201901 Hokkaido Conference Proceedings (SS)

Conference Proceedings January 22-24, 2019 Hokkaido, Japan ISSSM International Symposium on Social Sciences and Management

ISSSM International Symposium on Social Sciences and Management ISBN 978-986-5654-17-7

Content Welcome Message.......................................................................................................................... 4 General Information for Participants ......................................................................................... 6 International Committees of Social Sciences .............................................................................. 8 Special Thanks to Session Chairs .............................................................................................. 12 Conference Venue Information .................................................................................................. 13 Hotel Emisia Sapporo ................................................................................................................. 14 Conference Schedule ................................................................................................................... 15 Social Sciences Keynote Address ............................................................................................... 17 Oral Sessions................................................................................................................................ 18 Education (1)/ Culture ........................................................................................................ 18 ISSSM-0258.................................................................................................................. 20 ISSSM-0276.................................................................................................................. 22 ISSSM-0279.................................................................................................................. 28 ISSSM-0365.................................................................................................................. 29 ISSSM-0283.................................................................................................................. 31 ISSSM-0380.................................................................................................................. 45 Psychology (1) / Communication (1).................................................................................. 48 ISSSM-0301.................................................................................................................. 50 ISSSM-0277.................................................................................................................. 50 ISSSM-0344.................................................................................................................. 64 ISSSM-0290.................................................................................................................. 66 ISSSM-0286.................................................................................................................. 67 ISSSM-0325.................................................................................................................. 75 ISSSM-0400.................................................................................................................. 78 Education (2) / Communication (2) ................................................................................... 80 ISSSM-0281.................................................................................................................. 82 ISSSM-0256.................................................................................................................. 92 ISSSM-0285................................................................................................................ 104 ISSSM-0292................................................................................................................ 105 ISSSM-0298................................................................................................................ 116 ISSSM-0386................................................................................................................ 131 ISSSM-0399................................................................................................................ 133 Management (1)................................................................................................................. 136 ISSSM-0271................................................................................................................ 138 ISSSM-0259................................................................................................................ 144 1

ISSSM-0269................................................................................................................ 152 ISSSM-0291................................................................................................................ 162 ISSSM-0297................................................................................................................ 174 ISSSM-0385................................................................................................................ 184 Education (3) / Psychology (2).......................................................................................... 185 ISSSM-0376................................................................................................................ 186 ISSSM-0381................................................................................................................ 197 ISSSM-0392................................................................................................................ 199 ISSSM-0367................................................................................................................ 201 ISSSM-0398................................................................................................................ 203 Politics/ Society/ Management (2) .................................................................................... 210 ISSSM-0287................................................................................................................ 212 ISSSM-0264................................................................................................................ 213 ISSSM-0293................................................................................................................ 230 ISSSM-0332................................................................................................................ 232 ISSSM-0351................................................................................................................ 243 ISSSM-0352................................................................................................................ 252 Economics/ Finance........................................................................................................... 264 ISSSM-0390................................................................................................................ 265 ISSSM-0257................................................................................................................ 277 ISSSM-0311................................................................................................................ 278 ISSSM-0231................................................................................................................ 279 ISSSM-0377................................................................................................................ 293 Education (4)...................................................................................................................... 296 ISSSM-0343................................................................................................................ 298 ISSSM-0320................................................................................................................ 299 ISSSM-0336................................................................................................................ 301 ISSSM-0339................................................................................................................ 309 High ............................................................................................................................ 313 High ............................................................................................................................ 313 High ............................................................................................................................ 313 High ............................................................................................................................ 313 High ............................................................................................................................ 313 High ............................................................................................................................ 313 High ............................................................................................................................ 313 High ............................................................................................................................ 313 High ............................................................................................................................ 313 High ............................................................................................................................ 313 High ............................................................................................................................ 313 2

High ............................................................................................................................ 313 High ............................................................................................................................ 313 ISSSM-0346................................................................................................................ 317 Management (3)................................................................................................................. 327 ISSSM-0326................................................................................................................ 329 ISSSM-0328................................................................................................................ 340 ISSSM-0329................................................................................................................ 354 ISSSM-0335................................................................................................................ 367 ISSSM-0342................................................................................................................ 378 ISSSM-0389................................................................................................................ 386 Poster Sessions (2) ..................................................................................................................... 392 Education/ Finance/ Management/ Society/ Psychology................................................ 392 ISSSM-0253................................................................................................................ 395 ISSSM-0267................................................................................................................ 398 ISSSM-0289................................................................................................................ 402 ISSSM-0294................................................................................................................ 404 ISSSM-0330................................................................................................................ 406 ISSSM-0384................................................................................................................ 407 ISSSM-0266................................................................................................................ 409 ISSSM-0278................................................................................................................ 432 ISSSM-0374................................................................................................................ 433 ISSSM-0370................................................................................................................ 436 ISSSM-0388................................................................................................................ 448 ISSSM-0395................................................................................................................ 450 ISSSM-0396................................................................................................................ 459 ISSSM-0273................................................................................................................ 461 ISSSM-0302................................................................................................................ 468 ISSSM-0306................................................................................................................ 476 ISSSM-0262................................................................................................................ 480 3

Welcome Message Local Host Prof. Kurt Ackermann Hokusei Gakuen Junior College Dear Conference Delegates, “Yokoso, Sapporo e,” or as Hokkaido's first people the Ainu would say, “Irankarapte!” Please accept a very warm welcome to cool Hokkaido from me, Kurt Ackermann and the organizers of the 2019 Sapporo conferences. In addition to being the transportation and financial hub of Japan's northernmost island Hokkaido; Sapporo has also become a center for tourism. Its transportation infrastructure is both well-established and adapted to its unique winter situation. It has a history of hosting large winter sports events, in particular the 1972 Winter Olympics and the 8th Asian Winter Games in 2017. While Sapporo's winters may feel cold to those from warmer climes, they are actually quite mild by the standards of many cities that also receive large amounts of snow. The core of Sapporo's transportation system is the subway, developed to coincide with its hosting of the 1972 Winter Olympics and which facilitates the movement of people during the snowy winters. In addition, the streetcar line continues to be an important component of the city's transit network. If you are lucky you may see the 'sasara densha' - a specially modified streetcar that sweeps new-fallen snow from the tram rails with its rotating bamboo brushes, starting at 4 a.m. every winter morning and then whenever it starts to snow. The combination of plentiful snow, modern infrastructure, and comparatively mild temperatures makes the city and its environs a true winter playground. For those delegates wishing to try their hand at some of these, there are free or reasonably-priced opportunities to try cross-country 4

skiing (Nakajima Park), art appreciation while snowshoeing (Sapporo Art Park) and ice-skating. More ambitious visitors may even wish to try downhill skiing or snowboarding. In Sapporo, the possibilities for winter sports are almost limitless. Although the image of northern winters is bitterly cold windy and snowy days, there are actually many days when the crisp cold air is crowned with a brilliant clear blue sky and if you are at the observation deck of Sapporo's Mt. Moiwa you may experience beautiful vistas of the snow-blanketed city and its suburbs, with snow-covered mountains just to the south and also further to the north beyond the steel blue waters of Ishikari Bay. Just don't forget your gloves and a hat! As Hokkaido is famous throughout Japan for the quality of its seafood and wide variety of food in general, you can restore the energy you use on a chilly winter day with a hearty Hokkaido meal. Sapporo is a city developed with the input of people from all across Japan, who came to Hokkaido for various reasons. One of the things I like so much about conferences is the diversity, both of the fields represented in the presentations and of the participants themselves. Attending a presentation from another field can be a very refreshing way of allowing us to reconsider our perspectives and have the opportunity to be exposed to different ideas and ways of thinking. I strongly encourage all participants to attend at least one presentation unrelated to your field - you might be surprised at what you learn and the new contacts that you make. Enjoy this opportunity to both share your research and to experience Sapporo and Hokkaido. 5

General Information for Participants  Registration The registration desk will be situated on the 3rd Floor at the Hotel Emisia Sapporo during the following time: 08:30-10:30 Tuesday, January 22, 2019 08:30-15:00 Wednesday, January 23, 2019 08:30-15:00 Thursday, January 24, 2019 A Polite Request to All Participants Participants are requested to arrive in a timely fashion for all addresses, whether to their own, or to those of other presenters. Presenters are reminded that the time slots should be divided fairly and equally between the number of presentations, and that they should not overrun. The session chair is asked to assume this timekeeping role and to summarize key issues in each topic.  Preparation for Oral Presentations All presentation rooms are equipped with a screen, an LCD projector, and a laptop computer installed with Microsoft PowerPoint. You will be able to insert your USB flash drive into the computer and double check your file in PowerPoint. We recommend you to bring two copies of the file in case that one fails. You may also connect your own laptop to the provided projector; however please ensure you have the requisite connector. Preparation for Poster Presentation Materials Provided by the Conference Organizer: 1. X-frame display & base fabric canvases (60cm×160cm) 2. Adhesive tapes or binder clips Materials Prepared by the Presenters: 1. Home-made Poster(s) 2. Material: not limited, can be posted on the canvases 3. Recommended poster size: 60cm*160cm 6

A 60cm*160cm poster illustrates 1. Wider than 60cm (left) the research findings. 2. Copy of PowerPoint slides in A4 papers (right) 7

