Relevant bibliographies by topics / Japanese students Australia Social conditions

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Academic literature on the topic 'Japanese students Australia Social conditions'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Japanese students Australia Social conditions"

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Fukunishi, Isao. "Social Desirability and Alexithymia." Psychological Reports 75, no. 2 (October 1994): 835–38. http://dx.doi.org/10.2466/pr0.1994.75.2.835.

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We examined the influence of alexithymia on social desirability among 215 Japanese college students. Alexithymic-scoring students who showed a lack of communicating their feelings to other people were likely to indicate higher scores on hostility and lower scores on social desirability. The scores on hostility were negatively correlated with those on social desirability. Recent studies have shown that alexithymia is positively correlated not only with neurotic and psychotic conditions but also with neuroticism. Unfavorable expression of hostile feelings by alexithymic-scoring students may be related to their lower scores on social desirability.
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Hogan, Jackie. "Constructing the Global in Two Rural Communities in Australia and Japan." Journal of Sociology 40, no. 1 (March 2004): 21–40. http://dx.doi.org/10.1177/1440783304040451.

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This article examines discursive constructions of the global in two rural communities, one in Australia and one in Japan. Based on an analysis of interviews with 195 Australians and Japanese, the article identifies a set of common themes and concerns associated with globalizing social changes in these two local contexts. Economics, immigration, and cultural change feature prominently in respondents’ discourses of the global. However, national and local conditions as well as the social locations of participants are shown to shape conceptions of the global in both communities.
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Isralowitz, Richard, Mor Yehudai, Daichi Sugawara, Akihiro Masuyama, Shai-li Romem Porat, Adi Dagan, and Alexander Reznik. "Economic Impact on Health and Well-Being: Comparative Study of Israeli and Japanese University “Help” Profession Students." Social Sciences 11, no. 12 (November 30, 2022): 561. http://dx.doi.org/10.3390/socsci11120561.

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Background: Deteriorating economic conditions caused by rising inflation and living expenses can have negative consequences for university students. This comparative study examined Israeli and Japanese “help” profession (e.g., medicine, nursing, social work, and psychology) students’ fear of such conditions and its impact on their health and well-being. Methods: Data were collected from a cross-sectional sample of 848 university students from Israel and Japan (78.9% female, 20.4% male, and 0.7% other) during a 3-month period of economic decline in 2022. Reliable data-collection instruments and SPSS (version 25) were used for the study. Results: Overall, Japanese students evidenced a higher level of economic well-being than their Israeli counterparts. This finding may have been a result of the lower inflation and living costs in Japan. However, most survey respondents evidenced a fear of deteriorating economic conditions that was significantly associated with psycho-emotional behavior, including increased burnout, substance use, unhealthy food intake, weight gain, and resilience regardless of gender and religiosity. Conclusions: The study findings showed the impact of deteriorating economic conditions on the health and well-being of “help” profession students. These results are preliminary; however, they do serve as an early warning of the key challenges that may need to be considered and addressed for prevention and intervention purposes. Further research should be conducted in other countries and over different time periods to substantiate present findings.
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Mammadova, Aida. "Perceptional Differences on the Concept of Sustainability Between Japanese and Foreign Students." European Journal of Sustainable Development 11, no. 4 (October 1, 2022): 25. http://dx.doi.org/10.14207/ejsd.2022.v11n4p25.

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The concept of sustainability has complex and multidisciplinary definition, which includes environmental, social and ecological aspects. How well students perceive the concept of sustainability, and do they really understand the meaning of this concept was the main topic of our study. We have evaluated perceptional difference between 80 Japanese and 80 Non-Japanese students, by creating the special educational program which included topics on global and regional issues such as biodiversity loss, climate change, environmental pollution social issues like gender imbalance, health care, human rights and etc. Analysis have shown significant differences between Japanese and Non-Japanese students on the perception of economic development, sustainable communities and livelihoods. As well as Pre- and Post- analysis showed the changes on the perception of the regional issues after the completion of the course. Our study suggests, that the perception on the sustainability may strongly depend on the students’ historical background, cultural differences and living environmental conditions.
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Nakane, Ikuko, Chihiro Kinoshita Thomson, and Satoko Tokumaru. "Negotiation of power and solidarity in email." Journal of Asian Pacific Communication 24, no. 1 (April 18, 2014): 60–80. http://dx.doi.org/10.1075/japc.24.1.04nak.

