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Auteur : Grafiati

Publié le 25 juillet 2024

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1

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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3

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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5

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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6

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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7

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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8

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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9

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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11

Hattori, 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.

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This study focuses on confrontational behavior patterns exhibited by Japanese and U.S. college students in the Portland Metropolitan area. Four questions are addressed: 1) is there a difference Japanese and U.S. confrontation styles? 2) do Japanese use differing confrontation styles depending upon whom they are interacting with? 3) do U.S. individuals use differing confrontation styles depending upon whom they are interacting with? and 4) is there a significant gender difference between Japanese and U.S. confrontation styles? In addition, correlations between the Japanese and U.S. reported confrontation styles and their demographic data are examined.

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12

Armbrust, John Walter. « Perceptions of teacher and student roles : views of Japanese businessmen ». PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4273.

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Research provides a vast amount of information detailing the learning styles and preferences of learners and the influence of one's culture on that individual's perceptions of the world. Little of that research, however, has been applied to studying the effects of culture on the learner's perceptions of teacher and student roles, specifically in the area of second language learning. What is available often appears in the form of anecdotal descriptions of teaching and learning experiences abroad. A possible reason for the lack of investigation of student views in this area has been the absence of an adequate measuring device with which to gauge the responses of potential informants.

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13

Koga, 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.

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Thesis advisor: María Estela Brisk
This 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

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14

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.

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15

Nakagawa, 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.

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The purpose of this thesis was to discover whether or not the Japanese parents who are temporarily staying in the U.S. with their children are anticipating the possibility of psychological and communicative problems their children may face as returnees, and to what extent the Japanese parents discuss these potential problems with their husbands and/or with their children. The question also asked whether or not the Japanese parents are doing anything to prepare themselves and/or their children to cope with the potential problems which their children may face as returnees.

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16

Asakura, 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.

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This thesis discusses the current Japanese language (nihongo) education for immigrant students at public schools in Japan and provides recommendations through the study of language policy and the comparison of bilingual education in the United States. The current situation of a decreasing birth rate and increasing aging population in Japan has led to the acceptance of more foreign workers. Due to this change, language education in Japan has increasing development. The focus of chapter 1 is on the theories of language policy. This paper particularly focuses on the ideas of Wright (2004), Neustupný (2006), Spolsky (2004), and Cooper (1989), and discusses similarities and differences between them. By applying these theories to language policy in Japan, chapter 1 shows how language policy changed throughout Japanese history. Chapter 2 discusses the current environment surrounding immigrant students. It includes a description not only of the expanding population of foreign students, but also the history of Japanese language education and the laws related to it. This chapter also presents the present movement of language policy in Japan and how the movement affects Japanese language education for language minority students. Chapter 3 compares bilingual education in the United States to bilingual education in Japan, and makes three suggestions to improve Japanese language education at public schools in Japan, particularly addressing the classification of language levels for immigrant students, teaching styles, and the limitation of qualified bilingual teachers.

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Sonoda, Ayano. « Japanese Expatriate Women in the United States ». TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1319.

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Expatriation from Japanese companies has been considered mainly for men. This research focuses on gradually increasing Japanese expatriate women’s experiences in the United States. Using structuration theory (Giddens, 1984) and doing gender (West & Zimmerman, 1987), gender practices and (re)production of gendered structure at Japanese organizations in the United States are illustrated. It is exploratory research without prior research focusing on the subjects. Literature review, therefore, covers three relevant areas: women in workplace in Japan, Japanese expatriates in the United States, and women in international assignments from western countries. This research employs qualitative research method to understand the social world of Japanese expatriate women in the United States. Twenty participants are gathered through convenience and snowballing sample techniques. Findings are in two areas: private and organizational spheres. Gender plays a significant role in both areas. Organizations are officially gender free, but it is time to face that women are disadvantaged because of their gender. Particularly, most of participants reproduce gendered practice that expatriation is for men or women who can work like men. Therefore, an expatriate woman with a child and another with trailing husband in the United States face challenges. Japanese companies should acknowledge that organizational system do not reflect women’s perspectives at expatriatism. Japanese expatriate women should also take an active role in networking and mentoring for greater participation of women in international assignments in the future.

