as a lingua franca as a means towards constructing meanings that are valuable and unique to their own emergent ontologies as Japanese users of ELF. My discussion is, throughout, very much motivated by a professional concern that the teaching of academic writing should be carried out within an overall pedagogical framework that recognizes the importance of the humanizing and transformative role of language education. Keywords: Critical Pedagogy, Locality, Identity and Meaning Making 29 要約 本論文では、ELF モデルを使用したアカデミック・ライティングの授業である ELF500 に関して論述する。始めに、言語・イデオロギー・権力と日本文化・政治 との関係についての先攻研究に言及する。 次に、Lillis (2003)による「批評 (critique)」と「デザイン(design)」の意味について説明する。それらは、次の 事柄に対する学生の認識をより促進するストラテジーとして述べられている。(1) アカデミックリテラシー研究者がみなしている、知識と意味形成が持つ建設的・ 状況的特徴 (2) 学術的思想家および書き手としての可能性を理解するための、自 分自身の主体性の重要性 (3)日本人英語話者にとって特有で価値のある比類ない 意味を創造するために、ELF の動的性質を理解することの必要性。この議論は、ア カデミック・ライティングの指導は、個性や言語の変容的役割の重要性を認める 教育基盤において行われるべきであるという著者の関心に基づいたものである。 キーワード:批判的教育学、地域思想、地域アイデンティティ、意味形成 1. -
Editor's Message to Special Issue of Collaboration Technologies And
Journal of Information Processing Vol.29 14–15 (Jan. 2021) [DOI: 10.2197/ipsjjip.29.14] Editor’s Message to Special Issue of Collaboration Technologies and Network Services toward the Sustainable Society Akifumi Inoue1,a) On 1 January 2016, the 17 Sustainable Development Goals in such a situation. (SDGs) of the 2030 Agenda for Sustainable Development offi- The papers that were not accepted for this issue also had cer- cially came into force. The SDGs are universal goals from 2016 tainly some interesting information. The editorial committee was to 2030. They are also applicable not only to developing countries careful to return detailed comments to the authors, and strongly but also developed countries. Information technologies, which recommended to revise and resubmit their papers in the near fu- are the core field of IPSJ, are much anticipated as the means of ture. achieving the goals. In fact, we can find a lot of keywords about In closing, as the guest editor of this special issue, I would groupware and network services in the 17 goals and Japan’s na- like to thank all the authors for their contributing excellent pa- tional action plan about SDGs: remote work support service, pers. I also must express my appreciation of the voluntary work good health and longevity, quality education, and disaster risk performed by all reviewers as well as the remarkable efforts of reduction. Akihiro Miyata and Keisuke Tsunoda on the Editorial Board, and For this background, the editorial committee solicited a wide the other Editorial Committee members listed below. range of papers on collaboration technologies and network ser- vices toward sustainable society. -
1 UNIVERSITÀ GIAPPONESI CON CORSI DI LINGUA ITALIANA Statali
UNIVERSITÀ GIAPPONESI CON CORSI DI LINGUA ITALIANA Statali (16) The University of Tokyo (Tokyo): http://www.u-tokyo.ac.jp/index_e.html Tokyo University of Foreign Studies (Tokyo): http://www.tufs.ac.jp/ Tokyo National University of Fine Arts and Music (Tokyo): http://www.geidai.ac.jp/english/ Hokkaido University (Sapporo, Pref. di Hokkaido): http://www.hokudai.ac.jp/bureau/e/index-e.html Hirosaki University (Hirosaki, Pref. di Aomori): http://www.hirosaki-u.ac.jp/english/ Tohoku University (Sendai, Pref. di Miyagi): http://www.tohoku.ac.jp/english/index.html Gunma University (Maebashi, Pref. di Gunma): http://www.gunma-u.ac.jp/index-e.html University of Tsukuba (Tsukuba, Pref. di Ibaraki): http://www.tsukuba.ac.jp/eng/ Chiba University (Chiba): http://www.chiba-u.ac.jp/EN/index-e.html Nagoya University (Nagoya, Pref. di Aichi): http://www.nagoya-u.ac.jp/en/ Shinshu University (Matsumoto, Pref. di Nagano): http://www.shinshu-u.ac.jp/english/index.html 1 Kyoto University (Kyoto): http://www.kyoto-u.ac.jp/index-e.html