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The issue of e-politeness has been attracting increasing attention in the field of foreign language teaching and learning. This article examines how students of Japanese as a foreign language in Australia negotiated power and solidarity in their email correspondence with ‘facilitators’ in Japan who provided support in essay writing tasks. Their relationships, which were neither completely status-unequal nor status-equal, offer a unique social context for an examination of politeness. The study examines whether and how power and solidarity shifted over the 12 weeks of email exchanges. The results show varying levels of rapport and orientations to politeness developing over time, as well as evidence of students applying implicit input from the facilitators’ email messages. The article also considers the impacts, on the politeness phenomena in the data, of students’ cultural backgrounds and prior exposure to casual Japanese. The findings are discussed in relation to the question of ‘appropriateness’ in fostering foreign language learner ability to negotiate power and solidarity in intercultural communication.
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Harris, Anne M. "Racing the Curriculum: Refugee Students and the Rhizomatic Model." Brock Review 11, no. 1 (March 22, 2010): 1–14. http://dx.doi.org/10.26522/br.v11i1.104.

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This article presents and interrogates a series of short films made collaboratively by the researcher and Sudanese young women from refugee backgrounds in Australia. They examine the prevailing social conditions for connectedness/ disconnectedness in the context of a sometimes-hostile contemporary immigration climate. The films utilise arts-based methodologies to disrupt the folds and pleats of conventional stories told of and about the pedagogies of belonging and becoming. The films draw upon the informants’ social practices of self to trouble teleological narratives of identity and they offer a territory of possibilities for travelling along disorienting lines of flight (Deleuze & Guattari, 1987).
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Apasova, М. V., I. Y. Kulagina, and E. V. Apasova. "Conditions for the adaptation of foreign students to universities." Современная зарубежная психология 9, no. 4 (2020): 129–37. http://dx.doi.org/10.17759/jmfp.2020090412.

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The article discusses the features of adaptation of foreign students and postgraduates in universities in various countries-Europe, Asia, America and Australia. In foreign psychology, there are a number of external and internal factors that determine the success of adaptation and cause difficulties in the course of adaptation processes. The main external factors include the cultural distance between the home and host countries, the age and gender of students, the specifics of living in campuses, household problems and climate. Socio-cultural adaptation depends mainly on the degree of proximity of cultures, although in any case, foreign students experience a "culture shock". The main internal factors include communicative competence, the nature of motivation, self-efficacy, and value orientations. While studying at a post-graduate at University in another country, the same problems arise as while obtaining higher education, but they are more acute due to the inclusion in research activities, especially those related to the use of equipment and requiring coordination of the work regime with colleagues. In foreign psychology, much attention is paid to the social support of foreign students – informational, emotional and instrumental.
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Omori, Kikuko, and Mike Allen. "Cultural Differences between American and Japanese Self-Presentation on SNSs." International Journal of Interactive Communication Systems and Technologies 4, no. 1 (January 2014): 47–60. http://dx.doi.org/10.4018/ijicst.2014010104.

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The present study compared American and Japanese user practices on social networking sites (SNSs). Analysis focused on self-presentation such as posting party and drinking pictures on SNSs. A total of 1,079 college students (583 American and 496 Japanese) participated in the survey, which provided the basis for analysis. The results of the study demonstrate cultural and SNS platform differences in self-presentation on SNSs. After controlling for preexisting conditions (gender, extraversion, offline popularity, and the length of membership with the SNS), Japanese Facebook users posted party and drinking pictures most frequently, followed by Japanese Mixi users and American Facebook users. In addition, the study found that Japanese dual-users changed their behavior according to the SNS. The implications and the underlying mechanism of Japanese users' behavioral switching on SNSs are discussed.
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Hosokawa, Rikuya, and Toshiki Katsura. "The Relationship between Neighborhood Environment and Child Mental Health in Japanese Elementary School Students." International Journal of Environmental Research and Public Health 17, no. 15 (July 29, 2020): 5491. http://dx.doi.org/10.3390/ijerph17155491.

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Limited research has examined the relationship between neighborhood environment and mental health outcomes in elementary school students (middle childhood). In countries with high relative poverty, little is known about how neighborhood conditions are related to children’s health after controlling for family socioeconomic status; thus, it is necessary to distinguish the particular neighborhood characteristics relevant to behavioral risk in children, independent of socioeconomic position. Using a self-report survey completed by parents, we assessed neighborhood environment characteristics, children’s behavioral outcomes, and family socioeconomic status in fourth grade students from Nagoya, in Aichi prefecture, Japan (n = 695). A multiple linear regression was conducted to evaluate to what extent neighborhood characteristics predict child behaviors, after adjusting for socioeconomic variables. Greater aesthetic quality, walkability, accessibility of healthy foods, safety, and social cohesion were inversely linked to children’s behavioral problems and positively linked to social competence, suggesting that quality of living environment may affect behavioral outcomes in children, even after controlling for socioeconomic factors. Developing a quality environment that matches these characteristics may minimize the negative impact of a family’s socioeconomic distress and is likely to aid socioeconomically disadvantaged parents and their children. Thus, policies and programs that enhance the neighborhood environment for socioeconomically disadvantaged families should be promoted.
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Antonova, Halyna, and Tetyana Solopova. "THE SOCIAL STATUS OF THE JAPANESE TEACHER AND THE INFLUENCE OF THE TEACHER’S PERSONALITY ON THE MORAL EDUCATION OF STUDENTS." Духовність особистості: методологія, теорія і практика 1, no. 1 (103) (October 11, 2022): 17–23. http://dx.doi.org/10.33216/2220-6310-2022-103-1-17-23.

