j102-procedures09sp.html

Updated 5/21/09

.http://www.sjsu.edu/faculty/y.shimazu/j102-procedures09sp.html ✿ ✿ 日本文化 ♨ ♨

SPRING 2009 "JAPANESE CULTURE" 3 units (45 contact hours) @SJSU, Email Dr. Shimazu

ACADEMIC SCHEDULE ► ► ► ► UPDATED regularly in a timely manner.

Tuesday: A brief introduction, Focus Points & Objectives (10 min), Video (30 min), and discussion (Qs & As).

Thursday: A Quiz, test, and/or lecture and discussion (40-50 min), or student presentations.

Thu. 1/22 . .. . ORIENTATION & INTRODUCTION.
READ: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 5-6). Belknap Harvard.

Tue. 1/27 . . . . General characteristics and aspects of Japanese culture. OVERVIEW / Lecture (Refs: Morsbach, 1976; Pascale,1982; et al.).
READ: 腹芸HARAGEI handout. (► Friendly reminder: The content of this handout will be included in the first quiz.)

READ: pp3-12 Prologue in Kerr. (► Friendly reminder: These pages will appear in the quiz...)
Click on Dogs & Demons and read the reviews.

When reading Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 5-6). Belknap Harvard
focus on the Loyalty, Confucian system, and Zen sections.

Thu. 1/29 . . . General characteristics and aspects of Japanese culture (Cont'd). Do's & Dont's in Japan. OVERVIEW / Lecture (Refs: Morsbach, 1976; Pascale,1982; et al.).
READ: Barnlund's CULTURAL GRAMMAR and Do's & Dont's in Japan --online--.

Tue. 2/3. . . . . Video tape #1: NOH, BUNRAKU, & KABUKI, class discussion. TODAY'S HANDOUT IS ALSO AVAILABLE AT THE BOTTOM OF THIS PAGE. YOU WILL NEED IT BECAUSE ITS CONTENT WILL APPEAR ON THE QUIZ AND/OR MIDTERM.
additional info... . http://www.iijnet.or.jp/NOH-KYOGEN/english/english.html,
Watch the Suggested Video Clips: (very bottom of this page)

Thu. 2/5 . . . More Do's & Dont's and class discussion. <<< ENJOY READING THIS AND SHARE the information with others. FOOD FOR THOUGHT ★ Additional Reading #1: The relations of guilt... by G. DeVos (If you want this article, ask Instructor). General characteristics and aspects of Japanese culture (Cont'd). Do's & Dont's in Japan. OVERVIEW / Lecture (Refs: Morsbach, 1976; Pascale,1982; et al.

Tue. 2/10 ... Video tape #2: The Japanese Businessman: The Fighting Spirit Within the Group Ethic, and class discussion.
Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 30-34). Belknap Harvard.
http://web-jpn.org/trends/business/index.html
Watch the Suggested Video Clips (below):
http://www.youtube.com/watch?v=6Wkq95vJHC
http://www.youtube.com/watch?v=wgl_Q8wCLO0

Thu. 2/12. . . QUIZ #1. Quiz items will come from the class lectures, handouts, Barnlund & Do's and Dont's, and
HARAGEI. イタサカゲン著日本人の論理構造--phenomenalism: Abandonment of thinking, logic, or personal judgment.
Watch the Suggested Video Clips:
http://www.youtube.com/watch?v=0ZTRIblyUdw&feature=related

JAPAN'S TOPOGRAPHY, CLIMATE, NATIONAL SYMBOLS, ANNUAL EVENTS (p. -17).... (Ref: Japan at a Glance <<< BRING THE BOOK),
class discussion. Japan's ANNUAL EVENTS: http://web-jpn.org/factsheet (click on ANNUAL EVENTS under CULTURE)
Holidays 2009: http://tanutech.com/japan/jholi2009.html#Japanese%20Holidays%2008

READ: Dogs & Demons: pp3-50 Prologue and Chapter 1 (The Land: The Construction State) in Kerr.
FRIENDLY REMINDER: Those pages will appear on the upcoming quiz.

Tue. 2/17. . . . Video tape #3: The Japanese Family: Undergoing Significant Changes, and class discussion.
Assignment DUE Tue. 2/17/09: Summarize Japanese family, http://en.wikipedia.org/wiki/Japanese family in 8-9 sentences and submit in class. (All students must write legibly in standard American English. See APA)

Thu. 2/19.... QUIZ #2. ►ALL STUDENTS MUST BRING IN THE TEXTBOOK ► Dogs & Demons, pp3-50. Prologue and Chapter 1 (The Land: The Construction State) NATIONAL SYMBOLS, ANNUAL EVENTS, (-p19, Japan at a Glance <<< BRING THE BOOK), class discussion.

Tue. 2/24 ...Video tape #4: The Taste of Japan: A Tradition of Hospitality, and class discussion.
http://www.japan-guide.com/e/e620.html
http://www.amphi.com/~psteffen/fmf/basicfood.html
http://japaneseguesthouses.com/about/ryokan/kaiseki.htm
http://www2r.biglobe.ne.jp/~makoto-h/kaiseki.html

Suggested Video Clips
http://youtube.com/watch?v=9O57gFzrS_g (08:00) << How to eat at a Sushi Bar, click
http://www.youtube.com/watch?v=swooB10QU90 (08:53) << Kaikseki,
http://www.youtube.com/watch?v=9KXsLrHiVU0&feature=related (03:26) <<Wagashi
http://www.youtube.com/profile?user=cookingwithdog&view=videos (video clips) <<how to cook Japanese foods

READ: Dogs & Demons: pp51-131 in Kerr (2 Environment, 3 The Bubble, & 4 Information). FRIENDLY REMINDER: Those pages will appear on the next quiz.

