2011-12-08
2011-11-08
2011-10-17
"Memories of Hiroshima and Nagasaki: Messages from _Hibakusha_"
Cross-posting from H-Japan at the www.h-net.org service.
This looks worth reading by students of selected entries (depending on age level): English for those unable to read the original, phrases and short segments for intermediate students, original text for those able to read the Japanese (with the assistance from the translations provided).
This looks worth reading by students of selected entries (depending on age level): English for those unable to read the original, phrases and short segments for intermediate students, original text for those able to read the Japanese (with the assistance from the translations provided).
> Please let me call your attention to the Asahi Shimbun's new on-line
> English-language source for _hibakusha_ testimonies:
> http://www.asahi.com/hibakusha/english/ Here is a snippet of the official
> press release from Asahi, in both English and Japanese.
>
> Hiraku Shimoda, History Department, Vassar College
>
> The _Asahi Shimbun_ has launched the English version of its website
> "Memories of Hiroshima and Nagasaki: Messages from _Hibakusha_." This
> website currently contains first-hand accounts and messages from 200 A-bomb
> survivors as collected by the _Asahi Shimbun_. It will eventually contain a
> total of 370 testimonies. Over 350 volunteers worldwide have helped
> translate the testimonies into English.
>
> We launched the Japanese version of this website in November 2010 in order
> to let the world know the reality of A-bomb radiation exposure and the
> survivors' earnest hope for peace. The Japanese-language website contains
> accounts and messages from 1,651 A-bomb survivors. The contents are drawn
> from a survey of _hibakusha_ conducted by the _Asahi Shimbun_ in 2005 in
> cooperation with the Japan Confederation of A- and H-bomb Sufferers
> Organizations and Hiroshima and Nagasaki Universities.
>
> 被爆証言サイト「広島・長崎の記憶」英語サイト開設 朝日新聞社
>
> 朝日新聞社は９月２１日正午、被爆者のメッセージ（手記）を集めたウェブサイト
> 「広島・長崎の記憶〜被爆者からのメッセージ」の英語ページを開設した。同社が集
> めた２００人の手記などを英語で収録している。今後追加していき、３７０人分の収
> 録を目指す。英訳には多くのボランティアが協力した。同時に日本語ページも、被爆
> 者の動画を収録するなどリニューアルしている。
>
> サイトは昨年１１月に日本語で開設した。朝日新聞社の総合情報サイト「アサヒ・
> コム」の中にある。日本語の手記はこれまで１６５１人分を掲載。朝日新聞社が日本
> 原水爆被害者団体協議会や広島・長崎両大学の協力で２００５年に実施した「被爆６
> ０年アンケート」で、メッセージ欄に書かれたものが主で、サイト掲載への同意を求
> める中で、新しいメッセージも多数寄せられ、それらも収録した。
>
> 朝日新聞社は被爆体験を世界に発信するため、当初から英語ページの開設を目指し
> ていた。サイト開設後、被爆者改めて英語での掲載への同意を求める一方、広く英訳
> 作業への協力を募った。世界中で３５０人以上が参加し、英訳や英文チェックに携
> わった。
>
> 構成は日本語ページに準じている。広島、長崎ごとに、直接の被爆か後に爆心地近
> くに入った入市被爆かなど被爆状況で分け、わかる場合は当時の年齢や爆心地からの
> 距離も示した。朝日新聞社は「被爆の実相や被爆者の平和への思いを伝えることで、
> 核兵器廃絶の国際世論の喚起に資することができれば」としている。
>
> ********************************************************
> English-language source for _hibakusha_ testimonies:
> http://www.asahi.com/hibakusha/english/ Here is a snippet of the official
> press release from Asahi, in both English and Japanese.
