First "Finlandia Fusion" festival: Apr. 20, 2008

HANCOCK -- International students participated in the first "Finlandia Fusion" art and music festival held on Apr. 20, 2008 at Finlandia's Portage Campus (location of the International School of Art and Design). Visitors tasted our Japanese specialties, Finnish sweet rolls, Tanzanian doughnuts, grilled hot dogs and bratwurst, great Finnish coffee and special tea.

Pictured here at the "Finlandia Fusion" international students' food booth are, from left, front row: Mai and Kazuki; back row: Rei, Nick, Kumiko, Maiko and Kana. Click on photo for larger version. (Photo by Gustavo Bourdieu)

Kumiko teaches a "Fusion" visitor how to say her name in Japanese. (Photo by Takaaki [Nick] Niikura)

Behind the scenes "Fusion" food preparation: International students, from left, Maiko, Salome and Kana prepare "Mandaze," Tanzanian doughnuts. (Photo by Takaaki [Nick] Niikura)

The free, all-day "Fusion" festival also included arts and crafts booths, music and demonstrations. Proceeds from the event will help Finlandia art and design students attend the 2009 Self-Employment in the Arts conference in Chicago .

My Favorite Touring Day

By Takaaki Niikura (Nick)

I often go to Daikanzan rest area in my spare time to refresh my spirits. The spot is located in Hakone, a famous sight-seeing spot in Japan that is also well-known to foreign tourists. It takes one hour to get there from my house by motorcycle.

First, especially in summer, I usually get up at 5 a.m. and leave my home for the Daikanzan at 6 a.m. In the early morning, the air is a little cool and invigorating. I start the engine of my motorcycle, and then I smoke a cigarette until the bike has warmed up and is ready to go. I like the smell of cigarettes and exhaust gas mixed up. The sound of my motor cycle is loud and low like road working, so I have to leave as soon as possible after I smoke because my families and neighbors are still sleeping.

Most of the way, the roads run along the coast. I can see the sun rise over the ocean, and the sunlight of the surface looks as if it is a road to heaven. After 30 minutes driving, there is a mountain pass. In autumn, the trees along the side of the road change their colors like scattered beads. At the top of the mountain is the Daikanzan rest area.

Then I buy a canned coffee and smoke a tobacco again. I can see Mt. Fuji, the highest mountain in Japan and the national symbol. Under my eyes, there is Lake Ashi. It is also very pretty. The sight is like a picture postcard. The smell there is fresh because the trees are just breathing out. While I smoke and see the sight, I feel my nerves calm down.

After a rest, I ride the motorcycle again and go down the pass where I went up. Then my spirits change, beginning to be aggressive like a forest fire; and I attack the curves with fast speed. Then my motorcycle’s engine is howling, and I also sometimes shout in my helmet when I nearly have an accident. The road is not wide and has many blind corners, so I sometimes come close to dying. I repeat up and down the pass about one to two hours. When the traffic gets heavy on the pass, I take some rest in the rest area and calm down again. Finally, I go back to my house.

After arriving at my house, I start to wash my motorcycle with my heart of thanks to my motorcycle. Then I feel like I also clean my dirty heart. At last, I put gas in the tank at a service station, and the day ends.

To conclude, I like my motorcycle and touring by motorcycle. When I sink into low spirits, it lifts me. When I already feel good, it makes me even happier. It is also the most effective stress relief method for me. After I graduate from the university I will go back to Japan, and soon I will get a new motorcycle.

Editor's Note: Nick wrote this article for Suzanne Van Dam's ESL Writing class.

Taking Care of Children

By Kumiko Takahashi

I have worked at a Child Care Center as a volunteer in both the U.S. and Japan. Through these experiences I realized that there are quite a few differences in ways of taking care of children at preschool, such as wearing uniforms, playing outside, or making children eat many kinds of food. These are differences of culture, character, and ways of thinking in the two countries.

First, children don’t wear a uniform for school in the U.S., whereas they do in Japan; children wear a hat, a jacket and pants. The design of the uniform usually depends on the school. It is from the Japanese character that people value unity.

Uniforms also show which school the children belong to.

In contrast, children wear whatever they want for school in the U.S. Americans value expression of identity more than unity.

Next, there are differences in the ways children play and in their toys. In Japan, people prefer to make children play outside instead of staying indoors. In addition, children usually play without any equipment -- games such as footrace, hide and seek, or push and shove. These activities make children strong and sturdy.

In the U.S. people use familiar equipment like a computer. It is good to teach children how to use a computer because they’ll have to know how to use it for their future or their jobs, although people don’t teach it to children in Japan.

There is one more small difference between the two countries. In the U.S when children want to draw something, they use markers. It’s easy to draw, and they can paint themselves for fun. The markers’ bright colors make children more creative.

In addition, these markers use water-based ink, which washes out easily. On the other hand, in Japan, children use crayons or colored pencils to draw. When they use pencils, for example, they can learn how to sharpen a pencil. Although they can’t draw or paint on their hand with these items, their hands will be cleaner than they would be if they used markers

Finally, there is a difference in the lunch time. In Japan, when a child refuses to eat food he or she dislikes, such as carrots, onions, or green peas, teachers try to persuade and make the child eat them. On the other hand, in the U.S., teachers don’t even serve it if children complain about the food. Japanese teachers try to make children’s dislikes less and less, but American teachers think that it’s part of the child’s character.