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In all periods of Japanese history, especially at its turning points, education has played a decisive role. The high level of education of all strata of the population at each stage of the historical development of Japan was one of the most important reasons for the rapid pace of modernization of the country. Education - one of the basic components of the "Japanese miracle", high social and political activity of the population - belongs to the enduring spiritual values of the people of this state. Japan is the only country where moral education is a compulsory subject of the school curriculum, throughout the entire period of education. The moral model of the teacher (Sensei) is an important tool in the process of moral education. A teacher in a Japanese school is not only a carrier of knowledge, but also an educator, mentor, assistant and an example of high morality. For a Japanese teacher there are no weak and strong pupils, weak children are engaged in the same program, only at a slower pace. In moral terms, high demands are made on the Japanese teacher (he even passes the exam for morality), since he is entrusted with the main wealth of the country - children - the future of the nation. In Japan special attention is paid to the training of teachers of moral education. All future teachers, regardless of their specialization, study two compulsory courses - "Moral" and the methodology of its teaching. Almost all universities and institutes in Japan have a teacher training system. Besides due to the theory of "open system of teacher training” it is possible to retrain specialists from other professional fields (engineers, economists, lawyers) to work in educational institutions. Japanese teachers resist any form of differentiation of children according to abilities believing that such a practice can hurt their souls, demonstrating inequality in the field of education. The task of the secondary general education school is to provide students with all the conditions for the assimilation of normative models of behavior, thinking and successful formation in society.
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Dissertations / Theses on the topic "Japanese students Australia Social conditions"

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Nosaka, Kaoru. "Encroaching on Freedoms? Values related to freedom and readiness to accept social marketing activities in Australia and Japanese students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/374.

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Do Australian and Japanese university students feel that social marketing is encroaching on their freedoms or empowering them? For example, how do they react to social marketing messages such as ‘Don’t Drink and Drive’ and ‘Reduce, Reuse, Recycle’? Social marketing activities include advocating for environmental change, laws, and regulations as well as making recommendations to individuals to change behaviours to promote the good of society; however, some people believe that such activities are attempts to control people, infringing upon their individual freedom. While behavioural models and theories have recognised the influence of an individual’s predisposition towards a recommended behaviour (such as quitting smoking), at present, there has been little attention paid to an individual’s predisposition towards the social change directives themselves, the social marketing activities/techniques in general; the present study is calling this predisposition the individual’s ‘readiness to accept’ social marketing activities. Hence, this study investigated the influence of values relating to the freedom of the individual on ‘readiness to accept government-sponsored social marketing activities’ in Australian and Japanese university students aged between 18 and 23 years.
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Matsumura, Shoichi. "A study of the second-language socialization of university-level students : a developmental pragmatics perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56585.pdf.

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Books on the topic "Japanese students Australia Social conditions"

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Cong Yidou dao Beijing you duo yuan. Xinbei Shi Zhonghe Qu: INK yin ke wen xue sheng huo za zhi chu ban you xian gong si, 2012.

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Marginson, Simon. International student security. Cambridge: Cambridge University Press, 2010.

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Imagined mobility: Migration and transnationalism among Indian students in Australia. New York, NY: Anthem Press, 2010.

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John, Polesel, ed. Undemocratic schooling: Equity and quality in mass secondary education in Australia. Carlton, Vic: Melbourne University Press, 2003.

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Lamb, Stephen. Completing school in Australia: Trends in the 1990s. [S.l.]: Australian Council for Educational Research, 1996.

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Alomes, Stephen. Islands in the stream: Australia and Japan face globalisation. Hawthorn, Vic: Maribyrnong Press, 2005.

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A, Ito Leslie, ed. Storied lives: Japanese American students and World War II. Seattle: University of Washington Press, 1999.

