Kenny sends this in -

I tried poking around for statistics to shed light on whether Sakakibara's sentence was "too low".

I found this page pointing to statistics related to juvenile sentencing.
http://www.moj.go.jp/housei/toukei/toukei_ichiran_shonen-kyosei.html

And this page pointing to sentencing divided by crime (juvenile included)
http://www.moj.go.jp/housei/toukei/toukei_ichiran_kousei.html

I couldn't go back past 2006, but those stats are probably somewhere in the asia library.

I'm not sure what the best way to present the information is, but it looks like Sakakibara ended up serving a lower end of the "average" or "median" sentence for murder as a whole, since he was institutionalized for roughly 7-8 years and then released.

It's hard to get a picture of the juvenile sentencing because I'm not familiar with the terminology and didn't readily find an explanation. It's possible that juvenile sentencing is not given in absolute "terms" like 5 years. It might be more conditional on rehabilitation or something.

Kuni sends this in:

In Shimane prefecture, an old man was killed in a car accident while attending elementary school kids walking to school. He lost his daughter 33 years ago due to the car accident while she was on her way to school. 

娘奪った事故二度と…見守り男性がはねられ死亡
読売新聞 1/31(火) 13:02配信
島根県益田市の国道１９１号で３０日、小学生の集団登校の列に軽トラックが突っ込み、小学３年の男児（９）と、付き添っていた男性（７３）がはねられた。Full story here.

As I mentioned in class, this film is a lot more about the “matching” system in New York public high schools than you might think. It’s also a great film.

Brooklyn Castle Trailer from Producers Distribution Agency on Vimeo.

To follow up on some of Rachel’s comments, here’s a bit more about the boarding schools that Native American children were forced into.

American Indian Boarding Schools Haunt Many

From the National Museum of the American Indian

And from this list of films about Native American experiences, I found this documentary about boarding schools and the system that supported them.

Here’s the film we mentioned in discussion yesterday. It seems the entire film is on YouTube.

For those who might be interested...



How can I communicate about what I want and don't want?
What can I do to improve my sexual health and wellness?
How do identities, the media, and culture shape our sexuality?
Find the answers to these and other questions at Sexpertise 2017!
Sexpertise is a three-day conference from February 7th to 9th, 2017. It engages students, faculty, and community practitioners in discussion and learning about sexuality and relationships. Through a diverse group of sessions, we'll explore topics of interest to the U-M student community including pleasure, culture, wellness, relationships, and more! All events are free and open to the public. Registration is encouraged but not required, and you are invited to attend one, a few, or all sessions!

Website with the schedule is here.

I was thinking of this clip during our discussion yesterday about the kids dropping clay into the fish tank...

Starving the Beast Trailer from Steve Mims on Vimeo.

We all can watch this documentary film about American public higher education here, and / or there will be a screening and discussion at the Institute for the Humanities on March 28.

From a different source, but using very similar language: https://miriamsweeney.net/2012/06/20/readforgradschool/

“In graduate school the work load increases and students will find that they are expected to master two to three times the material that they were used to as an undergraduate.  This can be intimidating to the point of overwhelming a student into paralysis.  Following these tips should help you master your readings instead of allowing the readings to master you!”

From: http://www.inquiriesjournal.com/blog/posts/226/how-to-read-grad-school/

“One of the very first things you’ll learn in graduate school is that your professors will assign a lot of reading. A lot of reading!
Depending on your field, each week you may be asked to read anywhere from several journal articles (mainly STEM fields) up to an entire book per class (social sciences and humanities). How can you manage all of this reading? Here are a few tips to help get you through those pages.”

From Grad Hacker: http://www.gradhacker.org/2011/08/29/how-to-read-a-book/

“The guide is well organized, thoughtful, and includes a fantastic visual metaphor that Edwards calls the “Hourglass Information Structure”. Edwards may be giving you advice you have heard before (read actively, take notes, know the context), but the systematic way he explains goals, strategies, and techniques makes the article worth reading again and again. For me, the most crucial piece of advice is deciding how much time you can spend and setting a manageable goal for why you want to read it.”

I’m not sure about everything on this list, but here’s the list.

http://www.goodreads.com/list/show/9548.Best_Books_about_Graduate_School

From here: http://www.wordsinspace.net/shannon/teaching/student-resources-2/reading-effectively/

“So, we’re going to take a little time to talk about reading effectively. This is not meant to diminish your enjoyment of reading, to spoil the experience of getting lost in a good novel or to disregard the value of engaging deeply, and patiently, with a challenging but rewarding text. Instead, what follows is meant to help you make decisions about what’s worth that intensive investment of time and energy, and what kinds of texts can be read more efficiently.”

Here is the book Kuni mentioned in our first conversation.

短大はどこへ行く : ジェンダーと教育