Oral Communication VI...1 Oral Communication VI Week Content 1 1. Guidance 2. Introduction of Pecha Kucha Light with “Job Shadowing in Hawaii” along with Adapted Cornell Note Taking

OralCommunication

VI

ChukyoUniversity

Student#:______________________________________StudentName:________________________________________________________

TEDTalksList

Unlessspecifiedotherwise,allteachingmaterialsinthisbookletbelongtoSophieMuller&MathewWhitebutcanbefreelyusedbyothersifownershipisacknowledged.

FPleaseuseotherTEDTalksforyourhomeworkE

OralCommunicationV• PhilHansen,“EmbracetheShake”• MarkBezos,“ALifeLessonfromaVolunteerFirefighter”• ChrisJordan,“PicturingExcess”• MarcKoska,“1.3millionreasonstore-inventthesyringe”• RichardStJohn,“The8KeystoSuccess”• MazJobrani,“DidyouheartheoneabouttheIranian-American?”OralCommunicationVI• TEDEd,“Whatreallyhappenstotheplasticyouthrowaway?”• GrahamHill,“LessStuffMoreHappiness”• DiannaCohen,“ToughTruthsaboutPlasticPollution”• RachelBotsman,“TheCaseforCollaborativeConsumption”

Copyright©2019S.Muller,M.White,AllRightsReserved. 1

OralCommunicationVI

Week Content

1

1.Guidance2.IntroductionofPechaKuchaLightwith“JobShadowinginHawaii”alongwithAdaptedCornellNoteTakingsystem3.Semesterplan:theme=humanrights;preconceptionsabouthumanrights;video:FishisFish,byLeoLionni

FlippedActivities Video#1Whatmakesagoodgroupdiscussion

2 1.Discussingflippedactivities2.UniversalDeclarationofHumanRights:Article16aboutEducation

FlippedActivities

EducationtoEndPovertyVideo#2EducationandPovertyinJapanThevalueofeducation(reflection)

31.Discussingflippedactivities2.WangariMaathai,“TheHummingbird”toexplaintheactionpartofthecourse3.DiscussingnecessarychangesinJapaneseeducation

FlippedActivities

Education–ToEndPoverty&forBetterHumanBeingsVideo#3Illiteracy&Readingcanmakebetterhumanbeings

4TEST

1.Discussingflippedactivities2.Test3.IntroducingthenewtopicbyconnectingLiteracy&EnvironmentwithEco-Literate:Whatreallyhappenstotheplasticyouthrowaway?TEDEd+ChrisJordan’sproject,“RunningtheNumbers”

FlippedActivities

EnvironmentPollutedbyConsumerismVideo#4Consumerism&“BuyNothingDay”&GrahamHill,“LessStuffMoreHappiness”,TEDTalk

51.Discussingflippedactivities2.Lessconsumption=lessstuff=lesstrash!PlasticpollutionwithDiannaCohen,“ToughTruthsaboutPlasticPollution”TEDTalk

FlippedActivities

EnvironmentPollutedbyConsumerismVideo#5RightsandObligationsforaCleanEnvironment

6TEST

1.DeadlineforsigningupforyourPechaKuchaLight2.Discussingflippedactivities3.Solutionforthingswedon’twantanymore&howtogetwhatwereallyneed:RachelBotsman,“TheCaseforCollaborativeConsumption”TEDTalk4.TestHomework:PechaKuchaLight(PKL)orTEDTalkifyou’renotdoingaPKL

7 PKL&TEDTalksharing


FlippedActivities

Health:Cosmetics&BodyCareProductsVideo#6“TheStoryofCosmetics”

91.Discussingflippedactivities2.SharingresearchonJapaneseproducts3.Explanationonhowtousewebsitestochecktoxicity

FlippedActivities

FreedomofOpinion&Expression:Video#7“AmnestyInternational”

101.Discussingflippedactivities2.NelsonMandela&AmnestyInternational+Invictus+WorldHumanRightsDay(12/10):WriteforRightsCampaign

FlippedActivities

FreedomofOpinion&Expression:Video#8AmnestyInternational:Symbol&WriteforRightsCampaign


11TEST

1.Test2.Sharingflippedactivities3.Humanrights“game”4.DiscussingtheWriteforRightscases,checkingunderstandingofvocabularyinletters/videosHomework:WriteyourAmnestyInternationalletters(optional)

FlippedActivities

Video#9:AccesstocreditwithM.Yunus&GrameenBank+Kiva’spresentationwithPedro’sStoryvideo

12 1.Hungerbanquet2.Sharingflippedactivities

FlippedActivities

Workingconditions-ModerndayslaveryVideo#10Oxfam

13TEST

1.Test2.Discussingflippedactivities3.Solution:maketradefaircampaign+actionsHomework:TEDorPK



OralCommunicationVI ClassIntroduction


WHO’SYOURTEACHER?qRichardMorrison:[email protected]:[email protected]�Continuousassessment:Participation=30%Participationincludes:(1)arrivingandleavingontime;(2)usingEnglishinclass;(3)completionofflippedlearningactivities(videosonclasswebsite&TEDTalk);(4)talkingaboutflippedactivitieswithallofyourclassmatesduringthesemester;(5)answeringquestions;(6)“wowing”me.“Wowing”memeansoneofthefollowing:-youarewillingandhappytobeareporterforyourdiscussiongroup;-youaskrelevantquestions;-youmakeconstructivecomments.MIfyousleepordoworknotrelatedtoourclass,youwillnotgetanypoints.NIfyoucopyanswersfortheflippedactivities,andpresenttheseanswersasyourownwork,thisisplagiarism,andyouwillfailtheclass.Tests&Pop-Quizzes=20%Testsandpop-quizzesareaboutthecontentoftheclass,studiedathomeandinclass,includingthetargetvocabulary.�PechaKuchaLight=50%(20%forthe1stone;30%forthe2nd)�Attendance&Finalgradepossibilities:-Arrivingmorethan15minuteslateorleaving15minutesearly=1absence.-Arrivinglate3times=1absence.-S=nobeinglate;noabsence(exceptforexcusedones)-A=1absence-B=2absences-D=3absencesATTENDANCEIfyou’reabsent,youHAVEtoemailtoletyourteachertolethim/herknowwhat’shappening.Communicationisveryimportant!Intheobjectline,write:“OCVI,Friday3or4:…[purposeofemail]”PECHAKUCHALIGHT(PKL)-15slidesat20seconds=5-minutepresentation.-Slidestimedtochangeontheirown/automatically.-3minutesforQ&A.-Individualpresentationsconnectedtothedifferenthumanrightsintroducedinclass,andalwaysprovidingasolutiontotheissueyouchose.-TwoPKL:Round1=11/08or11/15-Round2=01/10or01/17.Youwillhavetosignupforeachround,brieflyexplainingthecontentofyourPKL.Onlinesign-updeadlines: Round1=Thursdaybeforeweek6class

Round2=Thursdaybeforeweek13classMWhenyou’renotdoingaPKL,youwillpresentaTEDTalkyouhavewatchedandreflectedon.

FlippedClassWebsite:http://learningpotentials.weebly.com/oc-vi.html

OralCommunicationVI Week1


�BecomingfamiliarwithPechaKuchaLightVideo:Mana’sPechaKuchaLightGuiding Questions What’s the purpose of Mana’s Pecha Kucha? Why was it difficult to deal with guests from so many different countries? Fill in the blanks to complete the words Mana used in her Pecha Kucha to describe how she reacted to the problems during her internship. According to Mana, what is the Aloha Spirit? According to Mana, what are the two things we should do when we hit a wall (to have a problem and not know what to do)?

YourAnswerstoquestionsShefeltover________________andhelp________________dealingwithguestsfrommanydifferentcountries.Shelosthercon________________inherEnglishabilityandherpastknowledgeofservice.

YourNotes

Summary



Mathew’sNotes3 weeks Purpose - share what she learned in Hawaii Resort + spa hotel è Hospitality: 日 vs. others

Diverse Guest expectations Definition of service Overwhelmed by sense of helplessness - lost confidence - panicked * Aloha spirit: real meaning = to love ourselves Take a deep breath Ability to resolve problems Checked 300. Be yourself - do your best - You’ll find a way out!

Sophie’sNotes&AnswersVideo:Mana’sPechaKucha What’s the purpose of Mana’s Pecha Kucha? Why was it difficult to deal with guests from so many different countries? Fill in the blanks to complete the words Mana used in her Pecha Kucha to describe how she reacted to the problems during her internship. According to Mana, what is the Aloha Spirit? According to Mana, what are the two things we should do when we hit a wall?

AnswerstoquestionsShewantedtosharewhatshelearnedduringher(3-week)internship(job-shadowing)inHawaii.

Theyhaddifferentexpectations(aboutservice:somesaiditwasnotenough,somesaiditwastoomuch).Notthemainreason:shehadtroubleunderstandingtheirEnglish.Shefeltoverwhelmedandhelplessdealingwithguestsfrommanydifferentcountries.ShelostherconfidenceinherEnglishabilityandherpastknowledgeofservice.Itistoloveourselvesandbewhoweare.Ifyouhitawall,beyourselfanddoyourbest.

Sophie’sNotesHawaii - job shadowing - 3 weeks - Not what I did BUT what I learned diverse guests, different expectations ð hard to decide what’s best: not enough or too much! + problem understanding guests’ English overwhelmed helpless confidence Aloha spirit, real meaning = love for ourselves = take deep breath & tell yourself you can do it! keep being myself (remember who you are) & keep doing my best: I’ll find a way out!

SummaryManaexperiencedsomechallengingsituationsduringherinternshipinHawaii,butthankstotheAlohaSpirit,shefoundawaytoovercomethembybeingherselfanddoingherbest.



�ClassContent

Goals.

Theme.HumanRightsaslistedintheUniversalDeclarationofHumanRights1.Method. Youwillhave to think firstbeforegetting input frommeorother students. Iwant togiveyouachancetoseewhatyoualreadyknowandthink.BesidesIneedtounderstandthesepreconceptionsmyselftohelpyoudevelopyourunderstanding.The children’s book by Leo Lionni, Fish is Fish2 demonstrates why it’s important to understandpreconceptions.Whenthefrogexplainstothefishwhatithasseenoutsidethepond,thefishunderstandseverything as looking like a fish because that is all that it knows. It learns new things based onwhat italreadyknows.SemesterConceptMap.

