FALL 2013  "JAPANESE CULTURE"  J102 (01)  3 units (45 contact hours)  @SJSU, Email  Dr. Shimazu

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

✔ The following Weekly Schedules are subject to change without notice.  Please visit this page every day.

On Tuesday, after a brief introduction (Focus Points & Objectives), the instructor will show you a Japanese video (approx. 30 min.).  Upon watching the video, the class will discuss and clarify the scenes or items causing difficulty, then a short  Q&A quiz will follow on the content of the video focusing on understanding and interpreting the material.

Thu. 8/22 ... Day 1.      ORIENTATION & INTRODUCTION.
READ: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today  (Chapters 5-6). Belknap Harvard.
When reading  focus on the Loyalty, Confucian system, and Zen sections.

Tue. 8/27... Day 2.    General characteristics and aspects of Japanese culture.  OVERVIEW / Lecture (Refs: Morsbach, 1976; Pascale,1982; et al.)  --lecture & discussion--
    Dos & Don'ts in Japan (2nd half)   -lecture & discussion--

  READ: 腹芸HARAGEI handout.  (► Friendly reminder:  The content of this handout may be included in the first quiz.)

Thu. 8/29... Day 3.    General characteristics and aspects of Japanese culture.  OVERVIEW / Lecture  --Cont'd--
Barnlund's CULTURAL GRAMMAR (first half)
More Dos & Don'ts in Japan--lecture & discussion--     Read http://www.thejapanfaq.com/FAQ-Manners.html

Tue. 9/3 ... Day 4.    Video tape #1:  NOH, BUNRAKU, & KABUKI, class discussion.  TODAY'S HANDOUT (the *Study Guide*) IS AVAILABLE AT THE very BOTTOM OF THIS PAGE.  YOU WILL NEED IT BECAUSE  ITS CONTENT WILL APPEAR ON THE QUIZ AND/OR ON MIDTERM.
Suggested Video Clips (some additional information):
Noh (video series):  http://www.youtube.com/channel/HCrPZz0M0oivc
Bunraku:  http://www.youtube.com/watch?v=44dH7j-rITw    <<< 29 min.
Kabuki (video series):  http://www.youtube.com/watch?v=67-bgSFJiKc&list=TL6wWqPEQpzxE

Make time and READ:   Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today  (Chapters 31-34). Belknap Harvard.


Thu. 9/5 ... Day 5.     General characteristics and aspects of Japanese culture (Cont'd).   OVERVIEW / Lecture (Refs: Morsbach, 1976; Pascale,1982; etc.).  
http://www.youtube.com/watch?v=0ZTRIblyUdw&feature=related      2:30
     http://www.youtube.com/watch?v=mRSAni-Rveg       Things Not to Do in Japan      1:30
http://www.youtube.com/watch?v=0ZTRIblyUdw&feature=related      2:30

 

 

Thu. 9/12 ... Day 7.     Short QUIZ #1.  Quiz items will come from the class lectures, handouts,  Based on  Barnlund & Dos and Donts,  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.

      http://www.japanorama.com/maps.html,

Enjoy taking QUIZZES online >  http://web-japan.org/kidsweb/quiz/index.html

Tue. 9/17 ... Day 8.    Video tape #3: The Japanese Family: Undergoing Significant Changes, and class discussion.

supplement videos:
  http://www.youtube.com/watch?v=qUjGjgAAeF8     <<< Balancing career and family in Japan     4 min
http://www.youtube.com/watch?v=tB54nKXX-rY&playnext=1&list=PLFCFA121A17D73150&feature=results_video    <<<< The plight of Japan's homeless   11min
  http://www.youtube.com/watch?v=pJKIKqYKLJ8     <<< 9 min   
   http://www.youtube.com/watch?v=vg1bETs5rGw      <<<< nuclear family     18 min

Thu. 9/19 ... Day  9
     CLIMATE, NATIAONAL SYMBOLS, (p. -17).... (Ref: Japan at a Glance <<< BRING  THE BOOK),  class discussion.
  http://www.youtube.com/watch?v=VuS6YpyT06w     2:34
http://www.youtube.com/watch?v=Au0Ue7qCy6k     10:59

Wed.  9/18 & Fri. 9/20, 2013   ☻ *US-Japan future forum*
Topics discussed global    issues, topics: Healthcare, Education, environment, economy, foods, food safety, ??,  international cooperation after natural disaster.??    energy.