Thu. 2/26 . . .   New Year's Decorations: shimekazari, kadomatsu, kagamimochi, osechi ryori, zoni, hatsumode, nengajo,
nanakusa-gayu, kagami-biraki,   (pp20-22, Japan at a Glance <<<BRING THE BOOK ), class discussion.
http://web-japan.org

✿ FOREIGN LANGUAGE WEEK VIDEO SHOWS
Tue. 3/3. . . . Substituting Video #5 with the following "Japanese Technology" video clips:
http://www.youtube.com/watch?v=G5Vd9k3-3LM&feature=channel (1:02) Japanese Robo Maid
http://youtube.com/watch?v=N9VEcx0mPeM&mode=related&search= (2:59)
http://www.youtube.com/watch?v=Jivb7lupDNU&feature=related (1:21) WaterPoweredCar
http://youtube.com/watch?v=B601aMfBirw&mode=related&search=   (1:35)
http://www.youtube.com/watch?v=jCn0RLUpd9E&feature=channel (3:30) High Resolution 3D X-ray CT system
http://www.youtube.com/watch?v=0p-6tD4Wu18&NR=1 (2:27)   Mitsubishi OLED
http://www.youtube.com/watch?v=TZBj0lxg5v0&feature=channel (1:56) OLED tv
    http://images.google.com/images?hl=en&q=oled&um=1&ie=UTF-8&ei=srKoSeLNNomGsQPGyrzpDw&sa=X&oi=image_result_group&resnum=4&ct=title
http://www.youtube.com/watch?v=Dt7vVbAY2eM&feature=channel (2:47) Fine Microscopes
http://youtube.com/watch?v=3KFO1rTAtpQ&mode=related&search= (1:01) Polish
http://youtube.com/watch?v=a-JObGi0huI&mode=related&search=   (3:30) 2006HondaHybrid
http://youtube.com/watch?v=hc3pcDM_JV0&mode=related&search= (4:00) 2006HondaHybrid iPodOnBoard
http://youtube.com/watch?v=VSP46lWvxJ4&feature=related   (2:32)
http://www.youtube.com/watch?v=uRfZGNXoSxk&feature=related    (2:00)
http://video.google.com/videoplay?docid=-3749463094712994381 (5:10)
http://www.youtube.com/watch?v=D9JCW-YtaqQ&mode=related&search=    (1:58) cat
http://video.google.com/videoplay?docid=-6890980308166776761&q=japanese+technology&hl=en (0:25) a joke?

http://www.youtube.com/watch?v=9hIQjrMHTv4&feature=dir   (8:10) history of the Internet
http://www.youtube.com/watch?v=tXUnlcLJzLM (8:44)

http://web-jpn.org/webjapan/search/Science_And_Technology_Technology_00.html <<< READ
http://web-jpn.org/webjapan/search/Science_And_Technology_Robots_00.html <<< READ

Suggested Readings: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapter 16). Belknap Harvard, <<< READ THIS (30-40MIN).
Bill Joy http://www.wired.com/wired/archive/8.04/joy.html << read this article while it exists.
http://web-jpn.org/trends/science/index.html << a lot of interesting short articles.

••► What is March 3? ✿
http://japanese.about.com/library/weekly/aa022501b.htm
Enjoy the Japanese music for March 3. ♫ ♪ ♫♪ ♀♀

FINISH READING: 2 Environment, 3 The Bubble, & 4 Information (pp51-131), Kerr's Dogs & Demons for the upcoming quiz.

★★ Additional Reading #2: Aspects of nonverbal communication...... by H. Morsbach handout (Ask Instructor if you want this article).
Reading this article will help you better score on quizzes and on midterm ☺

Thu. 3/5 . . . . Quiz: pp51-131 in Kerr (2 Environment, 3 The Bubble, & 4 Information).
A few comments on Japan's high-tech (history, etc.).
ANNUAL EVENTS: Fukuwarai, Setsubun, Doll Festival (or hina matsuri), Higan, (pp23-25, Japan at a Glance <<<BRING THE BOOK ), class discussion.

http://www.from-kochi.jp/about_japan/japanese%20annual%20event.html, http://www.japan-guide.com/e/e2062.html

READ: pp132 -217 in Kerr (5 Bureaucracy, 6 Monuments, 7 Old Cities, & 8 New Cities).
Mon. 3/10 . . . . . . Video tape #6: Japanese Society: In Tokyo and in the Country, class discussion.
http://web-japan.org/factsheet <<< Enjoy reading articles under SOCIETY !
http://web-jpn.org/webjapan/search/Society_Education_And_Academia_00.html <<< READ
http://web-jpn.org/webjapan/search/Society_Lifestyle_00.html <<< READ

Thu. 3/12 . . . Lecture on ANNUAL EVENTS: Hanami, Children's Day, (pp25-26 Japan at a Glance <<< BRING THE BOOK), and class discussion.
THE CONTENT OF THE LECTURE MAY APPEAR ON THE UPCOMING MIDTERM.

CONTINUE READING: pp132 -217 in Kerr (5 Bureaucracy, 6 Monuments, 7 Old Cities, & 8 New Cities).

Tue. 3/17 . . . Video tape #7: Customs and Manners in Japan: The Fabric of Japanese Society, class discussion. Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 12-15, Chapter 38). Belknap Harvard.
AT THE END OF THE CLASS THERE might BE A SHORT POP QUIZ ON THE BASIS OF THE DAY'S VIDEO AND LECTURE.
Revisit http://www.geocities.com/japanfaq/FAQ-Manners.html
FYI: http://gojapan.about.com/cs/traditioncustom

FINISH READING: pp132 -217 in Kerr (5 Bureaucracy, 6 Monuments, 7 Old Cities, & 8 New Cities).

Assignment DUE: Thu. 3/19/09: Summarize ★TEA CEREMONY in 8-9 sentences and submit.
tea ceremony Tea (utensils) << best viewed w/ Firefox
http://www.youtube.com/watch?v=WOCiOOJoWXk&feature=related (4:41)
http://www.youtube.com/watch?v=-4Zryp4fdTU&feature=related (3:30) http://www.youtube.com/watch?v=hDsRfmSqAtI&NR=1 (4:51)

Thu. 3/19. . . Quiz: pp132 -217 in Kerr (5 Bureaucracy, 6 Monuments, 7 Old Cities, & 8 New Cities).
★★★ Additional Reading #3: How to negotiate in Japan ... by H. Van Zandt handout/summary (Ask Instructor if you want the original article). Share your thoughts on or reaction to those articles with the instructor or with classmates ON OUR eBulletinBoard.

