Bibliographies thématiques / Japanese students in the United States

Littérature scientifique sur le sujet « Japanese students in the United States »

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Publié le 25 juillet 2024

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Articles de revues sur le sujet "Japanese students in the United States"

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Domino, George, et Yoshitomo Takahashi. « Attitudes Toward Suicide in Japanese and American Medical Students ». Suicide and Life-Threatening Behavior 21, no 4 (décembre 1991) : 345–59. http://dx.doi.org/10.1111/j.1943-278x.1991.tb00573.x.

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ABSTRACT: The Suicide Opinion Questionnaire (SOQ) was administered to two samples of medical school students, from Japan (n = 80 males and 20 females) and the United States (n = 80 males and 20 females). A MANOVA followed by univariate tests indicated significant differences on the Right to die, Normality, and Aggression scales between Japanese and United States students, and significant gender differences on the Religion and Impulsivity scales. No gender by nationality interaction was obtained. An analysis of the individual SOQ items revealed substantial differences between Japanese and United States medical students in their views on suicide.
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Lambert, Eric G., Shanhe Jiang, Lorri C. Williamson, O. Oko Elechi, Mahfuzul I. Khondaker, David N. Baker et Toyoji Saito. « Gender and Capital Punishment Views Among Japanese and U.S. College Students ». International Criminal Justice Review 26, no 4 (12 octobre 2016) : 337–58. http://dx.doi.org/10.1177/1057567716672515.

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Gender is a strong predictor of death penalty support and views in the United States, with men being more supportive and punitive than women. This exploratory study was undertaken to determine whether these same differences would be present in Japan, a nation that also imposes the death penalty. Students at a Japanese university and a U.S. university were surveyed. While the proportion of students supporting the death penalty in the United States and Japan were similar, U.S. women were less supportive and less punitive than U.S. men, while Japanese women were more likely to support the death penalty and hold more punitive views than Japanese men.
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Xu, Jun. « Why Japanese ? Why Not Japanese ? » Journal of International Students 10, no 4 (15 novembre 2020) : 1023–39. http://dx.doi.org/10.32674/jis.v10i3.1327.

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As Chinese students have become a larger share of the international student population at U.S. universities, their participation in Japanese language classes has increased. However, Chinese student enrollment significantly decreases after the completion of the first Japanese class, and consequently, fewer Chinese students take intermediate or advanced level classes. This study examined the experiences of Chinese international students enrolled in Japanese classes as well as those who stopped taking Japanese after the first quarter or first-year class in a private university in the United States. We used semistructured interviews to investigate the reasons and goals of Chinese international students for studying the Japanese language, the successes or challenges both inside and outside of the Japanese classroom, and the reasons students continue or discontinue learning Japanese.
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Souza, Maria Alice Veiga Ferreira de, et Arthur Belford Powell. « How do textbooks from Brazil, the United States, and Japan deal with fractions ? » Acta Scientiae 23, no 4 (24 août 2021) : 77–111. http://dx.doi.org/10.17648/acta.scientiae.6413.

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Background: Researchers recognise the importance of textbooks for teachers’ lesson planning and the importance of fraction knowledge for shaping students’ future mathematics performance. Objectives: The finding of discrepant achievement by Brazilian, American, and Japanese students in the last three editions of PISA led us to investigate how textbook authors from these countries approach fraction content in elementary education relating to magnitude, flexibility, reasonableness, as well as conceptual and procedural knowledge from both symbolic and nonsymbolic perspectives. Design: The quantitative performances in mathematics of Brazilian, American, and Japanese students in the last three PISA editions lack qualitative and exploratory research to understand some reasons presented by the numerical results. Data collection and analysis: To achieve the objectives, we selected three textbook series, one each from Brazil, the United States of America, and Japan, that schools in those countries widely use. Results: The main results revealed that all textbook series practised flexibility and reasonableness with different emphases, but not the sense of magnitude. Brazilian and U.S. textbooks were based primarily on part-whole interpretation and on a procedural approach. In contrast, Japanese textbooks emphasised the understanding of measurement as the iteration of unit fractions and more conceptual development. Conclusions: The fraction knowledge approach in the Japanese textbook series seems to be close to what the mathematics education researchers recommend, which can be an essential differential to explain the Japanese results in PISA.
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Crystal, David S., W. Gerrod Parrott, Yukiko Okazaki et Hirozumi Watanabe. « Examining relations between shame and personality among university students in the United States and Japan : A developmental perspective ». International Journal of Behavioral Development 25, no 2 (mars 2001) : 113–23. http://dx.doi.org/10.1080/01650250042000177.

