| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "JAPANESE EDUCATIONAL SYSTEM": |
|
|
British and Japanese Educational Systems, 2002.
An analysis of the characteristics of and differences between British and Japanese educational systems.
1,050 words (approx. 4.2 pages), 8 sources, MLA, $ 36.95
»
Click here to show/hide summary
Abstract
This paper discusses the education systems in both Britain where it is similar to that in the U.S. and Japan which has one of the most rigorous educational systems in the world. It briefly describes the structure of both systems and the level of involvement of the government in both countries in setting the curriculum as well as relevant statistics. It provides a compare and contrast analysis between the education systems in both countries highlighting definate similarities such as compulsory education between the ages of 5 and 16 and major differences such as social problems in Japan due to pressures to excel. Common issues in both the British and Japanese education systems are enhancing diversity, providing children with the tools necessary to remain current with technological advances, strengthening the relationship between schools, families, and communities.
From the Paper
"There are two parallel educational systems in Britain: the state system, where education is provided free, and the independent system, where parents normally pay fees. (The British Education System). Nearly 1 in 13 British school-age children are in the independent system. (The British Education System). Britain has a national curriculum, i.e., a statement of the minimum learning requirements of all children at each stage in their education. (The British Education System). This curriculum is compulsory in the state system and while independent schools are not bound by it, most of them teach what the national curriculum demands. (The British Education System)."
| |
|
Japanese Educational System, 1999.
Examines the history from the 17th Century to the 1990s. Discusses reform, collectivism, morality, socioeconomics, Western influences, the impact of WWII and post-war Occupation and the role of the government.
3,375 words (approx. 13.5 pages), 16 sources, $ 119.95
»
Click here to show/hide summary
Abstract
Japan's history of selective borrowing from the education models of other countries has always enhanced, not subverted, its own traditional customs. Japan has always sought to educate the "whole child," but the Japanese concept of wholeness differs from that of the West.
From the Paper
"Japan's history of selective borrowing from the education models of other countries has always enhanced, not subverted, its own traditional customs. Japan has always sought to educate the "whole child," but the Japanese concept of wholeness differs from that of the West. Japan's collective mobilization of society to care and support its children's educational efforts results in students who are fully engaged in a learning process that emphasizes good habits, self-confidence, and respect for others.
Prior to the Tokugawa period, the Japanese had little use for education. Japan was divided into several hundred fiefs, ruled by men whose preoccupations were fighting, hunting, feasting, and showmanship. The samurai, the members of the warring class in feudal Japan, were trained in Zen Buddhism and military techniques. The limited scholarship that existed during ..."
| |
|
Japanese Educational Reform, 1999.
Examines the system's successes and problems, the need for and resistance to reform, entrance exams, skills, the role of government, competition for jobs, creativity vs. conformity and global issues.
3,375 words (approx. 13.5 pages), 15 sources, $ 119.95
»
Click here to show/hide summary
Abstract
Modern Japan suffers from a mismatch between the needs of its economy and the skills of students produced by its education system. While Japan's economy boomed, employers feverishly recruited college graduates, especially those from prestigious universities, and new hires enjoyed the prospect of lifetime employment.
From the Paper
"Modern Japan suffers from a mismatch between the needs of its economy and the skills of students produced by its education system. While Japan's economy boomed, employers feverishly recruited college graduates, especially those from prestigious universities, and new hires enjoyed the prospect of lifetime employment. Today, the bubble has burst on Japan's economy and recent college graduates find themselves scrambling for jobs in a labor market that is oversupplied. The six-year slump in Japan's economy means that companies can no longer spare the funds for training new workers. Consequently, managers express a need for college graduates who are not only well-versed in information technology, global markets, and modern finance, but creative self-starters as well. In response to this need, Japan's Ministry of Education has initiated sweeping reforms."
| |
|
The Japanese Distribution System, 2005.
This paper discusses the Japanese Distribution System, a channel management system historically utilized in Japan.