Lecture on Tanabata, Chugen, Bon Festival Tsu k imi, 753, Joya No Kane, ... (pp27-28 Japan at a Glance <<< BRING THE BOOK), and class discussion.
http://www.zen-shop.net/top-info.html

http://web-japan.org/kidsweb/virtual/index.html

☺ (SPRING BREAK)
Time to relax and catch up on your reading! Go over the articles you missed to read previously. Many of them are great sources of information...
READ DeMente, B. (1987). Japanese etiquette & ethics in business. Lincolnwood, IL: NTC, this will appear on the upcoming MIDTERM EXAM. PRINT OUT THESE PAGES AND BRING THE QUESTIONS TO CLASS FOR CLARIFICATION. WE MAY GO OVER THEM IN CLASS.

Thu. 4/2. . . . . Video tape #8: The Japanese and Nature: Friend or Foe, class discussion.
Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 1-3). Belknap Harvard.

Tue. 4/7.... .Lecture on 753, Joya No Kane, CLOTHING- KIMONO, YUKATA, ... (pp28-35 Japan at a Glance <<< BRING THE BOOK), and class discussion.

READ DeMente, B. (1987). Japanese etiquette & ethics in business. Lincolnwood, IL: NTC, this will appear on the upcoming MIDTERM EXAM. PRINT OUT THESE PAGES AND BRING YOUR QUESTIONS TO CLASS FOR CLARIFICATION. WE MAY GO OVER THEM IN CLASS.

READ: pp218-385 in Kerr (9 Demons, 10 Manga and Massive, 11 National Wealth, 12 Education, 13 After School..., 14 Internationalization, To Change or Not to...) for the next quiz.

Thu. 4/9 . . . Video tape #9: Japan's Corporate System: The Role of the Entrepreneur, class discussion.
AT THE END OF THE CLASS A SHORT POP QUIZ ON THE BASIS OF THE DAY'S VIDEO AND LECTURE.
Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 30-34). Belknap Harvard;
http://www.jinjapan.org/business/over/now_1.html

Tue. 4/14 ........ MIDTERM EXAM: Contents come from handouts on Videos #1-8, DeMente, B. (1987). Japanese etiquette & ethics in business, and class lectures.

Thu. 4/16 . . . Video tape #10: Annual Festivals and Ceremonies: Beliefs in Daily Life, class discussion.
Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapter 19). Belknap Harvard.
AT THE END OF THE CLASS, A SHORT POP QUIZ ON THE BASIS OF THE DAY'S VIDEO AND LECTURE.

Suggested Video Clips
http://www.youtube.com/watch?v=I0EhVhsDsNs&feature=related (7:41)
http://www.youtube.com/watch?v=mmldV77oJcI (6:57)

CONTINUE READING: pp 218-385 in Kerr (9 Demons, 10 Manga and Massive, 11 National Wealth, 12 Education, 13 After School..., 14 Internationalization, To Change or Not to...) for the upcoming quiz.

Tue. 4/21. . . . Lecture on 753, Joya No Kane, ... (pp28-30 Japan at a Glance <<< BRING THE BOOK), and class discussion.

CLOTHING- KIMONO, YUKATA, men's Kimono, FAMILY C RE S TS, KIMONO AS PART OF WORK, PEOPLE WHO WEAR KIMONO AS PART OF WORK--Maiko, Kannushi, Soryo, Rikishi, Rakugoka, Nakai, ... (pp28-35 Japan at a Glance <<< BRING THE BOOK), and class discussion.

Thu. 4/23 . . . Video tape #11: Education in Japan: Children and Their Dreams, class discussion. http://web-japan.org/factsheet/ There might be A SHORT POP QUIZ ON THE BASIS OF THE DAY'S VIDEO AND LECTURE. http://www.ericdigests.org/2002-2/japanese.htm
Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapter 18). Belknap Harvard.

Overhead: SAME AGES, DIFFERENT WORLDS: A comparison of fifth-graders in S.F. and Tokyo (1989), and Should Our Schools Be More Like Japan's? Reader's Digest, January 1996, and a comparion of 2 elementary schools in USA & JAPAN.

Suggested Video Clips
http://www.youtube.com/watch?v=_si2At7lLeg (07:40)
http://www.youtube.com/watch?v=1J8gYFuQG6c (04:28)

SUNDAY, 4/26 . . . . 日系祭 NIKKEI MATSURI in SJ (Japantown at 5th & Jackson Street): Live entertainment, Handcrafted Japanese arts & craft, Taiko drums, Bonsai, Martial arts, Japanese classical dance, , etc. <<<< If you attend and receive a signature from the presenter or presentation reprentatives, I will give you extra credit.

FINISH READING: pp 218-385 in Kerr (9 Demons, 10 Manga and Massive, 11 National Wealth, 12 Education, 13 After School..., 14 Internationalization, To Change or Not to...). THE CONTENT OF THESE PAGES WILL APPEAR ON THE UPCOMING QUIZ. THIS QUIZ MAY REPLACE YOUR VIDEO REVIEW REPORT, but the video report will NOT replace the quiz (re: the COURSE REQUIREMENT).

Tue. 4/28. . . . . Quiz: pp218-385 in Kerr (9 Demons, 10 Manga and Massive, 11 National Wealth, 12 Education, 13 After School..., 14 Internationalization, To Change or Not to...).
CLOTHING- KIMONO, YUKATA, men's Kimono, FAMILY C RE S TS, KIMONO AS PART OF WORK, PEOPLE WHO WEAR KIMONO AS PART OF WORK--Maiko, Kannushi, Soryo, Rikishi, Rakugoka, Nakai, ... <<<Friendly Reminder: These will appear on the final exam. (pp28-37 Japan at a Glance <<< BRING THE BOOK), and class discussion.

