ALT Handbook Is to Provide Informaɵon to JET Parɵcipants Regarding Teaching in Japan and How to Adapt to One’S Workplace

Total Page:16

File Type:pdf, Size:1020Kb

ALT Handbook Is to Provide Informaɵon to JET Parɵcipants Regarding Teaching in Japan and How to Adapt to One’S Workplace PROGRAMME ALT JET THE HANDBOOK © 2013, Council of Local AuthoriƟes for InternaƟonal RelaƟons (CLAIR) Sogo Hanzomon Building 6F 1-7 Koji-machi, Chiyoda-ku, Tokyo 102-0083 Tel (03) 5213-1729 Fax (03) 5213-1743 © 2013 (財)自治体国際化協会 〒102-0083 東京都千代田区麹町1-7 相互半蔵門ビル6階 Tel (03) 5213-1728 fax (03) 5213-1743 ・ This publicaƟon is for personal, non-commercial use by Japan Exchange and Teaching (JET) Programme parƟci- pants. ・ この冊子はJET事業参加者の使用に供するものであり、営利使用は厳禁します。 ・ No part of this publicaƟon may be reproduced, stored in a retrieval system, or transmiƩed in any way or by any means electronic, mechanical, recording, or otherwise, without the prior wriƩen permission of the Council of Local AuthoriƟes for InternaƟonal RelaƟons (CLAIR). JET parƟcipants are free to copy and use for classes as needed. 1 かくし 2 かくし IntroducƟon Purpose The purpose of the ALT Handbook is to provide informaƟon to JET parƟcipants regarding teaching in Japan and how to adapt to one’s workplace. Resources This handbook and the complementary Teaching Materials CollecƟon are compilaƟons of informaƟon collected from parƟcipants of the former BriƟsh English Teachers Scheme (BETS) and the Monbusho English Fellows (MEF) Programme, as well as past and current JET parƟcipants. Previously known as the Resource Materials and Teaching Handbook, this handbook was split in two and the Teaching Materials CollecƟon is now provided in an online format. A PDF version of the ALT Handbook is also available on the JET Programme website at: www.jetprogramme.org/e/current/publicaƟons.html CLAIR would like to express special thanks to all of the JET parƟcipants and JET alumni who submiƩed new material for the 2013 ediƟon of the handbook. This ediƟon contains extensive new content, and we hope that ALTs will nd it useful. Please also uƟlize our Teaching Materials Exchange Forum where JET parƟcipants are able to share their teaching materials with the JET community: www.jetprogramme.org/forums Limited DistribuƟon This handbook is published with funds specically earmarked for JET parƟcipants. Although your teachers or co- workers may wish for a copy, CLAIR is unable to send copies to non-JET parƟcipants. 0ur print-run does not allow for sending extra copies to JET parƟcipants. If you need an extra copy, please download the PDF format from our website (www.jetprogramme.org). Thank you for your understanding. Finally We hope that you nd this handbook and the complementary online materials useful. If you have any suggesƟons for improvement, including content you would like to add or lesson ideas to submit, please visit our forums (www.jetprogramme.org/forums) or contact us directly at [email protected]. The Editors 3 かくし Commonly used expressions, abbreviaƟons and Japanese vocabulary Titles and InsƟtuƟons nenkyu - annual paid holiday nihongo - Japanese language JET - Japan Exchange and Teaching ninensei - second year ALT - Assistant Language Teacher sannensei - third year CIR - Coordinator for Interna�onal Rela�ons seito - students SEA - Sports Exchange Advisor sempai - elder, senior, mentor CLAIR - Council of Local Authori�es for sensei - teacher; form of address for teachers Interna�onal Rela�ons shogakko - primary/elementary school MIC - Ministry of Internal Affairs and yasumi - holiday, rest, break, day off Communica�ons yochien - kindergarten MOFA - Ministry of Foreign Affairs zangyo - over�me MEXT - Ministry of Educa�on, Culture, Sports, Science and Technology BETS - Bri�sh English Teacher Scheme Work-Related (Bri�sh forerunner to the JET Programme) MEF - Monbusho English Fellow (American bonenkai - end of year party forerunner to the JET Programme) enkai - party EFL - English as a Foreign Language gaman - pa�ence, tolerance, perseverance ESL - English as a Second Language giri - obliga�on ESS - English Speaking Society honne - real inten�on, true feelings ES - Elementary School kangeikai - welcome party JHS - Junior High School nijikai - party following the enkai SHS - Senior High School omiyage - souvenir gi�(s) JTE - Japanese Teacher of English shinnenkai - New Year party TEFL - Teaching English as a Foreign Language sobetsukai - farewell party TESL - Teaching English as a Second Language tatemae - saying and doing what is expected TT - Team teaching somusho - Ministry of Internal Affairs and Other Commonly Used Vocabulary Communica�ons (MIC) gaimusho - Ministry of Foreign Affairs (MOFA) bento - packed (boxed) lunch monbukagakusho - Ministry of Educa�on, Culture, genki - well-being, energe�c Sports, Science and Technology (MEXT) gambaƩe - do your best (command) kencho - Prefectural Government Office daijobu - okay, no problem kyoiku-iinkai - Board of Educa�on