Tue. 9/24 ... Day 10.     Video tape #4:  The Taste of Japan: A Tradition of Hospitality, and class discussion.

   http://www.japan-guide.com/e/e620.html
   http://japaneseguesthouses.com/about/ryokan/kaiseki.htm

 More suggested Video Clips
   http://web-japan.org/jvt/en/streaming/wmp/JVT_12-13_NO4_4_EN_256K.asx     3min
   http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO7_2_EN_256K.asx     3min
   http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO6_2_EN_256K.asx     3min
   http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO1_1_EN_256K.asx      4min

  http://youtube.com/watch?v=9O57gFzrS_g          << How to eat at a Sushi Bar, click     8min
  http://www.youtube.com/profile?user=cookingwithdog&view=videos (video clips) <<how to cook Japanese foods
  Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 30-34). Belknap Harvard.

Thu. 9/26 ... Day 11.      ANNUAL EVENTS,   p18-,  Ref: Japan at a Glance  <<< BRING THE BOOK  for class discussion. 
http://tanutech.com/japan/jholi2012.html#Japanese%20Holidays%2007      Japanese Holidays 2012
http://web-jpn.org/factsheet   PDFs

INCREASE YOUR  CULTURAL KNOWLEDGE:
10 Reasons why Japan Rules      http://www.youtube.com/watch?v=pGC9wLUwFls&feature=related       5min
What NOT to do in Japan  http://www.youtube.com/watch?v=uIyIZZQnuDQ&NR=1&feature=endscreen       5min
 Easy Japanese Gestures     http://www.youtube.com/watch?v=GzYR0F_AA80&feature=related       3min

 

  Tue. 10/1 ... Day 12.       ✿ VIDEO SHOWS
   Replacing Video (#5) with the following "Japanese Technology" video clips:

 

  

  

  

Thu. 10/3 ... Day 13.
  http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO1_2_EN_256K.asx     Miniaturizing Medicine   (4:35)
  http://web-japan.org/jvt/en/streaming/wmp/JVT_10-11_NO8_3_EN_256k.asx     Speedy and safe — Japan's egg technology   (3:04)
   http://web-japan.org/jvt/en/streaming/wmp/JVT_12-13_NO1_1_EN_256K.asx    Tohoku's Eco-friendly Reconstruction   (4:03)
  http://web-japan.org/jvt/en/streaming/wmp/JVT_12-13_NO1_3_EN_256K.asx     Pioneering Disaster Technology   (5:09)
 http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO9_3_EN_256K.asx     Leading-Edge Desalination Technology      4:06
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO7_3_EN_256K.asx     Stronger and Lighter than Steel      3:30
  http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO5_1_EN_256K.asx      Solar Power in Japan      3:50
  http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO3_2_EN_256K.asx     Fukushima's World-leading Aluminum Technology   4:04
  http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO6_3_EN_256K.asx       Shaping Our World with Plastics    3:42    

  http://www.youtube.com/watch?v=FHLl6h5nqP4       Japan: Robot Nation   Pt1     11min    
http://www.youtube.com/watch?v=CsSVoMb1Hx0       505kmリニア中央新幹線2013年8月 (Japanese日本語)   5min

   On Thursday, 10/3/13, there was A SHORT POP QUIZ ON THE BASIS OF 10/1/13 VIDEO clips AND LECTURE.

