San Francisco: 50 Years On - Part One

Dingman argues that the San Francisco settlement signaled the emergence of a new Pacific maritime order in which the United States Navy is the dominant naval force relying on significant bases in Japan. In particular, he focuses on the Yokosuka naval base whose retention was called for by the navy and became an important element in Washington's approach to the peace negotiations. Tozawa deals with the attitudes of the Yoshida government and the opposition parties to the peace negotiations and later to the ratification of the San Francisco Peace Treaty and the United States-Japan Security Pact. The points of difference were: whether Japan should negotiate with all the victors or with individual countries; whether Japan should observe disarmed neutrality; whether amendment to the Constitution was necessary. Cortazzi presents the perspective of a junior official in the United Kingdom Liaison Mission from October 1951. He gives an account of the activities of the British delegation to the San Francisco Conference and the conversations of Herbert Morrison and Robert Scott, especially with Prime Minister Yoshida. Lowe argues that British ministers and officials looked backward, influenced by economic, strategic and public opinion factors, the last referring to prisoners-of-war who had been treated harshly in Southeast Asia. The Labour government was worried over a probable revival in Japanese economic competition, referring particularly to textiles, shipping and the potteries. The British views of the treaty were much more critical of Japan than the USA. Foreign Secretary Herbert Morrison, anxious that the British contribution to the ultimate treaty should be properly acknowledged, agreed to be in San Francisco at the last moment for the signing of the peace treaty.San Francisco Treaty, Attlee Government, Herbert Morrison, Robert Scott, John Foster Dulles, Yoshida Shigeru, USA, Japan, United Kingdom Liaison Mission (Tokyo), United States -Japan Security Pact, British delegation to the San Francisco Peace Conference, Ratification, new Pacific maritime order, United States Navy, Yokosuka naval base.

The Revision of Japans Early Commercial Treaties.

A joint symposium between the Japan Society and the London School of Economics and Political Science was held in the Suntory and Toyota International Centres for Economics and Related Disciplines on 9 July 1999 to mark the centenary of Treaty Revision in Japan. In the Bakumatsu period of the 1850s and 1860s Japan had entered into a number of commercial treaties with foreign countries which (among other things) gave foreign nationals extraterritorial rights in Japanese treaty ports. These treaties were re-negotiated with the individual countries in the 1890s and the new treaties came into effect in July-August 1899. Hence the centenary. The four speakers covered the full period from the conclusion of the first treaties in the 1850s to the re-negotiation of the treaties in 1911. Sir Hugh Cortazzi dealt with the various initiatives which led to the first commercial treaties with Japan between 1853 and 1868. Dr James Hoare, in dealing with the working of the early treaties and the attitudes of the foreign communities in the treaty ports, pointed out that the treaties had been modified many times. Dr Nigel Brailey spoke on Sir Ernest Satow who as British minister to Japan from 1895 was the responsible official as the 'unequal treaties' were coming to an end. He had earlier been minister in Bangkok and knew how strongly the Thais wanted their 'unequal treaties' revised at that time. While the question of jurisdiction under the treaties had been largely settled, the question of Japan's tariff autonomy remained unresolved. Dr Ayako Hotta-Lister in the final paper gave an account of how the Japanese, in a mood of increased confidence after the Russo-Japanese war, ended the earlier treaties with a view to concluding the Anglo-Japanese Tariff Treaty of 1911. By this re-negotiation Japan secured tariff autonomy and improved the terms of the commercial treaty but allowed concessions to Britain who had been her ally for almost a decade. Japan's struggle for treaty and tariff

Music Generated Narratives: Elaborating the Da Capo Interview Technique

This paper shows how we played researcher-selected extracts of music to participants in “the Da Capo technique,” to elicit narratives of their learning experiences. Previously, we used music alongside other techniques in an interview about learning; here we explore the Da Capo technique as a standalone technique to study its potential for narrative recall. To do this, we played 10 one-minute long extracts of classical music (five “Western” and five “Chinese”) to 20 participants (10 “Western” and 10 “Chinese”). After hearing each piece, participants were asked if the music recalled for them any experiences of learning. When it did so, we explored this further in dialogue and narrative recall. As expected, some narratives related to experiences of studying, academic success, and of particular times and places associated with learning. However, in many cases the music elicited narratives of learning which, surprisingly and in multiple dimensions, related to physical learning, culture, the family, and particular emotions such as sympathy, and of aspects of character, such as optimism and honesty. We provide details of using the technique, where particular music elicited learning experiences and where they did not. We provide further evidence of the value of using music either as a stand-alone method in the qualitative researcher’s toolkit, or as an additional and complementary tool. We discuss the merits, limitations, and potential applications of the Da Capo technique

Shifts in environmental literacy in multilingual contexts : the Lebanese case

This paper draws attention to the print environment in streets and shops in multilingual contexts. It applies a cultural framework to examine multilingual signs in Lebanon to show that they reflect a number of global and local changes in environmental literacy. It argues that these are important to educators because they are part of wider notions of literacy from which students may learn, even peripherally. The paper gives examples of slips and slides between Arabic, French and English to show that potentially environmental literacy can be a double-edged visible model of languages in relatively permanent public forms; it suggests the validity of multilingualism but presents erroneous or inappropriate examples -to learners. However. teachers can encourage learners to observe such language processes in scripts and signs in the local street environment as part of raising critical language awareness.peer-reviewe

