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The internationalization of higher education in Japan in the 1990s: A reconsideration 总被引：1，自引：0，他引：1
Miki Horie 《Higher Education》2002,43(1):65-84
This article focuses on the processof internationalization of higher education inJapan since 1995 from two main points of view:1) the improved quality and efficiency ofuniversity education and 2) the increasedopenness to students from any background. Governmental initiatives, intended to increasethe number of international students, alsoenabled drastic changes in financial and humanresource allocations at both national andinstitutional levels. Individual institutionshave been strongly influenced by theseinitiatives and some have actively utilizedinternationalization as a way to enrich theiruniversity education. Equal opportunity foruniversity admission has not been fully securedfor ethnic minorities residing in Japan. Themeaning of internationalization should be nowconsidered from a broader perspective. 相似文献
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Rachel Schiff Miki Cohen Elisheva Ben-Artzi Ayelet Sasson Dorit Ravid 《Scientific Studies of Reading》2016,20(2):140-154
The aim of the present study is to examine the morphological knowledge of readers with developmental dyslexia compared to chronological age and reading-level matched controls. The study also analyzes the errors dyslexics make and their metamorphological awareness compared to controls. Participants included 31 seventh-grade dyslexic children and two matched control groups of normal readers: 34 seventh graders matched for chronological age and 32 third graders matched for reading age. Two tasks were administered via the auditory modality—morphological priming and morphological analogies task. We also performed error analysis and a metamorphological interview. Our analyses reveal that although dyslexics perform equally to chronological age matched controls on the priming task and similarly to reading-level matched controls on the morphological analogies task, their errors and metamorphological awareness are qualitatively different. 相似文献
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Eisuke Saito Miki Watanabe Robyn Gillies Ikuo Someya Takashi Nagashima Masaaki Sato 《Cambridge Journal of Education》2015,45(4):489-518
Recent research has emphasised educating children about positive behaviours to overcome delinquency issues, but there is little clarification of what factors lead to positive behaviours. This study analyses factors that led to children’s positive behaviours at a junior high school in Japan, which experienced a dramatic turnaround after implementing school reform using Lesson Study for Learning Community (LSLC). In this study, the results of a mixed-methods analysis show that if children receive psychological support they are likely to psychologically support others and, similarly, those who receive concrete help tend to offer concrete help to others. To foster learning cultures in which this happens, it is critical to engage the entire school in appropriate changes: for example, teachers’ positive attitudes towards children and learning are important factors encouraging children to support others. 相似文献
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Spheroids that are formed from aggregated cells have enhanced biological function compared to individual cells. In particular, hetero-spheroids composed of different types of cells, such as hepatocytes and endothelial cells, express tissue specific functions at a high level, which is advantageous for more precise drug screening and biological research. In this study, we propose rapid formation of size-controlled three-dimensional hetero-cell aggregates consisting of hepatocytes and endothelial cells using micro-rotation flow. Based on previous data, these aggregates are expected to ultimately become hetero-spheroids. The hepatocytes are coated with collagen gel films less than 200 nm thick, which were experimentally verified to increase adhesion strength between hepatocytes and endothelial cells. Gel-coated hepatocytes and endothelial cells are collected in an array by micro-rotational flow, thereby forming hetero-cell aggregates within 2 min. This array allowed the size of the three-dimensional cell aggregates to be hydrodynamically controlled, with standard deviations of less than 19%, by varying the cell density of the medium without altering the device geometry. Endothelial cells were successfully and uniformly dispersed in the aggregates. The proposed microfluidic device, with its capability of rapidly forming size-controlled hetero-cell aggregates, will offer an efficient experimental platform for future hetero-spheroid study that will contribute to drug screening and regenerative medicine. 相似文献
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Yue Yin Miki K. Tomita Richard J. Shavelson 《International Journal of Science Education》2013,35(4):531-552
This study examined the effect of learning progression-aligned formal embedded formative assessment on conceptual change and achievement in middle-school science. Fifty-two sixth graders were randomly assigned to either an experimental group or a control group. Both groups were taught about sinking and floating by the same teacher with identical curriculum materials and activities. The experimental group received, in addition, three sets of formal embedded formative assessments with qualitative feedback as to how to improve their understandings aligned with an expected learning progression during instruction. The control group spent the corresponding time between new curriculum activities conducting curriculum-specific extension activities. Overall, the experimental group experienced on average greater conceptual change than the control group. The experimental group also scored higher on average than the control group on general achievement tests, especially the performance assessment. This study supported the contention, then, that embedding formal formative assessments within a curricular sequence built around an expected learning progression is a useful way to promote conceptual change along that learning progression in science classrooms. 相似文献
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Miki Tanikawa 《Journalism Practice》2017,11(1):115-133
This study identifies the prevalence of culturally oriented writing techniques found in international news coverage of major American newspapers, through a concept explication and content analysis. These techniques, which I call “culture peg” and “culture link,” are content and thematic choices in international coverage that journalists make to enhance the material's appeal to their home audience. They are, in essence, cultural meaning-making processes that render foreign stories relevant to the home audience which might not otherwise be interested in international news. A content analysis revealed that these cultural strategies, deployed in both text and photographs, were employed in 72 percent of international news articles in the New York Times. Excessive use of such methods might skew the understanding of foreign cultures/societies for the readership. Theoretical and methodological implications of the study are discussed. 相似文献