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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:
・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.

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Northern Territories Dispute

June 4th & 18th, 2015 (Thurs)

Research Theme

  1. Discussions of the Northern Territories dispute
  2. Group Work (5-6 people)
    If we were a diplomatic negotiations party, how and what kind of resolutions could we implement to aid the issues regarding the Northern Territories dispute.


Discussions of the Northern Territories dispute

Students researched basic background data and info about the Northern Territories such as the islands’ names, locations, etc. They also looked into newspaper articles related to the current visa-free travel program and were asked to write an opinion on that.

Students researched the surrounding history of the Northern Territories for clues to understanding more about this issue.Students filled in a worksheet with information regarding the times when the Ainu lived, Russia-Japan border relations and the united provisions treaty between Japan and Russia.While using a map, students then checked for information about the post World War II Soviet army invasion, the contents of the San Francisco peace treaty and the Japanese government’s position on the current Northern Territories dispute.

The historical significance of claims coming from both Japan and Russia about the Northern territories were summarized. Talks of visa-free travel between Japan and Russia were also discussed. Students gained a deeper understanding of the current issues of the Northern Territories.

There were many students who didn’t have much prior knowledge of this topic and or struggled to understand its contents. Reading and understanding the contents of what was written in the newspaper articles also proved to be quite a challenge.

Group Work

Everyone checked and summarized their research on their worksheets, especially for the topics on Japan-Russia relations.In groups, they discussed the problems and issues concerning this topic and tried to develop a common awareness for this issue.

Next, students needed to put together a report on what kind of policy or resolution they would come up with if they were a diplomatic negotiations party.

2. Results

Students were broken up into 5-6 member groups and discussed with their peers about possible resolutions.After discussing within their groups, they would introduce some points they thought of.

F Group

Currently, Russia has agreed to release the Habomai Islands and Shikotan. We ask for the release of Habomai and that no Russians occupy these islands.In addition, we ask that Japanese people are able to move to the Northern Territories with less restrictions especially for the people who originally lived there.In exchange for the release of the Habomai Islands and the lift of restrictions, we will confirm Russia’s sovereignty of the Northern Territories.

H Group

For many years we have asked for the four main islands but now we’d like to change the conditions and ask for Shikotan and the Habomai Islands.We want to establish new relations by establishing state-owned factories for fishing machinery and exporting the technology to Russian fishing ports on Etorofu and Kunashiri.

I Group

We want to free the Northern Territories and make a new independent country.We will make it into a habitable place for people who want to live there.If we do that, one advantage for Japan is that people who originally lived there can return. For Russia, current residents won’t have to be evicted.Both natural and marine resources in the Northern Territories can be shared. New trade opportunities serve as an advantage for the new country.

Australia Sister School Short-Term Visit

June 29th, 2015

A total of 21 students from our sister-school, Illawarra Grammar School, came to visit and did a short-term home-stay with us from June 29th – July 2nd.

1. Schedule

June 29th Sapporo Field Trip & Nichidai Campus Tour

June 30th Lesson Audit

July 1st Otaru Field Trip

July 2nd Departure

2.Exchange Program

Students were able to have the opportunity to strengthen their interpersonal relations through this exchange despite the very short time frame.

6/29 – During the campus tour, we talked about our school and the kind of events we have, as well as our unique facilities and education curriculum.6/30 – The Australian students were able to take part in our daily classes to see what studying in a Japanese environment is like.7/1 – On this day, students and their hosts took a field trip to Otaru for a good day of fun and sightseeing.

Taipei Municipal Da-An Vocational High School Exchange Project

May 21st, 2015 (Thurs)

Research Theme

  1. Interdisciplinary Skills
  2. Research Perspective
    Students will exercise their critical-thinking and analytical skills through exchange activities and communication.



Taipei Municipal Da-An Vocational HS: 27 students, 3 teachers

Sapporo Nihon University JH/HS: 69 HS 1st year students, Brass Band, Tea Ceremony Club

9:30                   Arrival

9:50~10:40    Welcome Ceremony

10:50~12:40  Japanese Cultural Experience(Tea Ceremony・Calligraphy)

12:40~13:20  Lunch

13:20~16:00  Cultural Exchange

16:00                 Farewell

1.Welcome Ceremony

(1) Brass Band Performance

Sapporo Nichidai’s very own Brass Band started the ceremony with an amazing performance. Our school’s Brass Band has participated in national competitions for 3 consecutive years and competes with only the highest level of skill. For this particular event, our Brass Band showcased a powerful, yet fun & enjoyable, performance.

