| CORKSCREW Diaries(米国編） |
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今日はスウェーデン対パラグアイ戦を観戦。 ミスパスとかも多くて若干雑な展開はあったものの、 チャンスも多くなかなか見ごたえのある試合だった。 パラグアイのカウンターの切れ味は鋭く、 スウェーデンの守備は固い、と言うかでかい。 あのパラグアイDFが後ろからすごい勢いで突進してカラダを張ってゴールを守ったのには感動した。 これでせめて引き分けていれば彼がマンオブザマッチは間違いなかっただろうに。 技ありのループシュートだったし、これでスウェーデンは勝てないかと思ったが。 リュングベリのゴールは、折り返しの時点でオフサイドのような気もしなくはなかったけど。 ゴール前ではオフサイドってどうなるんだっけ? まあともかく、カントクコーチスタッフ選手が飛び出していったシーンは、 ジョホールバルの岡ちゃんを思い出しほほ笑ましかった。 ホラ、ジャージの色は青で同じだし。 木村はラーションとリュングベリを間違えていたらしい。 ハゲと言うだけで判断してはいかん。 おんなじハゲでもラーションはツルッパゲだ(そういう問題ではない)。 イブラヒモビッチはなんかおっさん臭い髪形だったな。 しかしなんだかリカルド・パトレーゼを思い出してしまった。 パトレーゼは元気にしているのだろうか。 今何をしているんだろうか。 まあこちらでは、比較的時間があるからW杯は見やすいし、 チャンネルいっぱいあるから、リアルタイムで見られるのはいい。 ただ、こっちの放送って、 選手の顔写真とか所属クラブとか全然表示してくれないから、 誰が誰かわからへんと言う事はあったりする。 リアルタイムだったらウェブでチェックするんだけど、 録画だとやりにくいね。 |
木村はこの試合を見に行っている。 全く韓国対トーゴなんて今ひとつなカードと思いつつも、 なかなかかなりの熱戦で、 アンジョンファンのミドルは鮮やかであった。 やかんのFKも見事だったが実はこれは生では見ていない。 朝7時なら別に大丈夫なのだが起きろよ俺と言いたい。 ユークレインとスペインを見逃したのは痛かったな。 結果は知らないけどサウジにはがんばってもらいたいものだ。 ちっ、結局なんだかんだでこれが決定力の差だよなあ。 韓国は良いチームだな、と思う。 ところで俺のお気に入りの金東進は何処に言ったのだ？ と、韓国人に聞いてみたいが周囲にいないので聞けない。 日本は極めて可能性が低くなってしまったけど、 ジーコの神通力でクロアチアに勝ち、 オーストラリアはブラジルに負けて第三戦で決着とかなって欲しい。 その場合、こっちで中継やるかは分からないのだけど。 って虫が良すぎるかな、良すぎるな。 |
あっという間に初戦が終わってしまった。 ヒディングにやられた。ヒディングだけではないのだろうけど。 このまま守りきれればと言うところだったのだけどねえ。 まるでどこかの某京都パープルサンガの試合を観ているかのようであった。 やってられん。 これで早起きするとか仕事をサボるとかして日本戦を見るモチベーションが。。。 下手すりゃあ3連敗だな、と思う。 奇跡が起きてクロアチアに勝ち、ブラジルに引き分け、 惜しくも一次リーグ敗退と言うことになるのだろう。 あああああ、悔しい。 4年に一度のお祭りが。。。 気を取り直してホントに世界のサッカーを楽しむしかないな。 しかし何故俺はアメリカなんかにいるんだ。 |
“American Samurai” cross the sea. Suddenly he appeared before us. He talked to us with funny Japanese like a samurai. He is Matt Dusenbury, a student of Montana State University (MSU). He was interested in Japan because he admired discipline of Samurai. When he was 7 years old, he read history book and knew samurai. He thinks his personality is like Japanese to respect discipline. He started studying Japanese in Tasmania, Australia in 2003. He studied Japanese in MSU for 1 year and half. His major is land rehabilitation. He will graduate from school next July and teach English in Japan. His family was originally from Holland. He was born in Billings, Montana, and grew up there until 10 years old. But he moved and came back Montana frequently because of his father’s work. Then he stayed in Nevada for 3years, in Arizona for 2 years, in Alaska for 3 years. Finally came to Bozeman. He spent in Arizona in his junior high school days. The education level was very low in the community he lived in. Other students didn’t know what he knew. But he left Arizona 2 years and moved to Anchorage. He graduated from high school in Anchorage. He entered University of Alaska in Fairbanks (UAF). He finished his study there only within 3years. His major in UAF is Natural Resources Management especially Plant, Animal soil sciences. He studied very well. His GPA was 4.0, perfect score. University of environment course was excellent. He said that the Score of the school was 10 out of 10. However, he did not enter the graduate school in UAF. In the United States, it is conventional to change school to broaden the view. This thought is not familiar with Japanese, because it is comparatively common to enter the same graduate school. Apart from anything else He decided to enter MSU. Before entering MSU, he went to Tasmania, Australia to study entomology for 4 months. It was good experience for him to broaden his view and get credentials. He entered MSU 3 years ago. His major is land rehabilitation. It aims to prepare the land to become normal condition or useful again. This major can choose only in MSU or University of Wisconsin. He planed to graduate from within 2 years, because of faculty problem he had to waste 1 year. While he studied in UAF, he made many Comedy and documentary. In many cases, he was director and actor. He leaded to organize film festival which was held twice a year. The film festival was in great success, tickets were always sold out. I wonder why he did not become a movie director or