Japan’s Overseas School System

10.47908/12/7 ◽  
2020 ◽  
pp. 149-183
Author(s):  
Charlotte Murakami
Keyword(s):  
School System ◽  
Japanese Culture ◽  
Ministry Of Education ◽  
History Of ◽  
Supplementary Schools ◽  
Set Up ◽  
Families With Children ◽  
Educational Path ◽  
Japanese Schools

This chapter will be of interest to families with children who plan to leave Japan; especially those that intend to return and have their children re-enter the school system. In this chapter, I will outline a brief history of the system of Japanese schools (nihonjingakko or nihongakko for short) and the Japanese supplementary schools (hoshujugyoko or hoshuko for short). I will also touch upon the matter of private schools (shiteizaigaigakko). Nearly all of these schools have been set up overseas under the auspices of the Japanese Ministry of Education, and those set up independently have typically sought its approval and support. While some countries support and provide schooling overseas, none appear to match the sheer scale of Japan’s centrally controlled network of overseas schools. For Japanese and international families living outside Japan, these schools serve as a valuable means for their children to maintain and develop their Japanese literacy (kokugo) and to keep them in touch with Japanese culture. In this chapter, I will focus on the re-establishment of Japan’s overseas schooling network in the 1970s and explain how it operates. I will then identify key changes that have taken place since the 1990s. Understanding this recent history will profit sojourning and migrating families who are considering what educational path to take for their children.

scholarly journals Mutaciones y tensiones de la escuela contemporánea: miradas críticas

2016 ◽  
Vol 1 (1) ◽  
pp. 75
Author(s):  
María Alejandra Taborda Caro ◽  
Ínia Franco de Novaes
Keyword(s):  
Twentieth Century ◽  
Social Control ◽  
School System ◽  
The State ◽  
State Reform ◽  
History Of ◽  
Set Up ◽  
The Masses ◽  
Siglo Xx ◽  
Contemporary School

A fines de la década de los años 70 del siglo XX, se percibieron los primeros síntomas de las mudanzas a las que fue sometida la escuela de la modernidad. Estas variaciones fueron usadas como pretexto para exponer un profundo cambio que la época develada, la educación de masas, explosión demográfica, entre otras. La reforma estatal más importante, omnipresente, amplia y extendida de todas las épocas es la vinculación a la escuela de las dificultades propias de la economía, el Estado y las organizaciones. En los últimos treinta años se han configurado las subjetividades más complejas presentes en la historia de la escuela, donde el más crudo de los individualismos colonizó este espacio. Las anteriores mutaciones parecieran pertenecer al género de obviedades que no es preciso explicar, pues “los cambios son porque están”. De ahí que se requiera, desde miradas históricas y pedagógicas, comprender la génesis de estos cambios que determinaron el formato de la escuela contemporánea. Desde miradas genealógicas arqueológicas para futuras revisiones, este documento dará algunas pistas sobre el giro de la escuela dentro del consenso transcultural adherido a la educación de masas y sobre la creación de un dispositivo de control social del mundo escolar a través de las disciplinas escolares.Palabras clave: escuela, cambios, historia, crítica.AbstractIn the late 70s of the twentieth century, the first signs of the changes to which the School of modernity was brought under are perceived. These variations were used as a pretext to expose an existing deep change that stood out above others: education to the masses. The most important, pervasive, widespread and extensive state reform of all ages is the link to the school of the own difficulties of the economy, the State and organizations. In the last thirty years, the most complex subjectivities present in the history of the school have been set up, the crudest model of individualism colonized this space. The previous mutations seem to belong to the genre of truism that is not necessary to explain: “The changes are because they are”. Hence, it is required from historical and pedagogical understanding the genesis of these changes that determined the format of the contemporary school. From archaeological genealogical looks for future reviews, this document will give some clues about the shift of the school in the transcultural consensus adhered to the education to the masses, and the creation of a device for social control of the school system through school subjects.Keywords: school, changes, history, criticism.

