Dissertationen zum Thema „Japanese students in the United States“
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Takimoto, Yukari. „Sheltered ethnic identity : the effects of education on Japanese adolescent sojourners in the United States /“. Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7845.
Der volle Inhalt der QuelleAmburgey, Brent Harrison. „Informal Learning Choices of Japanese ESL Students in the United States“. PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/755.
Der volle Inhalt der QuelleHarpster, Tomoko. „Toward intercultural competence : intercultural training for Japanese students in the United States“. Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/761.
Der volle Inhalt der QuelleLillge, Yvette. „Differences in nutrient intake between American and Japanese college students : a pilot study“. Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117107.
Der volle Inhalt der QuelleDepartment of Family and Consumer Sciences
Ogawa, Yumiko. „Effectiveness of Child-Centered Play Therapy with Japanese Children in the United States“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5446/.
Der volle Inhalt der QuelleKurogi, Atsuko. „Communication stress and coping strategies among Japanese university students in the United States“. PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4072.
Der volle Inhalt der QuelleYamashita, Miki. „Japanese International Graduate Students in U.S. Higher Education Classrooms: An Investigation of their Pedagogical and Epistemological Challenges and Supports“. PDXScholar, 2009. http://pdxscholar.library.pdx.edu/open_access_etds/3338.
Der volle Inhalt der QuelleYoshikawa, Sawako. „Some Possible Sources of Oral Foreign Language Anxiety (FLA) among Japanese Students in the United States“. PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5204.
Der volle Inhalt der QuelleOzawa, Michiyo. „Japanese Students' Perception of Their Language Learning Strategies“. PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.
Der volle Inhalt der QuelleSakurauchi, Yoko Hwang. „Teaching and Learning for Intercultural Sensitivity: A Cross-Cultural Examination of American Domestic Students and Japanese Exchange Students“. PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1643.
Der volle Inhalt der QuelleHattori, Toyoko. „Intercultural confrontation styles of culturally homophilous and culturally heterophilous Japanese and U.S. college students“. PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4326.
Der volle Inhalt der QuelleArmbrust, John Walter. „Perceptions of teacher and student roles : views of Japanese businessmen“. PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4273.
Der volle Inhalt der QuelleKoga, Nari. „Growing Student Identities and School Competences in Sojourning: Japanese Children's Lived Experiences across Japan and the United States“. Thesis, Boston College, 2009. http://hdl.handle.net/2345/732.
Der volle Inhalt der QuelleThis study was conducted to understand student identities of five Japanese children (the second through sixth grade) and the processes of identity negotiation within their sojourning experiences between Japan and the United States. An increasing number of Japanese elementary students internationally sojourn in today's globalized societies, and consequently shape their identities in multiple school contexts. Previous research has suggested the reciprocal relations between linguistic minority learners' identities and their diverse school experiences, and reported a wide variation of bilinguals' self-perceptions. However, few studies have focused on elementary sojourners to holistically theorize the internal and external processes of their identity negotiation. In this interpretive multiple case study, children's own perspectives were inductively gathered by following the constructivist grounded theory guidelines. Data collection methods included child in-depth interviews enhanced with drawing activities, classroom observations, and teacher and parent interviews. The cross-case analysis was facilitated by interpretive focus group interview with Japanese former sojourners. The results indicated that the children across varied stages of sojourning integrated their consistent self-relevant attributes (ordinary student status and familiar personal traits) and their changing attributes (oral English proficiency) together as the fuel for pursuing their identity standard--their own interpretation of positive student identities--which fundamentally represented their social adaptive and socioemotional competences. Their experiences with Japanese language and culture, bilingual/bicultural competences, and international transitions, appeared potentially influential for their student identities. Through the multi-layered complex negotiation processes, they successfully verified, improved, balanced, and imagined their self-relevant attributes salient for their identity standard. By proposing a competence-based identity negotiation model, this study recommends all educators to support their sojourning students by attending to two types of school competences: (a) the Identity-Relevant Competence which contributes to identity standard and (b) the Identity-Negotiation Competence to practice the holistic processes of identity negotiation for sustaining the identity standard. The findings add a new theoretical scope to the evolving field of child identity research, and suggest further interdisciplinary explorations of sojourners' student identities
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Austin, Allan W. „FROM CONCENTRATION CAMP TO CAMPUS: A HISTORY OF THE NATIONAL JAPANESE AMERICAN STUDENT RELOCATION COUNCIL, 1942-1946“. University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990210250.
Der volle Inhalt der QuelleNakagawa, Noriko. „Exploratory study : preparation by Japanese parents in the U.S. for their children's reentry to Japan from an intercultural communication perspective“. PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/4102.
Der volle Inhalt der QuelleAsakura, Naomi. „Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan“. PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2519.
Der volle Inhalt der QuelleSonoda, Ayano. „Japanese Expatriate Women in the United States“. TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1319.