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Japanese Studies Association of Australia. (7th 1991 Canberra, A.C.T.). Proceedings, Seventh Biennial Conference, Japanese Studies Association of Australia: Australian National University, Canberra, 11-13 July 1991. Canberra, A.C.T: Australia-Japan Research Centre, Australian National University, 1991.

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Life in a Japanese women's college: Learning to be ladylike. London: Routledge, 1997.

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Lee-Cunin, Marina. Student views in Japan: A study of Japanese students' perceptions of their first years at university. St. Joseph, Trinidad and Tobago: Fieldwork, 2004.

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Book chapters on the topic "Japanese students Australia Social conditions"

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Barnes, Melissa. "Encouraging Communication through the Use of Educational Social Media Tools." In Multiculturalism and Technology-Enhanced Language Learning, 1–12. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1882-2.ch001.

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Over the last decade, our society has embraced social networking and web-based and mobile technologies. In an attempt to stay current with social trends, educators have become increasingly interested in how best to harness social media tools to enhance their teaching practices. This paper will explore the use of social media tools, such as Edmodo and Glogster, with 30 Japanese high school exchange students in Sydney, Australia. Given that the classes were homogenous, the teachers' biggest challenge was to create a classroom environment that encouraged students to use English rather than Japanese to communicate with one another. By using social media tools, students were given the opportunity to embrace and explore different technologies while creating a space to communicate with their peers and teachers in English. This article will discuss the types of activities and tasks employed and student and teacher feedback. New technologies continue to emerge and evolve, shaping how our society communicates, works and learns. Educators, in particular, have attempted to harness various aspects of technology to enhance teaching and learning. Given that social networking and web-based and mobile technologies have become an integral part of young people's everyday lives, educators have become increasingly aware of the need to incorporate these social media tools in the learning process. The impetus for the action research presented in this paper was born from a desire to promote English language communication through introducing social media tools, such as Edmodo and Glogster. The aim was to explore how a variety of tasks and activities are employed and received by both students and teachers.
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"ley, 1999). The impetus for understanding the underlying dynamics of dishonest behavior among students stems from the conviction that, apart from assuming the role of an educational and credentialing agency, the primary focus of an academic institution is to provide an environment for personal development of our youth in the moral, cognitive, physical, social, and aesthetic spheres. An atmosphere that promotes academic honesty and integrity is a precondition for generating, evaluat-ing, and discussing ideas in the pursuit of truth, which are at the very heart of aca-demic life. Research has shown that dishonesty in college, cheating in particular, is a predic-tor of unethical behavior in subsequent professional settings (e.g., Sierles, Hendrickx, & Circel, 1980). More recently, Sims (1993) also found academic dis-honesty to be significantly related to employee theft and other forms of dishonesty at the workplace. Sim's findings suggest that people who engaged in dishonest behav-iors during their college days continue to do so in their professional careers. Further-more, Sim's findings indicate that people who engaged in dishonest behaviors during college are more likely to commit dishonest acts of greater severity at work. Existing research on academic dishonesty has largely been conducted in Eu-rope and North America. The results of these studies suggest that a large percent-age of university students indulge in some form of cheating behaviors during their undergraduate studies (e.g., Newstead, Franklyn-Stokes, & Armstead, 1996). Sur-vey findings also suggest that not only is student cheating pervasive, it is also ac-cepted by students as typical behavior (e.g., Faulkender et al., 1994). Although the research conducted in the Western context has increased our under-standing of academic dishonesty among students, the relevance of these results to the Asian context is questionable. Differences in sociocultural settings, demo-graphic composition, and specific educational policies may render some compari-sons meaningless. Different colleges also vary widely in fundamental ways, such as size, admission criteria, and learning climate. These factors render the comparabil-ity of results obtained from different campuses difficult. Cross-cultural studies con-ducted to examine students' attitudes toward academic dishonesty have found evidence that students of different nationalities and of different cultures vary signifi-cantly in their perceptions of cheating (e.g., Burns, Davis, Hoshino, & Miller, 1998; Davis, Noble, Zak, & Dreyer, 1994; Waugh, Godfrey, Evans, & Craig, 1995). For example, in their study of U.S., Japanese, and South African students, Burns et al. found evidence suggesting that the South Africans exhibited fewer cheating behav-iors than the Americans but more than the Japanese at the high school level. How-ever, at the college level, the cheating rates for South African students were lower compared to both their American and Japanese counterparts. In another cross-national study on academic dishonesty, Waugh et al. (1995) examined cheating behaviors and attitudes among students from six countries (Australia, the former East and West Germany, Costa Rica, the United States, and Austria) and found significant differences in their perceptions of cheating. Stu-." In Academic Dishonesty, 47–56. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-7.

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