In local education-related news …

A private high school student shoots another fellow member of the school archery club between the eyes while practicing archery. The student is reported to be in serious condition… a ridiculous situation which surely begs more questions including that of whether there was adequate supervision (the students were alone). Read more at Archer hits teen ‘tween the brows (Daily Yomiuri)

Language skill-shy job-hunting grads falling prey
Job offers for high school grads dive

Manga’ library opens at Meiji University

Students strive to show stars to schoolmate (Nov.5)

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Elsewhere in the world …

 

Jobs, animation drive popularity of learning Japanese

Incentive to consider college – in eighth grade

Class Struggle: In math, the readiness is all

School day starts with a sugar rush

‘Report cards’ for all students leaving university Graduates to be marked on joining clubs and taking extra courses.

Second expert calls for school starting age to be raised to six

Kids become ‘depressed’ without play time Loss of playtime is leading to Australian kids suffering mental illnesses, a psychologist says.

An Interview with Kevin Donnelly: Australia’s Education Revolution The new book is titled Australia’s Education Revolution, How Kevin Rudd Won and Lost the Education Wars

 

GCSE alternative ‘banned’ in state schools

 

Mandelson: A-level results not enough for university Colleges to judge applicants on the basis of their social background.

Jay Mathews: Will 21st century skills weaken our federal education programs?

Considering at some point or other, a parent has to be in the hunt for a school for his or her kid, this topic is surprisingly rather sparsely covered when you do a Google.

More surprisingly, is that the answers you’ll come up with when you do a survey of qualities that you should put on that list for your school hunt … is highly varied. Take a look at these links culled for your below and see…
What makes a great school DSEA.org’s 35 factors for what makes a great school outlined including continual staff development, community spirit, effective teaching practices, curriculum development.

Testing the teacher payout An experimental project charter school based on the premise that paying top dollar for teachers will get the dream team that makes a school great.

What Makes a Great Teacher? Study after study shows the single most important single factor determining th quality of the education a child receives is the quality of his teacher.

What makes a High School great (Newsweek) – the individualized experience; community service; liberal arts strength; segregating boys & girls; science & technology emphasis and support; connecting everyone.

What makes a great school? Top academic performance, academic improvement, parental involvement “First and foremost, it has a learning environment where the focus is on student achievement and the proof is in the pudding — high test scores.” (See also What five things make a school great)

50 Signs Your School’s a Great School Intangible elements and concrete examples of goings on in a “great school”.

A guide to choosing an international school (Telegraph) – child-centered and challenging curriculum, type or range of extracurricular activities, size of school, professional teacher & best practices development, library, IT and other facilities

In an earlier article I wrote entitled Private school appeal: the track to elite universities, I made a survey of private schools in Japan, focusing on elite or prestigious private schools in Japan to try to determine what parents sought in private schools and why they were willing to fork out exorbitant fees for a place in elite schools – outstanding facilities; school enrichment and extracurricular activities; class size; school tradition, discipline and pastoral care; individualized and outstanding academic curriculum; exam prep and track record in getting into top universities; integrated-ness and comprehensive school system. In Why parents consider US boarding schools I came to similar conclusions that parents chose the schools for the richness of the curriculum and resources of the school, specialist teachers and academic and exam prep plus academic standing of the schools.

It would appear that what educators, policy-makers and journalists make out to be the qualities of great schools don’t really tally up with what parents’ would list as qualities of a great school … the latter listing is considerably narrower and made up of more practical considerations and fewer intangible ones.


 

Suzanne, writer, poet, and mother, is the author of Losing Kei, editor of several anthologies, among them Love You to Pieces: Creative Writers on Raising a Child with Special Needs, and most recently Call Me Okaasan: Adventures in Multicultural Mothering. She will give a presentation at TELL’s Exceptional Parenting Program on Friday, November 13 from 2:30 – 5:00pm.
 Suzanne will discuss the importance of writing about children with special needs and share examples of literature current and past about parenting children with special needs. She will also conduct brief writing exercises, which may be used in journaling, or creative writing for pleasure or publication. ~ S. Kamata

For more information and/or to RSVP, please contact Birgit at tellparentgroup[at]hotmail.com

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1. INTRODUCTION
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Well, the weather has begun turning cool, or as those of us from Canada might say: finally tolerable.

YTG will be pretty quiet over the next two months, preparing for our spring show (as yet untitled) and our AGM (we’re aiming for January).

However, there are still a number of tasks that we need help with.  Check out our new ::VOLUNTEER REGISTRY:: page and sign up today! 


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2. SCENE STUDY CLASS FOR YOUNG PEOPLE
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YTG announces a follow-up to our successful Physical Theatre workshops: a new acting workshop running in Tokyo! Develop your acting skills in the same kind of class the pros take!

LOCATION
At OUR SPACE studio (4 minutes walk from Hatagaya station in Tokyo).

DATES & TIMES:
Sundays, 12:00 – 15:00

January 17 to February 28, 2010

FINAL CLASS PRESENTATION (and party) on Friday, March 5, at 17:30

COST
30,000 total for all eight sessions

For Ages: 13 – 18

Acting is more than memorizing lines and delivering facial expressions. To give your best performance, you need to understand what’s going on around you in the play and what’s going on in your own head (and therefore, in your character’s head). Scene Study will teach you how to do that.

You’ll spend the first few weeks doing acting exercises (games, improv, vocal exercises, etc.) and loosening up while also learning the basics of text breakdown, character creation, raising the stakes of a scene, and more. After that, you’ll be given a scene to work on with a partner, which you will present at least twice for the class. The class environment will give you a chance to try out ideas without the pressure of impressing an audience.

By the end of the course, you will have been stretched and challenged as an actor, and you will have learned the techniques of creating a compelling performance without the help of a director… and you will be having more fun doing it then ever before.

So what are you waiting for? Sign up today and dive into the exciting world of actor training!

Go to our ::WORKSHOP SIGNUP FORM:: to sign up right away!


ABOUT THE INSTRUCTOR

Andrew Woolner is the current Artistic Director of The Yokohama Theatre Group, and has directed four plays for them since 2007. He is a former Board member and current volunteer for the Tokyo International Players.

Andrew had several years of acting training and experience prior to earning a BFA in Theatre from York University in Toronto. While working on his degree, he also assistant taught Scene Study to high schoolers at the former Young People’s Theatre in Toronto. From 1998 to 2003 he ran Squeeze-Box Theatre in Toronto. 

In total, Andrew has spent the better part of the last 20 years studying, acting, directing, writing, and producing Theatre. As an actor, he’s played in everything from Henry V (as Henry V) to Diary of Anne Frank (as Peter); from Much Ado About Nothing (Benedick) toGlengarry, Glenn Ross.
As a director, he’s been at the helm of more than a dozen shows and workshops, including TIP’s spring 2009 production of William Shakespeare’s R3, and several productions of his own Amos Takes Hogtown trilogy in Toronto.



Well, that’s the end of another newsletter.  Have a great autumn!

-The Yokohama Theatre Group

***

On the local scene:

More than 13,900 educational facilities canceled some or all of their classes due to influenza from Oct. 18 to Saturday, up sharply from the 8,534 reported a week earlier, the government said.

Most of the 13,964 facilities, which included schools and kindergartens, were hit by the H1N1 swine flu, according to Wednesday’s announcement by the Health, Labor and Welfare Ministry.

***

Takamatsu to turn tots onto art (Japan Times Saturday, Oct. 31, 2009)

Grad school will cater to disabled (Japan Times)

Today’s College Scene / ICU: Studying abroad at home (Oct 29 2009 Daily Yomiuri) This article allows you a peek at life on the International Christian University campus. Excerpt: “ICU, best known by its initials, modeled itself on liberal arts schools overseas, and offers its students a wide range of educational opportunities built around small-group teaching methods. The private school considers communication between teachers and their students to be an important part of the learning process. This philosophy also applies to the dormitories: On campus, there are six undergraduate dorms and only a few single-occupancy rooms … Bilingualism is expected at ICU, with non-Japanese teachers accounting for more than 30 percent of the faculty. Some courses are available both in Japanese and English–from an overview of Christianity to physics and chemistry–and Japanese students are required to take a certain number of their courses in English, and vice versa for non-Japanese students.”

PRIMARY ADVICE / Getting students talking (Oct.27 2009 Daily Yomiuri)

Foreign students get a taste of Japan (Oct.27 2009 Daily Yomiuri)

Medium is only part of the message at Osaka school (Oct. 22, 2009 Daily Yomiuri) In traditional foreign language courses, the language is the subject. But with the immersion method, the target language is merely the medium through which other subjects are taught. An increasing number of the nation’s universities have been trying this approach, teaching specialized subjects in English. According to the Education, Science and Technology Ministry, 194 universities–or 27 percent of the nation’s higher educational institutions–offered a variety of non-language undergraduate courses taught in English during the 2007 academic year. Eg.Kwansei Gakuin University’s School of Policy Studies in Sanda, Hyogo Prefecture, offers more than 20 specialized courses in English, including international relations and organizational theory of global firms. This article is about the English immersion language program at Osaka Jogakuin College “which accepts only 150 students or so a year. They are taught by 37 teachers, 11 of whom are non-Japanese. Since its establishment, the school has fused its English programs with the specialized courses. Ninety percent of specialized courses for juniors and seniors are taught exclusively in the language. …About 60 percent of freshman and sophomore courses are conducted in English. In preparation for becoming upperclassmen, the younger students are encouraged to develop their English skills, while at the same time they learn in Japanese about the basics of their specialized studies. … “The college also aims “to develop their reading and writing skills in English through a variety of approaches, such as quizzes and academic writing,” the professor said. “We’d like them to have well-rounded English skills that enable them to express their own opinions in the language.” …The college’s inaugural class graduated last year. All 114 students looking for work landed jobs immediately after graduation.” Read more here

Elsewhere around the world:

Teaching kids how to soar
A kindergarten project at the Institute of Child Study offers a glimpse into neuroeducation, where kids learn by discovering rather than memorizing.

How to beat the boredom
For switched-on schools, there’s more to the final weeks of the school year than mindless DVD watching and teachers acting as child minders.

How a simple marshmallow can predict your future In the Marshmallow Test, a child can have one treat immediately, or two if he can wait 15 minutes. The ability to wait is called “executive function.”

The Jensen Method, a Model for Education

Teach Your Teachers Well To fix our schools, the teaching programs need to be as dynamic as the young people we want to attract to the profession.
Download ‘Why Educate? A series of lectures addressing fundamental questions of education’
In 2008, the Learning Skills Foundation put on a series of four lectures based around the theme, ‘Why Educate?’ These lectures provided a platform for some of the leading academics to address fundamental questions about the nature of the education system in this country.
RTI differs from the traditional method of identifying students with learning disabilities by focusing on early intervention. Through on-going assessment and progress monitoring students are provided additional research based instruction in areas of need to address the identified concern(s).
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Click on the box below to read our archived posts…

How learning to play a musical instrument can boost your IQ Source: Daily Mail … read excerpts below.

“Playing a musical instrument could make you brainier, it is claimed.
Research suggests that practising scales and chords and mastering complex patterns of notes changes the shape of the brain.
It can even boost IQ by as much as seven points. And it is never too old to learn, with pensioners benefiting too.
The parts of the brain that control motor skills, hearing and memory become larger and more active when a person learns how to play an instrument. Alertness, planning and the ability to read emotions also improve.
The parts of the brain that control hearing, memory, and the part that controls the hands, among others, all become more active. Essentially the architecture of the brain changes.
‘For children especially we found that learning to play the piano, for instance, teaches them to be more self-disciplined, more attentive and better at planning.’
Learning a musical instrument can also make it easier to pick up new languages and interpret the emotions of others.
The psychologist, who reviewed research into the issue for an article in the Faculty of 1000 Biology Reports, said: ‘When you play a musical instrument you have to learn about tone and about scores and your ability to store audio information becomes better.
‘Not only does this make it easier to pick up other languages, musicians are able to pick out exactly what others are feeling just on the tone of their voices.’” – end of excerpt -

In Japan:

KidZania: Japanese children experience the world of work If you’ve always wanted to visit the Kidzania themepark - arguably the most “educational” themepark there is in Japan -with your kids, but haven’t got around to it, you can now catch glimpses of Kidzania (12 photos)  at the Telegraph’s photo gallery – see KidZania: Japanese children experience the world of work . KidZania offers children more than 50 career experiences with parents not allowed to help their children during 30 minutes long activities. Kidzania have been fully booked every day since its opening in 2006.

Be careful not to bend your gender in Japanese (Japan Times)
One of the biggest omissions in Japanese textbooks, classes and one-on-one lessons is gendered language. This article explains the history behind gendered language of Japan as well as what exactly “gendered language” is. This refers to how males and females speak differently from one another within a language. It is a feature of other languages (Spanish, for one), but the Japanese version differs as it refers to gender roles and is not “grammatically gendered” — meaning that if you are a boy and speak like a girl, there is nothing grammatically incorrect about it. You would just sound like a girl, and that’s no fun. So how do males and females speak differently in Japanese? Find out more at Japan Times. The article also gives a link to a gendered-language cheat sheet (http://www.japantimes.co.jp/life/bilingual/gendered-language.pdf) that might come in handy.


Kyodo news
Public universities have agreed to offer relief measures for applicants if the swine flu forces them to miss entrance exams for the next academic year.
The Japan Association of National Universities made the decision at a general assembly meeting Monday in Hakodate, Hokkaido.
Flu cases, including infections of the new H1N1 virus, have been spreading steadily nationwide. The death toll linked to the strain rose to 35 in Japan as of Monday night.
The universities agreed that whether to hold makeup exams, which will take place a week after the second test, is up to each university. This means there will be cases in which final pass-or-fail results will be determined by the first test only, which is the standardized primary exam known as the University Entrance Center Examination.
Relief measures for exam-takers have been implemented by public universities on several occasions in the past, including in 1995 after a major earthquake hit parts of western Japan and in 2008 when there was heavy snow. All of these cases involved a limited number of universities.

 

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Elsewhere …

 

Skyrocketing higher education costs
All of you new parents, you had better put away those celebratory cigars and start saving.

 

Whether you’re searching for oil, the lost chord or a better kind of carrot, mathematics is the key, says Ian Stewart

 

An Interview with Joseph Machado: Tech4Learning
10.27.09 WebBlender is a web authoring tool students can use to make web sites AND interactive presentations with text, graphics, movies, Flash animations, and hyperlinks to share school reports, field trips, photo essays, and more.
The world’s universities are now providing lectures for free. EducationNews.org

 

 


[NATIONAL NEWS]
Private high school tuition waivers eyed (Japan Times)

The ministry is seeking to use ¥24.9 billion out of the ¥32 billion after the aid package for high school students is put in place in the next fiscal year.

At a news conference Friday, education minister Tatsuo Kawabata said the government may ask local governments to contribute financially in carrying out the policy.

“We would like local governments to supplement” the sources to finance the policy, he said. “Free high school tuition is one of our key election promises.”

Under one of the key campaign promises of the ruling Democratic Party of Japan students at both public and private high schools will receive about ¥120,000 per person annually in aid from fiscal 2010.

The aid effectively makes high school education free for public school students, but some have said it is not enough to cover tuition at private schools, which are more expensive

***

The education ministry has decided to pursue ways to make private high schools tuition-free for students from low-income households under the new government’s key policy, government sources said.

The Education, Culture, Sports, Science and Technology Ministry will ask the Internal Affairs and Communications Ministry to use taxes allocated to local governments to help fund the tuition-free program, which would apply to households with an annual income of up to ¥3.5 million.

Education ministry data show that municipal governments spend roughly ¥32 billion in expenses related to public high school tuition fees, including those needed for tuition exemptions and for covering fees in arrears.

Try hiking the Kotohira Trail — the easiest of Chichibu’s 12 designated hiking course, see Japan Times’ feature “Stepping out on a Chichibu trail
 

Shogakukan to halt kids’ magazines (magazines to be halted are Shogaku gonensei (Fifth Graders) and Shogaku rokunensei (Sixth Graders))

 
 
 
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Links to other education-related articles:
  
India Asteroid Killed Dinosaurs, Made Largest Crater? National Geographic News
October 16, 2009 New evidence that not one but two asteroids may have led to the extinction of the dinosaurs
 
Some 54 per cent of the population want biology teachers to discuss ‘alternative perspectives’ on human origins alongside traditional explanations of evolution.
 
Solving math anxiety equation: Teachers coach fifth-grade students, peers in algebra In Melissa Shaeffer’s math class at Sharpe Elementary, fifth-graders are beginning to love n2+ 2 because it saves them time figuring out tricky little everyday questions.
 
Say What? Musicians Hear Better 
Several studies reported at the Neuroscience 2009 symposium suggested that musical training can improve your hearing and that musical experience can change how our brain interacts with sounds. This has implications for language learning and for children struggling dyslexia and with other language problems.
Experts suggested that musical training could help children who are struggling with language. In contrast, many children with dyslexia and other language problems do poorly on tests like this.
Musical training could offer a way to improve their performance.
 
 
 
 
In local news: 

 

Foreign parents face travel curbs? (Japan Times)

About hikikomori…

 

Elsewhere in the world:

Call for lessons to begin at six
A major review of primary education calls for children’s formal learning to be delayed until they reach the age of six.

 

Children can start school at 4, parents told

Generation of pupils being put off school, report says  

Leading article: A better way to educate primary school students (the case against gov. interference)

Richard Garner: A study that should sound the death knell for league tables

Math teacher urges explanations over plugging in formulas
The teenagers in Stephanie Nichols’s algebra class have nothing on her blank stare. And they can’t even come close to her best confused expression: eyebrows furrowed, mouth frowning, a flash of ditziness framed by a blond bob.

Quieting Classrooms With Power of Silence

 

Yoga and circus skills replace school rugby 

 
Method challenges some education myths
Districts and states that use the ‘value-added’ approach have had some surprising results: Class size, student background and schools’ funding appear to be less critical than has long been believed. For years, schools and students have been judged on raw standardized test scores.
 
 
Yes, the nanny state is right
Deep down, you know it’s true: television is not good for your child, suggests Jemima Lewis.
 
After 40 years, we still can’t get our schools right
Telegraph View: the Cambridge University report on primary schools highlights the fragile state of our education system.
Richard Garner: Do our pupils get a better education than the Victorians? No – according to a devastating attack by the biggest inquiry into primary sector for more than 40 years.

 

Education and technology: 

More schools experimenting with digital textbooks
The dread of high school algebra is lost here amid the blue glow of computer screens and the clickety-clack of keyboards.

 

The joy of studying without moving: Distance Learning provides an opportunity to “future-proof” your career

 

Different class: How a new online approach aims to revolutionise language learning

 

News Navigator: Why the controversy over Google Books and how does it work? (related link: Google Book class action settlement in U.S. opens can of worms worldwide )

 

 

 

Click on the box below to read our archived posts…

 

English instructors hired illegally: union (Japan Times)

 

Today’s Daily Yomiuri paper brings an interesting perspective to the discussion on the hikikomori phenomenon in the article

BEHIND THE PAPER SCREEN / Is hikikomori uniquely Japanese

The topic of the hikikomori phenomenon (social withdrawal for more than a 6-month period) has been discussed before of course – see Is Hikikomori a Uniquely Japanese Phenomenon? which tries to answer the question raised by the  2002 BBC documentary by Phil Rees on the Japanese hikikomori phenomenon – entitled Japan: The Missing Million - read the script for documentary at this page  reasons suggested for the hikikomori include cramschool pressure, the co-dependent relationship between boys and their mothers, and bullying / Hikikomori and Other Pathologies: A new approach to understanding Japan’s competitiveness challenge (the RIETI institute takes Q&As and sees hikikomori to be a post-economic bubble phenomenon) / other causes suggested are Japanese values such as amae, sense of honne and tatemae as well as PTSD (anxiety disorder or emotional reaction to extreme psychological trauma).

Previous writers have noted that the Japanese tend to take a soft passive approach to the hikikomori problem or to handle hikikomori individuals either with kid-gloves or with aversion (due to the social stigma attached to hikikomori individuals and the perception that hikikomori commit heinous crimes).  The Daily Yomiuri article however lends a new angle to the discussion. Writer and associate professor of anthropology Sawa Kurotani explains that “there is something akin between my childish craving for the safety of home and the decision of young adults to cocoon themselves inside their uchi. To put it another way, I suspect that the impulse of hikikomori to shut themselves in may be an infantile reaction to the difficulty of childhood-to-adulthood transition and an avoidance of adult social relationships that are not always pleasant or easy. In fact, many anthropological studies document the difficulty of transition to adulthood experienced in many societies and the ubiquity of elaborate rituals to mark this critical transition. If so, might teenagers and young adults from different social and cultural backgrounds have similar experiences and thus at least a degree of empathy for the plight of Japanese hikikomori?”

The article also appears to conclude that the phenomenon is uniquely Japanese and arises out of the cultural characteristics and ideals and the socialization process that is unique to Japan. Kurotani makes interesting comparisons between the ideals and socialization expectations of the West (with particular reference to American society) and Japan’s, pointing out the particularly insular but central uchi-soto concept of regarding the home as a sanctuary from the pollutions or threats of the outside world as a major cause for the phenomenon:  

One of the key distinctions that are instilled in the socialization process of Japanese children is uchi (literally “inside” and soto (“outside”). Children are taught from early on to respect the uchi-soto boundaries, and to recognize the different values associated with these realms: uchi is a clean, safe haven and a place of belonging, while soto is a space of unknown danger and possible contamination, where one’s well-being is constantly threatened. Everyday routines, such as taking one’s shoes off when entering a building, do not only reinforce the distinction in abstraction, but also inscribe it in our body as concrete reality.