Thu. 4/30 ...... Video tape #12: Working Women: Personal and Social Goals, class discussion. Suggested Readings: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapter 17). AT THE END OF THE CLASS THERE might BE A SHORT POP QUIZ ON THE BASIS OF THE DAY'S VIDEO AND LECTURE.

Suggested Video Clips
http://www.youtube.com/watch?v=Qhi-0oNZsvc (12:07)

http://web-japan.org/factsheet,
http://www.solon.org/Constitutions/Japan/English/english-Constitution.html#CHAPTER_II
Recommended Reading: Belknap Harvard; Fujimura-Fanselow, K., & Kameda, A. (1995). Japanese Women: New Feminist Perspectives on the Past, Present, and Future. New York: The Feminist Press.

Tue. 5/5....... Joy Timmons and Diana Nixon's PRESENTATION: 1. history of the Cha-no-yu, 2. Modern Japanese tea, 3. Cha-no-yu methods and purposes, 4. comodification of tea ceremony, etc. (20 mins)

Lecture on DIET... variety of rice dishes, MISO soup, seasoning, ... <<<Friendly Reminder: These will appear on the final exam. (Ref: Japan at a Glance, pp38-41). <<< BRING THE BOOK),

    http://www.amphi.com/~psteffen/fmf/basicfood.html
    http://japaneseguesthouses.com/about/ryokan/kaiseki.htm
    http://www2r.biglobe.ne.jp/~makoto-h/kaiseki.html

Suggested Video Clips re: Judo
http://www.youtube.com/watch?v=uPLCHw9QeAA (3:32)
http://www.youtube.com/watch?v=pFM-xRKbSec (0:29)
http://www.youtube.com/watch?v=BVE82gH-v-g (9:50)

Thu. 5/7...... Video tape #13: The JET Program "Teaching English in Japan."
Nicolas Comendant's PRESENTATION (Powerpoint): The JET Program: history of JET program; third party experiences within the program; and general tips and tricks for selection and placement, for example, placement in big cities such as Tokyo is ill-advised due to the high cost of living and low living accommodations........ (20-30 mins)

Lecture on "Characterization by a Value or Value Complex" by R. Krathwohl, 1964, Affective Domain, if time permits.

VISIT THE FOLLOWING WEBPAGES AND STUDY, BECAUSE THE INFORMATION ON THOSE PAGES WILL APPEAR ON THE FINAL EXAM: TRADITIONAL FAVORITES Wakame, konnyaku, Chikuwa, Oden, seasoning, TSUKEMONO, ... <<<Friendly Reminder: These will appear on the final exam. (Ref: Japan at a Glance, pp42-43).
SASHIMI, SUSHI, TEMPURA, NABEMONO, noodles, chopsticks, Sushi restaurants, http://www.japan-guide.com/e/e620.html RYOTEI, YAKITORIYA, OKONOMIYAKIYA, YATAI, KANMIDOKORO, MATCHA, <<<Friendly Reminder: Will probably appear on the final exam. (Ref: Japan at a Glance, pp44-55). <<< BRING THE BOOK to class ;((

Tue. 5/12 ..... LAST DAY OF CLASS.
Emily Thompson and Sophie Bousset's PRESENTATION: An introduction to ancient and contemporary fashion, including traditional kimono and accessories, and several popular contemporary styles. ....... (20-30 mins)
Jessica Johnson's PRESENTATION (the Internet): Music in Japan: a brief history of a few traditional music types as well as imported music. Shomyo? Gagaku, taiko, and minyo--traditional music, Jazz, rock, hip-hop and r&b--imported and adopted music...... (approx 30 mins)

......on HOUSING, kinds of residences, housing complexes, GENKAN, Japanese rooms OSHIIRE, KAMIDANA, BUTSUDAN, Japanese toilets and baths, ♨ SENTO <<<Friendly Reminder: May appear on the final exam. (Ref: Japan at a Glance, pp56-65). CEREMONIES, CONGRATULATIONS, KANREKI, WEDDINGS, FUNERALS, ... <<<Friendly Reminder: These may appear on the final exam. (Ref: Japan at a Glance, pp66-).

Wednesday, 5/20/09. . . FINAL EXAM 9:45-12:00noon
CONTENT: Videos #1- #13, Japan at a glance pp1-55, handouts Japanese Culture and Behavior, and class lectures, etc.

= End of ACADEMIC SCHEDULE =

ALL THE ENDEAVORS OF THE TEACHER WILL FAIL TO INSURE SUCCESS UNLESS YOU PREPARE WITH DILIGENCE AND CONSTANCY THE EXERCISES GIVEN IN CLASS. Suggestions are always welcome.

Take a close look at the sites: Craigslist, Jim Breen, and ymshimazu's sites. What do they share in common? You'd think you'd stepped into a time machine that has shot you back to the Web's pre-commercial days? Mosaic, NCSA, Marc Andreessen? There are no fancy graphics. No flashy animation. No banner ads. There's hardly even color. It has all the appeal of an elementary school mimeograph. And that's by design. Stay true to its original "populist values” that draw people together. Online communities change over time. Simple and fast is good, Craig Newmark agrees, because it makes the site easy to use. This practice will help people make life easy. And provide a culture of trust, one that's very useful and very effective. "Ostentation and ornamentation are disdained as vulgar, and simplicity and understatement considered as signs of sophistication (Zen)."   Think why people use Twitter? Prajna. 円融三諦

.................................................................................................................................................                       ..

MESSAGE BOARD from the J102 instructor      POST YOUR MESSAGE ON OUR eBulletinBoard
ACADEMIC SCHEDULE is subject to change without notice. Check this page every day!

EXTRA CREDIT?
Do the suggested readings, and get involved in community services...

Do the video review:
you must enter the video's SHOW DATE on the front page of your paper; in 2-3 double-spaced pages in standard American English (APA format).   Assessment Criteria: (a) Well-structured sentences and paragraphs, (b) correctness, clarity, and conciseness, (c) critical analysis and personal responses, and (d) academic recognition of significant works. If your English is not at the academic level, please have your paper proofread by an academically qualified individual before submitting the paper. You may receive assistance from the SJSU proofreading/tutoring service, contact LARK (Student Service Center Rm 600) 408-924-3346.