dame - no good, not acceptable shiyakusho - City Hall dozo - help yourself, go ahead yakuba - Town Hall gaikokujin - foreigner hiragana - Japanese syllabary inaka - rural area(s) School Related kokusaika - interna�onalisa�on kanji - Chinese characters bukatsu - extracurricular/a�er school ac�vi�es katakana - Japanese syllabary used for foreign words byokyu - sick leave (paid) katakana eigo - Japanised pronuncia�on of English chugakko - junior high school meishi - business cards daigaku - university romaji - Romanisa�on of Japanese daikyu - compensatory holiday eigo - English eikaiwa - English conversa�on ichinensei - rst year kocho sensei - headmaster/principal koko - senior high school kyoto sensei - deputy head/vice-principal kyushoku - school lunch 4 かくし Table of Contents THE WORKPLACE 7-39 Contrac�ng Organisa�ons ............................................. 8 English Educa�on for Returnee Students .................... 23 Work Rela�ons ............................................................... 8 Se�ng and Marking Exams ......................................... 23 Finding Your Way Around School ............................... .10 Preparing for Eiken Examina�ons ............................... 24 Teaching at Elementary School .................................... 11 The School Day ............................................................ 25 Teaching at Junior High School .................................... 13 The School Year ........................................................... 26 Teaching at Academic High School .............................. 14 School Events in Detail ................................................ 28 Non-Academic/Voca�onal Schools .............................. 15 A�er Hours .................................................................. 29 Special Needs Educa�on .............................................. 16 A Note about the Holidays .......................................... 30 Teaching at Mul�ple Schools ....................................... 17 Construc�ve Use of Time in Summer .......................... 30 Other ALT Du�es .......................................................... 19 Extracurricular Ac�vi�es ............................................. 31 Club Ac�vi�es .............................................................. 20 Expecta�ons ................................................................ 35 Foreign Language Clubs ............................................... 20 Burn Out ...................................................................... 36 Summer Camp and Student Seminars ......................... 21 JET Support System ................................................... 38 Giving Speeches ........................................................... 21 Seminars for Japanese Teachers .................................. 22 TEAM TEACHING & CLASSROOM MANAGEMENT 41-73 Team Teaching ............................................................. 42 Discipline in the Classroom ......................................... 57 Sugges�ons for a Comfortable Classroom Classroom Management as Viewed by an ALT ........... 58 Atmosphere ................................................................. 44 Student Mo�va�on ..................................................... 59 A Crash Course in Lesson Planning .............................. 45 ALT with a Teaching Background ................................ 60 Presenta�on, Prac�ce, Use .......................................... 46 Using Synergy in the Team-Taught Classroom ............ 62 How to Plan a Lesson ................................................... 49 The Four Team Teaching Environments ...................... 63 Some Tricks of the Trade ............................................. 51 Paralysis ....................................................................... 64 Lesson Evalua�on ........................................................ 52 Human Tape Recorder ................................................ 66 Classroom Management .............................................. 53 Culture Clash ............................................................... 68 Possible Problem Situa�ons ......................................... 54 Synergy ........................................................................ 70 TEACHING APPROACHES 75-104 An introduc�on to Second Language Acquisi�on for Teaching Young Learners ............................................ 86 ALTs .............................................................................. 76 Tying Theory to Prac�ce .............................................. 87 A Brief History of Language Teaching .......................... 76 Languages and Learners ............................................. 88 Ini�al Approaches ........................................................ 78 Young vs. Very Young Learners ................................... 89 Integra�ng Approaches ..............................................