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American and Japanese university students’ shame (haji)-related reactions across a number of diverse situations, and the personality correlates of these reactions, were studied. With age, shame ratings decreased significantly in situations describing defects in the “private selffiamong American students, and haji ratings decreased significantly in situations in which the “public selffiwas ridiculed or discomforted among Japanese students. Also with age, individual differences in personality, particularly internal self-introspection, played an increasingly important role in predicting shame reactions among American students, whereas among Japanese students, individual personality differences became increasingly unimportant in determining haji-related phenomena. Finally, American students showed an increasing, and Japanese students a decreasing, integration of internal- and external-oriented elements of personality with development. Results are discussed in terms of theories of emotional development and cultural differences in self-concept.
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Meyer, Heinz-Dieter, et Yui Murakami. « Culture, Institutions, and Disability Policy in Japan : The Translation of Culture into Policy ». Comparative Sociology 9, no 2 (2010) : 202–21. http://dx.doi.org/10.1163/156913210x12536181351150.

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AbstractWhy is the Japanese rate of students with disability a fraction of that of the United States? Barring genetic differences between Americans and Japanese, the difference in disability rates must be what Durkheim called a “social fact,” a phenomenon explained by social differences between the two countries. In this paper we focus on the institutional and cultural factors that enter into the Japanese construction of disability of school-aged students. We argue that the lower incidence of disability in Japan is a result of Japan’s strong collectivist and paternalistic orientation and the requisite institutions promulgating those beliefs. The latter play a key role in the translation of general cultural dispositions into concrete policies and behavior on the ground.
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Kobayashi, Emiko, et David P. Farrington. « Why Is Student Deviance Lower in Japan Than in the United States ? : Influences of Individual, Parental, Peer, Social, and Environmental Factors ». International Criminal Justice Review 30, no 4 (10 juillet 2020) : 365–85. http://dx.doi.org/10.1177/1057567720939262.

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Drawing on the cultural collectivism–individualism literature, we predict that Japanese students, compared to Americans, tend to commit fewer deviant acts because they are less inclined toward individualistic value orientations, risk seeking, negative emotionality, and subjective stress; because they are exposed to greater parental discipline and have stronger parental attachment; because they have weaker peer attachment and associate with peers who react less favorably to deviance; because they have stronger bonds to conventional society and greater social support from significant others; and because they are exposed to fewer deviance opportunities. Analyses of comparable data from college students in Japan ( N = 469) and the United States ( N = 594) provided mixed support for our predictions. As expected, Japanese students committed fewer deviant acts during their high school days. Furthermore, consistent with expectations, Japanese students had lower scores on all four individual factors, the two peer factors, and the environmental factor of deviance opportunities. After controlling for these seven factors, the effect of Japan versus the United States decreased by one third. The decrease was not greater at least partly because, in Japan, compared to the United States, risk seeking had significantly less influence on student deviance, and subjective stress had significantly more influence on student deviance.
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NOMURA, TATSUYA, TOMOHIRO SUZUKI, TAKAYUKI KANDA, JEONGHYE HAN, NAMIN SHIN, JENNIFER BURKE et KENSUKE KATO. « WHAT PEOPLE ASSUME ABOUT HUMANOID AND ANIMAL-TYPE ROBOTS : CROSS-CULTURAL ANALYSIS BETWEEN JAPAN, KOREA, AND THE UNITED STATES ». International Journal of Humanoid Robotics 05, no 01 (mars 2008) : 25–46. http://dx.doi.org/10.1142/s0219843608001297.