Kyoto University of Education (Kyoto): http://www.kyokyo-u.ac.jp/ehp/index_new.html Osaka University of Foreign Studies (Minoo, Pref. di Osaka): http://www.osaka-gaidai.ac.jp/e-index.html Osaka Kyoiku University (Kashiwara, Pref. di Osaka): http://www.osaka-kyoiku.ac.jp/index_e.html Okayama University (Okayama): http://www.okayama-u.ac.jp/index_e.html Pubbliche (4) Tokyo Metropolitan University (Hachioji, Pref. di Tokyo): http://www.metro-u.ac.jp/index-e.html Aichi Prefectural University of Fine Arts and Music (Nagakutecho, Pref. di Aichi): http://www.aichi-fam-u.ac.jp/ Kobe City University of Foreign Studies (Kobe): http://www.kobe-cufs.ac.jp/ Okinawa Prefectural University of Arts (Naha, Pref. -
Katoh Gakuen Gyoshu Bilingual Program 2015-1016
Katoh Gakuen Gyoshu Bilingual Program 2015-1016 1361 Nakamiyo Okanomiya, Numazu City, Shizuoka, 410-0011, Japan Phone 81-55-924-3322 Fax 81-55-924-3352 Home-page: www.bi-lingual.com President Vice-Principal Vice-Principal DP Coordinator Dr. Masahide Katoh Dr. Makoto Kubota Dr. Mike Bostwick Mr. Craig Sutton College Admissions Counselors Mr. Craig Sutton Mrs. Nobuko Wendfeldt [email protected] The School School Name: Katoh Gakuen Gyoshu Junior and Accreditation/authorization: Japanese Ministry of Education Senior High School (MEXT) and International Baccalaureate (IB) Location: Numazu, Shizuoka, Japan Curriculum (all students): Grades 7-12 English Immersion Program School Grades: Junior High: 7-9; Senior High: 10-12 Junior and senior high school MEXT curriculum Grades 7-10 IB Middle Years Programme (MYP) School Year: Trimester; April-March Grades 11-12 IB Diploma Programme (DP) Founded in 1982, Gyoshu Junior and Senior High School is a private Japanese school accredited by the Japanese Ministry of Education (MEXT) and authorized by the International Baccalaureate (IB). We have long been at the forefront of education here in Japan: creating Japan’s first Japanese-English bilingual K-12 program, being the first school in Japan to receive IB Middle Years Programme (MYP) authorization and becoming the first Japanese school authorized to teach the IB Diploma Programme (DP). All of our IBDP graduates enroll in post-secondary institutions. Between forty to sixty percent of our students enroll in colleges outside of Japan. The rest attend domestic colleges. At the high school level, with the exception of Japanese and Physical Education, all classes are taught in English by certified teachers from a variety of English speaking countries. -
Tamagawa University International Baccalaureate Education Forum
Tamagawa University “International Baccalaureate Education Forum” “EDUCATION FOR A BETTER WORLD” The Core of IB Education and its Practice The International Baccalaureate (IB) offers three programmes (PYP, MYP and DP) which are widely implemented by national, public and private schools around the world. This forum will discuss the core of the IB education and its implementation in Japan. Saturday December 6th, 2008 Tamagawa Academy First Division Hall Simultaneous interpretation provided: Advanced reservations necessary (Limited to 300 participants) 9:30~ Welcome: Dr. Yoshiaki Obara, President of Tamagawa University 9:40~10:10 Keynote Speech: “Zenjin: Whole Person Education” pursued by the IB and Tamagawa Dr. Tetsunari Ishibashi, Director of K-16 Education Research Center, Tamagawa University Research Institute 10:10~10:40 Presentation: “The Core of the IB Programmes: the 21st Century Education” Ms. Kyoko Bernard, Associate Professor, Tamagawa University Research Institute IB Regional Representative for Japan & Korea 10:40~ Break 11:00~11:30 Presentation: “Science Education at Tamagawa Academy’s International Class” Mr. Quincy Kameda, Science Teacher, Tamagawa Academy International Class