Recommended publications
  • Technical Barriers and R&D Opportunities for Offshore, Sub-Seabed Geologic Storage of Carbon Dioxide
    Technical Barriers and R&D Opportunities for Offshore, Sub-Seabed Geologic Storage of Carbon Dioxide Report Prepared for the Carbon Sequestration Leadership Forum (CSLF) Technical Group By the Offshore Storage Technologies Task Force September 14, 2015 1 ACKNOWLEDGEMENTS This report was prepared by participants in the Offshore Storage Task Force: Mark Ackiewicz (United States, Chair); Katherine Romanak, Susan Hovorka, Ramon Trevino, Rebecca Smyth, Tip Meckel (all from the University of Texas at Austin, United States); Chris Consoli (Global CCS Institute, Australia); Di Zhou (South China Sea Institute of Oceanology, Chinese Academy of Sciences, China); Tim Dixon, James Craig (IEA Greenhouse Gas R&D Programme); Ryozo Tanaka, Ziqui Xue, Jun Kita (all from RITE, Japan); Henk Pagnier, Maurice Hanegraaf, Philippe Steeghs, Filip Neele, Jens Wollenweber (all from TNO, Netherlands); Philip Ringrose, Gelein Koeijer, Anne-Kari Furre, Frode Uriansrud (all from Statoil, Norway); Mona Molnvik, Sigurd Lovseth (both from SINTEF, Norway); Rolf Pedersen (University of Bergen, Norway); Pål Helge Nøkleby (Aker Solutions, Norway) Brian Allison (DECC, United Kingdom), Jonathan Pearce, Michelle, Bentham (both from the British Geological Survey, United Kingdom), Jeremy Blackford (Plymouth Marine Laboratory, United Kingdom). Each individual and their respective country has provided the necessary resources to enable the development of this work. The task force members would like to thank John Huston of Leonardo Technologies, Inc. (United States), for coordinating and managing the information contained in the report. i EXECUTIVE SUMMARY This report provides an overview of the current technology status, technical barriers, and research and development (R&D) opportunities associated with offshore, sub-seabed geologic storage of carbon dioxide (CO2).
    [Show full text]
  • Speakeasy 30
    SpeakeasyDecember 2018, Volume 30 Insights into Culture and Language Learning across Three Contexts Integrating Intercultural Communication into the Language Classroom The Permanent Guest The Transition from ALT to University Teacher Eikaiwa and Stigma in Japanese ELT My Language Learning History for Reading in a Second Language Contents Introduction A New Direction?.…………………………………………………………………..……………………………………………….….….….…3 Articles With the Currents of the Wabash, Napo and Tone Rivers: Insights into the Relationship between Culture and Language Learning Across U.S., Amazonian and Japanese FL Classrooms………………………………………………………………………………………………….…………4 by Christopher M. Baumunk Integrating Intercultural Communication into the Language Classroom ……………………….……..……11 by Tomoko Yoshida, Bipin Indurkhya, John Larson, Jon Dujmovich, Barry Keith The Permanent Guest………………………………………………………………..…………………………………………………….…22 by Phillip Alixe Bennett Assessing and Reinforcing Values: The Transition from ALT to University Teacher…………….26 by Steve Ferrier Too Close for Comfort: Eikaiwa and Stigma in Japanese ELT……………………………..…………………….32 by Daniel Hooper My Language Learning History for Reading in a Second Language…………………………………………39 by Akiko Fujii Book Review Gyakuten no Ryuugaku (Studying Abroad to Start Over)…………………………………………….…….….……43 by Antonija Cavcic ISSN 1346-6798 Speakeasy Volume 30 (2018) Periodical: Annual Date of Publication: December 2018 Cover Photo: First Steps courtesy John Larson Submissions Editor: Richard J. Sampson Copy Editors: Richard J. Sampson & John Larson Published by the Gunma Chapter of the Japan Association for Language Teaching Copyright © Contributors 2018. All articles contained herein are copyrighted by their respective authors and cannot be reproduced or distributed without permission. A New Direction? By Richard J. Sampson Late in 2017, Ray Hoogenboom but just did not know where to begin. approached me about the possibility of Following, Phillip Bennet interrogates taking over the editing of Speakeasy.
