1. http://www.yomiuri.co.jp/dy/national/20100117TDY02305.htm
73% of university grads have jobs waiting for them
The Yomiuri Shimbun
excerpt:
>> A record-low 73.1 percent of university students have jobs waiting for them after graduation this year, a figure that also marked a record year-on-year fall and highlighted the bleak employment situation, according to government statistics. The figure was down 7.4 percentage points from a year ago, as of Dec. 1, and was the lowest since such statistics were first compiled in 1996. It fell for the second straight year. <<
2. http://mdn.mainichi.jp/mdnnews/news/20091226p2a00m0na019000c.html
Recession taking toll on Tokyo U. students
excerpt:
>> Yearly incomes of parents of students at the University of Tokyo in 2008 decreased apparently due to the recession, a school survey has revealed. According to the university's survey on campus life conditions, students from households with an income of less than 4.5 million yen jumped to 17.6 percent from the previous year's 9.3 percent. <<
08 February 2010
Japanese universities world-class in tech innovation
Japanese universities and research centers are still world-class in technological developments, as these three news items below show.
http://www.electronista.com/articles/09/12/16/flexible.organic.flash.memory.prototyped.in.japan/
Tokyo University develops organic flash memory
updated 05:35 pm EST, Wed December 16, 2009
Flexible organic flash memory prototyped in Japan
Researches at the University of Tokyo have developed what they are calling organic flash memory, which shares its basic structure with flash memory but is made entirely of organic materials. Its erasing and reading voltages are rated at a low 6V and 1V, respectively, though data can only be written and erased more than 1,000 times. Foreseen uses of the new memory include large area sensors, electronic paper and other big electronic devices, though the founders admit the technology's memory retention time of only one day needs to be extended.
Developed by a group headed up by Takeo Someya and Tsuyoshi Sekitani, professor and research associate at the Department of Electrical Engineering and Information Systems, Graduate School of Engineering, the University of Tokyo, the prototype uses a polyethylene naphthalate (PEN) resin sheet as a substrate with an array of 26 by 26 2T memory cells placed on it. The sheet is flexible enough to be bent until its radius is 6mm without causing damage. The short memory retention can be increased by reducing the size of the element and employing a longer self-assembled monolayer (SAM), which is made of phosphoric acid with an alkyl chain. In the prototype, it is 2nm thin. [via Tech-On]
http://techon.nikkeibp.co.jp/english/NEWS_EN/20091215/178571/
Univ of Tokyo Develops 'Organic Flash Memory'
Dec 15, 2009 11:02 Tetsuo Nozawa, Nikkei Electronics
The polyethylene naphthalate (PEN) resin sheet with a memory array
The memory array. The white parts are control gates, and the watery blue parts under the three electrodes are pentacene.
The structure of the intelligent pressure sensor. From the bottom, they are an organic memory sheet, a pressure-sensitive rubber sheet and an electrode sheet.
The University of Tokyo developed the "organic flash memory," a non-volatile memory that has the same basic structure as a flash memory and is made with organic materials.
The erasing and reading voltages of the new flash memory are as low as 6V and 1V, respectively. Data can be written in and erased from the memory more than 1,000 times.
With its flexibility, the flash memory can be used for large-area sensors, electronic paper and other large-area electronic devices if its memory retention time can be extended, the university said.
The organic flash memory was developed by a research group led by Takeo Someya and Tsuyoshi Sekitani, professor and research associate at the Department of Electrical Engineering and Information Systems, Graduate School of Engineering, the University of Tokyo. The research results were published on the 11th December 2009 issue of Science magazine.
The research group used a polyethylene naphthalate (PEN) resin sheet as a substrate and arranged 26 x 26 2T memory cells in an array structure on it. The sheet is flexible, and the university confirmed that it can be bent until its curvature radius reaches 6mm without causing mechanical or electrical degradation. The university also confirmed that the sheet can be used as a non-volatile memory.
Furthermore, the research group made an "intelligent pressure sensor," which can retain a pressure image in the sheet, by integrating the memory array and a pressure sensor.
The new memory is called "organic flash memory" because it is equipped with floating-gate transistors, which are also used for silicon-based flash memories. Specifically, the PEN substrate is mounted with aluminum (Al) control gate electrodes, insulating films, aluminum floating gates, organic semiconductor pentacene, and source and gate electrodes made of gold (Au).
The insulating film was made by using a self-assembled monolayer (SAM), which is made of a kind of phosphoric acid having an alkyl chain (CH2-CH2-CH2-...), in addition to AlOx. The SAM is as thin as 2nm.
There are non-volatile memories developed in the past. One is made by using ferroelectric materials, and the other has a floating-gate structure like the latest non-volatile memory. However, it is difficult to lower the writing and erasing voltages of the former memory than 20V. The latter memory also has a high erasing voltage. And it becomes unstable when exposed to air because its memory properties fluctuate due to the nonconstant thickness of the insulating film.
This time, the university researchers employed an SAM whose insulating film does not require thickness control to reduce the variation in memory properties. Moreover, this SAM is stable in the atmosphere.
As a disadvantage, the new organic flash memory has a memory retention time of only one day. But this can be drastically improved by reducing the size of the element and employing an SAM with a long molecular length, the university said.
http://techon.nikkeibp.co.jp/english/NEWS_EN/20091019/176541/
Japan Aims to Develop Reliable SSD With Wireless Technology
Oct 19, 2009 08:36 Motoyuki Oishi, Nikkei Electronics
Data is wirelessly transmitted.
Japanese government selected the "dependable wireless solid-state drive" as a new research theme of the Core Research for Evolutional Science and Technology (CREST), a project led by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), for fiscal 2009.
The dependable wireless solid-state drive means a highly-reliable SSD that wirelessly transmits data.
The goal of the research is to realize an SSD that is highly reliable in terms of data retention time and the number of rewritable times and stable against various error factors such as loose connection, power-off while in use, water exposure and electrostatic discharge (ESD) caused by contact with human body.
To meet that goal, MEXT aims to develop a "wireless SSD" capable of wireless communication (10Gbps) and power transmission at a distance of 1mm and a host system for it. Also, the ministry plans to equip the SSD with a NAND flash memory of several terabytes.
In the CREST projects, which are allocated a large budget, researchers work together in three to five years. This time, the research is led by Ken Takeuchi, associate professor at the Department of Electrical Engineering and Information Systems, Graduate School of Engineering of the University of Tokyo, Tadahiro Kuroda and Hiroki Ishiguro, electrical engineering professor and associate professor, respectively, at Keio University.
Takeuchi, Kuroda and Ishiguro will take charge of developing an error-correcting system (for wireless communication and memory), wireless communication technology and power transmission and analogy technologies, respectively. The research will be conducted in collaboration with major consumer electronics manufacturers and memory manufacturers.
"I hope that Japanese universities, too, will create a device based on a new concept with practical use in mind," Takeuchi said.
http://www.electronista.com/articles/09/12/16/flexible.organic.flash.memory.prototyped.in.japan/
Tokyo University develops organic flash memory
updated 05:35 pm EST, Wed December 16, 2009
Flexible organic flash memory prototyped in Japan
Researches at the University of Tokyo have developed what they are calling organic flash memory, which shares its basic structure with flash memory but is made entirely of organic materials. Its erasing and reading voltages are rated at a low 6V and 1V, respectively, though data can only be written and erased more than 1,000 times. Foreseen uses of the new memory include large area sensors, electronic paper and other big electronic devices, though the founders admit the technology's memory retention time of only one day needs to be extended.