>
> Hiraku Shimoda, History Department, Vassar College
>
> The _Asahi Shimbun_ has launched the English version of its website
> "Memories of Hiroshima and Nagasaki: Messages from _Hibakusha_." This
> website currently contains first-hand accounts and messages from 200 A-bomb
> survivors as collected by the _Asahi Shimbun_. It will eventually contain a
> total of 370 testimonies. Over 350 volunteers worldwide have helped
> translate the testimonies into English.
>
> We launched the Japanese version of this website in November 2010 in order
> to let the world know the reality of A-bomb radiation exposure and the
> survivors' earnest hope for peace. The Japanese-language website contains
> accounts and messages from 1,651 A-bomb survivors. The contents are drawn
> from a survey of _hibakusha_ conducted by the _Asahi Shimbun_ in 2005 in
> cooperation with the Japan Confederation of A- and H-bomb Sufferers
> Organizations and Hiroshima and Nagasaki Universities.
>
> 被爆証言サイト「広島・長崎の記憶」英語サイト開設 朝日新聞社
>
> 朝日新聞社は９月２１日正午、被爆者のメッセージ（手記）を集めたウェブサイト
> 「広島・長崎の記憶〜被爆者からのメッセージ」の英語ページを開設した。同社が集
> めた２００人の手記などを英語で収録している。今後追加していき、３７０人分の収
> 録を目指す。英訳には多くのボランティアが協力した。同時に日本語ページも、被爆
> 者の動画を収録するなどリニューアルしている。
>
> サイトは昨年１１月に日本語で開設した。朝日新聞社の総合情報サイト「アサヒ・
> コム」の中にある。日本語の手記はこれまで１６５１人分を掲載。朝日新聞社が日本
> 原水爆被害者団体協議会や広島・長崎両大学の協力で２００５年に実施した「被爆６
> ０年アンケート」で、メッセージ欄に書かれたものが主で、サイト掲載への同意を求
> める中で、新しいメッセージも多数寄せられ、それらも収録した。
>
> 朝日新聞社は被爆体験を世界に発信するため、当初から英語ページの開設を目指し
> ていた。サイト開設後、被爆者改めて英語での掲載への同意を求める一方、広く英訳
> 作業への協力を募った。世界中で３５０人以上が参加し、英訳や英文チェックに携
> わった。
>
> 構成は日本語ページに準じている。広島、長崎ごとに、直接の被爆か後に爆心地近
> くに入った入市被爆かなど被爆状況で分け、わかる場合は当時の年齢や爆心地からの
> 距離も示した。朝日新聞社は「被爆の実相や被爆者の平和への思いを伝えることで、
> 核兵器廃絶の国際世論の喚起に資することができれば」としている。
>
> ********************************************************
2011-10-10
migrating print magazine NIPPON online
http://nippon.com/ has articles, images, and videos by journalists and experts in various fields.
The website is available in different languages, and would be of interest to a wide range of viewers.
I like the fact that the articles are from the perspectives of people on the scene, rather than polished governmental accounts of events.
I think the Japanese title, 「知らざれる日本の姿を世界へ」, is quite fitting
The website is available in different languages, and would be of interest to a wide range of viewers.
I like the fact that the articles are from the perspectives of people on the scene, rather than polished governmental accounts of events.
I think the Japanese title, 「知らざれる日本の姿を世界へ」, is quite fitting
2011-09-23
resources September 2011
via U.Colorado-Boulder newsletter:
Blogger in Japan. National Geographic's Digital Nomad touched down in Japan. Andrew Evans, the National Geographic Traveler's Contributing Editor and blogger who covers every corner of the world, landed in Japan for his three-week travel through the country. To follow his travel blogs, tweets, and videos, visit http://japantravelinfo.com/andrew/index.html.
"Japan" – includes a Google Earth tour
Blogger in Japan. National Geographic's Digital Nomad touched down in Japan. Andrew Evans, the National Geographic Traveler's Contributing Editor and blogger who covers every corner of the world, landed in Japan for his three-week travel through the country. To follow his travel blogs, tweets, and videos, visit http://japantravelinfo.com/andrew/index.html.