Some anthropologists have pointed out that, in the context of Western culture, sending children up to their rooms or keeping teenagers at home by “grounding” them works as punishment, because physical mobility and social connection carry positive values, and therefore limiting access to the outside is perceived as punitive. Only in Japan, where the belonging to an uchi/inside/home is considered so central to one’s well-being, children can be punished by locking them out, that is, by excluding them from the safety of uchi and exposing them to the danger of soto.”

 

 Tell us what you make of the hikikomori phenomenon, take our polls today!

Do you have a hikikomori teenager / youth at home?

To what do you attribute hikikomori phenomenon?

***

 

 

Click on the box below to read our archived posts…

 

Universities add TOEIC to curriculum (Oct 15 Daily Yomiuri) Excerpt – A rising number of higher educational institutions are using TOEIC test scores – during the 2008 academic year, 449 universities (about 60 percent of the nation’s higher educational institutions) used the test’s scores as a criteria for issuing credits to their students or giving students special treatment on entrance exams. 82 institutions used it as a placement test for their English-language programs. Experts have described this introduction of TOEIC by universities as a shift from traditional translation-based approaches to one that focuses more on communication, such as speaking and listening comprehension.
 
Clever enough to get into Oxbridge? This article gives you seven examples of questions that you can typically expect at the face-to-face admissions interviews for Oxbridge…and seven responses by seven Oxbridge alumnus.  The abstract questions are designed to see how Oxbridge applicants think on their feet, look at their lateral thinking or other critical thinking abilities as well as their aptitudes and leanings towards which disciplines.  The article also introduces the book Do You Think You’re Clever?: The Oxbridge Questions by John Farndon brings together the toughest, most esoteric examples of the genre, and writer John Farndon – a graduate of Jesus College, Cambridge – sketches out winning responses to each. The book by Icon Books is available from Telegraph Books at books.telegraph.co.uk  
 
Local Educators Study Promising Japanese Teaching Methods by Emma Brown (Washington Post Friday, October 9, 2009) US teachers adopt the Japanese model of professional development, which included lesson study and their collaborative examination of the mechanics of teaching. Several studies suggested that student tests improved after teachers adopted the model. The article points out that while US teaching methods lead to students trying to figure out what’s going on in the teacher’s mind, the Japanese method focuses on what’s going on in the student’s mind. 

 

 

The government has pledged to make lesson fees for public high schools free of charge from April next year. It also plans to provide 120,000 yen a year to households with private high school students, and raise the amount of support to a maximum of 240,000 yen for low-income families. High school courses at technical colleges and vocational schools, together with various schools for foreigners will be covered by the pledge. Across Japan there are 5,183 high schools with a combined roll of about 3.35 million students. There are also 495 vocational schools with high school courses, attended by 38,000 students, together with 64 technical colleges attended by 59,000 students. Various schools operating under the School Education Law will be included in the measure, even if their students are of foreign nationality, meaning the DPJ’s move will apply to schools for Korean students and to international schools. However, schools operating without approval — commonly seen among schools such as those for Brazilian children — would not be included. The pledged money will go directly to schools. When requesting increased support, applications are to be made to schools together with proof of the guardians’ income.

 

 

 

Is your teenager a night owl? Checking it out: Why teens stay up late and school starts early (Washington Post) This article gives the scientific reasons for teenage nocturnal behavior and highlights the consequences for teenagers not getting enough sleep. One study of Rhode Island teenagers found that 85 percent of teens got at least 10 hours of sleep per week less than they should.  A Drexel U study found that only 20 percent of 12- to 18-year-olds studied got the recommended sleep on school nights. In addition, the article points out the physical, emotional, academic and behavioral effects as follows:a) Going without enough sleep can make a teen more likely to get sick. Why? Because the number of T-cells in the body–cells which help us stay healthy–falls by 30 to 40 percent.

b) Sleep-deprived teens get more headaches than those that don’t.

c) Students who earn C’s and below go to sleep later and have less regular sleep patterns than students who get better grades. Sleep affects learning and memory.

d) Sleep-deprived teens are more likely to use alcohol and drugs than those who don’t.

 
Mainichi Shimbun staff writer Mitsuyoshi Hirano learned that there are children who cannot receive medical treatment because their parents failed to pay premiums for public health insurance funds when he interviewed an elementary school teacher. 33,000 children across the country were not covered by public health insurance programs. Legislators then took action: In December last year, the Diet approved a bill to revise the National Health Insurance Law to issue health insurance cards to all junior high school-age and younger children…from The more things change the more they stay the same (Mainichi)

 

 

 

Events:

 

 

 

JALT 2009 conference
On Nov 20-23 the largest language teacher’s conference in Asia JALT 2009 will take place at Granship Shizuoka. Around 2000 educators are expected to attend and the event is dubbed as “the premier event of the year” for educators. For teachers of children there’ll also be a parallel conference JALT Junior within the main conference where presentations on topics such as the new Eigo Noto, tasked-based learning and teaching and content-based teachering lessons,  will be held (JALT Junior registrants may attend plenary sessions of the main conference). The conference is the largest gathering of ELT publishers and other business partners under one roof in Asia.  Register via the http://jalt.org/conference webpage. Pre-registration is open until Oct 26th, 2009.

 

 

For older posts, click on the box below:

 

Schools for foreigners, technical colleges included in DPJ’s free high school lesson plan (Mainichi October 14, 2009)

strep

Entering the heart of the winter season and with everyone’s attention focused on fears of getting influenza, another disease is being overlooked. 

溶連菌感染症 (Yorenkin-kansen-syou) known as Streptococcal infection in English (the more commonly known form of the disease is the Strep throat”) is hitting Japan right now, with doctors saying they are seeing many patients with the disease right now.

Group A Streptococcus is a bacterium often found in the throat and on the skin. People may carry group A streptococci in the throat or on the skin and have no symptoms of illness. Most GAS infections are relatively mild illnesses such as “strep throat,” or impetigo. (Other forms include infections of the bloodstream, nose, tonsils, skin and muscle, meningitis, and more see link )

Occasionally these bacteria can cause severe and even life-threatening diseases known as “invasive GAS diseases” which occur when the bacteria get past the defenses of the person who is infected.  Severe, sometimes life-threatening, GAS disease may occur when bacteria get into parts of the body where bacteria usually are not found, such as the blood, muscle, or the lungs. It may happen when a person has sores or other breaks in the skin that allow the bacteria to get into the tissue, or when the person’s ability to fight off the infection is decreased because of chronic illness or an illness that affects the immune system. Also, some virulent strains of GAS are more likely to cause severe disease than others.
Two of the most severe, but least common, forms of invasive GAS disease are necrotizing fasciitis and Streptococcal Toxic Shock Syndrome. Necrotizing fasciitis (occasionally described by the media as “the flesh-eating bacteria”) destroys muscles, fat, and skin tissue. Streptococcal toxic shock syndrome (STSS), causes blood pressure to drop rapidly and organs (e.g., kidney, liver, lungs) to fail. STSS is not the same as the “toxic shock syndrome” frequently associated with tampon usage. About 20% of patients with necrotizing fasciitis and more than half with STSS die. About 10%-15% of patients with other forms of invasive group A streptococcal disease die.
A range of symptoms may be seen: No illness – Mild illness (strep throat or a skin infection such as impetigo) – Severe illness (necrotizing faciitis, streptococcal toxic shock syndrome) 
How it spreads: These bacteria are spread through direct contact with mucus from the nose or throat of persons who are infected or through contact with infected wounds or sores on the skin. Ill persons, such as those who have strep throat or skin infections, are most likely to spread the infection. Persons who carry the bacteria but have no symptoms are much less contagious.

Treatment: Treating an infected person with an antibiotic for 24 hours or longer generally eliminates their ability to spread the bacteria. However, it is important to complete the entire course of antibiotics as prescribed. It is not likely that household items like plates, cups, or toys spread these bacteria.

Take these precautions: The spread of all types of GAS infection can be reduced by good hand washing, especially after coughing and sneezing and before preparing foods or eating. Persons with sore throats should be seen by a doctor who can perform tests to find out whether the illness is strep throat. If the test result shows strep throat, the person should stay home from work, school, or day care until 24 hours after taking an antibiotic. All wounds should be kept clean and watched for possible signs of infection such as redness, swelling, drainage, and pain at the wound site. A person with signs of an infected wound, especially if fever occurs, should immediately seek medical care. Sometimes, the symptoms resemble those of the influenza B strain, so if you suspect you have a strep throat or the flu, you should ask to be tested for both the strep throat and the flu. To detect the disease, doctors will have to do a cheek and throat swab test for 3 antibodies, i.e.. ASO, ASK and ADN-B at a time. Early recognition and treatment of the disease is critical because all severe GAS infections may lead to shock, multisystem organ failure, and death.

GAS infections can be treated with many different antibiotics. Of you come down with a strep infection, do ensure proper treatment and complete the course of medicines until fully recovered to avoid complications such as rheumatic fever, and PSNG (inflammation of the kidneys).

 

Sources: National Center for Immunization and Respiratory Diseases; Strep A infection Wikipedia;  
See also Group B Strep infections for newborns

Parents take note! Lotte Koala biscuits and Nissin and Myojo instant noodles (snacks popular with young kids and the latter with middle to high school kids) have been noted in recent news to be tainted with melamine and bug pesticides respectively … the scandal involving made-in-Japan products this time following the spate of scandals involving made-in-China products.  See press articles posted below.

****

Nissin recalls cup noodles 
 
 
Fri, Oct 24, 2008 AFP 
       
 
 
TOKYO – JAPAN’S Nissin Food Products said on Friday it was recalling half a million cups of instant noodles over fears of insecticide contamination in the latest food safety scare to rock the country’s consumers.

A 67-year-old woman vomited and felt numbness on her tongue after eating Nissin’s Cup Noodle this week in the Tokyo suburb of Fujisawa, the city’s health office said late on Thursday.

The product was made at a Nissin factory in Japan. A series of previous scares have involved food imported from China.

 

 
The health office said on inspecting the Cup Noodle they had discovered paradichlorobenzene, the key chemical in bug repellent, but no puncture or other abnormality in the cup.

Nissin was voluntarily recalling around 500,000 cups made on the same factory line the same day, a company spokesman said.

They were sold at supermarkets in Tokyo and neighbouring areas with most of them already gone from store shelves, he said.

‘We apologise for causing trouble to Cup Noodle lovers,’ Nissin president Susumu Nakagawa told reporters late on Thursday.

However, he denied the possibility of contamination at the factory, saying it had never used or stored the insecticide and had seven security cameras watching manufacturing lines.

‘It is unthinkable that the contamination occurred at our production lines,’ he said.

The noodles scare spread on Friday as another company, Myojo Foods of Tokyo, said it found instant noodles laced with paradichlorobenzene and naphthol, also used as bug repellent.

A man ‘poured in hot water and noticed chemical smells’, said a health official in Yososuka, southwest of Tokyo. The man was unhurt as he did not eat the noodles.

Nissin, based in the western Japan city of Osaka, created instant ramen noodles as Japan’s economy grew rapidly after World War II. Aimed at busy people on the go, it has since become a multibillion-dollar industry.

Japan has been on alert after a series of health scares involving food, mostly made in China.

Earlier this month one woman fell sick after eating frozen green beans imported from China, which were found to contain thousands of times the permissible level of pesticide residue.
 
20 more tainted products 
Julie’s products banned; Malaysia-made Khong Guan items also affected 
By Tessa Wong 
  
Some of the tainted products include Khong Guan Assorted Biscuits (seen here), Lotte Koala’s March Cocoa Chocolate Biscuit, Santa Chocolate Gold Fingers, Hello Kitty Strawberry Cream Filled Biscuit and Julie’s Sugar Crackers. The AVA has said the levels of melamine in the items are low but has urged people not to eat them. — PHOTOS: AGRI-FOOD AND VETERINARY AUTHORITY 
    View more photos
 

MELAMINE has been found in 20 more food products, making it the biggest batch of items discovered by the Agri-Food and Veterinary Authority (AVA) to contain the potentially harmful chemical.
They include well-known products such as Lotte Koala biscuits and Julie’s crackers.

Malaysia-made products on tainted list
THE 20 new items found to contain melamine are:
Lotte Koala’s March Cocoa Chocolate Biscuit
… more
Three of them are from China while 17 are from Malaysia, making this also the first time that non-China products available here have been found to be tainted.

Also among them were Khong Guan biscuits made in Malaysia. Khong Guan biscuits made in Singapore are still safe to eat, as well as other biscuits made here, the AVA said.

Two of the China-made products, the Lotte Koala’s March Cocoa Chocolate Biscuit and Hello Kitty Strawberry Cream Filled Biscuit, should have been removed from shelves by now.

The third, an unbranded non-dairy creamer meant for re-export and never sold in stores or used in food production here, has been sealed in the manufacturer’s warehouse.

On Sept 19, the AVA banned all China dairy and other products which may contain China dairy, such as confectionery.

The made-in-Malaysia tainted items, which comprise 12 Julie’s products and five other brands, are to be withdrawn immediately from shelves.

The AVA has also imposed a ban on all Julie’s products. Test results for other Malaysia-imported biscuits have proven that they are safe to eat for now.

The AVA has urged those who bought the tainted products not to consume them.

It has said that the levels of melamine in the products are low. For example, an adult weighing 60kg would have to eat 378 pieces of Julie’s Golden Kaka Crackers every day of his life to be in any danger.

Melamine, a chemical more commonly found in plastic, has been at the centre of a worldwide food scandal which originated in China.

It was added to milk to artificially boost its protein content, and has since caused four infant deaths in China and thousands of others to fall ill with kidney-related sicknesses.

Dozens of places including Hong Kong, Canada, France and India have pulled China dairy products as a result.

As of yesterday, over 3,200 types of milk and milk products, chocolates, biscuits, non-dairy creamers and other products have been taken in for analysis.

The number of tainted items here has now more than doubled, from 13 to 33. They include ice-cream bars, milk candy, flavoured milk and crackers.

twong@sph.com.sg

junior-great-books

 

Anyone using the Great Books program?

 

Two educators at the University of Chicago launched the Great Books Foundation in 1947. Robert Maynard Hutchins, then chancellor of the university, and professor Mortimer Adler shared a vision of book discussion groups in which passionate readers could meet and talk about enduring issues and ideas.

When I was in my teens, the first book one of my Oxbridge tutors recommended was Mortimer Adler’s “How to Read a Book”, and it was instrumental in transforming my reading habits and in what I looked for in a book.

As parents or home-educators we often flounder how to go on once we’ve got our kids off the ground with basic reading skills with reading primers and packaged readers….there are dime and dozen of these out on the bookstore shelves. Beyond primers and basic readers however, picking out a book can seem like a hit-and-miss situation in terms of providing “great” content as well as appropriateness for the purpose developing reading skills. There are already a few homeschooling programs that offer bundled books but the best ones are usually overtly Christianity oriented (eg  Sonlight) or heavily classical or humanities course reading (Well Trained Mind) more suited for college-going students and that might make reading more onerous than enjoyable or requiring more time than we are able to devote to reading.

We might really just be looking to carry on our literacy developing efforts at home (or in school) and want books that are “great” in the sense that Mortimer Adler intended it, books that offered time-enduring issues and ideas, and not great in the sense that the book publishers mean by their bestseller lists.    

With these goals, you may find the offerings of the Great Books website to be just your suit. http://www.greatbooks.org/ offers reading programs that is stepped and picked for great content and for developing comprehension and critical thinking skills. See their Junior Great Books program http://store.greatbooks.org/index.php?cPath=1

There is even a page and virtual homeschooling program dedicated to homeschoolers and parents: http://www.greatbooks.org/programs-for-all-ages/junior/jgbadministrators/jgbstart/jgbparents/home-school.html To see their full homeschooling program that combines online and offline activities in six core subjects: language arts, math, science, history, art, and music follow this link to K12.com.

If you’re interested, for starters begin by browsing these pages at their website:

http://store.greatbooks.org/index.php?cPath=1 (junior great books program)

http://store.greatbooks.org/index.php?cPath=1_4 (for middle to high schoolers)

http://www.greatbooks.org/programs-for-all-ages/gb/gbseries.html

http://www.greatbooks.org/library/guides.html

http://www.greatbooks.org/programs-for-all-ages/pd/teacher-resources.html

http://www.greatbooks.org/books/literature/introduction-to-great-books.html

 

I frequently hear foreigners swear there isn’t a drug problem here in Japanese schools. Well apparently, recent media news reports about arrests of university students for drug (cannabis) possession contradict that view.

 

The media might never have picked up on the stories if it hadn’t been for the fact that these student offenders all come from prestigious universities, Waseda University, Tokyo University of Science, Doshisha University, Keio University. But it does leave one wondering what’s the exact youth drug abuse situation across all the universities and colleges in Japan and at schools as well.

 

 

Here in Japan as is the case the world over, drug abuse is increasing among young people. The most troubling drug problem for youths concerns paint thinners and the use of stimulants. One of the key concerns of drug stimulant abuse and paint thinner abuse was that it destroyed the health of abusers (destroying life and lifestyles in the process), disrupted schools, work places, and society in general, and was acknowledged as a problem that would sap the nation’s vitality. According to the authorities, there have been three major waves of stimulant abuse in Japan, with the third one still ongoing.

 

 

Background on drug problems in Japan

 

Drug problems were unheard of in Japan until the latter half of the 1940s, when cases of the abuse of a stimulant called philopon occurred. Heroin abuse was known in the latter half of the 1950s. But it was really in the late 1970s, that stimulant abuse re-surfaced, that has continued and reached a high level today. Stimulant abuse shows no signs of abating.

 

In Japan in the 1950s, drug abuse was not seen at all among adolescents, particularly among junior and senior high school students. In 1987, the Drug Abuse Prevention Center was established after receiving Japanese Cabinet approval, as a juridical foundation and nongovernmental organization, to promote drug abuse prevention activities to the government and the general public. Through its national campaign of drug abuse prevention and education activities, the Center promotes the creation of a social environment, consistent with its “Dame. Zettai.”(No, Absolutely No!) slogan, which does not tolerate drug abuse.

 

At the time when the Drug Abuse Prevention Center was established, there were U.S. reports of American elementary, junior high, and high school students who possessed drugs, dealt drugs, and abused them on school grounds, and some of whom committed various crimes. At the time this kind of situation happening in schools was considered unthinkable by the Japanese public (it led to a negative public perception about the effects of a rapidly Americanizing Japanese population).

 

In the past two decades, there were known to have been cases of arrests of high school students for using stimulants at school. Incidents of arrests of junior high and elementary school students for abusing stimulants became more frequent, with the numbers peaking at 262 students in 1997, the highest number ever. It was judged that a third wave of stimulant drug abuse had arrived (the first period was in the early 1950s and the second period in the early 1980s).

 

However, after a national campaign in 1998 (its cornerstone called the “Five-Year Drug Abuse Prevention Strategy”) to crackdown on the drug problem, the number of juveniles arrested for stimulant drug-related offenses was reported to have been on the decrease ever since the strategy was formulated. However, the number of young people, especially lower and upper secondary school students, arrested for stimulant drug-related offenses remains at a high level. Moreover, the social environment, including the availability of drugs, had not improved.

 

According to the UNDCP report, the amount of stimulants confiscated in Japan ranks fifth-largest in the world. In 1997, 19,937 persons were arrested (charged by the police) for stimulant drug related crimes, which is approaching the level of 20,000 persons. In the last five years, the amount of stimulant drugs confiscated was over three times the amount confiscated in the five years before that period. And since the smuggling routes for stimulant drugs have not been eradicated, it is estimated that a considerable amount of stimulant drugs is still being brought into Japan.

 

The second followup campaign called the “New Five-Year Drug Abuse Prevention Strategy” acknowledges that the third wave of stimulant abuse has not been wiped out and is ongoing.

 

As Japan entered the 1990s, the abuse of new drugs, such as cocaine and psychotropics, increased (cocaine became a problem for the US from the 1980s), particularly rampant in the entertainment and media sector of society. Another serious problem … the amount of confiscated designer drugs in tablet form, such as marijuana and MDMA (commonly known as Ecstasy), had been rapidly increasing in recent years.

 

The situation reached worrisome levels and because it became obvious that the majority of hard drugs came from overseas, the government was spurred to take policy action in strengthening local law enforcement controls and join hands in the international war against illegal drug trafficking.

 

The gap between perception and reality

 

It has been said and thought that Japan has an effective policy and has successfully handled the drug problem, but one suspects that there is a gap between the figures from UNDCP report and the reality. The truth is, Japan, like all of the other countries of the world, the drug problem has become a very serious social problem. Many blame the deteriorating social environment.