Developed by a group headed up by Takeo Someya and Tsuyoshi Sekitani, professor and research associate at the Department of Electrical Engineering and Information Systems, Graduate School of Engineering, the University of Tokyo, the prototype uses a polyethylene naphthalate (PEN) resin sheet as a substrate with an array of 26 by 26 2T memory cells placed on it. The sheet is flexible enough to be bent until its radius is 6mm without causing damage. The short memory retention can be increased by reducing the size of the element and employing a longer self-assembled monolayer (SAM), which is made of phosphoric acid with an alkyl chain. In the prototype, it is 2nm thin. [via Tech-On]
http://techon.nikkeibp.co.jp/english/NEWS_EN/20091215/178571/
Univ of Tokyo Develops 'Organic Flash Memory'
Dec 15, 2009 11:02 Tetsuo Nozawa, Nikkei Electronics
The polyethylene naphthalate (PEN) resin sheet with a memory array
The memory array. The white parts are control gates, and the watery blue parts under the three electrodes are pentacene.
The structure of the intelligent pressure sensor. From the bottom, they are an organic memory sheet, a pressure-sensitive rubber sheet and an electrode sheet.
The University of Tokyo developed the "organic flash memory," a non-volatile memory that has the same basic structure as a flash memory and is made with organic materials.
The erasing and reading voltages of the new flash memory are as low as 6V and 1V, respectively. Data can be written in and erased from the memory more than 1,000 times.
With its flexibility, the flash memory can be used for large-area sensors, electronic paper and other large-area electronic devices if its memory retention time can be extended, the university said.
The organic flash memory was developed by a research group led by Takeo Someya and Tsuyoshi Sekitani, professor and research associate at the Department of Electrical Engineering and Information Systems, Graduate School of Engineering, the University of Tokyo. The research results were published on the 11th December 2009 issue of Science magazine.
The research group used a polyethylene naphthalate (PEN) resin sheet as a substrate and arranged 26 x 26 2T memory cells in an array structure on it. The sheet is flexible, and the university confirmed that it can be bent until its curvature radius reaches 6mm without causing mechanical or electrical degradation. The university also confirmed that the sheet can be used as a non-volatile memory.
Furthermore, the research group made an "intelligent pressure sensor," which can retain a pressure image in the sheet, by integrating the memory array and a pressure sensor.
The new memory is called "organic flash memory" because it is equipped with floating-gate transistors, which are also used for silicon-based flash memories. Specifically, the PEN substrate is mounted with aluminum (Al) control gate electrodes, insulating films, aluminum floating gates, organic semiconductor pentacene, and source and gate electrodes made of gold (Au).
The insulating film was made by using a self-assembled monolayer (SAM), which is made of a kind of phosphoric acid having an alkyl chain (CH2-CH2-CH2-...), in addition to AlOx. The SAM is as thin as 2nm.
There are non-volatile memories developed in the past. One is made by using ferroelectric materials, and the other has a floating-gate structure like the latest non-volatile memory. However, it is difficult to lower the writing and erasing voltages of the former memory than 20V. The latter memory also has a high erasing voltage. And it becomes unstable when exposed to air because its memory properties fluctuate due to the nonconstant thickness of the insulating film.
This time, the university researchers employed an SAM whose insulating film does not require thickness control to reduce the variation in memory properties. Moreover, this SAM is stable in the atmosphere.
As a disadvantage, the new organic flash memory has a memory retention time of only one day. But this can be drastically improved by reducing the size of the element and employing an SAM with a long molecular length, the university said.
http://techon.nikkeibp.co.jp/english/NEWS_EN/20091019/176541/
Japan Aims to Develop Reliable SSD With Wireless Technology
Oct 19, 2009 08:36 Motoyuki Oishi, Nikkei Electronics
Data is wirelessly transmitted.
Japanese government selected the "dependable wireless solid-state drive" as a new research theme of the Core Research for Evolutional Science and Technology (CREST), a project led by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), for fiscal 2009.
The dependable wireless solid-state drive means a highly-reliable SSD that wirelessly transmits data.
The goal of the research is to realize an SSD that is highly reliable in terms of data retention time and the number of rewritable times and stable against various error factors such as loose connection, power-off while in use, water exposure and electrostatic discharge (ESD) caused by contact with human body.
To meet that goal, MEXT aims to develop a "wireless SSD" capable of wireless communication (10Gbps) and power transmission at a distance of 1mm and a host system for it. Also, the ministry plans to equip the SSD with a NAND flash memory of several terabytes.
In the CREST projects, which are allocated a large budget, researchers work together in three to five years. This time, the research is led by Ken Takeuchi, associate professor at the Department of Electrical Engineering and Information Systems, Graduate School of Engineering of the University of Tokyo, Tadahiro Kuroda and Hiroki Ishiguro, electrical engineering professor and associate professor, respectively, at Keio University.
Takeuchi, Kuroda and Ishiguro will take charge of developing an error-correcting system (for wireless communication and memory), wireless communication technology and power transmission and analogy technologies, respectively. The research will be conducted in collaboration with major consumer electronics manufacturers and memory manufacturers.
"I hope that Japanese universities, too, will create a device based on a new concept with practical use in mind," Takeuchi said.
US losing its allure as study destination for Japanese students
Despite the strong yen versus the dollar, fewer and fewer Japanese students are choosing to study in the USA. And, just as more Chinese students are coming to Japan to study, more Japanese are opting to go to China.
See link for full report at Yomiuri Shinbun/Daily Yomiuri:
http://www.yomiuri.co.jp/dy/national/20100121TDY01303.htm
excerpt:
>> According to a report by the Central Council for Education, an advisory panel to the education minister, there were 42,843 Japanese students studying in the United States in 1994--78 percent of all overseas students that year. However, this figure had gradually fallen to 35,282, or 46 percent, in 2006, according to the Education, Culture, Sports, Science and Technology Ministry. The Open Doors 2009 report published by the U.S.-based Institute of International Education also underscored this trend, noting that the number of Japanese students studying in the United States fell by 13.9 percent to 29,264 in the 2008-09 academic year from the previous academic year. <<
See link for full report at Yomiuri Shinbun/Daily Yomiuri:
http://www.yomiuri.co.jp/dy/national/20100121TDY01303.htm
excerpt:
>> According to a report by the Central Council for Education, an advisory panel to the education minister, there were 42,843 Japanese students studying in the United States in 1994--78 percent of all overseas students that year. However, this figure had gradually fallen to 35,282, or 46 percent, in 2006, according to the Education, Culture, Sports, Science and Technology Ministry. The Open Doors 2009 report published by the U.S.-based Institute of International Education also underscored this trend, noting that the number of Japanese students studying in the United States fell by 13.9 percent to 29,264 in the 2008-09 academic year from the previous academic year. <<
Scholarships to Study in Japan Available
Scholarships to study in Japan
http://sisf.or.jp/eng/index.php?option=com_content&task=view&id=19&Itemid=36
Sato International Scholarship Foundation
The Sato International Scholarship Foundation grants two types of scholarship for self-supporting students from ASEAN countries as well as Southwest Asian countries enrolled in a Japanese undergraduate or graduate institution:
1. Scholarship for Self-Supporting Students
2. Scholarship for Short-Term Exchange Students.
Students from the Following Countries are Eligible to Apply
Bangladesh, Bhutan, Brunei, Cambodia, India, Indonesia, Laos, Malaysia, Maldives, Myanmar, Nepal, Pakistan, Philippines, Singapore, Sri Lanka, Thailand, East Timor, Vietnam.
Scholarship for Self-Supporting Students
The applicant must be residing in Japan, enrolled in or accepted to a legitimate program. Please apply through the students’ office of your university.
Amount of Scholarship
Undergraduate students
120,000 yen/month
Graduate students
180,000 yen/month
（ plus additional support to cover cost for attending conferences ）
Duration of Scholarship
2 years
Number of Scholarships Granted
Around 25 students will be accepted.