✿✿✿ Reminder: You may replace 1 missed quiz or the video review with a presentaiton. A group presentation is welcome. Submit the title, what (in a few sentences), how long (minutes), etc. of your presentation at least 2 weeks before your presentation.

☻Attendance Policy: The "Policy on Class Attendance" at San José State University requires that students attend all class sessions to ensure continued enrollment in their courses. Failure to attend classes does not guarantee that a student will be dropped from the class roster.
☻ACADEMIC INTEGRITY
Students are not permitted to use old tests, quizzes when preparing for exams. Violations to the Academic Integrity Policy undermine the educational process and will not be tolerated. It also demonstrates a lack of respect for oneself, fellow students and the course instructor and can ruin the university's reputation and the value of the degrees it offers. Violators of the Academic Integrity Policy will be subject to failing this course and being reported to the Office of Judicial Affairs for disciplinary action which could result in suspension or expulsion from San Jose State University. 學生不可使用考古題做為考前準備。使用考古題將被視為作弊行為而破壞學術上的公正並使大學所提供的學位喪失其價值。此舉將依照程序將該學生移送至學校司法單位處理，最低可使該學科被當，情節嚴重者學校將開除學籍。請各位同學自重。(translation by Steven Chen)

☺Do not rush through life, pause and enjoy Japanese music.
http://www.mahoroba.ne.jp/~gonbe007/hog/shouka/00_songs.html♫ ♪ ♪

☻No drinks (except bottled water), no food, no chewing gum, and no cell phones in the classroom. Rationale: Chewing gum in front of others is considered rude and unkempt (Japanese culture & value). http://www.geocities.com/japanfaq/FAQ-Manners.html

.........................................< < < Don't be late for class! (Reminder: 3 Ls = 1 absence). 転迷開悟

☼ Did you know that ► Secondhand Smoke can Lower Your Test Scores by 7 points?
http://www.usatoday.com/news/health/2005-01-03-secondhand-smoke_x.htm
http://www.jointogether.org/news/research/summaries/2005/childrens-lower-test-scores.html
Smoking can kill you. Quitting smoking isn't easy.
ググって。

   If you miss a class, you hurt yourself :((

In your presentations you may use the information available in our recommendated books or the articles given.
http://www.japan-guide.com/e/e2062.html <<< More Sources for reading.

Extra VIDEOS / FOOD FOR THOUGHT
http://www.youtube.com/watch?v=9hIQjrMHTv4&feature=dir (8:10) histor of the Internet
http://www.youtube.com/watch?v=kLK-rK3rfW8&mode=related&search=   (30min) Bill Moyers @NCMR 2007
http://www.youtube.com/watch?v=YaK3tSVu68k (30min)

Go green!    collusive cynicism?

. j102-procedures09sp.html. SJSU

Below . . . . . Most Recent Video . . . . .

VVVVVVVVVVVVV

show date 5/7/09--DAY 28 * FOCUS POINTS

Video #13 (The JET Program)

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
understand some of the cultural patterns that Japanese students have (Advice for ESL/EFL Teachers of Japanese Students),
be sensitive to students' cultural differences by learning suggestions from ESL/EFL teachers,
show awareness of and interest in people teaching English in Japan,
appreciate the role of the JET Program,
attends closely to the 5 JET program representatives as ALT and CIR working in Japan,
observe how the JET representatives demonstrate and cooperate in activities in Japan,
understand the role of US representatives in the globalization,
recognize how the JET representatives solve problems--culture and other,
develop problem-solving attitude,
develop attitudes to enjoy helping others,
develop attitudes and commitment to social improvement in today's global society.

Suggested Readings: Great summer reading!

Hot, Flat, and Crowded: Why We Need a Green Revolution--and How It Can Renew America by Thomas L. Friedman (2008)
Friedman, T. (2006). Available @ amazon.com.

ADDITIONAL OBJECTIVE
develop and maintain good health habits (Characterization by a Value or Value Complex--Krathwohl, 1964 Affective Domain)--no smoking.

show date 4/30/09--DAY 26

*FOCUS POINTS

Video #12 (Working Women)

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
compare opportunities for women in Japan and the United States,
enumerate factors that precipitate change,

know female executives in companies are still the exception, women are beginning to make inroads in various areas including politics in Japan,
know that 32% of females studying economics and law, and 50% of females in science professions, say they intend to keep working after childbirth,
know that today still less than 10% of working women were in management positions in Japan compared to nearly 50% in the US,
know that by age 35 men earn 63% more than female counterparts and by age 45 men earn 95% more than women in Japan,
know that the majority of teachers in elementary schools are women, but by junior high 65% of teachers are men, and by senior high 80% of teachers are men,
know that there are now more married women working outside the home than staying at home fulltime in Japan,
know that behind the rapid increase in female workers are the growth of service industries that require woman and high levels of academic qualifications,
know that much of the recent statistics reveal that Japanese women's progress and opportunities in the work force still lag behind many Western industrialized nations,
know in spite of the passage of the 1987 Equal Employment Opportunity Law in Japan that prohibits discrimination on the basis of gender in employee education and training, welfare benefits, mandatory retirement and dismissals, little change has taken place in placement and promotion policies,
know more than 90% of the Japanese people replied in 1986 "housekeeping and child care are the woman's domain, even if she works (The Japan of Today, 1989, p.84)."