International Committees of Social Sciences Adeeb Jarrah United Arab Emirates University UAE Indian Ahrar Husain Jamia Millia Islamia Taiwan India Alex Yao Tang National Cheng Kung University Iran Malaysia Ashish Pareek Maharshi Dayanand Saraswati University, Ajmer Singapore Malaysia Atefeh Ferdosipour Azad University India India Azidah Abu Ziden Universiti Sains Malaysia Turkey Taiwan Azilawati Nanyang Technological University Thailand USA Aziz Bin Ahmad University Malaysia Terengganu Taiwan Taiwan B. Suresh Lal Kakatiya University Taiwan India Badar Alam Iqbal Aligarh Muslim University Taiwan Taiwan Bayram Akarsu Erciyes University Taiwan Bor-Tyng Wang Feng Chia University Philippines Brian Hunt Mahidol University India Cathine G. Scott Morris College in Sumter France South Korea Chen-Yi Lin National Taichung University of Science and Technology India Chia-Hwan Chen National Taipei University of Education USA Chia-Ming Chang National Chia-Yi University South Korea Hong Kong Chib Datta Meghe Institute of Management Studies Taiwan Philippines Chih-Wei Peng Taipei Medical University and Hospital Taiwan Ching-Yi Tien I-Shou University Chi-Ying Chen Asia University Concepcion C. City University of Pasay Libuit Darshan kaur University of Rajasthan, Jaipur Narang David Yoon Universitaire Léonard de Vinci Deok Man Kim Baekseok University Dharam Vir CCS university, Meerut Mahajan Donald L. Amoroso Auburn University at Montgomery Donghun Lee Sungkyunkwan University Eddy K.W. Li The Chinese University of Hong Kong Edward Hwang Chung Hua University Eric Santos Parilla University of Asia and the Pacific National Kaohsiung First University of Science and Frank S.C. Tseng Technology 8

Funda Varnaci Aksaray University Turkey Uzun India Gajendra Singh Satyawati College, University of Delhi UAE Taiwan Hamzeh Dodeen United Arab Emirates University Malaysia Hsiao-Tseng Lin Meiho University Philippines Intan Soliha Binti Universiti Malaysia Sabah Canada UK Ibrahim Japan Taiwan Irene Guatno Philippine Christian University Toribio Philippines Jalil Safaei University of Northern British Columbia Philippines Taiwan Jamie Halsall University of Huddersfield Hong Kong USA Jeffrey Trambley Musashino Gakuin University Malaysia Jian-Horng Chen Chung Shan Medical University Thailand John Christian S. Thailand Palawan State University Philippines Jardin South Africa John Erinorio Perez University of the Philippines Los Baños Japan South Africa Jonas Chao-Pen Yu Takming University of Science and Technology South Korea USA Joseph Lau The University of Hong Kong Japan Joyce Zhou Emporia State University South Korea Junaid M. Shaikh Curtin University Sarawak Malaysia Philippines Kaedsiri Silpakorn Univesity Australia Jaroenwisan Kanokphon Srinakharinwirot University Chantanarungpak Karen Miranda Imus Institute Fernandez Karendra Devroop University of South Africa Kim Sangho Ritsumeikan Asia Pacific University Krishna Govender AAA School of Advertising Kyung Hee Kim Mokpo National University Linda Oshita University of Hwaii Margaret Sanapo Ritsumeikan University Maria Cristina M. Kyungdong University-Global Campus De los Santos Marie Paz E. Philippine Normal University Morales Mehryar University of Southern Queensland Nooriafshar 9

Michael Kao Chang Gung University Taiwan Taiwan Micheal Kon Aletheia University Australia Michelle M. Queensland University of Technology USA Mukherjee Taiwan USA Mindy Suzanne Bloomsburg University Andino Malaysia Ming-Chang Chih National Chung Hsing University Egypt Mingchu (Neal) Emporia State University Egypt Luo India Turkey Mohamad Hafis University Sultan Zainal Abdin Azerbaijan Amat Simin Singapore India Mohamed Ahmed Sadat Academy for Management Science Bangladesh Turkey El Khouli Thailand Thailand Mohamed Hammad Hong Kong Beni-Suef University Malaysia Hendy Palestine N. S. Ravishankar Axis Bank Hong Kong USA Naim Uzun Aksaray University Romania Philippines Nezaket Memmedli Azerbaijan National Academy of Sciences Ng Woon Lam Nanyang Technological University Nukshi Esther Institution of Psychology Counselling and Educational Imsong Research Obydullah Independent University, Bangladesh Al Marjuk Ozgul Keles Aksaray University Parnprae Maejo University Chaoprayoon Prasong Tanpichai Kasetsart University Purrie Pui-Yee NG BNU-HKBU United International College Ramayah Universiti Sains Malaysia Thurasamy Reem Abed Almotaleb Dhofar University Abuiyada Ricky Ng Vocational Training Council Ronald Griffin Florida Agricultural & Mechanical University Rotaru Timotheus Brethren Theological Insititute of Bucharest Ioan-Gheorghe Ruby Ann L. Ayo Bicol University 10

Sadiq Abdulwahed UAE United Arab Emirates University USA Ahmed Ismail Oman Sally dhruva' Frosterburg State University India Stephenson Taiwan Taiwan Shaik. Feroz Caledonian College of Engineering South Korea USA Shiv Prasad Maharshi Dayanand Saraswati University India India Shujen Lee Asia University Singapore Shun-Hsing Chen Oriental Institute of Technology Thailand Soon SONG Wonkwang University Malaysia Stacey Jocoy Texas Tech University Taiwan Sunil Kumar Alliance University USA South Korea T.S.Devaraja University of Mysore, Hemagangothri Campus South Korea Tan Khay Boon SIM Global Education Theeraphab Srinakharinwirot University Phetmalaikul Vijayaletchumy Universitas Putra Malaysia Subramaniam Wang Yu-Shan National Kaohsiung First University of Science and Technology Wei-Cheng Mau Wichita State University Yong-Ho Kim Pukyong National University Yong-Taek Rhim Namseoul University 11

Special Thanks to Session Chairs Kurt Ackermann Hokusei Gakuen Junior College Karen Hor Singapore University of Social Sciences Yenming J Chen National Kaohsiung University of Science and Technology Chung-Pin Hung Nan Kai University of Technology Nilda Balsicas St. Dominic College of Asia Jia-wei Liu National Taipei University Jörg Paetzold Salzburg University Teng-Huang YU Takming University of Science and Technology Supakorn Limkhunthammo Rajamangala University of Technology Suvarnabhumi 12

Conference Venue Information Hotel Emisia Sapporo 5 Chome-5-25 Atsubetsuchuo 2 Jo, Atsubetsu Ward, Sapporo, Hokkaido 004-0052 +81 11-895-8811 Transportation  28 minutes from New Chitose Airport(by JR rapid train)  8 minutes from Sapporo Station (by JR rapid train)  19 minutes from Odori Subway Station(by Subway Tozai Line)  Approximately 45 minutes from JR Otaru Station  One hour and 40 minutes from Asahikawa Station(by JR limited express) <Access from JR Shin Sapporo Station> ・Walk from JR Shin Sapporo Station ticket gate about 3 minutes <Access from the subway Shin Sapporo Station> ・About 1 minute walk from subway Shin Sapporo Station No. 9 doorway 13

Hotel Emisia Sapporo The 3rd floor plan Crown Lailac Azalea Cattelya Registration: Pre-Function Area, 3F Oral Session: Lialiac, Azalea, Cattelya, 3F Poster Session: Crown, 3F Tea Break & Networking: Crown, 3F Lunch: Pallete, 2F, Crown, 3F 14

Conference Schedule Tuesday, January 22, 2019 Oral Session Time Schedule Venue 08:30-10:30 08:30-09:00 Pre-Registration Pre-Function Area, 3F 09:00-18:00 Gathering for Welcome Socializing Event Pre-Function Area, 3F Welcome Socializing Event Time Wednesday, January 23, 2019 Venue Oral Session Pre-Function Schedule Area, 3F Cattleya, 3F 08:30-15:00 Registration Lailic, 3F 08:45-10:15 Education(1)/ Culture Crown, 3F 10:15:10:30 Psychology (1) / Communication (1) Tea Break & Networking Cattleya, 3F 10:30-12:00 Social Sciences Keynote Adress Pallete, 2F 12:00-13:00  Dr. Karen Hor Cattleya, 3F 13:00-14:30 Topic: Creativity experiences of primary school 14:30-14:45 children: Do teachers recognise them? Lailic, 3F 14:45-16:15 Crown, 3F Lunch Time Cattleya, 3F Lailic, 3F Education (2) / Communication (2) Management (1) Tea Break & Networking Education (3) / Psychology (2) Politics/ Society/ Management (2) 15

Time Wednesday, January 23, 2019 Venue 14:00-14:50 Crown, 3F Poster Session Schedule Poster Sessions (2) Education/ Psychology/ Finance/ Management/ Society Time Thursday, January 24, 2019 Venue Lailic, 3F 08:45-10:15 Oral Session 10:15-10:30 Crown, 3F 10:30-12:00 Schedule Lailic, 3F 12:00-13:00 Crown, 3F 14:45-16:15 Economics/ Finance Lailic, 3F Tea Break & Networking Education (4) Lunch Time Management (3) 16

Social Sciences Keynote Address Cattleya, 3rd Floor 10:30-12:00, Wednesday, January 23, 2019 Topic: Creativity experiences of primary school children: Do teachers recognise them? Dr. Karen Hor Centre for Continuing and Professional Education Singapore University of Social Sciences Abstract This talk shares research findings of creativity experiences of Singapore primary school children; and exploring if teachers appreciate their experiences. The creativity experiences were open-ended mathematics questions where these children answered questions that have multiple ways of arriving at multiple answers. Using “voices of children”, these children articulated their learning experience. Using phenomenographic analysis, three different ways of creativity experience surfaced: being assessed, making decisions and exploring with freedom. Two teachers then graded these children’s written scripts. Teachers’ consensual assessment indicated that these children’s creativity experiences were hardly recognised or noticed. This talk also shares the implications of this research. Introduction of Dr. Karen Hor Education Qualification 2015 Ph.D. in Education from National Institute of Education, Nanyang Technological University, Singapore 2005 Master of Education from National Institute of Education, Nanyang Technological University, Singapore Academic and Professional Experience 2008 - Present Associate at Singapore University of Social Sciences Research Interests Fostering creativity in children Qualitative research methods, especially in Phenomenography 17