Eligibility
The applicant must be a citizen from the aforesaid countries, who does not hold Japanese citizenship and must be enrolled in a Japanese undergraduate or graduate institution, under the jurisdiction of the Japanese Ministry of Education, Culture, Sports, Science and Technology.
The applicant must also fulfill the following requirements:
1.
Does not receive any sort of scholarship or funding from other parties.
2.
Holds legal residence status as a college student.
3.
Have interest in promoting international understanding and friendship, and is able to attend SISF meetings (meetings are held 6 times/year).
4.
Does not have a parent employed in Japan.
5.
Does not hold a doctorate degree.
6.
Is enrolled in a program with more than 1 year left until graduation/completion (from April 2009). This restriction does not apply to doctorate program.
Selection Process
Selected by screening committee
1. First round of selection: review of application form and documents
2. Second round of selection: interview
Past Record of No. of Application / Actual Grants
Year No. Applicants No. Grantees
Total Undergraduate Graduate Total Undergraduate Graduate
2001 362 132 230 23 12 11
2002 303 111 192 22 9 13
2003 350 118 232 20 9 11
2004 362 129 233 20 10 10
2005 274 97 177 15 5 10
2006 266 90 176 28 8 20
2007 322 106 216 26 8 18
2008 309 96 213 27 7 20
2009 294 86 208 23 6 17
Scholarship for Short-Term Exchange Students
This scholarship is provided to students who are recommended by those designated universities that have secured an agreement of recommendation with the Sato International Scholarship Foundation. Scholarship as well as travel fee to Japan is provided to those students from the aforesaid countries who will study in Japan on a short term based on the agreement among universities for study exchange.
Amount of Scholarship
100,000 yen/month
Duration of Scholarship
Over 6 months, up to 10 months; however scholarship terminates upon completion of the program.
Designated Universities （as of September 2009）
The University of Electro-Communications, University of Tokyo, Tokyo University of Foreign Studies, Tokyo Institute of Technology, University of Tsukuba, J.F. Oberlin University, Rikkyo University.
http://web.worldbank.org/WBSITE/EXTERNAL/WBI/EXTWBISFP/EXTJJWBGSP/0,,contentMDK:20287115~menuPK:562877~pagePK:64168445~piPK:64168309~theSitePK:551644,00.html
Eligibility Criteria
To apply for a JJ/WBGSP scholarship under the Regular Program, an applicant should read carefully the application procedure as outlined in documents below:
Benefits Benefits
Application Guidelines Application Guidelines
Preferred Universities in 2010-2011 Preferred Universities in 2010-2011
How to Apply How to Apply
Eligibility
To apply for a JJ/WBGSP scholarship under the Regular Program, an applicant must:
* Be a national of a World Bank member country eligible to borrow.
* Be born after March 31, 1970.
* Have, by March 31, 2010, at least 2, preferably 4 to 5, years of recent full time professional experience acquired after a university degree, in the applicant’s home country or in another developing country.
* Hold a bachelor's degree or its equivalent.
* Be in good health.
* Be of good character.
* Not be a permanent resident or a national of any industrialized country.
* Not be residing in an industrialized country for more than one year.
* Not be an Executive Director, his/her alternate, staff of the World Bank Group (the World Bank, International Finance Corporation, International Development Association, Multilateral Investment Guarantee Agency, and International Center for Settlement of Investment Disputes), consultant, or relative of the aforementioned.
Program of Study
* Eligible applicants should propose a program of study related to development at the master's level, in fields such as economics, health, education, agriculture, environment, natural resource management, or other development‑related subject.
* The proposed program of study should start during the academic year 2010/2011 for a maximum duration of two years. The JJ/WBGSP does not support applicants who are already enrolled (i.e., taking classes) in graduate degree programs.
* Applicants should submit evidence of current unconditional admission to at least one development-related university master’s degree program. Applicants are encouraged to apply to one of the Preferred Universities.
* The Program does not support studies in the applicant’s home country.
* The Program does not support applicants for MBA, MDs, M.Phil. or Ph.D. degrees.
* The Program does not support legal studies such as J.D., L.L.M. or S.J.D. except for L.L.M.’s related to human rights, environment, or good governance.
Check mark
Attention!
The scholarship program does not sponsor undergraduate studies, distance learning programs, short-term training, conferences, seminars, thesis writing, research projects, and fields of studies not related to development. All these requests will not be considered.
The Program does not support certain other fields of study.
Selection Criteria
Eligible applications are assessed according to three main factors: academic excellence, professional experience, and relevance of program of study. Priority is given to candidates from the public sector with a high potential to impact the development in their own countries after completion of their studies. To the extent permitted by Program requirements and selection standards, the JJ/WBGSP:
* seeks to maintain a reasonably wide geographical distribution of awards and gives priority to applicants from low-income countries
* supports promising female candidates
* gives priority to those candidates who, other things equal, have limited financial resources
Special Conditions
* In accepting the JJ/WBGSP scholarship, candidates commit themselves to return to and work in their home countries after completion of their studies.
* In accepting this scholarship, candidates consent to the employment restriction policy of the JJ/WBGSP and acknowledge that they will not be able to work at the World Bank Group or IMF for three years after completion of their academic program.
http://www.cambosastra.org/?p=831
ADB – Japan Scholarship Program (JSP)
admin on February 3, 2010 — Leave a Comment
The Asian Development Bank (ADB) – Japan Scholarship Program (JSP) wasestablished in April 1988 with financing from the Government of Japan. It aims to provide an opportunity for well-qualified citizens of ADB’s developing member countries to pursue postgraduate studies in economics, management, science and technology, and other development-related fields at participating academic institutions in the Asian and Pacific Region. Scholarship
The ADB-JSP provides
* full tuition fees
* a monthly subsistence and housing allowance
* an allowance for books and instructional materials
* medical insurance
* travel expenses
* For scholars engaged in research, a special grant may be available for thesis preparation.
* In special circumstances computer literacy, preparatory language and other similar courses may be covered under the scholarship.
Programs covered by the ADB-JSP
Programs covered by the ADB-JSP are postgraduate studies in
* economics
* management
* health
* education
* agriculture
* environment
* natural resource management
* science and technology
* other development-related fields
Duration of the scholarship award?
The scholarship is for one year with an extension to the second year of study, as appropriate, which shall be conditional on the scholar maintaining a satisfactory level of performance as determined by the institute.
The maximum duration of scholarship award is two years for masters and doctorate programs.
Deadline for submission
Send applications for scholarships at least six months prior to the planned time that you wish to commence studies.