    [Show full text]
  • Please Read This Book Before Coming to Japan
    表4 表1 JET プログラム参加者用ハンドブック Please read this book before coming to Japan. 来日前に必ずこの冊子を読んでください。 撮影地 新倉山浅間公園(山梨県富士吉田市) Arakurayama Sengen Park (Yamanashi Prefecture Fujiyoshida City) Designed by Amari JET プログラム参加者情報・JET Programme Participant Information 名前 Name JET 番号 JET No. 勤務先情報・Workplace Information 任用団体 Contracting Organisation 住所 Address 電話番号 FAX 番号 Telephone No. FAX No. E メール E-mail 担当者氏名 Supervisor’s Name 緊急通報用電話番号・Emergency Phone Numbers 警察 Police ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 110 救急車/消防 Ambulance/Fire ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 119 警察相談ダイヤル Police Consultation Centre ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ #9110 緊急通報時に役立つフレーズ・Emergency Phrases JET プログラムの Web ページにはたくさんの情報があります 警察・Police Tasukete kudasai! (Please help!) Useful information can be found on the JET Programme’s website. ________________ ga nusumaremashita. (My_________________has been stolen.) Jūsho wa _________________ desu. (My address is _________________.) Namae wa _________________desu. (My name is _________________.) CLAIR ニュースはかならずよみましょう Denwa bangō wa___________ desu. (My telephone number is ____________.) 救急車/消防・Ambulance/Fire Please be sure to always read CLAIR News. Kaji desu! (Fire!) Jiko desu. (There has been an accident.) Kyūkyūsha wo onegai shimasu. (Send an ambulance, please.) Jūsho wa _________________ desu. (My address is _________________.) ** CLAIR News is a newsletter in Japanese and English that is e-mailed to current JET Namae wa _________________desu. (My name is _________________.) participants
    [Show full text]
  • The Yuribou Guide to Fanservice for Animators
    The Yuribou Guide to Fanservice for Animators Disclaimer: All art here is taken from various image boards and image searches and appears without artist’s permission. If you are the artist and wish your art to be removed or your work credited, please email me on the address below Brought to you by Yuribou at Yuri to Boushi to Hon no Tabibito (http://yuribou.net/blog) Introduction Hello young animator! You’ve fought through the ranks of artist wannabes and failed otaku sycophants and have finally won your way into the midst of greatness. But the first thing to decide - what type of anime would you like to make? Fanservice did I hear you say? You choose to walk the thin pink g-string between gratuitous service and softcore pornography? Good choice! Then you’ve come to the right place! The Reverse Breast Grab (or RBG) - One of the advanced Welcome to the Yuribou Guide to Fanservice manoeuvres that can make or break a seasoned fanservice for Animators. Anyone can draw a cheap animator’s career. panty shot, but how can you make it appeal to the masses who just shrug this off as just There are four things that are the most an everyday phenomenon? How do you important in fanservice - make your moe super-moe? What differentiates a boring glasses girl from • First and foremost - art quality desirable meganekko? When is it appropriate • Character (both designs and to insert token yuri? And most importantly, character) how can you make an anime that Yuribou will • Situations - a good mix of cheap and watch? well planned • Overall storyline and character Granted that last one isn’t too difficult.
