School Comparison (Version 1)

Total Page：16

File Type：pdf, Size：1020Kb

Nova Geos Berlitz ECC Aeon Interview U.S Based Recruiting Yes *1 Ocassionally *4 No No. Toronto Yes. Paid Flight Over No No No No No Working Conditions Teaching (contact) Hours 22.6 *2 Up to 25 22 to 23 25 25 Office Hours 11.4 3 to 4 4.5 4.5 Total Hours 34 29.5 25-29 29.5 29.5 Training & Teaching 5 Days/ Paid in Several Days & 30 Days at 90 Days/Paid in How long 10 Days Japan & Follow- Ongoing Home & Ongoing Japan up Training Yes. Semi- Curriculum Flexibile? Activities Only No No No flexible Housing Housing Provided Yes Yes No *6 Yes Yes Furnished Apartment? Yes Yes No Yes Yes Private & Shared Private Apartment Private & Shared yes No Private *7 Key Money Paid? Yes yes No Yes Yes No. Subsidized No. 50,000 to No. Average Rent Paid No No 42,000 Yen Per 70,000 yen 55,000 Yen Month Salary and Benefits 250,000/Month 250,000/ Month 250,000/ Month 252,000/Month 255,000/ Month Salary in Yen Avg. *3 Avg. Avg. Avg. Avg. 10 and National 20 and National 10 and National 22 and 13 15 and National Paid Vacation Days Holidays Holidays *5 Holidays National Holidays Holidays Up to 100,000 Yes. Dependent Yes. 65,000 Yen. Renewal Bonus No No Yen on Review Increases on 2nd Up to Yes. Not Dependent on Yes. Performance Raises After Completion 1-3% Per Year 15,000/Month Specified Review Based Yes 6,000 No Info. Health Insurance Yes-Free Yes-Free Yes-Free Yen/Month Available No Info. No Info. Japanese Lessons 24 Free Lessons Subsidized No Info. Available Available Available O.T of 3,000 Yen Student Renewal Overtime Work Other for > 25 Contact Discount Airfare Bonus Available Hours Visa Yes. Full-time Yes. Full-time Yes. Full-time Yes. Full-time Yes. Full-time Provided by Employer? Only Only Only Only Only More details about areas on the charted marked with an "*" follow on p.2 1 *Nova recruitment centers are in London, Chicago, Osaka, Brisbane, Tokyo Toronto, San Francisco and Paris. Nova interview locations: Los Angeles, Chicago, Atlanta, London, New York, Tampa Vancouver, Toronto, Brisbane, Melbourne, Sydney. 2 *Nova:Full time instructors are required to teach 34 40 minute lessons per week This equals 22.6 actual teaching hours. 3 *Nova: Depending on location, your salary base will be different to compensate for high costs of living. Nova: Sponsored teacher salaries per month: Tokyo 239,000-264,000 Osaka 230,000-255,000 Nagoya 228,000-250,500 Sapporo 220,000-242,500 Kyushu 220,000-242,500 *Berlitz doesn't provide housing but will act as sponsor on rental applications. 4 * Geos ocassionally recruits in New York and Sanfrancisco. No date set for 2006. General recruitment centers are Toronto, Vancouver and London. 5 * Geos National Holiay Schedule 2 consecutive days off per week. · All Japanese National Holidays · The period of December 28 to January 4 inclusive. · The period from April 29 to May 5 inclusive. Geos Days Off Per Year Worked Schedule. 1st Year: 10 days 2nd Year: 11 days 3rd Year: 12 days 4th Year: 14 days 5th Year: 16 days 6th Year: 18 days 7th Year: 20 days 6 *Berlitz: Doesn't provide housing but will act as sponsor on rental applicat 7 *ECC: Doesn't gurantee private apts. Mixed gender living arrangements happen..