Oral Sessions Education (1)/ Culture Wednesday, January 23, 2019 08:45-10:15 Cattleya Session Chair: Prof. Kurt Ackermann ISSSM-0258 A Study on the Crisis of the Replacement of Administrators at the Compulsory Education and Analysis to Key Influential Factors: Inspection and Analysis of SDT, ET, EVT, SET, and Mission Model Jao-Nan Cheng︱National Taitung University Yi-Gean Chen︱National University of Tainan ISSSM-0276 Development of Models and Mechanisms for Promoting Junior High School Discipline in Basic Education in the Dimension of Compliance with the Rules and Order, the Respect for Others and the Right Time Pongthep Jiraro︱Burapha University Phaladol Suwanapho︱Burapha University Pracha Inang︱Burapha University Sajee Jiraro︱Sukhothai Thammathirat Open University ISSSM-0279 Structural Constraints and Human Agency: Using Life Course Theory to Explore the Effects of Economically Disadvantaged and Human Agency on the Educational Course of Poor Youth Chih-Lung Hsieh︱National Taitung University ISSSM-0365 A Case Study of Child Welfare in Bermuda Understanding the Manifestation of Organizational Culture Using an Ethical Leadership Lens Tiffanne Thomas︱Therapeutic Consulting Services ISSSM-0283 18

Japan’s Nation Branding through Pop-Culture Diplomacy in 1980s – 2010s: A Case Study in Thailand Siriporn Dabphet︱Srinakharinwirot University ISSSM-0380 Returning to the 17th Century’s Formosa: A Study of the Figures of the Residents, Sceneries and Customs through the Poem Analysis of the Originator of Taiwanese Literature Shiun-Jr Cheng︱National Taiwan Normal University 19

ISSSM-0258 A Study on the Crisis of the Replacement of Administrators at the Compulsory Education and Analysis to Key Influential Factors: Inspection and Analysis of SDT, ET, EVT, SET, and Mission Model Jao-Nan Cheng a, Yi-Gean Chen b a Department of Education, National Taitung University, Taiwan b Department of Early Childhood Education, National University of Tainan, Taiwan E-mail: [email protected] 1. Background The issue of replacement administrative directors at schools in Taiwan has revealed the crisis. According to an interview and report published on Common Wealth Parenting in August 2015, current schools are \"starving\" for administrative directors at middle and primary schools in Taiwan. In other words, many experienced teachers do not want to assume the position of directors and section chiefs, and principals have to look for directors or section chiefs among teachers with such willingness regardless of their competence. Thus, the crisis of the replacement of administrative directors at the stage of compulsory education is a problem of lack of talents as well as incompetence. Such a crisis is also reflected by the test registration of candidates of principals and directors which the number of applicants decreased year by year. However, the researcher has visited some middle and primary schools where they did not face such great difficulties. Thus, while the media report the shortage/crisis of the replacement of administrative directors, the researcher wants to know, at those schools without such issues, what those directors and section chiefs who are willing to assume the positions are thinking about. What advantages these schools have taken to promote the succession of the administrative positions. 2. Methods First of all, through literature review, the researcher found that Academy of Management Review, SSCI journal, held an academic conference on Management Science in 2005 and concluded several approaches to promote the engagement of employees. After summarizing the approaches, the researcher has found that there are several theories which can explain the factors influencing work replacement or engagement in the future, including self-determination theory (SDT, covering factors like intrinsic independent choice and extrinsic rewards/position), expectancy-value theory, social exchange theory, and mission model (MM, covering factors like common mission). Based on the key factors contained in these theories, this study intends to reveal the factors which have verification effect on the engagement of administrative directors (replacement of administrative positions). This study will use SEM to verify what are the key factors influencing the willingness to assume administrative posts by directors or section chiefs \"willing to assume administrative posts/with good administrative performance\". The following theories and key factors deriving from them 20

will be involved: equity theory (ET, covering key factors like fair assignment/rotation, procedural fairness/integral ballot), self-determination theory (SDT, covering factors like inherent independent choice and extrinsic rewards/position), expectancy-value theory (EVT, covering effect expectation, results expectation, and role expectation), social exchange theory (SET, covering emotional exchange and organizational responsibilities), and mission model (MM, covering factors like common mission and values adaptation). 3. Results These results show the main factors which influence the engagement of administration are the sense of mission and job expectancy. Keywords: Taiwanese administration, administration engagement, sense of mission. 21

ISSSM-0276 Development of Models and Mechanisms for Promoting Junior High School Discipline in Basic Education in the Dimension of Compliance with the Rules and Order, the Respect for Others and the Right Time Pongthep Jiraro, Phaladol Suwanpho, Pracha Inang Burapha University Thailand E-mail: [email protected] Sajee Jiraro Sukhothai Thamathirat open University Thailand E-mail: [email protected] Abstract The Development of models and mechanisms for promoting junior high school discipline in basic education in the dimension of compliance with the rules and order, the respect for others and the right time. The purpose To study the knowledge used in the drafting model and mechanism of disciplinary reinforcement in educational institutions. And remove the success stories from the best practice, to form the discipline-enhancing mechanism, to examine the model and mechanisms of discipline, to adopt the discipline-enhancing mechanism to trial in schools. , To study the effects of model and mechanisms on student discipline, to report on the development of the discipline. The study of knowledge to be used as the basis for the model of the mechanism of disciplinary enhancement in educational institutions. The collecting data in Basic Education and remove the success lessons from the best practice school with good results. The study was conducted by four well-known disciplinary schools. Data collection from focus groups, interviews and questionnaire with the participants in the study of discipline in four schools. 1) Armed Forces Academies Preparatory School, Nakhon Nayok 2) Sathya Sai School, Lopburi 3) Lamplaimat School, Buriram Province 4) Panyaprateep School, Nakhon Ratchasima. The results showed that the model of student discipline promotion consisted of 4 dimensions, Context includes home, school, community. Input includes parents, administrators, teachers, friends, and community leaders. Process includes compliance, school rules enforcement. Getting to know each other, respecting others' rights and disciplinary activities. To create faith, to be valued, to be rational and to be good people. Product consists of student discipline. Number of students enrolled and criteria. Finally, Model of Student Discipline Development outcome is student achievement. Impact includes student reputation, school, and awards. The critique of the model By 17 experts, accuracy, appropriate, possible and use ability. Before use It was found that the accuracy was at the high level. And every specialist item has a consistent comment. Conclusion of Discipline Development During the model trial, the school's compliance was the 22

highest. Secondly, respect for the rights of others. It was found that compliance was the lowest. The overall, the average was 39.92%. Keyword: Models and Mechanisms, Junior high School Discipline, Basic Education Background The Development of models and mechanisms for promoting junior high school discipline in basic education in the dimension of compliance with the rules and order, the respect for others and the right time. The purpose To study the knowledge used in the drafting model and mechanism of disciplinary reinforcement in educational institutions. And remove the success stories from the best practice, to form the discipline-enhancing mechanism, to examine the model and mechanisms of discipline, to adopt the discipline-enhancing mechanism to trial in schools. , To study the effects of model and mechanisms on student discipline, to report on the development of the discipline. The study of knowledge to be used as the basis for the model of the mechanism of disciplinary enhancement in educational institutions. Discipline is a word that is very important in Buddhism. It is often used in conjunction with the word \"Dharma\" that has the word \"Dharmawinai\". Buddhism is considered natural and ordinary Buddha is the Buddha found the truth is then published. Easy to explain. The Buddha's duty to the dharma is simply to discover and to preach and preach, because the Dharma is the truth that is already in nature. To give the truth of nature a practical effect. It is beneficial to human beings in society. It must be the principle of truth that is organized into a systematic order by the principle of truth exists. Or the reason. As a result. The establishment of regulations in human beings is called discipline of nature called \"Dharma\". The law of man is called “winai”(Discipline). Research Scope The operation is as follows. 1) Content Scope It's crawling. From sources. To provide accurate and comprehensive information for the analysis of synthesis, to document the knowledge, to strengthen the discipline in the institution of basic education, to observe the rules, regulations, respect and respect for other rights, with scope. As follows 1.1) Government Policy Related Regulations 1.2) Educational standards Basic education curriculum 1.3) Principles, theories, concepts related to discipline. 1.4) Formation and mechanism of discipline enhancement in basic education institutions. 1.5) Disciplinary process in schools 1.6) The state of cooperation of various sectors of the society in enhancing the discipline in the institution is family institution, private sector, etc. 23

