Courses : Graduate Schools
Graduate Schools -
Graduate School of Political Science
Graduate School of Economics
Graduate School of Law
Graduate School of Letters, Arts and Sciences
Graduate School of Commerce
Waseda Business School
Graduate School of Fundamental Science and Engineering
Graduate School of Creative Science and Engineering Graduate School of Advanced Science and Engineering
Graduate School of Education
Graduate School of Human Sciences
Graduate School of Social Sciences
Graduate School of Sport Sciences
Graduate School of Asia-Pacific Studies
Graduate School of Global Information and Telecommunication Studies
Graduate School of Japanese Applied Linguistics
more details : www.study-japan.info
Tuesday, December 1, 2009
School of International Politics, Economics and Business, Aoyama Gakuin University
Aoyama Gakuin’s history dates from 1874 when missionaries sent from the American Methodist Episcopal Church established three schools which eventually became the present Aoyama Gakuin system, and this year Aoyama Gakuin is celebrating its 135th anniversary Aoyama Gakuin University.
Best Courses :
College of Literature
College of Education, Psychology and Human Studies
College of Economics
Faculty of Law
School of Business
School of International Politics, Economics and Communication
School of Cultural and Creative Studies
College of Science and Engineering
School of Social Informatics
The Aoyama Standard
more details : http://study-japan.info
Best Courses :
College of Literature
College of Education, Psychology and Human Studies
College of Economics
Faculty of Law
School of Business
School of International Politics, Economics and Communication
School of Cultural and Creative Studies
College of Science and Engineering
School of Social Informatics
The Aoyama Standard
more details : http://study-japan.info
Wednesday, September 23, 2009
Securing the best education for your child
in some countries face a scarcity of options when it comes to educating their children, but in Japan the reverse is true: The array of alternatives and the potential permutations of language, curriculum and environment can be utterly overwhelming.
Parents — especially in Tokyo — have access to flyers, magazine ads, online parenting Web sites and schools' own informational sites, plus a host of other informational sources. But out of sheer exhaustion many fall back on a familiar source of information: the grapevine. The grapevine, of course, has one major drawback: sour grapes.
google_protectAndRun("render_ads.js::google_render_ad", google_handleError, google_render_ad);
Parents already desperately trying to educate their children are hardly trustworthy sources of neutral information. The wish to provide one's child with the best of everything can be compounded by the sense of vulnerability often felt by expats and, indeed, the feuding and competition over international school placings in Japan is legendary.
Caroline Pover has waded into the morass of gossip, anxiety and disappointment with a remarkably simple approach. Shunning any attempt to objectively rank schools on factors that are undeniably subjective, she invited the schools to describe themselves in their own words, supplementing some responses with interviews (schools were asked to pay a fee to be included in the guide, but Pover insists no school was excluded for financial reasons).
The strength of the compilation is not so much that the information is new, since much of the content (though by no means all) can be gleaned from the schools' own PR materials, but in the sheer number of options presented side by side. One hundred and one schools, preschools and after-school programs are packed into the book alphabetically, without regard to location or type of curriculum.
Although I found the organization unwieldy — I found it confusing to have preschools and after-school programs mixed in with elementary and high schools — within the massive context certain patterns do emerge.
For example, while one school offers an impassioned description of their approach to children with special needs and gifts, another responds with an equally enlightening "N/A." Ditto for answers about security, sex education, bilingual support and other hot-button topics. What a school chooses to omit from its profile can be just as informative as what it includes.
As someone who attended five different international schools in Japan as a child, in addition to public schools in both Japan and America, I have a high degree of skepticism about "international" schools. Even the best of intentions can produce a lousy educational setting.
I had friends in school who failed to master their mother tongue because they were so intent on learning a second language, and others who spoke better English than the teacher who was charged with instructing them. On the other hand, one of my richest learning experiences took place in a tiny, haphazard, one-room schoolhouse with a fuzzy curriculum and outdated materials.
For years I was amused by parents' mighty anxiety about their children's schooling. Look, I wanted to say, if even my patched-together education turned out OK, then your kids will be fine. Then I had a child of my own and I lost the ability to be so glib.
I asked Pover why she chose to have the schools self-report, rather than ranking the schools or rating them according to set criteria. Her perspective, as a seasoned educator without children of her own, was refreshing.