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To broadly explore the rationale behind more socially acceptable robot design and to investigate the psychological aspects of social acceptance of robotics, a cross-cultural research instrument, the Robot Assumptions Questionnaire (RAQ) was administered to the university students in Japan, Korea, and the United States, focusing on five factors relating to humanoid and animal-type robots: relative autonomy, social relationship with humans, emotional aspects, roles assumed, and images held. As a result, it was found that (1) Students in Japan, Korea, and the United States tend to assume that humanoid robots perform concrete tasks in society, and that animal-type robots play a pet- or toy-like role; (2) Japanese students tend to more strongly assume that humanoid robots have somewhat human characteristics and that their roles are related to social activities including communication, than do the Korean and the US students; (3) Korean students tend to have more negative attitudes toward the social influences of robots, in particular, humanoid robots, than do the Japanese students, while more strongly assuming that robots' roles are related to medical fields than do the Japanese students, and (4) Students in the USA tend to have both more positive and more negative images of robots than do Japanese students, while more weakly assuming robots as blasphemous of nature than do Japanese and Korean students. In addition, the paper discusses some engineering implications of these research results.
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ZHANG, Muchu. « “Passionate Protest”:The Value Choice of Chinese Students Studying in the United States to“Resist Japanese Goods” under the“Shandong Issue” ». Theory and Practice of Chinese Pedagogy 2, no 1 (28 mars 2023) : 62–71. http://dx.doi.org/10.48014/tpcp.20230206001.

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After the failure of China's negotiations at the Paris Peace Conference in 1919, a fierce national consciousness quickly spread to the entire intellectual community, especially among Chinese students in the United States, who remained intensely national even though they were on the other side of the ocean. Under the stimulation of domestic and foreign difficulties, the call for national salvation is increasingly rising, and the connection between“scholar” and“national salvation” has become close, and many students consciously take the mission of national salvation to themselves. Students in the United States expressed their close attention to this situation through the“passionate revolution” of“boycotting Japanese goods”. For the students studying in the United States, although they live on the other side of the ocean, the number is not large compared with the vigorous protests in China, but they inevitably participate in the tide of national salvation and become one of the important forces for national salvation. In terms of the attitude of foreign students to“boycott Japanese goods”, most of them have a deep-rooted national consciousness in China since ancient times, while a minority of them, as representatives, are more inclined to adopt a way of self-improvement that tends to“national self-determination” and has more internal awareness of the nation. Reflects the scholar to serve the country another face. It can be said that the value choices and a series of historical activities of students studying in the United States driven by patriotic spirit reflect the dual interaction between students studying in the United States and the fate of the country in modern times, and shine the light of pure patriotic ideals of overseas students on the other side.
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Masuda, Akihiko, Kinya Suzumura, Kenneth L. Beauchamp, Gary N. Howells et Cris Clay. « United States and Japanese college students' attitudes toward seeking professional psychological help ». International Journal of Psychology 40, no 5 (octobre 2005) : 303–13. http://dx.doi.org/10.1080/00207590444000339.

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Thèses sur le sujet "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.

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Amburgey, Brent Harrison. « Informal Learning Choices of Japanese ESL Students in the United States ». PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/755.

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This study was designed to explore possible relationships between English language learners past formal language learning experiences and beliefs about language learning on the one hand, and their informal learning choices on the other. Six Japanese English as a second language (ESL) students participated in the study. Participants were interviewed and asked to complete an English study log for one week prior to their scheduled interview. The results of the study suggested that there were likely connections between experiences, beliefs, informal learning choices. For some participants, a singular experience or belief had an effect that seemed to outweigh other experiences and beliefs. However, there were also some differences in informal learning choices among participants that might be better explained by factors outside of the interest of this study, such as personality or goal of English study.
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Harpster, Tomoko. « Toward intercultural competence : intercultural training for Japanese students in the United States ». Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/761.