(Index) Number of Arrests and Persons Arrested for Stimulant Drug-Related Offenses

(case/person)
  1997 1998 1999 2000 2001 2002
No. of arrests 27,152 22,753 24,419 26,227 25,060 23,474
No. of arrested persons 19,937 17,084 18,491 19,156 18,110 16,964

Sources: National Police Agency, Ministry of Health, Labour and Welfare, and Japan Coast Guard

(Index) Number of Juveniles Arrested for Stimulant Drug-Related Offenses
< also placed in the section of Objective 1 >

(person)
  1997 1998 1999 2000 2001 2002
Total 1,601 1,079 1,003 1,148 954 749
  Lower secondary school students 43 39 24 54 45 44
Upper secondary school students 219 103 81 105 83 66

Sources: National Police Agency, Ministry of Health, Labour and Welfare, and Japan Coast Guard

(Index) Rate of Lower Secondary School Students Who Have Used Methamphetamine/Marijuana
< also placed in the section of Objective 1 >

(%)
  1998 2000 2002
Methamphetamine 0.51 0.39 0.44
Marijuana 0.68 0.44 0.52
Any one of them 0.8 0.57 0.65

Source: Ministry of Health, Labour and Welfare, “National Survey on the Awareness and Actual Conditions of Drug Abuse among Junior High School Students”

Nip the problem in the bud

 

According to a survey#, about 80% of those who have used stimulant drugs first did so between the ages of 15 and 29 years.

 

The press has reported in the case of university students smoking marijuana that most the young people get into drugs in a peer group situation at parties and “raves”. So it is partly a peer pressure thing and the perception that doing drugs is a “cool thing to do”. The lack of caution regarding drug abuse among young adolescents is indicated by survey results that show that about 20% of high school students think individuals should be free to use drugs.

 

A study showed the necessity and relative successfulness of early intervention on the school scene regarding teen drug-related problems. (Even with intervention, only half of those cases intervened decreased or stopped their drug abuse.) Another experimental study on early intervention to drug abuse, showed that where educational briefings or lectures were carried out in a form of school counseling on most at-risk groups, they were successful countermeasures.  

 

So generally speaking, by the time a person ends up abusing drugs, it is usually too late. So there is a pressing need to educate our young who are not currently using drugs about the damaging influence of drug abuse on our lives, to involve the assistance of school nurses, school counselors and teachers (early intervention and countermeasures), and to create a zero tolerance towards drug abuse in our schools and our community.

 

Below are the statistics on youth attitudes and views on drug use and availability

 

 

(Index) Idea of Drug Abuse
< also placed in the section of Objective 1(1) >

 

Boys Students in 6th grade of elementary school Students in 3rd grade of lower secondary school Students in 3rd grade of upper secondary school Total of students in 5th grade of elementary school to 3rd grade of upper secondary school
1997 2000 1997 2000 1997 2000 1997 2000
Should never use or be allowed to use drugs 89.5 89.2 77.9 82.5 68.6 74.5 78.8 82.2
Do not mind trying once since single use does not harm mind and body 1.7 0.8 3.1 1.1 4.5 1.2 2.9 1.2
Individuals are free to use drugs since the use does not affect others. 3.6 4.1 11 9.2 15.7 13 9.9 8.6
Other 4.5 4.2 6.6 6.3 9.5 10.6 6.9 7.1
Girls Students in 6th grade of elementary school Students in 3rd grade of lower secondary school Students in 3rd grade of upper secondary school Total of students in 5th grade of elementary school to 3rd grade of upper secondary school
1997 2000 1997 2000 1997 2000 1997 2000
Should never use or be allowed to use drugs 92.4 91.9 85 85.9 81.4 87.2 86 87.4
Do not mind trying once since single use does not harm mind and body 1.1 0.6 2 0.9 2.8 0.6 2 0.8
Individuals are free to use drugs since the use does not affect others 2.5 3.4 6.8 7.9 8.6 7 6 6.3
Other 3.6 3 4.8 4.9 6 4.8 5 4.9

Source: Ministry of Education, Culture, Sports, Science and Technology, “Survey Report on Awareness of Drugs”

(Index) Availability of Stimulant Drugs [Lower Secondary School Students]
< also placed in the section of Objective 1 >

(%)
  Boys Girls
1998 2000 2002 1998 2000 2002
Easily available 8.9 8.9 10.2 6.8 7.8 9.7
Manage to obtain with slight difficulties 15.1 15.5 14.8 15.8 17.7 18
Almost impossible 22.3 21.8 19.9 21 20.5 19.3
Absolutely impossible 50.8 51.8 53.1 53.9 51.9 50.9
No answer 2.8 2 2 2.4 2.1 2.1

Source: Ministry of Health, Labour and Welfare, “National Survey on the Awareness and Actual Conditions of Drug Abuse among Junior High School Students”

(Index) Availability of Methamphetamine/Marijuana
< also placed in the section of Objective 2 >

(%)
  Methamphetamine Marijuana
1999 2001 1999 2001
Easily available 2.9 3.3 2.4 3.3
Manage to obtain with slight difficulties 9.8 8.8 10.1 9.1
Almost impossible 24.2 25.1 24.7 25.5
Absolutely impossible 55.4 55.7 53.9 54.8
I am not familiar with the term stimulant. 1.8 - 2.9 -
No answer 5.9 7.1 6 7.2

Source: Ministry of Health, Labour and Welfare, “National Resident Survey on Drug Use”

 

 

 

 

Are foreigners responsible for Japan’s drug problem? Fact, myth or discrimination

 

Drug abuse ignores all domestic boundaries, almost all drugs abused in Japan were smuggled in from abroad either by sea or in containerized cargoes. China (including Hong Kong and Macau) accounts for 51% of the whole amount while North Korea accounts for 35% of all stimulant drugs confiscated at the border between 1998 and 2002.

 

There is also a clear trend, among the South American drug cartels (drug mafia), toward targeting Japan as a market for the scourge of cocaine. Drug abuse is regarded by the Japanese Cabinet and the local police as a grave social problem, a menace to human life, its spread believed to be supporting the activities of terrorists against leading figures, and supplying arms to leftist guerrillas.

 

While paint thinner is easily available and locally accessible to Japanese, other stimulants and hard drugs like heroin and cocaine are not. The strong interest in the recent arrests of pot users at local universities highlights how Japanese cannabis users have taken to growing their own plants to circumvent the problem of high costs of buying foreign sources of cannabis. 

 

 

Worrying law enforcement authorities is the international aspect of the drug problem as illicit sales activities by foreign undesirables have been increasing rapidly, in addition to crime by organized criminal groups.

 

Illegal foreigners, particularly Iranian illegals and overstayers, account for the largest part of the foreigners arrested for drug related crimes (for details on organized crime  modus operandi see here). 873 aliens were arrested for drug-related crimes in 1997, including 328 Iranians (who account for the largest percentage). For reference, the number of Iranians arrested for stimulant drug related crimes was 0 in 1991, and 1 in 1992, but increased rapidly to 220 in 1997.

 

Previously, members of criminal groups were cautious about expanding the targets of illicit sales in order to prevent detection by investigative organizations. Several years ago, foreign drug dealers began selling drugs openly and indiscriminately near stations and on the streets. This brought about a revolutionary change in the form of final illicit sales, and made it easy for ordinary citizens to have access to drugs. This has been highlighted as one of the major reasons for the increase in juvenile drug-related crime.

 

Unlike other foreigners other countries who are arrested for drug-related crimes, Iranian criminals are often characterized as possessing or selling for the purpose of making a profit, not just for the use of drugs. Therefore, ordinary citizens with no experience in drug abuse rarely had any opportunity to come into contact with drugs.

 

The recent trend is their dispersal into rural areas. It has been determined that these illicit dealers have recently been deepening their ties to criminal groups and other foreign undesirables for the purchase and sale of illegal drugs.

 

Measures for countering and preventing drug abuse and early intervention

 

During the period from 1998, when the Previous Five-Year Strategy was formulated, to today, the Headquarters for the Promotion of Measures to Prevent Drug Abuse has taken new measures such as the provision of guidance on drug abuse prevention at elementary schools based on the new curriculum and the establishment of various new drug laws relating to punishment of organized crimes, crime control and criminal investigation of drug crimes.

 

The Headquarters has also taken various measures, including the improvement of drug abuse prevention education at lower and upper secondary schools, the active utilization of laws on controlling the use of narcotics and psychotropics, etc.

 

 

 

 

*The connection between drug abuse and war

 

However, in the U.S., drug abuse increased significantly after the Vietnam War. In the past in China, drug what was called the Opium Wars, drugs were distributed freely during the military invasions leading to ruin of many lives. One of results of the former Soviet Union’s withdrawal from its conflict with Afghanistan was also the spread of drug abuse among its troops.

 

The fact that the abuse of stimulants is becoming worse indicates that significant amounts of stimulants are being smuggled into Japan. More than 60% of the drugs and about 70% of the stimulants confiscated in Japan are at the border.

 

# Ministry of Health, Labour and Welfare, “Survey on Actual Conditions of Drug-Related Mental Diseases at Psychiatric Medical Institutions Nationwide” (FY 2002)

 

 

Sources / References:

 

3 Waseda Univ. students, others held for violating anti-cannabis law

More student pot busts reported

Drug abuse protective measure for senior high school students (Ministry of Public Welfare and Labor S). 

Drugs affect young Japanese  

Drug abuse Prevention Center  

Brief Intervention for smoking, problem drinking and drug abuse by high school students  

New Five-Year Drug Abuse Prevention Strategy in Japan 

Five-Year Drug Abuse Prevention Strategy in Japan (19982002)

Officials fret over marijuana use at universities (Nov. 18)

Waseda University to survey students on cannabis use (Nov.19)

Waseda reveals 4 more arrests over cannabis (Nov.18)

Student found guilty of cannabis possession (Nov. 14) 

Universities keen to tackle cannabis problem (Nov.13) 

 

Let’s go acorn-collecting! 

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Acorns can be collected almost everywhere in Japan, even in the city parks and remnants of the satoyama.

Oaks form a major component of native forests throughout Japan. On the seacoasts, you’ll find the ubame-gashi (Quercus phillyraeoides), while a hardy variety of the mizunara (Q. crispula) can be found high in the subalpine zone, right up to the very edge of the timberline. The kashiwa (Q. dentata) mixes it up with spruce and fir in the subarctic woodlands of Hokkaido while in the south, the Okinawa urajirogashi (Q. miyagii) is a common tree in the subtropical forests of Okinawa Prefecture.

Collecting Acorns

Look for Japanese acorns wherever you see a wood or forest. Try to find some with the cupule (the outer protective covering) still attached, or collect some cupules from the ground as well. Also be sure to collect some typical leaves from the tree, and if possible, to take a picture of the trunk. Japan is home to 15 or 16 species of true oak, plus two species each of tanoak (genus Lithocarpus) and chinkapin (genus Castanospis) that also produce acorns.

Trying to determine an acorn’s species with the acorn and beechnut identification chart below:

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For closeups, click on the tabblo below.

There are four basic types; burred, scaled, ringed and sheathed.

The burred acorns, with only three species, all deciduous forest trees, are pretty easy to work with. The kashiwa (Q. dentata) has deep lobes on the leaf, while the two species with lanceolate (long, thin) leaves and sharp spines can be told apart by checking the color on the underside of the leaf, green in the kunugi (Q. acutissima) and with a whitish tint in the abemaki (Q. variabilis).

The sheathed acorns belong to one of two species of chinkapin:

– the sudajii (C. sieboldii) has oval acorns and a deeply furrowed trunk;

– the tsuburajii (C. cuspidata) has rounder acorns and a smooth trunk.

The scaled acorns are a bit more complicated. There are three species with lobed leaves, all deciduous forest trees (look carefully at the size of the leaf and the length of the leaf stalk).

– the mizunara (Q. crispula) — the stalk is either very short or totally lacking;

– the konara (Q. serrata) — has a conspicuously longer stalk. The konara is usually found in lowland forests, and the mizunara higher up on the mountainsides, but there are some areas where their ranges overlap. The nara-gashiwa (Q. aliena) is an uncommon species with a fairly long stalk, but with leaves much larger than the other two species.

– the ubame-gashi is an evergreen coastal species with a scaled acorn. The oval leaves are small, with distinct teeth on the margin.

– the mateba-jii tanoak (L. edulis) also has a scaled acorn. This species grows wild in Kyushu, but is planted widely in parks and along streets, and also in plantations on the Boso and Miura peninsulas. Its acorn is among the largest found here in Japan.

– the shiribuka-gashi (L. glabra)

The ringed acorns, all evergreen forest trees, form by far and away the most difficult group. You have to carefully check the edge of the leaf for teeth or bumps, and also turn the leaf over to inspect the underside for color.

– Only one of these, the aka-gashi (Q. acuta) has entire leaf margins. The rest have varied size and number of teeth, though none of them are lobed like the deciduous species.

– Both the urajiro-gashi (Q. salicina) and Okinawa urajirogashi both show a distinctive white tint on the underside of the leaf, but the latter sports enormous (four centimeters long) acorns more than twice the size of the former.

Other useful facts:

About 500 to 600 species of Oaks, classified in the genus Quercus, may be found worldwide. They are among the most common and familiar trees of temperate zones in the Northern hemisphere. Together with beech, chestnut, tanoak and chinkapin, they form the Fagaceae, or beech family. Both tanoaks and chinkapins, with 300 and 100 species each, also produce acorns, giving a grand total of nearly 1,000 species of acorn trees!

The outstanding characteristic of the beech family is the hard nut, which is found inside a protective covering known as a cupule.

cimg1087

Our thoughts turn to snow today, as snow camp brochures can be seen at libraries and local public schools. One highly recommended annual camp in Japan is called the Snow Camp in Shinshu.

If you’re looking out for a snow ski resort for the family then you might like to know that the ’top powder snow ski resorts (2007 figures) in the country were considered to be:

Nakayamatoge Kogen Hotel 340 cm / Kiroro Snow World 310 cm / Niseko Grand Hirafu 280 cm / Hakkoda 275 cm /Niseko Higashiyama 250 cm / Niseko Annupuri Kokusai 220 cm

My kids don’t go to snow camps since their father happened to grow up on a mountain in Hokkaido that is the oldest snow ski resort, there’s really no excuse for them to be not to be there visiting their grandparents for the New Year holidays, and of course, for the skiing. With the impending holiday season, my kids’ holiday thoughts these days are occupied with not much other than visions of powder snow and snow monsters and “let it snow, let it snow, let it snow”…

Living in Japan, you’d have heard time and again about powder snow…but just in case you don’t, the definition of powder snow is simply “freshly fallen, uncompacted snow.” The density and moisture content of powder snow can vary widely. Snowfall in coastal regions and areas with higher humidity is usually heavier than a similar depth of snowfall in an arid or continental region. Light, dry (of a low moisture content) powder snow of the kind found in Niseko, Hakkoda and many other alpine slopes in Japan is highly prized by skiers and snowboarders. It is often found in the Rocky Mountains of North America as well.

I thought to post some information for others who ARE interested in trying out some snow camp facilities for their kids. Here’s a lineup:

School Centre & Cafe in Hakuba offers many exciting snow programs for kids such as 4-day ski-wees lessons (5-14 yr olds), snow rafting, freestyle ski school program called the Weekend Free Ride Camp, snowshoe trekking, snowmobiling. Younger siblings who don’t or aren’t ready to ski can make use of the nursery or kids room. Parents who can already ski can spend their time cruising or skiing the mountain slopes with a guide. Private lessons go for between 5,000 to 6,000 people depending on the numbers. International atmosphere.

As for the Snow Camp in Shinshu, website actually features many campsites and programmes in Nagano prefecture. But the one most well popular and well known ones are probably the three-day kids-only camps in the Shirouma area. The camps are website is Japanese only, and so are only for families who would like their kids to have more Japanese language exposure or whose kids already speak fluent Japanese. The camps are considerably cheaper than the ones run for international families, and offer a variety of snow-related hands on activities, not just skiing. There is usually transportation from a central location. (The website also features many great nature camps for other seasons.)

Northstar Outdoor Adventures has winter camps that are highly recommended by our members. Winter camps have featured snowboarding at Northstar in Nagano Prefecture in the past. Busing from Tokyo is provided. Says an e-community member: “My daughter has been to the camp several times before (for skiing and snowboarding in the winter, and for hiking in the Alps during the summer), and she has had a great time. She has met other homeschoolers there, as well. The staff includes both Japanese and North American counselors. The cost is 29,800 yen including transportation from Shinjuku; the cost is less for people who get there on their own (about 22,800 yen). Incidentally, at other times Northstar is operated as a lodge. So if the camp doesn’t work out, you could always go as a family, rent a room at the lodge choosing from one of their programs, and go skiing/snowboarding/snowshoeing, etc.” For more details, take a look at the North Star website.

English Adventure offers its Annual Winter Ski Camp and ski programs with pro instructors and the English Adventure staff. Learn about nature with a winter walk and nature games. All in English. See here for more details and information about the activities.

If camps are not your idea of fun, and you are ready for independent family travel, try the JTNO’s webpage and their Skiing in Japan guide or their skiing in Hokkaido guide for winter ideas. Other great websites for info are Snow Japan, Hakuba47, and Ski Japan. You will also find useful the snow reports at Ski Specialists’ site. You might also like to try booking accommodation at Keep’s Seisen Ryo. KEEP is an unusual Christian and environmental initiative. It operates Seisen Ryo as the centerpiece of KEEP. Opened in 1938 as a lodge and campground for youth empowerment in Kiyosato, Seisen Ryo serves as a conference and retreat center for individuals and groups. Seisen Ryo is centrally located within a short walk of any of the six hiking trails around the area. Just across the road from Seisen Ryo, the Yatsugatake Nature Center offers interactive exhibits about the flora and fauna of the Yatsugatake Highlands, the local culture and history of the Kiyosato area, and information about the hiking trails in the area. Mountains surround the area, with the Yatsugatake Kogen Prefectural Park to the north, Mt. Fuji and the Fuji-Hakone-Izu National Park to the south, the Southern Alps National Park to the west and the Chichibu Tama Kai National Park to the west. Campers and visitors alike can spend time in Seisen Ryo’s coffee shop and restaurant. Seasonal overnight packages are offered with workshop themes such as country furniture building, nature photography, owl watching, or skiing packages with nearby Sun Meadows Ski Resort. Seisen Ryo also hosts public music concerts and other special events throughout the year. See a photo of Keep’s lodgings here.

3545 Kiyosato, Takane-cho
Hokuto-shi, Yamanashi-ken
407-0311 Japan
Tel:  055…
Fax: 0551-48-3575
E-Mail:
keep@keep.or.jp

 

 

If Hokkaido is known at all overseas, it would be as a popular destination for skiers looking for some of the world’s best powder snow. Beware…you can’ t make good snowmen with powder snow. The microclimate on the island of Hokkaido, which has less rain and heat than the rest of Japan, ensures optimal snow coverage for intense skiing. Try Rusutsu Resort ’s many snow activities or Kid’s Adventures program or Club Med’s famous focus on kids extends to its action packed ski holidays with comprehensive Kids Clubs for children of all ages. With the Petit Club for ages 2-3 , Mini Club for ages 4 -11 and Junior Club for guests aged 12-17, Club Med Sahoro entertains the whole family and guarantees a great time for kids every day thanks to a variety of fun activities on offer and created especially for them. Club Med package includes superior twin-share accommodation, three meals a day, unlimited wine and soft drinks at lunch and dinner, an all day snacking and bar service, live evening entertainment, a daily ski pass, daily ski school and lessons, kids clubs with ski school. Seven-night all-inclusive packages (per person) start from $1,785 (land only). For further information, please contact Club Med on 1300 855 052, or visit Club Med online.

Apart from the camps listed above, there are hundreds of camps conducted in Japanese. A month or so before, the summer school holidays, check your local public library which will have available many brochures or pamphets for the public that list the upcoming nature camps, academic camps and workshops of all kinds. The following are just some of the camp-organizers of many exciting camp with activities ranging from tree-climbing, forest-treks to hot-air ballooning and alpine hiking:Alps-kodomokai, Chiba Shizen Gakko; Tokyo YMCA Wellness (usually offers ski camps (as well as summer camps ) during winter to spring. Their homepage’s winter activities don’t seem to be up yet, so watch their space for future activities. 7 Kanda Midoshirocho, Chiyoda-ku. Phone:  03-3293-7015  

For those keen to see snow monsters, if you are traveling on your own, for skilled skiers and snowboarders, you can contact Simon for one of his English ski/snowboarding snow tours of Hakkoda. Tour Hours: 9am ・3pm His fees run: Half day 2500円 or all day 4000 Email: bernard@infoaomori.ne.jp   

Announcement: One of the most press-touted camps for families seems to be undergoing restructuring: Arai Mountain & Spa Myoko in Niigata that featured a huge range of lodgings from basic cabins to a gorgeous hotel with many kinds of themed activities held on an entire mountain top.

For first-timers in Japan, though these aren’t ski activities, you might be interested in the homestay and J-conversation winter programs offered by Geos.

If you’d like to do detailed homework and can read Japanese, then try these family-friendly publications:

家族でスキー―Ski plus 
ゲレンデ選びの本―家族で使えるスキー場ガイド 
親子で遊び隊 (Vol.6)
親子で遊び隊 (Vol.9)

 

 

If you need tips on planning a snow vacation in Japan, read this article Cyberia: We Ski Web Ski, it’s old but still has good tips.