 Tue. 10/8 ... Day 14.    Video tape (#6): Japanese Society: In Tokyo and in the Country, and class discussion.

  http://www.youtube.com/watch?v=iTnDJumzuBE     51min.
   http://www.youtube.com/watch?v=ARkVrXJmZPk     7min
 
  http://web-jpn.org/webjapan/search/Society_Education_And_Academia_00.html  <<< Reading (FYI)
  http://web-jpn.org/webjapan/search/Society_Lifestyle_00.html    <<< Reading (FYI)  

Experiencing Tokyo, Japan   

 Thu. 10/10 ... Day 15.    New Year's Decorations: shimekazari,  kadomatsu,  kagamimochi,  osechi ryori,  zoni,  hatsumode,  nengajo,  ... pp20-22, Japan at a Glance  <<<BRING IN THE BOOK, class discussion.
    Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 1-3). Belknap Harvard


You may spend another hour or so enjoying listening to and watching these:
 Zen Garden ♫✿  video  to relax 
http://www.youtube.com/watch?v=CH6WkQcRBZA&feature=related      1 hr

 

 

 

Early Reminder:
☺ READ  DeMente, B. (1987). Japanese etiquette & ethics in business.  Lincolnwood, IL: NTC;
the info from this piece will appear on the upcoming MIDTERM EXAM.   Print out those pages and bring in for class discussion (or questions?).
THE CONTENT WILL PROBABLLY APPEAR ON THE UPCOMING MIDTERM.

 Thu. 10/17 ... Day 17.     ANNUAL EVENTS:  nanakusa-gayu,  kagami-biraki,  Fukuwarai,  Setsubun,   Doll Festival (or hina matsuri), Higan, Hanami, .... pp22-25, Japan at a Glance  <<<BRING THE BOOK for class discussion.

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

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

  Tue. 10/22 ... Day 18.      Great Video  #8: The Japanese and Nature:  Friend or Foe,  class discussion.

Friendly Reminder:
☺ READ  DeMente, B. (1987). Japanese etiquette & ethics in business.  Lincolnwood, IL: NTC;
  The information on this page will appear on the upcoming MIDTERM EXAM.  Print out those pages and bring in for class discussion (questions?).

★★★★   Additional video clips  for you.  Japanese technology:
http://web-japan.org/jvt/en/streaming/wmp/JVT_13-14_NO2_1_EN_256K.asx      <<< Ultra-Lightweight Vehicle    3min
http://www.youtube.com/watch?v=8-jW5JyEyf0      <<<  shinkansen  technology    6min
http://web-japan.org/jvt/en/streaming/wmp/JVT_12-13_NO1_3_EN_256K.asx       <<<  shinkansen  technology    5min
http://web-japan.org/jvt/en/streaming/wmp/JVT_10-11_NO8_1_EN_256k.asx       5min
http://www.youtube.com/watch?v=_IOlVYxxo4M&feature=related     <<<< [HD] 新幹線 ドクターイエロー Shinkansen Dr. Yellow     10min
http://www.youtube.com/watch?v=5SRDRbEz6eY    <<<< Shinkansen, DrYellow(test train)     3:51
http://web-japan.org/trends/09_sci-tech/sci101209.html

 Thu. 10/24 ... Day 19.     Lecture on Children's Day,   Tanabata,  Chugen,  Bon Festival   Tsukimi, 753,  Joya No Kane, ...  pp26-30  Japan at a Glance <<< BRING THE BOOK  for class discussion.
http://www.zen-shop.net/top-info.html

Tue. 10/29 ... Day 20.      Video tape #9: Japan's Corporate System: The Role of the Entrepreneur, and class discussion

FYI: http://gojapan.about.com/cs/traditioncustom

Tue. 11/5 ... Day 22.      Great Video tape #10: Annual Festivals and Ceremonies: Beliefs in Daily Life, and class discussion. 
Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapter 19). Belknap Harvard. 

  http://www.youtube.com/watch?v=I0EhVhsDsNs&feature=related       <<< 7 5 3     7min
  http://www.youtube.com/watch?v=Cm5v67_5XJA&feature=relmfu

 

  Thu. 11/7 ... Day 23.      FAMILY CRESTS,  KIMONO AS PART OF WORK,  PEOPLE WHO WEAR KIMONO AS PART OF WORK--Maiko, Kannushi, Soryo, Rikishi, Rakugoka, Nakai, ... pp36-37  Japan at a Glance <<< BRING IN THE BOOK,  and class discussion.

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).