3,490 words (approx. 14.0 pages), 20 sources, MLA, $ 98.95
»
Click here to show/hide summary
Abstract
This paper explains that the Japanese Distribution System is completely non-conventional from the perspective of Western business practices, which makes it difficult for any Westerner to understand the complexities of the relationship between the various channels and their workers in Japan. The author points out that channel management assumes that active players, not passive consumers, form the major part of this system; they have individual needs and wants and apply these different needs and wants in no regular pattern. The paper stresses that the easiest and quickest method, by which to enter this market, is to form a strategic alliance with an established Japanese company such as the partnership of Kentucky Fried Chicken with Mitsubishi Keirishi.
From the Paper
"The fact is that the Japanese Distribution System came into being during the early years of the seventeenth century, when several cottage industries in combination with the growing urban population gave rise to the phenomenon of a brand new class of people, known as the 'merchant class'. Another important fact to remember is the truth that almost all Japanese companies generally operate on the principle of very little equity, and a large amount of debts, wherein the manufacturers are ready to supply their goods to wholesalers in return for what are known as 'promissory notes' with terms that range from six months to more. "
| |
|
The Japanese Distribution System, 2004.
The story behind the most effective non-tariff barrier to the Japanese market and how to overcome it.
2,281 words (approx. 9.1 pages), 13 sources, MLA, $ 70.95
»
Click here to show/hide summary
Abstract
This paper examines how distribution has often been considered the most effective non-tariff barrier to the Japanese market and how the distribution system in Japan is vastly different from its American and European counterparts. It discusses the evolution of the Japanese distribution system, its distinguishing features, methods of successfully penetrating the Japanese market and the future outlook for the system.
Outline
1.0 Introduction
2.0 Evolution of the System
3.0 Features of the System
3.1 High Density of Middlemen
3.2 Channel Control
3.3 Business Philosophy & Culture
3.4 Large-Scale Retail Store Law
3.5 Price and Return System
3.6 Distribution Keiretsu
4.0 Overcoming the Japanese Distribution System
4.1 Successes in Japan
4.2 Failures in Japan
5.0 The Future of the System
Endnotes
From the Paper
"The complex distribution system in Japan has evolved for numerous reasons. Following the Second World War, there were no large stores selling products. The average Japanese consumer did not possess enough financial resources to purchase more than the bare necessities provided by small, localized shops. Due to citizen demand, the Japanese government opted to support these small stores. As a result, the distribution system was forced to cater to the localized shops. The Japanese government even enacted the Large-Scale Retail Store Law to ensure the continued survival of the small stores. Japanese consumers also prefer to purchase fresh goods, and possess limited storage space for bulk shopping. This further promotes the longevity of small stores and the necessary distribution chains."
| |
|
Japanese Cuisine: Japanese Culture and What They Eat, 2000.
A look at the exotic world of Japanese cuisine, including its health benefits and the importance that Japanese place on the presentation of a meal.
2,136 words (approx. 8.5 pages), 3 sources, $ 66.95
»
Click here to show/hide summary
From the Paper
"Within the Japanese cuisine, there contains many strange meals but there are myriads of delights that would make anybody?s tastes buds melt. Coming from a Japanese decent I have tried many of these tasty meals, but I would not take it too an extreme to say that I drink ?snakes blood for longevity?(Steinberg 6). Japanese meals are actually considered very healthy and low fat considered to the traditional American, southern fried chicken. Japanese food is served in little portions and displayed in a very exciting way to liven up every aspect of each savory bite. To liven up these dishes we often cut vegetables or fruits into tiny designs or animals, or organize each piece of meat and each small vegetable in a way that flatters the plate. Cutting and Slicing, mostly vegetables into meticulous designs, makes a dish its own work of art. "
| |
|
The Japanese and American Employment Systems, 1991.
This paper compares and contrasts the Japanese and American employment systems and focuses on how the two systems developed and how the Japanese system could benefit American business.
1,800 words (approx. 7.2 pages), 6 sources, $ 63.95
»
Click here to show/hide summary
From the Paper
"The Japanese employment system has been described by some as the result of cultural norms encouraging high commitment, reciprocity, and conformity, but Andrew Gordon takes the opposing view that these practices are actually an economic response. He traces this system back to its roots in pre-war Japan, showing how the system developed from a different system in the era of World War I and the 1920s into something closer to the current system because of the interplay of economic forces.