****

The parents of more than 3,400 private middle and high school students nationwide have not paid their children’s tuition fees for three months or longer due to their financial situation, according to a survey by a private school teachers’ union.

The union, Zenkoku Shikyoren, said private schools have increased pressure on parents to pay tuition fees on time, and expressed concern that students in arrears might be forced to withdraw from their schools.

In the survey, the union obtained replies from 265 private high schools and 121 private middle schools.It found that 3,208 high school students and 208 middle school students had failed to pay tuition fees as of the end of September.The percentage of students in arrears had fallen slightly from last year.

A school in Fukuoka Prefecture reported that a student who was in arrears had been asked to quit the school, which suggests there might be other instances of private schools forcing students in arrears to leave.

The survey was conducted before the current global financial crisis started.

The union expressed concern that the number of parents who cannot pay tuition fees likely will increase because the financial crisis will result in lower incomes for many families.

(Nov. 23, 2008)

Many companies are cutting their new recruit numbers as a result of the recession that has stemmed from the global financial crisis. Students graduating from provincial high schools are feeling the brunt of these cutbacks.

In October, a female student at Aomori Prefectural Goshogawara Agricultural High School sent an application to a clothing plant in the area that had sent her school information about job openings.

In response to her application, the factory sent the school a short note that said: “Our parent company in Tokyo told us not to recruit new employees because the company is having a difficult time increasing production. We have no choice but to give up recruiting.”

In mid-October, the student’s homeroom teacher told her she would not be able to take the employment exam for the clothing plant.

After finishing high school, the student was hoping to find work at a company she could commute to from her family’s home.

There are few vocational schools or universities in Aomori Prefecture. She worries that if she were to study outside the prefecture, the financial burden would be too heavy for her parents. She also is worried about living on her own if she were to get a job outside the prefecture.

Unable to overcome these fears, she applied for a job and took an exam to gain employment at a nearby supermarket. She is awaiting the result of her exam.

The acceptance of high school graduates by companies has gradually been improving over the past few years due to the mass retirement of baby boomers.

However, unlike in metropolitan areas, the number of job offers in provincial areas remains low.

As of July, the ratio of job offers to applicants for those who are expected to graduate from high school next spring was 1.97 in the three major metropolitan areas and 0.73 in the remaining areas.

The financial crisis has affected the rural employment situation since September. Many companies have withdrawn employment offers from job-placement offices in Hokkaido, and Yamagata and Yamaguchi prefectures. Some other firms have reduced their new recruit numbers from the previous year’s quota.

For those who could not find a job after graduation, Goshogawara Agricultural High School used to help them find jobs offered by temporary staffing agencies. This year, however, no such offers are available.

Yasuo Mizushima, the school’s head career counselor, is worried about the situation.

===

Students’ futures in doubt

 

A third-year Tottori Prefecture private female high school student also is concerned about her future after graduation.

“I may not be able to find a job,” she said. “If I can’t, I’ll work part-time.”

She does not know if the economic slowdown has any connection with her difficulty finding a job.

The student said she is envious of an older student who told her how easy it was to get a job when the economy was posting healthy growth.

In September, a female student at a public high school in Miyagi Prefecture took a recruitment exam, hoping to get a clerical job at a Sendai company.

A dozen applicants applied for two job vacancies at the firm, and she was not selected for the job.

Employment offers at her high school became scarce in October after stock prices began to slip.

Of nearly 90 students who hoped to work after graduation, only 40 secured jobs.

The head career guidance counselor at the school said: “Students who will graduate next spring are very motivated because they’re so worried about finding a job. I wish I could help them, but I can’t do anything for them if companies don’t provide [the school] with job opening information.”

(Nov. 19, 2008)
****
Komazawa U. racks up ¥15.5 billion in derivatives losses Thursday, Nov. 20, 2008
Kyodo News

Harry Potter and the Half-Blood Prince. Theatrical trailer. @ Yahoo! Video

It’s rare to get sequels that keep getting better and better (you almost don’t want to get to the last of the series to avoid being disappointed) … but the Half-Blood Prince is looking bloody good, pardon the blatant pun.
The books from She-who-must-be-read are all my kids 7 and 11 (7-and-11 get it? the convenience store combination at home?) want to read, and to be read to at bedtime, everyday, 365 days a year!

Does anyone know when will the movie “Harry Potter and the Half Blood Prince” be out in Japan? It is too much to expect it for Christmas, more like next spring or summer. Drat translations…they alway take time in a non-English speaking nation. Bummer…

By the way, numerically speaking, it has been reported that the greatest number of fans in the world for Harry Potter both books and the movie are the Japanese! 

Well, if like me you have to wait what seems like forever, console yourself by watching a zillion times the trailer (click here …) Harry Potter and the Half-Blood Prince. Theatrical trailer. @ Yahoo! Video for your sneak-peak.

Before you go … own up, how many of you parents are secretly reading your kids’ Harry Potter books? Read this really funny blog on why you as a sensible Muggles ought to hate Harry Potter’s world AND this Harry Potter review to see if you agree with all the “whys” we love Harry Potter as much as our kids!

Stanford tops list for best classroom experience

Wed, Jul 30, 2008
The Straits Times link will expire soon.

 

WASHINGTON – STANFORD University has the best classroom experience in American higher education and the University of Florida is the top party school, according to the Princeton Review’s college guide.

The findings were based on a survey of 120,000 students, according to the Princeton Review, whose book, The Best 368 Colleges, went on sale yesterday.

The book lists the top 20 United States colleges in 62 categories, such as ‘tastiest campus food’, ‘best dormitories’ and ‘most accepting of gay students’.

Schools were evaluated based on student surveys and not ranked according to overall academics.

‘We believe college applicants need to know far more about schools than an academic ranking to identify which colleges may be best for them,’ said the author, Mr Robert Franek, in a statement.

Stanford, near Palo Alto, California, was cited by respondents as being a place where ’staff and students are all very supportive of each other’, with opportunities for interdisciplinary studies.

The American University in Washington DC is home to the most politically active students and Princeton University, which is also top of the list for the most beautiful campus, is popular among students happiest with their financial aid.

At the University of Florida, in Gainesville, ‘frats and sororities dominate’ the social scene, there is ‘a lot of beer drinking’ and ‘hard liquor is popular’, the guide said. The university has made the top 20 party school list for the past 15 years, but has never been No. 1.

The University of Florida also came in first this year in the categories of students who study the least and students who pack the stadiums.

University spokesman Steve Orlando said the school’s reputation for partying comes from the school’s athletic successes but defended its academic climate, noting that incoming students have a weighted Grade Point Average of 4.1, which is between an A and A- grade.

Other top-rated colleges in the various categories include Wheaton College in Wheaton, Illinois, which rated top in the campus food category and Loyola College in Baltimore, which ranked highest for dormitories.

Emerson College in Boston was the most accepting of gay students, according to the Princeton Review.

Other top schools included Occidental College in Los Angeles, with the most liberal students, Texas A&M University in College Station, with the most conservative students, and the University of Maryland in College Park with the best athletic facilities.

The annual rankings also list the nation’s ‘Stone-Cold Sober Schools’, with Utah’s Brigham Young University topping the list for the 11th consecutive year.

The Princeton Review is a New York company known for its test preparation courses, educational services and books and is not affiliated with Princeton University.

BLOOMBERG, ASSOCIATED PRESS

Hi, I’d like to let folks know about a few events that may be of interest. I’ll
try to be brief, and full info is at http://www.english-adventure.org/ENG_index.htm.

Fall Foliage Walk in English at Mt. Takao, December 7. Enjoy the colors and get
outdoors before winter arrives! We generally have a mix of ages and nationalities for
these walks.

6th annual Winter Ski Camp in Nasu-kogen, Tochigi Prefecture, December 26-29.
Open to kids from elementary 1st to middle school 3rd grade. We ski for two days
(lessons included), cook together, take a winter nature walk, and much more. We have both 100%
English immersion and English beginner teams.

Thanks for reading, and please let me know if I can answer any questions!

Dave Paddock
Director, English Adventure

We have a new feature “Ichi-ryu daigaku: Top Rankings of Universities in Japan” out.  The article gives different rankings and also examines how rankings deeply affect the structure and relationships of Japanese society. To read the feature, click on the link provided below:

http://educationinjapan.wordpress.com/college-entrance-angst/ichi-ryu-daigaku-top-ranking-universities-in-japan/

Did you know that gift-giving Christmas custom in Japan may have been started off by the Salvation Army in 1906?

Today’s edition of the Yomiuri Shimbun newspaper tells us:

“It is said that Christmas came to Japan around the year 1900 when a Meidi-ya store opened in Ginza, Tokyo, and a Christmas sales battle started.

On Dec. 18, 1906, an article appeared in The Yomiuri Shimbun on “Christmas Presents for the Poor” from the Salvation Army. Baskets stuffed with fruit, bread and toys were given to more than 30,000 residents. A line in the article read, “This is the first time this has happened in Japan,” so its seems that these may have been the first Christmas presents in Japan.

The custom of giving Christmas presents in Japan which blossomed during the Taisho era (1912-1926) was throoughly embraced by the people, and presents for children became particularly popular over the years.

Most Japanese today became acquainted with the custom when they were children. While there is some feeling that this annual event is a Western tradition, Christmas has become a common event in the lives of the Japanese.”

– excerpted from The Daily Yomiuri’s Christmas Special feature, Thursday, Nov 27, 2008

A while back, I came across an article that I put in the KIV pile to read in my head, and forgot about it, until this week. Re-reading it, I thought it the most helpful piece of advice I’d ever seen given on college admissions, so here it is … read it at this link The Truth About College Admissions by Jack Scheidell, September 29, 2007 … or you can read my summary of his important tips to know about getting admitted to college.

First up. Scheidell frames the question thus:

Q: How to become a desirable candidate in the eyes of admissions officers?

1. In other words, think of yourself going on a first date. Your first goal is to stand out and you can do this by offering something that the college may need that other equally talented students can’t give, Schneidell suggests playing an obscure instrument for the school orchestra would do the trick.

2. Show passion and focus. Schools will respond to this. Sometimes, to show passion you need to try early admissions, apply early, indicate your keen interest for a school and that it was your first choice.

3. No need to join every extracurricular activity. If you’ve watched the Gilmore Girls then you would have gotten that idea watching preppy school girls run themselves to the ground trying to chalk up more extracurricular extras before trying out for Ivy League schools. Instead, it would be better to show devote considerable time to the pursuit of just one or two genuine interests, and that activity and time spent should indicate “passion” and “resonate with that individual”. Don’t just volunteer for something just because it’ll look good on paper.

4.  Quoting Christof Guttentag, the head of admissions at Duke University in Durham, N.C. who said “When colleges admit students, it’s not that they are also rewarding academic accomplishment, but they are building a community…”. Be active participants in your community.

5. Know that good grades and good SATs aren’t enough. They serve only to get you “into the ‘maybe pile.’ Remember ”it’s all about who you are and what you bring” to the school.

6. Provide a “hook.” The great GPA, stellar test scores and the editing of the yearbook apparently fall into the dime-a-dozen category of common students. Admissions officers would be more impressed with ”more unusual achievements” such as a ”national equestrian champion” or “someone who began a Big Brothers/Big Sisters chapter or demonstrated entrepreneurial skills)”. The “star athlete who also happens to be a superb student” will go to the front of the line.

7. Don’t peg your “round” self into a square hole…into a category in which you don’t fit. Come across as genuine.

8. Be realistic and know who and what you are up against. The article says that “need-blind admissions is a myth” and the reality is that “Schools are trying to fill their classes with the largest number of students possible that satisfy diversity criteria and max out the number of students who can afford to pay.” So you really will have to be exceptional or outstanding if you are going to edge out that would-be fee-paying student.

9. Most importantly, the article advises “Figure out what you love to do. If you like fashion and old movies, pursue those things. It’s OK to be the fashion kid who likes old movies.”

10. And then advice for those who may have to swallow the bitter-pill of disappointment, “maybe then the most important lesson about the college admissions process is learning to put rejection behind you. “ Know that if you fail to get in, it has nothing to do with your lack of intelligence.

 THROUGH OUR CULTURAL, EDUCATIONAL, PHYSICAL,  AND FUN ACTIVITIES

Winter Ski Camp for Children I Dec 19 – 22, 2008
Winter Ski Camp for Children II Jan 5 – 8, 2009
Community Ski Trip I Feb 11 – 14, 2009
Community Ski Trip II Feb 18 – 21, 2009
For more info, go to our website at www.discoverjapan.co.jp.
Dear Friends,

I hope that this note finds you well and enjoying the cooler weather.  The attachment below will give you information about our Ski Camps for elementary and middle school children and our Community Ski Trips.  Please let me know if you have trouble opening the attachment.  We’re very excited about the activities that are planned for the Winter season.  Thank you for the support and the interest you have shown in our activities in the past.  We hope that you’ll be able to join us as we celebrate our 25th year of Community Ski Trips.

May I also ask you to forward this email/information to anyone you think might be interested in the activities of Discover Japan?  Your help helps us keep our costs down and our prices low.  Thanks very much.  Looking forward to hearing from you.

Best Regards,

David 

Shinkenzemi Junior High School Course+i

In March 2008, Benesse launched its Shinkenzemi Junior High School Course + i (initially available only for first-year junior high school students), a correspondence course that combines paper-based materials with online study activities via the internet. The website claims that “Shinkenzemi Junior High School Course + i is the first large-scale e-learning system of its type anywhere in the world”.

This course offers a new style of home-based learning unlike traditional correspondence courses, and developers did their best to incorporate learning that will be of relevance to children when they take up their adult role in society.
The course that Benesse has developed– Shinkenzemi Junior High School Course + i – takes full advantage of the audio and video features of computers and the internet to provide explanations that are easier for students to grasp, and to tailor the lessons more precisely to the needs of each student. The internet also allows students to interact with “mentors” who give them advice on learning methods, and provide the support needed to resolve students’ concerns regarding studying on their own and other issues. This was not possible with traditional, paper-based correspondence courses. Furthermore, these courses not only teach students the lessons that are part of their curriculum; they also teach children how to solve problems by themselves, teach them practical English language skills, and help them develop skills in Information and Communications Technology (ICT).
Overview of “Shinkenzemi Junior High School Course + i” correspondence courses: http://www.benesse.co.jp/i/
Friday, Nov. 28, 2008

 

An NGO reaches out to bullied foreign kids

 

By ERIC JOHNSTON
Staff writer

KYOTO — Bullying is widely recognized as a problem affecting Japanese children. But non-Japanese kids and their parents who are also harassed can have a particularly hard time finding either sympathy or practical advice in their native language.

Now, the Gunma Prefecture-based nongovernmental organization Multilingual Education Research Institute is reaching out to non-Japanese parents and students throughout Japan, as well as to concerned Japanese who want to stop the bullying of foreign children.

The Ijime (Bullying) Zero campaign provides a number of services, including a telephone hotline and a Web page with advice in English, Japanese, Portuguese and Spanish.

“No one in Japanese education is talking about the xenophobic aspects of bullying. There is a need to train people to be aware and to do something,” said Cheiron McMahill, president of the International Community School in Tamamura, Gunma Prefecture, and head of the institute.

McMahill noted that while the government assists Japanese victims of bullying, there are fewer resources for foreign children in their native language. To fill the void, the institute is using its Ijime Zero campaign to offer three kinds of assistance.

First is a multilingual forum where foreign children and their families can disclose their concerns and help each other. Second, educators nationwide, Japanese and non-Japanese alike, who have foreign students can get information and assistance on dealing with bullies. Third, anybody who wishes may borrow, for the price of return postage, multilingual literature and DVDs on dealing with bullies. About 3,000 items are available for lending, McMahill said.

Nationwide, there are more than 25,000 foreign children in schools. The majority are believed to be Brazilians, followed by Chinese. Truancy among foreign children, who are often bullied because they are different or don’t speak Japanese, has become a concern in recent years, especially in prefectures like Gunma and in the Chubu region where large numbers of foreigners reside.

Local governments and the central government both say more needs to be done to integrate foreign children into Japanese schools. But they are often at odds over what exactly should be done and who should take the lead. The central government has long urged local governments to do more, while cash-strapped local governments say there is little more they can do unless Tokyo formulates a national policy and provides funds for assistance.

Human rights activists note a fundamental reason for truancy among foreign children is that they are not required by law to attend public school, which means those who drop out due to bullying or other reasons are not legally obliged to return. The education ministry’s position is that while public schools cannot turn away foreign children, they don’t have to make sure they’re in class.

“Revising the Compulsory Education Law to insure foreign children are covered is a top priority for Japan,” McMahill said.

Last year, a government survey revealed that at least 1 percent of foreign children living in Japan did not attend school, but because the whereabouts of 17.5 percent of children in Japan registered as foreigners was unknown, the real truancy figure is probably much higher.

“The different languages that foreign children speak need to be seen as a resource for Japanese society as a whole, not as a problem to be solved. Having foreign children in the classroom helps Japanese children become more multicultural, and that will pay benefits for all when they grow up and go out into the world,” McMahill said.

For more information on the Ijime Zero campaign and the kinds of assistance available to international parents and children, visit the Multilingual Education Research Institute’s Web site at www.ijimezero.org

AUDITIONS for YOUNG PEOPLE!

In cooperation with the Tokyo International Players, YTG is holding auditions for the roles of the various children in Richard III.

Are you between the ages of 12 and 18? Are you interested in being involved in the biggest Shakespeare show in YTG history? Then don’t hesitate! Use our CONTACT FORM and book your audition today (or email R3auditions@tokyoplayers.org)!  Participants will be given a monologue to prepare, which they will then be trained on during the audition, which will be run as a group Shakespeare workshop. The auditions will take place on Tuesday December 9th from 19:00 at the YCAC in Yokohama.

This is a great opportunity, not only to be involved in a Shakespeare play, but to work with probably the best creative team on the Kanto plains.  You’ll learn about Shakespeare not from some stuffy book, but by getting up and doing it!

For more information about William Shakespeare’s R3, which runs February 7th to 8th at the YCAC in Yokohama, and then again from April 2nd to 7th in Tokyo, click here .

LAST CHANCE TO SEE…

In the meantime, in Tokyo, our sister company, the Tokyo International Players, is producing Bertolt Brecht’s classic Schweyk in the Second World War.  This play is performed only rarely anywhere, and your chances of seeing it again in Tokyo, especially in English, are slim at best.  Director Chris Parham has assembled a great cast, and it would be a shame to let this opportunity go by.

The play is being performed at Theater Echo, conveniently located within a 5 minute walk of Ebisu station and runs ONLY from this Thursday (December 4th) to Sunday (December 7th).

Tickets are 4500 Yen, but if you go to the TIP website and prebook before Thursday at 14:00, you can get a 500 Yen discount.  Truly worth the price for a chance to see this historic piece of Theatre– don’t miss it!

For those currently doing geology themed units with your kids, be sure to catch the TOKYO MINERAL SHOW:

A large exhibition showcasing a million mineral items by more than 250 Japanese and foreign companies, and there will be spot sales and lecture events.

When: Dec 12 – Dec 15 between 10 1m – 6.30 pm

Where:  Ikebukuro Sunshine City’s Bunka Kaikan hall See www.tokyomineralshow.com/english/index.html for details

Admission: 800 yen for adults, 500 yen for studnets and FREE!! for those in middle school or younger

Beginning from the next school year students will not be allowed to use cell phones at the majorit of public middle and high schools in Osaka Prefecture…according to planned new regulations by the Osaka prefectural government. Schools in the cities of Osaka and Sakai are excepted as they do not fall under the jurisdiction of the prefectural government. The ban is expected to be implemented gradually by March. It will be the first time a prefectural government has moved to regulate possession and cell phone use in schools. School boards will request that schools institute penalties for violations of the rules, such as confiscation of the phones or having a student’s parent come to the school to collect the phones. 

Reasons given for the planned new regulations are the rising number of bullying cases and incidents linked to social networking Web sites accessible by cell phones. Another reason given was that students less the more dependent they became on cell phones.

Source:

Osaka Prefecture eyes cellphone use ban in schools

Tuesday, Dec. 2, 2008 Japan Times

EDITORIAL

Getting children to get along

An education ministry survey shows that students at publicly run elementary, middle and high schools were involved in a record number of violent incidents inside and outside of school in fiscal 2007 — 52,756 cases, up about 8,000 from fiscal 2006. One school reported an average of 5.84 violent incidents inside it and an average of 1.65 outside it.

The figures break down to 28,396 incidents in which students used violence against each other, 15,718 incidents in which articles were broken, and 6,959 incidents in which teachers became targets of violence. The first type of violence increased by 22 percent from the previous year.

Noteworthy is the fact that more younger children were using violence. The report says 5,111 elementary school students used violence, 37 percent more than in fiscal 2006, compared with 38,023 middle school students, 20 percent more, and 13,290 senior high school students, up 5 percent.

It would not be far-fetched to conclude that an increasing number of children are becoming unable to control their anger, fear, anxiety or sadness, and that they rely on violence to vent these emotions, instead of on verbal and other forms of communication.

The survey also shows that the schools recognized 101,127 bullying cases in fiscal 2007, down about 24,000 from fiscal 2006. Still, that number is by no means small.

