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Journal articles on the topic 'Views on Japanese mathematics'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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1

Sarkar Arani, Mohammad Reza. "Cross cultural analysis of an Iranian mathematics lesson." International Journal for Lesson and Learning Studies 4, no. 2 (April 13, 2015): 118–39. http://dx.doi.org/10.1108/ijlls-07-2014-0017.

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Purpose – The purpose of this paper is to examine an Iranian mathematics lesson through the eyes of Japanese educators, and the critiques of Iranian teachers for raising the quality of teaching. In this paper, the Japanese lesson study process is considered as an approach to raising the quality of teaching. Design/methodology/approach – Qualitative methods including pre-lesson planning, peer observation of the lesson, post-lesson discussion, and semi-structured interviews with the participants of the post-lesson discussion meetings in Iran and Japan were employed for data collection. A detailed description and analysis of the lesson is provided for deep understanding of students’ mathematical communication in the class and teachers’ points of view in the post-lesson discussions about raising the quality of teaching. Findings – The findings are intended to clarify the significant influence that cross-cultural analysis has exerted on raising the quality of teaching and developing a culture of transnational learning that supports teachers to design appropriate learning tasks, to conceptualize mathematical phenomena, and to provide mathematical communication which encourage students to participate more in classroom activities. Research limitations/implications – This study provides a transnational learning opportunity for Iranian teachers to learn from Japanese educators how to deliver evidence-based analysis of a lesson for raising the quality of teaching in practice, look culturally and differently at what actually goes on in the classroom, and localize lesson study as a global approach to the “science of improvement.” However, issues to be considered in future studies include how such “small changes” can be linked together in local communities to expand the improvement from bottom up, and how to facilitate collaboration with the global community to expand transnational learning. Practical implications – Traditionally in Iran, there are a variety of teacher training programs but there are no examples of lesson study like those that take place in Japan as a model of practitioner inquiry for raising quality of teaching. Hence, it can be said that Japanese lesson study may provide a new approach of transnational learning in the Iranian education context for building a “science of improvement.” Social implications – In the case of Iran, especially at the elementary school level, teachers do not have enough preparation or experience. Therefore, raising the quality of teaching through lesson study that has an actual impact on teacher and teaching quality and developing a “science of improvement” has become a pressing concern in national and international contexts. Originality/value – The case study shows that the transfer of the Japanese model of lesson study plays a significant role in harnessing the potential of students and teachers as well as teachers themselves by improving teaching. Efforts by teachers to communicate and learn from each other’s strengths, in fact lead to the realizing of the students potential and thinking process. In particular, it helps supply more open-end and in-depth task learning, which anticipates student thinking, understanding, recognizing and questioning.
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2

Shingphachanh, Sommay. "Exploring the impact of lesson study through the views of Lao mathematics teacher educators on the needs, learning and difficulties." International Journal for Lesson and Learning Studies 8, no. 2 (April 8, 2019): 98–116. http://dx.doi.org/10.1108/ijlls-06-2018-0040.

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Purpose The purpose of this paper is to comprehensively explore the current situation of lesson study (LS) implementation and practice among Mathematics Teacher Educators (MTEs) in Teacher Training Colleges (TTCs) across the country in Laos. Moreover, the study investigates MTEs’ professional learning through LS experience, the difficulties they encountered during practicing LS and their urgent needs to deepen their comprehension in the context of LS. Design/methodology/approach Data were collected through semi-structured interview with 45 MTEs from 7 TTCs in February/March 2018 (seven weeks). The study also collected 14 LS reports, 7 LS posters from the respondents and observed one cycle of LS practice in 2 TTCs. The data were systematically analyzed using inductive category formation through the procedure of transcribing and reading the transcription, thematic coding and categorizing and interpreting the meaning of thematic ideas (Mayring, 2015; Merriam, 2009). Licensed software MAXQDA 10 was used for this qualitative study. Findings The study argued based on LS practice in LS model 1 and model 2. MTEs that followed LS model 1 practiced LS in a superficial aspect and quantitatively relied upon the results from the checklists. They majorly satisfied the immediate measurement of teacher teaching’s behavior and student learning’s behavior. Frequently, time constraints, writing LS reports and collaboration were the great challenges. In contrast, MTEs that followed LS model 2 practiced LS in order to deepen understanding of students’ mathematical thinking. Although LS helped them by adjusting appropriate learning task, they encountered difficulty to innovate it effectively. LS also helped them in offering students’ autonomy to explore mathematical ideas, but they failed to understand the values of utilizing students’ mathematical ideas. Research limitations/implications The findings from this study are beneficial for LS practice in the country and similar LS initiatives to find a measure to enhance the effectiveness of LS in schools and TTCs. The study suggested providing clear details of each step, the essential aspect and the core concept of LS to MTEs for successful transposition of LS to a non-Japanese context. Providing LS advisors who have had great experience in conducting LS not just high teaching or working experience only is highly recommended. This study has a limitation in observing LS practices from all seven TTCs. Originality/value Ministry of Education and Sports (MoES) recognizes the significance of implementing LS in TTCs to enhance the quality of teaching-learning, though the progress of LS in those TTCs has not yet been addressed. Current situation of LS revealed in this study is valuable for similar initiatives, MoES and Japan International Cooperation Agency to make an effort in order to move LS forward.
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3