YourPreconceptions.

1http://www.un.org/en/documents/udhr/2https://vimeo.com/39374062

forto

HUMAN RIGHTS

Value

End poverty Better human beings

Consumerism Cosmetics & body care products

Access to credit

Prisoners of conscience

Modern day slavery

Thinkaloneandwithother

WonderHaveideasandgainknewknowledge



UniversalDeclarationofHumanRights,simplifiedversionbyMathewWhiteArticle1 Righttoequality

Article2 Freedomfromdiscrimination

Article3 Righttolife,andpersonalsecurity

Article4 Freedomfromslavery

Article5 Freedomfromtortureandcruelordegradingtreatment

Article6 Righttoberecognizedasapersonbeforethelaw

Article7 Righttoequalitybeforethelaw

Article8 Righttosolveadisagreementthroughacourtsystem

Article9 Freedomfromarbitraryarrest(thepolicecanonlyarrestyouifyou’vedonesomething

wrong)

Article10 Righttoafairpublichearing(thelegalsystemshouldbeopentothepublic)

Article11 Righttobeconsideredinnocentuntilprovenguilty

Article12 Freedomfrominterferencewithprivacy,family,homeandcorrespondence

Article13 Righttofreemovementinandoutofthecountry

Article14 Righttoasyluminothercountries(protectionfromothercountriesifyouarearefugee)

Article15 Righttoanationalityandfreedomtochangeit

Article16 Righttomarriageandhavingafamily

Article17 Righttoownproperty

Article18 Freedomofbeliefandreligion

Article19 Freedomofopinionandinformation

Article20 Righttopeacefulassemblyandassociation

Article21 Righttoparticipateingovernmentandfreeelections

Article22 Righttosocialsecurity

Article23 Righttodesirableworkandtojointradeunions

Article24 Righttorestandleisure

Article25 Righttobasiclivingstandardswithenoughfood,clothing,shelterandmedicalservices

Article26 Righttoaneducation

Article27 Righttoparticipateintheculturallifeofcommunity

Article28 Righttohavingyourgovernmentprotectyourrights

Article29 Righttoperformcommunityduties,essentialtofreeandfulldevelopment

Article30 Freedomfromgovernmentorpersonalinterferenceinthe29rightslistedabove

OralCommunicationVI SemesterConceptMap


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OralCommunicationVI FlippedActivitiesforWeek2


Video#1:GoodGroupDiscussion,part1“Beingagoodlistener”Memo:wordshighlightedingreyarethevideo’stargetwords-thewordsyoushouldlearn/review.

1.Readtheguidingquestionsbelow.2.Takenotestoanswertheguidingquestionswhilewatchingthevideoonthewebsite.3.Answerthequestions,usingyourownwordsasmuchaspossible:justrepeatingwhatisinthevideowillmakeitharderforyoutodeeplyunderstandandremember.4.Summarizethevideousingtheconceptmap.Video#1,GoodGroupDiscussion,part1“Beingagoodlistener”Guiding questions 1. What are the 3 skills that can make you a good listener? ATTITUDE 2. What did Mathew do that made him a bad listener? 3. What did Mathew do that made him a good listener? 4. Fill in the blanks: ATTENTION 5. What did Mathew do that made him a bad listener? 6. What did Mathew do that made him a good listener? 7. Fill in the blanks: ADJUSTMENT 8. What’s the main advantage of discussions which are off topic? 9. If a discussion seems too off topic, what should you do?

YourAnswersAno___________m___________willhelpyoudiscovernewe___________i___________andm___________p_______________.Ifyoupayattentionandc_______________,youwillbeana___________listenerwhocanaddn___________informationtowhatyoua___________know.

YourNotes

Summary

Learn



Video#1,GoodGroupDiscussion,part2“Beingagoodspeaker”Guiding questions 1. What are the 3 skills of a good speaker? ACCURATE 2. What did Mathew do that made him a bad speaker? 3. What did Mathew do that made him a good speaker? 4. Fill in the blanks: INTERACTIVE 5. What did Mathew do that made him a bad speaker? 6. What did Mathew do that made him a good speaker? 7. How can you make your talking time interactive? Fill in the blanks: MEMORABLE 8. Fill in the blanks:

YourAnswersTomakeyourcommentsaccurate,youneedtos___________themwithe___________,n___________,and/ort________________.Youalsoneedtoclearlye___________yourcomments.-Keeptheotherparticipantse___________-S___________ontopic-Avoidbeingar___________s___________:saying“metoo”withnoothercommentsdon’tmovethediscussionforward.-Bec___________ands_____________________-Ber_________________Tomakeyourpointsandideasmemorable,youhavetomaketheme___________tofollow,c___________.Sharingf___________ideaswillalsomakeyourcommentsmemorable.It’ssometimeshardtobedifferentinadiscussion,butitcanalsoincreaseothers’interestandmakethemthinkharder.Bebrave,t___________o___________theb___________.

YourNotes

Summary



Consideringtheskillsofagoodlistenerandspeakerwhichone(s)areyougoodat?Why?Whichonedoyouneedtoimprove?How?Skill(s)Iamgoodat… Because… Skill(s)Ineedto

improve How?

REFLECT



�Recite:toreviewthecontentofthevideoswatchedoutsideofclass,hideyournotesandusetheguidingquestions.Theotherstudentsmaycommentandhelpyouifyoucan’tremember.�Sharethequestionsyouhaveaboutwhatyouhaven’tunderstood.Makesurethattherecitationhasn’talreadyansweredthem.�Vocabulary:-Sharethequestionsyouhaveaboutthetargetwords.-Sharethewordsthatyouhaveaddedtohelpyoubetterunderstand.FEachgroupwillcomeandwritedownontheboardthewordstheyhaveadded.Bepreparedtoexplainthesewords.�Openingthefloortodiscussion:-Sharewhatyoudon’tagreewithinthevideo.FEachgroupwillexplainwhattheydon’tagreewithtothewholeclass.-Shareyourreflectionaboutthevideo.FEachgroupwillsummarizethemainideasofthegrouptothewholeclass.TAKENOTESwhenyoudiscusstheflippedactivities!

DiscussingFlippedActivities



UniversalDeclarationofHumanRights,Article26aboutEducation3 (1)Everyonehastherighttoeducation.Educationshallbefree,atleastintheelementaryand

fundamentalstages.Elementaryeducationshallbecompulsory.Technicalandprofessionaleducationshallbemadegenerallyavailableandhighereducationshallbeequallyaccessibletoallonthebasisofmerit.

(2)Educationshallbedirectedtothefulldevelopmentofthehumanpersonalityandtothe

strengtheningofrespectforhumanrightsandfundamentalfreedoms.Itshallpromoteunderstanding,toleranceandfriendshipamongallnations,racialorreligiousgroups,andshallfurthertheactivitiesoftheUnitedNationsforthemaintenanceofpeace.

(3)Parentshaveapriorrighttochoosethekindofeducationthatshallbegiventotheirchildren.ConceptmapofArticle26

3http://www.un.org/en/documents/udhr/

furthers

prom

otes

strengthens

directed to

is

but

EDUCATION

Rules (1) & (3)

Goals (2): education

For everyone

Parents can decide which education the children will receive

I don't like this rule because some parents don't believe education is important for

religious or traditional reasons

Free

"Fundamental levels" = kindergarten

Elementary education

"compulsory" = children have to go

Technical & professional education: available

Important to offer more manual and practical

education

Higher education "accessible to all on the basis of

merit"

"on the basis of merit" isn't clear enough

full development of human personality

What does "human personality" mean

exactly?

respect for human rights and

fundamental freedoms

Aren't "fundamental freedoms" the same as

human rights?

understanding, tolerance & friendship among all

nations, racial and religious groups

Important to focus on racial,and religious groups because some people don't identify with their

country but with their religion or race

activities of U.N. for peace



�Reflectingaboutthevalueofeducation1.Haveyoueverwonderedwhyyouwereinuniversity,whatwerethegoalsofahighereducation?2.Imaginethatyou’resittinginaclassthatdoesn’tinterestyou.Thequestionwouldthenbe:whydidyoutaketheclass?Isit:-Tobewithyourfriends?Inthiscase,whatdoesthissayaboutthevalueoftheclassyou’retaking?-Togetthecredits?Whatarethecreditsfor?3.Anotherquestionyoucouldthinkaboutis:areyouinuniversitybecauseyourparentswantedyoutogo?Becauseyourfriendsweregoing?Becauseyouwantedtogo?YourreflectionsNotesfromdiscussion�WhythistopicWereadthefollowing:"Onemorning,with little encouragement to continue froma classof grade10WorldHistory students, Istoppedmylesson,pulledmychairtothemiddleoftheclassroomandasked,‘Whatarewedoinghere,whyareyou in thisclass, thismorning,withme,witheachother, studyinghistorywhenyouclearlyhavenointerest ineitherbeinghereordoingso?’Followingeachresponsewitha ‘why?’myprivilegedstudentsagreedthattheywerehereforthefollowingreason(s):‘Becauseourparentsmakeusgetupinthemorningto come here…because we need to graduate from high school…because we need to go touniversity…becauseweneedtogetajob…becauseifwedon'tgetajob,wecan'teat!’Mystudentscorrectlyidentifiedcontextualrealitiesproducingtheireducationasacommercialtransaction."4Toseeeducationasacommercial transactiongoesagainstourbeliefsas teachersand life-long learners,butwedounderstand thatnowadays this is a reality.Wewant toencourageyou to thinkaboutothersaspectsofeducationthroughthenexttwoweeksofflippedactivitiesanddiscussions.

4DenHeyer,Kent(2005)."Towhatquestionsareschoolsanswers?Andwhatofourcourses?Animatingthroughlinequestionstopromotestudents'questabilities."CanadianSocialStudies,volume39number2.SpecialIssue:NewApproachestoTeachingHistory.http://www.educ.ualberta.ca/css/css_39_2/ARdenHeyer_throughline_questions.htm



Memo:wordshighlightedingreyarethevideo’stargetwords-thewordsyoushouldlearn/review.