Diálogos entre o Exame Nacional do Ensino Médio, a base nacional Cumum curricular e a produção científica sobre história, filosofia E sociologia da ciência

Investigadores da linha temática História, Filosofia e Sociologia da Ciência (HFSC) têm defendido há décadas que, sem uma discussão sobre temas relativos à natureza da ciência, o processo de ensino-aprendizagem nas disciplinas científicas ficará seriamente comprometido. Considerando a longa tradição dessa linha temática na pesquisa em educação em ciências, realizamos uma revisão bibliográfica que nos permitiu construir sua gênese e evidenciar tendências investigadas nas últimas décadas. Diante dos achados dessa revisão e a partir da filosofia da linguagem de Bakhtin e seu Círculo, buscamos identificar elementos de dialogicidade entre essa produção acadêmica na linha de HFSC e políticas públicas educacionais que estabelecem, ainda que de forma marginal, a necessidade de inclusão de discussões acerca da natureza da ciência no currículo escolar. Uma análise da Base Nacional Curricular Comum (BNCC), da Matriz de Referência do Exame Nacional do Ensino Médio (ENEM) para a área de Ciências da Natureza e suas Tecnologias e da prova do ENEM aponta que há pouco diálogo entre tendências na produção acadêmica em HFSC e esses documentos. Em especial, o ENEM na área de Ciências da Natureza tem se mostrado cada vez mais direcionado ao conteúdo científico, afastando-se do tema da natureza da ciência.Researchers from the History, Philosophy and Sociology of Science (HPSS) thematic line have been arguing for decades that, without a discussion on topics related to the nature of science, the teaching-learning process in scientific disciplines will be seriously compromised. Considering the long tradition of this thematic line in science education research, we carried out a literature review that allowed us to build its genesis and highlight trends investigated in recent decades. In view of the findings of this review and from the philosophy of language of Bakhtin and his Circle, we seek to identify elements of dialogicality between this academic production in the line of HPSS and educational public policies that establish, albeit marginally, the need to include discussions about the nature of science in the school curriculum. An analysis of the National Common Curriculum Base (NCCB), of the Reference Matrix of the National High School Exam (NHSE) for the area of Natural Sciences and its Technologies and of the NHSE test points out that there is little dialogue between trends in academic production in HFSC and these documents. In particular, ENEM in the area of Natural Sciences has been increasingly directed to scientific content, moving away from the theme of the nature of science

Good teachers: visions of values and virtues in university student metaphors

Good teachers in university education embody combinations of continuity and change. In the first part here, university teaching is considered in Western philosophies and educational discourse to suggest teacher characteristics and meta-functions, but this article proposes wider internationalised dialogues within humanities which crucially take student views into account. In the second part, we analyse a database of 863 metaphors about teachers given by 439 university students in Malaysia, adopting a socio-cultural approach based on cognitive linguistics. This elicited metaphor analysis explores student views of “good” teachers expressed in such metaphors as “a good teacher is a burning candle” or “a piece of chalk”. Our analysis of metaphor entailments reveals meta-functions and virtues of good teachers which though absent in some official discourses, cohere with the educational philosophy of part one: they include cognitive, social/cultural, affective, moral/spiritual and aesthetic meta-functions. These emphasise the purposes of what teachers “do” and the character of what teachers “are”, as models for what students “do” and what they “become”. This gives challenging insights for teachers (and students) to self-cultivate virtues if these participant visions are taken seriously for learner-centred approaches to humanities in new balances of continuity and change

Approaches to teaching: Current opinions and related research

Three approaches to teaching and learning are introduced. Each approach has its relative merits and disadvantages. Ideally, each approach should not be used in isolation. The use of facilitatory approaches to teaching and learning should be encouraged to assist the development of problem solving, decision making skills and creative and critical thinking in nurses, particularly those studying on competency-based education and training courses and programme

Battery modeling for microgrid design: A comparison between lithium-ion and lead acid technologies

Battery energy storage systems are fundamental components in microgrids operations, therefore it is important to adopt models suitable to properly evaluate the performance of these electrical systems. Different methodologies for battery modeling have been developed and tested in this work: (i) Empirical model, in which batteries are described by analytic expressions not based on electrochemical processes; (ii) Equivalent electrical circuit model, in which batteries are described in terms of electrical quantities. These approaches allow to adapt the model to different battery technologies: both the emerging Li-ion and the consolidated lead acid are considered in this paper. The proposed models are implemented in the software Poli. NRG, a Matlab based procedure for microgrid sizing developed by Energy Department of Politecnico di Milano. Simulations are based on a real case study relevant to a microgrid in a rural area: Ngarenanyuki Secondary School in Tanzania. The proposed methodology is used to design a new microgrid based on photovoltaic and energy storage system, comparing the results obtained adopting different modeling approaches and different technologies. Eventually, results are critically analyzed and discussed in order to compare accuracy, computational effort, costs and opportunities

Making visible ‘hidden’ intentions and potential choices: international students in intercultural communication

The study reported in this paper examines the experiences of Chinese and Vietnamese international students in engaging in their institutional written discourse at an Australian university. The study highlights the significance of exploring the real accounts of the students as the ‘insiders’ and uncovering students’ individual potential choices and intentions as their ‘seemingly unrecognized’ values in producing their own texts in English as a second language. In particular, based on international students’ reflection on their intentions and potential choices in academic practices, the study signals how the taken-for-granted institutional conventions may contribute to silencing or marginalizing the possibilities for alternative approaches to knowledge and communication within the higher education institutional context