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Lillge, Yvette. « Differences in nutrient intake between American and Japanese college students : a pilot study ». Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117107.

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The purpose of this study was to assess the diet and nutrient intake of college students, between the ages of 18 and 25, in Japan and the United States through a 24-item nutrition information questionnaire and 3-day food records.Unlike the Japanese students, American college students met the suggested intake for carbohydrate and protein. Mean intake of dietary cholesterol and percentage of total calories from fat was much higher in Japanese females and both groups of males. Most of the Japanese students met the suggested/ recommended intake for sodium and iron, while only the American males met the recommended intake for iron. Recommended intake for calcium was met by majority of American males. This study showed differences and similarities in dietary intake of macro and selected nutrients exist between genders of two cultures. Thus, nutrition intervention may be needed to improve eating habits and nutrition related diseases in college students.
Department of Family and Consumer Sciences
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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/.

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This study explored the use of child-centered play therapy (CCPT) as a culturally responsive intervention and a prevention treatment method for the psychosocial well-being of Japanese children in the United States. In light of the demand for the evidence-based therapeutic treatment for children as well as the need to conduct multicultural research without ignoring within-group differences, this study was composed of two research methodologies; quantitative research design and individual analysis. Single-group repeated measures ANOVA was utilized for the group analysis and linear regression was employed for individual analysis in addition to qualitative data obtained through parent feedback and the researcher's observation of play therapy sessions. The participating children received a total of eight CCPT sessions. The impact of CCPT was measured by a decrease in a child's behavioral problems perceived by a parent measured by scores of the Internalizing Problems, Externalizing Problems and Total Problems on the Child Behavioral Checklist and a reduction of parent-child relationship stress manifested in the Child Domain, Parent Domain and Total Stress Score of the Parenting Stress Index. Data from a total of the four assessment points; the baseline, pretest, second assessment, and third assessment, was gathered for use in the analysis. A total of 16 children were recruited from the Japanese School of Dallas for participation in this study. However, some children did not complete the entire set of 8 play therapy sessions, and as a consequence, neither were all assessments completed by their parents. Therefore, data from 10 children, age ranging from 4 to 9, were utilized for the statistical analysis. The results of the analysis did not reveal any statistical significance. However, large and medium effect sizes were obtained on all the six aforementioned subscales during the treatment period. Individual analysis provided further information on possible environmental, developmental, and cultural factors that are considered influential issues on the change of individual scores.
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Kurogi, 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.

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The significant increase of Japanese students studying in the United States suggests an increase in interactions with Americans. However, it does not mean that Japanese are aware of intercultural communication. They may experience stress in their interactions and their acculturative process because of cultural differences. They also may try to cope with the stress in their own way. Their stress and coping strategies may affect their academic performance, which is the most important aspect in their student life. The purpose of this study is to examine whether there is any relationship among communication stressors, coping strategies, perceived academic self-efficacy, self-statement of grade point average (GPA), and biodemographic variables. The questionnaire was handed to 100 Japanese university students studying in Portland, Oregon and Vancouver, Washington.
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Yamashita, 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.

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International students have long been an important part of the U.S. higher education community, but generally they have received inadequate attention in the classroom. Also, American teaching and learning strategies have not taken full advantage of international diversity. The purpose of this narrative study was to qualitatively understand the experiences of Japanese graduate students in U.S. higher education classrooms. The study highlights the challenges that Japanese graduate students faced due to cultural differences, pedagogical differences, and language problems and provides a number of suggestions for faculty, domestic students, and institutions to help create a more welcoming environment for Japanese graduate students.
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Yoshikawa, 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.