= end of video#12 =

show date 4/23/09--DAY 24

*FOCUS POINTS

Video #11 (Education in Japan)

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
be familiar with the organization of the Japanese school system and its curriculum,
discuss factors within societies that contribute to and reinforce educational norms.

know that the Japanese school year runs from April 1 to March 31 parallel with the business and government fiscal years,
know the strength of the cram school or JUKU comes from identifying individual weakness and developing an individual learning process for each student,
know that MANGA or comic books are as popular with business people and adults in general as they are young people in Japan,
know that even the feudal system remained in place, a system for educating young people was in operation. HAN schools had been established all over Japan to teach children of SAMURAI families the basics necessary for the ruling class. Education was not limited to those at the top of the feudal domains. When the nation-wide compulsory education was initiated in 1872, there were already 20,000 TERAKOYA or temple schools in operation throughout Japan where commoners, ordinary farmers and towns people could send their children on a voluntary basis. Education was central to the thinking of reformers in the MEIJI Restoration.
know the current Japanese educational system is structured like the US model laid out in two 1947 laws: a) the Fundamental Law of Education that prohibits discrimination on the basis of race, creed, gender, social status, economic status, and b) the School Education Law.
know "the Japanese place their main emphasis on elementary education (Reischauer, 1995),"
know that traditionally it has been the mother's role to make sure that the child's homework gets done, and contact with teachers to keep on top of child's progress,
know prefectural and local school boards make the final selection of books to be used, but board members are now appointed by governors and mayors not elected by their constituencies.

=end of video #11=

show date 4/16/09--DAY 22

FOCUS POINTS

By watching video #10 (Annual Festivities & Ceremonies),
observe the influence of religious and spiritual beliefs in the daily life of Japanese people, question whether the Japanese people are religious?

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
be aware of how Shinto, Buddhism, and Confucian values affect daily life in Japan,
contemplate how religious and spiritual beliefs influence society, and
consider agents of change over time, by comparing Japanese festivals and celebrations,

know that Shinto is the indigenous Japanese religion; it is polytheistic encompassing countless KAMI or deities, and shows tolerance toward other religions,
know Japanese homes have a Buddhist altar in addition to a shrine where a Buddhist image and the families ancestral spirits are enshrined,
know funerals are generally Buddhist rites, births are marked by a Shinto ceremony one month after birth,
be aware of the importance of a) SHICHI-GO-SAN (7-5-3), wedding ceremonies (usually held in a wedding shrine or church), TSUKIMI or moon viewing (August 15), New Year's Day (January 1), Doll Festival (March 3), TANABATA (July 7), OBON (around July or August 15), for the Japanese,
know pervasive influence of Confucianism (Confucius 孔子 551-478 BC）and the secularization of religious thought in the early 17th century in Japan.

=end of video #10 =

show date 4/9/09--DAY 20

FOCUS POINTS

Video #9 (Japan's Corporate System)

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
understand that nearly 70% of the Japanese work force is employed by companies with fewer than 100 employees (46% of workers in Japan were employed by companies with fewer than 50 employees whereas 15% of workers in the US were employed by companies with fewer than 50 employees, in the mid 1980s),
understand that in the manufacturing sector, large Japanese companies obtain parts from small independent suppliers (more part-work is done internally or within subsidiary organizations in Japan),
know, beyond the manufacturing sector, the percentage of family owned Mom and Pop businesses in Japan is high (Japan Statistical Yearbook, 1986),
know, in particular, women of the younger generation have become the pacesetters in Japan's consumer markets, the older Japanese see their younger counterparts placing more emphasis on their lifestyles, valuing the way they live above everything else... (Tesuya, 1986), see "Gucci on the Ginza" by George Fields,

Does the rigidly structured Japanese system allow Japanese people any room for creative input?
Yes. No. It depends. Hard to say. I don't know. (circle one)

Do you have images of people at work in Japan of the "salary man" or "office lady" employed by one of the huge multinational conglomerate organizations?
Yes. No. It depends. Hard to say. I don't know. (circle one)

= end of Video#9 =

show date 4/2/09--DAY 18

FOCUS POINTS

In watching Video #8 (The Japanese and Nature)

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
articulate influences of nature in everyday life,
enumerate some benefits and threats that natural forces have created for the Japanese,
discuss dimensions of geography and population,
consider the problems of environmental pollution and overcrowding.

Know Japan's 120 million people live on about 20% of the land (areas for cultivation & inhabitation),
know the largest expanse of flat land is the Kanto Plain (stretches for 120 miles around Tokyo),
know 10+ million live within the Tokyo environs, 3+ million in Yokohama, another million in Kawasaki,
know 12 million live in the Kansai region, Osaka, the trade city; Kobe, the port city; Kyoto, the old capital,
know several other Japanese cities have populations over 1 million, and 194 municipalities between 100,000 and 800,000 (Reischauer, 1995, p.4),
know less than 12% of arable land is under cultivation and plots are very small.

Know Japan's natural bounty is void in raw materials necessary to support a modern industrial economy (iron, oil, etc. virtually everything needed to maintain an industrial base must be imported),
know Japan's birthrate is among the lowest in the world but with the longest life expectancy.

= end of Video#8 =

show date 3/17/09

FOCUS POINTS

In watching video #7 (Customs & Manners in Japan).

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
observe the behavior that is appropriate in a variety of Japanese situations,
distinguish different levels of speech, uses of silence, types of questions, role, gender, and age-related
restrictions depending on to whom and when he or she talks,
be aware of your own customs and manners, variations in different environments,

be aware in Japan decisions are rarely made on the spot within a meeting but reserved for discussion and resolution later,
be aware that the custom of changing outside shoes for inside slippers are provided for various situations,
be aware of proper table manners when using chopsticks and eating Japanese cuisines,
be aware of the custom of "gift-giving" in Japan that includes many occasions beyond those that are typical in the US,
be aware of the proper seating of people based on status, and the changing patterns of public behavior of young people,
be aware hierarchical consciousness permeates formal and informal associations from business and social situations through relationships between family members. For example, instead of calling siblings by name, Japanese children say ONESAN (older sister), IMOTO (younger sister), etc. Similarly in business situations, associates are commonly addressed by their title rather than name,
know the aim of "tea ceremony--CHANOYU" is to purify the soul by becoming one with nature. CHANOYU is described as calmness, rusticity, gracefulness, and aestheticism of austere simplicity and refined poverty (The Japan of Today, 1989, p.139).
know the continuing emphasis on hierarchy in Japan often interpreted as part of a "class system," but this is wrong. Hierarchy is taken for granted, but status is important. Japan today has a very "egalitarian society" (Reischauer, 1988, p.149).
Know the young people are changing tradition of the taboo of touching or embracing in Japan.