1.7) The mechanism of cooperation between educational institutions and various sectors. In order to strengthen the discipline in the school. 1.8) The state of the mechanisms supporting the promotion of discipline in schools. 1.9) Factors that strengthen the disciplined person. 1.10) Develop a model manual and discipline-enhancing mechanism in schools. 2) Time Scope Time boundary It takes 10 months. Benefits 1) To know the knowledge about the elements of discipline used as the basis for the drafting mechanism of disciplinary reinforcement in educational institutions. And to remove the success lesson from the best performing school (Best practice), to draft a mechanism to strengthen the discipline in the school. basic education 2) To know the effectiveness of the model, the result of the model check and the mechanism of disciplinary enhancement in the institution of basic education, to improve the mechanism of disciplinary reinforcement in educational institutions. up Tested in schools 3) To know the results of using the form and mechanism of student discipline in basic education level are summarized in the report on the development of the mechanism of disciplinary enhancement in basic education institutions. Methodology The development of student discipline promotion model in basic education institutions. The sequence is 1) The study of knowledge to be used as the basis for drafting the mechanism of disciplinary enhancement in basic education institutions. And remove the success lesson from the best practice. 2) Drafting mechanism for enhancing discipline in schools. basic education 3) Examine the patterns and mechanisms of disciplinary reinforcement in basic education institutions. 4) The implementation of the discipline-enhancing mechanism in basic education institutions to trial in educational institutions. The study of knowledge to be used as the basis for drafting the mechanism of disciplinary enhancement in basic education institutions. And remove the success lesson from the best practice. The collecting data in Basic Education and remove the success lessons from the best practice school with good results. The study was conducted by four well-known disciplinary schools. Data collection from focus groups, interviews and questionnaire with the participants in the study of discipline in four schools. 24

1) Armed Forces Academies Preparatory School, Nakhon Nayok 2) Sathya Sai School, Lopburi 3) Lamplaimat School, Buriram Province 4) Panyaprateep School, Nakhon Ratchasima Drafting mechanism for enhancing discipline in schools. basic education 17 qualified teachers, 17 focus groups, and focus groups. Forms and mechanisms for enhancing student discipline in schools, basic education levels, regulatory compliance, school rules implementation. Getting acquainted with the rights of others on May 3, 2017 at the conference room, Seminar center and Ban Bung scout camp, Ban Bung, Chonburi. Examine the patterns and mechanisms of disciplinary reinforcement in basic education institutions. Development of Discipline Leader Camp(DDLC) DDLC defines content and activities that correspond to the four disciplinary components / indicators. The schools participating in the program for enhancing the discipline in basic education. Discipline Leader representatives were trained to bring the knowledge gained from 5 representative schools, 21 teachers, 39 students Meaning of Logo DDLC Camp Four students join hands: Representatives of four discipline elements according to the definition of \"discipline\" of the Office of the Secretary of Education consists of discipline, volunteerism, sacrifice, sympathy for others, discipline. Honesty, discipline, responsibility and punctuality And discipline. Compliance with rules and regulations. And respect the rights of other. The implementation of the discipline-enhancing mechanism in basic education institutions to trial in educational institutions. The participating schools are 5 schools in the eastern and central regions. 1. Suan Kularb College School, Chonburi 2. Ongkarak School, Nakhon Nayok 3. Treamudomsuksapattanakarn School, Saraburi 4. Ban Nong Phakwean School, Sa Kaeo 5. Bantamun School (Rataprachasongkroa), Chanthaburi The 5 schools has sent teachers. Students attend DDLC camps, and each school has a meeting and presentation plan. According to the project development model. Student Discipline Mechanism In the first semester of academic year 2560. 25

Results The results showed that the model of student discipline promotion consisted of 4 dimensions, Context includes home, school, community. Input includes parents, administrators, teachers, friends, and community leaders. Process includes compliance, school rules enforcement. Getting to know each other, respecting others' rights and disciplinary activities. To create faith, to be valued, to be rational and to be good people. Product consists of student discipline. Number of students enrolled and criteria. Finally, Model of Student Discipline Development outcome is student achievement. Impact includes student reputation, school, and awards. The critique of the model By 17 experts, accuracy, appropriate, possible and use ability. Before use It was found that the accuracy was at the high level. And every specialist item has a consistent comment. Conclusion of Discipline Development During the model trial, the school's compliance was the highest. Secondly, respect for the rights of others. It was found that compliance was the lowest. The overall, the average was 39.92%. The strength of the model 1) The model of disciplined development is based on the participation of all sectors, from the concept of the prototype school and the students of the leading school administrators 2) The development of discipline model has the activity that students have to practice on day. 3) There is a manual covering all levels of school. Board Level Discipline And the student class. 4) The model focus on sustainability by adapting the school's practices to the activities that students need to practice daily and near. 26

The weakness of the model 1) Whether the implementation is successful depends on the teacher and the management, which is a consequence of the sustainability of the model. Is the management of the discontinuity. And teachers who may have retired, relocated, changed positions And policy change 2) The developed discipline model does not conform to the concept of freedom and extreme personal rights. Because of human nature, we want to be free, independent, focused on freedom and the right to privacy. \"You can do what do you think is the real Thai\" Do not be patience, do not tolerate \"knowledge able knowledge\" or \"Sri Thanan Chai\" is a barrier to discipline. The Thai people from the beginning and the results to Thai students. The grown up lack of discipline. Suggestion 1) Should be extended by The discipline must be implemented at all schools. Some practice makes comparisons. Discipline is a must for people to resist, so it is only possible to break the basic training. 2) The sustainability of the discipline model depends on the school rules. Positive incentives such as reward. And the negative incentives such as penalties. It is normal to have But the management and teachers are important factors to agree as a preliminary. This will lead to the discipline of students and citizens with national disciplines. Reference Lam Plai Mat School (2016).Student Handbook - Lam Plai Mat School: District Office Secondary Education Region 32: Buriram. Armed Forces Academies Preparatory School(2010) Parents' Statement of Armed Forces Academies Preparatory School : Armed Forces Academies Preparatory School: Nakornayok. Burapha University (2017) Student Discipline Handbook The project develops the mechanism of student discipline in schools. Basic Education: Faculty of Education, Burapha University: Chonburi. 27

ISSSM-0279 Structural Constraints and Human Agency: Using Life Course Theory to Explore the Effects of Economically Disadvantaged and Human Agency on the Educational Course of Poor Youth Chih-Lung Hsieh Department of Public and Cultural Affairs, National Taitung University, Taiwan Email: [email protected] Abstract This research cares about poor youth who born in poor families. Researcher believes that poor youth experience the external structural constraints (i.e., economically disadvantaged families), but they also own the human agency at the same time. Under the interactions of the two, to clarify the process of educational attainment of poor youth is the core concern of this research. Accordingly, this study adopts life course theory to rethink the concept of human agency while exploring the effects of the interactions between structural constraints and human agency on the educational attainment of poor youth in Taiwan. The analytical data was derived from the “Taiwan Database of Children and Youth in Poverty (TDCYP)”. The statistical method was needed such as regression analysis. The results were as follows: (a) Poor youth that experienced serious income events were dissatisfied about their current situations, but their expectations for future education increased. (b) Poor youth who encountered various demographic events had lower educational performance, whereas they were satisfied with their current situations had better educational performance. (c) Compared with the disadvantaged trajectory, poor youth of other trajectories had higher expectations for future education. According to the results, we depicted the causal pathway: Income events motivate poor youth to strive for a decent education in the future, ultimately improving their performance in forthcoming educational opportunities. However, income events also induce dissatisfaction about current situations, and the recurrent dissatisfaction eventually lowers the educational performance. Keywords: life course, structural constraints, human agency, poor youth, educational course 28

ISSSM-0365 A Case Study of Child Welfare in Bermuda Understanding the Manifestation of Organizational Culture Using an Ethical Leadership Lens Tiffanne K. Thomas Doctoral Student in Organizational Leadership, The Chicago School of Professional Psychology E-mail: [email protected] Short Description: This qualitative study will examine the implementation of the Bermuda Children Act 1998 to understand the role that leaders play in protecting the rights of vulnerable populations. The Children Act 1998 is consistent with the United Nations International Rights of the Child Declaration. Studying child welfare, using an ethical leadership lens, artifacts will be analyzed to consider the influence of organizational culture on the implementation of the Legislation. Detailed Abstract The significance of ethics in leadership created the opportunity for a distinct approach to leadership to be developed which focuses solely on ethics, Ethical Leadership. Ethical leadership stands out among other approaches to leadership primarily because there is awareness that the leader has a significant degree of influence on process and product (Johnson, 2009). Ethical leadership is defined as “the demonstration of normatively appropriate conduct through personal actions and interpersonal relationships, and the promotion of such conduct to followers through two-way communication, reinforcement, and decision-making” (Brown et. al., 2005, p. 120). Much of what we experience in organizations is predicated upon the leader’s approach. Ethical leaders demonstrate an appreciation for the impact and role of self when interacting with followers. Organizational culture refers to the elements of organizations that make it unique. Organizational culture is comprised of explicit and implicit understandings that have been developed over time. One of the most profound elements of the concept of culture hinges upon the data that appears to be “below the surface” (Schein, 2010, p. 14), as the influence of these variables appear to have the greatest impact on processes. Organizational culture can be characterized as ethical or unethical (Armenakis, Brown, & Mehta, 2011). The leader’s conduct establishes and reinforces the organization’s ethical stance (Thoms, 2008). It can be posited that an organization’s culture is a reflection of leadership style and behaviors. An organization and its culture can act as a mirror displaying a public image of the leader’s influence and leadership behaviors. A leader’s competencies and values will be evident in the culture of the organization (Brown, Trevino, & Harrison, 2005). The concept of 29