actor. Actually, he took the interview of film making major before entering MSU, but rejected. His interviewer pointed out that his brain is too logical, not suit the art but the scientist. Therefore, he decided to study in MSU, and film making should consider a hobby. He plans to get a PhD and to work for military or mining company to rehab the damage from oil or acid or salt. He will teach English in Kofu, Japan from next July. He wants to do several things such as climbing Mt. Fuji which is the highest mountain in Japan, visiting the Golden temple, a huge statue of Buddha, and Hokkaido. His experiences in Japan broaden definitely his field of view. He and I are looking forward to meeting together in Japan next year. |
人と比べたりしちゃあいけないんだろうけど、 プレゼンがあんまし上手くいかなかった。 研究授業が上手く出来なったようなモンなんだろうな。 今日じゃなくて水曜日と言う選択も出来たのに、 ついつい早く終わらせたくて志願して今日やったのにこのザマだ。情けねえな。 でも、失敗は成功の糧。 本格的なプレゼンやったのなんてまだ2回目なんだろう。 これからもっといいものを作り出せるべく,戦いは続く。 クラスメートから折角頂いたフィードバックを恥を忍んで書き記すことにする。 Fromナカオ T-shirt is good. ﾅｶｵ~!! Motel×Lufthansaなんだからカッコいいに決まってるだろうが。しょうもないことかくな。Thanks. Sometimes you talk louder unnecessary. そうですか。強調しているつもりだったのですけど、むつかしいな。 ナカオさんしかしアナタ人がプレゼンしているときに明後日の方向を向くのはやめなさい(ｵﾏｴﾓﾅｰ(>_<)) From Merbek You should work a little on pronounciation. ううっ(T_T)そうだよな。そうなんだよ確かに。 ミュールベックは他にもちゃんと褒めてもくれてるけど、 もっとゆっくりくっきりはっきり話した方がいいのだろうか。 かれは明後日にはカザフに帰ってしまうがとにかくありがたく頂いておきます。コメント。 You were a little bit nervous. However, eye contact and body language were good. ナーバスに見えましたかそうですか。 そんなつもりは無いんだけど、良くないな。 場数をこなすことによってこれは解決出来ると思う。 後、やっぱりもう少しプラクティスしていけば良かったな。 ムリして早めに終わらせる必要は全くなかったと思う。 アイコンタクトは頑張りました。 でも、そのおかげで本文を見失って、若干パニックに陥ったのは否めない。 I think you should express more body language. アイコンタクトは頑張ったのだけど、 ボディーラングリッジはあんまり頑張れませんでした。 なんとなく、、、できんかった。恥ずかしいのよアレなかなか。 次は頑張ります。 You don't have to say sorry when you stunble at sentences. ニッポン人なんだよなあ、こういうところ。 アイコンタクトを頑張りすぎこういうことになりました。 次回はしっかり修正して、勝ち点３を狙いたいと思います。 (柱谷幸一じゃないけれども) まあ、やっぱり準備だと思います。ホントに。 Don't be nervous. Be more convenient. convenience じゃなくて confident な気はするんだけどね。 そんなにnervousだったかな、と思う。 ちょっと(じゃなくてかなり)緊張した気はしなくもない。 ああ、場数とプラクティスだな。 Thank you for all your feedbacks. I would like to improve my presentation. I have to have confidence during my stay in the States. プレゼン概要は以下。 ここに来るために作ったペーパーをリバイスしたもの。 Education for All (EFA) and Japanese cooperation “Education for all” is one of the main initiatives in UNESCO. In 1990, “World Declaration on Education For All” was adopted at the World Conference on Education for All in Jomtien, Thailand. It aimed to universalize primary education and massively reduce illiteracy before the end of the decade. After 10 years, in the quite tough situation to achieve the EFA. The World Education Forum was held in Dakar, Senegal in April 2000. In this conference, “Dakar Framework for Action” was adopted. The participants of the Forum reaffirmed their commitment to achieving Education For All by the year 2015. The main point of “Dakar Framework for Action” is as follows; (i) Improving early childhood education (ii) By 2015, all children, particularly girls, and children in difficult circumstances, have access to primary education (iii) Achieving a 50 percent improvement of adult literacy by 2015, especially for women. (iv)Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015. (v) Improving all aspects of the quality of education and ensuring excellence of all especially in literacy, numeracy, and essential life skills. This Dakar framework is the base of present EFA policies. The Current situation of the goal towards EFA by the "Dakar framework for Action" Next, I would like to present the current situation of the goal towards EFA by the "Dakar framework for Action" It refers to Education For All GLOBAL MONITORING REPORT 2005, UNESCO. The statistical proof is indicated. The number of children (under 12 years old) who do not go to school decreased in the world. 106,900,000(1998) → 103,500,000(2001). 103 million children do not go to school. In addition, about 800 million adults are illiterate. Among them, many are women and are suffering from poverty. 