    [Show full text]
  • … … Mushi Production
    1948 1960 1961 1962 1963 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 … Mushi Production (ancien) † / 1961 – 1973 Tezuka Productions / 1968 – Group TAC † / 1968 – 2010 Satelight / 1995 – GoHands / 2008 – 8-Bit / 2008 – Diomédéa / 2005 – Sunrise / 1971 – Deen / 1975 – Studio Kuma / 1977 – Studio Matrix / 2000 – Studio Dub / 1983 – Studio Takuranke / 1987 – Studio Gazelle / 1993 – Bones / 1998 – Kinema Citrus / 2008 – Lay-Duce / 2013 – Manglobe † / 2002 – 2015 Studio Bridge / 2007 – Bandai Namco Pictures / 2015 – Madhouse / 1972 – Triangle Staff † / 1987 – 2000 Studio Palm / 1999 – A.C.G.T. / 2000 – Nomad / 2003 – Studio Chizu / 2011 – MAPPA / 2011 – Studio Uni / 1972 – Tsuchida Pro † / 1976 – 1986 Studio Hibari / 1979 – Larx Entertainment / 2006 – Project No.9 / 2009 – Lerche / 2011 – Studio Fantasia / 1983 – 2016 Chaos Project / 1995 – Studio Comet / 1986 – Nakamura Production / 1974 – Shaft / 1975 – Studio Live / 1976 – Mushi Production (nouveau) / 1977 – A.P.P.P. / 1984 – Imagin / 1992 – Kyoto Animation / 1985 – Animation Do / 2000 – Ordet / 2007 – Mushi production 1948 1960 1961 1962 1963 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 … 1948 1960 1961 1962 1963 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 … Tatsunoko Production / 1962 – Ashi Production >> Production Reed / 1975 – Studio Plum / 1996/97 (?) – Actas / 1998 – I Move (アイムーヴ) / 2000 – Kaname Prod.
    [Show full text]
  • Globalisation and Its Effects on Team-Teaching
    Globalisation and Its Effects on Team-Teaching Globalisation and Its Effects on Team-Teaching By Naoki Fujimoto-Adamson Globalisation and Its Effects on Team-Teaching By Naoki Fujimoto-Adamson This book first published 2020 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2020 by Naoki Fujimoto-Adamson All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-4833-3 ISBN (13): 978-1-5275-4833-6 TABLE OF CONTENTS Abbreviations ........................................................................................... vii Preface ..................................................................................................... viii Chapter One ................................................................................................ 1 Introduction 1.1 Aims and Scope of the Study .......................................................... 1 1.2 Historical Context ........................................................................... 7 1.3 Research Questions ....................................................................... 18 1.4 The Chapters of this Book ............................................................ 21 Chapter Two ............................................................................................
    [Show full text]
  • The Roles of Teachers and School Culture in the JET (Japan Exchange and Teaching) Programme: an Ethnographic Case Study
    The roles of teachers and school culture in the JET (Japan Exchange and Teaching) Programme: an ethnographic case study Submitted by Akiko Nambu, to the University of Exeter as a thesis for the degree of Doctor of Education in TESOL, May, 2015. This thesis is available for library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other university. Signature:…………………….………… 1 Abstract Aiming at internationalisation, the Japanese government initiated the Japan Exchange and Teaching (JET) Programme in 1987 by introducing team-teaching by Japanese teachers of English (JTEs) and young graduates from overseas as Assistant Language Teachers (ALTs) into English language classrooms throughout Japanese public schools. Previous studies have shown that there have been, in some cases, a lack of interaction and collaboration between the JTEs and ALTs. However, these studies tended to focus mainly on classroom activities and consequently the teams were found to be the main cause of ineffective teaching and learning. In order to gain a deeper understanding of these team-teaching interactions and problems, the conceptual framework of this ethnographic case study was based on Holliday’s concept of small cultures and Lave and Wenger’s theory of communities of practice. It aimed to explore how team teachers’ (JTEs’ and ALTs’) perceived and actual roles are influenced by school cultures, as well as which aspects of the school cultures could impact on the effectiveness of the JET Programme.