organizational culture whilst clearly defined in literature, manifests in practice as vague and ambiguous (Bellot, 2011). Organizational culture is the product of interpersonal relationships and relies on groups, not individuals. Child welfare organizations employ human services workers, who provide services to marginalized populations, which are often identified as vulnerable (Stanley & Lincoln, 2016). For example, the field of social work is rooted in the notion of social justice (NASW, 2015). There is a correlation between ethical leadership and organizational culture (Krapfl & Kruja, 2015; Giberson, Resick, Dickson, Mitchelson, Randall, & Clark, 2009; Toor & Ofori, 2009). The leader is the driving force in the development of organizational culture, as it is the leader who sets and reinforces standards (Thoms, 2008). This connection between ethical leadership and organizational culture has previously been researched in private sector businesses that operate for the purpose of generating income (Toor & Ofori, 2009; Dextras-Gautier & Marchand, 2016). There is a gap in the literature regarding the impact of these constructs in government or not for profit organizations that are devoted to child welfare. Keywords: ethics, organizational culture, child welfare References Burnes, B., & Hakeem, J. (1995). Culture, cognitive dissonance, and the management of change. International Journal of Operations, 15(8), 14-33. Brown, M.E., Trevino, L.K., & Harrison, D.A. (2005). Ethical Leadership: A social learningperspective for construct development and testing. Organizational Behavior and Human Resources, 97, 117-134. Dodek, P., Cahill, N.E., and Heyland, D. K. (2010). The relationship between organizational culture and implementation of clinical practice guidelines: A narrative review. Journal of parenteral and Enteral Nutrition, 34(6), 669-674. Jarcho, J.M., Berkman, E.T., & Lieberman, M.D. (2011). The neural basis of rationalization: Cognitive dissonance reduction during decision-making. Social Cognitive & AffectiveNeuroscience, 6(4), 460-467 O’Connell, W., and Bligh, M. (2009). Emerging from ethical scandal: Can corruption really have a happy ending?. Leadership, 5(2), 213-235. Ruiz, F., & Tanaka, K. (2001). The relationship between cognitive dissonance and helpingbehavior. Japanese Psychological Research, 43(2), 55-62. Thoms, J.C. (2008). Ethical integrity in leadership and organizational moral culture. Leadership, 4(3), 419-442. 30

ISSSM-0283 Japan’s Nation Branding through Pop-Culture Diplomacy in 1980s – 2010s: A Case Study in Thailand Siriporn Dabphet Department of History, Faculty of Social Sciences, Srinakharinwirot University, Thailand E-mail: [email protected] Abstract This research examined the development of Japan’s pop culture diplomacy as a key to brand Japan’s national image during 1980s – 2010s and mainly focused on its influence in Thailand. Japan’s pop-culture as its soft-power has been studied by many scholars. This work, however, differs from previous studies as it focuses mainly on the result of Japan’s pop-culture diplomacy in Thailand. The study applied historical and cultural approaches to analyze Japan’s nation branding through pop culture in order to maintain relationships with other countries that are Japanese resourcing and market bases, especially Thailand. It has found that during the WW II, image of Japan was as a militaristic state. In order to lessen anti-Japan perceptions and transform Japan into a new image, during the 1950s – 1960s cultural diplomacy was set to represent Japan as a peace-loving nation through promoting cultural activities and beautiful natures. Also, in these periods Japan mainly focused on economic development. Japan’s cheap exports provided a positive balance of trade. Japan, however, began to be criticized from its trade benefits. Some countries, such as Thailand, led a campaign to boycott Japanese products during 1971 - 1973. Japan’s cultural diplomacy was thus addressed to reduce such criticism. It also used “value-free diplomacy” to separate economic and politic relationships in order to maintain Japan’s overseas resource bases and to avoid international conflict during Cold War. Japan’s cultural diplomacy was to brand Japan as an advanced nation in technology and economics. Foundations such as the Japan Foundation were established to promote cultural and educational relationships with Southeast Asian countries. In the 1980s, the Japanese government increasingly used cultural diplomacy, aiming to further the trust of Japan. In Thailand, Japan’s pop-culture had continuously become more popular through various pop-culture, such as TV dramas, series, music, Manga and Anime. These cultures became an effective soft power in representing a good image for Japan and decreasing anti-Japanese protests on Japan’s economic power. 31

In the 1980s – 1990s, Japan’s image was transformed from the economic and technological advance to be a friendly country, granting funds to governments in developing countries, giving scholarships to foreign students, and organizing educational and cultural exchange. Also, Japan had represented its pop-culture. Sending five main pop-cultures, that is, 1) movies and TV series, 2) Manga or printed cartoon and Anime or animated film, 3) songs and singers, 4) fashions, and 5) Japanese electronic games, to international markets, especially in Southeast Asia which was Japan’s industrial and market bases. For the relationship with Thailand, in 1986 Japan gave funds to recover Japanese village in Ayudthaya and establish Ayudthaya Historical Study Centre and sent Japanese scholars to join the project. In the 1990s and 2000s, Japan was so heavily affected by the global economic crises, the Asian financial crisis in 1997 and the financial crisis of 2008-2009 or the Hamburger Crisis. Japan was hit so hard and thus caused economics slow, including entertainment industry. Furthermore, Japanese entertainment companies focused mainly on domestic market and ruled out strict policies that obstructed international fans from accessing or downloading online music, movies or games. The number of international fans of J-pop thus regularly reduced. Importantly, the 2000s became the rise of Korea’s cultural economy and pop culture, called Korean Wave. It has then grown into the global popularity of South Korea’s cultural economy exporting pop culture, entertainment, music, TV dramas, movies, and Korean cuisine. K-pop has become a strong rival of Japanese pop-culture. J-pop’s global influence is certain to decline. In Thailand, the popularity of Japan pop culture was reduced and replaced by K-pop. Young Thai people turned to follow Korean singers and actors, watch Korean series, learn Korean language, as well as consume Korean cuisine and beauty products. Japan’s image in Thailand in 1990s and 2000s thus reduced its significance. In 2010s, in order to restore Japanese cultural influence, economics, and energy of people after the long period of socio-economic stagnation, the Japanese government planned to revive Japan’s pop culture by declaring the “Cool Japan” strategy as a social movement for Japanese “to rediscover various aspects of Japan’s attractiveness and then disseminate it to the world.” “Cool Japan” is aimed to enhance the ties between Japan and other countries in more subtle ways on culture, economics, and diplomacy. Intellectual Property Strategy Headquarters Japan was established in 2011 under the supervision of MITI to proceed all “Cool Japan” plans, aiming to increase its soft-power and export creative products of Japan. Also, the Abe government is promoting Japan’s image of a beautiful, traditional and modern. The peak is Abe’s appearance as Super Mario, a famous Japanese game, at the closing ceremony of the 2016 Rio Olympics, announcing Tokyo’s turn in 2020. It might be the apex of a long-term propaganda that branding Japan as “Cool and Pop Japan” as far as possible. Keywords: Japan’s pop-culture diplomacy, soft power, nation branding 32

1. Background The essay examines Japan’s nation branding through culture policy and specifically explores a case of Japan’s pop-culture in Thailand during 1980s – 2010s. Japan’s postwar cultural diplomacy aimed to rebrand Japan’s image from a militaristic state to peaceful nation. (Ogoura, 2008: 2) However, Japan’s trade benefits caused criticism and Japanese products were boycotted from other countries in the early 1970s. Japan had thus paid more attention to improve its image and started to transform itself from an economic power into a more positive cultural country throughout pop-cultural diplomacy. 2. Methods This study is a documentary research aimed at analyzing Japan’s use of cultural diplomacy as its public policy and analyzes specifically its influence on Thai society from 1980s – 2010s. This research put together approaches of social history and cultural approaches to recover the material and mental worlds of people in the studied periods. With a debate concerning the international relationship, public diplomacy, it is worth reflecting on the role of cultural diplomacy. This is the aim of the article. To answer the proposed research question, this study applied cultural approach to history for research design. This paper is a historical research, which uses document research method in gathering and analyzing data, that is, information on Japan’s cultural exchange programs, Japanese government scholarship programs (Monbukagakusho Scholarship), statistic on Thailand and Japan trade and investment, and information on Japan’s pop culture broadcasting in Thai television and Thai market. These sources have been analyzed and interpreted. According to the study of Japan’s national branding through cultural diplomacy. The study mentions the development of Japan’s cultural policy which aims to create a new and positive image of Japan. It also examines a case of Japan’s cultural diplomacy in Thailand. The study will indicate the power of cultural diplomacy as Japan’s soft-power. 3. Results 3.1 The Development of Japan’s Nation Branding and Culture Diplomacy The concept of cultural diplomacy is intertwined with the concept of ‘branding’. Branding is also important to a country’s image. Cultural diplomacy is an important strategy that Japan has applied to brand national image since postwar. Cultural diplomacy is a field of international public relations applied by many countries. They realize that presenting their culture builds a positive image and helps to reach their political goals. (Ryniejska–Kiełdanowicz, 2009: 2) Japan has thus developed several stages of cultural diplomacy as a form of international communication, creating a good image in order to success economically and politically its aims. 33

