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1.
Erina Ogawa 《Journal of Intercultural Communication Research》2019,48(3):185-202
Identity is prominent in academia, despite it being difficult to define and measure due to its dynamic and multifaceted nature. In Japan, awareness of the make-up of Japanese youth is increasingly crucial as Japan becomes a more internationalized and ageing society. This paper examines, by identity mapping and discriminant analysis, the cultural identities of 94 Japanese youth. While strong Global identities separated the respondents with from without overseas experience, ties to National identities and Relationships were found respectively for males and females. This paper suggests that regarding the study of cultural identities, gender does matter – at least in Japan. 相似文献
2.
Masakata Ogawa 《International Journal of Science Education》2013,35(2):113-119
Abstract Science education in most non‐western societies is modelled on that of the west. Considering that science is a culture which westerners produced, we cannot but infer that science must be a foreign culture for non‐westerners and that science education in such a society must have some characteristics different from thoseof science education in a western society. In this essay, a model for a rationale of science education for a non‐western society is proposed, in which science and traditional culture can be seen tobe in conflict. 相似文献
3.
In the 1960s, since the Tokyo Paralympics and the National Sports Games for the Disabled were held, public awareness was heightened towards the issue of disability. In 1970, a law which was to ensure that persons with disabilities could participate in recreational, sports and cultural activities was passed. The Japanese government has implemented and enacted various policy measures and laws regarding the disability issue. According to the government, the quality of life of persons with disabilities should be improved, and society should be integrated according to the principle of normalization. Based on this concept, inclusive recreational programs have been introduced. However, it seems that only competitive segregated sports activities have been highlighted: appreciation of the principle of normalization is important, but the principle has been misunderstood. To develop a successfully socially integrated society, a specific plan with numerical targets adopting the principle of normalization is crucial. 相似文献
4.
Keiichi Kobayashi 《Instructional Science》2009,37(4):311-324
This study examined the effects of external strategy use on the comprehension of relations among controversial texts. About
80 undergraduates read six controversial texts for the purpose of either finding intertextual relations or forming their opinion
about the controversial issue. Half of them were permitted to use external strategies, the other half were not. Results indicated
that only when given a purpose of relation-finding did external strategy users perform better than non-users in the comprehension
of intertextual relations. Readers with a purpose of relation-finding also outperformed readers with a purpose of opinion-forming
when permitted to use external strategies. The use of external strategies had no influence on the recall of intratextual arguments,
regardless of reading purpose. These results were discussed in terms of readers’ use of external strategies to serve their
reading purposes. 相似文献
5.
Akihiro Ogawa 《International Journal of Lifelong Education》2013,32(5):601-614
The concept of ‘lifelong learning’ or shōgai gakushū has rapidly become one of the topmost priorities in Japan’s education policy agenda. This was considerably evident in December 2006 when the term ‘lifelong learning’ was added to Japan’s educational charter, the Fundamental Law of Education. This paper explores, as a means to develop Japan’s new lifelong learning policy, the lessons that can be learnt through an examination of the European countries’ efforts to build a knowledge economy, where lifelong learning is regarded as the key solution in overcoming several important social and economic concerns. In this paper, I first examine the current situation of lifelong learning in Japan, employing the ethnographic data that I have collected since 2001. Second, I provide a brief review of the European lifelong learning policy, which is one of the priority guidelines in the European Union. Under the Lisbon Strategy, for example, the argument on European lifelong learning theoretically centres on developing human capital in order to survive in the global knowledge economy. Lastly, referring to the European experience over the past decade, I propose to directly connect Japan’s latest policy development regarding lifelong learning with the trend of building human capital through lifelong learning in order to enhance its competitiveness in the era of globalisation. 相似文献
6.