and his Students 11:30~12:00 Panel Discussion : “IB Education in Japan” Panelists Ms. Sasha Marshall, Principal, K. International School Tokyo (All Three IB Programme School) Ms. Ayumi Hoshino, MYP Coordinator, Tokyo Gakugei University International Secondary School Mr. Michael Stone, MYP Coordinator, Tamagawa Academy International Class Panel Coordinator: Mr. Keiichi Watase, Associate Headmaster, Tamagawa Academy First Division 12:30 Lunch 13:40~15:30 Break-out Sessions 1. PYP: Ms. Sasha Marshall, Principal, K. International School Tokyo 2. MYP: Mr. Curtis Beaverford, IB Asia Pacific MYP Regional Manager 3. -
High School Profile
HIGH SCHOOL 2019-20 PROFILE www.istianjin.org MISSION The International School of Tianjin is a not-for-profit school offering an outstanding education for the students of the international community of Tianjin, China. School Community ‣ IST was established FACULTY in 1994 IST IB DP IST AVERAGE • 73—Full time certified IB DIPLOMA ‣ Around 500 teachers CANDIDATES PASSING RATE SCORE students, 31 nationalities, 39 • 33—With advanced 36/39 94% 35 (incl. 2 x 45s) seniors degrees • 1:7—Teacher to Student Ratio IB DIPLOMAS IB GLOBAL IB GLOBAL Academics • 22—Maximum class AWARDED AVERAGE ‣ 22 IB Diploma size PASSING RATE 34/36 77% 29.6 subjects offered ‣ IB Diploma GRADES AND Grade Descriptor Programme offered to all students RANKING 7 Excellent performance ‣ IST Diploma • Grades are reported on a 1-7 scale in line 6 Very good performance awarded to all with IB Programmes. graduates • Students must complete 32.5 credits and 5 Good performance CAS to graduate. ‣ IB predicted grades • Transfer students in good academic 4 Satisfactory performance sent to all standing receive credit from previous requesting 3 Remediation required universities schools. • Each full year course is 1 credit. 2 Incomplete ‣ Academic calendar: • IST does not rank its students, nor 180 contact days calculate GPA. 1 Incomplete Aug to June CONTACT DETAILS ADMINISTRATION No. 22 Weishan South Road, Director Steve Moody Student Activities Shuanggang, Jinnan District, Secondary Principal Michael Conway ‣ Student Council, TIANJIN 30050, P. R. China IB Coordinator Dr. Darryl Davies -
Participating Institutions(PDF)
Attachment Study in Japan Fair 2019 (Vietnam) Participating institutions Ho Chi Minh City: 72 Hanoi: 80 National Universities: 13 National Universities: 15 Hokkaido University Ritsumeikan University Hokkaido University Nagoya University of Commerce and Business Kitami Institute of Technology Ryukoku University Akita University Nanzan University Akita University Kansai University Utsunomiya University Fukui University of Technology Utsunomiya University Kansai University of International Studies Yokohama National University Hokuriku University Yokohama National University Ritsumeikan Asia Pacific University The University of Electro-Communications Doshisha University The University of Electro-Communications University of Toyama Ritsumeikan University Shizuoka University Junior College: 1 Shizuoka University Ryukoku University Shiga University Lakeland University Japan Shiga University Kansai University Osaka University Osaka University Kwansei Gakuin University Shimane University Professional Training Colleges: 4 Nara Institute of Science and Technology Kansai University of International Studies Okayama University Arts College YOKOHAMA Okayama University Fukuoka University Kumamoto University International College for Welfare, Mind and Children Hiroshima University Ritsumeikan Asia Pacific University Kagoshima University Mejiro Fashion and Art college Kyushu University Adachi Education Group Kumamoto University Junior College: 1 Local Public Universities: 4 Oita University Lakeland University Japan Tokyo Metropolitan University Japanese