Copy Link

Recommended publications

2011 Ehime JET Returnees' Guide
2011 Ehime JET Returnees’ Guide For Non-Reappointment JETs graduating from Ehime life Edited and revised by your current and former Ehime Prefectural Advisors & Regional Advisors 2011 Ehime JET Returnees’ Guide Introduction You‟re now coming to the end of your tenure on JET and are preparing to leave. So what exactly are you supposed to be doing, and how do you go about it? This guidebook is here to help your transition from Ehime JET living into the next stage of your life. It has been put together over the years by a number of Ehime JETs who have also been through this process. Most sections of this guidebook has been updated, but some of the information may be a little out of date, so if you do come across any mistakes or you find some more current information, please pass this on to the Prefectural Advisors (PAs). The handbook has been divided into sections, hopefully allowing for easy use. Please have a read through each section. If there is something you can‟t find, or you have any questions on, please contact one of the PAs. Finally, congratulations on making it through your time on JET, and we hope you had a wonderful time and experience here in Ehime. We wish you the best of luck in all of your future endeavors. Vicky Murphy and Daisuke Yoshida Ehime JET Prefectural Advisors (2011-2012) 2 2011 Ehime JET Returnees’ Guide Table of Contents Introduction ············································································· 02 Countdown ············································································· 04 Checklist
[Show full text]
Commodity, Capital, and Commercial ELT: a Political Economy of Eikaiwa English Language Teaching
Commodity, Capital, and Commercial ELT: A Political Economy of Eikaiwa English Language Teaching Doctoral Thesis William Simpson IOE – UCL (Applied Linguistics) Word Count: 95,882 1 Signed Declaration: I, William Simpson, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 Abstract: The aims of this research are threefold. Firstly, to understand how the drive for profit in commercial English language teaching (ELT) affects the manner in which language is taught. Secondly, to understand the how the various ways in which teachers are valued (monetarily in wages, valued as a ‘good’ teacher, and valued as an ‘authentic’ speaker of a language for example) interrelate with one another. Finally, the research aims to give an account of how teachers’ experiences of potential contradictions and tensions between commercial and pedagogic interests, and multiple forms of valuation, inform the way they understand themselves in relation to the economy and society more broadly. The research synthesises a body of research on political economy and language with Marxist political economy in order to understand commercial ELT through the moments of capital as value in motion: from the production and consumption of lessons, to the realisation of the lesson’s value in its sale, through to the distribution of this value in the form of wages. In focussing in on these moments throughout the circulation of capital, the research gives an account of the contradictory forces and interests at play within commercial eikaiwa – a form of ELT in Japan in which teachers are often precariously employed.
[Show full text]
DAIWA Earnings Analysis of Major Banks–I
DAIWA DAIWA INSTITUTE OF RESEARCH LTD. 6 December 2007 (No of pages: 19) Earnings Analysis of Major Banks–I —1H FY07 Earnings Summary and Operating Environment— (Sumitomo Mitsui Banking Corp is affiliated with Daiwa Securities SMBC. See disclaimer below.) Equity Research Dept Akira Takai • Major banks’ aggregate 1H FY07 parent real net business profit (total sum of group banks) edged down 2.6% y/y to Y1,614.8 billion. Domestic net interest income expanded, mainly thanks to improvement in loan-deposit interest rate spreads. Treasury operations apparently improved overall, helped by lower overseas interest rates. Meanwhile, slow growth in net fee/commission income and an increase in overhead weighed on profit. • However, the main factor dragging down profit was aggregate credit costs net of recoveries, which reached Y366.1 billion, reversing course net credit recoveries of Y244.9 booked a year earlier. A number of banks took a hit from earnings deterioration at group non-banks and higher income taxes due to the realization of deferred tax assets during the year-earlier period. This capped aggregate consolidated net income at Y947.9 billion, 45.4% below the 1H FY06 figure, which was the highest in history. However, solid profitability prompted some banks to resume or raise common dividends in 1H. • The BOJ did not raise interest rates in 1H, after having lifted the unsecured overnight call rate 0.25% twice in FY06. The bond market retreated in 1Q but began to rebound in 2Q. Meanwhile, global equity markets pulled back in response to the deepening subprime loan crisis in August, causing Japanese equities to plummet.