Sarkar Arani, Mohammad Reza. "Raising the quality of teaching through Kyouzai Kenkyuu – the study of teaching materials." International Journal for Lesson and Learning Studies 6, no. 1 (January 3, 2017): 10–26. http://dx.doi.org/10.1108/ijlls-07-2016-0018.

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Purpose This study attempts to provide cross-cultural learning by focusing on a very important aspect of research, the study of teaching materials, known as Kyouzai Kenkyuu in Japan. The purpose of this paper is to investigate teachers’ views and awareness about the study of teaching materials, in particular, the views and awareness of Iranian teachers, who are beginning to understand their teaching practice and professional development through lesson study. Design/methodology/approach Qualitative research methods were employed for data collection. These methods included comparative analysis of an Iranian mathematics lesson from the perspective of Japanese educators and semi-structured interviews with all participants of the lesson analysis meetings. Findings The findings are intended to position Kyouzai Kenkyuu as an important aspect of Japanese lesson study and to make explicit the beliefs and values that underpin and shape pedagogical reasoning that support researchers and practitioners to improve the quality of teaching through lesson study. This was achieved through post-lesson discussion meetings, and the beliefs and values were those the participants were largely unaware of but could be clarified through a cross-cultural comparison. For instance, Japanese teachers focus more on learners and the study of teaching materials for raising the quality of teaching, whereas Iranian teachers focus more on the content of teaching and teacher behavior. Research limitations/implications This study delivers a transnational learning opportunity for teachers and researchers to learn how to provide evidence-based analysis of a lesson to raise the quality of teaching. However, as this is a case study and focuses specifically on Kyouzai Kenkyuu, it opens up the possibility for comparative analysis of more sample lessons and other aspects of Japanese lesson study. Practical implications It may be interesting for teachers and researchers to see how such a study could help them revise their quality of teaching through lesson study and construct shared knowledge about how to teach and to clarify “the pedagogical theories” that underpin such knowledge building. Social implications The value of this study is in its ability to reveal to educators their own unconscious teaching script and knowledge and “the pedagogical theories” that underpin such knowledge. It provides an opportunity for evidence-based critiques of our own teaching script, theory, view and values that we accept culturally, share tacitly and may not even be aware of in the construction process. Originality/value This study combines careful measurement with an “insider’s perspective” from Iran and an “outsider’s perspective” from Japan of differing educational concepts within the same subject area. The objective is to provide a deeper understanding of the real world of lesson study and how it can help educators to construct shared knowledge about how to teach in practice and to support teachers to revise the cultural context of teaching.
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Sarkar Arani, Mohammad Reza, Yoshiaki Shibata, Ho-seong Cheon, Masanobu Sakamoto, and Hiroyuki Kuno. "Comparison as a Lens: Interpretation of the Cultural Script of a Korean Mathematics Lesson Through the Perspective of International Lesson Study." Educational Practice and Theory 42, no. 2 (December 1, 2020): 57–78. http://dx.doi.org/10.7459/ept/42.2.05.