The government plans to strengthen moral education. But lawmakers and education ministry officials should realize that merely strengthening moral education will not solve the problems of violence and bullying.

Children must learn how to get along with others through their everyday experiences. Schools can aid this process, but the time children spend outside of school with their families and friends is much more important. Parents’ attitudes are crucial to nurturing children’s ability to control their emotions. The answer to dealing with problem children is not simply to pressure them to follow the rules under “moral education,” but rather to display love and patience — in short, to teach by example.

The TIMSS test results are out. The results of the Trends in International Mathematics and Science Study, which involved more than 400,000 Grade 4 and 8 students – aged 10 and 14 respectively – across 59 global education systems, were released yesterday.
This morning’s NHK news mentioned certain weaknesses of Japanese students as revealed by the TIMSS tests … from a question asking students to calculate the perimenter of a rectangle 3cm by 7cm. 51% of the students made the mistake of calculating the area of the rectangle and returned the answer of 3 times 7 i.e. 21. According to the NHK news feature, this mistake appeared to be made by Japanese students alone, indicating strangely some math blind spot? 
See the following report comparing how Japanese students fared in the TIMSS tests with students from other countries.
Wednesday, Dec. 10, 2008

 

Math, science scores rank high

Crediting policies since 2003, the education ministry declares an end to academic slide

Kyodo News

Japanese students scored relatively high on global achievement tests in mathematics and science, the results of a 2007 survey showed, prompting the education ministry to proclaim an end to the recent slide in scholastic abilities.

Eighth-graders ranked third in science among the 48 countries and regions, up from sixth in the previous 2003 survey, according to data from the International Association for the Evaluation of Educational Achievement.

Just as on the last test in 2003, they ranked fifth in math on the fourth Trends in International Mathematics and Science Study, or TIMSS. The test is conducted every four years on fourth- and eighth-graders, the Amsterdam-based organization said.

In the 2003 test, Japanese students in their second year of junior high school had fallen to sixth in science from fourth in 1999.

The fourth-graders, meanwhile, dropped to fourth from third both in science and arithmetic among the 36 countries and regions, the association said.

The scores of the students in both grades were higher than their previous surveys, yet they maintained relatively high rankings despite the increase in the number of participating countries.

The number of countries and territories taking the test in 2007 increased to 48 from 46 in 2003 for eighth-graders and to 36 from 25 for fourth-graders.

Noting growing enthusiasm for study among fourth-graders, “a declining trend of scholastic abilities has been arrested,” the education ministry said.

The same level of enthusiasm is less evident among older students. Only 40 percent of eighth-graders reported finding math studies fun. The figure was 59 percent for science. In both cases, however, the level of enthusiasm was about 30 percent lower than among the fourth-graders.

The education ministry has grown increasingly alarmed in recent years by falling academic rankings compared with other countries.

The ministry hailed the improved results as the fruit of various policies it has put forward since 2003, underscoring that its curriculum guidelines are “minimums” that should be taught.

The Organization for Economic Cooperation and Development conducts a triennial survey on 15-year-old students, called the Program for International Student Assessment, or PISA, which is intended to assess students’ applied skills.

In the 2006 PISA survey, 15-year-old Japanese high school students placed sixth in science among students in 57 countries and territories, down from second in 2003.

Yukitsugu Kato, a professor emeritus of education at Sophia University, said TIMSS “tends to reflect results of rote-memory type learning” and Japanese students “score low when they come across problems they are not used to.”

In Japan, about 4,500 fourth-graders from 148 elementary schools and about 4,300 eighth-graders from 146 junior high schools took part in TIMSS, which is designed to assess basic knowledge and calculation skills.

Based on the TIMSS scale, which has an average score of 500 points, Japanese fourth-graders scored 568 points on average in arithmetic, up 3 points from 2003, and 548 points in science, up 5 points.

Japanese eighth-graders scored 570 points on average in mathematics, unchanged from 2003, and 554 points in science, up 2 points.

Hong Kong placed top in arithmetic for fourth-graders, while Taiwan ranked first in mathematics for eighth-graders. Singapore occupied the top spots in science for students in both grades.

Japanese fourth-graders spent an average of a little more than an hour a day on homework, while eighth-graders allocated one hour. The time is shorter by 18 to 36 minutes than the international average.

In contrast, fourth-graders here watch television two hours on average and eighth-graders 2 1/2 hours, or 30 to 42 minutes longer than the international average.

Source: Japan Times

See related article: S’pore students still top in science Straits Times One

Singapore “retained its top position in a worldwide study of young students’ performances in science, but [fell] to second and third position for Primary 4 and Secondary 2 respectively in mathematics.

In the study’s last round in 2003, Singapore students took the leading positions for maths and science in both age groups.

However, they could not retain the position for maths this year, losing out to Hong Kong for Grade 4 maths and to South Korea and Taiwan for Grade 8 maths.

Despite this, the numbers were very close for the top-ranking countries. Singapore scored 593 for Grade 8 maths while Taiwan scored 598 and South Korea, 597.

Singapore’s performance did not change greatly from previous studies. In the last study, its score for Grade 4 maths maths was 594 points, whereas its score this year was 599 points.

The students scored 605 points for Grade 8 maths in the previous study. Other countries experienced similar fluctuations.

The Ministry of Education indicated that Singapore students have continued to perform well in the global study. Despite the drop in the maths ranking, its spokesman said the results indicated no significant difference between the scores of the top-ranking countries because of the degree of uncertainty in the statistics.

Singapore has been in the top three positions – with the exception of Primary 4 science in 1995, when it ranked seventh – since the global study began.

The students were assessed on their knowledge, application and reasoning in maths and science via a range of questions, in tests that took up to two hours.

The study, which began in 1995, is conducted by the International Association for the Evaluation of Educational Achievement every four years, in a bid to benchmark students across different countries.

Based in the Netherlands, the association is an independent international cooperative of research institutions and government agencies that conduct large-scale studies on education.

The study showed that students in Asian countries were leading the pack, ahead of those in England, Sweden and the United States.”

**End of article excerpt**

Read the original article here (link will expire in 1 week) 

Kids pm snow escalator

Kids on snow escalator

Not actually a new resort, but refurbishing or restyling of the ALTS Bandai resort. What’s newly constructed are the five free style parks added to the resort … including the newly opened Burton Progression Park (see photo) that is touted as the mecca of snowboarders, plus new cross country skiing field (see mountain trail map). The resort now appears to offer a comprehensive deal for family-oriented snow fun. The place seems to have everything: boardpark, small jumps, big jumps, kickers, moguls, variety of slopes, narrow runs, semi-wide runs, multiple restaurants and some English speaking staff. Not forgetting the indispensable child and baby-minding facilities, play and napping rooms. Spas and hotsprings, like everywhere else in Japan of course. But what it really boasts about is its 30km slope with a total of 29 variety of courses (see photo here ) … it is the longest slope in Japan. Ski and snowboarding lesson packages are offered for kids in English too (see ALTS Snow Academy page). Likely to be a hit with any kid is the Adventure Kingdom, opened this year 2008 with activities that include  winter activities using carts, banana boats, air boats, tubings, nomadic camping tent, and experience making hot chocolate, smoking foods, and making nature crafts, ponyriding in the snow, snowmobile rides. The outdoor hotsprings or indoor hotspring baths sourced by natural hot spring waters from Mt Bandai Hoshino hotel or Bandai onsen resorts. Resort or onsen hotel accomodation options or budget room-share bunkbed style accommodation at 2,480 yen. Refer to this page for more info on their facilities. Access: By Tohoku shinkansen from JR Tokyo station to Koriyama station and then by shuttle bus to the resort. See other access options at this page