Formation and Development of the Pre-Professional Training System of Foreign Medical Applicants in Ukraine (Historical and Educational Aspect)

2014 ◽  
Vol 4 (3) ◽  
pp. 95-98
Author(s):  
Iana Proskurkina
Keyword(s):  
Foreign Students ◽  
Professional Training ◽  
Training System ◽  
Further Education ◽  
Effective System ◽  
History Of ◽  
Set Up ◽  
The University ◽  
History Of Formation ◽  
Educational Aspect

Abstract The growing number of foreign applicants looking forward to getting education in Ukrainian medical universities makes us find the ways how to improve and make effective the pre-professional training system of foreign medical applicants for further education. The article deals with the issues of the history of formation and development of the preprofessional training system of foreign medical applicants in Ukraine. On the ground of the electronic databases of the official websites of higher educational establishments, the data on years of opening first offices of the dean, departments and preparatory faculties for foreign medical applicants in Ukrainian medical universities are analyzed and systematized. Also the data on the setting up preparatory faculties at other universities who carry out licensed training of foreign students of the medical profile are presented. The data on the operating and management of such institutions in the system of the University administration are generalized. It’s revealed that during the years of its functioning the pre-professional training has changed, in particular the system was commercialized and the institutions involved in training foreign applicants have been reorganized. The modern trends in teaching foreign medical students at the preparatory faculties of the Ukrainian medical universities are displayed. Based on the analysis of the data it is concluded that the system of the pre-professional training of foreign medical applicants was set up in the 50s-60s years of the twentieth century. During this time, some positive experience in the preparation of future international medical specialists has been gained. The system of the pre-professional training of foreign medical applicants has been comprehensively improved and an effective system of managing foreign medical applicants has been created.

Отцейхгаузадомузеяизисториивоенно-историческогомузеяартиллерии,инженерныхвойскивойсксвязи

2019 ◽  
pp. 134-197
Author(s):  
V.E. . Sergei
Keyword(s):  
18Th Century ◽  
Military History ◽  
Peter The Great ◽  
General Field ◽  
Signal Corps ◽  
History Of ◽  
Set Up ◽  
The 1960S ◽  
Military Engineering ◽  
The Military

The article is dedicated to the history of the Military Historical Museum of Artillery, Engineering and Signal Corps. The author examines the main stages of the museums formation, starting with the foundation of the Arsenal, established in St. Petersburg at the orders of Peter the Great on August 29th 1703 for the safekeeping and preservation of memory, for eternal glory of unique arms and military trophies. In 1756, on the base of the Arsenals collection, the General Inspector of Artillery Count P.I. created the Memorial Hall, set up at the Arsenal, on St. Petersburgs Liteyny Avenue. By the end of the 18th century the collection included over 6,000 exhibits. In 1868 the Memorial Hall was transferred to the New Arsenal, at the Crownwork of the Petropavlovsky Fortress, and renamed the Artillery Museum (since 1903 the Artillery Historical Museum). A large part of the credit for the development and popularization of the collection must be given to the historian N.E. Brandenburg, the man rightly considered the founder of Russias military museums, who was the chief curator from 1872 to 1903. During the Civil and Great Patriotic Wars a significant part of the museums holdings were evacuated to Yaroslavl and Novosibirsk. Thanks to the undying devotion of the museums staff, it not only survived, but increased its collection. In the 1960s over 100,000 exhibits were transferred from the holdings of the Central Historical Museum of Military Engineering and the Military Signal Corps Museum. In 1991 the collection also received the entire Museum of General Field Marshal M.I. Kutuzov, transferred from the Polish town of Bolesawjec. The Military Historical Museum of Artillery, Engineering and Signal Coprs is now one of the largest museums of military history in the world. It holds an invaluable collection of artillery and ammunition, of firearms and cold steel arms, military engineering and signal technology, military banners, uniforms, a rich collection of paintings and graphic works, orders and medals, as well as extensive archives, all dedicated to the history of Russian artillery and the feats of our nations defenders.Статья посвящена истории создания ВоенноИсторического музея артиллерии, инженерных войск и войск связи. Автор рассматривает основные этапы становления музея, начиная с основания Арсенала, созданного в СанктПетербурге по приказу Петра I 29 августа 1703 года для хранения и сохранения памяти, во имя вечной славы уникального оружия и военных трофеев. В 1756 году на базе коллекции Арсенала генеральный инспектор артиллерии граф П. И. создал мемориальный зал, установленный при Арсенале, на Литейном проспекте СанктПетербурга. К концу 18 века коллекция насчитывала более 6000 экспонатов. В 1868 году Мемориальный зал был перенесен в Новый Арсенал, на венец Петропавловской крепости, и переименован в Артиллерийский музей (с 1903 года Артиллерийский Исторический музей). Большая заслуга в развитии и популяризации коллекции принадлежит историку Н.Е. Бранденбургу, человеку, по праву считавшемуся основателем российских военных музеев, который был главным хранителем с 1872 по 1903 год. В годы Гражданской и Великой Отечественной войн значительная часть фондов музея была эвакуирована в Ярославль и Новосибирск. Благодаря неусыпной преданности сотрудников музея, он не только сохранился, но и пополнил свою коллекцию. В 1960х годах более 100 000 экспонатов были переданы из фондов Центрального исторического военноинженерного музея и Музея войск связи. В 1991 году коллекцию также получил весь музей генералфельдмаршала М. И. Кутузова, переданный из польского города Болеславец. Военноисторический музей артиллерии, инженерных войск и войск связи в настоящее время является одним из крупнейших музеев военной истории в мире. Здесь хранится бесценная коллекция артиллерии и боеприпасов, огнестрельного и холодного оружия, военной техники и сигнальной техники, военных знамен, обмундирования, богатая коллекция живописных и графических работ, орденов и медалей, а также обширные архивы, посвященные истории русской артиллерии и подвигам защитников нашего народа.