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This study aims to examine how cross cultural analysis can lead to deeper understanding of the cultural script of teaching, and how teachers learn to transform their teaching script through a research-based transnational learning platform. In this study, emphasis is placed on a cross cultural analysis to view in depth the cultural script of teaching mathematics in Korea through the eyes of Japanese teachers and critical lenses of researchers’ feedback. The objective herein is to focus on the challenges whereby Korean teachers have to redesign teaching as they look at students as problem solvers. This cross cultural analysis attempts to determine the cultural script of teaching mathematics in Korea and improve the quality of teaching from the following two perspectives: 1) teacher teaching, and 2) student learning.
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Sarkar Arani, Mohammad Reza, Yoshiaki Shibata, Masanobu Sakamoto, Zanaton Iksan, Aini Haziah Amirullah, and Bruce Lander. "How teachers respond to students’ mistakes in lessons." International Journal for Lesson and Learning Studies 6, no. 3 (July 10, 2017): 249–67. http://dx.doi.org/10.1108/ijlls-12-2016-0058.

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Purpose The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. Design/methodology/approach This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members. Findings The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators. Research limitations/implications This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development. Practical implications This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology. Social implications The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice. Originality/value There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.
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Kusaka, Satoshi. "Analysis of Mozambican Elementary Mathematics Textbooks Compared with Japanese Textbooks Focusing on Tasks and Exercises Related to the Real World." Global Journal of Educational Studies 6, no. 1 (April 20, 2020): 1. http://dx.doi.org/10.5296/gjes.v6i1.16032.

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The importance of sociocultural perspective in curriculum emphasized in the context of Sustainable Development Goals (SDGs). Textbook has a strong relation of all three types, intended, implemented and attained curriculum. Therefore, analyzing sociocultural features of the textbooks leads to improving quality of education in the context of SDGs. This study aims to clarify the pertinent characteristics of Mozambican elementary mathematics textbooks from a sociocultural perspective (in comparison to Japanese ones) by focusing on how they treat ‘real-world’ mathematics. The following four perspectives are discussed: (1) Proportion of the tasks related to the real world via the introduction of new learning content (2) Proportion of exercises related to the real world (3) Categorization of the situation of the tasks and exercises related to the real world. As a result, we found that there are few problems which are related directly to the real world in the Mozambican elementary mathematics textbooks. The content of the problems related to the real world are about the tax system and salaries, which means students are given opportunities to view and think mathematically about their social system right from the elementary school age. In addition, various exercises related to social science topics are contained to help students to understand and hand down Mozambican culture.
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7

Doyama, Masao. "Computer applications to materials science and engineering emphasized on the Japanese point of view." Computational Materials Science 2, no. 1 (January 1994): 103–10. http://dx.doi.org/10.1016/0927-0256(94)90052-3.

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8

Pitte, Jean-Robert. "Japanese views on human geography." Japanese Journal of Human Geography 53, no. 4 (2001): 351–52. http://dx.doi.org/10.4200/jjhg1948.53.351.

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9

Lincoln, James, and Lester Thurow. "The Management Challenge: Japanese Views." Contemporary Sociology 15, no. 3 (May 1986): 460. http://dx.doi.org/10.2307/2070086.

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10

YOSHINO, Ryozo, Yuejun ZHENG, and Seung-Geun PARK. "Asian Peoples' Views on Japanese." Kodo Keiryogaku (The Japanese Journal of Behaviormetrics) 30, no. 1 (2003): 31–52. http://dx.doi.org/10.2333/jbhmk.30.31.

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11

Mulligan, Mark. "Fresh Views on Japanese Modernism." Journal of Japanese Studies 39, no. 2 (2013): 397–406. http://dx.doi.org/10.1353/jjs.2013.0056.

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12

Boltho, Andrea, Lester C. Thurow, and Toyohiro Kono. "The Management Challenge. Japanese Views." Pacific Affairs 59, no. 1 (1986): 125. http://dx.doi.org/10.2307/2759027.

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13

Van Brunt, Jennifer. "Three Views of Japanese Biotech." Nature Biotechnology 9, no. 4 (April 1991): 334. http://dx.doi.org/10.1038/nbt0491-334.

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14

Dean, Britten, and William P. Malm. "Six Hidden Views of Japanese Music." Monumenta Nipponica 42, no. 2 (1987): 245. http://dx.doi.org/10.2307/2384960.

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15

Skvortsova, E. L. "Nishida Kitaro’s Views on Japanese Culture." Russian Journal of Philosophical Sciences, no. 8 (November 28, 2018): 46–66. http://dx.doi.org/10.30727/0235-1188-2018-8-46-66.

