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A content analysis of 62 job postings for East Asian studies librarians in the United States and Canada during 2008-2019 demonstrates that major job responsibilities have expanded to include collection development and management, reference and research assistance, instruction, liaison work, and outreach; relationship building and collaboration are emerging roles; skills and abilities have been progressively occupying a larger proportion than knowledge and experience in the required qualifications; top frequently required abilities and skills are generic and behavioral; and professional experiences are often preferred rather than required. The results of this research are of practical relevance to subject specialists in other areas.

Aiming to understand how scholars of East Asian Studies use East Asian sources (mainly in Chinese, Japanese, and Korean) in their research, this citation study analyzed bibliographies of 213 PhD dissertations from 32 (East) Asian Studies programs in the United States and Canada from 2013 to 2015. The study examined the number and percentage of East Asian sources cited in each bibliography, as well as format and publication year of each East Asian source cited. The results have important and practical implications for collection development and management.

During the US Occupation of Japan (1945-1952), a victorious America attempted to reform Japanese education by replacing Japan's tradition system of values with one that promoted American democratic values. The United States had considered the source of Japan's militarism to lie in the selfless loyalty and love of country that many older Japanese had valued. They wanted to replace these older values with new ones that would ensure a more pacifist outlook. Thus, in the name of democratization and pacification, Japan lost some important aspects of its cultural heritage. But why did the United States want to eliminate these natural sentiments from the Japanese psyche? And what was the cost of these changes? This paper focuses on the first four months of the Occupation when Japan's first postwar education minister, Maeda Tamon, attempted to change education in the direction of a new democratic Japan. Maeda, Japan's preeminent liberal at the time, took the position of minister of education on August 18, 1945, before the Allied Occupation officially began. In his first two months, he quickly initiated a number of educational reforms without interference from American officials. He wanted these reforms not only to meet American expectations but also to preserve what he believed to be the unique aspect of Japanese culture--the emperor system. However, Maeda's understanding of the word "democracy" differed dramatically from what America wanted, and this difference incited the US to intervene with a different set of educational reforms. This paper examines Maeda's efforts, and the US reaction to them. (Contains 94 endnotes.)

In this paper I develop a cross-cultural critique of contemporary critical thinking education in the United States, the United Kingdom, and those educational systems that adopt critical thinking education from the standard model used in the US and UK. The cross-cultural critique rests on the idea that contemporary critical thinking textbooks completely ignore contributions from non-western sources, such as those found in the African, Arabic, Buddhist, Jain, Mohist and Nyaya philosophical traditions. The exclusion of these traditions leads to the conclusion that critical thinking educators, by using standard textbooks are implicitly sending the message to their students that there are no important contributions to the study of logic and argumentation that derive from non-western sources. As a case study I offer a sustained analysis of the so-called Hindu Syllogism that derives from the Nyaya School of classical Indian philosophy. I close with a discussion of why contributions from non-western sources, such as the Hindu Syllogism, belong in a "Critical Thinking" course as opposed to an area studies course, such as "Asian Philosophy."

This article presents an interview with the noted Nepali American fiction writer Samrat Upadhyay. Samrat Upadhyay's fiction is mostly about his native country of Nepal, but he writes mainly for an Anglo-American audience. In the interview, Upadhyay not only discusses his own work, but he also examines samples of prose by other Asian or Asian American authors. He chose the excerpts himself that have been part of workshops he has given on the study and practice of cross-cultural writing. The authors specifically analyze with him issues of translation that he has faced in his own work and that he has found in the prose of other Asian and Asian American authors who, like him, primarily address an Anglo-American audience.

One pressing issue that students in the new millennium must know more about is the uneasy bilateral relationship between the United States and Japan. In this study, I examined how 33 teachers from 21 schools, who participated in the "Japan Today" Program, taught about Japan, continued teaching about Japan after a one-year commitment, chose a specific pedagogy, and shared their knowledge and experiences with peers. In order to examine emerging themes, I used the constant comparative methodology to examine a large qualitative database collected over two years. The findings provided salient insights into how teachers conceptualized teaching about Japan and contextual factors shaping their instructional decisions. Despite increasing demands placed on teachers in the curriculum reform and standards movements, these teachers shared significant similarities, differences, and unique ways of teaching about Japan. Schools that developed exemplary Japan programs became prototypes in the district. These programs were characterized by extensive collaboration among faculty, administrators, and Japan participants, thus demonstrating that effective school programs are inextricably linked to school reform.

