SGH
SGH Activities Top SGH活動
Fieldwork・Tournament Participation
Lecture・Exchange Activities
Lesson
SGH News (In preparation)

The purpose of the SGH program:

In today's world, as society, economy, and the globalization of culture rapidly evolve, there is growing international unity. In addition, due to great advances in science and technology and the complex and rapid change of society, new challenges have arisen that can not be addressed using only previously accumulated knowledge and technology. In order to respond to these issues, new globally competitive specialized skills and knowledge in respect to human resources are required. Due to societal changes in the 21st century, it is an aim to be an active leader in the global community and an important objective to achieve this is the development of human resources.

Our SGH research agenda:

To identify global challenges that Hokkaido industries face and provide solutions through the development of its human capital.

Our SGH outline:

Under the theme of "Hokkaido of the future”, we plan to promote internationalization in cooperation with universities, government and private companies to acquire international cultural awareness, industrial, and environmental skills.

Research overview:
・Agenda
・Surveys (fieldwork)
・Hypotheses and Analyses
・Presentation, Dissemination and Evaluation

To nurture interdisciplinary global leaders who actively work within the international arena.

Research Details

The SGH Program prepares students to be global citizens by having them conduct investigative and evaluative research. The focus will be on understanding current global issues, exploring new challenges, analyzing diversity, taking assertive action and developing the ability to think critically.

(1) Foundation - Investigation, Analysis, Discussion, Imaginative Scope

Understanding different cultures and fostering open-mindedness.
Our school’s teachers as well as guest lecturers, e.g., teachers invited from schools like Hokkaido University, will take part in cooperative fieldwork with participating institutions to conduct a deep study on cross-cultural society.
Valuable experience gained through such domestic and overseas training will additionally enhance one’s sensitivity to be more culturally concerned.

(2) Application - Problem-Solving, Diversity, Implementation

Personal Research
Students will decide on a topic of interest and take on an individual research theme.
Example: “Food”, “Tourism”, “Territory”, “Post-war”
Concerning ourselves with topics that are familiar to Hokkaido, we are able to engage in a cultural discourse, think from a global perspective about the challenges at hand and finally find resolutions to these problems..

Group Research
A central research theme will be decided within the group, analyzed and discussed through exchange of opinions.

International Fieldwork
Collaborative research and discourse with participating institutions.

(3) Development - Reporting, Negotiation, English Communication

Students will formulate their own thesis and depending on their language skill level will choose to report on it in English or Japanese.
The paper should demonstrate a clear argument with well-written and comprehensible sentences.
Participants will take part in various competitions both from within their school and off-campus.
A graduation thesis will be composed as well.

(4) Evaluation - Performance Assessment
All aspects of the research and development process are part of a quality assured and verified evaluation program.

School homeHigh school home > SGH

Hokkaido travel proposal for Singaporean high school students

Thursday 1/21, 1/28, 2/4, 2/25, 2016 /

 Hokkaido training planning

Using the idea that high school students from Singapore were to visit Hokkaido, students were asked to create proposals and presentations on how to give the students the experience of Hokkaido. These should include Hokkaido’s history, culture, climate, food and its charm.

1.Implementation contents

 Proposal and delivery

  1. The proposal’s contents
    1. Title
    2. Purpose (tourism may or may not be put into it.)
    3. Plan
      1.  Schedule/itinerary (date and season are up to the students)
      2. Aim
      3. Contents
        - Accommodation, transportation means, the potential cost of the trip described in detail

Presentation

  1.  Using word (A4, fewer than five pages)
  2. Power Point (fewer than 10 slides)
  3. Poster (A4 1 sheet) and PowerPoint (A4 portrait size)

Groups

5-6 people in one group, creating 12 groups in total

 January 21st

when you create a travel plan, it was stated that you must understand the countries and cultures of the target group coming. Many groups considered a visit to a zoo. However as Singapore lies on the equator its climate already has a wide variety of fauna and flora not seen in Hokkaido. Things such as high mountains and long rivers were recommended to students as something that is different.

In addition, as Southeast Asia so often has food sold in stalls and shops, groups should consider experiences related to food culture using the large variety of Hokkaido seafood. Although a snowstorm experience tour is interesting, it was mentioned that it must be taken into account that it depends on the weather and snowfall in the training period which can’t be relied upon.

2.Training proposals

 The Hokkaido travel proposals were presented using PowerPoint.

(Group 1) “A Seven Day Training Trip to Hokkaido.”

The visit would be in Summer time and include:

Otaru (glass, canal), Asahiyama Zoo, Abashiri prison (development history), Akan (camp), Obihiro University of Agriculture and Veterinary Medicine (primary industries), Sapporo sewage treatment plant. (freshwater and seawater).

(Group 5) "Let's go to Hokkaido!"

The trip would be nine days in winter and include: Sapporo Snow Festival, Clock Tower, Hokkaido University, “White Lover Park” (sweets), Otaru (snow lights), Yoichi (winery, Nikka Whisky), Niseko (Annupuri, skiing), Toya (glass crafts, Lake Hill Farm, gelato), Maruyama Stadium (skating).

(Group 8) "A Journey to Enjoy Hokkaido’s Snow."

(presented in English and Japanese, also with animation)
The trip would be in winter and include: Noboribetsu (hot spring), Sapporonichidai High School (cultural exchange), Sapporo TV Tower, and snow sculpture making.