The Japanese system offers many observable Japanese managerial practices which can be reduced to three underlying factors:
1) a long-run planning horizon;
2) a commitment to lifetime employment; and
3) a sense of collective responsibility."
| |
|
Physical Education vs. Educational Achievement, 2006.
This paper discusses the issue of physical education and its relationship to academic proficiency.
3,163 words (approx. 12.7 pages), 10 sources, APA, $ 91.95
»
Click here to show/hide summary
Abstract
This paper examines in-depth the correlation of a sedentary life style and poor academic achievement while stressing the need for implementing a more aggressive approach to physical and nutritional education in America's school systems which would result in greater academic performance. The writer also discusses how the current physical education programs in the nation's schools vary with the affluence of the neighborhoods.
From the Paper
"The problem with teaching nutrition, for example, lies in Inner city schools, where minorities and children from poor families come to get their one solid meal of the day. How do you teach "nutrition" to such deprived children? And, isn't it a fact that mal-nourished and under-nourished children do badly on exams simply because their bodies cannot keep up, and their attention-spans may be limited if by nothing else than hunger pangs. Over-eating, obese children also tend to have some learning problems, because their over-saturated digestive systems tend to make them logy. However, some elementary nutrition subjects must be taught, and they should be considered part of the Health/Physical Education curriculum."
| |
|
German, Japanese and Anglo-Saxon Company Systems, 2002.
A comparison of the German, Japanese and Anglo-Saxon (USA) systems of human resource management.
3,240 words (approx. 13.0 pages), 16 sources, $ 93.95
»
Click here to show/hide summary
Abstract
This paper compares and contrasts the German, Japanese and Anglo Saxon (USA) management and culture. Areas that are used for comparison include national and organizational culture, the economy, organizational aims, management styles, employment practices, approaches to promotion and other businesses and institutions. Arguments as to which style is the most successful are also provided.
From the Paper
"Companies, like countries have identifiable cultures. An organizational culture is the combination of shared values and beliefs of members of organizations and is affected by the cultures of society. There are three main cultures and styles of management including Anglo-Saxon, which incorporates the Unites States and Great Britain, Japanese and German. Each culture has its preferred ways of co-coordinating and controlling. Culture influences a company?s behavior, linking different jobs, rules and procedures. Organizational culture can undergo change. Schein (1992) believes that only statements can be made about elements of culture and not culture in its entirety due to the complexity of the issue."
| |
|
This study will consider a number of elements of the "submissive" middle class in Japanese society as described and analyzed in Karel van Wolferen's "The Enigma of Japanese Power"., 1991.
This study discusses the elements of the "submissive" middle class in Japanese society as described and analyzed in This study will consider a number of elements of the "submissive" middle class in Japanese society as described and analyzed in Karel van
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
»
Click here to show/hide summary
From the Paper
"This study will consider a number of elements of the "submissive" middle class in Japanese society as described and analyzed in Karel van Wolferen's "The Enigma of Japanese Power".
The basis of much of the power and order of Japan in the world in the late years of the 20th century is what van Wolferen calls the "submissive" nature of that society. As the author notes, "The post-war aims of the Japanese System have been entrusted mainly to the economic organizations. The System is preoccupied with industrial and commercial pursuits.. " And industrial and commercial pursuits are successful because of submissive and obedient workers, who are modeled on the "salaryman" model.
As the author writes, " . . . The term 'salaryman' connotes much more than 'office clerk' or 'white-collar worker'; it stands ... "
| |
|
Collaboration between Special Education and General Education Teachers, 2001.
This paper studies inclusion programs and the way general education teachers and special education teachers collaborate when performing them.
1,690 words (approx. 6.8 pages), 11 sources, MLA, $ 54.95
»
Click here to show/hide summary
Abstract
This paper examines the benefits and disadvantages of inclusion programs from the point of view of the student as well as the teacher.