3.1.1 Japan’s Postwar Cultural Diplomacy: A Peaceful and Traditional Nation In the 1950s, culture was in the center of Japan’s promotional effort. Japan began to rebrand its image to be a peaceful nation. The Japanese government thus focused more on representing Japan’s traditional and cultural activities such as flower arrangement and the tea ceremony. Also, photos of beautiful places such as Mount Fuji, cherry blossom trees, “onsen” or hot springs, and historic sites were published in books and brochures to promote Japan’s new image of a peace-loving nation. Some traditional and feudal cultures such as the samurai spirit and Kabuki performances were prohibited because of their connection with military and feudal tradition. (Ogoura, 2008: 2) 3.1.2 Japan’s Cultural Diplomacy in the 1960s – 1970s: A Technological and Economic Advance During the 1960s, Japan maintained the cultural diplomacy and also extended its image to be an economically and technologically advanced country due to Japanese economic development which was the main element of Japan. In 1964, just 14 years after the end of the war, there were two important events showing Japan’s achievement: the opening of Shinkansen high-speed line and Japan’s hosting the 1964 Olympic Games which was the turning point of Japan’s national image in the international stage as a peaceful, economic and technological nation. The world witnessed and admired Japan’s economic success, technological advance, modern infrastructures and transportation. This was hugely important for Japan. Besides representing Japan’s new image, Japanese people were also proud of their nations. (Jansen, 2000: 720) In the 1970s, cultural diplomacy became too important for Japan’s public policy as international criticism against Japan’s high trade balance increased. Economically, the overseas advancement of Japanese businesses was operated from the 1960’s to the early 1970’s. In the 1960s, Japan began to be criticized from the imbalance of trade. In the late 1960s and early 1970s, Japan became the world’s second largest in terms of GDP. It was the era of rapid growth. Japan began closing in on the West. As seen in 1973, Japan’s per capita GDP (gross domestic product) was 95% that of Britain and 69% that of the United States. (Tetsuji, 2015) Japan’s focusing on the economy was a time of momentous change for Japanese society. Japanese exports were popular among other countries. Japan’s benefit to the United States was continuously increasing. This caused tension between Japan and other trade partners such as the United States and European countries. Because of its trade benefits, Japan was recognized as a threat to the people of Southeast Asia. (Hashimoto, 2011: 4) ASEAN countries in this time were politically and economically interfered by the Unite States and Japan. Imbalance of trade with Japan caused the anxiety of national economic independence. (Saikaew, 2013) Their fears came to the surface as an anti-Japanese 34

movement occurred all over the world and seriously arose in Thailand and Indonesia. Japanese exporters faced various barriers such as market disruption and other criticism. Anti-Japan movements erupted in Asian countries in early 1970s seriously impacted Japan’s economy and image. The Japanese government had thus tried to recover both trade and diplomatic relationships with other countries. Cultural diplomacy was highly deployed to change the negative image of Japan and to promote Japan’s image as the technologically, economically advanced, and friendly nation. In order to refine relations with other countries, the Japanese government provided financial supports to Southeast Asia as a part of cultural policies. The Japan Foundation was established in 1972, creating with a 20 billion Yen endowment and increasing to 50 billion Yen to support the Foundation’s activities such as financial assistance for Japanese language education abroad, cultural exchange, and scholarship for Japanese studies abroad (Ogoura, 2008: 2) Subsequently, Japan turned its diplomatic strategy into cultural diplomacy, aiming to change the image from ‘economic exploiter’ or ‘greedy’ to be ‘a kind and friendly country’. In term of trade benefit, Japanese enterprises tried to share benefits with local society to release any encounter from the people of Southeast Asia. Therefore, the 1970s Japan’s cultural diplomacy focused more on the relations between Japan and Southeast Asian countries, which were Japan’s industrial bases and markets. The Japanese government, for instance, paid much efforts in promoting studying Japanese language, Japanese studies abroad, and the study of the Japanese economy. Japan also created programs of cultural exchange and cultural cooperation such as The Ship for Southeast Asian and Japanese Youth Program (SSEAYP) in 1974 between Japan and Indonesia, Malaysia, the Philippines, Singapore, and Thailand. The Program is performed by the Office for International Youth Exchange of the Cabinet Office with the active participation and cooperation of these ten Southeast Asian countries nowadays. Moreover, the government of Japan provided development assistance and economic aids to countries in Southeast Asia. 3.1.3 Japan’s Cultural Diplomacy in the 1980s: Pop Culture and A Friendly Japan In 1980s, Japan’s cultural and economic diplomacies had still been conducted for peacekeeping operations, exchanging cultural cooperation, and helping developing countries. (Ogoura, 2008: 3) The relations between Japan and the Southeast Asian nations had become further closer. The trade imbalance was considerably improved through cooperative efforts. Japan's technical and financial cooperation to promote Japan’s friendship had been performed. Japan provided them with scholarship to study in Japan, technical assistance in art management, funding for museum and restoring historical places, for example. These cooperation of Japan’s cultural diplomacy have still continued today. 35

Furthermore, Japan began to export its pop culture as a soft-power to Southeast Asia. The Japanese government growingly deployed cultural diplomacy, planning to enhance the trust of Japan by sending many kinds of popular culture such as Japanese dramas, music, comics, animations, and movies to represent ‘Japanese friendly mind’. Since the 1980s, Japan’s pop cultural products have been sent out to many Asian countries and they are popular among youth and adult. Some famous pop culture include manga or comic books and animations such as Doraemon (since 1969), Hello Kitty (since 1974), television dramas such as Oshin (since 1983) and films such as Godzilla (since 1954), and Akira (since 1988). These cultures became an effective soft-power in representing a good image for Japan and decreasing anti-Japanese protests on Japan’s economic power. In 1988, Prime Minister Noburo Takeshita set Japanese public policy by broadcasting of Japanese TV programs to other Asian countries. These pop cultural products have continuously gained the popularity from generations to generations from the 1980s to the present. Scholars analyze that one of the main reason that contribute to the success of Japan pop culture is that it is “youth culture” that makes people happy. It is coming to have a deep influence on the psyches of people. (Bestor, 2004) Although Japanese image in the eyes of other countries seemed to be better, from the mid-1980s an argument occurred, especially in Asia. Some scholars discuss that the term ‘Japanese mind’ was mentioned in contrast to ‘Japanese goods’. (Ogoura, 2008: 5) In this argument, it may be said that plenty of Japanese products and Japanese economic influence were still in Asia in this period, but it seemed to be invisible as the visible focus was cultural exchange, finance support, and popular culture of Japan that spread steadily in Asia. In other words, it is the achievement of Japan’s cultural diplomacy and the use of pop-culture. 3.1.4 Japan’s Cultural Diplomacy in the 1990s: Pop Culture and “Modern Japan” The 1990s is a new stage of Japan effecting from various significant internal and global issues. Internally, Japan faced bubble economy in 1991 that caused seriously a decade of slow economic growth and difficulties with financial deficits. Externally, the end of the Cold War in 1991 led to the waves of globalization. Also, the Gulf War in 1990-1991 and the Bosnian War in 1992–1995 inevitably impacted Japan’s international policy as other alliances. The United States had required Japan to deal with the world security. According to the United States, Japan since World War II has been a partner of the United States; Japan was a ‘free rider’ on U.S security and foreign policy during the Cold War period. Japan has now been an economic superpower, the United States thus required Japan to involve in issues of global stability and to engage in the United States and United Nations peacekeeping and peacemaking in other regions of the world rather than Japan’s paying for the operations. (Rosecrance, 1993: 1) 36

In order to respond to such issues, Japan must seek a new way for its cultural diplomacy. With the requirement of a responsible partner of developed and democratic nations, Japan needs to reset an image of itself. Scholars analyze that besides focusing on Japan’s exotic culture, Japan in this decade performed itself as a pioneering, postmodern culture. (Ogoura, 2008: 4). Since the 1990s, Japan’s pop culture has been focused and referred to “modern Japan” rather than “traditional Japan”. (Bestor, 2004). Forms of pop culture in Japan include anime (animation), manga (printed cartoon), fashion, video game, cosplay, art, movies, TV drama, pop and rock music. Japanese pop culture is influent throughout the world and it has impacted on the branding of Japan’s image. Japan’s pop-culture had gained its importance to project Japan’s image. In Japan, popular culture is more influential than in other countries. Popular culture is one of the most interesting parts of Japanese society. Japan pop culture were increasingly sent to overseas markets, mainly in Asia, to create a good and friendly perception about Japan. Japan placed great emphasis on its pop culture. Furthermore, Japan advanced its good image during the tough time of the 1997 Asian financial crisis that seriously affected the ASEAN countries. Although the crisis impacted Japanese economy, its major foreign policy was to fully cooperate in the ASEAN countries. Japan thus appeared to be as ASEAN economic mentor for assistance during the hard time of the crisis. (Hook, 2002: 2) The Japanese policy was thus greatly admired by ASEAN. 3.1.5 Japan’s Cultural Diplomacy in the 2000s – 2010s: “An Intellectual Property-Based Nation and Turning Japan into A Loved and Respected Nation” Since 2002, Japanese policy on intellectual property rights has become more serious. This is because the pop culture activities are important entertainment industry of Japan. Prime Minister Junichiro Koizumi announced his policy that “Japan had set the new goal of becoming more competitive through the creation, protection and strategic utilization of intellectual property.” (Akutsu, 2008: 211) Cultural diplomacy of the Japanese government is thus dealt significantly with its trade policy such as the protection of intellectual property rights. Plenty of measures have been annually and increasingly conducted that encourage creative activities extended from scientific inventions and technology to art, design, brands, and media contents such as animation, movies, music, and game software. Also, in 2004 the Intellectual Property Policy Headquarter (Policy Headquarter) found the Japan Brand Working Group to set the directions and key essences of branding Japan. The aim of Japan’s nation branding is to “improve the image and reputation of Japan and turn it into a nation that is loved and respected by people throughout the world.” (Akutsu, 2008: 211) The organization thoughtfully discussed to find Japan’s cultural key resources and finally marked on 37