Phone : 81-242-74-5000

~~~~~~~

For other ideas on where to go for winter activities, see suggestions at Outdoor Japan’s Family Snow Zones by Angie Takanami and also by Tokyo Families’:

Snow Town Yeti

Grinpa Land

Snova Shin Yokohama

Club Med Sahoro

Gala Yuzawa Ski Resort

Japan was given the highest score on education, nutrition and child health in Save the Children’s global survey.

But the organization called on Japan to take the lead in enhancing the lives of children elsewhere in the world. Sarah Hague of Save the Children in London said: “The index shows Japan is leading the world in caring for its children. Japan provides an example of what is possible. Now it is important that countries at the top of the index help those at the bottom to improve.”
“In the current financial crisis, rich countries like Japan must provide aid and assistance to poorer countries to improve the lives of the world’s most vulnerable children. Over 9 million children under 5 die every year from preventable causes and it is vital that the developed world does not turn its back on them.”

Fri, Dec 12, 2008 Japan Times
Japan Times

A government panel on education is proposing to double the number of pages in school textbooks on Japanese-language, science and English textbooks to enrich education. In the panel’s report to Prime Minister Taro Aso, it recommended that math texts include more practice exercises so students can study by themselves outside of class and that Japanese-language textbooks carry more excellent writing by great literary figures, while those of English include newspaper articles and masterly speeches.

Read more at Japan Times for its report “Panel urges doubling some textbooks’ length

And according to another Japan Times news report … elementary, junior high schools in Saitama now face cell phone ban. The Saitama prefectural board of education has announced that cell phones will be banned from public elementary and junior high schools and also urged high schools to restrict use of mobile phones. According to the board, 95 percent of public junior high schools already ban students from bringing their cell phones to school but only half stipulate this in written rules.

With our last days of the winter break in sight, you might wanna catch a few of those remaining Foreign Book Sales:
- Aoyama Book Center’s sale is now ongoing until Jan 11 in Shibuya Ward, Tokyo. Discounts of 30-80%, paperbacks at 500 yen each. Tel 03-5485-5511 for info.
- Foreign Book Bazaar: The Logos Gallery in Shibuya Parco Part 1,  is holding a bazaar featuring foreign books until Jan 13 – 20 – 80% discounts. 10 am – 9 pm but will end at 5 pm on Jan 13.
Note: There’s been recent news on Yohan’s bankruptcy and how it has affected the distribution of foreign books and particularly foreign magazines this year, with rumours of Bookoff buying over the Yohan outfit. Yohan owns Aoyama Book Center and other stores, so now might be a good time to check out its sale. Source: Foreign magazines stuck in limbo, Japan Times Sept 19, 2008
 
Watch out also for the Family Kite Festival: Musashino Chuo Park in Musashino, western Tokyo will hold its annual kite event on Jan 18 from 10 am – 2 pm. At the event, 200 kites will be sold for 200 yen each. Participants are allowed to bring their own kites. Advice on how to make and fly kites will be provided. In the event of rain or strong winds, the festival will be postponed to Jan 25. Tel 0422-54-1884
 
For those interested in kites, visit also the Kite club site www.e-kite.wakaf.net
 
Bird-watching event: Zenpukuji Park will hold a bird-watching event on Jan 25 from 9 am to noon. The park half o which consists of two ponds, is known a s an spot for watching ducks, kingfishers, gulls and other birds. Shinichi Nishimura, an executive member of the Wild Bird Society of Japan, will serve as a guide. The event costs 300 yen and includes handouts. Up to 20 people can participate. Deadline is Jan 15. Register by sending a reply-paid postcard with your address, name, age and phone number to: Zenpukuji Park Service Center “Bird-watching event,” 3-9-10, Zenpukuji, Suginami Ward, Tokyo, 167-0041. For further information, call the Tokyo Park Association’s general affairs section at 03-3232-3038.
 
Science cafe: The Keio Research Center  for the Liberal Arts is to hold an event to raise interest in science at the Raiosha building on Keio University’s Hiyoshi campus in Kohoku Ward, Yokohama, from 2 pm – 4 pm, on Jan 24. Norihiko Sugimoto, a lecturer aet the university, will discuss weather and encourage participants to create artificial clouds. Participants will be asked to pay 200 yen for material s and snacks. Reservations not required. For info, call 045-566-1151. 
 
Visit our list of ice skating rinks at our School’s Out page.  For Tokyo’s ice skating rinks, Tokyo Families has these listings and pagesMeiji Jingu Skating Rink; Kodomonokuni ice skating rink; Kanagawa skating rink (this rink frequently offers scheduled free lessons fro kids). Find more skating spots at the JWK’s page.

We have in recent posts suggested ALT Resorts, but Tokyo Families has more winter activity suggestions:

Snow Town Yeti

Grinpa Land

Snova Shin Yokohama

Club Med Sahoro

Gala Yuzawa Ski Resort

Where to go for Go! GO FOR KIDS: www.tef.or.jp Go events and sessions for kids are often organized at the Tokyo Budokan in Adachi Ward, Tokyo. There are sections in which players of any level and age will be allowed to play for free. Other sections will be open to skilled players who have made reservations. The venue is a 5-minute walk from Ayase subway station in Tokyo. Visit their website for scheduled Go events. 
 
Other miscellaneous activities for restless kids:

Taiko Drumming for kids at Studio Hougaku Academy Otaku see article by Tokyofamilies;

Taiko drumming. www.akaonidaiko.com

Kabuki with kids Free kabuki performances are available on the New Year Day’s at the kabuki stage at the Ikuta Japan Open-air Folk House Park. 

Tokyo Theater for Children

Act Like a Kid Tokyo Theater for Children

Bunraku Puppets at the National Theater of Japan  

Martial Arts in Japan: Pacific Aikido 

Yokohama Jujutsu Club meets Sun mornings. Learn Ketsugo Jujutsu free. We practise and train in a principle based Goshinjutsu in English. Practice self-preservation in a safe environment. Come empty your cup. ricokuma@hotmail.com

J&S Vertical Climbing Zone at Ebisu

B-Pump2

Swimming Lessons

Football clubs for kids – a listing

Baseball

Skateboard Park: Sakate Park 

Bowling

http://www.tokyofamilies.com/archive/People/issue13/issue13_teens.html Bicycling around the Imperial Palace for free

Nandemo Asakusa kids to teens multifaceted sports facility

Adventure and sports club. Hiking camping canyoning white water rafting, paragliding, skiiing, snowboarding, sky diving, bungee jumping, rock climbing, water sports, etc, etc. Free membership, info@tokyogaijins.com

Those interested in Anime nation in Akihabara contact yosuke1186@yahoo.co.jp
Azabu tap circle meets in Roppongi or Azabu to practice tap dancing, including parent&child (“oyako”) sessions tap@azabutap.com

For those looking for art lessons, try either Little Artists – an afterschool artschool or RBR.

And because someone asked recently about ideas for birthday parties, rather than reinvent the wheel, I’m glad to be able to point you to this resource page: Birthday Parties Tips from Tokyo Families.

Remember if all of the above are not enough, we have hundreds more suggestions at our School’s Out page!

Yours digitally,

Aileen Kawagoe

 

 

 

543,000 candidates take unified college entrance exams
Sunday 18th January

TOKYO —

Two-day unified college entrance exams began Saturday with a record 797 schools taking part and a total of 543,981 candidates taking the tests at 738 sites across Japan. The number of candidates was up 596 from last year, and high school students scheduled to graduate in March account for a record 79.3% of the total applicants. Twenty more schools—both two-year and four-year colleges—are taking part in this year’s unified tests, operated by the National Center for University Entrance Examinations, an independent administrative agency.

Exams in civics, geography and history, the Japanese language, and foreign languages are being held on Saturday. Exams in science and mathematics will be given Sunday. The exam in English, an option in the foreign language tests, includes a listening comprehension section introduced in 2006 to test the ability of Japanese to communicate in the language. As in the past three years, technical problems were reported with devices used for the listening test. Such problems affected 253 applicants, according to reports received at the center as of 10 p.m., of whom 249 were given a second chance of taking the test.

– Kyodo News

Entrance exams outside localities aim to increase applicants

The Yomiuri Shimbun

To attract top-tier students amid a continued decline in the nation’s birthrate, national universities have been holding entrance examinations outside their own areas in addition to those held locally.

By doing so, some universities have been able to increase their applicant numbers. But experts point out that these universities also should promote their academic merits and not focus solely on increasing the number of entrance exam host cities.

Muroran Institute of Technology in Hokkaido has found the approach to be effective after holding entrance exams outside Muroran. The university set up exam sites in Sapporo and Sendai in 2007 and added Nagoya last year. The university had averaged about 900 applicants in past years, but the number increased to 1,074 last year.

“We think this favorable result comes from our efforts to appeal to high schools and preparatory schools in areas where we’d seen interest from applicants before,” a university entrance exam department staff member said.

Hoping to attract more applicants from the Kansai area, Kagawa University will hold an entrance exam this year in Nishinomiya, Hyogo Prefecture.

According to a Kagawa University survey of the hometowns of last year’s applicants, 47 percent of its applicants were from Shikoku, 32 percent were from the Chugoku region and 11 percent were from the Kansai region.

The university decided to hold exams in the Kansai region because more than 20 percent of its past applicants were from the area and it has a relatively high number of alumni in the area who have children around the age of 18.

“We’re sure that applicants will consider choosing Kagawa University if we make it more convenient for them to take the exam,” said Michio Yamada, head of the university’s entrance exam department.

According to the Yoyogi Seminar cram school, 18 universities plan to hold entrance exams outside of their localities this year. This is an increase from 2007, when 11 universities did so, and 2008, when 17 schools did so.

However, increasing the number of entrance exam sites does not always increase the number of a university’s applicants.

Toyama University’s science and engineering schools held entrance exams in Nagoya last year. The number of individuals who applied for the engineering school increased by 180 from the previous year. However, the number of applicants for its school of science decreased by nearly 100.

(Jan. 14, 2009) http://www.yomiuri.co.jp/dy/national/20090114TDY03105.htm

See also Sunday, Jan. 18, 2009 College entrance exams kick off nationwide Kyodo News

In other news … Cannabis use spreading among high schoolers Education on Cannabis Thurs Jan 15 Japan Times

Akasaka’s outdoor skating rink opened on 6th Dec 2008. For more info, refer to the website: www.sacas.net/event

Go to the ice rink at the Red Brick Warehouse (Akarenga Soko) for a picturesque venue indeed … dating to 1911 Taisho Era (1912-26) the warehouse sits on the waterfront at Yokohama. The rink is open until Feb. 15 and costs ¥500 for adults (¥400 for children and ¥300 for toddlers) plus ¥500 per person to hire skates.

At Toshimaen amusement park in Tokyo’s Nerima Ward, a temporary outdoor rink has been set up. It’s 24 meters by 42 meters (about the same size as the Akarenga rink). Admission to the park is ¥1,000 (¥500 for children), getting onto the skating rink costs another ¥500 per head, and hiring skates is ¥600 per pair.

 

Other skating rinks:

Meijijingu Gaien near Sendagaya Station  – indoor rink offers year-round skating.

Shinyokohama Skate Center  - indoor rink offers year-round skating.

See more listings at our Educaton in Japan website 

Related reading:

Source: Get your skates on Japan Times

Train Your Brain

Train Your Brain

Norman Doidge’s book The Brain that Changes Itself which studies case histories of people who have had learning disorders cured, IQs raised, recovered from debilitating brain damage, has as the book’s premise that the brain is a muscle that needs and likes exercise and that can and does rewire itself when damaged. He explains that brain exercises can be more effective than medication and that when a person is weak in some area of cognition, it would be better to find the weak area and exercising it.

Applied to education for eg, the author says kids with learning deficit disorders ought to resort to programmes that identify their areas of weakness and work incrementally on those areas. ”We now know, and this is one of the most fabulous discoveries of the 20th centuries, that when learning occurs what happens in say, a four-hour learning session is that the number of connections between nerve-cell A and nerve cell B might go from 1,300 connections to double that. It works by getting under the skin of our DNA, on to make new proteins, which then move down the cell to make new structural connections. What this means is that thought turns genes on or off”.

Earlier, we posted regarding Dr Kawashima’s popular DS game but this weekend, I actually got a chance to browse his book “Train Your Brain” at the bookstore. I must say I was surprised at how simple the book seemed to be. Actually they looked a lot like the math drill sheets that my daughter brings home from her Kumon afterschool center, not terribly difficult math either, straightforward arithmetic with virtually the same concept that Kumon has, which is to practice a set of exercises frequently or daily, and to try to better your own time each time. There were also exercises which had a set of vocabulary words which you were supposed to try to memorize.

Compared to other brain-train type workshops I have attended, Dr Kawashima’s seems really tame by comparison, offering far far less than say, either Dr Shichida’s workshops for kids (which are an extremely rich programme, with many diverse techniques, IQ games, exercises and including deep philosophical ideas as well) OR Accelerated Learning Systems programmes,  Accelerated Learning workshops  and products, all of the latter that also offer a rich and deep programme to improve memory and other cognitive brain skills.

Reference: Can a damaged brain change its own structure and replace lost functions? The Times Sep 8, 2008 (also “Human brains revealed to have the power to turn neuroscience on its head” in the Daily Yomiuri) by Penny Wark

Here’s a great club to join for your star-gazing kids and budding astronauts!

The Young Astronauts Club – Japan (YAC) offers many exciting programmes and activities for children and young people (such as guided night field trips to watch stars and constellations; science project workshops; visits by real Japanese astronauts). These are held in virtually all prefectures around the nation, mostly in conjunction with local planetariums and science centers. Chances you are able to pick up a YAC brochure at your nearest science or youth center to subscribe to membership or else email them to send you one.  Membership (2,000 yen – registration plus either 2,400 yen (single member) OR 1,800 yen (discounted rate family member)) gives you a Space passport, ID card and the YAC magazine subscription, plus you’ll be sent a schedule of the events and activities that organized around the country. At the YAC website, it defines its mission as follows:

The YAC is an international organization desgined for young people:who
*Dream of exploring space
*Want to be astronauts and work in space
*Desire to explore the Galaxy as scientists, astronomers, or engineers
*Hope to make friends from all over the world
*Are excited by the challenges of new experience

Page from the YAC brochure

Page from the YAC brochure

Address:
1F Kanumadai 1-9-15, Sagamihara-shi KanagawaJapan
Post Code : 229-0033
Tel.00-81-42-705-8071 Fax.00-81-45-704-3477
E-Mail : yacj@yac-j.or.jp

Website: http://www.yac-j.or.jp/english/

‘Exam hell’ now not so hot” SETSUKO KAMIYA – This one is a must-read, chalk-full of info on college entrance exams, for the still uninitiated.

Yokohama to unify schools in 2012
- We previously posted about a few public schools that started to “unify” their schools into comprehensives, the move appears to have been picked up, and is perhaps developing into a trend … the impetus probably comes of the falling student populations, more than any other reason…although the academic benefits are considerable.
 
Kanagawa edu board appears to be really busy yet another policy change following the one above …
Japanese history to be compulsory at Yokohama city-run high schools (Jan 21)
The Yomiuri Shimbun The Yokohama Municipal Board of Education has decided to make Japanese history a compulsory subject in all of its nine municipal high schools starting in fiscal 2010.
Currently, the central government’s curriculum guidelines designate Japanese history as an elective in high schools.
The city’s decision echoes an announcement made by the Kanagawa Prefectural Board of Education, which February last year became the first in the nation to announce it would make Japanese history a compulsory subject at its high schools.
The Kanagawa education board’s decision will take effect in fiscal 2013 at 143 prefectural high schools.
According to the Yokohama education board, more than 30 percent of municipal high school students who graduated in March 2008 did not take any Japanese history classes.
A board official said the municipal board judged it was important for students to learn about their nation’s history and culture amid globalization.
Under the current curriculum guidelines, world history is compulsory and students choose Japanese history or geography as an elective.
The Yokohama education board will make Japanese history compulsory. If students choose geography, they will have to spend more time in class.
Curriculum guidelines lay out minimum requirements. Each local board of education is allowed to decide to make other additional subjects compulsory.
(Jan. 21, 2009)
 
Shame over poor English level lies with education ministry
MIKINE DEZAKI
 … this one is by someone obviously ranting and venting their anger on edu ministry!
 
Girl’s suicide thought linked to online bullying by classmates (Jan.20)
 
Parents rush to submit kids’ exam applications (Jan.20) If you are one of those parents who are thinking about standing in line to get into one of the popular schools, think again … as this article debunks popular belief and asserts …standing in the queue in the wee hours of the morning really has no bearing on your kid’s chances of getting in to the schools at all!

SPECIAL ANNOUNCEMENT

The Support Group for Parents of Children with Learning Differences will
meet at 10:30am on February 18 , 2009

at Sophie Mizuhata’s home in Mitaka . For information call 0422 – 41- 0288
or 042 – 424 – 0401 or email

iku62000@ybb.ne.jp  or ccam@jcom.home.ne.jp

Students pray lucky charms do trick
Temples, zoos, teams tap superstitions to sell talismans to entrance examinees

By SETSUKO KAMIYA
Staff writer
Some challenges in life can only be overcome through one’s own efforts. But it never hurts to have a bit of luck.

A selection of good luck snacks currently on the market that target students facing entrance exams. YOSHIAKI MIURA PHOTO

Lucky for some: A selection of good luck snacks currently on the market that target students facing entrance exams. YOSHIAKI MIURA PHOTO

At least that’s how students facing high school and university entrance examinations feel around this time of year as they prepare for tests that could set the course of their lives.

On these occasions, many entrance exam hopefuls and their families visit shrines and temples to pray and pick up a good luck charm, hoping it will help them get into the school of their choice.

But as even this may not be enough to help some overcome their enormous anxiety, some businesses have seized on the opportunity and are cashing in on the game of luck, selling products ranging from good luck snacks to animal droppings that are supposed to bring good tidings.

From early January through the end of March — entrance exam season — Meiji Seika Kaisha Ltd.’s long-selling Karl corn puff is marketed as Ukarl.

The product’s name is temporarily changed because Ukarl sounds similar to the Japanese verb “ukaru,” or to pass.

The package is designed to look like a good luck charm, while the snack’s signature character, Uncle Karl, is transformed into a Shinto priest, praying for examinees to pass their exams.

According to Meiji Seika, the firm has been marketing Ukarl since 2001. It was a hit from the start with students and their families.

“In the past, we’ve received letters from consumers thanking us because they ate Ukarl and made it to the schools they were aiming for,” a Meiji Seika spokesman said.

The popular, long-selling chocolate biscuit Koala no March by Lotte Co., Meiji Seika’s rival, now comes with a special package in which its koala characters are turned into red and white “daruma” wish dolls.

Unlike Karl, the snack does not have any sound in its name that connotes good luck. Instead, it is the koala itself that brings the good fortune, according to the firm, noting that while koalas spend most of their time sleeping in trees, they never fall.

Exam hopefuls, too, hope to cling to the tree of victory.

It’s not just Lotte that is cashing in on the trend. Several zoos nationwide also believe koalas are considered good luck, although some take it to an extreme level.

Higashiyama Zoo and Botanical Gardens in Nagoya earlier this month distributed a hand-made paper bookmark made partly from koala droppings.

While it may sound ridiculous, the droppings are actually the key ingredient because luck in Japanese is pronounced “un,” which sounds similar to “unchi,” or “poo” in the vocabulary of Japanese children.

Nor does it smell as bad as it sounds, because the eucalyptus fiber — extracted from the droppings and sterilized — is mixed with fiber from recycled paper.

The bookmark says: “Although koalas sleep in trees for 18 to 20 hours a day, they never fall. This (bookmark) contains the ‘luck’ of koalas, so it will bring good fortune. Use this bookmark as you prepare for the entrance exams. All the animals at the zoo are praying for your success.”

According to Kazuhito Ito of the zoo, the bookmarks were first distributed last year for free, and stocks ran out immediately.

To meet demand, the zoo this year increased the number of bookmarks to 500 from last year’s 300, but stocks still ran out on Jan. 4, when they were distributed again for free.

At Ishikawa Zoo in Ishikawa Prefecture, orangutans are believed to bring good luck. Since 2005, the zoo has been giving away pin buttons with a picture of their male orangutan, Brotos, who is good at walking on tightropes and never falls off.

“People who come to get the pins are mostly grandparents who want to send it to their grandchildren who are facing entrance exams,” said Shinichi Takeda, a spokesman for Ishikawa Zoo.

J. League soccer team Omiya Ardija this month began marketing its own good luck charms.

The team believes it is lucky because it has managed to escape being relegated from Division One to Division Two for four straight years.

Hoping their “perseverance” will give the examinees strength, each of the team’s good luck charms contains a ticket that was prepared for a match they would have had to play if they had dropped into Division Two.

Because they were able to remain in the top division,the tickets were not used.

A total of 500 good luck charms were sold in five days after going on sale Jan. 6. Due to the high demand, the team is currently accepting orders for 1,000 more charms, according to the team spokesman.

The good luck charms, which bear the kanji “katsu” (victory), went on sale after they were prayed for at a shrine near the team headquarters in the city of Omiya, Saitama Prefecture, he said.

“It’s actually not just our supporters or examinees and their parents anymore, but company employees also buy them, apparently with the hope that their companies will hold on amid the bad economy,” he said.

Japan Times

Just how many alternative worlds do you think our kids can live in … even they’re vicariously lived … through books? Quite a few, it would seem — fantasy world books are so “in” and never have there been so many good reads as have been published in recent times. Forerunners like the Chronicles of Narnia actually pale by comparison with what’s out there today. One thing’s for sure, there’s no dearth of alternative worlds for kids to escape to … should they find themselves stressed by “entrance exam hell”. Here’s a run-down of some of those reads that were “hits” for us:

1) “Inkheart” by Cornelia Funke (translated from German)

Inkheart (book cover)

Inkheart (book cover)

Haven’t you ever wished you could enter the real world of books? But this book is based on the premise, that you could READ the book’s characters into your world of reality! What adventures follow the bookbinder and his 12 year old daughter which take them throughout Europe. For those never get enough of their favourite characters, you’ll pleased to know the book has sequels: “Inkspell” and “Inkdeath”. Read the synopsis at Wikipedia.

Read the ‘review of the movie ‘Inkheart’: Print Charming based on the same book. Watch the YOUTUBE trailer here.

2) Books by Artemis Fowl.

img2561

“Artemis Fowl and the Time Paradox” is just out in bookstores. This series has taken our household by storm, un-put-down-able and fast-paced. The fairies in the book aren’t Twinkle-bell like at all, they sound like the cast from Star Trek. Street-smart characters. Easy to read out loud with short sentences that are colloquial sounding. Action and humour, cracking humour. Boys will like this. This series will make readers out of your reluctant readers at home.

3) “Brisingr” by Christopher Paolini, the homeschooled boy who became an author by self-publishing online. Brisingr is just out – the last book in the trilogy called the Inheritance Chronicles. This is what we are half way through. Better book 2 and as good as book 1 so far. What grabs us about this series, is that it isn’t merely another book about dragons. It does much better. It works because the book explores the deep bond and emotions between boy-dragon-rider and dragon – and they come across the book well. It also is quite phenomenal in that it explores the relations between the worlds of the dwarves, elves, humans and other beings like Urgals in a fashion worthy of the “Lord of the Rings” stature.

Brisingr

Brisingr

4) “Tunnels” by Roderick Gordon and Brian Williams

tunnels

Read the Payal Kapadia’s solid review for Japan Times here which has this to say,

“This offbeat adventure story conjures up a vivid picture of an underground civilization, so realistically imagined that it seems almost possible. Most terrifying of all are the Styx — tall, thin men who dress identically, speak in conspiratorial whispers …… Pale-faced men in black coats and thick dark glasses; a hero who goes underground; torture chambers and interrogation rooms — this could be the stuff of spy fiction.”

Also serial. The book “Deeper” follows.

5) Last but not least, are Robert Pullman’s “Dark Materials” trilogy omnibus combining “The Golden Compass”, “The Subtle Knife” and “The Amber Spyglass”.

His Dark Materials Omnibus

His Dark Materials Omnibus

Lyra is the kind of character with spunk that every kid loves to read about. The adventures into the North Pole, polar bears, shamans, hot air balloons, the multi-layers of alternative worlds … what’s there not to love about these book?

The above were all “hits” for us. But there was one “miss” for us. Which was “Stoneheart” by Charlie Fletcher.

Stone Heart (first of three)

At least, we really tried. We were flummoxed because of the cockney accent that we had difficulty reading and making out the meanings, and that we had to maintain throughout Book 1 (worse than a Dickens novel), and the second reason being that it was hard to find anything to like about the main boy-protagonist of the book, having waded through half the book. Shame really, the plot of the book seemed really interesting, a kind of Night Museum with a boy with an impossible puzzle-cum-challenge to solve. The book might work for some, so don’t be put off by this partial review.

Finishing off my listings of alternative-world-books here, I just want to add that these days it seems to me, kiddy books aren’t really that kiddy anymore. And as book formulas go, they sure have it all … the action, humour, character (heroes, villains), relationships, breathtaking scenery, plot twists, the romance and darkness … lots and lots of the latter. And that’s why the whole family enjoys them!

 

With the Harry Potter series now completed, Scholastics is moving forward with what it hopes will be its follow-up blockbuster series…according to NY Times

The 39 Clues series is new with books 1 and 2 hot off the press in 2008-2009 and book 3 due for release on Mar 3, 2009: (see infomercials at See 39cluesworld.com/ )

maze-of-bones

Book One : “The Maze of Bones”
Author : Rick Riordan (Released : Sept. 9, 2008)

Book Two : “One False Note”
Author : Gordon Korman
Release Date : Dec. 2nd, 2008

Book Three : “The Sword Thief”
Author : Peter Lerangis
Release Date : March 3rd, 2009

About the “39 clues” series:

Book Description from Amazon Japan: Minutes before she died Grace Cahill changed her will, leaving her decendants an impossible decision: You have a choice – one million dollars or a clue.

Grace is the last matriarch of the Cahills, the world’s most powerful family. Everyone from Napoleon to Houdini is related to the Cahills, yet the source of the family power is lost. 39 clues hidden around the world will reveal the family’s secret, but no one has been able to assemble them. Now the clues race is on, and young Amy and Dan must decide what’s important: hunting clues or uncovering what REALLY happened to their parents.

The 39 Clues is Scholastic’s groundbreaking new series, spanning10 adrenaline-charged books, 350 trading cards, and an online game where readers play a part in the story and compete for over $100,000 in prizes.

The 39 Clues books set the story, and the cards, website and game allow kids to participate in it. Kids visit the website – the39clues.com – and discover they are lost members of the Cahill family. They set up online accounts where they can compete against other kids and against Cahill characters to find all 39 clues. Through the website, kids can track their points and clues, manage their card collections, dig through the Cahill archives for secrets, and travel the world to collect Cahill artifacts, interview characters, and hunt down clues. Collecting cards helps: Each card is a piece of evidence containing information on a Cahill, a clue, or a family secret.

There are even teacher videos … see this Youtube link.

Our reviewer says: My 9yo daughter LOVES these books. We only got them last week and have already read the first two and have pre-ordered the third. I started for bedtime and she took over because we weren’t going fast enough. We are trying to solve all the card clues on the web at the moment. Part of me balks because they are so commercial with trading cards and all sorts of stuff and