    [Show full text]
  • Effectiveness of English Teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English
    Effectiveness of English Teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English Team Teaching Perceptions through Team Interviews Elliot Smith 1 Effectiveness of English Teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English Team Teaching Perceptions through Team Interviews Elliot Smith Abstract This research seeks to develop further understandings of effectiveness of the Japan Exchange and Teaching (JET) Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s perceived foreign language attainment rates in recent years. This study seeks to develop a new angle of understanding regarding the JET programme, namely through analysing its Assistant Language Teacher’s and Japanese Teachers of English’s perceptions of their own experiences within the programme, and what they each determine effectiveness to be within their own roles. These perceptions were elicited through joint interviews with pairs of Assistant Language Teachers and Japanese Teachers of English of whom work or worked together. Four interviews took place harbouring two participants in each,
    [Show full text]
  • Universidade Federal De Goiás Faculdade De Informação E Comunicação Publicidade E Propaganda Wadna Da Silva Coelho O Círcu
    UNIVERSIDADE FEDERAL DE GOIÁS FACULDADE DE INFORMAÇÃO E COMUNICAÇÃO PUBLICIDADE E PROPAGANDA WADNA DA SILVA COELHO O CÍRCULO DE TRANSMUTAÇÃO COMO MEDIADOR DA TRANSNACIONALIDADE DA NARRATIVA DE FULLMETAL ALCHEMIST: BROTHERHOOD COM O OCIDENTE GOIÂNIA 2019 WADNA DA SILVA COELHO O CÍRCULO DE TRANSMUTAÇÃO COMO MEDIADOR DA TRANSNACIONALIDADE DA NARRATIVA DE FULLMETAL ALCHEMIST: BROTHERHOOD COM O OCIDENTE Monografia apresentada ao Curso de Publicidade e Propaganda da Faculdade de Informação e Comunicação da Universidade Federal de Goiás, para obtenção do grau de Bacharel. Orientadora: Prof.ª Dr.ª Lara Lima Satler. GOIÂNIA 2019 WADNA DA SILVA COELHO O CÍRCULO DE TRANSMUTAÇÃO COMO MEDIADOR DA TRANSNACIONALIDADE DA NARRATIVA DE FULLMETAL ALCHEMIST: BROTHERHOOD COM O OCIDENTE Monografia apresentada ao Curso de Publicidade e Propaganda da Faculdade de Informação e Comunicação da Universidade Federal de Goiás, para obtenção do grau de Bacharel. Aprovada em _____ de ____________ de _____, pela Banca Examinadora constituída pelos seguintes professores: _____________________________________________________________________ Prof.ª Dr.ª Lara Lima Satler – UFG Presidente da Banca ______________________________________________________________________ Prof. Me. Bruno Eduardo Morais de Araújo – UFG _______________________________________________________________________ Mestranda Thátilla Sousa Santos – UFG À minha mãe por toda a compreensão e carinho e ao meu pai pelo apoio incondicional. AGRADECIMENTOS À Deus por ter tornado todos os caminhos errados em certos. Aos meus pais por me apoiarem sempre em tudo que faço. Ao meu irmão por sempre resolver os problemas técnicos que nunca consigo. Aos meus amigos Bruna, Estevão, João Pedro, Mônyky, Matheus, Nandra, Yasmim e Thaynara por me mostrarem que família não é apenas aquela com a qual temos laços de sangue. À minha orientadora por estar ao meu lado ao longo de todo o meu caminho como pesquisadora.
    [Show full text]
  • The Reciprocal Actions of the Film Works of Osamu Tezuka and Television Samuel Kaczorowski
    The reciprocal actions of the film works of Osamu Tezuka and television Samuel Kaczorowski To cite this version: Samuel Kaczorowski. The reciprocal actions of the film works of Osamu Tezuka and television. Inter- national Japanese Studies, 2010. hal-02158512 HAL Id: hal-02158512 https://hal.archives-ouvertes.fr/hal-02158512 Submitted on 18 Jun 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. 02カクゾロフスキー_P000-000_02カクゾロフスキー 10/06/18 17:30 ページ 1 初 校 THE RECIPROCAL ACTIONS OF THE FILM WORKS OF OSAMU TEZUKA AND TELEVISION 1 THE RECIPROCAL ACTIONS OF THE FILM WORKS OF OSAMU TEZUKA AND TELEVISION Samuel Kaczorowski 1961: The Japanese artist Osamu Tezuka founded “Mushi Production studio” in order to create a series in animation, especially for television. The device he invented with his team revolutionized the traditional methods (limiting the number of colors to accelerate colorization, multiplication Fig. 1 of still shots on backdrops, loops, Tezuka Productions (Editor), The Animation camera scans accompanied by sound filmography of Tezuka Osamu and Tezuka Productions (3rd edition), Tezuka Productions, effects, recoveries of backgrounds, 2006. Tezuka Productions © etc..). When the cartoon Tetsuwan Atom1 (“Astro boy”, Fig.