= end of Video#7 =

show date 3/10/09

* FOCUS POINTS - Day 14

In watching video #6 (Japanese Society), observe Masato Aoki, a 21-year-old university student, who makes a trip to his countryside home during the OBON festival after an 18-month absence. Masato's grandmother and younger brother live with his parents on a small rice farm with an apple orchard. Masato thinks about his personal hopes for the future, and weighs the obligation he feels as the oldest son to take over his parent's business and household. ... It is favorable to graduate from a university in Tokyo in order to get a better job in Japan. The positive side of being in Tokyo is evident but questions arise as Masato returns from his country to his tiny apartment. ... An average house costs a half million dollars, ...the absence of a sense of community in contrast to the older sections of Tokyo where people maintain close-knit ties. Apartment complexes are not conducive to the formation of close personal associations or to developing a sense of community with mutual obligations among people.

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
be aware of social concerns that cross-cut urban and rural, young and old, economic and political divisions (including international boundaries),
contrast (indicate differences when compared) pluses and minuses of living in a megalopolis in Japan,
understand that in moving from an agrarian society to an affluent postindustrial nation, lifestyles and human relationships change,
be aware that retaining a young work force goes beyond personal desires of individual families and is a big social issue,
know that the obligation of the oldest son to assume the proper role as the head of the household and the family business still exists in Japan,
know that agricultural production dropped from 20% in 1955 to 3.5% in 1985, and to 2% in 2000 ("Agriculture" Japan),
know that universal literacy in Japan enables the availability and high readership of national newspapers that elevates the potential influence of print media (Japan had the highest ratio of newspaper circulation to population in the world--.57 copies per person, 1985),
know that Japanese people watch TV a lot (weekday 3 hours & weekend 4 hours),
know that regular commercial scheduling included 17% news and 12% educational programming (1987),
know that the Japanese railway system still commands attention and respect (started in 1872 between Tokyo & Yokohama), the punctuality of Japanese trains is phenomenal,
relate "mass media" and "mass transit" to discussion: 40% of domestic traveling is done by train today (4% by plane).

= end of Video#6 =

show date 3/3/09 (FOREIGN LANGUAGE WEEK)

* FOCUS POINTS - Day 12

In watching video clips (Japanese Technology)
observe Japan's late entry to the world of modern industrialization,
see leading edge products and robots in action.

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
Identify factors that facilitate the adaptation of technology and those that focus production on consumer products and concerns.
Know
1. the Japanese technology rooted in Japanese craftsmanship (the first foreign technology adapted was guns introduced by the Portuguese in the early 1500's);
2. SAKOKU 1641-1854: Japan was closed to the outside world (access to foreign ideas and technology was limited to Dutch and Chinese via the port of Nagasaki);
3. When massive technology began during the MEIJI era (late 19th century), Japan's literate population was ready to accept it;
4. The new government abolished the class system, unified the schools and established a national university system; students were sent to universities abroad. These facilitated the rapid transfer of Western science and technology;
5. Modern technology begins after WWII; manufacturers concentrated on consumer-oriented products instead of the defense industry; miniaturization of products contributed to advancements in electronics;
6. Japanese craftsmen pushed themselves to respond to the needs of consumers by placing their work in a cultural context.
Recognize the technology applied to environment, energy, and biotechnology.
Compare and contrast the high-technology in the US and Japan.
Enumerate or name 3 high-tech items (eg. iPhone, Blackberry Storm, flashdrives, gps, etc.) that did not exist 15 years ago.

Appreciate the Akihabara (high-tech) district in Tokyo when you visit Japan.

show date 2/24/09

* FOCUS POINTS - Day 10

In watching video #4 (The Taste of Japan), observe the physical features of Japan, the Japanese view of nature, and the use of food and drink as a medium for human interaction.

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
be familiar with traditional Japanese food,
be aware of geographical influences shaping Japanese traditions,
identify representative cuisines in different regions of Japan,
recognize "fish," "rice," and "malt," as basics in Japanese cuisine,
understand KAISEKI--formal cuisine developed to accompany the tea ceremony,
understand "rice" as the monetary unit of exchange in premodern Japan (the culture of rice has significance far beyond its role as a part of Japanese meals),
be familiar with Japanese tableware and the formal etiquette,
contrast (indicate differences when compared) the lifestyles of farming villages with those of the city salarymen.

Since WWII, the average Japanese diet has changed, and so has food preparation and storage.
32.6% of the work force was in agriculture in 1960, whereas 8.8% in 1985 (huge drop).

Japanese cooking is a simple art (Tsuji, 1980), Japan's culture is close to nature.

Vitamin C (water soluble) & Vitamin E (fat soluble), DMAE(Dimethyl Amino Ethanol), Alpha Lipoic Acid

= end of Video#4 =

show date 2/17/09

* FOCUS POINTS - Day 8

Video #3 (The Japanese Family) represents 3 Japanese families: a) a middle aged couple in a traditional role of "salary-man" and "education mama," with a 14 year old son and an 11 year old daughter; b) a young couple living in an apartment complex with their new born son. The younger woman lives an active lifestyle, pursuing interests in sports, cultural activities and a vacation. Both women handle the family finances. (The tradition started in feudal times when the merchant class occupied the bottom rung of the social ladder and handling money was considered dirty.); c) a family realized the dream of many Japanese, purchasing a home. The husband commutes 4 hours daily round trip. The wife works parttime selling health foods door-to-door to help meet the mortgage payments and soaring educational costs. (While fish or farm families work side by side, more than 50% of all Japanese women now work outside the home.)

Whether mothers work outside the home or not, the children's education is the primary concern of most Japanese mothers. The path in Japan includes rigorous entrance examinations for high school and college. To prepare for high school exams, junior high students go to cram schools (JUKU) several nights a week. Prestigious high schools are those with a reputation of getting large numbers of graduates admitted to top name universities, a step believed to guarantee subsequesnt employment by major corporations. (The Japanese educational system is under attack on several fronts. Parents are afraid to not send their children to JUKU even though classes disrupt family life and strain financial resources.)