Inclusion means keeping special education students in regular classrooms and bringing the special support services to them. It discusses the affect it has on the children's education and on their parents. It details the types of schools where inclusion is more successful and where it is less successful. It discusses psychological and educational research done on this issue and presents its conclusions. It discusses several relevant education models such as: The itinerant model, used for certain categories of special education and the consultation model, when the teacher remains in one or two buildings with larger numbers of students to serve.
From the Paper
"In schools where collaboration was successfully implemented, the special needs children developed improved social skills, greater motivation to learn, and increased self-esteem. Positive peer relationships developed. In these situations, ?Collaboration brought complementary professional skills to planning, preparation, and delivery of classroom instruction? [Ripley, 1997]. ?The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students ?[Ripley, 1997] Middle Schools easily lend themselves to the principles of collaboration. Collaboration is an important process of general education of Middle School Students where interdisciplinary teams often share in planning [Hines, 2001]. Middle school structures can be used as a model for special education inclusion."
| |
|
Japanese Use of Coercion to Maintain Power, 2004.
This paper discusses the use of coercion by the Japanese in the course of Japanese imperialism in the 19th and 20th centuries in Asia.
1,983 words (approx. 7.9 pages), 2 sources, MLA, $ 63.95
»
Click here to show/hide summary
Abstract
This essay is a discussion of how great a role coercion played in the enforcement of Japanese imperialism in Asia. The paper focuses on the Japanese occupation of Korea, while also alluding to other areas that the Japanese controlled. Various examples of coercion are presented and discussed at length.
From the Paper
"In the course of Japanese imperialism, the Japanese used coercion extensively to maintain their rule, but also employed some other methods at times. Their coercive policies were often harsh and brutal, with the Japanese authorities refusing to relent until their goals had been reached. In certain instances, however, they allowed their subjects to have some level of choice in matters like education and employment. In response to the Korean Independence Movement that developed after World War I, for example, the Japanese appeared to ?return to the Koreans a modicum of personal choice? and allowed them to publish their own newspapers, create their own schools, and to be employed in the government (Kang, 15). Such concessions certainly existed outside the realm of coercive policies, even though they were somewhat cosmetic in nature. The people were still often subjected to the same horrid treatment and the same unreasonable regulations that they had become familiar with from the coercive rule of the Japanese, but there were glimpses of light that shone through the dark cloud of Japanese rule."
| |
|
A Study on Japanese Women and Breast Cancer, 2007.
An extensive study on the causes of cancer in Japanese and Japanese-American women.
3,447 words (approx. 13.8 pages), 22 sources, MLA, $ 97.95
»
Click here to show/hide summary
Abstract
This paper documents a study that has been conducted for the purpose of understanding why the rates of breast cancer differ between Japanese women living in the United States compared to those living in Japan. The examination of risk factors associated with the rapid fluctuation of breast cancer incidence rates in Japanese women in the United States and those in Japan may help to explain differences. The paper offers methodology, data collection and analysis. It also gives a clear conclusion of the findings of the research and recommendations for further research on this topic.
Table of Contents:
Purpose of the study
Methodology
Theoretical Framework
Limitations
Data Collection and Analysis
Quantative Analysis
Summary of Findings
Conclusion
Findings
Recommendations of the Study
Bibliography
From the Paper
"Meta-analysis begins with estimation of the success rates of treatment and control arms of multiple separate trials through use of a separate 2 X 2 table for each trial. At the point in time that the researcher is convinced that the trials are "sufficiently uniform in design and methods that pooling their results makes clinical sense, a statistical test for homogeneity is used to help decide whether pooling results makes statistical sense." (Gilbert, 2005) After having made the decision that the "studies are sufficiently homogeneous to be combinable, the effect measure has been chosen, and a fixed- or random-effects technique is adopted, the calculations required to perform a meta-analysis are quite simple, usually through use of statistical software."
| |
|
Construction of Self: The Identity of Modern Japanese-Canadians, 2003.
Explores the identity of Canadians of Japanese origin living in modern Canada.