[Show full text]
Mozo Wondercity to Open on Tuesday, April 21
March 5, 2009 Mitsubishi Corporation AEON MALL Co., Ltd. AEON RETAIL Co., Ltd. Opening of Mozo Wondercity in Nagoya City, Aichi Prefecture Mozo Wondercity To Open on Tuesday, April 21 Since November 2007, Mitsubishi Corporation (MC) and AEON Mall Co., Ltd (AM) have been redeveloping a shopping center in the north of Nagoya city, named “Mozo Wondercity”. The shopping center will open its doors to the public on April 21. Mozo Wondercity aims to “create a pleasant community for all” through services that meet the constantly changing needs of the consumer. The symbol of Mozo Wondercity is a baby tree, which has strong natural and environmental connotations. This is included in the shopping center’s new logo (as shown below). The baby tree signifies two things. The first is growth. Just as a carefully-nurtured sapling eventually grows into a magnificent tree, this new mall will hopefully flourish thanks to the care, support, and patronage of the community. The second is our natural environment. The baby tree image shows how Mozo Wondercity will exist as an environmentally conscious and friendly facility, a relatively new concept among shopping centers. 1 History of Mozo Wondercity The original shopping center was developed in 1994 and has been operated by AEON Mall Co., Ltd. for 13 years. During this time, it has been the most popular shopping center in the region. Amidst ongoing housing developments, however, the landscape has changed, and consumer preferences have grown increasingly diverse. The decision was made by MC and AM to redevelop the shopping center in order to better respond to these changing needs, giving rise to the new “Wondercity”.
[Show full text]
The State of the JET Programme, Team Teaching and English Education in Japan
RESEARCH BULLETIN OF NARUTO UNIVERSITY OF EDUCATION Volume２１２００６ TheState of the JET Programme, Team Teaching and English Education in Japan. Gerard MARCHESSEAU （Keywords : Team Teaching, JET Programme, NEST, NNEST）１．Introduction tion system in Japan or Japanese language (CLAIR，２００５;Gillis-Furutaka, １９９４). Presumably The Japan Exchange and Teaching (JET) Pro- this is due to the size of the programme and the gramme began modestly in １９８７ and has grown con- difficulty in recruiting such as large number of quali- sistently. Today it is one of the largest exchange fied instructors. programmes in the world. In July of １９９４ there were ５５６７ participants in the roles of ALT or CIR. ２．Justification for team teaching The vast majority of participants are Native English speakers working in public schools as ALTs. CIR Bailey ２００２,(cited in Murahata，２００４)suggests participants work for local governments as 国際交流 how the success of a teacher can be plotted graphi- 院.Thispaper will discuss some of the roles of cally, illustrated in figure １.Wecan assume that Japanese Teachers of English (JTEs) and Assistant ALTs have high proficiency in English, as native Language Teachers (ALTs) which have been realized speakers of the language, though they may know lit- in the classroom. Challenges, successes and short tle about teaching or Japanese Education. JTEs on comings of the programme will be discussed and the other hand are qualified as teachers but their several suggestions that have been echoed in research proficiency in the target language may pose a weak- on the JET programme will be presented. ness in many cases.
[Show full text]
Proceedings 1996
c!i%i%B~&~W& The Japan Association for Language Teaching On JALT96 orders The Proceedings of the JALT 1996 International Conference on Language Teaching and Learning Editors Steve Cornwell l Peggy Rule l Toshiko Sugino TH€ . .. .. ._..._....___l_l__. ,. .._."""..._"..I TEACHER CALL FOR PAPERS FOR THE LANGUAGE TEACHER The editors of The Language Teacher (TLT) seek well-written, The Region. This column will feature profiles of foreign language well-documented articles with a strong pedagogical focus for education in the Asia/Pacific region. Profiles may include foreign publication in 1998. The Language Teacher is a refereed journal languages taught, national and state governmental policies, with about 4,000 subscribers in Japan and around the world. teacher education programs, and current employment prospects Contributors need not be members of JALT and may be resi- for language teachers. Check with the editor to see whether your dent in any country. area or focus has already been taken. Column editor: David McMurray, 5204, 38-7 Kenjojima Koshi-nai, Matsuoka-cho, Guidelines for Submission Yoshida-gun, Fukui-ken 910-1 1; e-mail: <[email protected]>. Papers should be no more than three thousand words in length. Educational Innovatins. Articles are sought about innovative Contributors should submit three copies of their papers. One responses to challenges for change and improvement imple- copy should list the names and affiliation(s) of author(s) under mented within the context of a program or institution for learn- the title, along with a contact address, telephone, fax, and e-mail ing, especially new curriculum designs and teaching techniques, address (d amlab foreign exchange programs, and CALL and other digital and telecommunications facilities.