1.Readtheguidingquestionsbelow.2.Takenotestoanswertheguidingquestionswhilewatchingthevideoonthewebsite.3.Answerthequestions,usingyourownwordsasmuchaspossible.4.Summarizethevideoforyourself:whatisityouunderstandfromthisvideo?Video#2,EducationtoEndPovertyinJapanGuiding questions 1. In your own words, explain what “education as commercial transaction” means. 2. In your own words, explain what “Education is the escalator out of poverty” means. 3. In Japan, what makes access to education unequal? 4. Is Japan relative poverty rate good? 5. In a class of 25 students, how many students could be living in poverty? 6. Fill in the blanks. 7. Why is welfare a negative thing for future generations? 8. Fill in the blanks. 9. What is the government doing to improve the poverty issue in Japan? 10. How can university students help students with financial disadvantages?

YourAnswers“Withonlyajuniorhighschooldiploma,aJapaneseman’ssalaryis______belowtheaveragesalary.Inthesamesituation,awoman’ssalaryis______belowtheaveragesalary.”“Ifyouhaveauniversitydiploma,yoursalarywillbe______higherthansomeonewithahighschooldiplomaifyouareaman,and______higherifyouareawoman.”

YourNotes

Summary

Learn



Topic#1:Education–ToOpenyourMindBeyondthefinancialaspectofeducation,webelievethateducationhelpsusbecomebetterhumanbeingsbyopeningourmindstonewideasandfeelings.S.Godindescribesuniversityeducationasfollow:

“College started as universitas magistrorum et scholarium - a community of masters andscholars. It was a refuge; it was a place youwent to get lost in ideas, to discover andwander,andtoplotacourseasanacademic.”5

Throughourclass,wehopetohelpyougetlostinideasyouhadneverconsideredbefore.Wehopetohelpyoudiscovertheworldandyourself.Asfarasweareconcerned,universityisNOTthespringvacationoflife,unlikewhattheJapaneseproverbsays:“大学は人生の春休み”.Webothstronglywishforyourmindtogrowstronger,nottakeavacation.Forus,onewaytomakeourminds stronger is to develop our curiosity. We have been greatly inspired by how Leonardo da Vincinurturedhisimmensecuriosity.Hereisachecklistofthingsyoucandoorthink,tobemorelikehim6:qIkeepajournalornotebooktorecordmyinsightsandquestions.

qItakeadequatetimeforcontemplationandreflection.

qIamalwayslearningsomethingnew.

qWhenIamfacedwithanimportantdecision,Iactivelyseekoutdifferentperspectives.

qIamavoraciousreader.

qIlearnfromlittlechildren.

qIamskilledatidentifying,andsolvingproblems.

qMyfriendswoulddescribemeasopen-mindedandcurious.

qWhenIhearorreadanewwordorphrase,Ilookitupandmakeanoteofit.

qIknowalotaboutotherculturesandamalwayslearningmore.

qIknoworaminvolvedinlearningalanguageotherthanmynativeone.

qIsolicitfeedbackfrommyfriends,relations,andcolleagues.

qIlovelearning.

Thesecondtaskforthisweek’sflippedactivitiesistodefinewhateducationisforyou,usingwhatwehavesharedsofarandgoingdeeper.Togodeeper,youwillfindaselectionofTEDTalksabouteducationonthewebsite.Watchthemall,oronlyafew,orevennone.Themostimportantthingisthatyoucandefineeducationforyourselfandexplainyourpointofviewinournextclass.Pleaseusethetableonthenextpagetowriteyourideas.IftheideacomesfromaTEDTalk,makesuretogivethenameoftheTEDpresenter!FUsethetableonthenextpagetowritedownyourideas.

5Godin,Seth(2012).TheIcarusDeception:HowHighWillYouFly,Penguin,London,p.326Gelb,MichaelJ.(2000).HowtoThinkLikeLeonardodaVinci:SevenStepstoGeniusEveryDay,DellPublisher.



Educationis/should… because…

Topic#1:Education-ToendpovertyinJapan(textversionofthevideo)Inourlastclass,wereflectedaboutanddiscussedthevaluesofeducation.Inmanycases,educationisseenasacommercialtransaction:youpayforeducationtogetadiplomathatwillgiveyouajobthatpaysyouagoodsalary.Thefactthateducationhelpsyouhaveagoodsalaryisveryimportantforlow-incomestudents.Educationmeansthattheycouldgetoutofpoverty.AsNicholasD.Kristofwrotein2011:“Educationistheescalatoroutofpoverty”7.N.D.Kristofhasstudiedthisaspectofeducationinmanydevelopingcountries(HalftheSky,N.D.KristofandSherylWuDunn,2009),butthisalsotruefordevelopedcountries,likeJapanandtheUS.

7“OccupytheClassroom”,NicholasKristof.NewYorkTimes,TheOpinionPages,October19th,2011.http://www.nytimes.com/2011/10/20/opinion/occupy-the-classroom.html?_r=0



In fact, in Japan,becauseof the costof education8, access toeducation is limited to familieswithhigherincome.Thiseducationaldividehastwoconsequences.First,itmakesJapan’srelativepovertyratethe4thhighestamong34OECDcountries9.ThismeansthatJapan’srelativepovertyrateisonlybetterthanthatofMexico, Turkey and the US (the US also has serious problemswith poverty)10. Second, the educationaldividekeeps1in6childreninpoverty,whichisthehighestlevelsincetherearerecordsin198511.When education is expensive, and your family has a low income, you often cannot get a higher level ofeducation.InJapan:“Only90%ofchildrenfrompoorfamiliesgotohighschoolcomparedwith98.4%ofthegeneralpopulation.”12Thismeansthat10%ofpoorchildrenwillhavetofindajobwithonlyajuniorhigh school diploma. For aman, thismeans that his salarywill be 26%below the average salary; for awoman,itwillbe28%13.Forbothmenandwomen,thismeanslivinginpoverty.However,withalowsalary,youcangetwelfare(moneygivenbythegovernment),butitissaidthat“thoseonwelfareriskpassingpovertyontothenextgeneration,astheir lackofqualificationsmeanstheylaterstruggletoearnenoughtoeducatetheirownchildren.”14AstudydoneinSakai(OsakaPrefecture)foundthat 25% of children, who grew up in low-income family on welfare, were also on welfare as adults.Povertyisaviciouscyclethatcanonlybebrokenbyeducation.ThesalaryofaJapanesemanwithauniversityeducationisindeed44%higherthanthatofaJapanesemanwithahighschooldiploma.Thedifferenceisevengreaterforwomen:thesalaryofaJapanesewomanwithauniversity education is60%higher than thatof a Japanesewomanwithonly ahigh school education.Knowingthatlessthan20%oflow-incomestudentsgetauniversityeducation15-inotherwords,knowingthatonly20%ofthelow-incomepopulationismostlikelytogetoutofpovertyeveryyear-actionsneedtobetaken.The government passed a law in 2013 asking for a plan (called a blueprint) to help the poor. The planincludeshavingmoresocialworkersinschoolsandgivingfreeafter-schoolhelpforstrugglingstudents16.Wearestillwaitingtoseetheresultsofthisplan.Ontheotherhand,anon-profitorganization(NPO)calledKids’Dooristakingactionnow.InTokyo,theyofferforinstancefreeafter-schoollessonstojuniorhighschoolstudentswithfinancialdisadvantage17.Thelessonsaretaughtbyuniversitystudentvolunteers.Over90%ofthestudentstakingtheselessonspassedhighschoolentrancetests.Thesestudentsarenowmorelikelytofindajobwithanaverageincome,andtheycanevenconsidergoingtouniversity,whichwillsignificantlyincreasetheirfuturesalary.Inconclusion,educationmaybeseenasawaytogetmoremoneywhenyourfinancialsituationisprettygood,oritmaybeseenasawaytogetoutofpovertyandmakeadecentlifeforyourselfandyourfamilywhenyou’vebeenstrugglingwithmoney.Howeverwe lookat it,educationwillhavean impactonyourfuture.

8“InJapan,yougettheeducationyoutheconsumerpayfor”,Brasor,Philip&Tsubuku,Masako,JapanTimes,YenforLivingBlog,September22nd,2011.http://blog.japantimes.co.jp/yen-for-living/in-japan-you-get-the-education-you-the-consumer-pay-for/9“Newassistancefortheneedy”,Editorials.JapanTimes,April20th,201510“Japan’sWorseningPovertyRate”,nippon.com,September24th,2014.http://www.nippon.com/en/features/h00072/11“InJapan,1in6childrenlivesinpoverty,puttingeducation,futureatstake”,Hagiwara,Yuki&Reynolds,Isabel.JapanTimes,September10th,2015.http://www.japantimes.co.jp/news/2015/09/10/national/social-issues/one-six-japanese-children-live-poverty-threatening-education-future/#.V9danTuoGV512“InJapan,1in6childrenlivesinpoverty,puttingeducation,futureatstake”,ibidem.13OECD,CountryNote,EducationataGlance2014,Japan.https://www.oecd.org/edu/Japan-EAG2014-Country-Note.pdf14“InJapan,1in6childrenlivesinpoverty,puttingeducation,futureatstake”,ibidem.15“InJapan,1in6childrenlivesinpoverty,puttingeducation,futureatstake”,ibidem.16BreakingkidsoutofPovertyCycleKeytoJapan’sFiscalFuture”,HagiwaraYuki&Reynolds,Isabel.Bloomberg,September9th,2015.http://www.bloomberg.com/news/articles/2015-09-08/breaking-kids-out-of-poverty-cycle-key-to-japan-s-fiscal-future17Forasocietywherekidscanhavedreamsandhopes,Kids’Door.http://www.kidsdoor.net/otona/pdf/kidsdoor_english2015s.pdf



WhytakingactionMATters!IwillbeaHummingbirdbyDirt!TheMovie&WangariMaathai

Memo:wordshighlightedingreyarethevideo’stargetwords-thewordsyoushouldlearn/review.

1.Watchthevideo.2.Readtheguidingquestions,andthenreadthetextofthevideotoanswertheguidingquestions.3.Answerthequestions,usingyourownwordsasmuchaspossible.4.Summarizethevideoinoneortwosentences.IwillbeaHummingbirdbyDirt!TheMovie&W.Maathai:www.youtube.com/watch?v=IGMW6YWjMxwGuiding Questions 1. According to W. Maathai, we sometimes can get completely overwhelmed. Explain why. 2. The hummingbird and the other animals from the forest have very different reactions seeing the fire. Explain how their reactions are different. 3.Who was W. Maathai most like: the hummingbird or the other animals? Why?