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This study attempted to locate some possible sources of oral Foreign Language Anxiety (FLA) among Japanese students in the United States. This study proposed that the following three factors were possible sources of FLA: 1) the subjects' traitlike anxiety, which is carried by individuals across all communication-bound contexts; 2) the subjects' self-perceived oral proficiency levels in English and 3) the subjects' gapsize (i.e., the distance between their self-perceived and their self-expected oral proficiency levels in English) . This research examined whether the above three independent variables and the dependent FLA variable were significantly correlated, and if so, which one had the strongest correlation with the FLA variable. Also, whether the subjects' biographical variables had a significant effect on their FLA levels was investigated. All the variables were quantified through a questionnaire. The subjects' FLA levels and traitlike anxiety levels were measured by a 10-item, Personal Report of Communication Apprehension inventory (PRCA, Mccroskey, 1978). The subjects' self-perceived oral proficiency levels were measured by asking the subjects to rate their self-perceived oral proficiency level from 1 (poor) to 5 (fluent). The gapsize was quantified by asking the subjects to rate it on a scale from 1 (minimal) to 5 (maximal). The statistical methodology used in obtaining the PRCA scores in this study differed from McCroskey's in its interpretation of Likert type scales. The scales were treated as interval data in McCroskey's study, while, in this study, they were interpreted as ordinal data. After hierarchically ordering the subjects' answers, non-parametric tests were performed on them. Overall, each of the three variables and the FLA variable were found to be significantly correlated at p < .01. The traitlike anxiety variable, the proficiency variable and the gapsize variable correlated at .46, -.45 and -.33, respectively. The participants' demographic variables (age, gender, status at school or year(s) of residence in English speaking places) did not have a significant effect on their FLA levels. A discussion of the results was provided, with references to previous studies.
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Ozawa, Michiyo. « Japanese Students' Perception of Their Language Learning Strategies ». PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.

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Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination of a self-assessment questionnaire, dialogue journals, and a card-ranking activity was employed. The self-assessment questionnaire, SILL (Rebecca Oxford's Strategy Inventory for Language Learning), was administered at different times during the learning period for identification of students' English LLSs in Japan (Ll) and in the United States (L2). The SILL provided this study with quantitative data; whereas, dialogue journals and the card ranking activity supplied qualitative data that more insightfully indicated students' perception of language learning, learning experiences, and insight into the students themselves. Dialogue journals allowed students to record their positive and negative experiences in the L2 related to language learning, emotions, concerns, problems, and questions. The students' LLSs increased in frequency and variety of use when the language environment changed from the Ll to the L2. The LLSs of the LT Group continued to improve during an additional term in the L2. Conversely, the LLS use by the ST Group regressed after only four months back in the Ll (except Affective and Social Strategies). The results of the SILL indicated direct strategies were adjusted according to English learning experience in a different learning environment. Three administrations of the SILL, dialogue journals, and the card ranking activity gave students opportunities to review the process of their English learning. This process functioned in raising students' awareness of language learning from cognitive, psychological, social, and cultural perspectives. Such conceptual development of metalinguistic awareness of the language and culture helped the students recognize their language learning experiences in the L2 as the process of human development.
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Sakurauchi, 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.

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Global student mobility has become a dynamic force in American higher education. Integrating international students into diverse campus environments provides domestic as well as foreign students with enriched learning opportunities. However, a diverse campus climate itself will not make college students interculturally competent. Intentional curricular design is critical for overcoming issues such as resistance and reinforcement of stereotypes, but the research literature is extremely limited on effective pedagogical strategies for cultivating college students' intercultural sensitivity. This paper explicates a research study to investigate college students' development of intercultural sensitivity through an intentional course design utilizing Kolb's (1984) learning styles cycle and Hammer's (2009) Intercultural Development Continuum (IDC). Quantitative and qualitative data were collected to explore domestic and international students' intercultural learning experiences and to potentially identify pedagogical approaches that facilitate students' intercultural competence. These findings show that the four pedagogical strategies associated with Kolb's learning cycle were effective and crucial when designing an intercultural course in order to develop college students' intercultural competence. This study also revealed a gap in intercultural development through the intentional intercultural course between American students and Japanese exchange students due to their vastly different intercultural experiences.
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Livres sur le sujet "Japanese students in the United States"