Eligibility CountryAfghanistan, Armenia, Azerbaijan, Bangladesh, Bhutan, Cambodia, Cook Islands, Fiji Islands, India, Indonesia, Kazakhstan, Kiribati, Kyrgyz Republic, Laos People’s Democratic Republic, Malaysia, Maldives, Marshall Islands, Micronesia, Mongolia, Myanmar, Nauru, Nepal, Pakistan, Palau, Papua New Guinea, Philippines, Samoa, Solomon Islands, Sri Lanka, Tajikistan, Thailand, Timor-Leste, Tonga, Turkmenistan, Tuvalu, Uzbekistan, Vanuatu, Vietnam. Upon completion of their study programs, scholars are expected to contribute to the economic and social development of their home countries. The ADB-JSP enrolls about 300 students annually in 20 academic institutions located in 10 countries within the Region. The ADB-JSP provides full scholarships for one to two years. List of Academic Institutions
* International University of JapanGraduate School Of International Relations777 Kokusai-cho, Minami Uonuma-shiNiigata-ken 949-7277, Japan(Attn: Office of GSIR)
1. Master in International Development
2. Master in International Relations
3. Master in Business Administration
4. Master in e-Business Management
Contact: Mr. Ichiro AbeDeputy Manager Office of Student ServicesE-mail:iabe@iuj.ac.jp, admgsir@iuj.ac.jp or admgsim@iuj.ac.jp
* International Graduate Program on Advanced Science and Technology, Keio University3-14-1 Hiyoshi, Kohoku-ku,Yokohama-shi, Kanagawa-ken 223-8522, Japan (Attn: Chairman, Committee for International Affairs)
International Graduate Program on Advanced Science and Technology
1. Nano-Science Program
2. Electronics and Photonics Program
3. Mechanics and Manufacturing Program
4. Computer Science and Communication Technology Program
5. Environment and Multi-Scare Dynamics Program
6. Biomedical Engineering Program
Contact: Prof. Kohei Itoh Chairman Committee for International Affairs, Faculty of Science and TechnologyE-mail: yg-international@adst.keio.ac.jp
* Graduate School of International Development, Nagoya UniversityFuro-cho Chikusa-ku, Nagoya 464-8601, Japan(Attn: Dean, Graduate School of International Development)
1. Master in International Development
2. Master in International Cooperation Studies
Contact: Mr. Akihiro AsakawaInternational Student Advisor Graduate School of International DevelopmentE-mail: adb@gsid.nagoya-u.ac.jp
* National Graduate Institute for Policy Studies 7-22-1 Roppongi, Minato-Ku, Tokyo 106-8677 Japan(Attn: Admissions Office)
Master/Doctorate in
1. Policy Studies
2. Policy Analysis
3. Public Policy
4. Public Administration
Contact: Mr. Kiyomi Tanabe Manager, Academic and Student Affairs Division E-mail:mailto:admissions@grips.ac.jp
* Graduate School of EconomicsRitsumeikan University1-1-1 Nojihigashi, Kusatsu, Shiga 525-8577 Japan (Attn: Manager, Office of International Education at Biwako Kusatsu Campus)
1. Master in Economics
Contact: Mr. Mitsuru HitomiAdministrative Manager, Office of International Education at Biwako Kusatsu Campus E-mail: kokusai@st.ritsumei.ac.jp
* Saitama University255 Shimo-Okubo, Sakura-ku, Saitama-shi, Saitama 338-8570, Japan (Attn: The Registrar, The Foreign Student Office) Department of Civil & Environmental Engineering
1. Master/Doctorate in Civil and Environmental Engineering
Contact: Ms. Naoko NakasoneAdministrative Assistant Foreign Student OfficeE-mail:fso@sun.civil.saitama-u.ac.jp
* University of Tokyo7-3-1 Hongo, Bunkyo-ku Tokyo 113-8656, Japan(Attn: Foreign Student Office)
1. Master/Doctorate in Civil Engineering and Infrastructure Development
Contact: Prof. Takeshi IshiharaProfessor of Civil Engineering & Foreign Student OfficerE-mail: fso@civil.t.u-tokyo.ac.jp
* Department of Civil Engineering
1. Master/Doctorate in Urban Engineering
Contact: Prof. Tetsuo KidokoroAssociate Professor & Foreign Student Offcer Department of Urban EngineeringE-mail: fso@civil.t.u-tokyo.ac.jp
* Department of Urban EngineeringGraduate School of Engineering
1. Master/Doctorate in Environment Studies
2. Master/Doctorate in International Studies
3. Master in Sustainability Science
Contact: Prof. Masahiko KunishimaProfessor & Foreign Student OfficerThe Institute of Environmental Studies E-mail: fso@k.u-tokyo.ac.jp
* Institute of Environmental Studies
1. Master/Doctorate in Public Health (International Health)
Contact: Prof. Masamine JimbaProfessor, Department of International Cummunity Health,School of International Health,Graduate School of MedicineE-mail: adb@m.u-tokyo.ac.jp
http://sisf.or.jp/eng/index.php?option=com_content&task=view&id=19&Itemid=36
Sato International Scholarship Foundation
The Sato International Scholarship Foundation grants two types of scholarship for self-supporting students from ASEAN countries as well as Southwest Asian countries enrolled in a Japanese undergraduate or graduate institution:
1. Scholarship for Self-Supporting Students
2. Scholarship for Short-Term Exchange Students.
Students from the Following Countries are Eligible to Apply
Bangladesh, Bhutan, Brunei, Cambodia, India, Indonesia, Laos, Malaysia, Maldives, Myanmar, Nepal, Pakistan, Philippines, Singapore, Sri Lanka, Thailand, East Timor, Vietnam.
Scholarship for Self-Supporting Students
The applicant must be residing in Japan, enrolled in or accepted to a legitimate program. Please apply through the students’ office of your university.
Amount of Scholarship
Undergraduate students
120,000 yen/month
Graduate students
180,000 yen/month
（ plus additional support to cover cost for attending conferences ）
Duration of Scholarship
2 years
Number of Scholarships Granted
Around 25 students will be accepted.
Eligibility
The applicant must be a citizen from the aforesaid countries, who does not hold Japanese citizenship and must be enrolled in a Japanese undergraduate or graduate institution, under the jurisdiction of the Japanese Ministry of Education, Culture, Sports, Science and Technology.
The applicant must also fulfill the following requirements:
1.
Does not receive any sort of scholarship or funding from other parties.
2.
Holds legal residence status as a college student.
3.
Have interest in promoting international understanding and friendship, and is able to attend SISF meetings (meetings are held 6 times/year).
4.
Does not have a parent employed in Japan.
5.
Does not hold a doctorate degree.
6.
Is enrolled in a program with more than 1 year left until graduation/completion (from April 2009). This restriction does not apply to doctorate program.
Selection Process
Selected by screening committee
1. First round of selection: review of application form and documents
2. Second round of selection: interview
Past Record of No. of Application / Actual Grants
Year No. Applicants No. Grantees
Total Undergraduate Graduate Total Undergraduate Graduate
2001 362 132 230 23 12 11
2002 303 111 192 22 9 13
2003 350 118 232 20 9 11
2004 362 129 233 20 10 10
2005 274 97 177 15 5 10
2006 266 90 176 28 8 20
2007 322 106 216 26 8 18
2008 309 96 213 27 7 20
2009 294 86 208 23 6 17
Scholarship for Short-Term Exchange Students
This scholarship is provided to students who are recommended by those designated universities that have secured an agreement of recommendation with the Sato International Scholarship Foundation. Scholarship as well as travel fee to Japan is provided to those students from the aforesaid countries who will study in Japan on a short term based on the agreement among universities for study exchange.
Amount of Scholarship
100,000 yen/month
Duration of Scholarship
Over 6 months, up to 10 months; however scholarship terminates upon completion of the program.
Designated Universities （as of September 2009）
The University of Electro-Communications, University of Tokyo, Tokyo University of Foreign Studies, Tokyo Institute of Technology, University of Tsukuba, J.F. Oberlin University, Rikkyo University.
http://web.worldbank.org/WBSITE/EXTERNAL/WBI/EXTWBISFP/EXTJJWBGSP/0,,contentMDK:20287115~menuPK:562877~pagePK:64168445~piPK:64168309~theSitePK:551644,00.html
Eligibility Criteria
To apply for a JJ/WBGSP scholarship under the Regular Program, an applicant should read carefully the application procedure as outlined in documents below:
Benefits Benefits
Application Guidelines Application Guidelines
Preferred Universities in 2010-2011 Preferred Universities in 2010-2011
How to Apply How to Apply
Eligibility
To apply for a JJ/WBGSP scholarship under the Regular Program, an applicant must:
* Be a national of a World Bank member country eligible to borrow.
* Be born after March 31, 1970.
* Have, by March 31, 2010, at least 2, preferably 4 to 5, years of recent full time professional experience acquired after a university degree, in the applicant’s home country or in another developing country.
* Hold a bachelor's degree or its equivalent.
* Be in good health.
* Be of good character.
* Not be a permanent resident or a national of any industrialized country.