TextofthevideoWe are being constantly bombarded by problemsthatwe face.Andsometimes,wecangetcompletelyoverwhelmed.The story of the hummingbird is about this hugeforestbeingconsumedbyafire.Alltheanimalsintheforestcomeoutandtheyaretransfixedastheywatchtheforestburning.Andtheyfeelveryoverwhelmed,verypowerlessexceptthislittlehummingbird.Itsays“I’mgoingtodosomethingaboutthefire”.Soitfliestotheneareststream,takesadropofwaterandputsitonthefireandgoesupanddown,upanddown,upanddown,asfastasitcan.In themeantime, all theotheranimals,muchbiggeranimalsliketheelephantwithabigtrunkwhocouldbring much more water, they’re standing there,helpless and they’re saying to the hummingbird:“Whatdoyouthinkyoucando?You’retoolittle!Thisfireistoobig,yourwingsaretoolittle,andyourbeakissosmall,youcanonlybringasmalldropofwateratatime!”Butastheycontinuetodiscourageit,itturnstothemwithoutwastingany timeandtells them:“I’mdoingthebestIcan”.Andthattomeiswhatallofusshoulddo.Weshouldalwaysfeellikeahummingbird.Imayfeelinsignificant,butIcertainlydon’twanttobeliketheanimalswatchingtheplanetgoesdownthedrain.Iwillbeahummingbird,IwilldothebestIcan.

YourAnswers

SummaryGoalofthisclassW.Maathaiandthehummingbirddidn’tjustlookattheproblemsofourplanetandletthemgetworse.Wewantyoutobehummingbirds:todothebestyoucanandtakeaction!YourPechaKuchaLightwillhavetoincludewhatyoudidregardingoneofthetopicsofourclass:weexpectyoutotakeactionsregardingeducationortheenvironmentinyourfirstPechaKuchaLight;health,freedomofopinionandexpression,economicdivide,orworkingconditionsinyoursecondPechaKuchaLight.

LEARN



Poemabouttakingaction

“Iamonlyone,

ButstillIamone.

Icannotdoeverything,

ButstillIcandosomething;

AndbecauseIcannotdoeverything,

IwillnotrefusetodosomethingthatIcando.”

EdwardEverettHaleinTheBookofGoodCheer:ALittleBundleofCheeryThoughts(1909)byEdwinOsgoodGrover,p.28



Video#3:Education-ToEndPoverty&BecomeBetterHumanBeings,Part1&2Memo:wordshighlightedingreyarethevideo’stargetwords-thewordsyoushouldlearn/review.

1.Readtheguidingquestionsbelow.2.Takenotestoanswertheguidingquestionswhilewatchingthevideo.3.Answerthequestionsusingyourownwordsasmuchaspossible:justrepeatingwhatisinthevideowillmakeitharderforyoutodeeplyunderstandandremember.4.Summarizethevideoinoneortwosentences.Video#3:Education-ToEndPoverty&BecomeBetterHumanBeings,Part1&2Guiding questions 1. When you are illiterate, what happens to your income? 2. When you are illiterate, why isn’t it easy to make more money? 3. In the movie In Her Shoes, why can’t Maggie get a job? 4. What are the 3 characteristics of a good reading “teacher”? 5. According to D. Miller, a reading teacher gives students the reading skills they need for college and their career. What are the 5 other responsibilities? Explain with your own words. 6. What helped Sophie truly understand the importance of having a safe place to live?

YourAnswers

1.2.3.

1.2.3.4.5.

YourNotes

Summary

Learn



Whatbook(s)has/haveinspiredyoutobeabetterperson?Beingabetterpersonincludesthe5goalsofareadingteacherasdescribedbyDonalynMiller(question4above).Ifthereisnosuchbookinyourlife,makesuretoexplainwhy.

1.Findatleastoneimportantpieceofinformationaboutthebenefitsofreading.2.Makesuretoexplainwhyitisimportanttoyou.3.Makesuretociteyoursources(Wheredidyoufindtheinformation?Whowrotetheinformation?)Topic#1:Education–ToEndPoverty&BecomeBetterHumanBeings(textversionofthevideo)Illiteracyoftenmeansalossofincome.Studies18haveshownthatilliteratepeopleearn30%-42%lessthanliteratepeople.Forexample,atapart-timejob,ifyoucanread,youearn¥100,000.Ifyoucannotread,youearn¥58,000to¥70,000…In addition, if you are illiterate, you have little hope ofmakingmoremoney because you don’t have theliteracyskillstogetabettereducationortraininginordertoimproveyourincome.Youarestuckwhereyouare!Formoreinformationonthistopic,readTheEconomic&SocialCostofIlliteracy:ASnapshotofIlliteracyinaGlobalContext19.DonalynMillerwrote:"Oursolecharge,manyeducatorsclaim,istoensurethatourstudentspossesstheliteracyskillsneededtosucceedintheworkforce.It’svitalthatstudentsgraduatefromhighschoolwiththereadingskillstheyneedforcollegeandcareersuccess,butIwantmoreforthem.Ihopeourstudents findrelevance intheir lives,forgedeepconnectionswithothers,createart,appreciatetheworld’smysteries,andpossessspiritualandemotionalstoresthatsustainthemindarktimes.Readingshowsushowtobebetterhumanbeings,notjustsuccessfulworkerbees.”20Sophiehasexperiencedthisaspectofreading(findingrelevanceandforgingdeepconnectionswithothers)inarathersurprisingway.Readinghelpedhertrulyunderstandtheimportanceofhavingasafeplacetolive,ahouse.Eventhough,shehadpersonallyexperiencedtheimportanceofhavingahouse(inIndiaandCambodia),it’sonlywhenshereadBrightShinyMorningbyJamesFrey(p.169-171)thatshefullyrealizedthepowerofhavingasafeplacetolive.TheironicpastisthatSophiedidn’tevenlikethebookthatmuch!

18LiteracyCentreMilford,Inc;HowtheLiteracyCentreGotStarted;accessed1March2012at<http://www.literacycenterofmilford.com/index.php?option=com_content&view=article&id=1&Itemid=2>19http://www.worldliteracyfoundation.org/The_Economic_&_Social_Cost_of_Illiteracy.pdf20Lehman,Christopher&Roberts,Kate(2014).FallinginLovewithCloseReading.LessonsforAnalyzingTexts-andLife,Heinemann,NH.ForewordbyDonalynMiller,July2013,p.ix

Reflect

Research



ConnectingLiteracyandtheEnvironment:BeingEco-LiteratePreconceptions:whyareplasticbottlesbadfortheenvironment?“Whatreallyhappenstotheplasticyouthrowaway?”byEmmaBryce,TEDEda.Readtheguidingquestionsbelow.b.Takenotestoanswertheguidingquestionswhilewatchingthevideo.c.Answerthequestionsusingyourownwordsasmuchaspossible.d.Summarizethevideoinoneortwosentences.Whatreallyhappenstotheplasticyouthrowaway?byEmmaBryce,TEDEdGuiding questions 1. How is a plastic bottle connected to oil? 2. How does a plastic bottle kill wildlife near a river? 3. How does a plastic bottle make sea animals starve to death? 4. How does a plastic bottle make us (humans) sick? 5. What four actions do you have to take to be able to recycle plastic?

YourAnswers

1.2.3.4.

YourNotes

Summary

Consideringyouranswerstoquestion5,doyouunderstandwhyrecyclingisnotthebestsolutionforresourcessuchaswaterandenergy?

Reflect



Video#4:“ACleanEnvironmentisaHumanRight!”1.Inyourownwords,explainwhat“consumerism”means.2.Inyourownwords,explainwhat“BuyNothingDay”is.“LessStuffMoreHappiness”,G.Hill,2011,TEDTalkGuiding questions 3. Americans have become such good shoppers that they need a lot of extra personal storage. According to G. Hill, where does more stuff lead us (Americans and everybody else)? 4. What’s G. Hill’s suggestion to improve the situation described in question 3? 5. According to G. Hill, how can you have less stuff (he says: “how can you live little”)? 6. Finish G. Hill’s conclusion.

YourAnswersMorestuff=creditcard_______________Morestuff=huge________________________________footprints(=impacts)Morestuff=less____________________“<=>”means____________________________________Lessstuff=more_______________Lessstuff=more_______________Lessstuff=smaller_____________________________footprintsLessstuff=more_______________Lessstuff=more_______________(=noworries,noproblems;happiness)a.Edit____________________(=withouthesitation):getridofthethingsyoudon’tneed,and_______________beforeyoubuy.Askyourselfthequestion:“Isthatreallygoingtomakemehappier?Truly?”b.Think_______________c.Make____________________________spacesandhousewares.“Let’smakeroomfor_________________________.”

YourNotes

Summary

pollutes

solu

tion

polluted by

issue of

leads tolead

s to

solution

Consumerism

Buy Nothing Day

More happiness Less trash

G. Hill, Less Stuff More Happiness

D. Cohen, Tough Truth

About Plastic Pollution

Burning trash

R. Ercolini, Don't Burn our Future

Environment

Swapping

R. Botsman, The Case of Collaborative Consumption

E. Bryce, What Really Happens to

the Plastic You Throw Away?