Ranking systems can lead parents to become hung up on which school is the biggest or the best, she said, so the guide deliberately eschews all judgment and opinion. Its goal is purely to collect the rich array of available options. Pover said she hopes it will encourage parents to consider which schools will best complement their child's individuality, and reject the notion that there exists one school that is "the best."
The uncategorized presentation is rather awkward, but also consistent with Pover's overall philosophy that education is a continuum of individualized experience.
Although some parents will balk at the price and the many advertisements smattered among the listings, I predict that most copies will end up looking like my own: well-thumbed, dog-eared and feathered with hopeful sticky notes. RELAED LINK : http://study-japan.info
Parents — especially in Tokyo — have access to flyers, magazine ads, online parenting Web sites and schools' own informational sites, plus a host of other informational sources. But out of sheer exhaustion many fall back on a familiar source of information: the grapevine. The grapevine, of course, has one major drawback: sour grapes.
google_protectAndRun("render_ads.js::google_render_ad", google_handleError, google_render_ad);
Parents already desperately trying to educate their children are hardly trustworthy sources of neutral information. The wish to provide one's child with the best of everything can be compounded by the sense of vulnerability often felt by expats and, indeed, the feuding and competition over international school placings in Japan is legendary.
Caroline Pover has waded into the morass of gossip, anxiety and disappointment with a remarkably simple approach. Shunning any attempt to objectively rank schools on factors that are undeniably subjective, she invited the schools to describe themselves in their own words, supplementing some responses with interviews (schools were asked to pay a fee to be included in the guide, but Pover insists no school was excluded for financial reasons).
The strength of the compilation is not so much that the information is new, since much of the content (though by no means all) can be gleaned from the schools' own PR materials, but in the sheer number of options presented side by side. One hundred and one schools, preschools and after-school programs are packed into the book alphabetically, without regard to location or type of curriculum.
Although I found the organization unwieldy — I found it confusing to have preschools and after-school programs mixed in with elementary and high schools — within the massive context certain patterns do emerge.
For example, while one school offers an impassioned description of their approach to children with special needs and gifts, another responds with an equally enlightening "N/A." Ditto for answers about security, sex education, bilingual support and other hot-button topics. What a school chooses to omit from its profile can be just as informative as what it includes.
As someone who attended five different international schools in Japan as a child, in addition to public schools in both Japan and America, I have a high degree of skepticism about "international" schools. Even the best of intentions can produce a lousy educational setting.
I had friends in school who failed to master their mother tongue because they were so intent on learning a second language, and others who spoke better English than the teacher who was charged with instructing them. On the other hand, one of my richest learning experiences took place in a tiny, haphazard, one-room schoolhouse with a fuzzy curriculum and outdated materials.
For years I was amused by parents' mighty anxiety about their children's schooling. Look, I wanted to say, if even my patched-together education turned out OK, then your kids will be fine. Then I had a child of my own and I lost the ability to be so glib.
I asked Pover why she chose to have the schools self-report, rather than ranking the schools or rating them according to set criteria. Her perspective, as a seasoned educator without children of her own, was refreshing.
Ranking systems can lead parents to become hung up on which school is the biggest or the best, she said, so the guide deliberately eschews all judgment and opinion. Its goal is purely to collect the rich array of available options. Pover said she hopes it will encourage parents to consider which schools will best complement their child's individuality, and reject the notion that there exists one school that is "the best."
The uncategorized presentation is rather awkward, but also consistent with Pover's overall philosophy that education is a continuum of individualized experience.
Although some parents will balk at the price and the many advertisements smattered among the listings, I predict that most copies will end up looking like my own: well-thumbed, dog-eared and feathered with hopeful sticky notes. RELAED LINK : http://study-japan.info
Japan's Waseda University opens bioscience institute in Singapore
SINGAPORE, Sept. 14 (Xinhua) -- Japan's Waseda University opened the Waseda Bioscience Research Institute in Singapore (WAIBOS) on Monday.
The WABIOS marks the first time that Waseda University is setting up research operations overseas independently.
WABIOS will focus its research in the areas of bio-imaging, bioengineering, biophysics and nano-biotechnology. It will also further develop the neuroscience, focused research findings derived from the Waseda-Olympus Bioscience Research Institute, a joint initiative between Waseda University and Olympus Corporation from 2004 to 2009, according to a statement by Singapore's Agency for Science, Technology and Research (A*STAR).