"Japan" – includes a Google Earth tour
tourism - critical views
teenage students of Japanese language offer their views on the video pitch at http://www.jnto.go.jp/
Students did a Think-Pair-Share and had a short class discussion on the positive and negative aspects of the video because
Here are some of their comments.
Pros
-introduced different places in Japan and was overall set a happy tone
-people will see what Japan is like
-famous (good-looking) people showed the places (pop culture)
-the video gets attention
-a theme (maneki neko) ran through the whole ad
-good for tourism; people will want to visit Japan
-the places shown targeted older people by showing historical tourist places while the actual navigators appeal to a younger audience (wide age range in audience)
-it showed that Japan wasn't all affected by the earthquake
-it showed that the country is doing okay after the disaster
-it was funny
-it showed cultural things such as celebrations, traditions, and food
Cons
-targeted demographic too narrow in using pop idols (appeal only to young girls)
-high cost of money to make and showcase video
-glossed over situation and didn't touch on the nuclear problem, which is what tourists would be worried about
-it was cute but did not seem like a tourism video
-there were too many cats
-it was weird
-unnatural at times as the famous people were paid to look like they were having fun
-seemed a bit too desperate to get the tourists
Suggestions
The classes also discussed ways in improving the video. They talked about having other famous people like professional athletes and female idol groups, but had difficulty in coming up with Japanese people who would be recognizable and liked by everyone. They also felt that as it is a promotion for foreigners, it was strange for a Japanese group to be going on domestic travel. Rather, it made more sense for famous Japanese people to be showing around a world-famous person such as a Hollywood actor whose works had been translated into numerous languages.
Also, students criticized the manner of delivery, in that it was a video being shown only at central locations such as London Station and New York Times Square. The target audience would then be limited to people who accessed areas of high traffic in central cities. Also, the actual website viewers are referred to had no mention of the CM video itself. I checked again today and alas it is there now!! http://visitjapan.jp/eng/top.html
http://www.jnto.go.jp/message_from_japan/
The students thought it would be much more useful if the video was on internet sites such as Youtube that would be spread by word of mouth by social networking sites such as Facebook and Twitter where they could track the number of hits. Other suggestions were to buy ad space time on major TV networks (which would then incur additional costs).
Students did a Think-Pair-Share and had a short class discussion on the positive and negative aspects of the video because
Here are some of their comments.
Pros
-introduced different places in Japan and was overall set a happy tone
-people will see what Japan is like
-famous (good-looking) people showed the places (pop culture)
-the video gets attention
-a theme (maneki neko) ran through the whole ad
-good for tourism; people will want to visit Japan
-the places shown targeted older people by showing historical tourist places while the actual navigators appeal to a younger audience (wide age range in audience)
-it showed that Japan wasn't all affected by the earthquake
-it showed that the country is doing okay after the disaster
-it was funny
-it showed cultural things such as celebrations, traditions, and food
Cons
-targeted demographic too narrow in using pop idols (appeal only to young girls)
-high cost of money to make and showcase video
-glossed over situation and didn't touch on the nuclear problem, which is what tourists would be worried about
-it was cute but did not seem like a tourism video
-there were too many cats
-it was weird
-unnatural at times as the famous people were paid to look like they were having fun
-seemed a bit too desperate to get the tourists
Suggestions
The classes also discussed ways in improving the video. They talked about having other famous people like professional athletes and female idol groups, but had difficulty in coming up with Japanese people who would be recognizable and liked by everyone. They also felt that as it is a promotion for foreigners, it was strange for a Japanese group to be going on domestic travel. Rather, it made more sense for famous Japanese people to be showing around a world-famous person such as a Hollywood actor whose works had been translated into numerous languages.
Also, students criticized the manner of delivery, in that it was a video being shown only at central locations such as London Station and New York Times Square. The target audience would then be limited to people who accessed areas of high traffic in central cities. Also, the actual website viewers are referred to had no mention of the CM video itself. I checked again today and alas it is there now!! http://visitjapan.
http://www.jnto.