(Group 7) "Hokkaido Study Tour for Singaporean Students"

Field ski resort, make a dragonfly ball, Furano Nature School. Shiranuka (fisheries and farming experience), Marimo and Ainu Kotan, Kussharo and Onneto, and Kushiro (canoe experience),

(Group 9), "Singapore Hokkaido Tourism."

Winter. Rusutsu Resort, Sapporo Snow Festival, Yotsuba dairy industry, dairy experience, smelt fishing.

(Group 12) "Hokkaido is Huge!!"”

Eight nights in winter. Hokkaido University (Faculty of Agriculture, barn, dining room), Sapporo Snow Festival (Snow Sculpture making), development of the village, Niseko (skiing experience), Hakodate (Goryokaku, Hakodate night view, milk tofu making, stained glass, music box, morning market) .

While it was observed that the proposals were more about tourism than training. Hokkaido’s climate and culture were introduced creatively. Many groups believed the proposals created would help people experience Hokkaido’s charm via food, culture and climate. Students had to decide whether the trip was to be prior to the snow festival and experience the benefits of the winter season it or to plan to have the trip within spring. Some benefits of spring over the winter period would be smelt fishing, the dairy industry, snow removal training and counter measures by Hokkaido’s department of Transportation and the general charm of the season. There was also the thought that rates and the overall price of the trip would be cheaper in spring rather than the popular tourist time in winter. Many creative activities with great imagination and planning were born that not only helped deepen the understanding of Hokkaido but also Singapore’s culture and climate.

English Lecture “About Foreign Countries”

Thursday, January 14th 2016

About Foreign Countries

  • Consulate and embassy differences
  • Studying abroad
  • Language study point

1.Lecturer

Public Affairs Officer of the Consulate General of the United States of America, Sapporo

Harvey Beasly — Public Affairs Officer

2.Overview

 The lecturer touched upon the differences between consulate and embassy, his study abroad experience, work, graduate school friends, pictures and quiz (student interaction), all conducted in English. The contents of the lecture is as follows:

  1. Differences between embassies and consulates and the differences between the two roles.
  2. Mr. Beasley’s career, study abroad destinations and the things he learned.
  3. Alumni, introduction of wife and Japanese schoolmates. In high school he couldn't speak English, but after entering graduate school and living in America for two years, the English he learned was enough to use in conversation.
  4. Learned language, points learned and frame of mind. Can speak Spanish, German, Japanese, Chinese. After entering graduate school, learned Chinese for eight months, but like for any language, if you don’t know the background and culture, you won’t be able to convey what you want to say

 In the following question & response session, here are some questions asked. Q: Where’s good in Japan? A: Three-star Michelin restaurant in Tokyo. Q: What countries should we see? A: In India you can use English and it’s a country full of many cultures and values and religion.

 

Hokkaido tourism panel discussion

Thursday,November 26th 2015

Today's research themes

  1. Cross-cultural understanding.
  2. The difference between internationalization and globalization.
  3. Panel discussion.

1. Speaker Introduction

Hokkaido University Center for Advanced Tourism Studies:
Project Associate Professor Takuro Hanaoka
JTB Corporate Sales Center for International Exchange:

 Keiko Fukuhara
JTB Career Education Business Chamber:

Masakatsu Okawa
JTB Hokkaido Sapporo Education Center Managers:

Kou Muto and Chie Akimoto

2.Implementation content

Lecture

On November 25th Vice Principal Okita introduced UNIQLO’s new refugee support measures, vocational training and employment expansion. UNIQLO’s increase in refugee support has recently become a hot topic in the news and there have been criticisms from the general public. The positives and negatives on this subject from the perspective of differences in culture were brought up. By using actual news programs these differing perspectives were shown.

Subsequently, Mr.Fukuhara of JTB gave a talk on different cultures. Using PowerPoint, co-operation in a cross-cultural world including the subject of religion were spoken about. The students will go on a trip to Australia in February next year. So with this in mind several things were discussed:

  • What is communication?
  • How to make a good first impression.
  • How to have a good relationship with your host.

Finally, Mr.Okawa of JTB gave a PowerPoint presentation on globalization and IT. The contents of the presentation were:

  • The differences of globalization and internationalization.
  • The disappearance of labor.
  • Apple.
  • The income pyramid.
  • Changes in Japanese wages.

 Panel discussion

Under the theme of "The Future of Hokkaido’s tourism", Mr.Okawa, Mr.Fukuhara and
Mr.Hanaoka, conducted a panel discussion with Mr. Tsuji and the students.

Based on previous lectures and today's talk, opinions were exchanged about the future of Hokkaido’s tourism. One point from the students was to take advantage of the natural resources (snow) of Hokkaido to aid tourism. Mr.Hanaoka discussed the positives and negatives of such a scheme and gave advice.

Mr.Fukuhara discussed snow removal for foreign tourists in Hakodate. Mr.Muto of JTB discussed bird watching in Rausu. Vice principal Okita brought up Shiseido’s lip balm. The Amazon piranha tour was introduced as an example of what can be done. It was a valuable panel discussion that can be used in the formulation of future proposals.

PAGE TOP

<Fieldwork・Tournament Participation> <Lecture・Exchange Activities> <Lesson> <SGH News (In preparation)>