WABIOS has committed 2 million Singapore dollars (1.4 million U.S. dollars) for its research activities here and will start with a few researchers from both Japan and Singapore.
President of Waseda University Katsuhiko Shirai and Chairman of A*STAR Lim Chuan Poh also signed on Monday a Memorandum of Intent (MOI) here at the opening of WABIOS.
The agreement aims to facilitate research collaborations between scientists from the two organizations through joint symposia and workshops as well as enable graduate students from Waseda University to spend up to 2 years at A*STAR research institutes during the course of their PhD studies under A*STAR's Research Attachment Program.
The WABIOS marks the first time that Waseda University is setting up research operations overseas independently.
WABIOS will focus its research in the areas of bio-imaging, bioengineering, biophysics and nano-biotechnology. It will also further develop the neuroscience, focused research findings derived from the Waseda-Olympus Bioscience Research Institute, a joint initiative between Waseda University and Olympus Corporation from 2004 to 2009, according to a statement by Singapore's Agency for Science, Technology and Research (A*STAR).
WABIOS has committed 2 million Singapore dollars (1.4 million U.S. dollars) for its research activities here and will start with a few researchers from both Japan and Singapore.
President of Waseda University Katsuhiko Shirai and Chairman of A*STAR Lim Chuan Poh also signed on Monday a Memorandum of Intent (MOI) here at the opening of WABIOS.
The agreement aims to facilitate research collaborations between scientists from the two organizations through joint symposia and workshops as well as enable graduate students from Waseda University to spend up to 2 years at A*STAR research institutes during the course of their PhD studies under A*STAR's Research Attachment Program.
For TV anchor, learning the lingo is key
Japanese national who attended an international school in Kobe throughout his youth, had to take Japanese lessons as a salaried worker when he realized he needed more skill in reading and writing. 
Wordsmith: Gene Otani poses in front of the NHK headquarters in Shibuya, Tokyo, on Sept. 1. YOSHIAKI MIURA PHOTO
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Convinced that "communication is everything," Otani, now a main anchorman for the "NEWSLINE" program on the NHK World English-language channel for overseas viewers, gives foreign residents in Japan the same advice he gave himself — take Japanese lessons.
"If you want to live in Japan happily and successfully for a long time, please take Japanese-language lessons," Otani, 45, born to a Japanese mother and part-British and part-Japanese father, said in an interview.
"I have seen many foreigners who have lived in Japan about 10 years and cannot speak Japanese well. Japanese people are very kind and make them feel it's OK, but I would say Japanese spoil them too much," says the self-acknowledged surfing addict.
"In the U.S., foreigners would be told, 'Why can't you improve your English? Why can't you get along with others?' "
Otani grew up speaking Japanese with his mother. but English was the main language when he talked with his father. At the Canadian Academy in Kobe, which he attended from kindergarten through high school, he experienced a unique culture — a mixture of Japanese words in the Kansai dialect mixed with English sentences.
He says the only thing he regrets about high school — and most of his former classmates share his thoughts on this — is that the school back then offered a third-rate Japanese-language program.
But all in all, he says, he can't completely blame the teachers or the school. Otani says he wasn't really into studying during his youth. He was more interested in baseball, basketball and skateboarding.
"The first time I enjoyed studying was when I went to Lewis & Clark College," a school in Oregon where he majored in international politics and Russian, he says.
Some of the professors didn't use textbooks. And a former CIA agent was teaching international politics, which made classes extremely unique and interesting, he says.
After graduating from Lewis & Clark, he came back to Japan to work for Recruit Co., a magazine publisher known for nurturing future entrepreneurs, in 1986.
Recruit paid him for the round-trip air fare between Oregon and Los Angeles and a hotel there for a job interview, he says. He was among nine Japanese and an American being interviewed. Only Otani and the American were eventually hired.
Newsman: Gene Otani on the set of NHK World's "NEWSLINE" program. NHK
"At Recruit, I realized how bad my reading and writing was. I got frustrated and began studying Japanese at International Christian University" in Mitaka, western Tokyo, he said. He also began learning Japanese in the Kumon method, in which students repetitively practice languages and math until they are memorized. He said the Kumon method worked better than going to ICU.