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Chen, Chen-Yin. « Personnel policies in United States based Japanese hotels ». Online version, 1993. http://www.uwstout.edu/lib/thesis/1993/1993chenc.pdf.

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19

Strothers, 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.

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20

Ito, Kinko. « Organizational adaptation of Japanese companies in the United States / ». The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636473682.

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21

Cho, 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.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. 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.

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22

Abe, Yuka. « Japanese fathers in the United States negotiating different cultural expectations / ». unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-11152005-223622/.

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Thesis (M.A.)--Georgia State University, 2005.
Ralph 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).

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Abe, Yuka. « Japanese Fathers in the United States : Negotiating Different Cultural Expectations ». Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/sociology_theses/2.

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Japanese fathers residing abroad have not been given much attention in Japanese scholarship. In this study, I examine how Japanese fathers in the United States negotiate between Japanese and American cultural expectations regarding fatherhood. Relying on a symbolic interactionist perspective, and through qualitative research involving in-depth interviews with 24 Japanese fathers who live in the United States for business, I focus on the men's culture, conduct, and self-identification. My interviews suggest that Japanese fathers who temporarily stay in the United States usually adhere to Japanese culture and, accordingly, live up to Japanese expectations of fatherhood. Thus, paternal modifications influenced by expectations from close associates are due not to their embracing American fatherhood, but rather to their "situational adjustment." Ultimately, this is a study of cognitive boundaries and of how people decide to internalize cultural expectations different than their own.

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24

Stahl, 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.

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Chinese 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.

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25

Bhatia, Parul. « India Vaale in the United States ». Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc935597/.

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This documentary reveals the thoughts and feelings of seven Indian students at the University of North Texas, Denton, Texas. It portrays that better material comforts in the U.S. condition the decision of Indian students in not returning to India even after the completion of their studies. It also shows their feelings of nostalgia for the social and cultural milieu of their home country, India. For this project 18 Indian students at the University of North Texas were interviewed and seven of them became part of the final documentary.

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26

Katahara, 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.

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Japan and the United States, two bitter wartime enemies, have become two of the closest and perhaps most important allies in the world today. Given the dissimilarities between the two countries, the U.S.-Japan alliance is, indeed, a remarkable achievement. In spite of the marked differences in culture, tradition, language and ethnicity, the two countries share a basic similarity in that they are now industrial democracies, embracing democratic values and a free economy. Although the post-war U .S .-Japanese relationship can be viewed as a remarkable success, diverging national interests and differing perceptions have troubled the relationship from time to time. These create an ever-present potential for mishandling and misunderstanding, as were the textile dispute in 1969-71 and the "Nixon shocks" of 1971. Although Japan has been the cornerstone of the U.S. strategy of forward deployment in the Asia-Pacific region, recent U .S .-Japanese relations have been strained by chronic economic friction and U.S. demands for an increased Japanese defence effort. This paper deals with the strategic aspects of the current U .S .-Japanese relationship. It focusses on the period from 1975 to the present because since the late 1970s, the U . S .-Japanese security relationship has entered a new phase. Recent trends indicate that Japan seems to be increasingly integrated into the U.S. global alliance system. Some indications of this are joint defence planning, military technology cooperation and joint military exercises. But questions which need to be answered remain. Is Japan really prepared to meet the U.S. demands? What are the implications of the deepening military ties between the U.S. and Japan for the security of Japanese interests, or for the stability of the Asia-Pacific region? How can a more stable U,S.-Japanese security relationship be developed?

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Staples, 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.

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Yaguchi, Yujin. « Japanese Business in the United States : Unintentional Definition of the Other ». W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539625651.

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29

Hamblet, 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.

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Kanamoto, 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.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. 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.

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31

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/.

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This thesis studies the Supreme Court decision, Korematsu v. United States, 323 U.S. 214 (1944) and its historical context, using a narrative perspective and reviewing aspects of narrative viewpoints with reference to legal studies in order to introduce the present study as a method of assessing narratives in legal settings. The study reviews the Supreme Court decision to reveal its arguments and focuses on the context of the case through the presentation of the public story, the institutional story, and the ethnic Japanese story, which are analyzed using Walter Fisher's narrative perspective. The study concludes that the narrative paradigm is useful for assessing stories in the law because it enables the critic to examine both the emotional and logical reasoning that determine the outcomes of the cases.