The students thought it would be much more useful if the video was on internet sites such as Youtube that would be spread by word of mouth by social networking sites such as Facebook and Twitter where they could track the number of hits. Other suggestions were to buy ad space time on major TV networks (which would then incur additional costs).
2011-09-13
kana practice, learning of Go game, self-study advice
for players of Go, see www.Go-Nation.Org (online Go Tutorials, Go Teaching Aids, and Go Promotional Aids)
for memorizing kana, see the Kana Match card game - www.KanaMatch.com
for self-study of Japanese (of oral/aural, at least):
I once tutored a high school student who started with me already speaking Japanese quite well. When I asked him how he learned Japanese, he told me it was all Pimsleur. If speaking and listening is sufficient, I think Pimsleur is very good.
for memorizing kana, see the Kana Match card game - www.KanaMatch.com
for self-study of Japanese (of oral/aural, at least):
I once tutored a high school student who started with me already speaking Japanese quite well. When I asked him how he learned Japanese, he told me it was all Pimsleur. If speaking and listening is sufficient, I think Pimsleur is very good.
2011-09-05
streaming radio from NHK
New service to keep up with current events. Teachers and students can improve their listenting practice daily:
streaming radio on NHK called 'rajiru-rajiru,' http://www3.nhk.or.jp/netradio/
streaming radio on NHK called 'rajiru-rajiru,
* due to the international copyright law the streams appear not to be available outside Japan
** workaround: picture is small - like a keyhole, but if you want to listen to Japanese radio live this is a great service. It is free and has several stations on it. http://www.v2p.jp/video/english/
2011-09-02
3 dvd set from Mizusawa (Tohoku region)
Menus and titles (screenshots) of the Chapters on all 3 of the DVD disks
Earlier this summer I previewed the 3-dvd set of videos centering on the town of Mizusawa in N.E. Japan. It is the research location for the long career of ethnographer Dr. Keith Brown. The DVDs tell all sides of this long engagement with local people for many decades. The project introduces his research subjects, but also reveals important points about how outsiders relate to the townspeople and develop friendships. One DVD focuses on the personal story that unfolds across the decades. Another DVD has the several topics separated into short 12-15 minute stories. The third DVD will interest students and teachers of Japanese because it takes several episodes of unscripted, “live” dialog between native and non-native (Dr. Brown) speakers of Japanese.
In August the teacher guides to each DVD were released at the website, http://cantgonative.com/
http://cantgonative.com/Can't_Go_Native_Teachers_Guide.zip
http://cantgonative.com/More_About_Mizusawa_TeachersGuide.doc
http://cantgonative.com/Conversations_in_Mizusawa_TeachersGuide.doc
As for the title, “Can’t Go Native?,” perhaps it has three meanings:
a) Foreigners should not let go of their home country roots and “go native,” and/or
b) Foreigners should not fool themselves into believing they can be fully Japanese
c) Foreigners can indeed become part of the local ecosystem of the society.
There are several audiences for the language-centered DVD, "Conversations in Mizusawa":
--exchange students (both those to Japan and those from Japan) from high school to college:
predeparture - while in country - upon return, should see the main movie and other segments.
--high beginner and Intermediate students would enjoy the live conversations, as well.
--all those Japanese teens and college students who are studying English might enjoy the DVDs, either to consume in pleasure, to work on for language learning, or to scrutinize within a critical and historicized frame to see how the gaze and organic relationships of scholar and local community affect each other and have contributed to the published materials.
In August the teacher guides to each DVD were released at the website, http://cantgonative.com/
http://cantgonative.com/Can't_Go_Native_Teachers_Guide.zip
http://cantgonative.com/More_About_Mizusawa_TeachersGuide.doc
http://cantgonative.com/Conversations_in_Mizusawa_TeachersGuide.doc
As for the title, “Can’t Go Native?,” perhaps it has three meanings:
a) Foreigners should not let go of their home country roots and “go native,” and/or
b) Foreigners should not fool themselves into believing they can be fully Japanese
c) Foreigners can indeed become part of the local ecosystem of the society.