* Not be residing in an industrialized country for more than one year.
* Not be an Executive Director, his/her alternate, staff of the World Bank Group (the World Bank, International Finance Corporation, International Development Association, Multilateral Investment Guarantee Agency, and International Center for Settlement of Investment Disputes), consultant, or relative of the aforementioned.
Program of Study
* Eligible applicants should propose a program of study related to development at the master's level, in fields such as economics, health, education, agriculture, environment, natural resource management, or other development‑related subject.
* The proposed program of study should start during the academic year 2010/2011 for a maximum duration of two years. The JJ/WBGSP does not support applicants who are already enrolled (i.e., taking classes) in graduate degree programs.
* Applicants should submit evidence of current unconditional admission to at least one development-related university master’s degree program. Applicants are encouraged to apply to one of the Preferred Universities.
* The Program does not support studies in the applicant’s home country.
* The Program does not support applicants for MBA, MDs, M.Phil. or Ph.D. degrees.
* The Program does not support legal studies such as J.D., L.L.M. or S.J.D. except for L.L.M.’s related to human rights, environment, or good governance.
Check mark
Attention!
The scholarship program does not sponsor undergraduate studies, distance learning programs, short-term training, conferences, seminars, thesis writing, research projects, and fields of studies not related to development. All these requests will not be considered.
The Program does not support certain other fields of study.
Selection Criteria
Eligible applications are assessed according to three main factors: academic excellence, professional experience, and relevance of program of study. Priority is given to candidates from the public sector with a high potential to impact the development in their own countries after completion of their studies. To the extent permitted by Program requirements and selection standards, the JJ/WBGSP:
* seeks to maintain a reasonably wide geographical distribution of awards and gives priority to applicants from low-income countries
* supports promising female candidates
* gives priority to those candidates who, other things equal, have limited financial resources
Special Conditions
* In accepting the JJ/WBGSP scholarship, candidates commit themselves to return to and work in their home countries after completion of their studies.
* In accepting this scholarship, candidates consent to the employment restriction policy of the JJ/WBGSP and acknowledge that they will not be able to work at the World Bank Group or IMF for three years after completion of their academic program.
http://www.cambosastra.org/?p=831
ADB – Japan Scholarship Program (JSP)
admin on February 3, 2010 — Leave a Comment
The Asian Development Bank (ADB) – Japan Scholarship Program (JSP) wasestablished in April 1988 with financing from the Government of Japan. It aims to provide an opportunity for well-qualified citizens of ADB’s developing member countries to pursue postgraduate studies in economics, management, science and technology, and other development-related fields at participating academic institutions in the Asian and Pacific Region. Scholarship
The ADB-JSP provides
* full tuition fees
* a monthly subsistence and housing allowance
* an allowance for books and instructional materials
* medical insurance
* travel expenses
* For scholars engaged in research, a special grant may be available for thesis preparation.
* In special circumstances computer literacy, preparatory language and other similar courses may be covered under the scholarship.
Programs covered by the ADB-JSP
Programs covered by the ADB-JSP are postgraduate studies in
* economics
* management
* health
* education
* agriculture
* environment
* natural resource management
* science and technology
* other development-related fields
Duration of the scholarship award?
The scholarship is for one year with an extension to the second year of study, as appropriate, which shall be conditional on the scholar maintaining a satisfactory level of performance as determined by the institute.
The maximum duration of scholarship award is two years for masters and doctorate programs.
Deadline for submission
Send applications for scholarships at least six months prior to the planned time that you wish to commence studies.
Eligibility CountryAfghanistan, Armenia, Azerbaijan, Bangladesh, Bhutan, Cambodia, Cook Islands, Fiji Islands, India, Indonesia, Kazakhstan, Kiribati, Kyrgyz Republic, Laos People’s Democratic Republic, Malaysia, Maldives, Marshall Islands, Micronesia, Mongolia, Myanmar, Nauru, Nepal, Pakistan, Palau, Papua New Guinea, Philippines, Samoa, Solomon Islands, Sri Lanka, Tajikistan, Thailand, Timor-Leste, Tonga, Turkmenistan, Tuvalu, Uzbekistan, Vanuatu, Vietnam. Upon completion of their study programs, scholars are expected to contribute to the economic and social development of their home countries. The ADB-JSP enrolls about 300 students annually in 20 academic institutions located in 10 countries within the Region. The ADB-JSP provides full scholarships for one to two years. List of Academic Institutions
* International University of JapanGraduate School Of International Relations777 Kokusai-cho, Minami Uonuma-shiNiigata-ken 949-7277, Japan(Attn: Office of GSIR)
1. Master in International Development
2. Master in International Relations
3. Master in Business Administration
4. Master in e-Business Management
Contact: Mr. Ichiro AbeDeputy Manager Office of Student ServicesE-mail:iabe@iuj.ac.jp, admgsir@iuj.ac.jp or admgsim@iuj.ac.jp
* International Graduate Program on Advanced Science and Technology, Keio University3-14-1 Hiyoshi, Kohoku-ku,Yokohama-shi, Kanagawa-ken 223-8522, Japan (Attn: Chairman, Committee for International Affairs)
International Graduate Program on Advanced Science and Technology
1. Nano-Science Program
2. Electronics and Photonics Program
3. Mechanics and Manufacturing Program
4. Computer Science and Communication Technology Program
5. Environment and Multi-Scare Dynamics Program
6. Biomedical Engineering Program
Contact: Prof. Kohei Itoh Chairman Committee for International Affairs, Faculty of Science and TechnologyE-mail: yg-international@adst.keio.ac.jp
* Graduate School of International Development, Nagoya UniversityFuro-cho Chikusa-ku, Nagoya 464-8601, Japan(Attn: Dean, Graduate School of International Development)
1. Master in International Development
2. Master in International Cooperation Studies
Contact: Mr. Akihiro AsakawaInternational Student Advisor Graduate School of International DevelopmentE-mail: adb@gsid.nagoya-u.ac.jp
* National Graduate Institute for Policy Studies 7-22-1 Roppongi, Minato-Ku, Tokyo 106-8677 Japan(Attn: Admissions Office)
Master/Doctorate in
1. Policy Studies
2. Policy Analysis
3. Public Policy
4. Public Administration
Contact: Mr. Kiyomi Tanabe Manager, Academic and Student Affairs Division E-mail:mailto:admissions@grips.ac.jp
* Graduate School of EconomicsRitsumeikan University1-1-1 Nojihigashi, Kusatsu, Shiga 525-8577 Japan (Attn: Manager, Office of International Education at Biwako Kusatsu Campus)
1. Master in Economics
Contact: Mr. Mitsuru HitomiAdministrative Manager, Office of International Education at Biwako Kusatsu Campus E-mail: kokusai@st.ritsumei.ac.jp
* Saitama University255 Shimo-Okubo, Sakura-ku, Saitama-shi, Saitama 338-8570, Japan (Attn: The Registrar, The Foreign Student Office) Department of Civil & Environmental Engineering
1. Master/Doctorate in Civil and Environmental Engineering
Contact: Ms. Naoko NakasoneAdministrative Assistant Foreign Student OfficeE-mail:fso@sun.civil.saitama-u.ac.jp
* University of Tokyo7-3-1 Hongo, Bunkyo-ku Tokyo 113-8656, Japan(Attn: Foreign Student Office)
1. Master/Doctorate in Civil Engineering and Infrastructure Development
Contact: Prof. Takeshi IshiharaProfessor of Civil Engineering & Foreign Student OfficerE-mail: fso@civil.t.u-tokyo.ac.jp
* Department of Civil Engineering
1. Master/Doctorate in Urban Engineering
Contact: Prof. Tetsuo KidokoroAssociate Professor & Foreign Student Offcer Department of Urban EngineeringE-mail: fso@civil.t.u-tokyo.ac.jp
* Department of Urban EngineeringGraduate School of Engineering
1. Master/Doctorate in Environment Studies
2. Master/Doctorate in International Studies
3. Master in Sustainability Science
Contact: Prof. Masahiko KunishimaProfessor & Foreign Student OfficerThe Institute of Environmental Studies E-mail: fso@k.u-tokyo.ac.jp
* Institute of Environmental Studies
1. Master/Doctorate in Public Health (International Health)
Contact: Prof. Masamine JimbaProfessor, Department of International Cummunity Health,School of International Health,Graduate School of MedicineE-mail: adb@m.u-tokyo.ac.jp
06 February 2010
Get Japan HEO Spring Widget
Get this widget and track the Japan Higher Education Outlook publication in real time, on your desktop or at your website.