To relax, enjoy these additional Video Clips
http://www.youtube.com/watch?v=qFrRSUjAObQ&feature=related     <<<  Flowers in Japan    6min  (no narration--music only)
http://www.youtube.com/watch?v=g3FhFewRCY0&feature=related      <<<  Hokusai  paintings  1760-1849     5min (no narration--music only)

 

 

Suggested Video Clips
  http://www.youtube.com/watch?v=5A09HhxXht4&feature=related    <<<  middle School in Japan    5min
  http://www.youtube.com/watch?v=ygInMvH30QU    <<<  Japan - Strong Performers and Successful Reformers in Education    17min
  http://www.youtube.com/watch?v=_si2At7lLeg    <<< Japanese and American public junior high schools-PART 1     7min
  http://www.youtube.com/watch?v=1J8gYFuQG6c   <<< The Japanese School System     4min

Thu. 11/14... Day 25.
TRADITIONAL FAVORITES Wakame, konnyaku, Chikuwa, Oden,  TSUKEMONO, ... Japan at a Glance <<< BRING IN THE BOOK.  Friendly Reminder: These will appear on the final exam.  (Ref: Japan at a Glance, pp42-43).
SASHIMI, SUSHI, TEMPURA, NABEMONO, noodles,
  http://japaneseguesthouses.com/about/ryokan/kaiseki.htm


Feedback on students' ★ TEA CEREMONY summaries.
Green tea
There are three main varieties of tea -- green, black, and oolong. The difference is in how the teas are processed. Green tea is made from unfermented leaves and reportedly contains the highest concentration of powerful antioxidants called polyphenols. Antioxidants are substances that fight free radicals -- damaging compounds in the body that change cells, damage DNA, and even cause cell death. Many scientists believe that free radicals contribute to the aging process as well as the development of a number of health problems, including cancer and heart disease. Antioxidants such as polyphenols in green tea can neutralize free radicals and may reduce or even help prevent some of the damage they cause.

Suggested Readings
   Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 30-34). Belknap Harvard; 
   Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 1-3). Belknap Harvard.

Suggested Video Clips
  http://www.youtube.com/watch?v=tT7pJbfB_dI      <<< Rejecting Sex and Relationships in Japan      6min

 

  http://www.youtube.com/watch?v=UuqsDRGFR58    <<<< Working Women in Japan  2min

 

 Tue.  11/26.... Day 28.     
Thu Le's presentation using power point.   "An arranged marriage" See De Mente, p251.   Approx. 20 minutes.

KANMIDOKORO, MATCHA,  ....on HOUSING, kinds of residences, housing complexes, GENKAN, Japanese rooms OSHIIRE, KAMIDANA, BUTSUDAN, <<< Friendly Reminder: These pages may appear on final.  (Ref: Japan at a Glance, pp52-60).
<<< BRING THE BOOK to class. 
    http://www.japan-guide.com/e/e620.html 

Overhead (and handout):
1. Advice for ESL/EFL teachers of Japanese students.    4min
2.  Lecture on "Characterization by a Value or Value Complex" by D. Krathwohl, 1964,  Affective Domain, if time permits.    5min

Video tape #13:  The JET Program "Teaching English in Japan."
The JET Program: history of the 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.

   Thu.  12/5 ...... Day 30.     LAST DAY OF CLASS.
Japanese KAMIDANA, BUTSUDAN, FURIN, SUDARE, TOTATSU, HIBACHI,  toilets and baths, ♨  SENTO  <<< Friendly Reminder: These pages will appear on final.  (Ref: Japan at a Glance, pp61-65).
<<< BRING THE BOOK to class. 
CEREMONIES,  CONGRATULATIONS, KANREKI,  WEDDINGS, Yuino (or Betrothal gifts),   FUNERALS, Shoko, Reikyusha (or Hearse), Hoyo (or Memorial services--7th, 49th, 100th day, and 1-yr later),  GREETINGS, GESTURES, ... <<<Friendly Reminder: These pages may appear on final.  (Ref: Japan at a Glance, pp66-75?).  

★ Enjoy the most recent Japanese culture, nature, science and technology videos & articles.
Explore Japanese Culture >   http://web-japan.org/kidsweb/explore/culture/index.html
★★★  Enjoy additional Japanese hi-tech and/or science articles:
  http://web-jpn.org/webjapan/search/Science_And_Technology_Technology_00.html   <<< READINGS

  Friday, 12/13/13   FINAL EXAM  9:45 AM- 12:00
Content:   the videos shown in class,  Japan at a glance pp1-75,   handouts Japanese Culture and Behavior, and class lectures, etc.
  Please bring in your textbooks, handouts, and class notes.    You may need them during the test.