There are several audiences for the language-centered DVD, "Conversations in Mizusawa":
--exchange students (both those to Japan and those from Japan) from high school to college:
predeparture - while in country - upon return, should see the main movie and other segments.
--high beginner and Intermediate students would enjoy the live conversations, as well.
--all those Japanese teens and college students who are studying English might enjoy the DVDs, either to consume in pleasure, to work on for language learning, or to scrutinize within a critical and historicized frame to see how the gaze and organic relationships of scholar and local community affect each other and have contributed to the published materials.
2011-08-06
picture books with narration online
New e-hon animated written by Poet Shuntaro Tanikawa, illustrated by Yasushi Tsukamoto, and some more youtube videos to introduce the children of the world
who need attention: http://bit.ly/n9okuC
who need attention: http://bit.ly/
2011-07-16
visual context - glimpses on the ground
Try the old standbys of our Internet age, the map browsing at http://flickr.com and the satellite views of maps.yahoo.com or maps.yahoo.co.jp or the google variety.
The flickr map in particular is handy when going to a new place: all images that have been tagged to a location will show up on the map. Not many are award-winning photos, but they do give you some visual context of places around Japan rural and urban; or worldwide for that matter. Try your own backyard, as well, for comparison.
The flickr map in particular is handy when going to a new place: all images that have been tagged to a location will show up on the map. Not many are award-winning photos, but they do give you some visual context of places around Japan rural and urban; or worldwide for that matter. Try your own backyard, as well, for comparison.
2011-06-28
about the 3.11 Tohoku Disaster - Teaching Materials
http://teach311.wordpress.com/ (announced by) Yuki Ishimatsu, C. V. Starr East Asian Library, Univ. of California at Berkeley
2011-06-24
Asahi Shimbun's -- new English website
[English language] ...the March 11 special disaster section of Asahi Japan Watch 's new website. (http://ajw.asahi.com/)
...sophisticated site [includes] interactive maps and graphics.
Every aspect of the Great East Japan Earthquake and its aftermath are covered in depth in six subsections:
Every aspect of the Great East Japan Earthquake and its aftermath are covered in depth in six subsections:
---Fukushima nuclear crisis
---Quake and Tsunami
---Life and Death
---Analysis
---Recovery and Opinion
2011-06-13
watching Kanji stroke order
...six sample video clips on You-tube (http://www.youtube.com) by searching "kanji bushu," or "visualnihongo"
The bushu flashcard PDF will be uploaded within a few days. --- N. Williams, American University 6.2011
The bushu flashcard PDF will be uploaded within a few days. --- N. Williams, American University 6.2011
2011-06-06
2011-05-27
dancer + projected image in sychrony
This TV show is called Showtime, http://www.ntv.co.jp/showtime/
The performers show their talents and the audience decides on the amount of money they will be paid based on their performance.The 3rd and latest version aired in April of 2011.
Here is a dancer who moves in synchrony against the projected images to create some amazing effects.http://www.youtube.com/watch?v=24qzCHZyt8g
This version has the intro to the duo, http://www.youtube.com/watch?v=7ec0sAcM7D4
See also this funny series of commercials for the drink called Fanta, http://www.youtube.com/watch?v=2W_t92q5eoc
or with subtitles, http://www.youtube.com/watch?v=ncrbByjJe-w&feature=related
The performers show their talents and the audience decides on the amount of money they will be paid based on their performance.The 3rd and latest version aired in April of 2011.