ConsumerismDiaryUntilournextclass:1.Chooseonedayoftheweek.2.Makeanoteofeverythingyoupurchaseonthatday.3.Whattrashdoesitcreate?4.Howcouldtheamountoftrashbereducedforeachinstance?WhatdidIbuy? WhattrashdidIcreate? Howcouldtheamountof

trashbereduced?Bottledwater PETbottle+Cap Myownthermos

Drinkingfountains



LessConsumption=LessStuff=LessTrash!ThePacificgarbagepatchisahugeplaceintheoceanwhereplastichascollectedandfloats.TheTEDTalkbyDiannaCohen,ToughTruthsaboutPlasticPollution21,clearlyshowsyoutheissue.Questions:1.Atfirst,whatdidshewanttodowhenshelearnedaboutthePacificgarbagepatch?2.Whatdidshedecidetodoinstead?3.Whereistherealproblemwithplastic?4.Whataretheproblemswithrecycling?5.What“R”didshedecidetoaddinfrontofthe3Rs:Reduce,Recycle,Reuse?Usefullinks-Websitewithproductsnotmadeofplastic=plasticantidote:http://greenapplesupply.org/ppc//index.php/-InJapan,wehavemokutics:http://www.kawasakitrading.co.jp/eg/products/others/others03.html• Eco-friendly:madefromtimberfelledforthinningandfromothertypesofnaturalwastewoodmaterials• Naturaldecompositionafterdisposal• LowCO2emissionsinthefabricationprocess• Lowproductioncosts• Antibacterial• Hardtoburn• It’sJapanese=localproducts!-PlasticPollutionCoalition:http://plasticpollutioncoalition.org

21http://www.ted.com/talks/dianna_cohen_tough_truths_about_plastic_pollution.html



Video#5:“RightsandObligationsforaCleanEnvironment”a.Readtheguidingquestionsbelow.b.Takenotestoanswertheguidingquestionswhilewatchingthevideo,postedonthewebsite:theclassvideo,notErcolini’svideo.c.Answerthequestionsusingyourownwordsasmuchaspossible:justrepeatingwhatisinthevideowillmakeitharderforyoutodeeplyunderstandandremember.d.Summarizethevideoinoneortwosentences.Video#5:RightsandObligationsforaCleanEnvironmentGuiding questions 1. Why is putting plastic in the right bin - the recycling bin - not enough to help keep the environment clean? 2.Why is burning trash bad for our health? 3. What three things did Ercolini do to fight incinerators? 4. What two things did the people in Ercolini’s town have to better take care of garbage after the incinerator project stopped?

YourAnswersa.b.c.a.b.

YourNotes

SummaryResearch(choose1questiononly)1.WhyisthenumberofincineratorsdecreasinginJapan?2.Whatareotheruniversitiesdoingtoreducetheiramountoftrash?3.Whatcouldwedoatouruniversitytoreduceouramountoftrash?

pollutes

solu

tion

polluted by

issue of

leads tolead

s to

solution

Consumerism

Buy Nothing Day

More happiness Less trash

G. Hill, Less Stuff More Happiness

D. Cohen, Tough Truth

About Plastic Pollution

Burning trash

R. Ercolini, Don't Burn our Future

Environment

Swapping

R. Botsman, The Case of Collaborative Consumption

E. Bryce, What Really Happens to

the Plastic You Throw Away?



RightsandObligationsforaCleanEnvironment–TextversionofthevideoSources:http://www.dailygood.org/story/454/a-world-without-landfills-it-s-closer-than-you-think-jen-soriano/Burningtrashisnotgoodfortheenvironmentandourhealth.Whengarbageburns,veryverysmall(nano)particles go everywhere in the body, making people sick with asthma for instance. That’s why, in Italy,people have been fighting incinerators, especially one man called Rossano Ercolini from the city ofCapannori,inToscana.Rossanoisateacherwhowasworriedabouthisstudents’healthwhentheprojectofanincineratorinhistownwasmadepublic.Hehasbeen fighting for30yearsagainst thegovernment,bigbusinessesand themafiatostoptheconstructionofincinerators.Hehasexplainedthesituation, invitedexpertstotalkaboutthehealthrisksandalternativestoincinerators.That’swhy,whentheprojectoftheincineratordidn’twork,people in his town had the knowledge to better handle garbage. They have now a door-to-door wastecollection systemandhope tohavezerowasteby2020. In Italy, therearealready117zero-waste townswhichrepresent3millionpeople.InJapan,therewere1,188incineratorsin2012.Japanisthedevelopedcountrywiththemostincinerators.TheUScomessecondwith351…InJapan,weburn80%ofthegarbagesoweshoulddefinitelythinkbeforebuyingproducts,andmakesuretheycanbetrulyrecycledandnotjustburned!CleaningUpYourRoom&BeingHappyMaketwolists:onelistofthingsthatyoudon’tneedanymore;whatareyougoingtodowiththem?Onelistofthingsthatyoureallywant,thatwillmakeyouhappyforalongtime.WhatIdon’tneedanymore WhatIcandowiththethingsI

don’tneedanymoreWhatIreallywant,thatisgoingtomakemehappyforalongtime



ConsumingBetterQuestions:RachelBotsmanTEDtalk:“TheCaseforCollaborativeConsumption”221.Whataretheproductsthatmanyofuscannotthrowawayeventhoughwewon’tusethemagain?2.R.Botsmandescribesswaptradingasan“onlinedatingserviceforunwantedmedia”.Whatdoesshemeanbythis?Makeonesentenceusingthefollowingwordsandphrases.Puttheminthecorrectorder.withpersonC’swants-thatmatches-online-personA’shaves-marketplaceExplanationSwappingmeanstoexchangeonethingforanother,mainlywithoutmoney.R.Botsmancallsswapping“collaborativeconsumption”.

22http://www.ted.com/talks/rachel_botsman_the_case_for_collaborative_consumption.html



Video#6:“RighttoHealth:BodyCareProducts”a.Readtheguidingquestionsbelow.b.Takenotestoanswertheguidingquestionswhilewatchingthevideos.c.Answerthequestionsusingyourownwordsasmuchaspossible.d.Summarizethevideointwoorthreesentences.Video#6:RighttoHealth:BodyCareProductsGuiding questions 1. In your own words, explain what “toxics in, toxics out” mean. 2.If your shampoo is Pantene Pro-V, why should you stop using it? 3. What are the three health problems caused by the toxics/chemicals used in body care products? 4. You are talking to someone who hasn’t watched the video The Story of Cosmetics. Explain the expression: “The bathroom is a minefield of toxins.” 5. In the US, what should the FDA do to properly take its responsibilities towards body care products? 6. Why do US companies use toxics in body care products? 7. What’s the issue with labeling in Japan? 8. What are the three things you can do to be safe with your body care products?

YourAnswers1.2.3.

YourNotes

Summary



RESEARCH1.Choose3bodycareproductsthatyouuseeveryday,andcheckthelistofingredientstoseewhichonesaredangerous.2.Findatleast3Japanesebodycareproductsthatuseaslittlechemicalsaspossible.RighttoHealth:BodyCareProducts(textversionofthevideo)“Toxicsin,toxicsout”:ifweputtoxicsinatthefactory,wewillhavetoxicsoutin:products,workers,andcommunities.Whichingredientsaretoxic?Youcancheckthetoxicityofingredientsonthewebsite:www.ewg.org.Let’staketheexampleoftheshampoocalledPanteneProV.Itcontainstwotoxicingredients.Methylisothiazolinonerates5/10andisconsideredtorepresentamoderatehazard,withproblemsrelatedtoallergiesandimmunotoxicity(免疫毒性).Fragranceisconnectedwiththesameproblem,butitshazardlevelishigh,8/10.Belowisalistofthechemicalsweshouldbereallyavoiding23:-triclosan トリクロサン-methylisothiazolinone メチルイソチアゾリノン-nitrosamines ニトロソアミン-leadandotherheavymetals 鉛などの重金属-parabens パラベン-phthalates フタル酸エステル類-hydroquinone ハイドロキノン-1,4-dioxane 1,4-ジオキサンWhatproblemsdothesetoxicscreate?-Carcinogensincreasethechanceofcancer-Neurotoxinscreatelearningdisabilities-Reproductivetoxinscausemalefertilityproblems(“damagedsperm”)That’swhythebathroomisdescribedasaminefieldoftoxins:it’sreallydangerous!

23Source:http://www.safecosmetics.org/section.php?id=46



Whyarethetoxicsthere?IntheUS,therearenolawstogetridofthetoxicsevenifweknowtheycancausecancer.Thegovernment,throughTheFoodandDrugAdministration(FDA),doesn’tassesssafetyofpersonalcareproductsand itdoesn’trequirethatallingredientsbelistedonthelabel.Inaddition, thereareno legaldefinition forwords like “herbal”, “natural”, “organic”.Companies canputwhattheywantinabottleandcallitnatural!Soit’sthecompanies’responsibilitytousesafeproducts,butmanycompanies,suchasEstéeLauder,useingredients linked to cancer even though they have campaigns against cancer… Companies use toxicingredientsbecauseofthe1950’smindset:“betterlivingwithchemistry”.Theproblemisthattheyforgotto worry about human health! They think that the quantity of toxic ingredients is small enough to beharmless,buttheirproductsareuseddaily,andpeopleusemorethanoneproduct!Companies have their own committee to decide what’s safe. But even their recommendations are notcompulsory:thecompaniesdon’thavetofollowthem!Whatcanwedo?1.Usetheprecautionaryprinciple:whensomethingisdangerous,beverycarefulwithit!Toknowwhatisdangerous,youneedtobeinformed.Thereareonlineresourcestolearnabouttoxicsincosmeticssuchaswww.ewg.organdwww.safecosmetics.org.Youmightbeinterestedincheckingout“GreenChemistry”24becausetheynotonlyfocusonreducingtoxicity,butalsoonprotectingtheenvironment.2. Support people working to change the system. In the US, the Congresswoman Janice SchakowskyintroducedtheSafeCosmeticsandPersonalCareProductsActof2013,alawtogivepowertotheFDAtomakesurepersonalcareproductsaresafe25.Sadlyenough,thelawhas0%ofchanceofbeingenacted…InJapan,thePharmaceuticalAffairsLaw/Act(薬事法)isdecidedbytheMinistryofHealth,LaborandWelfare(厚生労働省).Youcanfindthestandardsforcosmeticsonawebsite26,butthestandardswerewrittenforchemists,soit’sabithardtounderstandthem.Keepinmindthatsince2001,Japanhasforbidden9ingredients,buttheseingredientsarestillfoundin275Americanproducts…ForbiddeningredientsinJapansince200127:-Boricacid ホウ酸-Saccharomyces/seleniumfermentextract サッカロミセス属/セレン発酵エキス -Hydrogenperoxide 過酸化水素-Formaldehydesolution(formalin) ホルムアルデヒド(ホルマリン)-Sodiumperborate 過ホウ酸ナトリウム-Selenium セレン-Seleniumaspartate セレンアスパラギン酸-Strontiumchloride 塩化ストロンチウム-Strontiumnitrate 硝酸ストロンチウムIfyouregularlyuseskin-whiteningproducts,youshouldcheckthiswebsitetoseewhatthelabelingrequirementsarefortheseproducts:http://www.yakujihou.com/bihaku.html3.Benatural:yourskinisbeautifulwithouttreatmentsandmake-up.Learntotakecareofitnaturally,andyouwillhavelesschancestousetoxicproducts.