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Murayama, Mimi. « Silence : A Comparison of Japanese and U.S. Interpretation ». PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4935.

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It is commonly argued that silence is an important Japanese communication strategy, with the goal of making oneself understood without words; on the other hand, in the U.S., silence tends to be filled by speaking, and speaking up clearly and the facilitation of talking is preferred. However, our knowledge about how silence is interpreted in the U.S. and Japan is weak and based on anecdotal evidence. Therefore, this study examines how people in the U.S. and Japan interpret silence according to contexts, examining what kinds of social rules underlie their interpretation. Interpretation is guided by how people connect ideas. One of the ways to observe how people connect ideas is to have subjects sort words related to silence and compare the way they arrange the words into groups. Multidimensional scaling was used to estimate the underlying dimensions in the way each group sorts the words, and then these dimension were compared. In the comparison of how Japanese and the U.S. associate words related to silence, the most significant difference between Japanese and U.S. subjects was found in the way subjects associate groups of words with contexts. The U.S. subjects had a tendency to interpret silence more positive than Japanese in most contexts. Japanese revealed the tendency to interpret silence more active than the U.S. subjects in most contexts. For Japanese, silence has particular symbolic meaning, and the communicator is often expected to figure out the underlying meaning of silence. When silence is used to intentionally communicate something, it can create uncertainty if the listener is unable to figure what underlies the silence. In U.S., silence is interpreted as positive and less active, that is to say, more internal and reflective. In conclusion, the findings suggest that Japanese interpret silence as a communicative symbol that must be actively interpreted, and this is consistent with most literature, however, they emphatically contradict the stereotype of "vocal Americans", commonly depicted in the literature.

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Mori, Naoko. « Role of public relations in management : Japanese corporations in the United States ». Thesis, Boston University, 1988. https://hdl.handle.net/2144/38082.

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Thesis (M.S.)--Boston University
PLEASE 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

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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/.

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This research presents an in depth discussion and analysis on U.S. Japanese foreign trade. It is divided into two parts. The first hypothesis states that the appreciation of the dollar in the early eighties is positively correlated with the U.S. trade deficit, especially with Japan. The second hypothesis states that Friedrich Von Hayek's Theory of Social Order applies to the development of capitalism in that country. This can also be divided into two parts, a) this generation of Japanese consumes, saves, and invests differently than previous generations, and b) Japanese consumption and investment patterns follow U.S. consumption and investment patterns with a lag.

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Lei, 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.

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This paper uses a sociological model to compare the residential energy consumption between immigrant students and native-born American students and to explain the difference by demographic characteristics, values, and specific attitudes. Further, it tries to explore whether the relationship between immigration status and residential energy consumption is mediated by value orientation towards frugality and specific attitudes towards energy conservation. The data of an online survey among native-born and foreign-born students at the University of Central Florida are used. The results suggest that immigrants consume less energy at home than native-born Americans, but the time stayed in the US doesn't have an impact on the energy consumption of immigrants. In addition, the results do not show evidence that value orientation towards frugality and specific attitudes toward energy conservation mediate the relationship between immigration status and energy consumption at home.
ID: 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

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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.

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Inouye, 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.

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Ruddy, 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.

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Peng, Liying. « DIETARY ACCULTURATION OF CHINESE STUDENTS IN THE UNITED STATES ». University of Akron / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1134770987.

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Mehta, 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/.

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Increasing globalization and transnational trends in business have resulted in greater contact with people from different cultures. However, in any cross-cultural encounter, miscommunication and misunderstandings are likely to occur. In a workplace setting, these can seriously undermine job performance and employee relations. The Intercultural Sensitizer is a cross-cultural training tool that is designed to increase the likelihood that trained individuals will make accurate interpretations concerning behavior observed in individuals from other cultural groups (Albert, 1983) . The purpose of this study was two-fold: (1) to identify cultural differences between Americans and Japanese that can lead to misunderstandings in the workplace and hinder communication, and (2) to construct an intercultural sensitizer that will enable the two cultural groups to interact more effectively with each other. The study's five-phase research design was based on Albert's (1983) delineation of the construction of an intercultural sensitizer. Twenty-four episodes were constructed and statistically analyzed to determine if there was a difference in the way the two cultural groups responded to a given situation. Nine episodes yielded critical values significant at the .05 level. The study concluded that there while there are differences in the cultural perspectives of American and Japanese business professionals, the two groups also share common cultural assumptions. The study's findings have numerous implications for cross-cultural corporate training and higher education.