they seem to have been written to make into a movie. But they briefly introduce many famous people, have lots of geographical connections and so offer lots of teachable moments too especially because the interest is really there. I’m happy to see her so excited about reading too. — J.T.

J

Thursday, Feb. 5, 2009 Daily Yomiuri

The good news is that Japan’s education bureaucrats realize that despite six years of middle and high school study many Japanese are still unable to speak English well. The bad news is that the bureaucrats plan to solve this problem by giving us more of what caused the problem.

True, there is nothing wrong with the move to have primary schools provide two or more years of basic English, mainly simple conversation, writing and songs. However, qualified teachers are few and the primary school curriculum is already crowded. But the main problem, teachers say, is that any benefits gained disappear rapidly once students move on to middle school. Children are bewildered by the sudden shift from living English to textbook English.

The bureaucrats focus on high school teaching. They say they want more English vocabulary to be taught, and will require Japan’s large army of middle and high school English-language teachers to speak more English in the classroom. But is making Japan’s children listen even more to the poor accents and pronunciations of their English-language teachers likely to improve things?

The bureaucrats plan to have these teachers take intensive spoken-English improvement courses. But if as an adult you speak a foreign language badly you tend to stay that way forever. In any case it will probably do little to cure teachers from their bias toward grammar and translation-based learning.

Japan seems not to want to realize the harm caused by having young students spend six years listening to bad English. Some say that if the world is happy with Indian or Singapore English then it should accept Japanese English. But these other varieties of English are standarized and fluent. Listening to them is no harder (sometimes easier even) than listening to the accents and dialects of British English.

Japanese English on the other hand (“Japlish” as some call it) is a hodgepodge of accents and pronunciations thrown together and spoken haltingly. It is hard on both the ear and the patience. More importantly, most Japlish speakers find it very hard to process English spoken at normal speed. Normal conversation is almost impossible.

Many blame problems on alleged differences between English and Japanese — grammar, word order, pronunciation, etc. But Korean is close to Japanese linguistically, and many educated Koreans can handle English well. Ironically, a major reason the bureaucrats are trying to improve English teaching in Japan is the sight of Koreans and other Asians, Chinese especially, able to handle the English of conferences and business negotiations far better than Japanese opposite numbers.

The bureaucrats think they can get the same results by meddling with the school curricula. But ask any foreign national teaching English in Japan and he/she will say the main problem is not curricula but the lack of student motivation. Unlike in South Korea, China and much of the rest of Asia, English ability is not as important for future careers. Motivation is bound to be weak.

Another reason could be the same island isolation and cultural self- satisfaction that makes the British notorious for their poor schoolboy French. For many Japanese, six years of forced English education simply produces the so-called English allergy — a determination to learn no more than is needed to pass exams, and an urge to forget everything once the exams are over. Even those who do try hard to learn can easily end up as damaged products.

Language learning is not like math or history — the mere accumulation of facts and data. With language the memory operates at two levels. One is what I call conscious memorization — mastering enough of the grammar, vocabulary, etc., to be able to translate and put sentences together. But at some stage the language has to be moved to the subconscious and that can only happen with strong motivation and good learning techniques — repetition, realistic conversation, good listening materials and so on. Only at this subconscious level can you retain vocabulary and speak the language naturally.

For most Japanese, however, the language remains at the conscious level, which guarantees permanent poor speaking ability, poor listening ability and poor memory retention. (As confirmation, some very interesting research by a Hamamatsu-based professor once showed that the part of the brain used by Japanese who had learned English naturally was quite different from that used by English speakers educated at Japanese schools.)

Japan should rethink the entire basis of its English education. Does every high school leaver really have to know English to university entrance exam level? A case can be made for having all middle school graduates (age 15) be able to read basic English and handle simple conversation. But at high school, English should be an elective, hopefully limited to only a motivated minority. Freed from the many hours now wasted on ineffectual English study, other students would be able to devote much more time to the many other subjects which teachers claim receive far too little attention — science, math and current history especially.

If Japan wants to match the best in the rest of Asia, English education should be concentrated at university level. Ideally university entrants should be given the chance to study English, or any other foreign language, intensively for four years as one leg of a double major or a major/minor combination. Those who do choose language study will by definition be motivated since they have done so either because they like the language or feel it will be important for future careers. Universities also have access to the best teachers and materials.

Many seem to think that languages have to be learned when one is young, well before university. But as someone who has spent most of his adult life learning foreign languages, three of them difficult languages, I disagree. Motivation and materials are the key. Concentrated study by motivated university students with access to good teachers and materials can give far better results than anything coming out of Japan’s middle and high schools.

Graduates from these kinds of combination courses — business and Japanese for example — are coming out of Australian and U.S. universities with surprising ability. They quickly improve even more once they live the language abroad. Many had not even begun the study until they were 18. If they begin earlier so much the better. But it is not crucial.

Needless to say, this scheme would allow Japan’s universities to provide combination courses using the other languages equally important for Japan’s future but now badly neglected, Chinese especially.

Note: On an Education Ministry committee set up in 2002 to discuss ways to improve English teaching in the schools, myself and some others argued as above — that the focus should be on university rather than high school teaching of English. The bureaucrats not only ignored our ideas; they turned round and made a foreign language, mainly English of course, compulsory at the high school level. When will they ever learn?

Gregory Clark is vice president of Akita International University, where all course study is done in English. A Japanese translation of this article will be at www.gregoryclark.net

The New School in Town, “Maximizing Potential in Japan” (MPIJ) is targeting primary & secondary school scholars with Learning Differences, Motivation Passivity, and Attendance Challenges. Its goal is to directly address and partially fill the “Tokyo Void” of Certified, Credible, English Language/Bilingual Special Education and Custom Education services. MPIJ had its “soft opening” in December 2008, meaning students have been enrolled since late last year. 

The New School in Town, “Maximizing Potential in Japan” will be holding its OFFICIAL “Launching Event” on Saturday, February 14, 2009 from 2 to 4 pm in Akasaka.
 
Here are the bare-bone details:

Who?    Bill Ward, Chief Academic Officer of Maximizing Potential in Japan
Formally of ISS in Minato-ku, and ISSH in Shibuya-ku.

This new school-of-thought is targeting primary & secondary school scholars with Learning Differences, Motivation Passivity, and Attendance Challenges.

Why?     To directly address and partially fill the “Tokyo Void” of Certified, Credible, English Language/Bilingual
Special Education and Custom Education services.

When?     MPIJ quietly had its “soft opening” in December 2008, meaning students have been enrolled since late last year.  The
OFFICIAL OPENING BONANZA, the one not to be missed, is the Launching Event that is the focus of this
announcement.          Saturday, February 14, 2009, 2:00 pm to 4:00 pm.

Where?     OAG Club BUDO-YA, 1F OAG House, 7-5-56 Akasaka, Minato-ku, Tokyo 107-0052

What?     For clarification and any questions you may have, please contact Bill Ward directly.

How?    Email: bjward@alum.mit.edu,  Phone: 090.9349.2058,  Fax: 03.3224.0916
 
Please reply to this invitation EITHER WAY with a brief,  ¡°I¡¯m there¡±, or regrets, to ensure I have typed your email address correctly.

Most of us already know about the “cool” factor for getting a Kindle. Kids who like gadgets that come with lots of buttons (like my kids) will want one. I already want one for the family (but really for me).

ph2009020903616

Why? At last, we have a wireless book-sized electronic book that looks and even folds like a book. It reads like a real book even under the sunlight thanks to the unique un-backlit monochrome screen technology. AND you won’t lose your page reading in a park on a blustery day, or when you doze off studying for exams, because Kindle returns to the page you left the eBook at, when the device is turned off.  Unfortunately, you still have to plug your eBook in, to recharge it, they haven’t gotten around that one yet… solar cells next?

Plug-in recharging notwithstanding, technology-wise, some say its most amazing feature is that it’s wireless without software to install or yearly contracts to sign, dubbing it the “first non-cellphone native of the walkaround web — lightweight, portable and capable of accessing the web at all times from anywhere with no extra charges of any sort. … we’re talking …about Sprint’s 3G (e.g., EVDO) wireless network.”

For the student, you can easily add, edit or delete bookmarks and notes, and you can “highlight” text by putting a box around lines.You’ll save your kids’ eyesight, because the fonts can be enlarged (6 different sizes) for every book you read. Thin as a pencil, and light (10 oz) it offers 1.4 gigabytes of storage, you can download personal word documents and pictures, and you can use gmail on it. Kindle2 offers a 6 inch screen, 16 shades of gray, and the famous Macintosh typepad, plus a new 5-way controller, that enables you to flip quickly between newspaper articles, making it easy to browze with speed a newspaper or journal. Downside:  it lacks not only color but also the ability to play Flash files and video. Some parents might view this as a plus. No gaming, and kids can concentrate on the reading, without the distractions of the internet.

What else has it got? Oh, the books of course, with Kindle, you can buy up to 230,000 books online for $10 each (some cost less and more books are being added of course) as well as read of course thousands of free books online (which you can already do on your PC). The Kindle’s list of books includes 103 out of 110 New York Times Bestsellers, top newspapers and magazines. For the bibliophile who likes to read thick books, that’s a great many discounts. But don’t forget that Kindle is really Amazon.com’s clever plan to put its storefront in your palm and to tempt you to buy its books.

But some of you might want to get this, just for its speech-to text capability, Kindle2’s will read the books to you (or your kids), that’s something cool for the dyslexic or language learners isn’t it?

Beyond books, with Kindle’s new graphics capability, you are also able to download photos and photo-related books (in gray scale though … bummer) as well as enjoy more than 50,000 audio titles from Audible.com, including bestselling audio books, radio programs, audio newspapers, and magazines. Due to their file size, audiobooks are downloaded to your PC over your existing Internet connection and then transferred to Kindle using the included USB 2.0 cable. Listen via Kindle’s speaker or plug in your headphones for private listening. In fact, the manufacturers are betting on a rush for Kindle as an educational device, two future models aimed at college students are planned to be released in the fall – with similar features as Kindle2 but along with an improved interface, and in two screen sizes the current size and a larger one.

But priced at $359, considering median income, a Kindle is still an expensive device if reading for leisure. At $10 per download, you have to be a heavy buyer of books about 40 books -a year to make sense forking out the cash. And if you already have a PC and can access online free eBooks, aren’t you really paying for a portable Amazon storefront except with instant delivery and without the paper? What about breakage? Kids break anything, if my own kids are anything to go by. You might be able to afford to replace a torn or wet book, but can you afford to replace your three hundred dollar book?

But some people are saying it has educational advantages and makes academic and economic sense for college students. The many telephone directory-sized textbooks are huge expenses for college students. Will students make the switch? It was big news when a Utah school board spent over $50,000 and bought 147 Kindles for its schools. The Kindles are designated however for the librarians, assistant librarians and technology specialists at Utah elementary, middle and high schools – to promote reading and literacy. Arguments are made for the devices as they could offset the high publishing costs of textbooks and be worth the while for libraries when you consider that paperbacks have a short shelflife and have to be replaced rather frequently.  Teachers say digitized textbooks are great because they are always up-to-date whereas science and social studies textbooks are nearly always outdated the moment they go into print.

What I want to know is what to do if my kid’s eBook needs recharging or breaks down and my kid can’t access any of his/her texts just before a crucial exam?

Last but not least, will a Kindle catch on with reluctant readers and ”kindle” a passion for reading in kids? Why do kids read anyway?

According to the 2008 Kids and Family Reading Report by Yankelovich and Scholastics:

One in four kids age 5–17 readbooks for fun every day (high frequency reader), and more than half of kids read books for fun at least two to three times a week.

Which do kids find more fun reading? EBooks or paper books? The research shows:

  • 75% of kids age 5-17 agree with the statement, “No matter what I can do online, I’ll always want to read books printed on paper”
  • 62% of kids surveyed say they prefer to read books printed on paper rather than on a computer or a handheld device.
  • Two thirds of kids age 9-17 believe that within the next 10 years, most books which are read for fun will be read digitally – either on a computer or on another kind of electronic device. Eighty-seven percent of kids think people will be able to tag and share their favorite parts of books with others.
  • So while kids still connect better with paper versions today, they are pragmatic enough to embrace electronic devices as a source of their “fun”.

    What about Kindle for younger kids?

    Kindle offers very few free children’s books at the moment – last check it had The Velveteen Rabbit (illustrated) by Margery Williams at Munseys.  But from its Munsey’s store, you can find 1800+ children’s books in all including My Father’s Dragon by Ruth Stiles Gannett. You can get on Kindle, Jungle Book, Treasure Island, etc. for $.50 and Peter Rabbit Stories (Four Illustrated Stories in One Volume) for only $.80. BUT you could download these for free on manybooks.net on your PC.

    Visuals at the moment are not the strong point for Kindle – they are like electronic woodcut prints.  And we know how big the kiddy picturebook publishing market is. That rug probably won’t be pulled from under the paper publishers. Though it looks a lot like a book, the Kindle still loses when it comes to desirability in its cuddle-up at bedtime factor.  Maybe, you should save the Kindle for later, at least until your kid’s entered the emergent reader or fluent reader stage.

    But all this debating whether kids will catch on or not to Kindle may be already a pointless exercise … the recent Kindle bestsellers include two books for young readers (Brisingr and Twilight)—which makes us wonder … are kids on to the latest new electronic device already? Young adult readers anyway, since those books cater to young adult readers.

    Will the future academic trend be that homes with a Kindle (hence providing better access to books) will produce kids with better scholastic results?  Students who come from homes with more books usually do better in scholastic tests, research shows. Since Kindle is a really new product that is, at its current price, not really accessible to the majority of the masses, we will have to wait for a long time to find out.

    If the tech-chase and not the paper-chase, is going to be the backbone of education, then it is looking more like only those who can afford the technology, will win scholastically. 

    And wait a minute, isn’t there something better on the horizon? (There always is, on the electronic horizon, you know.)  Well, apparently, there will be - and it’s touted to be the XOXO tablet computer, sort of like the $100 computers Microsoft gave away to third world poor students.

    x0x0-laptop-book-reader

    It may make more educational or academic sense to buy this fully-functional tablet computer. It’s book-sized, has a dual touch sensitive screen (no keyboard) and can also be folded like a book. The prototype uses the same 16:9 screen that are seen in DVD players. So it will combine the function of the Kindle with your laptop. The XOXO tablet computer won’t ship before 2010.  So for the budget-conscious family that prefers to invest in the tablet computer over the Kindle … you will just have to wait.

    Sources:

    Amazon’s Kindle Reader: Solution for reduced reading?

    Study Links Drop in Test Scores to a Decline in Time Spent Reading

    Review: Should you buy an Amazon Kindle e-reader The answer in one easy formula

    Forget Kids, $100 Tablet Targets Amazon Kindle & Sony Book Reader

    Can you trust your kids with a Kindle?

    Reading Report Says: Books In, Kindle Out at Used Books Blog http://usedbooksblog.com/blog/reading-report-says-books-in-kindle-out/

    Amazon’s Sequel to a Best-selling Thriller

    Reading your Kindle with your morning coffee?

    To find out more about the XOXO laptop, check out PC World, Laptopmag and IHT.

    In today’s yahoo news (scroll down to see post below), Microsoft announces it is looking into the educational value of computer software. What took you so long Microsoft? 

    It isn’t too soon to return the world of computers back to the field of education. Only a couple of decades back when people still called the internet the grandiose-sounding “information highway” or the “World Wide Web” on a daily basis, computers and particularly the internet, used to be the domain of educators and people who were in the business of using cutting-edge technology to further their fields of study. 

    Now, computer technology has become the domain and playing field of hackers, addicted gamers, spammers, credit card and all sorts of online fraudsters, socially maladjusted or psychosis-infused web surfers … with all of the rest of us common computer users spending hours trying to save or backup our computers from crashes and infections…even if all we want to do is look up check the weather and our emails/blogs. And when we want is for our kids online to produce research for schoolwork or become competent at using the computer, we have to worry about protecting them from pedofile predators and online bullying, etc.

    While looking into the educational aspects of the computer gaming world, how about Microsoft or Mr Bill Gates ploughing some of your billions back into examining the ethical and moral aspects of computer technology? Can you cure our computer-generated societal ills or prepare some remedy for the plethora of psychosis-filled users out there? Once upon a time, computers when largely linked to medicine, science and engineering usages, gave us the promise of a more advanced society, a better world. Some aspects of that promise have been delivered, but on other levels, we see damage, decadence and decay. So Microsoft, can you put more thought into creating a holistically better world with computers for future generations?

    ***

    Microsoft explores educational link to video games

    By DAVE KOLPACK, Associated Press Writer Dave Kolpack, Associated Press WriterFri Feb 20, 2009

    FARGO, N.D. – Devin Krauter sits on the end of his bed, tapping buttons on his video game controller to shoot down alien beasts while chatting with other players through a headset, texting on his cell phone and talking to a visitor.

    The 17-year-old high school junior is ranked by a video game Web site among the best players at “Gears of War 2,” in which soldiers attack the enemy with an assault rifle that has a mounted chain saw bayonet. He says the game teaches him to think on his feet — and that he thinks about succeeding, not slaying.

    That intrigues Microsoft Corp.

    The software company, which publishes “Gears of War,” is studying the reactions of avid gamers to see whether video gaming can promote learning skills that carry over to the classroom.

    “We want to figure out what’s compelling about the games,” said John Nordlinger, head of gaming research for Microsoft. “If we can find out how to make the games fun and not make them so violent, that would be ideal.”

    Microsoft has put up $1.5 million to start The Games for Learning Institute, a joint venture with New York University and other colleges. The goal of the research is to see whether video games — and not just software specifically designed to be educational — can draw students into math, science and technology-based programs. The institute has begun lining up middle school students to study.

    Microsoft is the not the first to explore whether video games could enhance education. For instance, University of Wisconsin researchers have found that playing “World of Warcraft” can encourage scientific thinking. The researchers noticed that players used mathematics and models to deal with situations in the game’s fantasy world.

    Even so, groups that monitor gaming say Microsoft’s entry into the research will bring needed money and credibility. Many studies so far have focused on educational games, not shooter games.

    “There isn’t a lot of good research out there,” said Linda Burch, chief program and strategy officer for Common Sense Media.

    Parents also want a closer look at potential long-term psychological and sociological effects on frequent game players.

    “I would hope that the goal is to have video games that can help develop reaction and problem-solving skills, without blowing everything up in sight,” said Dave Walsh, president of National Institute on Media and the Family in Minneapolis.

    Microsoft chief researcher Craig Mundie said during a visit to the company’s Fargo campus that games could stimulate educational abilities by helping people develop “a higher-order cognitive capability.”

    Many shooter games force players to track “how many bullets and bombs and missiles do I have, and how do I spend and where do I go get more of them,” Mundie said. In “Gears of War,” players must navigate underground tunnels and buildings, monitor weapons systems, gauge their health and find places to take cover.

    The idea that there is broader educational value in such activities is sure to find skeptics.

    Vince Repesh, a counselor at the University of Minnesota at Duluth, said he fears that gaming is replacing education, not adding to it. He recalled a couple of students coming to him for help after they got hooked on “World of Warcraft.” One student had gone from straight As to flunking out.

    “I accused him of coming in loaded from smoking dope, he looked so bad,” Repesh said. “Turns out he had been up for 28 hours straight playing the game.”

    Shelby Cossette, 17, a junior, joined a new video gaming club at Fargo South High School. She wanted to meet other gamers and believes it’s a good complement to academics.

    “I’ve played a lot of puzzle-solving games and they actually help sharpen my brain,” Cossette said. “My reaction time has actually gone up, thanks to playing video games.”

    The club was started by English teacher Chuck Lang. He said he believes Microsoft is doing a good thing in researching the potential of games, even if it might benefit the company through increased sales.

    “Why not spread this market out?” Lang said. “Why not promote something where kids are having fun?”

    Brain training? Think again, says study

    • Evidence for games is weak, says Which? report
    • Experts say they are no better than a crossword

    Girls Aloud in advert for Nintendo DS

    Girls Aloud in advert for Nintendo DS

    People who spend money on “brain trainers” to keep their minds agile may get the same results by simply doing a crossword or surfing the internet, according to research published today.

    A panel of experts, including eminent neuroscientists, found there was no scientific evidence to support a range of manufacturers’ claims that the gadgets can help improve memory or stave off the risk of illnesses such as dementia.

    Devices such as the Nintendo DS, endorsed by the actor Nicole Kidman and the singer Cheryl Cole, have enjoyed a surge of popularity recently. But the experts employed by the consumer group Which? concluded that much of the evidence supporting the claims was “weak” and that in some cases other activities, such as playing standard computer games, could have the same effect.

    Importantly, none of the “brain training” claims were supported by peer-reviewed research published in a recognised scientific journal.

    Which? asked a panel of scientific experts to examine gadgets and their claims. They included Dr Kawashima’s Brain Training, Mindfit and Lumosity.

    Martyn Hocking, editor of Which?, said: “If people enjoy using these games, then they should continue to do so – that’s a no-brainer. But if people are under the illusion that these devices are scientifically proven to keep their minds in shape, they need to think again.”

    Which? members who had written to the organisation about brain training were asked to try the products for a month. One of the experts, Dr Adrian Owen, assistant director at the Medical Research Council’s cognition and brain sciences unit in Cambridge, said of the research involving one group: “If they’d been asked to play Space Invaders for a month and improved at it – as surely they would – would we have concluded this was a beneficial form of brain training? Probably not.”

    Michael Scanlon, a neuroscientist from Lumosity, defended the company’s research standards, and said: “We would never say Lumosity is proven to improve day-to-day living, but there is more and more evidence it does. We have actually conducted our own clinical trials to measure effectiveness of the product.”

    Also under the spotlight was Mindfit, a CD-Rom endorsed by the scientist Lady Greenfield. Two of the three studies it used to support its claims that it improved mental performance were found to be flawed. It also claimed that “cognitively challenging” activity protects against Alzheimer’s. Bruce Robinson, chief executive of MindWeavers, which produces MindFit, said: “If you look at the wider evidence in the field the broad conclusion is that brain stimulation is working. With the MindFit product, a study was done by an independent medical centre in Israel which supported that evidence. We are not claiming MindFit will stop Alzheimer’s.”

    Nintendo said: “Nintendo does not make any claims that Brain Training is scientifically proven to improve cognitive function. What we claim is the Brain Training series of games, like playing sudoku, are enjoyable and fun. These exercises can also help to keep the brain sharp.”

    Tried and tested

    Dr Kawashima’s Brain Training (Nintendo) £110 including DS console:

    Instructions say it can help consolidate memory and creativity

    Which? No evidence that using this product will have any functional impact on your life whatsoever

    Mindfit (PC CD-ROM) £88

    Company claims “exercises important abilities known to decline in later life”

    Which? Tests didn’t show using it was significantly better than playing Tetris

    Lumosity (online training system) Luminos Labs, £4.99 a month

    Company says: “Exercises … designed to stimlulate neuroplasticity that leads to improved cognitive ability”

    Which? Does not mean improvements on tasks will lead to improvements in day-to-day living

    The article posted below features the Nspire (from Texas Instruments), a sort of handheld super-calculator (combined with graphing capabilities software), and its use in a classroom at Herbert High School. The device is already being used by about 30 middle and high school teachers.

    I’m all for the use of technology in schools but for the caveat that the tools used should expand learning skills and elucidate or expound on concepts learnt rather being bandied as another gadget that could distract from actual mastery of concepts to be learnt. When I was a kid at school, the calculator was banned in class until the time to use it came – for the reason that we were expected to master mental math in our heads, and on paper, before resorting to the use of the tool. Possessing more technology doesn’t necessarily mean mastery of the subject … if it did … US students should be at the top of international math tests charts instead of ranking at the bottom of TIMSS figures. It should be introduced only when kids have grasped their basics and already demonstrate some level of proficiency or mastery in their area of study.  

     Count on it: Handheld device ‘inspires’ math students at Hoover February 28, 2009
    Annette Jones said the Nspire, which looks like a thick calculator, is more like a computer. They easily bests calculators, or graphing calculators for that matter, Jones said. 
    By Davin White
    Staff writer
    CHARLESTON, W.Va. — Annette Jones jotted some math problems down on the overhead projector in her classroom at Herbert Hoover High School.
    “What I want you to do is convert these decimals to fractions,” she told her Algebra I students Tuesday morning.
    With no pencil or paper in hand, each student used a Texas Instrument Nspire to make the conversions.

    Jones said the Nspire, which looks like a thick calculator, is more like a computer. It easily bests calculators, or graphing calculators for that matter, Jones said.
    It’s made her job as teacher – and the role of student – easier, she said. She uses the Nspire in all her classes.           