In recent years, there has been much talk in the media and the academic world about the "rise of China," as if China were a young country. Because the People's Republic of China (PRC) celebrated its sixtieth birthday only last October--and because the PRC was not admitted into the United Nations until 1971 and did not become a member of the World Trade Organization until 2001--it has been tempting to label China as one of the youngest members of the international community. However, measuring China's age in this way may be misleading, for this is not the first time in history for China to "rise." Before the "rise of the West," China had a long history of world prominence. In fact, by some estimates, China had the world's largest economy as late as 1820. Therefore, rather than say that China is rising, it may be more accurate today to say that China is reemerging as a global power--and this time within an international system established and initially dominated by American and European powers. China is a complex country, full of contradictions and ironies. Because China is the world's most populous nation and is undergoing profound economic and social transformation, both outsiders and insiders must guard against hasty predictions about China's future. Too often in the past, such predictions have turned out to be more laughable than laudable. For instance, in 1997, some China observers predicted a military conflict between the United States and China. In "The Coming Conflict with China," Richard Bernstein and Ross Munro claimed that a military conflict with China was likely. Thirteen years later, such a conflict seems highly improbable. China is now the second largest trading partner of the United States. Perhaps more importantly, as of January 2009, mainland China (not including Hong Kong and Taiwan) became the largest lender of money to the U.S. government. A reemerging China must learn from the international community--just as the international community must learn from China. Learning requires patience, hard work, and serious reflection. The time for hasty predictions is past. Included in this article is a suggestion by Patience Berkman for a related class activity. (Contains 13 notes.)

Presents a lesson for secondary Asian studies, U.S., or world history classes comparing U.S. and Chinese concepts of individual freedom. Students study and write essays on U.S. court cases concerning privacy. They discuss two articles about Chinese concepts of self and privacy and the role of Chinese study groups in resolving disputes. (AM)

Objectives: This study factor analyzes six scales relating to acculturation and related experiences among a nationally representative sample of United States‐residing Latina/os (n = 2,541) from the National Latino and Asian American Study (NLAAS), using measurement invariance (MI) testing to explore differences in latent constructs by Latina/o subgroup. Methods: Factor Analysis (FA) within an Exploratory Structural Equation Modeling framework was used to analyze the factor structure of six scales measuring acculturation and related experiences (i.e., acculturation [language use and preference], enculturation [ethnic identity], discrimination, neighborhood context, and family environment). We tested for MI by two important Latina/o subgroups: ethnic heritage and generational status. Results: The underlying latent factors resulting from FA strongly aligned with the NLAAS subscales. No scale achieved full MI, yet the degree to which MI held varied greatly by scale and by subgroup. Conclusions: Findings show that Latina/os are heterogeneous, but that this often depends on the construct and subgrouping of interest. Future research should use these scales in a latent framework, accounting for the lack of MI, to ensure that the underlying acculturative constructs of interest are validly measured when investigating their association with mental health outcomes in this population. [ABSTRACT FROM AUTHOR]

Background: Although high-density lipoprotein (HDL) and non-HDL cholesterol have opposite associations with coronary heart disease, multi-country reports of lipid trends only use total cholesterol (TC). Our aim was to compare trends in total, HDL and non-HDL cholesterol and the total-to-HDL cholesterol ratio in Asian and Western countries.Methods: We pooled 458 population-based studies with 82.1 million participants in 23 Asian and Western countries. We estimated changes in mean total, HDL and non-HDL cholesterol and mean total-to-HDL cholesterol ratio by country, sex and age group.Results: Since ∼1980, mean TC increased in Asian countries. In Japan and South Korea, the TC rise was due to rising HDL cholesterol, which increased by up to 0.17 mmol/L per decade in Japanese women; in China, it was due to rising non-HDL cholesterol. TC declined in Western countries, except in Polish men. The decline was largest in Finland and Norway, at ∼0.4 mmol/L per decade. The decline in TC in most Western countries was the net effect of an increase in HDL cholesterol and a decline in non-HDL cholesterol, with the HDL cholesterol increase largest in New Zealand and Switzerland. Mean total-to-HDL cholesterol ratio declined in Japan, South Korea and most Western countries, by as much as ∼0.7 per decade in Swiss men (equivalent to ∼26% decline in coronary heart disease risk per decade). The ratio increased in China.Conclusions: HDL cholesterol has risen and the total-to-HDL cholesterol ratio has declined in many Western countries, Japan and South Korea, with only a weak correlation with changes in TC or non-HDL cholesterol. [ABSTRACT FROM AUTHOR]

The article discusses a debate on American academic freedom and Chinese nationalism that was taken up among scholars on the U.S.-based Asian studies e-mail listserv H-Asia. Topics discussed include teaching and learning in the Internet and multicultural age, the failure of Chinese students to appreciate the nuance of humanities and social sciences and the spirit of academic freedom, and the academic liberty of professors by the virtue of their expertise.

