As a result of the crisis, social banking and social finance have become important trends among bank customers in Europe. In fact, European social banks are the big winners of the crisis, growing by more than 20% per year and doubling their assets between 2007 and 2010. The crisis transformed social banks from niche institutions to large, publicly visible players. This success is due to the conviction of a growing number of bank customers in Europe that social banking is a less speculative and more responsible, ethical, and community-oriented way to deal with money than traditional banking. In the aftermath of the crisis, many see social banking as less egoistic and more caring for the overall progress of society than mainstream banking. Thus, social banking may provide important lessons for the banking and finance sector as a whole, in order to avoid further crises in the future.
This unit provides a broad introduction to Ukrainian history with activities that touch upon Ukrainian culture. Photos, maps, and images accompany the unit as well as a variety of class, group, and individual activities.
616 Jane Stanford Way
Encina Hall, C332
Stanford, CA 94305-6060
Jonas Edman is a Curriculum Writer for the Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï). In addition to writing curriculum, Jonas coordinates 91³Ô¹Ï’s National Consortium for Teaching 91³Ô¹Ï Asia (NCTA) professional development seminars on East Asia for middle school teachers, and collaborates with FSI and other Stanford colleagues on developing curricula for community college instructors as part of Stanford Human Rights Education Initiative (SHREI). Prior to joining 91³Ô¹Ï in 2010, Jonas taught history and geography in Elk Grove, California, and taught Theory of Knowledge at Stockholm International School in Stockholm, Sweden.
Jonas' professional interests lie in curriculum and instruction and teacher professional development, with a special interest in online education development. He received his Single Subject Teaching Credential in Social Science from California State University, Sacramento in 2010, and a bachelor degree in History from Stockholm University in 2008. He graduated high school from the American School in Japan in 1996.
Jonas has presented teacher seminars nationally for the National Consortium for Teaching about Asia in Omaha, Nebraska; the California Council for Social Studies in Anaheim and Burlingame, California; the National Council for the Social Studies in Washington D.C.; the Midwest Conference on Asian Affairs in East Lansing, Michigan; and the National Association for Multicultural Education in Oakland, California. He has also presented teacher seminars internationally for the East Asia Regional Council of Overseas Schools in Kota Kinabalu, Malaysia, and Bangkok, Thailand; and the European Council of International Schools in Nice, France.
It is quite remarkable that a continent, which for much of its modern history was embroiled in internecine warfare, now seems to be one of the most stable regions of the world. Since the end of World War II, no wars have been fought in Europe. That is if one excludes the Balkan wars of the 1990s, something I will return to below. It is not surprising, therefore, that scholars working within the discipline of International Relations have been eager to explain this apparent puzzle in an effort to see this state of affairs maintained and/or to transfer any "lessons learned" to other regions of the world. In this essay I will set out three sets of explanations which are debated in the literature 1) Cold War overlay arguments; 2) democracy and economic interdependence arguments; and 3) security community arguments.
Although Europe has been considered a leading example for regional human rights mechanisms, these mechanisms are far from simple, due to the complexity of the European legal system and the actors involved. To understand this, a brief historical overview of the European system is necessary.
On April 4, 2009, 91³Ô¹Ï co-sponsored a high school teachers' workshop with Stanford's Center for Russian, East European, and Eurasian Studies (CREEES) and the National Consortium for Teaching about Asia (NCTA) called "Examining Long-Term Radiation Effects: Case Studies of the Atomic Bombings of Japan and the Chernobyl Power Plant Thermal Explosion." The workshop featured two scholars and reflections by an atomic bomb survivor. 91³Ô¹Ï staff also introduced its curriculum unit of the same title. The workshop was funded by the U.S. Department of Education (Title VI) and the NCTA.
Encina Ground Floor Conference Room
616 Jane Stanford Way
Encina Hall, C331
Stanford, CA 94305-6060
Dr. Gary Mukai is Director of the Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï). Prior to joining 91³Ô¹Ï in 1988, he was a teacher in Gunma Prefecture, Japan, and in California public schools for ten years.
Gary’s academic interests include curriculum and instruction, educational equity, and teacher professional development. He received a bachelor of arts degree in psychology from U.C. Berkeley; a multiple subjects teaching credential from the Black, Asian, Chicano Urban Program, U.C. Berkeley’s Graduate School of Education; a master of arts in international comparative education from 91³Ô¹Ï’s Graduate School of Education; and a doctorate of education from the Leadership in Educational Equity Program, U.C. Berkeley’s Graduate School of Education.