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Nishida Kitaro (1870–1945) is a well-known Japanese philosopher whose work is marked by attempts to combine the world outlooks of the national spiritual tradition with elements of European philosophical thought. The article analyzes Nishida’s views on culture that are an independent part of his original philosophical theory. Religion, art, morality, science are the ideal forms of being in the historical world. The work of a scientist or artist is a manifestation of the formative activity of a person. The historical world as the “sphere of absolute nothingness” is the final point of the introspection of “nothingness,” where reality comprehends the identity of its opposites through human activity. Nothingness, or “Emptiness,” in the East Asian tradition has another, dynamic, dimension – these are the relations between people and the relations between man and the cosmos, or Nature, which are not perceived by rough human feelings and not comprehended by equally rough mind. Nishida stressed that for Japan the issue of the authenticity of the national foundations of culture, separated from Chinese and Indian influences, has a clearly positive answer in the aesthetic sphere: in the field of traditional poetics. The traditional aesthetics of Japan reflects the archetypal structure of the national culture. All world cultures have a common prototype, but each of them is a deviation, one-sidedness of this prototype. In the West, a culture of the form triumphed, beginning with Plato and Aristotle. In Japan, on the contrary, the culture was characterized by fluidity, processability, formlessness. In fact, Nishida is one of founding fathers of modern Japanese cultural studies.
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Kimiko, Ohtani, and William P. Malm. "Six Hidden Views of Japanese Music." Ethnomusicology 36, no. 2 (1992): 261. http://dx.doi.org/10.2307/851920.

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Richey, Jeffrey L. "New Views of Early Japanese Religions." Religious Studies Review 37, no. 2 (June 2011): 93–96. http://dx.doi.org/10.1111/j.1748-0922.2011.01505.x.

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Arnold, Edwin T. "Japanese Views of the American South." South Atlantic Review 65, no. 4 (2000): 114. http://dx.doi.org/10.2307/3201623.

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Stein, Ross S., Shinji Toda, Tom Parsons, and Elliot Grunewald. "A new probabilistic seismic hazard assessment for greater Tokyo." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 364, no. 1845 (June 30, 2006): 1965–88. http://dx.doi.org/10.1098/rsta.2006.1808.

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Tokyo and its outlying cities are home to one-quarter of Japan's 127 million people. Highly destructive earthquakes struck the capital in 1703, 1855 and 1923, the last of which took 105 000 lives. Fuelled by greater Tokyo's rich seismological record, but challenged by its magnificent complexity, our joint Japanese–US group carried out a new study of the capital's earthquake hazards. We used the prehistoric record of great earthquakes preserved by uplifted marine terraces and tsunami deposits (17 M ∼8 shocks in the past 7000 years), a newly digitized dataset of historical shaking (10 000 observations in the past 400 years), the dense modern seismic network (300 000 earthquakes in the past 30 years), and Japan's GeoNet array (150 GPS vectors in the past 10 years) to reinterpret the tectonic structure, identify active faults and their slip rates and estimate their earthquake frequency. We propose that a dislodged fragment of the Pacific plate is jammed between the Pacific, Philippine Sea and Eurasian plates beneath the Kanto plain on which Tokyo sits. We suggest that the Kanto fragment controls much of Tokyo's seismic behaviour for large earthquakes, including the damaging 1855 M ∼7.3 Ansei-Edo shock. On the basis of the frequency of earthquakes beneath greater Tokyo, events with magnitude and location similar to the M ∼7.3 Ansei-Edo event have a ca 20% likelihood in an average 30 year period. In contrast, our renewal (time-dependent) probability for the great M ≥7.9 plate boundary shocks such as struck in 1923 and 1703 is 0.5% for the next 30 years, with a time-averaged 30 year probability of ca 10%. The resulting net likelihood for severe shaking ( ca 0.9 g peak ground acceleration (PGA)) in Tokyo, Kawasaki and Yokohama for the next 30 years is ca 30%. The long historical record in Kanto also affords a rare opportunity to calculate the probability of shaking in an alternative manner exclusively from intensity observations. This approach permits robust estimates for the spatial distribution of expected shaking, even for sites with few observations. The resulting probability of severe shaking is ca 35% in Tokyo, Kawasaki and Yokohama and ca 10% in Chiba for an average 30 year period, in good agreement with our independent estimate, and thus bolstering our view that Tokyo's hazard looms large. Given $1 trillion estimates for the cost of an M ∼7.3 shock beneath Tokyo, our probability implies a $13 billion annual probable loss.
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Nittono, Hiroshi, Haruka Shibata, Keita Mizuhara, and Shiri Lieber-Milo. "Which Side Looks Better? Cultural Differences in Preference for Left- or Right-Facing Objects." Symmetry 12, no. 10 (October 10, 2020): 1658. http://dx.doi.org/10.3390/sym12101658.