Der volle Inhalt der QuelleChen, Chen-Yin. „Personnel policies in United States based Japanese hotels“. Online version, 1993. http://www.uwstout.edu/lib/thesis/1993/1993chenc.pdf.
Der volle Inhalt der QuelleStrothers, Sarah Renata. „Shakuhachi in the United States: Transcending Boundaries and Dichotomies“. Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276940591.
Der volle Inhalt der QuelleIto, Kinko. „Organizational adaptation of Japanese companies in the United States /“. The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636473682.
Der volle Inhalt der QuelleCho, Wonsang. „Human resource management policy in Japanese manufacturing firms in the United States /“. view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978251.
Der volle Inhalt der QuelleTypescript. Includes vita and abstract. Includes bibliographical references (leaves 142-153). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9978251.
Abe, Yuka. „Japanese fathers in the United States negotiating different cultural expectations /“. unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-11152005-223622/.
Der volle Inhalt der QuelleRalph LaRossa, committee chair; Toshi Kii, Elisabeth Burgess, committee members. Electronic text (90 p.) : digital, PDF file. Description based on contents viewed May 16, 2007. Includes bibliographical references (p. 80-83).
Abe, Yuka. „Japanese Fathers in the United States: Negotiating Different Cultural Expectations“. Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/sociology_theses/2.
Der volle Inhalt der QuelleStahl, Mary Louise. „Chinese Students in United States High Schools“. Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10248232.
Der volle Inhalt der QuelleChinese students have historically come to study in the United States at the college and post- secondary levels. In the last ten years, this phenomenon has spread exponentially to the high school level, but scant research exists on this topic. This paper investigates why Chinese students come to study in U.S. high schools, who these students are, what their academic and social experiences are, and what can be done to support them. A qualitative study was conducted, with one on one interviews with 14 high school students from three different high schools, one all male school, one all-female, and one co-ed. Cultural capital theory (Bourdieu and Passeron, 1977) underscores and helps illuminate the data. While the findings mirror those of research completed at the college level, something deeper emerged. Chinese students possess the cultural capital to make this journey, and the habitus that gives them the courage and perseverance to navigate it, but that capital and habitus doesn't always transfer to the field of the U.S. high school environment. While Chinese students perceive students and teachers as helpful and kind, there is much more U.S. high schools can do to support them. In the end, Chinese students use the traits they've learned from their families and their culture to meet their goals, escape the Chinese style of education and the Gaokao exam, acclimate to the culture, and go on to attend U.S. colleges.
Bhatia, Parul. „India Vaale in the United States“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc935597/.
Der volle Inhalt der QuelleKatahara, Eiichi. „The U.S.-Japan security relationship, 1975-1985 : a Japanese perspective“. Thesis, Canberra, ACT : The Australian National University, 1985. http://hdl.handle.net/1885/112048.
Der volle Inhalt der QuelleStaples, Mark T. „United States-Japanese national interests in Asia: security in the 1990s“. Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/26317.
Der volle Inhalt der QuelleYaguchi, Yujin. „Japanese Business in the United States: Unintentional Definition of the Other“. W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539625651.
Der volle Inhalt der QuelleHamblet, Robert Seifert. „The Battle Over Pearl Harbor: The Controversy Surrounding the Japanese Attack, 1941-1994“. W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539625993.
Der volle Inhalt der QuelleKanamoto, Itsuko. „Activating ethnicity : an anthropological study of aging among Japanese immigrants in the United States /“. view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9963447.
Der volle Inhalt der QuelleTypescript. Includes vita and abstract. Includes bibliographical references (leaves 341-372). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963447.
Santos, Bevin A. „A Narrative Analysis of Korematsu v. United States“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2238/.
Der volle Inhalt der QuelleMurayama, Mimi. „Silence: A Comparison of Japanese and U.S. Interpretation“. PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4935.
Der volle Inhalt der QuelleMori, Naoko. „Role of public relations in management: Japanese corporations in the United States“. Thesis, Boston University, 1988. https://hdl.handle.net/2144/38082.
Der volle Inhalt der QuellePLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study explores how Japanese corporations operating in the U.S. accommodate their management systems to an American work environment, and examines the role of public relations activities in the management systems. Nine interviews were conducted with American and Japanese executives at five Japanese corporations in Massachusetts and Connecticut. The major research questions were: What are the management policies and how is the management structured at each company? What kind of communication method is used for employee and community relations programs? How do the differences between American and Japanese cultures, such as languages and work values, affect the corporations? How do public relations activities support management objectives? All the executives concluded that cultural differences between the U.S. and Japan do not become communication barriers once people from both nations gain mutual understanding. Due to differences in the nature of employees and communities in which they operate, the types of management systems and the communication methods adopted by the five companies vary. Public relations can help management monitor these environmental differences and establish its goals according to the environment. To implement these goals, organizations need active managers who are willing to understand the cultural differences of their organizations and to get involved with employee and community activities. In this way, the managers can facilitate two-way communication among the organizations and between the organizations and the communities.