= End of ACADEMIC SCHEDULE =
 

fyi
http://www.youtube.com/watch?v=9hIQjrMHTv4&feature=dir   (8:10)  history of the Internet
Internet Addiction Disorder (IAD)?  (officially recognized as "disorder" now  10/2012- )
http://www.youtube.com/watch?v=1ciER_8eKNo&feature=related
http://www.youtube.com/watch?v=V-Nu3HA8lww&feature=related

 

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

Are you already addicted or rapidly tumbling toward trouble?  Trapped in SNAD (Social Network Addiction Discorder) or HEGAD (High-End Gadget Addiction Discorder)?
Take these IAD (Internet Addiction Disorder) tests to see how sick you are:
http://www.netaddiction.com/index.php?option=com_bfquiz&view=onepage&catid=46&Itemid=106
http://psychcentral.com/quizzes/netaddiction.htm

      Friendly Reminder  re: GRADING
1.  Twelve plus (12+) short quizzes ..................................................................................................................................................................... 40%
2.  Final exam (Friday, 12/13/13, 9:45-12:00) ................................................................................................................................................... 30%
3.  Midterm exam  ................................................................................................................................................................................................ 20%
4.  Class participation, summary reports, and/or one (1) video or cultural topic/issue review in English (APA format).....................................10% 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 of enduring human concerns.
Remember!  If you miss a class, you will lose the portion of class participation which will affect your course grade  a lot!  omg   
5.  One (1) in-class paper presentation of your interest ............................................................................................................................ extra credit
Grading Scale►   A 95-100%  A- 90-94%   B+  85-89%  B 80-84%  B- 75-79%  C+ 70-74%  C 65-69%  C- 60-64%  D+ 55-59%  D 50-54%  D- 45-49%  F Below 45%
iNote:  If you miss a quiz, you will receive a zero (0) point for the quiz.  If you miss a class, it is your responsibility to find out what was covered during the class.

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

eMESSAGE BOARD  from the J102(02) instructor       POST YOUR MESSAGE ON OUR  eBulletinBoard   ACADEMIC SCHEDULE is subject to change without notice. wabi詫び（sabi錆び）simplicity, naturalism, humility, restraint, profundity, imperfection, asymmetry. < deeply ingrained Japanese cultural values. Extra credit. A reading report (in English): In 6-9 sentences (not exceeding 15 sentences, in standard American English, APA format:  After reading 3 most favorite entries or items of your choices in the DeMente, B. (1997) The Japanese have a word for it, choose one entry and describe  in writing your experience and relate it to Japanese cultural values.  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 of enduring human concerns.  On the top of your report, enter your name, id# (4 digits), the title and page numbers  the entry appeared in DeMente. You will receive extra credit.   If your English is not at the academic level,  please have your paper proofread by an academically qualified individual before submitting the paper. Do the suggested readings, and get involved in community services... Do some video/film or article reviews (if you like): you must enter the video or article SOURCE 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. http://web-japan.org    <<< Enjoy the most recent Japanese culture, nature, science and technology, etc. (videos & articles). ✿✿✿ 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 ♫ ♪ ♪ ☻ Remember: No drinks (except bottled water), no food, no chewing gum, and no cell phones (digital gadgets)  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      If you miss a class, you hurt yourself   :(( 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) 円融三諦、その他　＞　少し難しいけど、とても勉強になる談話 http://www.youtube.com/watch?v=ZuWERqgJ2xQ&feature=related http://www.youtube.com/watch?v=GaouwzsDcc4&feature=g-vrec&context=G2ddc76bRVAAAAAAAAAQhttp://www.youtube.com/watch? http://www.youtube.com/watch?v=96UM8UT4x-g&feature=related http://www.youtube.com/watch?v=CnefW9TSgyA&feature=related http://www.youtube.com/watch?v=6U9EURzHXQg    <<< 1/8 【仏教】釈迦の悟った内容 - 苫米地英人

Go green!    collusive cynicism?