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TEFL Forum/ELT - J Issue #2 Preview Article: Devising Multiple-choice Questions, Quizzes and Tests
ELT - J Issue #2 Preview Article: Devising Multiple-choice Questions, Quizzes and Tests
Issue 2 of ELT in Japan will consist of four articles: (1) "Teaching English [l] sounds vs. [r] sounds: Integrating applied phonology into the EFL classroom"; (2) "Devising multiple-choice questions, quizzes and tests"; (3) "Semantic mapping activities for the speaking class"; and (4)"Semantic mapping activities for the writing class".
Full article at the link below.
http://eltinjapan.blogspot.com/2010/02/elt-j-issue-2-preview-article-devising.html
Excerpt:
ELT - J Issue #2 Preview Article: Devising Multiple-choice Questions, Quizzes and Tests
by Charles Jannuzi, University of Fukui, Japan
Introduction
Chances are that, if you teach EFL at a tertiary level in Japan, your students are most familiar with relatively 'conservative' types of assessment tasks, but with an overall orientation of turning L2 (EFL) into L1 (Japanese). For example, they have often been tested with questions that asked them to put a word, sentence or phrase of L2 (English, EFL) into L1 (standard written Japanese).
Full article at link below:
http://eltinjapan.blogspot.com/2010/02/elt-j-issue-2-preview-article-devising.html
Issue 2 of ELT in Japan will consist of four articles: (1) "Teaching English [l] sounds vs. [r] sounds: Integrating applied phonology into the EFL classroom"; (2) "Devising multiple-choice questions, quizzes and tests"; (3) "Semantic mapping activities for the speaking class"; and (4)"Semantic mapping activities for the writing class".
Full article at the link below.
http://eltinjapan.blogspot.com/2010/02/elt-j-issue-2-preview-article-devising.html
Excerpt:
ELT - J Issue #2 Preview Article: Devising Multiple-choice Questions, Quizzes and Tests
by Charles Jannuzi, University of Fukui, Japan
Introduction
Chances are that, if you teach EFL at a tertiary level in Japan, your students are most familiar with relatively 'conservative' types of assessment tasks, but with an overall orientation of turning L2 (EFL) into L1 (Japanese). For example, they have often been tested with questions that asked them to put a word, sentence or phrase of L2 (English, EFL) into L1 (standard written Japanese).
Full article at link below:
http://eltinjapan.blogspot.com/2010/02/elt-j-issue-2-preview-article-devising.html
02 February 2010
Over half a million take university entrance exams in Japan
Over half a million take university entrance exam in Japan
On the weekend of 16-17 January, the standardized National Center Test for University Admissions was held for this year's 550,000 plus applicants, an increase of around 10,000 from last year (up almost 2%). The most heavily attended session as of the end of 16 January was the foreign language section of the test (usually EFL).
In terms of its importance for university and college admissions, the 'Center Test' (CT) is Japan's counterpart to the US's SAT or ACT.
Some trends and aspects to take note of this year:
1. With the applicant pool increasing by almost 2% (10,000 test applicants), the often predicted collapse in university enrollments has been delayed for another year (2007 was supposed to be the year when it all fell apart).
However, the increase could be due in part to more private universities using the exam to test potential applicants, in addition to the usual national (former national) and public (former public) universities. It could also mean that more applicants (most of them high school seniors or high school graduates attending special cram schools for a year) are choosing to apply for high-ranked national and public universities in order to save costs on tuition and fees, since on average private universities cost almost twice as much. The higher applicant pool could also be due, in part, to students attempting to enter higher-ranked universities because their chances of gaining entrance have increased with the decline in numbers of young people who are university-age. All these could be a factor, so more analysis is needed.
2. These exams are held in the middle of winter, so bad weather and the cold and flu season often affect test takers. This year, because of the swine flu epidemic, participants were given more options in the event of them being taken ill. If they got sick while taking the test but were able to recover, they were given extra time slots to complete the test if they had lost too much time during the regular session. If they got sick before the start of the exam and were unable to attend the first test weekend, there was an alternative test scheduled at the end of January 2010. Around 900 who were ill, injured or otherwise certifiably incapacitated did take advantage of this second test weekend.
3. Universities that use the CT may also give an additional entrance exam, one their own faculty writes, administers and scores. Sometimes institutions and/or departments and/or programs require only certain scores on specified components of the CT. A given institution may allow CT takers at a certain cut-off level to take their own entrance exam (or, if they scored well, to enter through a special recommendation-interview process).
Schools migh combine the two scores, or they might decree that all qualifying applicants to their institution start equally at 'zero' and then use these second exam scores to determine who gets in and who doesn't in. There are more ways to get into universities, four year colleges and their programs than ever before because the competition to get students has indeed increased over the past two decades for the middle-to-lower ranked institutions and programs. Meanwhile, upper-ranked and especially elite universities are enjoying more applicants than ever because of students attempting to take advantage of the better odds for admission. Moreover, around a quarter of a million will enter post-secondary four-year institutions without taking the CT!
To read and learn more about the CT and entrance exams in Japan in general, here is a list of online articles you can read. Links and excerpts are listed below:
1. Japan Times article from last year. Contains solid analysis.
http://search.japantimes.co.jp/cgi-bin/nn20090120i1.html
excerpt:
The tough competition used to be known as "examination hell" as applicants crammed with the goal of getting into the best schools to ensure the best career opportunities.
Now that the population is in decline, the competition is changing. Universities are struggling to survive and they need to ensure they enroll enough students to do so.
Following are some facts about the university entrance exams....
2. http://en.wikipedia.org/wiki/National_Center_Test_for_University_Admissions
excerpt
The National Center Test for University Admissions (大学入試センター試験, Daigaku Ny?shi Sent? Shiken?) is a type of standardized test used by public and some private universities in Japan. It is held annually during a weekend in mid-January over a period of two days.
3. http://www.dnc.ac.jp/center_exam/22exam/shigankaku1.html
(JAPANESE LANGUAGE ONLY)
Excerpt on this year's and last year's applicant totals.
志願者数 ５５３，３６８人（５４３，９８１人） 対前年度 ９，３８７人増〔１．７％増〕
4. http://www.dnc.ac.jp/dnc/gaiyou/pdf/youran_english.pdf
The organization that runs the CT offers this .pdf in English to explain about the exam.
excerpt
Our examination, the National Center Test, primarily aims to measure the level of basic academic achievement of students who desire to enter the university. National, local public and private universities use the test results, applying their own criteria to measure the ability and aptitude of each examinee from various aspects. As more and more universities use the National Center Test each year, as well as the increase in the percentage of applicants who are currently high school students and desire to go to the university, the National Center Test is considered to serve an important role. The items have also been highly evaluated. We sincerely appreciate the many years of accumulated cooperation of those on the test planning and assessment committees. The National Center Test is carried out on a co-joint basis with each university. Also, it can be used as a part of the entrance examination for each university, and can aid in university admissions selection along with the individual examination from the university. We appreciate the continued understanding and cooperation of all those involved.