three main areas: food culture, fashion, and local brands. Thus, intellectual and cultural products are related to these three key resources of Japan’s nation branding in order to create an attractive Japan brand. The Japan Brand Working Group then set three goals that include 1) promoting a rich food culture, 2) founding diverse and reliable local brand, and 3) creating Japanese fashion as a global brand. (Akutsu, 2008: 213) Consequently, in 2005 the National Conference for the Export of Agricultural, Forestry, and Fishery Product was performed; the first meeting of the Council on the Promotion of Cultural Diplomacy was set, and in 2006 Japanesque Modern Committee was established and the Neo-Japaneseque Conference was launched. However, the intellectual property rights policy has subsequently impacted on the decreasing of the popularity of Japanese pop culture in other countries as it is too difficult to access or download online. (Hashi, 2013) For instance, lots of overseas people encounter the difficulties to find Japanese music outside of Japan. Nowadays, more and more people shop online than ever before, but it seems like Japanese music retailers focus more on internal market and cause difficulties for overseas fan clubs. If they want to buy or download, they first need to apply or pay to be a member. Although people can buy Japanese music through iTunes, the Japanese iTunes store require to pay with a Japanese credit card which most of overseas people do not have. They thus cannot access all of the music in the Japanese iTunes store. Intellectual property rights policy decreases the overseas popularity of Japan pop culture. In the same time, Korean pop culture took the first significant step to spread K pop into Asian countries. Lots of Korean drama series and music have been broadcasted in many countries and are easily accessible than Japanese pop culture. One of the most primary proponents of the Korean Wave all the time is Dae Jang Geum or A Jewel in the Palace, a 2003 Korean television series, which was broadcasted to 91 countries and has earned US$103.4 million worldwide. (Lee, 2013) Also, Gangnam Style, released on 2012, became the first Youtube video to reach one billion views. (Gruger, 2012) Also, since the mid-1990s, tensions between Japan and Korea occurred from conflict during the Japanese occupation of Korea (1910-1945) and Japanese Prime Ministers went to the Yasukuni Shrine. The Japanese governing thus seek a new branding strategy to regain the popularity of Japan pop culture and aimed to turn Japan into a loved and respected nation. In 2003, Prime Minister Shinso Abe established Japan-East Asian Network of Exchange for Students and Youths (JENESYS), inviting young people from other countries, especially from East and Southeast Asia to visit Japan for 7 to 9 days. The Youth Exchange aims to promote mutual understanding among the East Asia region, and to deepen understanding of Japan through many activities such as field visits to cultural, historical, economic and environmental facilities, school visits and home stays for education and cultural exchange. 38

However, in 2000s Japan pop culture in Asia was replaced by Korean Wave or Hallyu. The fall of Japan pop culture led to the creation of a new public policy called ‘Cool Japan’ in 2010, aiming to promote Japan pop and modern culture as its soft-power in Europe, the United States, and Asia and to export and distribute Japan’s creative products that indicate and emphasize on “Japaneseness”. Also, the Shinzo Abe government has projected Japan’s image of a beautiful, cultural and modern. In 2013, Cool Japan Fund was established to support private investments dealing with Cool Japan policy, that is, entertainment industry, food culture, and fashion. Also, the government aimed to make Japan a content-business superpower. Thus, some problems related to copyrights were solved by revising the Copyright Law. It also promoted live entertainment, Japanese food culture and foodstuff around the globe, as well as created and spread attractive local brands, Japanese street fashion, and fashion industry. During 2010s Japan promotes tourism in Japan by exempting visa for some Asian countries such as Thailand and invites celebrities in Asian countries to be Japan’s cultural ambassador to promote Japan culture and image in their countries. This Cool Japan policy, it may be said, seems to strengthen and modernize Japan cultural diplomacy during the globalization period. As seen in the propaganda of the Tokyo 2020 Olympic Game mascot, in the closing ceremony in the 2016 Rio Olympic, Prime Minister Abe appeared as Super Mario, a famous Japanese game. Moreover, Japan still confirms the branding Japan as a cool and modern country by creating superhero mascots for the Tokyo 2020 Olympic Games. It may thus be said that this is the apex of a long-term propaganda that is branding Japan as “Cool and Pop Japan” as far as possible. 3.2 Japan’s Cultural Diplomacy and a Case Study in Thailand 1980s – 2010s Before the 1970s that Japan and Japanese products were boycotted in Thailand, the relationship between Thailand and Japan mainly dealt with economic relation. This was a part of the U.S. policies during the Cold War time that suggested Japan to move its business and market bases to Southeast Asia. (Saikeaw, 2013: 31) Therefore, since postwar to the 1970s Thailand had been one of the main markets of Japan. Also, other relationships included the investment of Japanese enterprises in Thailand and official financial aids from the Japanese government. 3.2.1 Japan’s Cultural Diplomacy in Thailand in the 1970s Anti-Japan campaign in Thailand led by the National Student Center of Thailand (NSCT), founded in 1968. Students began rejecting Japanese goods in 1970 and developed a boycott of Japanese commercial goods in 1972. It aimed to boycott Japanese products and support Thai goods during 1972 – 1973. (Prajak. 2012: 245) Students spread posters throughout Bangkok and main cities requesting a boycott of Japanese products and went to shopping malls such as Thai-Daimaru, the Japanese-owned department store, to convince people to ban Japanese goods 39

and buy Thai products. The NSCT blamed Japan of using business tricks to cheat Thailand and make it an “economic slave”. The strength of the students’ nationalist movement encouraged a sense of nationalism among Thai people and the mass media. In other worlds, it was not only anti-Japanese products, it also means anti-Japan which was running high in Thailand. (Atcharaporn, 2013-2014: 1) In 1974, When Prime Minister Tanaka Kakuei (1972 – 1974) visited Thailand, he was greeted amid the anti-Japanese campaign. Student representatives mentioned the way in which Japanese businesses advanced into Thailand and blamed the Japanese Government that Japan had exported polluting enterprises to Thailand. The Japanese government was stunned from the anti-Japanese movement by young people in Thailand. In response to the anti-Japanese campaign, the Japanese government increased aid money from Japan and promised to advise Japanese enterprises that had advanced into that country. Consequently, Japanese enterprises attempted to combine with local society in Thailand; more and more small and medium-sized enterprises advanced into Thailand. Various forms of cultural and educational exchange were conducted and steadily increased. Saikaew analyzed that Human exchange was the best method of conveying Japanese culture to the others. During this time saw many Japanese artists and singers performed in Thailand; exhibitions of Japanese art, movies, and photography had regularly been displayed. 3.2.2 Japan’s Cultural Diplomacy in Thailand in the 1980s – 1990s The negative image of Japan in Thailand in the 1970s was gradually cleaned up through Japan’s cultural diplomacy extremely performed in the 1980s. Besides providing economic assistance, scholarships, and cultural aids, Japan’s pop culture is an effective tool. Japanese animations and manga were first brought into Thailand in 1950s and 1960s, respectively. In the 1980s, the Japanese government deployed growingly cultural diplomacy, planning to enhance the trust of Japan by sending Japanese pop culture such as manga, dramas, music, animations to broadcast in Southeast Asia. In Thailand, during 1978 - 1987 Japanese comics such as Doraemon, Candy Candy, Ikkyu-san (Mister Ikkyu), kinnikuman (Muscle Man), were televised and published. Also, a television drama, Oshin, and Japanese advertisements such as glico pocky and collon, Japanese snacks, were aired in Thailand. In 1990, Channel 9, a Thai free-to-air television network, began to broadcast the program “Nine’s Cartoon Show” every Saturday and Sunday morning. The Show has still been telecasting today. Almost all of the shows are Japanese animations. Moreover, all Thai free television networks have broadcasted all kinds of Japan pop culture since the 1990s. Japan’s pop culture reached its peak in Thailand in the 1990s. Many famous animations were aired, translated and published through copyright acquisition agreement. Japanese stars, series, 40

and music were popular. Most of all is JRock, X-Japan. Japanese entertainment Journals such as I-Spy, J-Spy, Idol Goldstar, and Japan World were issued. During the late 1990s to 2007, ITV, a Thai free television network, produced the ITV Asian Series, broadcasting Japanese and Korean series. Some Japanese series are With Love, Beauty or Beast, Beach Boy Love, and GTO (Great Teacher Onizuka). Cultural exchange programs and grant aid projects had also been granted by the Japanese gpovermnment. The Japanese government provided cultural funds to Thailand to recover historical Japanese village in Ayudthaya and supported the establishment of Ayudthaya Historical Study Centre and sent Japanese scholars to join the project. In 1989, Japan Society for the Promotion of Science (JSPS), found in 1932, to promote international exchange in scientific fields, and Japan Student Services Organization (JASSO) were established in Thailand to promote Japanese studies abroad. From 1978 – 2008 JSPS provided scholarship to support researchers from developing countries in ASEAN to complete their research in Japan. Among these countries, 181 Thai students received the scholarship which is the largest number of grantees. (Saikeaw, 2013: 94) These cultural diplomacy contribute directly to Japan’s soft power. The growth of Japan’s cultural diplomacy and the cooperation between the two countries and among the people themselves contribute to a good image of Japan. 3.2.3 Japan’s Cultural Diplomacy in Thailand in the 2000s and 2010s In the early 2000s, Japan pop culture still remained its popularity in Thailand. Besides series, Japanese manga has still been popular. 90% of foreign cosmic in Thailand are Japanese. Also, varieties such as TV Champion, Iron Chef, and Pan-kun to Jēmuzu (The Adventures of Pan and James: A Chimpanzee and Bulldog on Errands) were very successful in Thailand. However, in the early 2000s Korea, which increasingly deployed its sale and cultural diplomacy, exported Korean pop culture into ASEAN and East Asian countries and later gained more popularity than Japanese pop culture. Thai television networks aired on both Japan and Korean series. However, because of the less popularity and the high rate of license fee the broadcasting of J-drama was thus decreased and replaced with K-drama. After the fall of the popularity of Japan pop culture in Thailand and other Asian countries during the 2000s, Japan in the 2010s has deployed the new cultural policy, the Cool Japan. This strategy contributes to several joint projects between Japan and Thailand to boost Japan culture and to enhance the cooperation between two countries. The favor of Japan pop culture in Thailand today has reduced slightly as there are other foreign cultures. However, some Japanese culture have been firmly and absorbed into Thai society for a few decades, that is, Japanese food culture, fashion, and daily life products. Many Thai people are familiar with these Japanese culture. However, according to the interview data, there are some suggestions that Japan may promote 41