The article reports on the move of the Council on East Asian Libraries to sponsor a grant program aimed at East Asian studies librarians in various universities and cultural heritage organizations in the U.S. It provides brief details of the grant program, designed to address critical needs in the area of East Asian collection. It also mentions the preliminary proposals of the grant and the total funding available for awards.

The article offers the author's insights regarding the relation between the U.S. and East Asia and the history of the journal "The Journal of American-East Asian Relations." It provides a brief historical overview on how the journal was established, in which it mentions that the American Historical Association has established a Committee on American-East Asian Relations to cover the issues in Asia during the 1960s. It states that Ernest R. May from Harvard University has led the committee of the "American-East Asian Relations" as chairman during the 1960s, followed by Kira Iriye and James C. Thomson, Jr. Furthermore, it says the first issue of the journal was published in the spring of 1992 under founding editor Michael A. Barnhart.

This paper explores the ways to develop a curriculum and pedagogy to teach Asian cultures and histories to US students - and by implication to students in the West - from critical postcolonial perspectives. In particular, by examining studies of Japan as an example, it identifies and discusses several key issues, including application of the concept of Orientalism, (commonsensical) binary oppositions that lurk in cross-cultural studies and understandings, and cultural essentialisms and nationalisms that emerge in (de-colonised and modernising) Asian nations. The paper argues that postcolonial perspectives can offer us a set of useful theoretical tools to counteract the hegemonic ways of teaching and studying about Asia. [ABSTRACT FROM AUTHOR]

This essay surveys India studies in the spaces outside university disciplinary categorizations of political science, anthropology, religion, economics, and history in the United States. The essay begins with an institutional history of India studies in the US. I then take a broad view of India scholarship defined beyond the ivory tower, which allows us to perceive a flourishing new space of India studies. This new space has, for better or for worse, begun to eclipse the traditional disciplinary fields in the public sphere of discussion on India. I argue that, barring some major rethink of the relationship of universities and their role in society, the public sphere in the United States will increasingly look to this new space-as it already has begun to do-for its India knowledge rather than to the traditional disciplines, which suggests challenge as well as opportunity for the role of India scholars within the disciplines. [ABSTRACT FROM AUTHOR]

Halfway through the first decade of the twenty-first century, interest in India has exploded in the United States in a very public way. That India's importance now appears self-evident marks a new phase for India studies in the US; the study of India has percolated beyond the narrow confines of academia to include broad public audiences through trade publications and greater attention to India in the public sphere. This growing American interest in India comes at a time of shifting India interests in the US academy as well. The essays here represent an effort to understand this changing balance of interests both within academic disciplines, as well as beyond the academy. Even with the palpable upswing in perceptions of and interest in India, however, there is still room for growth. While the study of India has in some spheres been growing, in others it has been experiencing stagnation if not retrenchment in comparison with previous decades. [ABSTRACT FROM AUTHOR]

This article situates the Bush administration's new strategy in the historical context of the international capitalist order established by the United States at the end of the 1940s and argues that this order, though extraordinarily successful for some decades, is now in crisis. The unique capitalist international community that the United States established under its primacy revived international capitalism while preventing geopolitical rivalries between the main capitalist centers. The leading sectors of U.S. business have become dependent on the preservation of the unipolar primacy order for its own economic security and expansion while the American domestic political economy has failed to revive as an industrial economy meeting the rules of international economics, exhibiting growing problems with current account deficits and rising levels of debt. To manage the resulting tensions between the orientation of American transnational sectors and problems in the domestic American political economy, the United States has developed an international monetary and financial regime that is destabilizing and dependent upon the preservation of American political primacy over the capitalist world. But the Soviet collapse has destabilized the primacy system, while the dominant sections of American capitalism are committed to rebuilding it. The Bush administration is seeking to rebuild U.S. primacy, using U.S. military dominance. But this carries very high risks. [ABSTRACT FROM AUTHOR]

The USA is culturally and ethnically diverse and becoming more so. This diversity is reflected in the variety of cuisines available both in stores and in restaurants. Trends show a movement towards trying out new and exotic foods, increasing interest in vegetarian items, as well as a growing use of spices, herbs, and hot peppers. Asian foods are getting more popular with cuisines from China, Thailand, and Japan in the lead. Indian cuisine is hot spicy, flavored with herbs, and offers many vegetarian options. This study examines the perceptions of White Americans, South Asians, and those of other ethnic origins in their perceptions of the food and service in Indian restaurants in the USA. The findings of this study suggest that there are universal likes/dislikes as well as differential perceptions between ethnic groups. Implications for researchers and operators of Indian restaurants are provided. [ABSTRACT FROM AUTHOR]

Presents a case study of an effort to develop and implement a curriculum project called 'Vietnamese Americans: Lessons in American History.' Incorporation of the teaching of Vietnamese American experiences into secondary schools in Orange County, California; Reasons why the study of Asian Americans and Pacific Islanders remain virtually excluded from K-12 education; Curriculum's potential impact on students' personal and intellectual growth.