Here is a dancer who moves in synchrony against the projected images to create some amazing effects.http://www.youtube.com/watch?v=24qzCHZyt8g
This version has the intro to the duo, http://www.youtube.com/watch?v=7ec0sAcM7D4
See also this funny series of commercials for the drink called Fanta, http://www.youtube.com/watch?v=2W_t92q5eoc
or with subtitles, http://www.youtube.com/watch?v=ncrbByjJe-w&feature=related
2011-05-22
linguistic family - Japanese & Korean
Galloping along with the Horseriders: Looking for the Founders of JapanAuthor(s): Gari LedyardSource: Journal of Japanese Studies, Vol. 1, No. 2 (Spring, 1975), pp.217-254.
http://www.jstor.org/stable/132125
---This is an early statement of the inter-relationships.
A 2011 piece appeared in the NYTimes. Learning a little about problem solving like this by linguists could be a helpful part of students experience of Japanese.
http://www.nytimes.com/2011/05/04/world/asia/04language.html?_r=4
The theory about agricultural societies prevailing over hunter/gatherers is described in detail for the passage of rice growing society reaching the Japanese islands by way of the Korean peninsula about 2400 years ago, according to this May 4, 2011 article in the NYTimes.
Key dates: 30,000 years ago (earliest hunter-gather evidence in Japan); 10,000 years ago (Jomon era begins); wet-rice cultivation suitable to cooler climates of Korea (and Japan) about 2400 years ago.
http://www.jstor.org/stable/132125
---This is an early statement of the inter-relationships.
A 2011 piece appeared in the NYTimes. Learning a little about problem solving like this by linguists could be a helpful part of students experience of Japanese.
http://www.nytimes.com/2011/05/04/world/asia/04language.html?_r=4
The theory about agricultural societies prevailing over hunter/gatherers is described in detail for the passage of rice growing society reaching the Japanese islands by way of the Korean peninsula about 2400 years ago, according to this May 4, 2011 article in the NYTimes.
Key dates: 30,000 years ago (earliest hunter-gather evidence in Japan); 10,000 years ago (Jomon era begins); wet-rice cultivation suitable to cooler climates of Korea (and Japan) about 2400 years ago.
2011-05-13
2011-04-22
Teaching ideas for elementary school children
lots of traditional children's games:
http://www.genki-morimori.jp/karatomo/activity/act08.html
Hanaichimonme is a favourite game with my students:
http://www.youtube.com/watch?v=DrHerZyWguQ
Then there are the many Jan Ken Pon games:
http://www.youtube.com/watch?v=1v-qxAM8TtA
http://www.youtube.com/watch?v=m_ODqXZMM20
http://www.youtube.com/watch?v=_UIjvHDq7tU
http://www.youtube.com/watch?v=FGB-rh6ciaU
http://www.youtube.com/watch?v=enwr6xPA4Gs
Or hand-clapping games are also great:
http://www.teachertube.com/viewVideo.php?video_id=3232
http://www.youtube.com/watch?v=w0Zu1WohOT4
And Otedama:
http://www.youtube.com/watch?v=AY5-O1znDgs
http://www.youtube.com/watch?v=gOyU_x2Sx7w
http://www.youtube.com/watch?v=JlovUtZ7eLQ
=-=-=-=-= songs, too:
http://www.genki-morimori.jp/karatomo/activity/act08.html
Hanaichimonme is a favourite game with my students:
http://www.youtube.com/watch?v=DrHerZyWguQ
Then there are the many Jan Ken Pon games:
http://www.youtube.com/watch?v=1v-qxAM8TtA
http://www.youtube.com/watch?v=m_ODqXZMM20
http://www.youtube.com/watch?v=_UIjvHDq7tU
http://www.youtube.com/watch?v=FGB-rh6ciaU
http://www.youtube.com/watch?v=enwr6xPA4Gs
Or hand-clapping games are also great:
http://www.teachertube.com/viewVideo.php?video_id=3232
http://www.youtube.com/watch?v=w0Zu1WohOT4
And Otedama:
http://www.youtube.com/watch?v=AY5-O1znDgs
http://www.youtube.com/watch?v=gOyU_x2Sx7w
http://www.youtube.com/watch?v=JlovUtZ7eLQ
=-=-=-=-= songs, too:
many of the most fun activities can be found in materials made for Japanese children (rather than textbooks or educational websites).
