oral communication vi...1 oral communication vi week content 1 1. guidance 2. introduction of pecha...
TRANSCRIPT
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
8 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
Copyright©2019S.Muller,M.White,AllRightsReserved. 2
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
14 PKL&TEDTalksharing
15 PKL&TEDTalksharing
OralCommunicationVI ClassIntroduction
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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
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�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
OralCommunicationVI Week1
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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.
OralCommunicationVI Week1
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�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
OralCommunicationVI Week1
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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
Copyright©2019S.Muller,M.White,AllRightsReserved. 9
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
OralCommunicationVI FlippedActivitiesforWeek2
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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
OralCommunicationVI FlippedActivitiesforWeek2
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Consideringtheskillsofagoodlistenerandspeakerwhichone(s)areyougoodat?Why?Whichonedoyouneedtoimprove?How?Skill(s)Iamgoodat… Because… Skill(s)Ineedto
improve How?
REFLECT
OralCommunicationVI Week2
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�Recite:toreviewthecontentofthevideoswatchedoutsideofclass,hideyournotesandusetheguidingquestions.Theotherstudentsmaycommentandhelpyouifyoucan’tremember.�Sharethequestionsyouhaveaboutwhatyouhaven’tunderstood.Makesurethattherecitationhasn’talreadyansweredthem.�Vocabulary:-Sharethequestionsyouhaveaboutthetargetwords.-Sharethewordsthatyouhaveaddedtohelpyoubetterunderstand.FEachgroupwillcomeandwritedownontheboardthewordstheyhaveadded.Bepreparedtoexplainthesewords.�Openingthefloortodiscussion:-Sharewhatyoudon’tagreewithinthevideo.FEachgroupwillexplainwhattheydon’tagreewithtothewholeclass.-Shareyourreflectionaboutthevideo.FEachgroupwillsummarizethemainideasofthegrouptothewholeclass.TAKENOTESwhenyoudiscusstheflippedactivities!
DiscussingFlippedActivities
OralCommunicationVI Week2
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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
OralCommunicationVI Week2
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�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
OralCommunicationVI FlippedActivitiesforWeek3
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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
OralCommunicationVI FlippedActivitiesforWeek3
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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.
OralCommunicationVI FlippedActivitiesforWeek3
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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
OralCommunicationVI FlippedActivitiesforWeek3
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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
OralCommunicationVI Week3
Copyright©2019S.Muller,M.White,AllRightsReserved. 19
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
OralCommunicationVI Week3
Copyright©2019S.Muller,M.White,AllRightsReserved. 20
Poemabouttakingaction
“Iamonlyone,
ButstillIamone.
Icannotdoeverything,
ButstillIcandosomething;
AndbecauseIcannotdoeverything,
IwillnotrefusetodosomethingthatIcando.”
EdwardEverettHaleinTheBookofGoodCheer:ALittleBundleofCheeryThoughts(1909)byEdwinOsgoodGrover,p.28
OralCommunicationVI FlippedActivitiesforWeek4
Copyright©2019S.Muller,M.White,AllRightsReserved. 21
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
OralCommunicationVI FlippedActivitiesforWeek4
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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
OralCommunicationVI Week4
Copyright©2019S.Muller,M.White,AllRightsReserved. 23
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
OralCommunicationVI FlippedActivitiesforWeek5
Copyright©2019S.Muller,M.White,AllRightsReserved. 24
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?
OralCommunicationVI FlippedActivitiesforWeek5
Copyright©2019S.Muller,M.White,AllRightsReserved. 25
ConsumerismDiaryUntilournextclass:1.Chooseonedayoftheweek.2.Makeanoteofeverythingyoupurchaseonthatday.3.Whattrashdoesitcreate?4.Howcouldtheamountoftrashbereducedforeachinstance?WhatdidIbuy? WhattrashdidIcreate? Howcouldtheamountof
trashbereduced?Bottledwater PETbottle+Cap Myownthermos
Drinkingfountains
OralCommunicationVI Week5
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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
OralCommunicationVI FlippedActivitiesforWeek6
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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?
OralCommunicationVI FlippedActivitiesforWeek6
Copyright©2019S.Muller,M.White,AllRightsReserved. 28
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
OralCommunicationVI Week6
Copyright©2019S.Muller,M.White,AllRightsReserved. 29
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
OralCommunicationVI FlippedActivitiesforWeek9
Copyright©2019S.Muller,M.White,AllRightsReserved. 30
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
OralCommunicationVI FlippedActivitiesforWeek9
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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
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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
OralCommunicationVI FlippedActivitiesforWeek10
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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
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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
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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
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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.
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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
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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
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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:…
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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.
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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
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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/
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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.
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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."
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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