scholarly journals Astronomy to understand a human environment

1998 ◽  
Vol 162 ◽  
pp. 211-213
Author(s):  
S. Isobe
Keyword(s):  
School System ◽  
Environmental Science ◽  
The Other ◽  
Human Environment ◽  
Science Courses ◽  
The Public ◽  
Global Environmental Problems ◽  
Global Environmental ◽  
Set Up ◽  
School Period

Astronomy is an important science in understanding a human environment. However, it is thought by most politicians, economists, and members of the public that astronomy is a pure science having no contribution to daily human activities except a few matters relating to time. The Japanese government is studying a reorganisation of our school system to have 5 school days per week, instead of 6 days per week, and this July its committee made a recommendation to reduce school hours for science and set up new courses for practical computers and environmental science. I currently made a proposal. It is very difficult for most of the school pupils, who will have non-scientific jobs, to understand science courses currently taught in school, because each science is taught independently from the other sciences. Therefore, their knowledge of sciences obtained during their school period does not greatly help their understanding of global environmental problems.

The Unfinished Sexual Revolution

1971 ◽  
Vol 3 (4) ◽  
pp. 473-492 ◽  
Author(s):  
Laurie Taylor
Keyword(s):  
Sexual Revolution ◽  
Editorial Note ◽  
Memorial Lecture ◽  
Human Welfare ◽  
The World ◽  
Control Clinic ◽  
History Of ◽  
Set Up ◽  
The Uk ◽  
The University

Editorial note. March 17th, 1971 was the fiftieth anniversary of the opening by Marie Stopes of her birth control clinic in Holloway, London, the first of its kind in the UK and possibly in the world. In recognition of this notable event, the Board of the Marie Stopes Memorial Foundation, in conjunction with the University of York, has established a Marie Stopes Memorial Lecture to be given annually for a term of years. The first of the series was delivered on 12th March in the Department of Sociology, University of York, by Mr Laurie Taylor of that department. In introducing the speaker, Dr G. C. L. Bertram, the Chairman, emphasized the great contribution made by Marie Stopes to human welfare and gave a brief history of the clinic, which was soon moved to Whitfield Street. On Marie Stopes' death in 1958 the Memorial Foundation was set up to manage the clinic, still in Whitfield Street, and as a working monument to a great women.Mr Taylor's script is printed below as delivered and it will be seen that the lecture was a notable one. Not only that, but it was delivered with the verve of a Shakespearean actor and the members of the large and appreciative audience will not readily forget the occasion.

scholarly journals Les relations canado-américaines : Nationalisme et continentalisme

2005 ◽  
Vol 14 (1) ◽  
pp. 23-37 ◽  
Author(s):  
Louis Balthazar
Keyword(s):  
United States ◽  
North America ◽  
Manifest Destiny ◽  
The United States ◽  
Cultural Integration ◽  
British North America ◽  
History Of ◽  
Canadian Nationalism ◽  
Set Up ◽  
National Perspective