Two old videos: "Doraemon no Tanoshii Te Asobi Uta" and "Doraemon no
Tanoshii Ekakiuta" are among my favorites.
Also, the book "Asobi Zukan" is great.
Some favorites that my kids love:
Daruma san, daruma san niramekko shimashou... (stare down your
opponent, first one to laugh loses)
Otera no Oshousan and Chatsubo (hand clapping games)
Yuubin'ya-san, otoshimono... (jumprope)
I also love traditional games like "Kagome" "Hiraita Hiraita"
"Touryanse" and action songs like "Musunde, Hiraite" and "Te o Tatakimashou."
...many of these on YouTube
2011-04-16
fund raiser, "stories from the Earthquake"
Sold as eBook (readable on computer or iPod, Android and so on, as well) at Amazon,
http://www.amazon.com/Aftershocks-Stories-Japan-Earthquake-ebook/dp/B004VP3KHK/ref=sr_1_1?ie=UTF8&qid=1302544589&sr=8-1
Proceeds to the Japan Red Cross.
http://www.amazon.com/Aftershocks-Stories-Japan-Earthquake-ebook/dp/B004VP3KHK/ref=sr_1_1?ie=UTF8&qid=1302544589&sr=8-1
Proceeds to the Japan Red Cross.
2011-04-13
famous Japanese artists for Disaster Relief: sukiyaki song - Ue wo Muite...
There was a nice segment earlier this week on National Public Radio about suntory's TV ad remake of the 1961 hit "ue wo muite arukou..." (later put in English in the 1970s as The Sukiyaki Song). http://www.npr.org/2011/04/12/135338626/the-last-word-in-business [summary: TV commercials in Japan were pulled right after last month's earthquake and tsunami because they seemed inappropriate. Advertisers are still being careful. Some are opting for uplifting messages.] Here is the CM itself, http://youtu.be/a5YwM0pEgIY The ACTFL guidelines speak of the 5 C's. And when learning Cultural Literacy, it is important to know all the Proper Nouns: Persons, Places, Things/events. Since this TV ad features many famous names/faces, all the non-native speakers of Japanese would do well to recognize who these are. =-=-=-=-=-=-=-=-= Main participants are famous singers & actors Wada Akiko, Kondo Masahiko, Takeuchi Yuko, Fuji Sumiko, Dan Rei, Motoki Masahiro , Oguri Shun, Becky, Sakai Masaaki, Miyazawa Rie, Okada Masaki and Matsuda Seiko. http://www.suntory.co.jp/enjoy/movie/d_s/880953901001.html 30 different versions with 71 different people :::UPDATE April 16 - the Chinese artists create a tribute (sung here in Japanese) ...famous Chinese singers/musicians and actors (including Jackie Chan) singing for Japan. ...there's a Chinese language version, too... 香港演艺协会基本全部到位~为日本欺负作品 無懼風雨 雨ニモマケズ Ame ni mo Makezu http://www.youtube.com/watch?v=-jlfSv44qQE&feature=related [background to lyrics] Ame ni mo makezu (雨ニモマケズ) roughly translated as "Be not defeated by the rain" is the most well known poem of Kenji Miyazawa (�m�g �t治) , a poet and author of children's literature of the early Showa period (1926-1989). Born at a wealthy family, he abandoned the lifestyleof his family when he was exposed to the life difficulties of the impoverished farmers of his area and dedicated his life in helping people in need. He passed away still young, at age 37, on the 21st of September 1933. His life path and beliefs are reflected on his work as it is evident from "Ameni mo makezu". The poem was found after his death in a small black notebook in one of the poet's trunks.