In addition to curricular publications for 91³Ô¹Ï, Gary has also written for other publishers, including Newsweek, Calliope Magazine, Media & Methods: Education Products, Technologies & Programs for Schools and Universities, Social Studies Review, Asia Alive, Education 91³Ô¹Ï Asia, ACCESS Journal: Information on Global, International, and Foreign Language Education, San Jose Mercury News, and ERIC Clearinghouse for Social Studies; and organizations, including NBC New York, the Silk Road Project at Harvard University, the Japanese American National Memorial to Patriotism in Washington, DC, the Center for Asian American Media in San Francisco, the Laurasian Institution in Seattle, the Japanese American National Museum in Los Angeles, and the Asia Society in New York.
He has developed teacher guides for films such as The Road to Beijing (a film on the Beijing Olympics narrated by Yo-Yo Ma and co-produced by 91³Ô¹Ï and the Silk Road Project), (a film developed by the Nuclear Security Project featuring former Secretary of State George P. Shultz, former Secretary of Defense William J. Perry, former Secretary of State Henry A. Kissinger, former Senator Sam Nunn, and former Secretary of State Colin L. Powell), Days of Waiting: The Life & Art of Estelle Ishigo (an Academy Award-winning film about Japanese-American internment by Steven Okazaki), Doubles: Japan and America’s Intercultural Children (a film by Regge Life), A State of Mind (a film on North Korea by Daniel Gordon), (a film about kamikaze pilots by Risa Morimoto), Makiko’s New World (a film on life in Meiji Japan by David W. Plath), (a film by Kerry Y. Nakagawa), Uncommon Courage: Patriotism and Civil Liberties (a film about Japanese Americans in the Military Intelligence Service during World War II by Gayle Yamada), Citizen Tanouye (a film about a Medal of Honor recipient during World War II by Robert Horsting), Mrs. Judo (a film about 10th degree black belt Keiko Fukuda by Yuriko Gamo Romer), and Live Your Dream: The Taylor Anderson Story (a film by Regge Life about a woman who lost her life in the 2011 Great East Japan Earthquake and Tsunami).
He has conducted numerous professional development seminars nationally (including extensive work with the Chicago Public Schools, Hawaii Department of Education, New York City Department of Education, and school districts in the San Francisco Bay Area and Los Angeles County) and internationally (including in China, France, Indonesia, Japan, Korea, Laos, Malaysia, Myanmar, the Philippines, Singapore, Spain, Thailand, and Turkey).
In 1997, Gary was the first regular recipient of the Franklin Buchanan Prize from the Association for Asian Studies, awarded annually to honor an outstanding curriculum publication on Asia at any educational level, elementary through university. In 2004, 91³Ô¹Ï received the Foreign Minister’s Commendation from the Japanese government for its promotion of Japanese studies in schools; and Gary received recognition from the Fresno County Office of Education, California, for his work with students of Fresno County. In 2007, he was the recipient of the Foreign Minister’s Commendation from the Japanese government for the promotion of mutual understanding between Japan and the United States, especially in the field of education. At the invitation of the Consulate General of the Republic of Korea, San Francisco, Gary participated in the Republic of Korea-sponsored 2010 Revisit Korea Program, which commemorated the 60th anniversary of the beginning of the Korean War. At the invitation of the Nanjing Foreign Languages School, China, he participated in an international educational forum in 2013 that commemorated the 50th anniversary of NFLS’s founding. In 2015 he received the Stanford Alumni Award from the Asian American Activities Center Advisory Board, and in 2017 he was awarded the Alumni Excellence in Education Award by the Stanford Graduate School of Education. Most recently, the government of Japan named him a recipient of the Order of the Rising Sun, Gold and Silver Rays.
He is an editorial board member of the journal, Education 91³Ô¹Ï Asia; advisory board member for Asian Educational Media Services, University of Illinois at Urbana-Champaign; board member of the Japan Exchange and Teaching Alumni Association of Northern California; and selection committee member of the Elgin Heinz Outstanding Teacher Award, U.S.–Japan Foundation.
616 Jane Stanford Way
Encina Hall, C332
Stanford, CA 94305-6060
Rylan’s professional interests lie in curriculum design, global education, education technology, student motivation and learning, and mindset science. He received his Bachelor of Science degree in Symbolic Systems at 91³Ô¹Ï.
He has authored or co-authored more than a dozen curriculum units for 91³Ô¹Ï, including , , , and . His writings have appeared in publications of the National Council for History Education and the Association for Asian Studies.
Rylan has also been actively engaged in media-related work for 91³Ô¹Ï. In addition to serving as producer for two films—My Cambodia and My Cambodian America—he has developed several web-based lessons and materials, including
In 2010, 2015, and 2021, Rylan received the Franklin Buchanan Prize, which is awarded annually by the Association for Asian Studies to honor an outstanding curriculum publication on Asia at any educational level, elementary through university.
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