After working as an advertising salesman for an international travel magazine at Recruit for just a year, he moved to California to start a real estate business in 1988 — when Japan's economy was at the peak of the asset-inflated bubble boom.
That didn't last long. In 1990, he closed down the business and went to a broadcasting school in Portland, Oregon, because he wanted to get involved in work that involved more creativity. He was tired of dealing with interest payments, construction framing, sheet rock painting and all the other tasks involved in real estate development, he says.
He sent demo tapes to radio stations in Japan, and FM Osaka hired him later. Since then he mostly forged a career path as a radio or TV personality, including seven years as a news anchor and reporter for the financial news broadcaster Bloomberg TV.
On Jan. 17, 1995, he was working for Kiss FM in Kobe. Due to an abrupt change in management, he was told his three-month contract wouldn't be renewed and would expire in a few days.
Early that morning, Kobe was devastated by the Great Hanshin Earthquake. He spent two hours getting to the radio station, walking through collapsed buildings and pulling people out of the debris in a commute that normally takes only 15 minutes.
He then worked 50 hours straight airing news in English and Japanese, broadcasting information about where people could get food and shelter.
"It still brings tears to my eyes. I was supposed to be laid off at the end of the three-month contract but was given an award by the company instead (for the effort). That gave me a taste of how important a journalist's job can be."
Otani says he often hears complaints from some foreigners that police tend to target them in questioning over bicycle thefts, possessing a knife or other illegal acts.
He says the situation is unfortunate and doesn't know if there is an easy solution "because xenophobia to a certain extent exists in almost every country, though Japan may have it more than other countries."
He suggests following the "when in Rome" concept. He travels to Bali, Indonesia, and says people there treat him entirely differently when he speaks a few Indonesian words — an approach that he believes is more friendly toward the local people and conveys a feeling of gratitude on his part.
Foreigners may also be better off if they know how not to look and act like a magnet for police questionings, Otani says. For example, most of his male foreign friends never ride a "mama chari," or a bicycle for mothers typically equipped with a grocery basket and a baby chair, because police think men don't usually ride one, he says, adding his friends also usually wear bicycle helmets.
Otani remembers being called a "Jap" when he was studying in the United States. It took him by surprise because of the international surroundings he had been brought up in Kobe. He says wherever you go there are bigots and suggests spending no time with people who use such words.
He also says some non-Japanese here don't like to be called foreigners or "gaijin." He can relate to such feelings and believes any words that can offend should not be used. And what specific words are offensive "should be defined by the person who feels offended, not by the person using the word."
Otani also has a piece of advice for "kikoku-shijo," or Japanese students returning from overseas — a sense of humor bridges the gap with their Japanese classmates.
"For instance, if people say you are different because you speak English, you should say, 'Sure and I can do a few other tricks, too!' My point is you have to play catch (like with a baseball) in conversation, or the conversation stops," he said. "This is a technique kids learn at international schools."
Wordsmith: Gene Otani poses in front of the NHK headquarters in Shibuya, Tokyo, on Sept. 1. YOSHIAKI MIURA PHOTO
google_protectAndRun("render_ads.js::google_render_ad", google_handleError, google_render_ad);
Convinced that "communication is everything," Otani, now a main anchorman for the "NEWSLINE" program on the NHK World English-language channel for overseas viewers, gives foreign residents in Japan the same advice he gave himself — take Japanese lessons.
"If you want to live in Japan happily and successfully for a long time, please take Japanese-language lessons," Otani, 45, born to a Japanese mother and part-British and part-Japanese father, said in an interview.
"I have seen many foreigners who have lived in Japan about 10 years and cannot speak Japanese well. Japanese people are very kind and make them feel it's OK, but I would say Japanese spoil them too much," says the self-acknowledged surfing addict.
"In the U.S., foreigners would be told, 'Why can't you improve your English? Why can't you get along with others?' "
Otani grew up speaking Japanese with his mother. but English was the main language when he talked with his father. At the Canadian Academy in Kobe, which he attended from kindergarten through high school, he experienced a unique culture — a mixture of Japanese words in the Kansai dialect mixed with English sentences.
He says the only thing he regrets about high school — and most of his former classmates share his thoughts on this — is that the school back then offered a third-rate Japanese-language program.
But all in all, he says, he can't completely blame the teachers or the school. Otani says he wasn't really into studying during his youth. He was more interested in baseball, basketball and skateboarding.