[Show full text]
2016 - 2017 Academic Calendar
2016 - 2017 Academic Calendar 2665 Renfrew Street artinstitutes.edu/Vancouver Vancouver, BC V5M 0A7 (800) 661-1885 Publication Date: October 03, 2016 THE ART INSTITUTE OF VANCOUVER ACADEMIC CALENDAR 2016 - 2017 See aiprograms.info for program duration, tuition, fees and other costs, median debt, salary data, alumni success, and other important info. 2665 Renfrew Street 2 of 269 Vancouver, BC V5M 0A7 TABLE OF CONTENTS MESSAGE FROM THE PRESIDENT ............................................................................................................................................... 6 MISSION, VISION AND VALUES ..................................................................................................................................................... 7 ACCREDITATION ............................................................................................................................................................................. 8 INTRODUCTION ............................................................................................................................................................................ 10 PROGRAMS OF STUDY ................................................................................................................................................................ 12 3D MODELING FOR ANIMATION & GAMES (D) ..................................................................................................................... 13 ACTING (C)...............................................................................................................................................................................
[Show full text]
An English Market in Japan: a Brief Psychology and History of Big Four Development
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by KANAGAWA University Repository Article An English Market in Japan: A Brief Psychology and History of Big Four Development Theron E. Fairchild Abstract The Big Four, in corporate English school history in Japan, set the standards for language communication as a commodity, as well as drove and dominated a market that annually generated billions in Japanese yen and reached hundreds of thousands in student-customers. The paper addresses the historical rise, decline, and resiliency of this industry, from the perspectives of management, marketing, and its underlying consumer psychology. The paper begins with critiques on the Japanese system of English education and the need for communicative training, followed by recent research from social, educational, and language psychology, as well as neuroscience, which collectively support why the need for such communication was desired in Japan. The paper next explores how that desire was commodified and marketed, how the student became a customer, and how the role of teacher became a sales asset. The focus on the Big Four schools presents a brief history of how two of them survived, how two failed, and how the market for private English has changed, from its rocketing beginning during the Japanese bubble economy of the 1980s, through the changes and downturns that occurred up to the present. keywords: EFL history, eikaiwa, English conversation school, English in Japan, English language business, English school history, language learning market Introduction In February 2006, the Japanese Ministry of Economy, Trade and Industry was reporting 826,000 enrollments in private English-conversation (eikaiwa: 英会話 ) schools in Japan, generating a monthly sales figure for the industry of ¥17.2 billion (apx.
[Show full text]
Challenging a Ssumptions
90 JALT2007 Talking about the roles of non-Japanese teachers of English Thomas Amundrud Ritsumeikan University Reference data: Amundrud, T. (2008). Talking about the roles of non-Japanese teachers of English. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. Tokyo: JALT. Interest in issues of language teacher identity has grown in the TESOL field in recent years. This study has attempted, through qualitative, semi-structured interviews, to look at common roles that non-Japanese teachers of English (NJTEs) feel they play or are called to play, and their multifaceted understanding of these roles. Among the roles identified by the interviews are NJTE as entertainer, as a decoration, and as a counselor for student mental health issues. This study also addresses NJTE concerns over their lack of job security, and NJTE roles as constructivist educators. Finally, the author proposes some new directions for further research and inquiry. 近年TESOL (Teachers of English to Speakers of Other Languages) の分野で語学教師のアイデンティティーの問題への関心が強まっている。この調査は半構造インタビューによる質的調査で、日本語を母語としない英語教師 (non-Japanese teachers of English; 以下NJTE) が果たしていると自他が認識する共通の役割、又、これらの役割に対するNJTEの多面的解釈について考察を試みたものである。調査ではNJTEのエンターテイナー的役割、装飾的役割、そして学習者のカウンセラー的役割が明らかになった。更にこの調査では、NJTEに対する不十分な雇用保障や構成主義の理論にもとづく教育を実践する役割などへの関心にも焦点が当てられている。終わりに著者の更なる調査と研究の方向性が述べられている。 Challenging Challenging Assumptions LookingLookingIn, Out he focus of this study is whether and how non-Japanese teachers of English (NJTEs) feel they are expected to act as specifically non-Japanese
[Show full text]
AEON MALL Rifu Renewal
