This research examines empirically the social support, especially cultural support for international students given by Japanese host students. 50 pairs of Japanese and international students answered a questionnaire, using quantitative scoring about the social support needs and perceived support of international students. The descriptive data regarding cultural support was also obtained and analyzed qualitatively. The results show that cultural support was relatively ranked high among other social support. Although there was no substantial discrepancy between social support needs and perceived support among the recognitions of the hosts and guests, Japanese students tend to put more emphasis on the understanding of international students' culture rather than explaining their culture to the guests. The future challenges for Japanese hosts are proposed.

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The present study examines how the Japanese media represents foreign criminals with (re)constructing the particular 'frame' of criminal events. The study thereby attempts to demonstrate the following contrast: In reporting crimes by foreigners, 'media frame' often emphasizes "who" commits the crime, whereas in reporting crimes by the Japanese, it makes other factors more noticeable, e.g., "what" was stolen.
The data for the study are the articles of one of the major Japanese domestic newspaper, Yomiuri-Shiunbun (The Daily Yomiuri). The study pays a special attention to a variety of compound nouns of settou-dan (=theft-group), appearing in headlines, and investigates the relationship between the structure of the compound nouns and the focus of news. The result demonstrates that when the members of settou-dan are non-Japanese, frequently, the structure of the compound nouns of settou-dan emphasizes the identity and/or attributes of the criminals, portraying these specific national or ethnic groups as the actor of the crime.

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The purpose of this research is to investigate the interpersonal relationships between international students and Japanese college students in a Japanese college dormitory through interview with the international students. In order to collect data, semi-structured interviews were conducted with the international students at the third and eighth month of their stay. The international students were asked questions about their interpersonal relationships with Japanese students. To analyze the data, a framework of Grounded Theory (Kinoshita, 2007) was applied. The analysis revealed that though the international students had some expectations on building good relationships with Japanese students on the third months of their stay, they became unwilling to participate in the dorm community at the eighth month of their stay. The findings provide some implications to interpersonal relationships among students from different cultures.

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The Labour Government and its members have emphasized the concept of Britishness as identity in order to manage cultural diversity and to maintain social cohesion in Britain. Why do they give such prominence to the concept? To understand the reasons, this paper examines the function of Britishness on social cohesion and cultural diversity. First, I point out the rise of cultural diversity and devolution as the background. Then, I demonstrate through multivariate analysis that people identified with Britishness request more liberal qualification for integration and have a more tolerant attitude toward cultural difference. Finally, I appreciate the possibility and problems of promoting Britishness. This article contributes to the research concerning new assimilation policies arising in western countries.

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The purpose of this paper is to report what high school students learned through a series of classes called Intercultural Understanding (IU). IU classes were taught for the students of an one-year-study abroad program at a private high school in Japan in order to foster their intercultural competence. The writer made a syllabus and instructed the classes. IU classes consisted of lectures and experiential learning. Methods for instructing the classes and the students' reactions are reported. What the students learned is discussed also based on their journals. The most important finding was that they could take themselves as they were because they came to respect diversity, which led them to develop self-esteem and positive self-image.

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