    Her students use the devices to draw graphs, create tables and spreadsheets, jot down notes, store documents or calculate data and statistics.
    In one exercise, Jones’ students use equations to study the relationship between foods’ fat, sodium and sugar content.
    Numbers for all three were drawn up in a table on the Nspire. Instantly, Jones shows how the device plots those numbers on a graph and reveals the linear relationship between fat, sodium and sugar.   
    “So it’s like a big circle of reinforcing what they’re learning,” Jones said.
    “As sugar increases, so does the fat content. As the sugar increases, the salt content goes down.”
    Without the Nspire, students would spend about 20 minutes plotting points on a graph, she said.
    “I enjoy it a lot more than having to write it out on paper,” said algebra student David Bass, 16.
    On Tuesday, after Jones showed the workings of an Nspire for a little while, she got back to the students and to a lesson for the day: terminating decimals.  
    She explains how the decimal 0.375 is terminating but 0.916667 is not.
    At a few points during second block on Tuesday, students were called out of class for school pictures.
    “Tiffani, before you go, what kind of decimal is this?” Jones asked student Tiffani Miller, who paused.
    “Starts with a T,” Jones said. “Terminator,” Miller replied. Earlier, her classmates had joked about the Arnold Schwarzenegger films when Jones first mentioned terminating decimals.
    On the Nspire, students also manipulated the size of a circle to figure out the radius, diameter, circumference and area.
    “It’s interactive,” Jones said. “Watch the circle change.” 
    In Kanawha County, about 30 middle and high school math teachers use the device, Jones said.
    This weekend, Jones is at a Texas Instruments seminar in Seattle. Earlier this week, she expected to present teaching strategies she uses with the Nspire to an audience of about 50.
    “Hopefully, from my mistakes and my learning, I can share with them my experiences,” she said.
    On Tuesday, after Jones showed the workings of an Nspire for a little while, she got back to the students and to a lesson for the day: terminating decimals.  
    She explains how the decimal 0.375 is terminating but 0.916667 is not.
    At a few points during second block on Tuesday, students were called out of class for school pictures.
    Tiffani, before you go, what kind of decimal is this?” Jones asked student Tiffani Miller, who paused.
    “Starts with a T,” Jones said. “Terminator,” Miller replied. Earlier, her classmates had joked about the Arnold Schwarzenegger films when Jones first mentioned terminating decimals.
    On the Nspire, students also manipulated the size of a circle to figure out the radius, diameter, circumference and area.
    “It’s interactive,” Jones said. “Watch the circle change.” 
    In Kanawha County, about 30 middle and high school math teachers use the device, Jones said.
    This weekend, Jones is at a Texas Instruments seminar in Seattle. Earlier this week, she expected to present teaching strategies she uses with the Nspire to an audience of about 50.
    “Hopefully, from my mistakes and my learning, I can share with them my experiences,” she said.
    Reach Davin White at davinwh…@wvgazette.com or 304-348-1254.

    Last time, we blogged about Kindle, we complained that Kindle2 is not so great for younger kids, because of the lack of full illustration capability and COLOR! Well here you are, Fujitsu has come up with Japan’s own Kindle and outdone Kindle. We await more reviews and comparisons of the product, but below is an excerpt from Japan Times about the FLEPia reader.

    Booked for success: Electronic books achieve a milestone next month with the long-awaited release of the first electronic paper e-book reader that does color, the weirdly named FLEPia from Fujitsu. Electronic paper has two great virtues. First, e-paper is like regular paper in being nonreflective, so you can read it outdoors and the lack of backlighting makes it easier on the eyes. Second, devices using electronic paper for their screens have much longer battery life than do those, such as laptops, that employ conventional LCD screens. This is crucial for an e-book device: After all, who wants to have batteries die in the middle of a chapter?

    News photo
    The Fujitsu FLEPia e-book reader

    Many see the arrival of color as crucial for the long-term success of e-book readers, because it opens them up for use in reading comic books, magazines, newspapers and other materials that benefit from color.

    E-book reading is actually only the headline act of the FLEPia, which is more akin to a computer. It has an 8-inch screen with just a few buttons to control it. The 768×1024 resolution screen can display up to 268,000 colors, as distinct from the four or eight shades of gray that most e-paper devices now on the market offer. The screen is a touch model, but unlike the iPhone you have to use a stylus. It also comes with Bluetooth and wireless abilities so you can surf the Internet on the go.

    It uses SD memory cards for storage, with Fujitsu claiming you can store the equivalent of 5,000 books on a 4-gigabyte card. The company is trumpeting its battery life, up to 40 hours of continuous operation before the internal battery has to be recharged. This is because e-paper only draws power when you are changing the contents on screen. The gadget weighs just 385 grams while measuring a mere 158×240×12.5 mm.

    Several factors, however, mark the FLEPia as a first-generation device for the serious gadget freaks among us only. On the technical side is the slowness of the screen. Each time you refresh it the screen will take 1.8 seconds to change contents, and this if you are only using the 64-color setting. Using a prettier 4,096 colors slows the screen down to 5 seconds and at full rainbow setting of 260,000 colors you hit the molasses at 8 seconds. These speeds are bad enough for reading a book but make surfing the Net in the dial-up days look racy.

    The FLEPia debuts April 20 at ¥99,750. The hefty price doesn’t include the optional cover or storage case — both of which are needed to protect the screen. One further key issue is content. Just as there is no point in buying a cutting-edge razor if you can’t get blades for it, so the issue of not being able to buy e-books in a format that your device can read has dogged e-book readers. The FLEPia comes with its own e-book reading software, which on past experience may mean you can only read books that you get from Fujitsu and its book seller partner Papyless. But the redeeming feature is that the device comes loaded with Windows CE5.0, an operating system for mobile devices. A number of e-book reading programs, many of them free, are available for this OS and that should open up the world’s electronic book stores to your FLEPia. www.frontech.fujitsu.com

    – Excerpted from “Japan’s Kindle and an on-the-go theater” by Peter Crookes
    http://search.japantimes.co.jp/mail/nc20090325pc.html

    Related links:

    Vivid: New e-paper aims to be as sharp as the printed page  reviews the different technologies used by the different e-readers and compares their pros and cons.

    http://www.sciam.com/blog/60-second-science/post.cfm?id=vivid-new-e-paper-aims-to-be-as-sha-2009-04-27

    Having married a Japanese husband and in the process of raising my two bicultural kids, I have heard myself branded by one set of parents as a permissive parent, and then by the other set of parents (Japanese -in laws) as an unnecessarily overly strict one, so international comparisons of standards of parenting conduct interest me somewhat.  Recent studies (mentioned later below) say authoritative (NOT authoritarian) and traditionally strict parenting benefits children. Let’s take a quick look at the situation in three different countries, the US, the UK and Japan.

    The situation in the US

    Mark J. Penn in his book “Microtrends”, writes in the chapter entitled “Pampering Parents”  that strict vs. permissive parenting is a huge and contentious issue in the US today. Whereas Dr Spock fifty years ago “appealed to practically every parent in America, today the field is splintered and a-fightin’ … Once considered the voice of reason in successful parenting, Dr Spock is now just as likely to be reviled by the likes of James Dobson for having been too permissive (“the parent must call the shots”), as he is by the likes of Dr. Spears for having been too strict (“children need attachment, not independence!”).

    “You can feel the intense divide when you have a child these days”, Penn says, not without humor,  fingerpointing the fickled standards of parenting experts, “Not planning to breastfeed? How selfish. Breast-feeding in public? How barbaric. Your child sleeps with you in bed, how co-dependent. You banished your child to a crib? How unenlightened, how pathetically American.”

    Then Penn brings out a 2006 poll and statistics to show  that no matter which group of parents are polled (conservative-churchgoing- older-resident in the South OR younger-liberal-resident in the Northeast-raised by permissive parents), the unifying factor, he points out, is that “most parents think they’re tough” and that “American parents also overwhelmingly overreport that other parents are not pulling their weight”. (52% of parents think say they are strict vs. 37% who say they are permissive; 52%-58% of parents say “guide children with “discipline and structure” than with “warmth and encouragement”; that it’s more important to make children good citizens than it is to make them happy; that 91% say “most parents today are too easy on their kids,” vs. “only 3% who say most parents today are too strict.”)

    So Penn elucidates on the figures: ”we’ve got a bunch of parents who think that they’re strict, but no one else is. The truth is, they’re only half-right–and it’s about the others. Today in America, nearly all parents are more permissive with their kids than in generations past, despite their self-perception as Bad-Ass Moms and Dads. When it comes to permissiveness, today’s parents are, like the title of a popular book, in a state of denial.” 

     Then Penn does a few more international comparisons on corporal punishment and homework discipline and supervision and sums up the US parenting scene, “America is really tough, globally speaking when it comes to smacking your kids around, but when it comes to cracking down on schoolwork, we are relatively and perhaps harmfully lax. … [tongue-in-cheek?] Maybe we should spare the rod and spoil the teachers–and just make the kids sit down and do their homework.”

     

    The situation in the UK

    Across the Atlantic, the UK is also doing some self-scrutiny on the nation’s ideas about strict parenting … according to a BBC article, researchers at the University of Portsmouth found that English parents are far more permissive than parents in Norway, France and Spain with respect to their attitude to underage drinking.

    Zoe Neill Redhead, head of Summerhill, a progressive UK Suffolk “free school” that is famous for its freedoms and for operating on democratic principles, said in her interview with TES “Summerhill rebukes permissive parenting” that Summerhill was now “having to take on a “disciplinarian” role to cope with the results of modern permissive parenting” and that it was now operating in a “different social context of weakened family structures” with “parental interference and over-indulgence all the time.”  Redhead, the daughter of the founder of Summerhill, also said that “the Summerhill community finds itself in the role of disciplinarian, teaching kids that they can’t do what they like and that they have to have regard for other people’s rights and feelings.”

    Redhead then pronounces that “even “quite traditional” parents do not give enough thought to the boundaries for children, resulting in the: “Proverbial ’spoilt brat’ kind of situation”…Many of today’s families have lost their way somewhat in the child-rearing maze …”Even though the ‘old days’ were authoritarian and repressive there was at least some security in knowing where everybody stood in the hierarchy of life.”

    In Laura Clark’s article, “Why children do best with strict parents“, researchers from the London Institute’s Centre for Research On The Wider Benefits of Learning claimed that “children are more likely to grow into well-adjusted adults if their parents are firm disciplinarians,  that “traditional ‘authoritative’ parenting, combining high expectations of behaviour with warmth and sensitivity, leads to more ‘competent’ children.”  The finds of the Government funded study reported that ”a wealth of research indicates that better parenting leads to betteradjusted, more competent children’. The report also suggested that the current idea of ”good enough parenting” was not enough, that ”supervision and discipline was also key, as was responsiveness to children’s needs” and that more support needed to be given to help parents become “good enough” parents.

    In addition, the article noted that “30 per cent of adults in the UK disagreed with the statement that ‘parents’ duty is to do their best for their children even at the expense of their own well-being’.” and that the “Good Childhood Inquiry recently claimed a culture of ‘excessive individualism’ among adults was to blame for many of children’s problems.”

    The situation in Japan

     Japan’s traditional ideas about child-raising and discipline are usually a puzzle or an anathema to the newly arrived foreigner who begins to observe the local parenting scene. 

    However, it is not always easy to discern what are traditional ideas of Japanese parenting. Japanese society has for some time been in an state of upheaval and controversy over child-raising and discipline issues. Ideas of parenting in Japan have been in a state of flux as Japanese parents of the younger generations have been open to the advice of western parenting gurus which usually sharply deviate from traditional ideas of child-raising. The young Japanese parent is just as likely to subscribe to Dr Spock’s parenting ideas as the American parent.

    As can be expected most of the host of problems seen among the Japanese youths of today are being attributed to permissive and indulgent parenting, “excessive individualism”, and to the lack of discipline or teaching on proper behavior and manners from modern-day parents (echoing the voices of UK experts). 

    To make sense of parenting standards in Japan, we must first try to identify the traditional standards of conduct.

    Traditional ideas about good parenting may be best summed up in Lafcadio Hearn’s “Japan: An Attempt at Interpretation” in which he describes  traditional Japanese parenting philosophy and attitudes towards a child’s misbehavior:

    “Constraint among ourselves begins with childhood, and gradually relaxes; constraint in Far-Eastern training begins later, and thereafter gradually tightens; and it is not a constraint imposed directly by parents or teachers–which fact, as we shall presently see, makes an enormous difference in results. Not merely up to the age of school-life,–supposed to begin at six years,–but considerably beyond it, a Japanese child enjoys a degree of liberty far greater than is allowed to Occidental children. Exceptional cases are common, of course; but the general rule this that the child be permitted to do as he pleases, providing that his conduct can cause no injury ot himself or to others. He is guarded, but not constrained; admonished, but rarely compelled. In short, he is allowed to be so mischeivous that, as a Japanese proverb says, ” even the holes by the roadside hate a boy of seven or eight years old” (Nanatsu, yatsu–michibata no ana desaimon nikumu) . Punishment is administered only when absolutely necessary; …Whipping is not a common punishment, except among the roughest classes; the moxa is preferred as a deterrent; and it is a severe one. To frighten a general opinion: all punishment ought to be inflicted as quietly as possible, the punishment ought to be inflicted as quietly as possible, the punisher calmly admonishing the while. To slap a child about the head, for any reason, is a proof of vulgarity and ignorance. It is not customary to punish by restraining from play, or by a change of diet, or by any denial of accustomed pleasures. To be perfectly patient with children is the ethical law. At school the discipline begins; but it is at first so very light that it can hardl be called discipline: the teacher doesn’t not act as a master, but rather as an elder brother; and there is no punishment beyond a public admonition. Whatever restraint exists is chiefly exerted on the child by the common opnion of his class; and a skilful teacher is able to direct that opinion. Also each class is nominally governed by one or two little captains, selected for character and intelligence; and when a disagreeable order has to be given, it is the child-captain, the kyucho, who is commissoned with the duty of giving it. In higher classes the pressure slightly increases; and in higher schools it is very much stronger; the ruling power always being class-sentiment, not the individual will of the teacher. In middle schools, the pupils become serious: class-opinion there attains a force to which the teacher himself must bend, as it is quite capable of expelling him from any attempt to override it. Each middle-school class has its elected officers, who represent and enforce the moral code of the majority,–traditional standard of conduct.”

    Hearn observes in parentheses “This moral standard is deteriorating; but it survives everywhere to some degree.” (Had he survived till today, Hearn might have wished to revise his judgment as to whether that moral standard is still surviving today.)

    Since those views were first published in 1904, we might construe that Hearn’s observed parenting techniques and attitudes are “traditional” belonging to an era before western parenting guru books flooded the global market.  And if you accept Hearn’s statement of the traditional “moral code of the majority” or the ”traditional standard of conduct” as correct, then you can understand why Japanese society is today so divided on what constitutes “permissive or indulgent parenting.

    Hearn also wrote of the ideal family code of conduct and proper relational behavior:

    “In a well-conducted household, where every act is performed according to the forms of courtesy and kindness,–where no harsh word is ever spoken,–where the young look up to the aged with affectionate respect,–where those whom years have incapacitated for more active duty, take upon themselves the care of the children, and render priceless service in teaching and training, –an ideal condition has been realized. The daily life of such a home,–in which the endeavour of each is to make existence as pleasant as possible for all,–in which the bond of union is really love and gratitude,–represents religion in the best and purest sense”… Other commentators have since expounded on this uniquely Japanese notion of “amae” (which has the negative “co-dependent” connotations attached to it, but which are viewed as natural and vital to Japanese culture). 

    If Hearn’s expounded ideals of traditional parenting still exist among the older Japanese folk, it must surely seem to the surviving elderly today that the Japanese traditional family household has but all disintegrated and been replaced by a vulgar sort of self-individualism and self-indulgence displayed by both parents and the young of today. (Many modern day parents reject traditional parenting attitudes as old-fashioned and authoritarian and embrace instead a variety of more modern and “progressive” ideas of parenting. 

    Given the wide range of ideas about parenting now held by Japanese parents today (co-dependent parenting views still seem to prevail though parents appear to be swinging the opposite direction in the face of current societal disapproval and backlashes from the conservative older segment of society), it is not surprising that it is a widely-held view that there has been a severe breakdown in the traditional mode of transmission of society’s traditional moral and behavioral code.

    – By A. Kawagoe –

    Spring hanami time is so much more than just sakura (cherry blossom) viewing. Take your kids out to the countryside for a walk today! The pictures below were taken during this past weekend, click on the Tabblo> below to see all the pictures.

    Photographed in Kurokawa, Kanagawa prefecture

    COPYRIGHT Heritage of Japan

    Meeting for parents:
    Support Group of Children with Learning Differences will hold a meeting on April 14 at 10:30 am at the home of one of its members in Iidabashi, Tokyo.
    The informal English-speaking and parent-organized group welcomes new members of all nationalities.
    For more info, call 0422-410288 or 042-464-0401 or email iku62000@ybb.ne.jp

    ****

    I’d like to briefly introduce a few English Adventure programs that may be of interest to folks on this list!  Full details and applications are at http://www.english-adventure.org.

    CPR/AED and First Aid Course in English
    April 5 (Sun. ), Sangenjaya (Tokyo)
    Basic CPR/AED certification course, plus extra hands-on first aid instruction not usually available in the basic course.  Middle school students and up will receive certification cards from the Tokyo Fire Department, though all ages are welcome!

    Nature Club
    Two weekends a month, kids can meet for fun nature exploration in English with a skilled outdoor leader.  After several two-hour park sessions, we go on a longer hike or excursion to places like Mt. Takao.  Open to all ages and all levels of English ability.  We’re now taking applications and expect to begin sessions in April.

    Wilderness School
    Learn everything from the basics needed to have fun and stay safe in the outdoors, all the way to surviving in the wild with a bare minimum of gear!  This course is open to fifth graders and up who can communicate in English.

    We’ve also got summer camp dates on our online calendar, and should have full info and applications online within a week!

    Best regards,
    Dave Paddock, director
    dave@english-adventure.org
    http://www.english-adventure.org

    Yokohama inaugurates high school focusing on science and technology

    YOKOHAMA, April 5 2009 (AP) – (Kyodo)—The city of Yokohama on Sunday inaugurated a new public high school emphasizing the teaching of advanced science and technology. Students are to study fields such as biological science, environment, nanotechnologies and information and communication before specializing in an area of their choice. They are also expected to write up their study results in English, school officials said.

    Yokohama Science Frontier High School, headed by Principal Haruo Sato, says the school aims to nurture Japanese scientists who will be active around the world.

    To provide its students with what it calls “science literacy curriculums” focusing on experiment-based science subjects, the school has tied up with universities, institutions and corporations so that top-class academics and scientists can act as special advisers.

     

    The city of Yokohama has provided the school with advanced equipment and facilities.

    At the inauguration day ceremony, 2002 Nobel Physics Prize laureate Masatoshi Koshiba gave a special lecture for a total of 237 students at which Yokohama Mayor Hiroshi Nakada was also present.

    “Basic science, my field of study, is not (directly) useful to society, but I take pleasure and satisfaction from it,” Koshiba told the newly-enrolled students.

    The school is located within the Yokohama Science Frontier area, a research and development base on the city’s waterfront.

    ****

    The blog post 受験シーズン (juken sizun) : Season of Entrance Examinations tells us additional details like: ”the school provides 20 laboratories, 400 personal computers, dome for observation of the heavenly bodies, and so on. Some of the Super Advisors are Nobel Prize winners! The capacity is 6 classes for 240 students.”  The blog also mentions that the freshly inaugurated new school showed up as the most competitive school, in terms of numbers of high school students who tried to apply for the school.  

    Parents living in Kanagawa prefecture with kids going to public schools there, will also find other very useful information at this blog. It mentions the drastic changes in the entrance exams system that have taken place between 2004 and 2005:

    “Now there are two chances for candidates to apply for public high schools. At the first selection about 30% of the fixed number will be chosen by application, self-PR essay, school academic records, interview and either essay examination or skill examination or self-expression activity. At the latter selection about 70% of the fixed number will be chosen by application, school academic records, and achievement tests of 3 to 5 subjects. … There was the first selection today(i.e. Jan 27, 2009). The fixed number of all Kanagawa high schools for the first selection is 18,698 and the number of applicants was 41,335, which is 2.21 times as many as the fixed number. However Yokohama Science Frontier High School had the highest competition rate of 5.24, more than double of average. How popular! The result will be published on Feb. 3.”

    ****

    Alternative link: Yokohama launches high school devoted to science, technology

    Unrelated to the school above and in slightly older news is information about another model school in Yokohama: Higashi-Yamada Junior High School (Tsuzuki ward) www.city.yokohama.jp/se/mayor/interview/pressroom/newsletter/h16/topicse-4.html:

    The school was established by the City of Yokohama “in the pursuit of becoming a “new city of advanced education” and is promoting the establishment of a distinctively unique school based on the creative ingenuity of the principal and teachers where the community as well as parents and guardians will be involved in school operations”.

    Inquiries:
    School Teachers’ Personnel Division, Board of Education Secretariat, City of Yokohama
    Tel: 045-671-3226

    Nurturing a key advantage“ (Fri, Mar 20, 2009 The Straits Times) is an article on the importance of encouraging multilingual skills in children from a luminary in Asia, Lee Kuan Yew, the former Prime Minister of Singapore.

    The article is highly relevant here because Japan has lost decades debating on the need to introduce English language learning into its curriculum, only showing national (ministerial) resolve this year to push through English education in its public schools. Having dithered over the “to introduce…or not to introduce English education question (and how early to introduce it)”, it now faces serious obstacles to implementation: lack of cash funding, teaching talent and the huge delay in curriculum development. On bilingualism, Japan is light-years behind most of Asia. In most academic as well as government fields, so much advantage is lost due to the lack of English skills. Much of the world-class scientific research lacks international clout and will never see the light of day in other countries due to the inability of Japan’s scientists to publish in English, medical practitioners (for e.g.) find it difficult to keep up with advances in their field or to give speeches at international conferences. Translators have always filled the gap, but they are costly and often many translations done whether in the scientific, legal, government, shipping and commercial fields are of very poor quality, but the incompetencies go undetected because of the lack of English skills in the Japanese work force.   

    The views expressed in the article highlighted today, by contrast, show the farsightedness of the visionary leader of the small Asian nation that is today renowned for its economic wealth as well as its world-class educational policies and school system. His views are also pragmatic, practical and peppered with first-hand tips about the challenges of raising bilingual children and on the importance of role-modeling by parents, for example:   

    “To keep a language alive, you have to speak and read it frequently. The more you use one language, the less you use other languages. So the more languages you learn, the greater the difficulties of retaining them at a high level of fluency…

    English is our dominant language. Most students will have little difficulty in mastering working-level English. However, if parents speak in English to their children at home, learning Mandarin will be a problem. Research of American-born Chinese disclosed that when these second-generation Chinese try to learn Chinese in college, those who speak English at home found mastering Chinese as difficult as Caucasian-Americans; those whose parents spoke to them in Mandarin easily made the grade. My advice is for both parents to speak Mandarin to their children if they can. If one speaks in Mandarin and the other in English, the child will grow up speaking more English than Mandarin.”

    Finally, he states with ease what seems to be a given in the nation (the benefits and importance of multilingualism) but which Japan still has great difficulty coming to grips with.

    “English is the key language for our people to make a living. It is the second language of all non-English-speaking peoples. Multinational companies use English. Internet data banks are mostly in English. PRC Chinese are learning English with great effort. If Mandarin were our first language, Singaporeans would be of little use to China. They do not need more Mandarin speakers. English gives us easy access to English-speaking societies and the developed world. Thus, Singaporeans bring value-add to China.”

    Read the entire article at Asiaone.

    And if you liked that article, there is more on encouraging bilingualism in kids in a similar vein from “Parents have a role to play“.

    Learning can be fun (Thu, Jan 29, 2009 The Straits Times)

    Create love of languages (Fri, Mar 20, 2009 The Straits Times)

    NPA task force as compiled a report recommending the lifting of a ban that had been imposed last year on riding bicycles with two children if certain bicycles meet certain safety standards.
    THe NPA once tried to enforce the ban for safety reason but dropped the plan amid strong opposition from riders, particularly mothers who say they need to ride bicycles iwth their children to go shopping or for taking them to kindergarten.

    The safety standards the NPA compiled are mostly related to bicycle structure:

    - Bicycles should maintain sufficient strength when carrying two chidlren one on the front seat and the other on the rear seat–and the rider, the report said.

    - Bicycles should also be able to maintain proper braking functions under such conditions and should be free from large vibrations that may affect the steering, according to the standards.

    - Also requrired are a stable and easy-to-handle kickstand or stopper to prevent bikes from falling when parked and sufficient strength for handles attached to children’s seats. Source: “Ban on riding bikes with 2 kids expected to be lifted in July” — Kyodo News

    Comment: Riding with kids in two is such a way of life here in Japan, I predict that no one will go out of their way to buy new bicycles, no mattter what the regulations say. Afterall the kids will outgrow the need for that structure, how shortlived the need for those bikes will be … many will reason. — A. Kawagoe

    You might not have heard of Professor Tago Akira, but you most probably will have heard of “PROFESSOR LAYTON” — Nintendo’s bestselling video game! And Professor Tago was the inspiration and one of the developers of that market-bustin