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An oblique view of three-dimensional objects is preferred over a frontal or lateral view, partly because it is more familiar and easily recognizable. However, which side of a symmetric object looks better remains unsolved. Reading direction, handedness, and the functionality of objects have been suggested as the potential sources of directional bias. In this study, participants of three online surveys (total N = 1082) were asked to choose one item that looked better or was more aesthetically pleasing; the test was performed between 100 pairs of left- and right-facing mirror-images. The results showed that Japanese participants (both vertical and left-to-right readers) and Israeli participants (right-to-left readers) preferred left-facing images over right-facing images, whereas American participants (left-to-right readers) preferred right-facing images over left-facing images. Weak effects of handedness and object functionality were also found: Left-handers tended to choose right-facing images more than right-handers, and the view of objects with a handle that is graspable by the dominant hand was more likely to be chosen over the opposite side view, regardless of culture. Although previous studies have emphasized the role of reading direction, a close look at the results suggests that it cannot fully account for the preferred facing direction of oblique objects.
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Li, Zhenghui, Zhiming Ao, and Bin Mo. "Revisiting the Valuable Roles of Global Financial Assets for International Stock Markets: Quantile Coherence and Causality-in-Quantiles Approaches." Mathematics 9, no. 15 (July 24, 2021): 1750. http://dx.doi.org/10.3390/math9151750.

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We employ the quantile-coherency approach and causality-in-quantile method to revisit the roles of Bitcoin, U.S. dollar, crude oil and gold for USA, Chinese, UK, and Japanese stock markets. The main results show that the impact of global financial assets varies across different investment horizons and quantiles. We find that in most cases, the correlation between global financial assets and stock indexes is not significant or is weakly positive. From the perspective of investment horizons (frequency domain), the correlation in the short term is mostly manifested in Bitcoin, while in the medium and long term it is shifted to dollar assets. At the same time, the relationships are significantly higher in the medium and long term than in the short term. From the point of view of quantiles, it shows a weak positive correlation at the lower quantile. However, the correlation between the two is not significant at the median quantile. At the high quantiles, there is a weak negative linkage. According to the causality-in-quantiles approach results, in most cases global financial assets have different degrees of predictive capacity for the selected stock markets. Especially around the median quantile, the predictive ability was strongest.
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22

Kim, Tae-Young, and Sejin Jung. "The views of the Japanese intelligentsia on the Russian-Japanese war." OOO "Zhurnal "Voprosy Istorii" 2019, no. 12_4 (December 1, 2019): 248–60. http://dx.doi.org/10.31166/voprosyistorii201912statyi111.

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23

Helms, Marilyn M. "JAPANESE MANAGERS: THEIR CANDID VIEWS ON ENTREPRENEURSHIP." Competitiveness Review 13, no. 1 (January 2003): 24–34. http://dx.doi.org/10.1108/eb046449.

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Stiles, C. "Japanese Multimedia Industry Update [Visions and Views]." IEEE Multimedia 2, no. 4 (1995): 8. http://dx.doi.org/10.1109/mmul.1995.482291.

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Barriga, Maria Cynthia B. "Reorienting Japanese Studies with Views from the Nan’yō." New Voices in Japanese Studies 13 (September 2021): 60–72. http://dx.doi.org/10.21159/nvjs.13.d-01.

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This paper describes how Japanese studies can expand its relevance, approached from my perspective as a Philippine postcolonial historian. In the course of my research on the Japanese locals of Davao and Guam, Japanese studies has been essential. Japanese imperial history has provided me with a regional perspective that transcends the limits of Philippine national historiography and has given me access to source materials about the localities under study. As I became invested in Japanese studies, I realised that Philippine historiography has much to contribute back. A Philippine perspective can question the limits of the concept of who is Japanese, particularly in the case of Filipino-Japanese and CHamoru-Japanese mestizos. Moreover, Japanese historiography, which is still in many cases limited to the archives, may source alternative approaches or methodologies from its Philippine postcolonial counterpart, which has for decades been experimenting with methods of writing more inclusive national histories. More broadly, by conversing with specialists of areas with which Japan has been historically connected, I suggest that Japan scholars can not only extend Japanese studies’ relevance beyond its own field but also infuse it with new ideas and approaches.
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NAKAMURA, Isao, and Naoya SEKIYA. "Japanese Views on Safety of the Atomic Power." Journal of the Atomic Energy Society of Japan 51, no. 6 (2009): 473–78. http://dx.doi.org/10.3327/jaesjb.51.6_473.