70 % of those problems are located within the nine nations of sub Sahara Africa, and Southeast Asia, particularly India, China, Bangladesh, and Pakistan. The cost of education has increased in many developing countries. On the other hand, the number of teachers is still lacking. However, the school attendance rate in 2005 is still 85%. If this progress continues at this pace, the school attendance rate will be only 87% in 2015. EFA’s goal is far from being achieved. The case of EFA in Afghanistan: Next, I would like to explain the actual situation in Afghanistan through the interview. In Afghanistan, 6 million people of the total population of 26 million are illiterate, and among half of those are women. The level of schools, teachers, and curriculum remains quite low as a direct consequence of the war. There is some progress in the maintenance of infrastructure and construction of schools. School attendance is also rising. However the securing of teaching staff remains a serious problem. An effective teacher's qualification system is yet to exist. Moreover about 80 percent of the teacher specializing in elementary or secondary education only graduated from elementary school. The low levels of teacher qualification prevent this country from implementing a new educational policy. So, there is a clear necessity for teacher training. For that purpose, a teacher educational cultivation institute should be established, and qualified teacher training staff is also essential. In this Regard, it is probably not feasible to consider directly adopting the same education system as Japan. However, it is important to tenaciously and continuously plant the basic thought that “learning is important”. A Future Concrete Approach for EFA I presented EFA’s current situation and case study in Afghanistan. Then, I would like to present a future concrete approach for EFA by Japan. The Importance of Personnel Training The international support being given by Japan should form a main part of a national strategy, and should make us more visible on the world stage. Therefore, there is a definite need for talented people who are able to coordinate this support. It is also necessary to establish a graduate school that teaches science, research, and development in developing countries. The Asia-Africa Young Volunteers Project In the current situation of rapid globalization, it has become important to secure the future of not only domestic students, but also the future of students from overseas. For our university, this is especially the case for Asian students. The foundation of the Asia-Africa Young Volunteers was announced by Japanese Prime Minister Koizumi during his keynote speech at the Asian-African Business Summit on April 17, 2005. It aims to promote Asia-Africa cooperation. This new scheme dispatches Asian youngsters to Africa aiming at youth exchange and human resource development at the same time. Kyoto University cooperates with the institution of Asia-Africa Young Volunteers, and has implemented the specialized education of international students from Asian countries. Expected outcome of our University’s contribution Our University will be able to make a great contribution in the field of personnel training through implementing the dispatch of specialists to establish a training organization. Additionally, we would also be able to accept students for expert training in science, research, and development. However, local instability or problems of communication may become a barrier. When we accept students, developing countries may not be able to send sufficient numbers of staffs to Japan because of cost. In such a case, it is necessary to educate talented people in stable and cultural similar neighboring countries. It is important to carry out contributions continuously, and tenaciously without a fear of failure. Although, of course the short-term result is important, it is essential to take a long-term view in the work. |
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