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Kimi, Kondo-Brown, et Brown James Dean, dir. Teaching Chinese, Japanese, and Korean heritage language students : Curriculum needs, materials, and assessment. New York : Lawrence Erlbaum Associates, 2008.

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Yamaguchi, Yoji. A student's guide to Japanese American genealogy. Phoenix, Ariz : Oryx Press, 1996.

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

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Austin, Allan W. From concentration camp to campus : Japanese American students and World War II. Urbana : University of Illinois Press, 2004.

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Dillon, Kenneth J. Japanese investment in the United States. [Washington, D.C.?] : Foreign Service Institute, U.S Dept. of State, 1989.

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Dillon, Kenneth J. Japanese investment in the United States. [Washington, D.C.?] : Foreign Service Institute, U.S Dept. of State, 1989.

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Kikin, Kokusai Kōryū, et Association for Asian Studies, dir. Japanese studies in the United States. Tokyo, Japan : Japan Foundation, 1988.

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Dillon, Kenneth J. Japanese investment in the United States. [Washington, D.C.] : U.S. Dept. of State, Foreign Service Institute, 1989.

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Ian, Jacobs. International students' guide to the United States. New York : Random House, 1996.

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Arakaki-Lock, Anne. The Japanese community in the United States. [Seattle, WA ? : Cross Cultural Health Care Program], 1999.

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Chapitres de livres sur le sujet "Japanese students in the United States"

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Asai, Masaaki, et Sonomi Hirata. « Sociopsychological Environments of Japanese Schools as Perceived by School Students ». Dans Handbook of Japan-United States Environment-Behavior Research, 261–71. Boston, MA : Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0286-3_18.

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Kikuchi, Yoshiyuki. « Japanese Chemistry Students in Britain and the United States in the 1860s ». Dans Anglo-American Connections in Japanese Chemistry, 11–26. New York : Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137100139_2.

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Ng, Wendy. « Japanese in the United States ». Dans Encyclopedia of Diasporas, 918–24. Boston, MA : Springer US, 2005. http://dx.doi.org/10.1007/978-0-387-29904-4_93.

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Levy, Sidney M. « The Japanese Presence in the United States Today ». Dans Japanese Construction, 1–31. Boston, MA : Springer US, 1990. http://dx.doi.org/10.1007/978-1-4684-6665-2_1.

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Zweigenbaum, Jerry. « United States and Japanese Food Regulations ». Dans Methods in Molecular Biology, 53–63. Totowa, NJ : Humana Press, 2011. http://dx.doi.org/10.1007/978-1-61779-136-9_3.

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Kabuto, Bobbie. « Japanese Families in the United States ». Dans Advances in Immigrant Family Research, 95–105. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56452-0_6.

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King, Russell, Allan Findlay, Jill Ahrens et Alistair Geddes. « British Students in the United States ». Dans International Students and Scholars in the United States, 25–45. New York : Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137024473_2.

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Ohno, Ryuzo, Tomohiro Hata et Miki Kondo. « Experiencing Japanese Gardens ». Dans Handbook of Japan-United States Environment-Behavior Research, 163–82. Boston, MA : Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0286-3_12.

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Kunimoto, Iyo. « Japanese Migration to Latin America ». Dans Japan, the United States, and Latin America, 99–121. London : Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-13128-0_4.

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Kumano, Ruriko. « Japanese Communists’ Propaganda Against the United States ». Dans Japan Occupied, 139–57. Singapore : Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8582-9_8.