Takako Yuki Keiko Mizuno Keiichi Ogawa Sakai Mihoko 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(1):47-66
Many girls are not sent to school in Yemen, despite basic education being free as well as compulsory for all children aged 6–15. Aiming to improve girls’ enrolment by increasing parental and community involvement, the Japan International Cooperation Agency (JICA) offered a technical cooperation project in June 2005 called Broadening Regional Initiative for Developing Girls’ Education (BRIDGE). Phase 1 of this project ran for three and a half years, piloting a participatory school management model supported by school grants in six districts of the Taiz Governorate in the Southwest of Yemen. To find out how successful this approach has been in a traditional society, the authors of this paper analysed the gender parity index (GPI) of the project’s pilot schools. Based on data collected at three points in time (in the initial and final years of the project, and two years after the project’s end), their findings suggest that interventions in school management which strongly emphasise girls’ education can be effective in improving gender parity rather quickly, regardless of the schools’ initial conditions. However, the authors also observe that the pilot schools’ post-project performance in terms of gender parity is mixed. While the local government allocated budgets for school grants to all pilot schools even after the project’s end, training and monitoring activities were cut back. The authors further observe that the variation in performance appears to be significantly correlated with school leaders’ initial perceptions of gender equality and with the number of female teachers employed. These findings point to the importance of providing schools with continuous long-term guidance and of monitoring those which implement school improvement programmes. 相似文献
7.
Comparisons over time of the inputs and outputs of polymer chemistry research in Japan show that the academic institutionalisation of this discipline took place after the most creative period in its research had been reached. Early interest in the development of the field had been stimulated by Japanese industry in response to major discoveries made in Western Europe and the USA. 相似文献
8.
Indigenous knowledge and science revisited 总被引：3，自引：3，他引：0
This article provides a guided tour through three diverse cultural ways of understanding nature: an Indigenous way (with a
focus on Indigenous nations in North America), a neo-indigenous way (a concept proposed to recognize many Asian nations’ unique
ways of knowing nature; in this case, Japan), and a Euro-American scientific way. An exploration of these three ways of knowing
unfolds in a developmental way such that some key terms change to become more authentic terms that better represent each culture’s
collective, yet heterogeneous, worldview, metaphysics, epistemology, and values. For example, the three ways of understanding
nature are eventually described as Indigenous ways of living in nature, a Japanese way of knowing seigyo-shizen, and Eurocentric
sciences (plural). Characteristics of a postcolonial or anti-hegemonic discourse are suggested for science education, but
some inherent difficulties with this discourse are also noted.
相似文献
| Masakata OgawaEmail: |
9.
Masao Fuketa Hiroya Kitagawa Takuki Ogawa Kazuhiro Morita Jun-ichi Aoe 《Information processing & management》2014
A trie is one of the data structures for keyword matching. It is used in natural language processing, IP address routing, and so on. It is represented by the matrix form, the link form, the double array, and LOUDS. The double array representation combines retrieval speed of the matrix form with compactness of the list form. LOUDS is a succinct data structure using bit-string. Retrieval speed of LOUDS is not faster than that of the double array, but its space usage is smaller. This paper proposes a compressed version of the double array by dividing the trie into multiple levels and removing the BASE array from the double array. Moreover, a retrieval algorithm and a construction algorithm are proposed. According to the presented experimental results for pseudo and real data sets, the retrieval speed of the presented method is almost the same as the double array, and its space usage is compressed to 66% comparing with LOUDS for a large set of keywords with fixed length. 相似文献
10.
Keiichi Takaya 《Interchange》2008,39(1):1-19
Though a psychologist by training, Jerome Bruner has always been, and still is, one of the leading figures in education. His
theory of education in the 1960s and the 1970s directly influenced the programs of education formulated during those decades.
The influence of his theory after the 1980s seems to be less direct, and some who read his 1996 book, The Culture of Education, may have an impression that his educational theory has changed. In this paper, I will review the historical significance
of the changes in Jerome Bruner’s work over his career and their implications for curriculum theory. I will argue that there
are, in fact, significant changes in Bruner’s views. 相似文献