. j102-procedures13fa.html. SJSU

Below  . . . . . Most Recent Video (VHS). . . . .   V

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--handout available from instructor),
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.


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

Day 26 --  show date 11/19/13                  *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 =

Day 24 --  show date 11/12/13             * 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=

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.

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)

Day 18  --  show date 10/22/13             * 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.

show date 10/15/13                      * FOCUS POINTS - Day 16

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.

show date 10/8/13                 * 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,
know that Japanese people watch TV a lot (weekday 3 hours & weekend 4 hours),
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 (less than 10% by plane).

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. iPads, iPhone, flashdrives, gps, etc.) that did not exist 15 years ago.

✿ VIDEOS (SHOWN)  Substituting for Video (#5) "Japanese Technology"
  http://www.youtube.com/watch?v=aLL2BpTqzaY&feature=fvwp&NR=1     OMG Japanese Digital Vending Machine w/ HIPPYKILLER1     3min
  http://www.youtube.com/watch?v=pcZSU40RBrg    bike storage       4min
   http://www.youtube.com/watch?v=km3xt49fHq4      Japanese public toilet       2min
   http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO3_4_EN_256K.asx    Keeping the Auto Industry on the Road   5:05
   http://web-japan.org/jvt/en/streaming/wmp/JVT_13-14_NO1_2_EN_256K.asx      Tsunami Simulation　Helping Limit Damage     3min
   http://www.youtube.com/watch?v=LakMmxg_sQg&list=PL3hmNyx8QJxS3LHIRz5CyQOBGCQ4WpZiG       Leave it to the Movers      3min

  http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO2_4_EN_256K.asx    Technology Inspired by Tradition   (4:25)
  http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO1_2_EN_256K.asx     Miniaturizing Medicine   (4:35)
  http://web-japan.org/jvt/en/streaming/wmp/JVT_10-11_NO8_3_EN_256k.asx     Speedy and safe — Japan's egg technology   (3:04)
   http://web-japan.org/jvt/en/streaming/wmp/JVT_12-13_NO1_1_EN_256K.asx    Tohoku's Eco-friendly Reconstruction   (4:03)
  http://web-japan.org/jvt/en/streaming/wmp/JVT_12-13_NO1_3_EN_256K.asx     Pioneering Disaster Technology   (5:09)
 http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO9_3_EN_256K.asx     Leading-Edge Desalination Technology      4:06
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO7_3_EN_256K.asx     Stronger and Lighter than Steel      3:30
  http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO5_1_EN_256K.asx      Solar Power in Japan      3:50
  http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO3_2_EN_256K.asx     Fukushima's World-leading Aluminum Technology   4:04
  http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO6_3_EN_256K.asx       Shaping Our World with Plastics    3:42    

http://www.youtube.com/watch?v=G5Vd9k3-3LM&feature=channel  (1:02)  Japanese Robo Maid
  http://www.youtube.com/watch?v=FHLl6h5nqP4       Japan: Robot Nation   Pt1     11min    
  http://www.youtube.com/watch?v=CsSVoMb1Hx0       505kmリニア中央新幹線2013年8月    5min
   http://video.google.com/videoplay?docid=-6890980308166776761&q=japanese+technology&hl=en  (0:25) a joke?

Internet Addiction Disorder?  (officially recognized disorder now  10/2012- )
http://www.youtube.com/watch?v=1ciER_8eKNo&feature=related
http://www.youtube.com/watch?v=V-Nu3HA8lww&feature=related

show date 9/24/13      * 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.

show date 9/17/13            * 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."

Suggested Readings: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 1-3). Belknap Harvard.
 

show date  9/10/13          * 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?" when did it begin breaking apart?  Twenty(20) years ago, 10 years ago, or recently?

Visit and learn:
  http://web-japan.org/kidsweb/explore/economy/index.html

Suggested Video Clips:
http://www.youtube.com/watch?v=6Wkq95vJHC8
http://www.youtube.com/watch?v=wgl_Q8wCLO0

show date  9/3/13                   * 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.
http://www.youtube.com/watch?v=dziy1mEBoiQ&feature=relmfu  (29 min)

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.

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.

=end=