24http://www.epa.gov/greenchemistry/pubs/about_gc.html25https://www.govtrack.us/congress/bills/113/hr138526http://www.mhlw.go.jp/file/06-Seisakujouhou-11120000-Iyakushokuhinkyoku/0000032704.pdf27https://www.truthinaging.com/review/ghosts-of-cosmetics-past-and-present



Video#7:“AmnestyInternational”a.Readtheguidingquestionsbelow.A.I.=AmnestyInternationalb.Takenotestoanswertheguidingquestionswhilewatchingthevideos.c.Answerthequestionsusingyourownwordsasmuchaspossible.d.Summarizethevideointwoorthreesentences.Video#7:AmnestyInternationalGuiding questions 1. Who started A.I.? 2.What happened in Portugal that explains why A.I. started? 3. Because of the situation in Portugal, what did the founder of A.I. asked for in his article? 4. Explain what granting someone an amnesty means? 5. In your own words, explain what a prisoner of conscience is. 6. Why was Dr. Agostino Neto arrested? 7. Do you think that the way Dr. A. Neto was treated by the Political Police respects his human rights? Why? 8. How did A.I. manage to protect Dr. A. Neto’s human rights? 9. Why is it important to give money to A.I.? 10. According to the Nobel Peace Prize committee, how does A.I. help with establishing peace in the world?

YourAnswers

YourNotes



11. What are the 4 actions taken by A.I. to protect human rights nowadays? 12. What did you learn from the case of Dhondhup Wangchen, the Tibetan filmmaker? The answer is not in the video; we are asking you for your opinion.

1.2.3.4.

SummaryAmnestyInternational-Textversionofthevideo1.WhostartedAmnestyInternational?Why?How?28Who?PeterBenenson,aBritishlawyer,foundedAmnestyInternationalin1961.Why?P. Benensonhad already been concerned about the situation of political prisoners,whenhe read a shortarticleinTheTimesofDecember19th,1960.TwoPortuguesewereputinjailfor2and6yearsbecausetheywere subversive. Between1932 and1974 in Portugal, “subversive”meant that youdidn’t agreewith thegovernment,ledbythedictatorAntonioSalazar.How?Because of this December article, P. Benensonwrote his own article called “Forgotten Prisoners” inTheObserver of May 28th, 1961. In his article, he asked for a one-year campaign of amnesty (“Appeal forAmnesty”)forpoliticalprisoners,alsocalledprisonersofconscience.Aconscienceisaninnerfeelingorvoiceactingasaguidetotherightnessorwrongnessofone'sbehavior.Prisonersofconsciencearepersonsimprisonedforhavingpoliticalorreligiousviewsnotacceptedbytheirgovernment.Inhisarticle,P.Benensonmentionedsixprisonersofconscience.OneofthemwasDr.AgostinoNeto.Dr.A.Neto was one of the five African doctors in Angola (a Portuguese colony in the 1960’s) who worked toimprovethehealthservicesforAfricans.HisworkwasnotapprovedbythePortuguesegovernment,soinJune1960,thePoliticalPolicemarchedintohishouse,floggedhiminfrontofhisfamilyandkepthiminCapeVerdeIsleswithoutchargeortrial.The“ForgottenPrisoners”articleurgedthepublictowritefaxesandlettersandtocontactgovernmentstoprotest the violations of human rights. Regarding Dr. A. Neto, the Portuguese government felt so muchpressurefromallthelettersandarticlesinthenewspapersthattheyputhimunderhousearrest.

28"ThetoasttofreedomthatledtoAmnestyInternational"athttp://www.huffingtonpost.com/bill-shipsey/the-toast-to-freedom-that_b_976849.html



Because of successes like these, people wrote back with information about more violations around theworld.Theyalsosentmoneytosupportthefamiliesofthevictimsandtosupportlawyersandthegatheringofmoreinformation.Afteroneyear,theaction“AppealforAmnesty”becameAmnestyInternational,aworldwidemovementthatreceivedtheNobelPeacePrize in1977becausetheNobelCommitteebelievesthat“thedefenceofhumandignity against torture, violence, anddegradation constitutes a very real contribution to thepeaceof thisworld.”292.WhatdoesAmnestyInternationaldotoprotecthumanrights?-A.I.researchescasesthatmightinvolvehumanrightsabusesandpublishesitsfindingsonpaperandonline.-A.I.getsasmanypeopleaspossibletowritelettersandholddemonstrationstohelpputpressureongovernmentstoprotecthumanrights.Forinstance,everyDecember,AmnestyInternationalhasaspecialcampaigncalled“WriteforRights”.WhypressuremattersIn2007,TibetanfilmmakerDhondupWangchenbegananambitiousprojectcalled“LeavingFearBehind”30.HewantedtogatherfootageofTibetanssharingtheirthoughtsabouttheDalaiLamaandthecomingoftheBeijingOlympicsin2008.Immediatelyafterhefinishedfilming,DhondupWangchenwasapprehendedbyChineseauthoritiesandwasdetained and charged with "inciting separatism." He spent six years behind bars and endured horrifictreatmentandconditions.Amnesty held rallies in front of the Chinese Mission to the United Nations and gathered thousands ofsignaturesonpost cards, lettersandpetitions calling forhis release.Theyalsoorganizeda speaking tourwithhiswifeLhamoTsoandleveragedoutcelebritysupportersincludingYokoOnowhotookupthecase31.WhenhewasfinallyreleasedonJune5,2014,hesaid:“Atthismoment,Ifeelthateverythinginsidemeisinaseaoftears.Ihopetorecovermyhealthsoon.IwouldliketoexpressmyfeelingofdeepestgratitudeforallthesupportIreceivedwhileinprisonandIwanttobereunitedwithmyfamily.”32

29TheNobelPeacePrize1977,AwardCeremonySpeechbyAaseLionæs,ChairmanoftheNorwegianNobelCommitteeatthetime.http://www.nobelprize.org/nobel_prizes/peace/laureates/1977/press.html30https://www.youtube.com/watch?v=ANZZa5IabJ431http://www.amnestyusa.org/our-work/latest-victories/tibetan-filmmaker-dhondup-wangchen-released32FilmingforTibet'sJune5,2014pressrelease:TibetanFilmmakerDhondupWangchenReleasedfromPrisonathttp://www.filmingfortibet.org/2014/06/05/tibetan-filmmaker-dhondup-wangchen-released-from-prison



NelsonMandela&AmnestyInternational33OneyearafterAmnestyInternationalwasfounded,NelsonMandelawasarrested(1962).Hehadtoldworkerstostrike,andtravelledwithoutdocuments–atthistime,BlackSouthAfricanshadtohavedocumentstotravelinsideofSouthAfrica!Inotherwords,theyweren’tfreetomovearoundtheirowncountry.OneofthefoundersofAmnestyInternational,SirLouisBlom-Cooper,wenttoobserveN.Mandela’strial.N.Mandelawassentencedtofiveyearsinjailsohewasadoptedasaprisonerofconscienceforhavingusedhisfreedomofexpression.Butin1964,whileinprison,N.Mandelawasagainputontrial,thistimeforsabotageandarmedstruggle.Butaprisonerofconscienceissomeonewhodoesnotuseoradvocateviolence.SoAmnestyInternationalstoppedsupportingN.Mandelaasaprisonerofconscience,andstoppedcampaigningforhisrelease.ThisiswhatPeterBenensonsaidatthetime:“Werecognize,withgreatsympathy,thatwhereaGovernmenthasshownitselfcontemptuousoftheRuleofLawandimpervioustopeacefulpersuasion,thatthosetowhomithasdeniedfullhumanrightsassetoutintheUnitedNationsDeclaration,mayfeelorfindthemselvesforcedintoapositioninwhichtheonlyroadtofreedomisviolence.Suchpeople,thoughtheycannotqualifyforadoptionasPrisonersofConsciencewithinthedefinitionofAmnestyInternational,canbe,andoftenare,ouractiveconcernonhumanitariangrounds.”AmnestyInternationalkeptpressuringtheSouthAfricangovernmentaboutthefairnessofhistrialsandhislivingconditionsinprison.Eventually,N.MandelareceivedtheAmbassadorofConscienceAward34in2006,becauseoncereleasefromprisonandelectedPresident,hefoughtforjusticeandhumanrightsashesaidinhisspeechfortheAmbassadorofConscienceAward:“LikeAmnestyInternational,Ihavebeenstrugglingforjusticeandhumanrights,forlongyears.Ihaveretiredfrompubliclifenow.Butaslongasinjusticeandinequalitypersistinourworld,noneofuscantrulyrest.Wemustbecomestrongerstill.”NelsonMandela,thepeacenegotiator35Heistheheroofmanypeoplebecausehefoughtagainstinjusticeandforhumanrights.Henevergaveupuntilhewasheard,andspentalmost27yearsinprisonforhisideas.HeeventuallybecamethePresidentofSouthAfricaandfromthenon,hefoughttohelpBlacks,WhitesandColoredlivetogetherasequals.NelsonMandelawasagreatout-of-the-boxthinker.ThestandardperspectiveonsportsinSouthAfricawasstrictsegregation:rugbywasforWhitesandsoccerforBlacks.Whileinjail,hewantedtounderstandwhiteSouthAfricans(Afrikaners)sohelookedoutsidehisboxofsoccerandlearnedeverythinghecouldaboutrugby,theWhitepeople’sbox.Whenhebecamepresident,heusedrugbytotryandbreakracialbarriersbetweenWhites andBlacks in order tobuild theRainbownation. ForN,Mandela, rugbywas a “humancalculation” tostopthecycleof fearbetweenwhiteandblackSouthAfricans. Itworked, tosomeextent:therearestillproblemsnowadays.Thelesson?Thinkingoutsidetheboxcanchangethelivesofmillionsofpeople!

33http://www.amnesty.org.uk/nelson-mandela-and-amnesty-international34TheAmbassadorofConscienceAwardisAmnestyInternational’smostprestigioushumanrightsaward.Itisgiventoindividualswhoshowexceptionalleadershipinthefighttoprotectandpromotehumanrights.35InformationbasedonthemovieInvictus.