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KATO, Chieko, Yoshifuru SAITO, Yoichi HAYASHI, and Kiyoshi HORII. "Views on Marriage and Vocation from Japanese Men." Transactions of the Visualization Society of Japan 21, no. 11 (2001): 138–43. http://dx.doi.org/10.3154/tvsj.21.138.

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Kobayashi, Kiyoshi. "Japanese Views of Russian Japanologist O. O. Rosenberg." Japanese Slavic and East European Studies 24 (2003): 87–102. http://dx.doi.org/10.5823/jsees.24.0_87.

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Gu, Xiuzhu, Henning Boje Andersen, Marlene Dyrløv Madsen, Kenji Itoh, and Inger Margrete D. Siemsen. "Nursesʼ Views of Patient Handoffs in Japanese Hospitals." Journal of Nursing Care Quality 27, no. 4 (2012): 372–80. http://dx.doi.org/10.1097/ncq.0b013e3182573736.

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Holden, C. "Japanese views on science compared to U.S. attitudes." Science 240, no. 4850 (April 15, 1988): 277. http://dx.doi.org/10.1126/science.3353723.

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Kyriacou, Chris. "Japanese high school teachers' views on pupil misbehaviour." Pedagogy, Culture & Society 18, no. 3 (October 2010): 245–59. http://dx.doi.org/10.1080/14681366.2010.505459.

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Maeda, Kazuki, Rumi Katashima, Keisuke Ishizawa, and Hiroaki Yanagawa. "Japanese Physicians’ Views on Drug Post-Marketing Surveillance." Journal of Clinical Medicine Research 7, no. 12 (2015): 956–60. http://dx.doi.org/10.14740/jocmr2328w.

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33

Freeman, Mike, and John Chubb. "Two views of mathematics." Physics World 26, no. 06 (June 2013): 20. http://dx.doi.org/10.1088/2058-7058/26/06/26.

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Oyabu, Shinki. "AKARI Infrared Views of AGNs." Proceedings of the International Astronomical Union 5, S267 (August 2009): 129. http://dx.doi.org/10.1017/s1743921310005909.

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AbstractThe Japanese infrared satellite AKARI has unique capabilities for near-infrared spectroscopy and an all-sky survey in the mid- and far-infrared. We present the recent results on active galactic nuclei that use the unique capabilities of AKARI.
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Kim, Eunjune, and Sujeong Kim. "Japanese and Chinese Journalists' Views on Anti-Korean Wave." Journal of the Korea Contents Association 16, no. 6 (June 28, 2016): 802–13. http://dx.doi.org/10.5392/jkca.2016.16.06.802.

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36

KATO, Chieko, Yoshifuru SAITO, Harumi IWSASAKI, and Kiyoshi HORII. "Views of Marriage and Vocation of Japanese Young Men." Journal of the Visualization Society of Japan 21, no. 1Supplement (2001): 195–98. http://dx.doi.org/10.3154/jvs.21.1supplement_195.

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37

Coates, Norman. "Determinants of Japan's Business Success: Some Japanese Executives' Views." Academy of Management Perspectives 2, no. 1 (February 1988): 69–72. http://dx.doi.org/10.5465/ame.1988.4275603.

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38

Reimers, David M., and Reginald Kearney. "African American Views of the Japanese: Solidarity or Sedition?" American Historical Review 104, no. 5 (December 1999): 1711. http://dx.doi.org/10.2307/2649448.

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39

이한우. "Japanese and Chinese Views on the East Asian Community." Southeast Asian Review 17, no. 2 (August 2007): 65–100. http://dx.doi.org/10.21652/kaseas.17.2.200708.65.

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40

Russell, John G., and Reginald Kearney. "African American Views of the Japanese: Solidarity or Sedition?" Journal of Japanese Studies 26, no. 1 (2000): 164. http://dx.doi.org/10.2307/133398.