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Actes de conférences sur le sujet "Japanese students in the United States"

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Honda, Hiroshi. « Conquering Language Barriers and Cultural Gaps Between Japan and the West and Role of International Education : Lessons Learned From the Author’s Cases as International Student, Engineer and Energy Economist ». Dans ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-66210.

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The subject of paper discusses the author’s experiences as a graduate student at the Pennsylvania State University and in the United States, and international professional experiences thereafter, including the activities for the United Nations (UN), International Energy Agency (IEA), Asia Pacific Economic Cooperation (APEC) Energy Working Group, and ASME International. The international professional experiences involved energy economics, the environment and engineering issues, and teaching of industry, business, economy, energy, the environment and engineering focused courses and lectures, in English and Japanese, at universities and Institute for the International Education of Students (IES), among others. The author’s educational background in Japan is also introduced to describe the cultural differences and language barrier between Japan and the West, which the author has encountered for the past sixty years, to substantiate an academic report that it takes seven times as much time for a Japanese to become proficient in English as for a Spanish to reach the same level in English proficiency. The synergetic/collaborative approaches for the international education of both Japanese and international students, is also discussed, based on lessons learned from the author’s experiences.
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Duthely, Lunthita, Harashita Sunaoshi et Olga Villar-Loubet. « Book : Venture into a New Realm of Cross-Cultural Psychology Meditation, Mantric Poetry, and Well-being : A Qualitative, Cross-Cultural, Cross-Disciplinary Exploration with American Secondary and Japanese Post-Secondary Adolescents ». Dans International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2018. http://dx.doi.org/10.4087/xlul1485.

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Higher well-being correlates positively with multiple psychological and social outcomes, including workplace success and better academic outcomes for students. Poetry and meditation, independently, have been demonstrated in prior studies to increase well-being in a variety of contexts, including physical and mental health challenges. To our knowledge, this is the only published cross-cultural study that merged contemplative practices and poetry within the well-being paradigm, particularly among general, non-clinical adolescent populations. The purpose of this exploratory study was to examine the use of meditation and mantric poetry in a cross-cultural, educational context. The materials included <em>The Jewels of Happiness:</em><em> </em><em>Inspiration and Wisdom to Guide your Life-Journey</em> paperback and audiobook—a collection of poetry and prose to enhance positive emotions. A content analysis was conducted with post-secondary student essays and secondary students’ comments, subsequent to an experience of meditation and mantric poetry in their respective academic settings. Post-secondary students (n = 34) were enrolled in an English as a Second Language (ESL) course in Japan, and secondary students (n = 30) were enrolled in an English Language Arts (ELA) class in the United States. The most commonly occurring themes that emerged across the two cohorts were <em>inner peace, happiness, life-changing experience, </em>and<em> overcoming a challenge.</em>
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Ameno, Akira, Kazuhiro Sumi, Takenori Motomura et Saida Ulfa. « The International Comparison of Learners’ Knowledge and Awareness in Japanese Technology Education : A Comparative study of middle and high school students against Japan, Indonesia, China, and the United States of America ». Dans 2023 9th International Conference on Education and Technology (ICET). IEEE, 2023. http://dx.doi.org/10.1109/icet59790.2023.10435102.

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Zergollern-Miletić, Lovorka. « Croatian Students’ Perception of American Culture ». Dans Cross-cultural Readings of the United States. Filozofski fakultet u Zagrebu, FF Press, 2014. http://dx.doi.org/10.17234/wpas.2014.6.

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Vanlandingham, Dana L. « Assessment of risk of a Japanese encephalitis virus introduction in the United States ». Dans 2016 International Congress of Entomology. Entomological Society of America, 2016. http://dx.doi.org/10.1603/ice.2016.95073.

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Walker, Janet, Jennifer Blakeslee, Batoul M. Khalifa, Ramzi Nasser et Atmane Ikhlef. « Adjustment to College in the United States : Perceptions of Qatari Students ». Dans Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.sshapp1563.