"The first time I enjoyed studying was when I went to Lewis & Clark College," a school in Oregon where he majored in international politics and Russian, he says.
Some of the professors didn't use textbooks. And a former CIA agent was teaching international politics, which made classes extremely unique and interesting, he says.
After graduating from Lewis & Clark, he came back to Japan to work for Recruit Co., a magazine publisher known for nurturing future entrepreneurs, in 1986.
Recruit paid him for the round-trip air fare between Oregon and Los Angeles and a hotel there for a job interview, he says. He was among nine Japanese and an American being interviewed. Only Otani and the American were eventually hired.
Newsman: Gene Otani on the set of NHK World's "NEWSLINE" program. NHK
"At Recruit, I realized how bad my reading and writing was. I got frustrated and began studying Japanese at International Christian University" in Mitaka, western Tokyo, he said. He also began learning Japanese in the Kumon method, in which students repetitively practice languages and math until they are memorized. He said the Kumon method worked better than going to ICU.
After working as an advertising salesman for an international travel magazine at Recruit for just a year, he moved to California to start a real estate business in 1988 — when Japan's economy was at the peak of the asset-inflated bubble boom.
That didn't last long. In 1990, he closed down the business and went to a broadcasting school in Portland, Oregon, because he wanted to get involved in work that involved more creativity. He was tired of dealing with interest payments, construction framing, sheet rock painting and all the other tasks involved in real estate development, he says.
He sent demo tapes to radio stations in Japan, and FM Osaka hired him later. Since then he mostly forged a career path as a radio or TV personality, including seven years as a news anchor and reporter for the financial news broadcaster Bloomberg TV.
On Jan. 17, 1995, he was working for Kiss FM in Kobe. Due to an abrupt change in management, he was told his three-month contract wouldn't be renewed and would expire in a few days.
Early that morning, Kobe was devastated by the Great Hanshin Earthquake. He spent two hours getting to the radio station, walking through collapsed buildings and pulling people out of the debris in a commute that normally takes only 15 minutes.
He then worked 50 hours straight airing news in English and Japanese, broadcasting information about where people could get food and shelter.
"It still brings tears to my eyes. I was supposed to be laid off at the end of the three-month contract but was given an award by the company instead (for the effort). That gave me a taste of how important a journalist's job can be."
Otani says he often hears complaints from some foreigners that police tend to target them in questioning over bicycle thefts, possessing a knife or other illegal acts.
He says the situation is unfortunate and doesn't know if there is an easy solution "because xenophobia to a certain extent exists in almost every country, though Japan may have it more than other countries."
He suggests following the "when in Rome" concept. He travels to Bali, Indonesia, and says people there treat him entirely differently when he speaks a few Indonesian words — an approach that he believes is more friendly toward the local people and conveys a feeling of gratitude on his part.
Foreigners may also be better off if they know how not to look and act like a magnet for police questionings, Otani says. For example, most of his male foreign friends never ride a "mama chari," or a bicycle for mothers typically equipped with a grocery basket and a baby chair, because police think men don't usually ride one, he says, adding his friends also usually wear bicycle helmets.
Otani remembers being called a "Jap" when he was studying in the United States. It took him by surprise because of the international surroundings he had been brought up in Kobe. He says wherever you go there are bigots and suggests spending no time with people who use such words.
He also says some non-Japanese here don't like to be called foreigners or "gaijin." He can relate to such feelings and believes any words that can offend should not be used. And what specific words are offensive "should be defined by the person who feels offended, not by the person using the word."
Otani also has a piece of advice for "kikoku-shijo," or Japanese students returning from overseas — a sense of humor bridges the gap with their Japanese classmates.
"For instance, if people say you are different because you speak English, you should say, 'Sure and I can do a few other tricks, too!' My point is you have to play catch (like with a baseball) in conversation, or the conversation stops," he said. "This is a technique kids learn at international schools."
DPJ AT THE HELM / Minister aims for spring start to free high scho
The Yomiuri Shimbun
Education, Science and Technology Minister Tatsuo Kawabata early Thursday announced his intention to make public high school education effectively free from next spring by having the related bill pass as a part of the fiscal 2010 budget bills in an ordinary Diet session next year.