    [Show full text]
  • UC Berkeley UC Berkeley Previously Published Works
    UC Berkeley UC Berkeley Previously Published Works Title Carbon capture and storage (CCS): The way forward Permalink https://escholarship.org/uc/item/4212s92j Journal Energy and Environmental Science, 11(5) ISSN 1754-5692 Authors Bui, M Adjiman, CS Bardow, A et al. Publication Date 2018-05-01 DOI 10.1039/c7ee02342a Peer reviewed eScholarship.org Powered by the California Digital Library University of California Energy & Environmental Science View Article Online REVIEW View Journal Carbon capture and storage (CCS): the way forward Cite this: DOI: 10.1039/c7ee02342a ab bc d e Mai Bui, Claire S. Adjiman, Andre´ Bardow, Edward J. Anthony, Andy Boston,f Solomon Brown, g Paul S. Fennell,c Sabine Fuss,h Amparo Galindo,bc Leigh A. Hackett,i Jason P. Hallett, c Howard J. Herzog, j George Jackson,c Jasmin Kemper,k Samuel Krevor,lm Geoffrey C. Maitland, cl Michael Matuszewski,n Ian S. Metcalfe,o Camille Petit,c Graeme Puxty,p Jeffrey Reimer,q David M. Reiner,r Edward S. Rubin, s Stuart A. Scott,t Nilay Shah,bc Berend Smit, qu J. P. Martin Trusler,cl Paul Webley,vw Jennifer Wilcoxx and Niall Mac Dowell *ab Carbon capture and storage (CCS) is broadly recognised as having the potential to play a key role in meeting climate change targets, delivering low carbon heat and power, decarbonising industry and, more recently, its Creative Commons Attribution 3.0 Unported Licence. ability to facilitate the net removal of CO2 from the atmosphere. However, despite this broad consensus and its technical maturity, CCS has not yet been deployed on a scale commensurate with the ambitions articulated a decade ago.
    [Show full text]
  • STOXX Asia 1200 Last Updated: 01.08.2017
    STOXX Asia 1200 Last Updated: 01.08.2017 Rank Rank (PREVIOU ISIN Sedol RIC Int.Key Company Name Country Currency Component FF Mcap (BEUR) (FINAL) S) KR7005930003 6771720 005930.KS KR002D Samsung Electronics Co Ltd KR KRW Y 257.0 1 1 JP3633400001 6900643 7203.T 690064 Toyota Motor Corp. JP JPY Y 133.7 2 2 TW0002330008 6889106 2330.TW TW001Q TSMC TW TWD Y 113.9 3 3 HK0000069689 B4TX8S1 1299.HK HK1013 AIA GROUP HK HKD Y 80.6 4 5 JP3902900004 6335171 8306.T 659668 Mitsubishi UFJ Financial Group JP JPY Y 76.1 5 4 CNE1000002H1 B0LMTQ3 0939.HK CN0010 CHINA CONSTRUCTION BANK CORP H CN HKD Y 60.5 6 8 JP3436100006 6770620 9984.T 677062 Softbank Group Corp. JP JPY Y 59.8 7 6 JP3735400008 6641373 9432.T 664137 Nippon Telegraph & Telephone C JP JPY Y 58.6 8 7 TW0002317005 6438564 2317.TW TW002R Hon Hai Precision Industry Co TW TWD Y 51.5 9 9 HK0941009539 6073556 0941.HK 607355 China Mobile Ltd. CN HKD Y 50.8 10 10 INE040A01026 B5Q3JZ5 HDBK.BO IN00CH HDFC Bank Ltd IN INR Y 47.7 11 12 JP3890350006 6563024 8316.T 656302 Sumitomo Mitsui Financial Grou JP JPY Y 45.5 12 11 INE002A01018 6099626 RELI.BO IN0027 Reliance Industries Ltd IN INR Y 44.4 13 19 JP3435000009 6821506 6758.T 682150 Sony Corp. JP JPY Y 44.0 14 14 JP3854600008 6435145 7267.T 643514 Honda Motor Co. Ltd. JP JPY Y 43.2 15 13 CNE1000003G1 B1G1QD8 1398.HK CN0021 ICBC H CN HKD Y 41.3 16 16 JP3496400007 6248990 9433.T 624899 KDDI Corp.
    [Show full text]