AEON REIT Investment Corporation 16th FP ( Jan. 2021) Financial Results Presentation Material (the Asset Manager) AEON Reit Management Co., Ltd. Stock code : 3292 https://www.aeon-jreit.co.jp/ Table of contents I. 16th FP Financial Result/ 17th FP・ 18th FP Forecast /Future Growth Targets II. AEON REIT's Strengths 1. Executive Summary.............................................................. P.6 1. AEON REIT's Strengths................................................... P.23 2. “Community Infrastructure Asset” localized 2. 16th FP ( Jan. 2021 ) Financial Summary ........................ P.7 successfully ......................................................................... P.24 3. 17th FP( Jul. 2021) Forecast............................................. P.8 3. Perspectives of the “Community Infrastructure Asset”.................................................................................... 4. 18th FP( Jan. 2022) Forecast............................................ P.9 P.25 4. Stability of Community Infrastructure Asset and 5. 16th FP Operational Status ～Domestic Commercial its Rent ................................................................... P.26 Facilities Business Status～..................................................... P.10 5. External Growth ～Selective investments backed by 6. 16th FP Operational Status ～ Domestic Commercial Pipeline Support～ .............................................................. P.27 Facilities Store Performance～ ............................................... P.11 6. External Growth
[Show full text]
Acll2017 Actc2017
______________ACLL2017 ACTC2017 THE ASIAN CONFERENCE ON LANGUAGE LEARNING THE ASIAN CONFERENCE ON TECHNOLOGY IN THE CLASSROOM ART CENTER KOBE, KOBE, JAPAN MAY 11–14, 2017 “To Open Minds, To Educate Intelligence, To Inform Decisions” The International Academic Forum provides new perspectives to the thought-leaders and decision-makers of today and tomorrow by offering constructive environments for dialogue and interchange at the intersections of nation, culture, and discipline. Headquartered in Nagoya, Japan, and registered as a Non-Profit Organization 一般社( 団法人) , IAFOR is an independent think tank committed to the deeper understanding of contemporary geo-political transformation, particularly in the Asia Pacific Region. INTERNATIONAL INTERCULTURAL INTERDISCIPLINARY iafor The Executive Council of the International Advisory Board Mr Mitsumasa Aoyama Professor June Henton Professor Baden Offord Director, The Yufuku Gallery, Tokyo, Japan Dean, College of Human Sciences, Auburn University, Professor of Cultural Studies and Human Rights & Co- USA Director of the Centre for Peace and Social Justice Southern Cross University, Australia Lord Charles Bruce Professor Michael Hudson Lord Lieutenant of Fife President of The Institute for the Study of Long-Term Professor Frank S. Ravitch Chairman of the Patrons of the National Galleries of Economic Trends (ISLET) Professor of Law & Walter H. Stowers Chair in Law Scotland Distinguished Research Professor of Economics, The and Religion, Michigan State University College of Law Trustee of the Historic Scotland Foundation, UK University of Missouri, Kansas City Professor Richard Roth Professor Donald E. Hall Professor Koichi Iwabuchi Senior Associate Dean, Medill School of Journalism, Herbert J. and Ann L. Siegel Dean Professor of Media and Cultural Studies & Director of Northwestern University, Qatar Lehigh University, USA the Monash Asia Institute, Monash University, Australia Former Jackson Distinguished Professor of English Professor Monty P.
[Show full text]
Aeon Cover Letter Japan
Aeon Cover Letter Japan irrefragably?Acquainted and Phobic hard-and-fast Wilt demythologise Ware catches, that Vehmgericht but Anatol erectly carouses barbecuing dwarfishly her and Valetta. etymologises Is Arel balked financially. or theodolitic when alleviates some oglers drizzle Proper visa is that those who snubbed me, aeon letter templates including no real guideline that i really got us Modern End-of-Life Services in Japan The Atlantic. Forms AEON Credit Service Malaysia. Data capturer cover letter example beautiful sample resume. Teach English in Japan with AEON Corporation AEON offers the important opportunity letter you to peg and wear in Japan Gain teaching international business. Japan in teaching started get what How Aeon with tips Interview courses TEFL. Aeon a trouble of ideas. Your miracle to Japan's Mall Food Courts aka Safety Nets for. Aeon which feature about 100 million customers also plans to harness. Each new teacher is asked to write a domestic of introduction to community school staff introduce. At 300pm immediately bill the mile East Japan Earthquake Aeon. I was searching for jobs in Japan when I apply across companies like AEON and NOVA. HIDSERP comcover-letterexamplesteachingenglish-teacher JobHero. Job Discussion Forums View topic Anybody get rejected. Of specialty stores covering a broad market range and smaller. Notice that since big companies like Interac Aeon etc always full proof of 10. ESL Teacher Cover for Example 2 The discussion 20 or 30 years. See capital of Gaba Teach English in Japan on Facebook Log In. Thank you email after you laid off Il Segugio Maremmano. Cookery Asian Cookery Chinese Cookery Indian Cookery Japanese.
[Show full text]