Focuses on the efforts of Howard Wilson and the Committee on Asiatic Studies of the American Council on Education toward the improvement of Asian teaching and its integration to a global history during the 1940s. Information on the Committee on Asiatic Studies, which was chaired by Wilson; Status of the relation of the U.S. with Asia in 1942; Recommendations from Wilson regarding the integration of Asian education in textbooks and classroom practices in the U.S.

Suggests that South Asian American Studies (SAAS) need to reflect upon the deployment of certain forms of nostalgia in the representation of community. Dynamics shaping the formation of SAAS; Affirmation of a particular politics of community by coupling it with a critique of South Asian Area Studies; Communities that are made responsible for raising monies for the continued study of their regions.

An essay is presented which explores the career of social scientist and writer Robert Hall's equation of excess and submission in the archive of two formative groups of Cold War East Asia scholarship in the U.S. According to the author, the archive of the founders shows how the consolidation of national interest and East Asian studies emerged. The author adds that the occlusion of colonialism as a social science writing category influenced China scholarship during the Cold War.

The article presents abstracts of India studies. They include "Beyond Disciplines: India Studies in the United States," by Alyssa Ayres, "Economics, Economists, and the Indian Economy," by John Adams and "The Study of Indian Religions in the US Academy," by Christian Lee Novetzke.

Purpose: This study characterized unobserved subgroups of acculturative experiences among a nationally representative sample of U.S.-residing Latina/os (n = 2541) from the National Latino and Asian American Study.Methods: Latent profile analysis was used to characterize the sample by acculturative experiences using nine-factor score indicators regarding discrimination, neighborhood context, family environment, acculturation (language use and preference), and enculturation (ethnic identity). Predictors of profile membership are also examined, including sociodemographics, Latina/o heritage (i.e., ethnic group), generational status, and two acculturative stress domains (legal and interpersonal).Results: Four Latina/o subgroups were identified based on acculturative experiences. Profiles were differentiated by family context, neighborhood context, and discrimination: (1) positive experiences (n = 1,743, 69%), (2) cohesive conflict (n = 424, 17%), (3) marginalized conflict (n = 237, 9%), and (4) marginalized (n = 137, 5%). Generational status, heritage, and marital status were the salient predictors of profile membership. Among the foreign-born sample (n = 1617), legal acculturative stress also predicted profile membership.Conclusions: Latina/os have heterogeneous experiences living in the United States. Discrimination, family context, and neighborhood environment are more related to varying experiences as opposed to traditional measures of acculturation and enculturation. Future research should characterize Latina/o heterogeneity using these experiences rather than strictly by observed demographics, such as heritage or generational status. [ABSTRACT FROM AUTHOR]

In this article, the authors talk about a social science education (SSE) program conducted in the U.S. in 2013 featuring the study and teaching about Asia. Topics discussed include the prominence of Asian nations as international military, political, and economic powers, the plans of improving the services of teachers, and the accuracy of the program at a public university. Also mentioned is the pedagogical skills of pre-service teachers.

The number of worldwide and Asian multiregional clinical trials (MRCTs) submitted for Japanese New Drug Applications increased markedly between 2009 and 2013, with an increasing number performed for simultaneously submission in the USA, EU, and Japan. Asian studies accounted for 32% of MRCTs (14/44 studies) and had comparatively small sample sizes (<500 subjects). Moreover, the number of Japanese subjects in Asian studies was 2.1- to 13.4-fold larger than the sample size estimated using the method described in Japanese MRCT guidelines, whereas the ratio for worldwide studies was 0.05- to 4.9-fold. Before the introduction of this guidelines, bridging or domestic clinical development strategies were used as the regional development strategy in accordance with ICH E5 guidelines. The results presented herein suggest that Asian studies were conducted when the drug had already been approved in the US/EU, when phase 3 clinical trials were not be planned in the USA/EU, when there was insufficient knowledge of ethnic differences in drug efficacy and safety, or when Caucasian data could not be extrapolated to the Japanese population. New strategies with Asian studies including the Japanese population could be conducted instead of Japanese domestic development strategy., (© 2014, The American College of Clinical Pharmacology.)