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Correa, Minerva. « Ethnic Identity : An Examination of Hispanic International Students ». Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277654/.

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I interviewed twenty-four International students from the following countries: Mexico, Guatemala, Honduras, Nicaragua, Costa Rica, Panama, Peru, Colombia, Brazil, Puerto Rico and Spain. Hereafter I shall refer to the respondents as Hispanic International students. My primary interest was to learn the way in which Hispanic International students defined themselves in view of ethnic definitions imposed on them by the administrative system in the U.S. First, Hispanic International students defined themselves primarily by their nationality. The second finding dealt with the usage of language. The Hispanic International students spoke Spanish with relatives and friends. They spoke English when a non-Spanish speaker joined the conversation. The third finding was related to the problems and adaptations encountered by Hispanic International students.

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Boyd, 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.

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Thesis (M.S. in Leadership and Human Resources Development)--Naval Postgraduate School, June 2003.
Thesis advisor(s): William R. Bowman, Janice H. Laurence. Includes bibliographical references (p. 75-79). Also available online.

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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.

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Thesis advisor: Philip G. Altbach
The 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

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Sümer, Seda. « International students' psychological and sociocultural adaptation in the United States ». unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-06192009-153839/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title 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.

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Kramer, Michael Bela. « A comparison of the American and Japanese construction industries ». Thesis, Georgia Institute of Technology, 1990. http://hdl.handle.net/1853/20810.

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Gillespie, 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.

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Ball, 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.

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Sumer, Seda. « International Students' Psychological and Sociocultural Adaptation in the United States ». Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/34.

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International students constitute an important cohort in the United States (U.S.) colleges and universities. In order for the U.S. colleges and universities to better accommodate the significant number of international students and to recruit them in the future, it is critical to identify factors that influence these students’ acculturation and adjustment processes and provide professionals with guidelines for creating culturally appropriate services and programs for them. Therefore the current study examined international students’ adaptation to the U.S. in relation to their acculturation levels, coping processes, and intent to stay in the U.S. after their graduation. Center for Epidemiologic Studies - Depression scale was used as a measure of psychological adaptation. In addition, Sociocultural Adaptation Scale, Acculturation Index, and Ways of Coping Questionnaire, were used to measure sociocultural adaptation, acculturation dimensions, and coping processes, respectively. A total of 204 F1 visa holding international students participated in the current study. This project was a cross-sectional, exploratory study that measured depression and sociocultural adaptation among international students. Cronbach’s alpha for each instrument was calculated to determine the internal reliability for the current sample. Pearson product moment correlational analyses were performed to examine the relations between interval variables. Analysis of variance was utilized to examine gender differences in coping processes. Multiple regression analyses were conducted in order to explore the predictors of international students’ psychological and sociocultural adaptations. Results showed that in females identification with the host culture was associated with lower levels of depression, and Escape-Avoidance was associated with higher levels of depression. Identification with the host culture and Escape-Avoidance were predictors of sociocultural adaptation for both genders. Specifically, students who identified more strongly with the American culture were less likely to experience difficulty functioning in the U.S. In addition, these students were more likely to report higher levels of English proficiency, higher likelihood of staying in the U.S. after graduation, and lower levels of depression. The study identified important gender differences with regards to acculturation dimensions and coping processes. Implications and suggestions for future research were discussed.

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Felix, 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.

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Erarslan, Mustafa Cenk. « Attitudes of international students in higher education : Implications for educators ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2764.

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The purpose of this study was to determine international students satisfaction with regards to the education, services, and facilities at an institution of higher education. Results showed that most of the students were satisfied with the quality of programs at their institution.

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