This paper's objective is to bring forth some elements which confirm the following hypothesis : Canada is consigned to continentalism, namely to economic and cultural integration with the United States though this fact is shrouded in a Canadian nationalism of sorts. The continentalist mentality is rooted in the history of British North America, inhabited mostly by refugees from America who have remained inherently "Yankees" in spite of their anti-americanism. The Confederation itself is based on a sort of complicity with the United States. More recently there were talks of a "North American nationality", and continentalism both cultural and economic has come to be seen as a 'force of nature" which the governments, at the most, put into a chanelling process. Still, it is possible for Canadian nationalism to exist provided it does not go beyond the threshold whence it would run headlong into the continental mentality. Canada has defined itself through an international or non-national perspective far too long for today's nationalism not to remain weak and poorly established. But the Americans whose "manifest destiny" has succeeded in spreading over Canada without even their having tried to hoist their flag there find it to their advantage to maintain some form of Canadian sovereignty. Canada as a "friendly nation" can be of use to Washington. That is why there are almost as many advocates for Canada's independence in the United States as there are north of the border. Canadian nationalism can thus further the interests of some Canadian elites without seriously prejudicing continental integration which can very well afford not to be set up into formalized structures.

Pedagogy, practice and research in Indian theatre

2010 ◽  
Vol 35 (3) ◽  
pp. 291-292
Author(s):  
B. ANANTHAKRISHNAN
Keyword(s):  
Royal Academy ◽  
Children's Theatre ◽  
National School ◽  
Wide Range ◽  
History Of ◽  
Prime Objective ◽  
Dramatic Arts ◽  
Set Up ◽  
Traditional Performance ◽  
Indian Theatre

Modern academic training for theatre in India has a history of just over fifty years (since independence). The National School of Drama (NSD) was set up in 1957, but the prime objective of the institution at that time was to generate professionals to develop children's theatre and rural theatre. Although India possessed a wide range of traditional performance cultures throughout the country, from rituals to folk performances and classical performances, the NSD was modelled on the Royal Academy of Dramatic Arts (RADA) since the new institution was led by a graduate of RADA, Professor Ebrahim Alkazi, who put the institution on a functional track. Thus the toolkit used during the initial days was primarily based on Western models conducive to realism rather than growing organically out of the actual practices of the different forms of Indian performance. This early orientation remains today, emphasizing the creation of referential meanings on the stage through conventional methods and devices, taken as the unshakable organizing principle of theatre practice.

scholarly journals Assessment of the Deterioration State of Post-Installed Bonded Anchors Using Ultrasonic

Materials ◽  
2021 ◽  
Vol 14 (8) ◽  
pp. 2077
Author(s):  
Oliver Zeman ◽  
Michael Schwenn ◽  
Martin Granig ◽  
Konrad Bergmeister
Keyword(s):  
Maximum Load ◽  
Assessment Method ◽  
Load Level ◽  
Experimental Investigations ◽  
Load History ◽  
Anchor System ◽  
Ultrasonic Methods ◽  
Building Maintenance ◽  
History Of ◽  
Set Up

The assessment of already installed anchorages for a possible exceeding of the service load level is a question that is gaining more and more importance, especially in building maintenance. Bonded anchors are of particular interest here, as the detection of a capacity reduction or load exceedance can cause damage to the concrete-bonded mortar behavior. This article investigates the extent to which ultrasonic methods can be used to make a prediction about the condition of anchorages in concrete and about their load history. A promising innovative assessment method has been developed. The challenges in carrying out the experimental investigations are the arrangement of the transducers, the design of the test set-up and the applicability of direct, indirect or semidirect ultrasonic transmission. The experimental investigations carried out on a test concrete mix and a bonded anchor system show that damage to the concrete structure can be detected by means of ultrasound. The results indicate the formation of cracks and therefore a weakening of the response determined by means of direct, indirect and semidirect ultrasonic transmission. However, for application under non-laboratory conditions and on anchors with unknown load history, the calibration with a reference anchor and the identification of the maximum load is required. This enables a referencing of the other loaded anchors to the unloaded conditions and allows an estimation of the load history of individual anchors.

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