The final scene of the video takes place at Mrs. Nishida's parents' home, a farm about 2 hours away from Tokyo. In this traditional setting, members of the extended family vocalize some questions that are on the minds of many thoughtful Japanese. Mrs. Nishida reflects on her childhood and today's competitive educational system. She wonders if she is doing the right thing. The daughter suggests to her father that he just quit his job if his work makes him so tired and spend more time at home. (The father's generation has that lingering sense of poverty that was overcome only by hard work and continous effort. The children are growing up with all the comforts of an affluent society and its costs.)

Note that beneath the statements and superficial view of the 3 families in the video, there are glimpses of significant changes underway in Japan.

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
be aware of factors that impact family units independent of national boundaries,
enumerate contemporary social and economic issues in Japan that are converging on the family,
know: a) 2/3 of the workforce in Japan is employed by small and medium size companies,
b) true equality in career opportunities between men and women in Japan is not yet a reality, even though equality was guaranteed under the 1947 Constitution, and pushed in legislation during the 1980's, c) 2 trends that will have major implications for the Japanese family in the immediate future: the "aging" of the population and the problem of "skyrocketing land prices."

= end of Video#3 =

show date 2/10/09

* FOCUS POINTS

When watching video #2 (Japanese Businessman), you should
compare the typical work environment for employees of large corporations in the United States and in Japan.

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
become aware of the special part corporate identity plays in big business, and
identify factors eroding current business practices,
know specific facts of Japanese business, such as many cross-cutting forces at work that affect both employee attitudes and potential transformations within companies. These include changes in the educational system, internationalization, the aging of the population with subsequent labor shortage,
recognize unstated assumptions of Japanese business,
understand the following concepts:
"group loyalty and its relationship to corporate identity"
"for most Japanese businessmen the working day extends far into the evening as employees socialize with clients and fellow workers."
"young people in Japan today, draw a clear distinction between work and their private lives."
"the paternalistic pattern of Japanese companies continues and forms the prevalent system"
"the team concept permeates all levels of Japanese business including the factory floor--no clear line is drawn between executives and workers..."
"lifetime employment system"

= end of Video#2 =

FYI:
In 1980, Japan made a law and set a mandatory retirement at age 60. The average life expectancy of males was over 74 years by then. Employers were asked to raise their mandatory retirement gradually to age 60. The Law Concerning Stabilization of Employment of Older Persons, which focused on people aged 55 and over, was revised in 1994, requiring that employers set a mandatory retirement at age 60 or higher starting in 1998. In 2000, the government called for further revisions of corporate employment systems in the next 10 years, so that those who wanted to stay in labor force could do so until age 65. In 2004, the law was revised again, requiring that all employers raise a mandatory retirement age to 65 or higher by 2013.
SOURCE:
http://64.233.179.104/search?q=cache:GAEEuDzg2pcJ:www.jarc.net/aging/04dec/page2.shtml+retirement+age+japan+55%3F&hl=ja&gl=jp&ct=clnk&cd=5

show date 2/3/09

* FOCUS POINTS

1. When you are watching video #1, listen to the recordings of Japanese music both modern and traditional. Compare style and sounds to Western equivalents.
2. After you have seen the video, if you like, obtain a resource containing visual art covering
the Tokugawa period (1600-1867). Look for scenes from BUNRAKU and pictures of KABUKI actors.
Discuss the "floating world" of the UKIYO-E and examine the pictures. What do the woodblock prints tell about the people, the lifestyle, the prevailing mood of the time? Why did BUNRAKU and KABUKI appeal to those people?

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:

appreciate 3 types of Japanese theater:

1. NOH--song, dance, and mask theater, 600 years old. lasted for 56 generations, passed down by father-to-son training. No curtains, wood (pine), poled structure with roof. Typical are chanters and few instruments. Referred to as "art of walking."

2. BUNRAKU--puppet theater. Dates back to 17th century. Three trained puppeteers manage one puppet. One person does feet, one to the left hand and one (the master) the head and right hand. It takes 10 years to master each step. (30 years to be master). Puppet made of gourd and bamboo. One singer tells story, wears weight-laden sash plus one SHAMISEN player. The pronunciation to get the story, is the most important. The special chant (JORURI) that is accompanied by a SHAMISEN seems closer to speaking than singing. Understanding words is more important than the melody.

3. KABUKI--play of dance and music emphasis. Dates back to the 17th century also. It concentrates on scenery, costumes, gestures, make up, music and acrobatics to arouse emotions. The style of artistic form appeals to the common people. Kabuki is unique. Wooden clappers off side make the music and shouts come from the gallery. Males specialize in the female roles. Trap doors, wires, and gymnastics abound. KABUKI uses more instrumentalists than NOH or BUNRAKU but the voice still dominates the music.

･ These art forms came from celebrations after the farm's fall harvest. This led to professionals. Inspiration was the change of seasons, also. Japanese theater reveres the "transient condition of life."

understand
1. Noh
･ was born within the feudal system and was the exclusive domain of the upper levels of society, the oldest form of Japanese drama.
･ combined and altered the ancient court music (GAGAKU), dance (BUGAKU), and religious rituals.
･ most NOH themes have a strong Buddhist influence and performance centers on the inner emotional turmoil in progress behind the masks and stylized movements of the actors.
2. BUNRAKU & KABUKI.
･ in the 17th century, SAMURAI were transformed from "the professional feudal warrior class into salaried civil bureaucrats and petty functionaries (Reischauer, 1995)." New kinds of literature, art, and drama forms flourished and reflected the tastes of the city merchants. "UKIYO-E or picture of the floating world, a Buddhist term for the "transience of human life."
･ both BUNRAKU and KABUKI use black clothing to signify that a person is not seen by the audience.

http://www.youtube.com/watch?v=dCK7gmE4szM&feature=related (16:01)

= end of Video #1, DAY 4=

= end of j102-procedures09sp.html =