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Migration and Screening of German Inhabitants in Upper Silesia from January to July 1945 : The “Wild Expulsions” and Their Structure
No full textWho Willl Save Their Souls? : Transnational Cooperation for Peace and Reconciliation in Hokkaido
No full textDuring Japan’s wartime period, particularly from 1939 to 1945, many Koreans were forcibly brought to Hokkaido as labourers under Japan’s colonial rule of Korea (1910–1945). This was part of Japan’s broader mobilization policy to address labour shortages, especially in industries critical to the war effort. With its remote geography and harsh climate, became a significant site for Korean forced labour. Many were sent to work in coal mines (e.g., at Kushiro, Yubari, and Sorachi), construction projects (e.g., railways and tunnels) as well as in forestry and agriculture. In this short research note, the author aims to shed light on the transnational cooperation for peace and reconciliation in Hokkaido, vis-à-vis the excavation of human remains of the forced labourers from Korea who worked in Shumarinai, Hokkaido and the Sasa no Bohyo Exhibition to remember the Korean labourers who lost their life in Shumarinai
Preface for a Special Feature : Classroom Experiences of HOPS Students
No full textAnnals, Public Policy Studies serves as a platform for broadcasting the educational, research, and practical achievements of the Hokkaido University Public Policy School (HOPS). For this edition, as editor-in-chief, I have introduced a special feature highlighting the classroom experiences of HOPS students. While research activities have been the major focus of HOPS, it also emphasises education and the cultivation of skilled professionals by continuously
refining its methods to fulfil its social responsibilities. The articles in this issue cover a wide range of topics, including interdisciplinary policy case studies, social security, labour and welfare policies, non-profit organisation management, practical English seminars, and labour law. HOPS provides an irreplaceable learning environment for recent graduates, working professionals, and international students. Its curriculum is enriched by courses taught in English and distinguished part-time instructors from their respective fields. This special feature also reflects the diverse aspects of programs offered by HOPS in public management, international policy, and technological policy. It is a great honour to witness how collaborative relationships between faculty and students enable meaningful and effective educational practices. I extend my heartfelt gratitude to all who contributed and wish the best for the future of HOPS and its students
Practice of Entrepreneurship Education in High School-University Collaboration
No full textThis study explored the implementation and effectiveness of a Project-Based Learning (PBL) entrepreneurship education program connecting high school and university students. Traditionally, entrepreneurship education has focused on university-level students, but there is a growing recognition of the need to introduce such programs at the secondary education level. The program, titled "Future Skills to Navigate Social Issues," involved 68 participants and aimed to develop entrepreneurial mindsets and skills through collaborative problem-solving and value-creation activities. The results indicate significant educational benefits for high school and university students, including an increased understanding of entrepreneurship, improved business skills, and heightened motivation to innovate. The program also facilitated deeper interactions between high school and university students, thereby enhancing mutual learning and collaboration. Despite these positive outcomes, the study identified challenges, such as the need for continuous program improvement and the development of more diverse evaluation methods. This research suggests that a high school-university collaborative entrepreneurship education program effectively fosters entrepreneurship and shows educational benefits for both high school and college students
Challenges of Dialect Classification in Extracting Maximum Information from the Basic Vocabulary of Ainu in Asai (1974)
No full textThis study attempts to establish a foundation for dialectal classification that does not depend on “basic vocabulary” and Swadesh’s lists. Dialectal information from the basic Ainu vocabulary of Hattori and Chiri (1960) encompasses not only “lexical forms,” but also phonological, morphological, and syntactic “regularities.” We extracted and quantified both sets of information, using the data of Ainu dialects in Asai (1974). In the context of dialect and historical research of Ainu, the data from Hattori and Chiri (1960), including 19 dialects and 200 items of basic vocabulary, occupy a pivotal position in both the present and the past. The data of Asai (1974) used in this paper are also based on those of Hattori and Chiri (1960). However, it should be noted that both Hattori and Chiri’s (1960) and Asai’s (1974) studies utilized only a portion of the 200 (or Asai’s 202) basic vocabulary items in their analyses. While Asai (1974) did not specify which 110 items out of the 202 he applied for his analysis, Ono and Fukazawa (2023) identified them. Consequently, this study concentrated on the 92 items not applied in the analysis and attempted to quantify the data. The extraction of regularities may suggest the feasibility of obtaining dialect information from independent sources of the basic vocabulary. Specifically, this approach may facilitate the creation of data on grammatical features beyond the phonological and lexical levels, extending to the morphological and syntactic levels. This study focuses on and delineates the methodology of data preparation, including the 92 items excluded from the basic vocabulary data in Asai’s (1974) analysis. The statistical results of this study, which demonstrated that the dialectal classification of Ainu was more strongly elicited, are detailed in Ono and Fukazawa (2025)