5. http://www.cis.doshisha.ac.jp/kkitao/library/handout/2008/worldcall/exam.pdf
An Analysis of Japanese University Entrance
Exams Using Corpus-Based Tools
S. Kathleen Kitao* and Kenji Kitao**
* Department of English
Doshisha Women's College, Kyotanabe, Kyoto 610-0395, Japan
kkitao@dwc.doshisha.ac.jp
** Faculty of Culture and Information Science
Doshisha University, Kyotanabe, Kyoto 610-0394, Japan
kkitao@mail.doshisha.ac.jp
While many factors go into a valid and reliable test, the foundation for a test is the level of difficulty of the vocabulary used and the readability of the passages used for reading comprehension. In Japan, the majority of students enter universities through written exams which include an English section which primarily tests reading comprehension and knowledge of grammar and vocabulary. Individual universities write exams, and in addition, there is an exam offered throughout Japan by The National Center for University Admissions (Center Exam). In a previous study, we looked at vocabulary frequency and readability of the entrance exams of tests of four major private universities in the Kansai region of Japan as well as the Center Exam. We found that the difficulty of the university entrance exams may have been a problem, although the Center Exam was easier. In this paper, we compared the previous results with those for 2008 exams for the same universities, and found that this continues to be a problem.
6. http://jalt.org/test/gue_1.htm
Abstract
One can easily find criticisms of Japan's university entrance English exams. Claims of a lack of reliability and/or validity are legion, leading to a widespread view that poorly-designed or ill-considered university entrance exams are to blame for outdated and unproductive pedagogical practices in high schools (McVeigh, 2001; Gorsuch, 1998; Chujo, 2006). Most foundational among the critical research is that of Brown and Yamashita (1995), with follow-up research and proposals from Brown (1996, 2000, 2002), Kikuchi (2006), and Ichige (2006). But could it be that some of these viewpoints and interpretations are based upon notions of validity and reliability that do not do justice to the parameters surrounding university entrance exams in Japan? And could some of these criticisms have failed to note the bigger picture? Are some out of date, missing the point, or even be contradictory? This two-part paper seeks to further re-address the validity and reliability of Japanese university entrance exams by introducing some considerations and variables hitherto unnoted or underappreciated in the critical literature.
Keywords: language testing, test reliability, validity, entrance examinations, Japanese universities
7. http://mainichi.jp/select/today/news/20100117k0000m040079000c.html
The original Mainichi Shimbun (online) article on the CT as it was held this year.
It reports the total number of applicants. As of the evening of the 16th January 2010, the Mainichi reported that 426 were absent due to influenza (that could be seasonal flu or swine flu). It also commented that on the first day 92.8% of the total applicants had taken the foreign language part of the test (this is usually EFL for most applicants), making this session the most heavily attended.
excerpt:
センター試験：インフルで欠席 初日は全国４２６人
2010年1月16日 22時0分 更新：1月16日 22時30分
１０年度の大学入試センター試験は１６日夜、初日の日程を終えた。最も受験者が多い外国語（筆記）には、志願者（５５万３３６８人）の９２．８％に当たる５１万３２６７人が挑んだ。最終日の１７日は理科と数学が行われる。
新型インフルエンザの影響が懸念された今年、大学入試センターは最大５万人強が受験できない事態も想定していたが、１６日までに病気やけがなどで追試受験の許可を受けたのは、全国で６８３人（インフルエンザが原因の受験生は４２６人）。２日間で２３１人が許可を受けた昨年を初日で上回ったが、大きな混乱はなかった。
On the weekend of 16-17 January, the standardized National Center Test for University Admissions was held for this year's 550,000 plus applicants, an increase of around 10,000 from last year (up almost 2%). The most heavily attended session as of the end of 16 January was the foreign language section of the test (usually EFL).
In terms of its importance for university and college admissions, the 'Center Test' (CT) is Japan's counterpart to the US's SAT or ACT.
Some trends and aspects to take note of this year:
1. With the applicant pool increasing by almost 2% (10,000 test applicants), the often predicted collapse in university enrollments has been delayed for another year (2007 was supposed to be the year when it all fell apart).
However, the increase could be due in part to more private universities using the exam to test potential applicants, in addition to the usual national (former national) and public (former public) universities. It could also mean that more applicants (most of them high school seniors or high school graduates attending special cram schools for a year) are choosing to apply for high-ranked national and public universities in order to save costs on tuition and fees, since on average private universities cost almost twice as much. The higher applicant pool could also be due, in part, to students attempting to enter higher-ranked universities because their chances of gaining entrance have increased with the decline in numbers of young people who are university-age. All these could be a factor, so more analysis is needed.
2. These exams are held in the middle of winter, so bad weather and the cold and flu season often affect test takers. This year, because of the swine flu epidemic, participants were given more options in the event of them being taken ill. If they got sick while taking the test but were able to recover, they were given extra time slots to complete the test if they had lost too much time during the regular session. If they got sick before the start of the exam and were unable to attend the first test weekend, there was an alternative test scheduled at the end of January 2010. Around 900 who were ill, injured or otherwise certifiably incapacitated did take advantage of this second test weekend.
3. Universities that use the CT may also give an additional entrance exam, one their own faculty writes, administers and scores. Sometimes institutions and/or departments and/or programs require only certain scores on specified components of the CT. A given institution may allow CT takers at a certain cut-off level to take their own entrance exam (or, if they scored well, to enter through a special recommendation-interview process).
Schools migh combine the two scores, or they might decree that all qualifying applicants to their institution start equally at 'zero' and then use these second exam scores to determine who gets in and who doesn't in. There are more ways to get into universities, four year colleges and their programs than ever before because the competition to get students has indeed increased over the past two decades for the middle-to-lower ranked institutions and programs. Meanwhile, upper-ranked and especially elite universities are enjoying more applicants than ever because of students attempting to take advantage of the better odds for admission. Moreover, around a quarter of a million will enter post-secondary four-year institutions without taking the CT!
To read and learn more about the CT and entrance exams in Japan in general, here is a list of online articles you can read. Links and excerpts are listed below:
1. Japan Times article from last year. Contains solid analysis.
http://search.japantimes.co.jp/cgi-bin/nn20090120i1.html
excerpt:
The tough competition used to be known as "examination hell" as applicants crammed with the goal of getting into the best schools to ensure the best career opportunities.
Now that the population is in decline, the competition is changing. Universities are struggling to survive and they need to ensure they enroll enough students to do so.
Following are some facts about the university entrance exams....
2. http://en.wikipedia.org/wiki/National_Center_Test_for_University_Admissions
excerpt
The National Center Test for University Admissions (大学入試センター試験, Daigaku Ny?shi Sent? Shiken?) is a type of standardized test used by public and some private universities in Japan. It is held annually during a weekend in mid-January over a period of two days.
3. http://www.dnc.ac.jp/center_exam/22exam/shigankaku1.html
(JAPANESE LANGUAGE ONLY)
Excerpt on this year's and last year's applicant totals.
志願者数 ５５３，３６８人（５４３，９８１人） 対前年度 ９，３８７人増〔１．７％増〕
4. http://www.dnc.ac.jp/dnc/gaiyou/pdf/youran_english.pdf
The organization that runs the CT offers this .pdf in English to explain about the exam.
excerpt
Our examination, the National Center Test, primarily aims to measure the level of basic academic achievement of students who desire to enter the university. National, local public and private universities use the test results, applying their own criteria to measure the ability and aptitude of each examinee from various aspects. As more and more universities use the National Center Test each year, as well as the increase in the percentage of applicants who are currently high school students and desire to go to the university, the National Center Test is considered to serve an important role. The items have also been highly evaluated. We sincerely appreciate the many years of accumulated cooperation of those on the test planning and assessment committees. The National Center Test is carried out on a co-joint basis with each university. Also, it can be used as a part of the entrance examination for each university, and can aid in university admissions selection along with the individual examination from the university. We appreciate the continued understanding and cooperation of all those involved.