2011-04-05
Disaster Details using panorama 360 photos
http://www.360cities.net/image/damage-in-rikuzen-takada-iwate-pref-17-japan?utm_campaign=clickback&utm_medium=embedded_hotspot#644.67,6.51,70.0
This website 360cities.net has many interesting images, including this one from the daily blog, www.boingboing.net
You can rotate to see all the destruction and follow arrow-links to additional panorama spots inside the image.
This website 360cities.net has many interesting images, including this one from the daily blog, www.boingboing.net
You can rotate to see all the destruction and follow arrow-links to additional panorama spots inside the image.
2011-03-24
video: Second Harvest Japan responds to earthquake
Second Harvest is the biggest foodbank in Japan. The executive director, Charles E. McJilton, has a very good homepage in both Japanese and English that gives some useful ideas of how you can help, http://www.2hj.org/
Here is a video specifically about their relief efforts:http://www.youtube.com/watch?v=mP_owjk_yCE [about 1.5 minutes playing time]
Here is a video specifically about their relief efforts:http://www.youtube.com/watch?v=mP_owjk_yCE [about 1.5 minutes playing time]
summer & pop culture
Washington University in St. Louis will host a first-of-its-kind summer institute on Japanese Popular Culture for high school students. This
three-week, non-credit institute will allow students to explore topics they enjoy (manga, anime, cosplay, etc) and to develop these interests
in a more academic direction, all while experiencing college life. The dates of the institute are July 5 -- 26. For more information on our
academic missions, instructors, and a sample day, please see http://summerexperiences.wustl.edu/j-pop-institute
NOTE that some scholarship funding is offered.
Contact Becki Zurovec, *Coordinator of Summer Programs* zurovec@artsci.wustl dot Edu
or call: (314)935-4807
three-week, non-credit institute will allow students to explore topics they enjoy (manga, anime, cosplay, etc) and to develop these interests
in a more academic direction, all while experiencing college life. The dates of the institute are July 5 -- 26. For more information on our
academic missions, instructors, and a sample day, please see http://summerexperi
NOTE that some scholarship funding is offered.
Contact Becki Zurovec, *Coordinator of Summer Programs* zurovec@artsci.
or call: (314)935-4807
2011-02-15
amusing food related websites
You can make sushi, pizza and cake out of gummy candy
http://www.youtube.com/watch?v=Gr-qewC-4gY
There are CM and instruction videos about the candy products.
http://nerune.jp/popin/
These are not edible...
http://girls.channel.or.jp/konapun/index.html
Toys for making nagashi somen, maki sushi with cute designs, sandwiches, etc.
http://girls.channel.or.jp/cookjoy/index.html
And if you like Character Bentos (the image give instructions to make them.)
http://charaben.jp/
http://www.youtube.
There are CM and instruction videos about the candy products.
http://nerune.
These are not edible...
http://girls.
Toys for making nagashi somen, maki sushi with cute designs, sandwiches, etc.
http://girls.
And if you like Character Bentos (the image give instructions to make them.)
http://charaben.
2011-01-17
Teaching Japan with Children’s Literature
This may be of use when adapted for young people learning Japanese language, although it is intended for English language readers.
However, with the "5 C's" it is possible to engage with Culture in many modes (audio visual, classroom visitor, photo essays, and even Children's Stories that are not in the target language).
The Program for Teaching East Asia at the University of Colorado announces new online curriculum free to educators.
However, with the "5 C's" it is possible to engage with Culture in many modes (audio visual, classroom visitor, photo essays, and even Children's Stories that are not in the target language).
The Program for Teaching East Asia at the University of Colorado announces new online curriculum free to educators.
The Texts and Contexts: Teaching Japan through Children's Literature online curriculum is a collection of teacher-developed, standards-based, cross-curricular K-6 lessons. Each lesson features an authentic children's literature book on an aspect of Japanese culture and includes all required handouts and visuals (including PowerPoints and/or video).
All lessons are aligned with National Standards for Reading and Writing, Civics, Geography, History, and/or Visual Arts.
The lessons are available at: www.colorado.edu/cas/tea/curriculum/texts-and-contexts/
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