(2) Principals’ Greeting

Our Principal gave a warm greeting to the other school, and in good spirit, included some words of Taiwanese as well. The message was well-received by the Taiwanese school and its Principal. They in turn showed their thanks and appreciation with a greeting of their own.

(3) Student Representatives’ Greeting

Student representatives’ greetings from both schools were presented in English. Although Taiwan’s everyday language is Taiwanese, it was decided that English would be used as the chosen language for today’s cultural exchange.

(4) Gift Exchange

Principals from both schools exchanged gifts in commemoration of this day and to honor continued friendship.


2.Japanese Cultural Exchange

Students would experience Japanese culture through two of Japan’s oldest traditions: Tea Ceremony and Calligraphy. After the welcome speeches, our guests were escorted to the tea ceremony room. Inside the tea ceremony room, the Taiwanese students sat in an unfamiliar fashion (seiza) and apprehensively waited for what would come next. Shado members served some small Japanese sweets to everyone and after enjoying that the tea was finally served. Students drank the tea in the solemn and majestic atmosphere that is characterized by sado. Many commented on the exquisite taste and even requested for seconds. Finally, everyone moved to the media room and watched a short video about the culture of sado.

Next, everyone moved to the calligraphy room to begin their lesson on the traditional Japanese art of shodo. In Taiwan, they have their own way of calligraphy too, so for this experience, we decided to show them how to write kansha (appreciation) in hirgana letters on fold-out fans. The difference between kanji and hiragana is that hiragana is very curvy and has a softer feel. So for practice, students wrote the letters of kansha on hanshi (Japanese paper) before they finally wrote it on the fans. The calligraphy teacher explained the importance of kansha and that the meaning is that of thanks and appreciation. The idea of kansha should be thought of highly and so students were told to remember these valuable words of wisdom.


3.Cultural Exchange

(1) Presentation

Students from our school’s 1st year HS class gave presentations in English for the following topics.

① Sapporo Nihon University JHS/HS

② Hokkaido Sightseeing & Souvenirs

③ Japanese Universities

Students thought about the kinds of topics the Taiwanese might be interested in and discussed how to present it. Students then practiced & edited their presentations many times before the day came.

For presentation preparation, click here

Students from Taiwan also gave speeches about their school, Taiwanese cuisine and popular tourist points in their country.

(2) Student Gift Exchange

Our school presented postcards which displayed the scene of the Hokkaido landscape in watercolors. Students from Taiwan gave us snacks & candy that are considered specialties in Taiwan. The following day, students commented that the snacks they received were indeed very delicious & popular treats in Taiwan.

(3) School Tour

Everyone was separated into 5 groups and students from our school gave a tour of the school to each group. Among the groups, there were students who were lively and some who were nervous, but in the end, everyone did their best to keep a positive outlook to make the most out of this valuable experience.


Before the event, students were asked to fill in an activity report with 5 interview questions.

Q: What job would you like in the future?

“Not decided” was a majority answer.

Q: What are you most interested about in Japan?

Many students mentioned their interests in “anime” and said they felt it is popular all over the world.

Q: What kind of Japanese food can you eat in Taiwan?

As expected, “sashimi” & “sushi” seem to be popular in Taiwan.

Q: Are there any surprising differences between Taiwan and Japan?

Many students said that “the classrooms & school are very clean”. The majority of others seemed to have agreed with this point as well.

Thoughts and comments about this event.

  • It seems that Taiwanese schools are a lot more “free” than Japanese schools.
  • So for this particular school, there was a small concern as to what kind of school it is and what exactly they do.
  • Positive discussions are important.
  • Though we are constantly studying English, experience is still somewhat lacking for being able to help each other grow.
  • Even though some of us can be shy, that didn’t keep us from being communicative.
  • It seems that the reading for the Japanese kanji of “sensu” is read as “shenzu” in Taiwanese, and from that, it is indeed that the Japanese and Chinese system of reading words are actually very similar.
  • Even though there were words we didn’t know, it was surprising we were still able to communicate through gestures.
  • Through the culture of Japan and similar interests our two countries were able to connect.
  • To learn more about another country, I think it is important to deeply know and understand our own first.
  • I was able to feel that even if it’s a country with a different point of view, set of ideas & beliefs, we could still speak through a common language.
  • I would like to connect and communicate with other countries like this in the future.

In the interest of SGH, we need to be able to meet & connect with people of other countries. By doing so, we’ll not only be growing culturally aware, but we’ll be able to reaffirm ourselves of our own identity. Students who were once unable to communicate and express their own ideas and opinions are now more than ever realizing the importance of developing their language skills and to now move forward with a positive outlook.



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