other kinds of pop culture rather than focusing only on manga or cosplay as the popularity of these pop culture declines in this period, as seen in the low numbers of Japanese cosmic books and the closure of publishers. Also, the accessibility of pop culture for overseas fan clubs should be developed to promote Japan entertainment products. It may be said that the most successful Cool Japan policy in Thailand is tourism. Visa exemption for Thai tourists since July 2013 and the tax exemption system in 2015 are successful. A number of Thai tourists traveling to Japan have continuously increased from 167,481 in 2007 to 796,700 in 2015. (Royal Thai Embassy, Tokyo, 2015) In 2017, 64% of Thai travelers still prefer Japan than any other countries. (Suchat, 2018) Cultural diplomacy has become a strength public policy of many countries. In the past, Japan pop culture played a main role to sketch Japan’s nation branding. Then, other countries as South Korea and China nowadays also use pop culture policy and gain more successful than Japan. Japan thus needs to find new ways for its cultural diplomacy. Conclusion Since postwar, cultural diplomacy has been a main public policy of Japan to transform Japan’s image to be a peaceful nation. In 1970s, Japan’s cultural diplomacy had been immensely deployed to lessen anti-Japan perception form the imbalance of trade. Japan’s measures include cultural exchange, cultural and educational aids, and scholarships. Pop culture also began to export. During the 1980s -1990s saw the peak of Japan pop culture in Asia, especially in Thailand. Japan’s cultural diplomacy dealt with three main elements: peacekeeping, developmental assistance and economic aid policies, and cultural exchange. Since 1980s, plenty of pop culture have been imported into Thailand and extended to fashion, food culture, and products from pop culture such as Sanrio’s stationery including notebooks, memo pads, pencil cases, sticky notes, and more. In the 2000s, Japan faced some main factors that affected its image. Korea’s pop culture began to be famous and shared benefits in the globe. Also, other Asian nations present their ancient traditions as same as Japan has done. Japan thus needs to seek the ways to differ itself from other Asian nation by emphasizing on Japan as ‘the ultra-modern’. This image has been highlighted since the Cool Japan Policy was announced in 2010. 3.3 Acknowledgments and Legal Responsibility This paper is a part of my research entitled “The Creation of Nation Branding and Pop-Culture Diplomacy in Japan in 1980s – 2010s”. I am thankful to the Faculty of Social Sciences, Srinakharinwirot University, for funding. I am also grateful to my students who attended my Seminar in East Asian History module in sharing their pearls of wisdom with me during the courses. Moreover, I have to express out appreciation to blind peer reviews for their comments on an earlier versions of the manuscript. 4. References 42

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ISSSM-0380 Returning to the 17th Century’s Formosa: A Study of the Figures of the Residents, Sceneries and Customs through the Poem Analysis of the Originator of Taiwanese Literature Shiun-Jr Cheng National Taiwan Normal University E-mail: [email protected] Abstract Background/ Taiwan and poet in 1660-1690 Taiwan is located at the southeast of Asia. In the early seventeenth century, Taiwan was dominated by Netherlands and named “Formosa”. In the middle of the seventeenth century, Cheng-gong Zheng who was a general of Ming Dynasty led armies to attack Netherlands to rule Taiwan to be a fort against the empire of Qing Dynasty. After Netherlands’ surrender, Zheng began to manage Taiwan in 1661. In 1683, Qing Dynasty’s armies beat the successor of Zheng and dominated Taiwan. After that, Taiwan became dominated by Qing Dynasty. About two hundred years later, Japan owned Taiwan according to the “Treaty of Shimonoseki” and finally returned Taiwan to mainland Republic of China in 1945. Reviewing the history from the 17th to 20th century, within the three hundred years, we can find although Taiwan had experienced three transfers into different regimes, the creation of the literatures and poetries was never stopped on this island. The first record of classic literatures was “Dong Yin Community” established by Guang-wen Shen, who had lived in Taiwan for thirty years and created abundant poetries. Therefore, most people deemed the originator of Taiwanese Literature was Guang-wen Shen. By reviewing and collecting the poetries of Guang-wen Shen, we can figure out the reason why Taiwan was called “Formosa” at that time. “Formosa”, so named during the Netherlands domination, means “a beautiful island”. In 1661, after Cheng-gong Zheng beat Netherlands and ruled Taiwan in Ming Dynasty, there were so many poets and poetry communities. Among the poetry communities, the first one was “Dong Yin Community” established by Guang-wen Shen deemed “the Originator of Taiwanese Literature”. Guang-wen Shen was a government officer of transportation department. After the extinction of Ming Dynasty, he resigned from the officer position and isolated himself from government career, taking his family southward to Quanzhou, Fujian province. Unfortunately, they encountered a typhoon and were forced to change the direction, finally arriving in Taiwan. At that time, Taiwan was dominated by Netherlands. Guang-wen Shen finally lived in Luermen which is now located in Tainan City. After Cheng-gong Zheng kicked out the Dutchmen and ruled Taiwan, the government found the talent of Guang-wen Shen and wanted to invite him to be an officer but failed, which shows his loyalty to Ming Dynasty. He refused to serve other 45

leaders. With the poor political performance of Jing Zheng, the successor of Cheng-gong Zheng, Guang-wen Shen therefore creates sarcastic poetries. Jing Zheng declared to arrest Guang-wen Shen which made him escape to Qishan, Kaohsiung, and cut his own hair to be a monk. Until Lang Shi’s (a general of Qing dynasty) attack, Guang-wen Shen hence had an opportunity to move to Coronation Bay located in Shanhua District, Tainan City. There, he became a teacher teaching the aboriginals and also a doctor curing the patients. Finally, he established “Dong Yin Community” to keep the literatures about what he experienced in his life, which was afterwards named “Haidong References”, the origination of Taiwanese Literature. In the period of time which Guang-wen Shen lived in Taiwan, he created so many poetries describing Taiwanese residents, sceneries and customs. For example, as the poetry “Aboriginal Women” describes,“Women from Ping pu Tribe carry goods walking on streets every morning, with wild flowers on heads, teeth painted black with straws. They tie red ribbons on their heads if winning the race. They wear white agate necklaces as a makeup, accustomed to applying deer oil on their hair, desiring to compete their fragrance with musks and orchids. “ It is just a short poetry, but shows the figures of aboriginal women in the 17th century’s Taiwan. After reading the poetry, we can not only appreciate the classic poetry, but also understand peoples’ dress and lifestyle at that time. The researcher thinks it can help us to understand the situation of the 17th century’s Taiwan by analyzing the poetries of Guang-wen Shen. Research Methods The method of this study is Document Analysis. Through collecting the poetries and other information recorded in books and references, the researcher analyzes the contents of these information by the methods including consolidation, arrangement, comparison, and explanation. The main classic poetries collected in this study include two books, “Guang-wen Shen Corpus” and “Guang-wen Shen Analogue”. In the two books, there are so many poetries which show the figures of the residents, sceneries and customs in the 17th century’s Taiwan. Through the analysis of these poetries, the methods of consolidation, arrangement, comparison, and explanation, the researcher hopes to figure out the reason why Taiwan is called “Formosa”. The researcher will search other literature references as a makeup for any flaws in Shen’s works if encountering contents difficult to be explained. Besides, in this study, the researcher will take the two books’ contents as a base to be analyzed and then obtain the results when the materials are inconsistent to the descriptions. About the 17th century’s Taiwan, although it was named “Formosa”, there are rare researches which studied the figures of the residents, sceneries and customs at that time. Therefore, this study hopes to describe the figures of Taiwan through the literature analysis. 46

Research Results Guang-wen Shen published an “Research for the places of local names in Taiwan” which records the place names of Taiwan in the 17th century. When we check those names, they are similar to the present names in the 21st century. At that time, geographically, Chi-Kai, Tainan, was the politic center of Taiwan, and the southernmost is Hengchun and the northernmost is Danshui. Most villages were built along the coast or plains and some were in the mountains of Nantou. Netherland conflicted with Cheng-gong Zheng in that they controlled the land so they concerned more about the Chi-Kai region than Danshui. For the reason, Shen’s poetry always concentrated more on Chi-Kai and less on Danshui. The villages around the plain areas always encountered typhoons, strong wind, and the plum rain in the 17th century. Not many people lived in high mountains. The residencies were mostly built with straw and bamboo. Along the roads, we can see hibiscus planted instead of artifacts that it makes a wonderful and natural country land. The orchids blossom around the entire mountains as well as chrysanthemums, cranes, frogs, fairy flowers, yellow water vines, oranges, and sakyamunis. Lintou trees, coconuts, stood along the coast everywhere and the whales swam nearby. In the 17th century, aboriginals and Han lived on the island. The aboriginals wore leather clothing in winter and flax clothing in summer but Han wore cotton clothing. As time passed, aboriginals wore the cotton clothing imitating the behaviors from Han. It was like a Shangri-La, and therefore Dutch called the island Formosa. As a dominant culture the Han ruled the island so it influenced the aboriginals’ dress code, culture, and life. The article will record and arrange the Shen’s poetry to recognize Formosa in the 17th century and verify how the two groups melt and see their history trace. The researcher arranges the poetry of the originator of Taiwanese literature to the beautiful sceneries and customs of Taiwan 300 years ago. The results are a good source witness to recognize the geography and customs according to the classic literature. The researcher’s idea offers a study direction in the domain. 47