Video#8:“AmnestyInternational:Symbol&WriteforRightsCampaign”Task1:ListentoMathewsummarizewhatwehavestudiedlastweek.Makesuretofillintheblankswiththewordsprovidedbelow.Ifyouwanttocheckhowmuchyou’velearned,tryandfillintheblanksBEFOREyoulisten.Wordstousetofillintheblanks:Nounsanabuseamnestyanimosityabarrierademonstrationaprisoneraviolationrainbowreconciliationtorture

AdjectivesarbitrarypeacefulVerbstocherishtoreleasesomeonetoseekrevengeonsomeoneAdverbunanimously

Inthelastclass,welearnedaboutAmnestyInternational,anorganizationthatresearchescasesofpossiblehumanrights________________________,publishesitsfindings,getsthepublicinvolvedinletterwriting,andholds________________________toraisepublicawareness.A.I.especiallysupports________________________ofconscience,peoplewhohaveusedtheirconscienceandtaken________________________actionstostandupforwhattheythinkisrightortoprotest________________________ofhumanrights.ThetwoPortuguesewhowerearrestedandsenttojailforexpressingtheirpoliticalideasareagoodexampleoftheviolationofthefreedomofbelief(Article18)andopinion(Article19).ThecaseofAgostinoNetoisrelatedtoArticles5,freedomfrom________________________andcruelanddegradingtreatment,andArticle9,freedomfrom________________________arrest.A.I.alsosupportsthefamiliesofthevictimsandcampaignsonbehalfofthemencouragingthepublictowritelettersandemailstogovernments.Thisputspressureonthemtograntthevictims________________________,and________________________them.WealsolearnedaboutNelsonMandela.Heserved27yearsinprisoninSouthAfrica.LaterhewaselectedPresident,buthedidnotshow________________________orseek________________________onAfrikaners-WhiteSouthAfricans.Infact,hedidmanythingstobreakdownracial________________________inordertounifythecountry,andencourage________________________.Forexample,whentheMinistryofSports________________________decidedtogetridofthenationalrugbyteam,N.MandelainsistedthattheyshouldnottakeawaywhattheAfrikaners________________________.HealsotrustedAfrikanerstobehisbodyguards.Hewantedtoshowthepublicthathestronglybelievedinthe________________________Nation,thattheseparationofBlacksandWhiteswasnotanoption.Otherkeywords:tobechargedwith-flogged-atrial-insight-footage-separatism-segregation



Task2:Readtheguidingquestions.Takenoteswhilelistening.Answerthequestions.Video#8:AmnestyInternational(A.I.)SymbolGuiding questions 1. Please draw the Amnesty International symbol. 2. What are the different meanings of the A.I. candle? Make sure you can explain using your own words. 3. What are the different meanings of the barbed wire? Make sure you can explain using your own words.

YourAnswers

YourNotes

AmnestyInternationalSymbol-Textversionofthevideo-TheAmnestyInternationalSymbolisacandleencircledinbarbedwire-Proverb:“Bettertolightacandlethantocursethedarkness”-Candle=1.Thelightofpublicattentionshinedonhiddenabusesofhumanrights2.Thesparkforpositivechangeincommunitiesandaroundtheworldtoprotecthumanrights3.Hopeforthosepeoplewhoaresufferingfromhumanrightsabusesandthosewhodefendhumanrights-Barbedwirerepresentsthehiddenabusesofhumanrights.1.Arrestingpeopleforexercisingtheirrighttofreedomofexpression2.Torturingpeople3.Governmentinvolvementin“disappearances”4.TheDeathPenaltyAmnestyInternational’sgoalsofexposingthetruth,generatingchangeandofferinghopearewellrepresentedintheirsymbol.AmnestyInternationalcandlehasbecomeauniquesymbolofpeoplespeakingouteffectivelyforhumanjusticeanddignityinourtime.Whatcanyoudo?Take part in the “Write for Rights” campaign! Our letters are really important to save lives, improvedetention andmotivate the innocentswho are in jail. For instance,DoctorAuroraCorazon*, the formerleader ofAmnesty international Philippines, explains howour letters changedher life and that of otherprisoners36.Q:HowdidyoufirstcomeintocontactwithAmnesty?A: The first time I "met" Amnesty was in detention. Some of the political prisoners were farmers, andreceivedcardsandlettersfromAmnestymembers.Sincetheycouldn'treadEnglish,Iexplainedwhatthelettersmeantandhelpedthemreply.

36"TheActivistDoctor",Wire,volume44,issue03,May/June2014,p.16-17



Thelettersboostedourmorale,knowingthatpeopleknewandwereconcernedaboutoursituation.Theguardswould inspectthemandreadwhatwas inside.Theyknewtheworldwaswatching.Those lettershelpedtochangetheattitudeoftheguards.Theygrewtotreatuswithrespect.[...]OneAmnestymember - aDanishnavy captain calledErikBloch -wrote frequently, and later became afriend. I continued to communicatewithhimandwasveryexcitedwhenweeventuallymetatahumanrightsconferenceinDenmarkmanyyearslater.Asanactivist,youdefendtherightsofotherpeoplewhobecomepartofyourlifebecauseyou'vebeenonthesamejourney.*Atthetimeoftheinterview,shewasamemberoftheHumanRightsViolationsVictims'ClaimsBoardofthePhilippineswhichworksatrecognizinghumanrightsabusescommittedduringPresidentFerdinandMarco'sauthoritarianregime(1972-1986)andprovidingreparationstovictims.Task3:WriteforRightsCampaignqDownloadthePDFdocumentcalled“WriteforRightsCaseSheets”fromthewebsite.qReadthesummaries.qChoose3cases/peopleyoufeelstronglyabout:youthinktheirsituationneedsyoursupport.qReadthefullexplanationforthese3cases/people.qBelow,explainwhyyouthinkthesepeopleneedyoursupport.

Case1(name):_______________________________

Case2(name):_______________________________

Case3(name):_______________________________

qUsingthetablebelow,identifywhichhumanright(s)is/areviolatedforthe3casesyouchose.Allhumanrightsarelistedinyourbooklet,page7.CaseName Thehumanright(s)violatedis/are… …becauseintheexplanationitsays:…

OralCommunicationVI FlippedActivityforWeek12


Video#9:Kiva,LoansthatChangeLivesTask1Listentothevideo,andmakesureyoucanexplainthekeytermsandconcepts listed inthetablebelow–theyarealsohighlightedingreyinthetextversionofthevideo.

adonation

temporary

dignity

tohaveaccesstocredit

micro-credit

rawmaterial

tobeapproved

FieldPartners

abackgroundcheck

aburden

repaymentrate

Task21.Goto:kiva.org/Clickon“Startlending”/Clickon“Filter” /Chooseyourfilters(ifany)/Selectaloanyouwanttosupport.2.Preparea1-minutepersuasivespeechtoconvinceyourclassmatestosupporttheloanyouchose.



TestversionofthevideoThroughtheHungerBanquetwehopedtohelpyouunderstandwhatpovertyreallymeans,onadaytodaybasis.Wealsoaimedtomakingyourealizehowimportantitistohelppeople,inasustainableway.Wedonotbelievethatdonationsarethebestsolutions.Usuallyit’sonlyaone-timedonation:peoplecannotcountonyourmoneyall thetime,which isaverystressfulsituation.That’swhyweconsiderthatdonationsareonlytemporarysolutions.Besides,withdonations,peoplearerobbedoftheirsenseofdignity:theydon’tfeelgoodaboutthemselvesbecausetheyarenotabletohelpthemselves.Our solution is access to credit. According to Muhammad Yunus, access to credit should be a universalhumanright.Hebelievedsostronglyinthisideathathelefthiscomfortableteachingpositioninauniversitytostartabankforthepoor,theGrameenBank(Bangladesh).Thereisaneedforthistypeofbankbecausestandardbanksdon’ttrustpoorpeoplesotheydon’tlendthemmoney.Withoutmoney,peoplecannotstarttheirownbusinessandarestuckinpoverty.Itallstartedin1976whenM.Yunusloaned$27dollarsto42peoplelivinginatinyvillage.Thisfirstattemptat micro-credit (very small credit) was successful so he decided to expand the concept and created theGrameenBank.Sincethen,ithasbeensosuccessfulthatM.YunusandtheGrameenBankreceivedtheNobelPeacePrizein2006.His idea is thatmicroentrepreneursonlyneedenoughcredit topurchase therawmaterial for their trade.Thissmallloanhelpsthembreakthecircleofpovertyforgood.Itisaverysimplesolutiontoworldpoverty:lendpoorpeoplemoneyonconditionsthataresuitabletothem,organizetheminsupportinggroups,andtheywillhelpthemselves!KivaisanorganizationthatappliestheideasofM.Yunusonaworldwidelevel,throughtheirwebsite.WithKiva,youcanhelpsolvepovertywithonly￥2,500andabitoftimetochoosesomeone.YoucanevendoitinJapanesenow:www.kivajapan.orgKiva,technicalaspectsGettingaloan.BorrowershavetobeapprovedbyKiva’sFieldPartners.Thesepeopleliveintheareaoftheborrowerssothattheyknowthepeopleandthecontext.Backgroundchecksaredonetomakesure loansdon’t become too much of a burden, like a student loan can be for a Japanese student. In addition, if aborrowerdoesn’trepayhis/herloan,he/shewon’tbeabletoborrowinthefuture.Repaymentrate:96.8%,asofAugust2019.Tohelpyouunderstandhowhighthisrepaymentrateis,accordingtoresearchdonebyDr.MikeClugston,ateacher at Tonbridge School (Kent), “about 85% of students in England will never repay their studentsloans.”37(myunderline).Thismeansthatonly15%ofstudentspaybacktheirloan.InJapan,in2012,JASSO(Japan Student ServicesOrganization) had a debt-collection ratio of 82.1%, higher thanEngland, but stilllowerthanonKiva!WhyKivacannotguarantee100%?Kivadoesn’ttakeanymoneyfromtheloanyoumake:whenyoumakealoanof￥2,500,Kivatransfers￥2,500 to itsFieldPartner.Kiva is funded through: separatedonations lenderscanmake;grants; companysupport (Hewlett Packard Company Foundation; Pearson; Deutsche Bank; Google; Grameen Jameel);Foundations.Besides,whenyoumakeadonation,doyouknowwhatexactlyhappenstoadonation?Doyoucaretoneverseethemoneyagain?