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Patterson, Jeffrey S., Kevin D. Fauvell, Jay McMahon et Javier O. Moralez. « United States Navy 501-K34 Gas Turbine Engine RADCON Effort ». Dans ASME Turbo Expo 2015 : Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/gt2015-42057.

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On the afternoon of March 11, 2011 at 2:46pm, a 9.0 magnitude earthquake took place 231 miles northeast of Tokyo, Japan, at a depth of 15.2 miles. The earthquake caused a tsunami with 30 foot waves that damaged several nuclear reactors in the area. It was the fourth largest earthquake on record (since 1900) and the largest to hit Japan. On March 12, 2011, the United States Government launched Operation Tomodachi to provide humanitarian relief aid to Japan. In all, a total of 24,000 troops, 189 aircraft, 24 naval ships, supported this relief effort, at a cost of $90.0 million. The U.S. Navy provided material support, personnel movement, search and rescue missions and damage surveys. During the operation, 11 gas turbine U.S. warships operated within the radioactive plume. As a result, numerous gas turbine engines ingested radiological contaminants and are now operating under Radiological Controls (RADCON). This paper will describe the events that lead to Operation Tomodachi, as well as the resultant efforts on the U.S. Navy’s Japanese based gas turbine fleet. In addition, this paper will outline the U.S. Navy’s effort to decontaminate, overhaul and return these RADCON assets back into the fleet.
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Zhu, Lei. « College Choice Process for Chinese International Undergraduate Students in the United States ». Dans 2019 AERA Annual Meeting. Washington DC : AERA, 2019. http://dx.doi.org/10.3102/1431188.

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Weng, Tsung-han. « The Doctoral Gaze : Transnational Doctoral Students' Language Socialization in the United States ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1580468.

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Prykhodkina, N. O. « Particularities of media education metodology for students in the United States of America ». Dans CURRENT TRENDS AND FACTORS OF THE DEVELOPMENT OF PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-80-8-2.22.

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Rapports d'organisations sur le sujet "Japanese students in the United States"

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Amburgey, Brent. Informal Learning Choices of Japanese ESL Students in the United States. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.755.

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Kurogi, Atsuko. Communication stress and coping strategies among Japanese university students in the United States. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.5956.

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Yoshikawa, Sawako. Some Possible Sources of Oral Foreign Language Anxiety (FLA) among Japanese Students in the United States. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.7080.

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Blonigen, Bruce, et KaSaundra Tomlin. Size and Growth of Japanese Plants in the United States. Cambridge, MA : National Bureau of Economic Research, juillet 1999. http://dx.doi.org/10.3386/w7275.

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Hu, Terry. Adjustment Problems of Chinese College Students in the United States. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.1722.

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Gonzalez, Patricia. Intercultural adjustment problems of Costa Rican students in the United States. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.5938.

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Feldgoise, Jacob, et Remco Zwetsloot. Estimating the Number of Chinese STEM Students in the United States. Center for Security and Emerging Technology, octobre 2020. http://dx.doi.org/10.51593/20200023.

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In recent years, concern has grown about the risks of Chinese nationals studying science, technology, engineering and mathematics (STEM) subjects at U.S. universities. This data brief estimates the number of Chinese students in the United States in detail, according to their fields of study and degree level. Among its findings: Chinese nationals comprise 16 percent of all graduate STEM students and 2 percent of undergraduate STEM students, lower proportions than were previously suggested in U.S. government reports.
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Head, Keith, John Ries et Deborah Swenson. Agglomeration Benefits and Location Choice : Evidence from Japanese Manufacturing Investment in the United States. Cambridge, MA : National Bureau of Economic Research, juin 1994. http://dx.doi.org/10.3386/w4767.

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Wang, Changhua. Friendship Patterns of Chinese Students and Their Adjustment in the United States. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.1363.

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Liang, Qiu. Communication stressors and coping strategies among Chinese students in the United States. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.6068.

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