To secure necessary funds for the plan, which is estimated to cost about 450 billion yen a year, Kawabata emphasized the need for increasing his ministry's budget. "We'll eliminate wasteful spending in the ministry, but I don't think that will be enough," he said.
Regarding the details of the system, Kawabata implied both the possible adoption of an indirect provision--in which the government would grant money equivalent to tuition fees to prefectural governments or educational corporations--and direct payments to parents, the payment method the Democratic Party of Japan proposed in its manifesto.
"It's still debatable if the direct payment to individuals is the best way. I haven't decided yet," Kawabata said. Related link http://study-japan.info
Education, Science and Technology Minister Tatsuo Kawabata early Thursday announced his intention to make public high school education effectively free from next spring by having the related bill pass as a part of the fiscal 2010 budget bills in an ordinary Diet session next year.
To secure necessary funds for the plan, which is estimated to cost about 450 billion yen a year, Kawabata emphasized the need for increasing his ministry's budget. "We'll eliminate wasteful spending in the ministry, but I don't think that will be enough," he said.
Regarding the details of the system, Kawabata implied both the possible adoption of an indirect provision--in which the government would grant money equivalent to tuition fees to prefectural governments or educational corporations--and direct payments to parents, the payment method the Democratic Party of Japan proposed in its manifesto.
"It's still debatable if the direct payment to individuals is the best way. I haven't decided yet," Kawabata said. Related link http://study-japan.info
More foreign students than ever
The Association for the Promotion of Japanese Language Education recently convened over a government proposal to increase the number of foreign students in Japan to 300,000 by 2020. That plan is positive not only for students, schools and teachers, but also for Japan as a whole. This increased opening of Japanese education to foreign students is better late than never. The benefits are immense.
Japan was flooded with foreigners in the '80s and '90s. Many came on false documents and overstayed their visas. Those problems with foreign students are largely in the past. Nowadays, schools and immigration are better at managing the application process and focusing more on students in higher-level programs. Students these days have often already studied the Japanese language back home. While they might eventually also want to find work in Japan, they know the value of studying first. The programs and courses of study have improved tremendously in recent years.
Japanese schools are already well into a process of internationalizing, as more and more students from abroad arrive on campuses. These academic exchanges and casual contacts help to transform traditional mind-sets and outdated ways of thinking. However, the important counterpart to foreign students coming here is Japanese students going overseas. The number of students studying abroad has fallen in recent years, so high schools, universities and exchange programs need to encourage students more.
Many of the students who come to Japan are likely to stay and work in Japan, or find work that makes use of their Japanese-language, social and cultural skills. This, too, will be a tremendous benefit all around. After studying and experiencing Japanese culture firsthand, those who choose to stay will be quite different from the last generation that took hard physical labor jobs in factories. The exchange between foreign and Japanese students will prepare them for a future of internationalized workplaces and complex tasks.
Japan should welcome this plan and work toward its full realization. Its positive effects extend far beyond helping just individual students and school budgets. These ongoing educational exchanges can potentially establish a very different worldview for the next generation.
Japan was flooded with foreigners in the '80s and '90s. Many came on false documents and overstayed their visas. Those problems with foreign students are largely in the past. Nowadays, schools and immigration are better at managing the application process and focusing more on students in higher-level programs. Students these days have often already studied the Japanese language back home. While they might eventually also want to find work in Japan, they know the value of studying first. The programs and courses of study have improved tremendously in recent years.
Japanese schools are already well into a process of internationalizing, as more and more students from abroad arrive on campuses. These academic exchanges and casual contacts help to transform traditional mind-sets and outdated ways of thinking. However, the important counterpart to foreign students coming here is Japanese students going overseas. The number of students studying abroad has fallen in recent years, so high schools, universities and exchange programs need to encourage students more.
Many of the students who come to Japan are likely to stay and work in Japan, or find work that makes use of their Japanese-language, social and cultural skills. This, too, will be a tremendous benefit all around. After studying and experiencing Japanese culture firsthand, those who choose to stay will be quite different from the last generation that took hard physical labor jobs in factories. The exchange between foreign and Japanese students will prepare them for a future of internationalized workplaces and complex tasks.
Japan should welcome this plan and work toward its full realization. Its positive effects extend far beyond helping just individual students and school budgets. These ongoing educational exchanges can potentially establish a very different worldview for the next generation.
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