20,665 words (approx. 82.7 pages), 133 sources, MLA, $ 249.95
»
Click here to show/hide summary
Abstract
The study takes a broad exploratory approach to studying issues of identity in the Japanese community in Canada. Chapter I traces the historical settlement of Japanese-Canadians in Canada with reference to how Canada?s changing attitudes on dealing with immigrants has affected the way in which Japanese-Canadians perceive themselves. Chapter II researches the relationship between language and identity. Chapter III looks at two types of modern day Japanese in Canada. First, a young student studying at MIT is used as a real life case study. Second, various fictional depictions of Japanese-Canadians are used to delve deeper into issues of Japanese identity. The subject matter has not yet been specifically covered in detail by academia (although it has rather more so by fictional writing). Available sources are analyzed closely to try to uncover trends in identity. Sources used vary from academic works (both Japanese and Canadian) on history, sociology, politics, linguistics and psychology; through to personal journal entries and fictional works concerning Japanese identity written by Japanese-Canadian authors.
Introduction
The History Of Japanese-Canadians & Canadian Immigration Policy 1877-2003
The Relationship Between Language And The Formation Of Ethnic Identity
The Real And Illusory Modern Japanese-Canadian
Conclusion
From the Paper
"Thus, using Bourdieu?s analysis, it is theoretically possible to apply it to the situation of Japanese-Canadians to try to delve deeper into their ethnic self-identity and individual make-up. However, there are various flaws when trying to apply Bourdieu?s work. First, Bourdieu interviewed his participants in some depth for his study in order to get a detailed profile of each. This variety of data about Japanese-Canadians is not currently available for this thesis and would need to be obtained first-hand (see ?Recommendations? in Conclusion). Second, and more importantly, it is not possible to apply the same analysis intended for a Western, European nation such as France to a complex, Oriental nation such as Japan that prides itself on its ?unique? ethnic identity and 90% middle-class (which, if true, renders analysis using economic capital as a variable useless anyhow)."
| |
|
Educational theory and Philosophy, 2007.
This paper discusses educational theory and philosophy in US schools.
4,443 words (approx. 17.8 pages), 43 sources, MLA, $ 116.95
»
Click here to show/hide summary
Abstract
In this article, the writer first discusses that most researchers believed that during the 1950s the topics that were not raised consistently as influences on educational theories like racial discrimination, status of women, etc., had more drastic effect than the issues that were addressed. The writer then relates that educational theories were more specialized and respected in the 1960s than any other on the basis of the incorporation of assessment procedures that guaranteed impartiality, lucidity, and practical inflexibility. Further, the writer notes that Thomas Kuhn's Structure of Scientific Revolutions in 1970 basically brought forth the notion of competition that was singly the most influential concept in the coming decades. The writer points out that the decade of the 1980s saw feminism, neo-Marxist notion, and the first drafts of the postmodern theory being considered as legal areas of concern in the sphere educational philosophy. Finally, the writer notes that the 1990s brought around tragedy, feelings of loss and uncertainty among the societies. The writer concludes that in the future, one can hope that the reforms and incorporations that have been made over the past decades in the education theories yield fruitful results by enhancing educational standards and efficiency of the execution of education philosophies.
Outline:
Educational Theory and Philosophy during 1950s
Educational Theory and Philosophy during 1960s
Educational Theory and Philosophy during 1970s
Educational Theory and Philosophy during 1980s
Educational Theory and Philosophy during 1990s
Conclusion
From the Paper
"There were also quite a few articles that chose to concentrate only the numerous problems or aspects of the education policies present like the level of educational liberty available to both the students and the teachers, the educational as well as peripheral responsibilities of the academic management. An example of an essay of this format is the article written by Willard Spalding who was the Dean of the College of Education at the University of Illinois at the time. He in this article tried to design a completely fresh notion and theory of training the teachers. He believed that this could be achieved by invalidating what he believed to be the conservative or traditional comprehension of the association amid the traits and various units of education. He followed the viewpoint first brought forth by Aristotle that regarded the numerous units as the primary factors whereas the traits as the secondary factors. Spalding supported this viewpoint because he believed that this led to a more lucid understanding of the society's needs and requirements for the educational standards, temperaments and policies."
|
|
|
