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- 저자 : Mizuno, Hiromi (검색결과 7 건)
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The civil libertarian press, Japanese American press, and Japanese American mass evacuation
Mizuno, Takeya University of Missouri - Columbia 2000 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
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Science, ideology, empire: A history of the "scientific" in Japan from the 1920s to the 1940s
Mizuno, Hiromi University of California, Los Angeles 2001 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
How was science perceived and promoted in mid-twentieth century Japan that relied on folk myth for fashioning its nation and mobilizing nationalism? This dissertation examines discourses of science in Japan from the 1920s to the 1940s. The topic of science has rarely been discussed in the scholarship on interwar (1919–1936) and wartime (1937–1945) Japan, despite the fact that this period was characterized by the development of science in Japan and the flourishing discourse of a uniquely Japanese science. This dissertation focuses on three sites where the concept of the “scientific” was discussed and defined in relation to concepts of the “Japanese”: (1) the field of the history of Japanese science in Japan, with a focus on the leading Marxist intellectuals in this field; (2) the technocrat movement for “science-technology” [kagaku-gijutsu], led by engineer-bureaucrats; and (3) the popular culture of science, as seen in science fiction and popular magazines such as <italic>Science Illustrated</italic> [Kagaku gaho] and <italic>Children's Science</italic> [Kodomo no kagaku]. The protagonists in each site—Marxist historians of science such as Ogura Kinnosuke and Saigusa Hiroto, technocrats like Miyamoto Takenosuke, and popularizers of science such as Harada Mitsuo and Unno Jûza—presented differing and often competing concepts of the “scientific” tailored toward their own agendas for the promotion of science. One goal of this dissertation is to examine the intense politics surrounding the definitions of the “scientific.” The second objective is to demonstrate the complex ways in which these protagonists became incorporated into state war mobilization through what I term scientific nationalism, a call for a more scientific Japan. Scientific nationalism was not only a wartime phenomenon; it continued to shape nationalism in postwar Japan as well. By integrating the topic of science into the intellectual and cultural history of modern Japan as well as using materials such as the popular science magazines that have been overlooked by historians both in Japanese and English scholarship, this dissertation provides a new understanding of Japanese nationalism, imperialism, and war mobilization in the twentieth century.
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New Advances in Spectroscopy: Applications to Aqueous Interfaces and Liquid Carbon
Mizuno, Hikaru University of California, Berkeley ProQuest Disser 2021 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
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Alexander, Mariko Mizuno The Ohio State University ProQuest Dissertations & 2014 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
Despite the urgent need to improve US education for the ever-increasing population of recently-arrived secondary English language learners (ELLs) (Gandara & Baca, 2008; Lazarin, 2006), relatively little attention has been paid to the unique challenges and struggles these ELLs encounter. This three-paper dissertation aims to contribute to the development of scholarly knowledge of transnationalism and secondary ESL education by investigating how the everyday experience of Japanese high school sojourner students---a group of late-entrant transnational ELLs---is socially and institutionally organized. This research uses a sociological method of inquiry known as institutional ethnography (Smith, 1987, 2005). The first paper examines strategies that Japanese sojourners use to negotiate the institutional demands of US high school life while also calculating how their choices and performance will promote access to higher education in Japan. Despite the temporo-spatial constraints imposed by corporate transnationalism, Japanese sojourners actively carve out their future educational paths across borders through the effective but high-stakes strategy of graduating a year early from US high schools. I call this early graduation scheme a gambit because the sojourners sacrifice beneficial opportunities and even risk their graduation itself in the hope of securing a positional advantage upon their return to Japan. This paper addresses the sojourners' distinctive educational experiences and needs characterized by the involuntary, transient, and precarious nature of their stay in the US. The second paper examines the realities of high-stakes testing experienced by Japanese sojourners, particularly late-entrant ELLs, focusing on one big risk factor in early graduation gambit---state-mandated high school exit exams---and the sojourners' strategies for maneuvering the academic and linguistic challenges posed by the exams. These Japanese ELLs deliberately flunk the state English language proficiency tests and maintain the ESL status in order to avoid losing ESL accommodations, without which they would have little hope of passing the high school exit exams. This paper highlights the underlying issue of test validity and fairness and the importance of ensuring equitable treatment for transnational ELLs. The third paper examines how the organizational structure of US public high school education regulates late-entrant Japanese sojourners' second language (L2) interactional opportunities, opportunities which the second language acquisition (SLA) and L2 learning literature has found necessary for successful L2 development (e.g., Long, 1996; Lantolf, 2000). Findings show that late-entrant Japanese sojourners' peer interactions and social lives differ markedly from those of long-term sojourners who came to the US as elementary students, and that American high schools' structural constraints draw social boundaries, and limit interaction, between ELLs and American students. Intertwined with the school organizational structure are ideological discourse on limited English proficiency, marginalizing ELLs and imposing different academic expectations on sojourners who stay in versus those who test out of the ESL program. The three papers together show how the actualities of Japanese high school sojourners' lives in a local setting are translocally coordinated at the intersection of corporate transnationalism and educational policies and practices.
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