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41

Yamori, Nobuyoshi, and Taiji Baba. "Japanese Management Views on Overseas Exchange Listings: Survey Results." Journal of International Financial Management and Accounting 12, no. 3 (October 2001): 286–316. http://dx.doi.org/10.1111/1467-646x.00075.

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42

Ries, John C., Kenichi Imai, and Ryutaro Komiya. "Business Enterprise in Japan: Views of Leading Japanese Economists." Pacific Affairs 69, no. 1 (1996): 111. http://dx.doi.org/10.2307/2760891.

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43

Castro-Vázquez, Genaro. "Japanese Women's Views on Penile Hygiene and Male Circumcision." International Journal of Sexual Health 25, no. 3 (July 2013): 240–47. http://dx.doi.org/10.1080/19317611.2013.803180.

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44

Toll, William, and Reginald Kearney. "African American Views of the Japanese: Solidarity or Sedition?" Journal of American History 87, no. 1 (June 2000): 269. http://dx.doi.org/10.2307/2568015.

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Thornton, Michael Charles. "COLLECTIVE REPRESENTATIONS AND JAPANESE VIEWS OF AFRICAN‐DESCENT POPULATIONS." International Journal of Sociology and Social Policy 6, no. 1 (January 1986): 90–101. http://dx.doi.org/10.1108/eb013003.

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46

王, 巧纳. "Some Philosophical Views on Mathematics." Advances in Applied Mathematics 09, no. 12 (2020): 2176–80. http://dx.doi.org/10.12677/aam.2020.912253.

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47

Ashbaugh, Hollis. "Discussion of “Are recent segment disclosures of Japanese firms useful?: views of Japanese financial analysts”." International Journal of Accounting 37, no. 1 (January 2002): 47–50. http://dx.doi.org/10.1016/s0020-7063(02)00142-5.

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48

Unsriana, Linda. "Pandangan Mori Ogai terhadap Euthanasia (Anrakushi) dalam Takase Bune." Humaniora 1, no. 1 (April 30, 2010): 176. http://dx.doi.org/10.21512/humaniora.v1i1.2161.

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Abstract:
Mori Ogai is a welknown Japanese author in the modern Japanese literature, that is literatures that reflect a modern society living. This modern society tries to disclose social status and raise freedom and righyt equality as the basic of modern life. One of his novels, Takase Bune clarifies Mori Ogai views on Euthanasia (Anrakushi). Article presents the views of a prominent writer as well as medical practitioner on the Japanese Army on Euthanasia practice.
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49

AUSLOOS, M., and K. IVANOVA. "CORRELATIONS BETWEEN RECONSTRUCTED EUR EXCHANGE RATES VERSUS CHF, DKK, GBP, JPY AND USD." International Journal of Modern Physics C 12, no. 02 (February 2001): 169–95. http://dx.doi.org/10.1142/s0129183101001572.

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On 1 January 1999, the European Union introduced a common currency Euro (EUR), to become the legal currency in all eleven countries which form the EUR. In order to test the EUR behavior and understand various features, the EUR exchange rate is artificially extrapolated back to 1993 by a linear superposition of the exchange rates of the 11 currencies composing EUR with respect to several currencies not belonging to the EUR, i.e., Swiss Franc (CHF), Danish Kroner (DKK), British Pound (GBP), Japanese Yen (JPY) and U.S. Dollar (USD) of interest for reasons given in the text. The distribution of fluctuations of the exchange rates is shown to be Gaussian for the central part of the distribution, and having fat tails for the large size fluctuations. Within the Detrended Fluctuation Analysis (DFA) statistical method, we have obtained the power law behavior describing the root-mean-square deviation of the exchange rate fluctuations as a function of time. For the period between January 1995 and January 1999, we have compared the time-dependent exponent of these exchange rate fluctuations for EUR and that of the 11 currencies which form the EUR. The German Mark (DEM) and the French Franc (FRF) have been the currencies primarily leading the fluctuations of the exchange rates, while Italian Lira (ITL) and Portuguese Escudo (PTE) are the less relevant currencies from this point of view. Technical considerations for the EUR implementation are given as conclusions. The cases of exchange rates with DKK appear quite different from the other four major currencies.
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50

Daniels, Roger, and Yuji Ichioka. "Views from Within: The Japanese American Evacuation And Resettlement Study." Journal of American History 77, no. 3 (December 1990): 1082. http://dx.doi.org/10.2307/2079123.

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