These are very small differences, but are very interesting too. I think both approaches are good for taking care of children because both Japanese and American ways of teaching have good points, and both groups of teachers think about children carefully. Whatever ways people choose to take care of chilren, thinking about children’s growth or future and teaching them the right things are most important.

Editor's Note: This year Kumiko Takahashi worked several hours a week as a volunteer for the BHK Child Care Center at the Ryan School, Hancock. Kumiko wrote this essay for Suzanne Van Dam's ESL Writing Class during spring semester.

Kumiko: Spring Break project in Mississippi

By Kumiko Takahashi

During spring break, I went to Ocean Springs, Mississippi, to help the hurricane "Katrina" victims. Our group from Finlandia University had 14 people.

Here I am in Mississippi with Kristin, one of my best friends! (Click on photos for larger versions.)

Before the trip, I was nervous about staying all day long with Americans because I didn't think my English was good enough to communicate with them. They were all kind and nice to me, although I couldn't always understand what they said. They were trying to say something as easily as they could, and trying to figure out what I wanted to say.

Pictured with me in this photo are, from left, Salome, Mary and Micki. We met at the camp, worked together and became good friends.

Anyway, all the work was very hard.

Here I am, breaking a wooden board as part of the clean-up.

When we tried to clean a man's house, I saw tons of garbage and many cats. The yard was wet and muddy. There were bugs, snakes, ants, frogs and even cockroaches under the garbage. That was really scary and disgusting! We were really unhappy when we were cleaning his garbage; but after that I realized that it was not only stinky and scary, but also good experience for me.

Through the trip and activities to help people, I made some good friends; and it was the greatest experience I've ever had.

Editor's Note: ESL Instructor Suzanne Van Dam drove the student volunteers to Mississippi and participated in the project.

ESL Reading assignments: Apr. 14-18

Monday, Apr. 14: (postponed from Friday, snow day, Apr. 11) “What is near-death experience?”
Preparation: Do Before you read, scanning and Reading , pp. 102-103. Then do A and B, p. 103.
Also read this recent article about Obama's speech in Indiana this week:
http://www.tribstar.com/archivesearch/local_story_103001156.html
Print it off if possible and underline or make a list of the main points (main ideas or what he says he will do if elected President).

In class: We’ll go over your answers to the textbook questions and discuss C together. We'll also discuss the Obama article.

Wednesday, Apr. 16: Preparation: Read this article on Hillary Clinton's energy policy:

http://www.hillaryclinton.com/issues/energy/
Print it off if possible and underline or make a list of the main ideas as you did with Obama.
Also for Wednesday, read this profile of John McCain:

http://www.azcentral.com/news/specials/mccain/articles/0301mccainbio-chapter1.html
List 5 things you learned about McCain from this article. For extra credit read any other article on any one of the candidates that interests you and be ready to tell the class about it.

Make a list of at least 6 new vocabulary words you learned from these articles and bring it to class. It can be in your vocabulary notebook.

In class: We'll discuss the articles and compare them to the one on Obama. (Bring it to class again.)

Friday, Apr. 18. Reading lab reports due. Be ready to tell the class about your book. Review for exam. Bring your vocabulary notebook.

In class: We'll have some reports on the lab readings and we'll review vocabulary for Unit 13 and the readings on the candidates. Bring the textbook and the articles to class also.

ESL Reading: Assignments March 31-April 4

Monday, March 31. Preparation: Read the first half of the script for Beauty and the Beast, to p. 104 (end of Country House scene). Study the description of the character that you will portray in the play (your role) on the first page (p. 91). Practice reading out loud your character's lines. Make a list of any new vocabulary words in your part and their meanings.
Answer questions sent to you on email.

In class: We'll read the play in parts, discuss the questions and talk about new vocabulary from the first half. We'll also discuss the scenes that will be presented with a summary and mime (actions without words).

Wednesday, April 2. Preparation: Read the second half of the play, to the end. Again, read your own part out loud and make a list of any new vocabulary words in your character's lines, with meanings. Hand in your Reading Lab assignment (summary of 2 chapters of your book or at least 10-15 pages and at least 4 vocabulary words.)

In class: We'll continue reading and discussing the play and work on vocabulary. We'll start writing summaries of some of the scenes that will be presented with or without mime.

Friday, April 4. Preparation: Finish the scene summary assigned to you and be ready to hand it in (typed and double-spaced). Practice reading your character's lines out loud, with feeling and expression.

In class: We may do some revision of the summaries in class. We'll continue reading the play in class.

Answers to Mini-quiz on climate change vocabulary

I. Article 1: 1. d 2. h 3. c 4. f 5. e 6. g 7. your definition* 8. b 9. a
* evaporation = process of passing off in a vapor, sometimes caused by heating a liquid

II. 1. shifts 2. ticks 3. vulnerable, predation 4. correlates 5. conifers 6. degrade 7. spawn
8. phytoplankton, counterclockwise