37http://www.thisismoney.co.uk/money/cardsloans/article-2326560/Debt-timebomb-85-cent-students-pay-loans.html#ixzz3mbRDQQgK



TheEconomicDivide:TheHungerBanquetAccordingtotheUnitedNations,extremepovertyrateshavebeenhalvedsince199038.Extremepoverty,orabsolute poverty, was originally defined by the United Nations in 1995 as "a condition characterized bysevere deprivation of basic humanneeds, including food, safe drinkingwater, sanitation facilities, health,shelter,educationandinformation.”39Thefactthatextremepovertyhasbeenhalved(cutinhalf)isthusgoodnews,however,836millionpeoplestillliveinextremepovertyandsufferfromchronichunger40.Infact,everyfourseconds,achilddiesfromapreventablediseaseorhunger.Yet,enoughfoodisproducedtofeedeverywoman,man,andchildonearth.Hunger comes from inequalities in access to resources. The results are illiteracy, poverty, war, and theinabilityoffamiliestogroworbuyfood.Themostinacceptableaspectisthatabout80percentoftheworld’shungrypeopleliveinruralareas,wheremostworkasfarmers,fishers,herders,andlaborers.Thismeansthattheyareproducingfood,buttheycan’taffordtoeatit!Oneofthereasonsisthatglobalfoodpriceshavehitrecordhighsinrecentyears,andremainvolatile.Formany,foodthattheycanbuyonedaymaynotbeaffordablethenext.TheHungerBanquetisametaphorforhowfoodandotherresourcesareinequitablydistributedaroundtheworld.Aseachofyouwalkedinthedoor,youdrewyourlotatrandom.Thewayyouhavebeendividedintodifferentincomelevelsshowsyouthatequalityandbalancedon’texistintheworld,andineachcountry.Infact,inaHungerBanquet,nosectionoftheroomrepresentsasinglecountrybecause,whiletheU.S.isoneofthewealthiestcountriesonearthforinstance,almost44,000,000Americansliveinpoverty.Thismeansthatapproximately1inevery5childreninAmericalivesbelowthepovertyline.Eventhoughyouaredividedaccordingtoeconomicstandards,moneyisn’ttheonlywaytomeasurepeople’sdevelopment.Theabilitytoachieveasenseofsecurityandhavingaccesstoresourcesareotherimportantwaystoo.HighIncomeGroupYou represent thewealthiest20%of theworld’spopulation.Yourper capita income is $6,000ormoreayear.Youarefortunateenoughtobeabletoprovideyourfamilywithanutritiousdailydiet.Asagroupyouconsume70%ofallgraingrownintheworld,mostofitisusedtofeedthecattleandotheranimalsyoueat.Youhavehealthcare(accesstodoctors).Yourchildrengetahighschooleducation.Youliveinacomfortableandsecurehome.Youhaveaccesstocredit,forbusinessorpersonalpurchases.MiddleIncomeGroupYou represent30%of theworld’spopulation.Youearnbetween$1,032and$5,999ayear.Youprobablydon’townland.Youhaveelectricity,butonlysometimes.Youhavebeentoschoolforafewyearsifyouareaman.Youliveontheedge:onebadharvestfromadroughtorseriousillnesswouldthrowyouintopoverty.LowIncomeGroupYourepresent50%oftheworld’spopulation.Youearnlessthan$1032ayear,whichisabout$2.83aday,andmanyofyouearnmuchless.Infact,accordingtotheWorldBank,in2012,about12.7%oftheworld’spopulationlivedonlessthan$1.90aday.Youaremost likely tenant farmers: yougive75%ofyourproduction to the landowner;oryouworkonfarmswhereyouarepaidbytheday,withnowrittencontracts.Youstruggletofindfood,water,andsheltereachday.Youhavetowalk8to16Kmadaytofindwater.Youarefrequentlyhungry,homeless,andmalnourished.Youdonothaveaccesstoeducation,themostpowerfulweaponagainstpovertyaswehaveseen.

38http://www.un.org/sustainabledevelopment/poverty/39https://en.wikipedia.org/wiki/Extreme_poverty40http://www.un.org/sustainabledevelopment/poverty/



Video#10:“Oxfam”a.Readtheguidingquestionsbelow.b.Takenotestoanswertheguidingquestionswhilewatchingthevideos.c.Answerthequestionsusingyourownwordsasmuchaspossible.d.Summarizethevideointwoorthreesentences.Video#10:OxfamGuiding questions 1. What was happening in the world when Oxfam was created? 2. What does the name “Oxfam” mean? 3. What does Oxfam do to provide emergency relief? 4. In your opinion, what is modern day slavery?

YourAnswers

YourNotes

Summary:

1.Readthetwostoriesbelow.2.Highlightandtakenotestoexplainwhatisunfairand/ordoesn’trespecthumanrightsinthesituationoftheColombianandChileanworkers.3.Bepreparedtoexplainyourpointofviewinclass,usingyourownwords.Notes Campaigns Colombianflower-workers’story

"Thewomenhavetocomeback into thegreenhouses immediatelyafter the flowersaresprayedwithpesticides.Someofthemgetdizzyorhavetroublewiththeirbloodpressure,andsomeof theirchildrenhavebeenbornwith lungproblems."-DioniseTrujillo,ex-flowerworker,ColombiaFor thousandsofwomen inColombia's flower industry, flowersaren't somuchasymbol of love as oneofmass exploitation. It's a cruel irony that, in an industrywhich generates so much profit from Mother's Day, summary dismissal forpregnancyisstandardpractice.Colombia is secondonly toHollandasa flowerexporter. Seventyper centof theindustry'sworkersarewomen.Theyareemployedontemporarycontractswhichareoftenonlyverbal.



On an average day, one woman picks around 400 carnations. That number candoubleduringpeakperiods- forexample,therun-uptoValentine'sandMother'sDay.Theflowersfromherday'sworkwillsellonthemainstreetsoftheUSAandEuropeforupto$800.Butshewillearnaminimumwageofjustunder$2aday.Anditgetsworse.Medicalsurveysshowthattwo-thirdsofColombia'sflower-workerssufferfromproblemsassociatedwithpesticideexposure,rangingfromnauseatomiscarriages.

Chileanfruit-pickingworkers’storyChile isproudof itsstatusasoneof themostopencountries in theworld. Ithassigned 47 free trade agreements, including one with the US. Chile has seen anoverallgrowthinitseconomybutbehindthissuccessstory,therearesomeheavycosts.Theadditionalmoneydoesnotreachthepoorestpeople–infact,theagreementshavethrownthemfurther intopoverty.Althoughtherearemoretemporary jobs,thequalityofthesejobsisnothigh.Intheagriculturalindustry,Chileexportsproductssuchasgrapes(forwine),fruit,andsalmon.Theprofitfromthisbusinessendsupinthepocketsoftransnationalcompanieswhile thewomenwhowork the fieldsgetpaidbelowminimumwageandaredeniedtheirlaborrights.ThetradecreatedinChilehaslinedthepocketsofbigbusinessandincreasedinsecurityformillionsofwomenworkers.Rosa Palleres works for a group of temporary women agricultural workers inAndacollo,Chile.Shetellstheirstory:“Imagineit:acontainerofgrapessellsfor$200million,butwhereisthedollarfortheworkerhere?Wearepaidmiserably.Thereisaminimumwagebuttheydon’tpayitfor agricultural workers. If people in Europe knewwhat happened to the workershere…would(they)wantourproducts?Supposedlythefreetradeagreementsdemandthattheworkersareok,thattheyhaverights.ButwefindthattheFreeTradeAgreementsinChilehavenotstrengthenedourrightsatall.Wearestillgettingpoorer.Thebusinessmenarericher,andtheworkersare poorer, in every sense of the word: economically, spiritually, morally; we aredegradedineveryway.”In the fruit-picking sector, 75% of womenworkmore than 60 hours a week inseason,ontemporarycontracts,andathirdofthemdonotearneventheminimumwage.Halfthesewomenhavenocontract,andthereforethereisnowelfaresystemtosupportthemiftheyfallsick.“An agricultural laborer doesn’t take holidays, because she would be firedimmediately,andwouldhavetogoelsewhere,andwouldhavenowayofbuyingfoodtoeat.Thesituationisverydifficult.Oneseeslotsofinjustice,alloverthecountry…IfeellikeIhavelostout…Wearealllosingout,wedon’thavetransparencyfromthegovernment.Ifthingsdon’tchange,allthatremainsforusworkersistobeexploitedwhileothersskimoffthecream."



MakeTradeFairCampaignwithOxfam�WhatOxfamdoesOxfamurgesgovernmentsandcompaniestomakenew,fairertraderules:-Payreasonablewages-Giveallworkerssecurejobs-Giveallworkersonedayoffaweek-Noforcingpeopletoworkextrahours-Payingpeopleforextrahoursworked-MakesurethatworkplacesaresafeSomesuccess:-OxfampersuadedtheWorldTradeOrganization(WTO)-theorganizationthatsetstraderules-toallowthepoorestcountriestokeeptheirtaxesonagriculturalimportshigh,protectingtheirlocalfarmers.-Almost20,000,000peoplesigned“TheBigNoise”petition,askingleaderstomaketradefair.�Whatyoucando1.TakepartinthenewcampaignsorganizedbyOxfam.http://www.oxfam.org/en/campaigns2.BuyFairTradeproductsandencouragemoreschools,shops,andcompaniestosellthem.ForMother’sDay,thinkbeforeyoubuyflowers!AccordingtoanarticlebyJapanesecustoms41,Japanimports60.9%ofitscarnationsfromColombia!SoJapanhassomethingtodowiththeworkingsituationofwomeninthatcountry.Asaformerstudentwrote,theTVbroadcastonMother’sDaythatsays“Buycarnationsforyourmom!”shouldalsobeaboutColumbianwomen’sproblems.3.Whenyouneedtobuysomeoneagift,helpsomeoneatthesametimewith“Unwrapped”.https://www.oxfamamericaunwrapped.com

41www.customs.go.jp/tokyo/tokushu2203.pdf

Documents

Oral Communication VI...1 Oral Communication VI Week Content 1 1. Guidance 2. Introduction of Pecha Kucha Light with “Job Shadowing in Hawaii” along with Adapted Cornell Note Taking