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\u00a091亚色 aims to enable students to Discover, Grow, and Create, and become members of society who can serve the region, Japan, and the world, in accordance with the principles set out in the 91亚色 charter. In line with this goal, the university established the Diploma Policy and Curriculum Policy for the undergraduate programs. As such, 91亚色 expects the following from our undergraduate applicants:<\/p>\n
\u00a0A variety of screening processes are used in each area of undergraduate recruitment to ensure the selection of students who display the above qualifications.<\/p>\n
\u00a091亚色 conducts entrance examinations to ensure that applicants are appropriately qualified. Examinations evaluate applicants based on the three elements of academic ability*1. A variety of evaluation methods are used for a multifaceted and comprehensive admissions program, and each part of the entrance examinations is designed carefully to evaluate designated key elements of academic ability.<\/p>\n
\u00a0The early admissions schedule for the general selection process emphasizes appropriate knowledge and skills for study at the university. This is comprehensively assessed with individual proficiency tests that focus on subject tests, in addition to the Common Test for University Admissions, which assesses a wide range of basic academic skills in high school subjects.<\/p>\n
\u00a0The later admissions schedule for the general selection process assesses applicants comprehensively. Individual academic ability tests such as essays and interviews assess not only knowledge and skills appropriate to study at the university, but also thinking skills, judgement, expression, attitudes towards independent study and cooperative work, and more. In addition, the Common Test for University Admissions is used to assess a wide range of basic academic skills in high school subjects.<\/p>\n
\u00a0The Comprehensive Selection comprehensively assesses applicants through a combination of application documents, tests of comprehension of lectures and other materials, and interviews to evaluate basic academic abilities, and knowledge and skills required by the faculty or department, as well as thinking abilities, judgement, expression, and attitudes toward independent study and cooperative work.<\/p>\n
\u00a0School Recommendation Selection Type 1 does not require the Common Test for University Admissions. It comprehensively evaluates applicants by using application documents, essays and interviews to assess their basic academic ability and the knowledge and skills required by the faculty or department, as well as evaluating thinking abilities, judgment, expression and attitudes toward independent study and cooperative work.<\/p>\n
\u00a0The School Recommendation Selection Type II requires the Common Test for University Admissions. It comprehensively assesses applicants by using essays to assess thinking skills, judgement and expression, and evaluates character, attitudes towards independent study and cooperative work through interviews and the contents of application documents. In addition, the Common Test for University Admissions assesses a wide range of basic academic skills in high school subjects.<\/p>\n
\u00a0Other special entrance examinations are conducted to evaluate and select applicants from diverse backgrounds based on their individual characteristics.<\/p>\n
*1\u3000the three elements of academic ability<\/strong> Admissions Policy of 91亚色 (Bachelor’s Program) \u00a091亚色 aims to enable stud […]<\/p>\n","protected":false},"author":149,"featured_media":0,"parent":549,"menu_order":13011,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/ds27i1.cc.yamaguchi-u.ac.jp\/~www-yu\/english\/wp-json\/wp\/v2\/pages\/2819"}],"collection":[{"href":"https:\/\/ds27i1.cc.yamaguchi-u.ac.jp\/~www-yu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ds27i1.cc.yamaguchi-u.ac.jp\/~www-yu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ds27i1.cc.yamaguchi-u.ac.jp\/~www-yu\/english\/wp-json\/wp\/v2\/users\/149"}],"replies":[{"embeddable":true,"href":"https:\/\/ds27i1.cc.yamaguchi-u.ac.jp\/~www-yu\/english\/wp-json\/wp\/v2\/comments?post=2819"}],"version-history":[{"count":8,"href":"https:\/\/ds27i1.cc.yamaguchi-u.ac.jp\/~www-yu\/english\/wp-json\/wp\/v2\/pages\/2819\/revisions"}],"predecessor-version":[{"id":3260,"href":"https:\/\/ds27i1.cc.yamaguchi-u.ac.jp\/~www-yu\/english\/wp-json\/wp\/v2\/pages\/2819\/revisions\/3260"}],"up":[{"embeddable":true,"href":"https:\/\/ds27i1.cc.yamaguchi-u.ac.jp\/~www-yu\/english\/wp-json\/wp\/v2\/pages\/549"}],"wp:attachment":[{"href":"https:\/\/ds27i1.cc.yamaguchi-u.ac.jp\/~www-yu\/english\/wp-json\/wp\/v2\/media?parent=2819"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\u00a0The three elements of academic achievement comprise (1) basic knowledge and skills, (2) abilities in thinking, judgment, and self-expression, and (3) an attitude toward independent learning, adaption to diversity, and ability in collaboration. These elements are defined in the Report on Integrated Reforms in High School Education, University Education, and University Entrance Examinations toward the Realization of High School-University Connection Suitable for a New Age (Central Council for Education Report No. 177).<\/p>\n","protected":false},"excerpt":{"rendered":"