2031-01-01
Hachem, Daniel R. (Daniel Raymond). „A Study on U.S. Japanese Foreign Trade“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278155/.
Der volle Inhalt der QuelleLei, Lei. „Do immigrant students consume less energy than native-born American students?“ Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4961.
Der volle Inhalt der QuelleID: 029809628; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 38-40).
M.A.
Masters
Sociology
Sciences
Morris, Narelle. „Destructive discourse : 'Japan-bashing' in the United States, Australia and Japan in the 1980s and 1990s /“. Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061116.153222.
Der volle Inhalt der QuelleInouye, Karen M. „Changing history : competing notions of Japanese American experience, 1942--2006“. View abstract/electronic edition; access limited to Brown University users, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3318331.
Der volle Inhalt der QuelleRuddy, Anne-Maree. „Internationalisation : case studies of two Australian and United States universities /“. Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.
Der volle Inhalt der QuellePeng, Liying. „DIETARY ACCULTURATION OF CHINESE STUDENTS IN THE UNITED STATES“. University of Akron / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1134770987.
Der volle Inhalt der QuelleMehta, Gopika. „Development of an Intercultural Sensitizer for Cross-Cultural Training of American and Japanese Business Professionals“. Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278518/.
Der volle Inhalt der QuelleCorrea, Minerva. „Ethnic Identity : An Examination of Hispanic International Students“. Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277654/.
Der volle Inhalt der QuelleBoyd, Anna E. „Analysis of determinants of student pilot success for United States Naval Academy graduates“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FBoyd.pdf.
Der volle Inhalt der QuelleThesis advisor(s): William R. Bowman, Janice H. Laurence. Includes bibliographical references (p. 75-79). Also available online.
Shimmi, Yukiko. „Experiences of Japanese Visiting Scholars in the United States: An Exploration of Transition“. Thesis, Boston College, 2014. http://hdl.handle.net/2345/3783.
Der volle Inhalt der QuelleThe purpose of this study is to examine the reasons why Japanese visiting scholars visited the United States, their activities and experiences during their visits, their challenges and support for their transition, and personal and contextual factors that affected their transition in different stages. Although short-term international scholar mobility has recently increased, there are few studies on the population of international visiting scholars. In addition, while there is an overall increase in the number of international scholars, the number of Japanese scholars is decreasing. This qualitative study explores the Japanese visiting scholars' experiences of transition by drawing upon Schlossberg's adult transition model (e.g., Anderson, Goodman, and Schlossberg, 2011). The findings show that the purpose of visit and activities during the visits varied by individuals, although most activities were individual and professional ones, such as conducting research, networking, and teaching. While the first-time visiting scholars engaged in English practice and observation of cultural differences, the scholars with family members reported social experiences through their children's schools. Several scholars worked on institutional relations during their visits. The challenges that the visiting scholars faced varied by the timing during their transition. Common challenges included finding opportunities at their home institutions, finding the host universities, setting up life in a new community, finding opportunities for interactions, and dealing with language and cultural issues. The expected challenges after their returning to home were mainly related to institutional arrangements and societal differences. The factors that influenced their transition included the arrangements at home and host institutions, academic fields, past American academic experiences, existing networks with Japanese and American colleagues, and their personalities. Recommendations are provided for American and Japanese universities, individual visiting scholars, and the Japanese government. As for implications from this study, since the Japanese visiting scholars mostly relied on their personal connections and previous experiences for transitions, in order to utilize international visiting scholars for short-term brain circulation, institutional and governmental support and policy arrangements need to be structured as a part of the initiative for the internationalization of higher education
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Sümer, Seda. „International students' psychological and sociocultural adaptation in the United States“. unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-06192009-153839/.
Der volle Inhalt der QuelleTitle from file title page. Kenneth B. Matheny, committee chair; Frances McCarty, Y. Barry Chung, Jeff Ashby, committee members. Description based on contents viewed Feb. 16, 2010. Includes bibliographical references.
Kramer, Michael Bela. „A comparison of the American and Japanese construction industries“. Thesis, Georgia Institute of Technology, 1990. http://hdl.handle.net/1853/20810.
Der volle Inhalt der QuelleGillespie, Patricia A. „Examining the perceptions of American educators on meeting the social and emotional needs of students“. Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/755.
Der volle Inhalt der QuelleBall, Heather L. „Caucasian Teachers of Native American Students: The Interplay of Ideology and Practice“. Fogler Library, University of Maine, 2011. http://www.library.umaine.edu/theses/pdf/BallHL2011.pdf.
Der volle Inhalt der QuelleSumer, Seda. „International Students' Psychological and Sociocultural Adaptation in the United States“. Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/34.
Der volle Inhalt der QuelleFelix, Vivienne R. „The Experiences of Refugee Students in United States Postsecondary Education“. Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460127419.
Der volle Inhalt der QuelleErarslan, Mustafa Cenk. „Attitudes of international students in higher education: Implications for educators“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2764.
Der volle Inhalt der Quelle