5. http://www.cis.doshisha.ac.jp/kkitao/library/handout/2008/worldcall/exam.pdf
An Analysis of Japanese University Entrance
Exams Using Corpus-Based Tools
S. Kathleen Kitao* and Kenji Kitao**
* Department of English
Doshisha Women's College, Kyotanabe, Kyoto 610-0395, Japan
kkitao@dwc.doshisha.ac.jp
** Faculty of Culture and Information Science
Doshisha University, Kyotanabe, Kyoto 610-0394, Japan
kkitao@mail.doshisha.ac.jp
While many factors go into a valid and reliable test, the foundation for a test is the level of difficulty of the vocabulary used and the readability of the passages used for reading comprehension. In Japan, the majority of students enter universities through written exams which include an English section which primarily tests reading comprehension and knowledge of grammar and vocabulary. Individual universities write exams, and in addition, there is an exam offered throughout Japan by The National Center for University Admissions (Center Exam). In a previous study, we looked at vocabulary frequency and readability of the entrance exams of tests of four major private universities in the Kansai region of Japan as well as the Center Exam. We found that the difficulty of the university entrance exams may have been a problem, although the Center Exam was easier. In this paper, we compared the previous results with those for 2008 exams for the same universities, and found that this continues to be a problem.
6. http://jalt.org/test/gue_1.htm
Abstract
One can easily find criticisms of Japan's university entrance English exams. Claims of a lack of reliability and/or validity are legion, leading to a widespread view that poorly-designed or ill-considered university entrance exams are to blame for outdated and unproductive pedagogical practices in high schools (McVeigh, 2001; Gorsuch, 1998; Chujo, 2006). Most foundational among the critical research is that of Brown and Yamashita (1995), with follow-up research and proposals from Brown (1996, 2000, 2002), Kikuchi (2006), and Ichige (2006). But could it be that some of these viewpoints and interpretations are based upon notions of validity and reliability that do not do justice to the parameters surrounding university entrance exams in Japan? And could some of these criticisms have failed to note the bigger picture? Are some out of date, missing the point, or even be contradictory? This two-part paper seeks to further re-address the validity and reliability of Japanese university entrance exams by introducing some considerations and variables hitherto unnoted or underappreciated in the critical literature.
Keywords: language testing, test reliability, validity, entrance examinations, Japanese universities
7. http://mainichi.jp/select/today/news/20100117k0000m040079000c.html
The original Mainichi Shimbun (online) article on the CT as it was held this year.
It reports the total number of applicants. As of the evening of the 16th January 2010, the Mainichi reported that 426 were absent due to influenza (that could be seasonal flu or swine flu). It also commented that on the first day 92.8% of the total applicants had taken the foreign language part of the test (this is usually EFL for most applicants), making this session the most heavily attended.
excerpt:
センター試験：インフルで欠席 初日は全国４２６人
2010年1月16日 22時0分 更新：1月16日 22時30分
１０年度の大学入試センター試験は１６日夜、初日の日程を終えた。最も受験者が多い外国語（筆記）には、志願者（５５万３３６８人）の９２．８％に当たる５１万３２６７人が挑んだ。最終日の１７日は理科と数学が行われる。
新型インフルエンザの影響が懸念された今年、大学入試センターは最大５万人強が受験できない事態も想定していたが、１６日までに病気やけがなどで追試受験の許可を受けたのは、全国で６８３人（インフルエンザが原因の受験生は４２６人）。２日間で２３１人が許可を受けた昨年を初日で上回ったが、大きな混乱はなかった。
TEFL Forum: ELT - J Issue #2 Preview (First issue of 2010)
02 February 2010
ELT - J Issue #2 Preview (First issue of 2010)
Issue 2 of ELT in Japan will consist of four articles:
1. Teaching English [l] sounds vs. [r] sounds: Integrating applied phonology into the EFL classroom
2. Devising multiple-choice questions, quizzes and tests
3. Semantic mapping activities for the speaking class
4. Semantic mapping activities for the writing class
Issue 2 of ELT in Japan is scheduled to be published before the end of February 2010.
Meanwhile, if you haven't already, check out issue 1, which was published in December 2009.
http://eltinjapan.blogspot.com/2009/12/elt-in-japan-issue-1-december-2009.html
1. Teaching English [l] sounds vs. [r] sounds: Integrating applied phonology into the EFL classroom
2. Devising multiple-choice questions, quizzes and tests
3. Semantic mapping activities for the speaking class
4. Semantic mapping activities for the writing class
Issue 2 of ELT in Japan is scheduled to be published before the end of February 2010.
Meanwhile, if you haven't already, check out issue 1, which was published in December 2009.
http://eltinjapan.blogspot.com/2009/12/elt-in-japan-issue-1-december-2009.html
30 December 2009
27 December 2009
New issue of SLEID (online journal on HE-related topics)
http://sleid.cqu.edu.au/viewissue.php?id=21
Articles and links to them:
http://sleid.cqu.edu.au/include/getdoc.php?id=843&article=262&mode=pdf
Children's wonder-initiated research: a primary school case study
Shelley A Kinash and Michelle Hoffman
http://sleid.cqu.edu.au/include/getdoc.php?id=846&article=259&mode=pdf
Using Likert Scales with images: Addressing validity concerns
Laura Reynolds-Keefer, Robert Johnson, Tammiee Dickenson and Laura McFadden
http://sleid.cqu.edu.au/include/getdoc.php?id=848&article=254&mode=pdf
The Integration of Diverse Perspectives in Counseling Practice
Adele Baruch-Runyon
http://sleid.cqu.edu.au/include/getdoc.php?id=851&article=281&mode=pdf
Toward Equal Rights for Women in Turkey: Nonformal Education and the Law
Mary Ann Maslak
http://sleid.cqu.edu.au/include/getdoc.php?id=853&article=237&mode=pdf
A model for alternative assessment of students' problem solving processes: conceptual and experimental validation
Rama Klavir and Malka Gorodetsky
http://sleid.cqu.edu.au/include/getdoc.php?id=855&article=265&mode=pdf
Personality or Pedagogy: Which personal characteristics are necessary for ESL teachers to possess and what role do they play compared to formal pedagogical training in ESL teaching?
Lois N Spitzer
Articles and links to them:
http://sleid.cqu.edu.au/include/getdoc.php?id=843&article=262&mode=pdf
Children's wonder-initiated research: a primary school case study
Shelley A Kinash and Michelle Hoffman
http://sleid.cqu.edu.au/include/getdoc.php?id=846&article=259&mode=pdf
Using Likert Scales with images: Addressing validity concerns
Laura Reynolds-Keefer, Robert Johnson, Tammiee Dickenson and Laura McFadden
http://sleid.cqu.edu.au/include/getdoc.php?id=848&article=254&mode=pdf
The Integration of Diverse Perspectives in Counseling Practice
Adele Baruch-Runyon
http://sleid.cqu.edu.au/include/getdoc.php?id=851&article=281&mode=pdf
Toward Equal Rights for Women in Turkey: Nonformal Education and the Law
Mary Ann Maslak
http://sleid.cqu.edu.au/include/getdoc.php?id=853&article=237&mode=pdf
A model for alternative assessment of students' problem solving processes: conceptual and experimental validation
Rama Klavir and Malka Gorodetsky
http://sleid.cqu.edu.au/include/getdoc.php?id=855&article=265&mode=pdf
Personality or Pedagogy: Which personal characteristics are necessary for ESL teachers to possess and what role do they play compared to formal pedagogical training in ESL teaching?
Lois N Spitzer
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