Japan Town is very important to form a strong Japanese community. In order to be called a town, a community need to have a high sense of culture and togetherness. When people are in (DELETE "comon") (ADD "common") they'll form a town. Same thing to the Japan Town, a town with highly concentrated Japanese residents with similar cultral practics. The links below will lead you to some homepage about Japan Town.

Japanese American is a very slow growing group (DELETE "interm") (ADD "in terms") of population. Their population (DELETE "stay")(ADD "stayed") pretty stable in growth over the 50 decades. Although their population (DELETE "standing")(ADD "stands") third place among the Asians popuplation in the United States (SPACE) (source: 1990 population census). But the projection estimated that the year of 2000 census, they might fall a couple of places back. Since they are not the (DELETE "immigrantion")(ADD "immigration") group, the groups like Vietnamese and Korean might (ADD "surpass") them by the year 2000.

Individual introduction

My name is Carolyn Lin. I am a Chinese. I have been in the (DELETE "Untied") (ADD "United") States for eight years. I will be (ADD "graduating") in the summer of 1998 with a (DELETE "business") (ADD "Business")-Accounting degree. I hope I will find a fine job after I (DELETE "gradurated") (ADD "graduate"). I plan to get a CPA Certificate in five years after my (DELETE "graduration") (ADD "graduation").

Does this part have to be in your midterm project? I suggest you link to Carolyn's part where it starts "Culture and Employment."

Japanese American Culture:

In general, when people talk about Japanese Culture they think about the Tea Ceremonies, Flower Arranging, and Cherry Blossom Ceremonies, because these are typical in their culture. When Japanese immigrated to (LOWERCASE "the") United (STATES) of America, they kept such customs as a part of their (LOWERCASE "culture"). I am going to take about Japanese American behavior and values which are (DELETE "influence") (ADD "influenced") by culture. (QUOTES NEEDED)Part of their culture doesn't allow people to have the low self-esteem, and a negative self-identity (END QUOTE NEEDED) (Harry, pg.132). Although, they behave the same as worker in at their work environment, they have different behaviors at home. As (DELETE "Hrry") (ADD "Harry") put in his book, "The head of the household with all of right, duties, responsibilities and obligations of this position." The Japanese American families still have carry the masterful concept. In addition, the Japanese culture value makes Japanese American different than American culture; Japanese tend to be more "team player."(Harry, pg.134). Individual needs for Japanese are (DELETE "the") less important than group need. Most importantly, Japanese (DELETE "very") greatly depend in (DELETE "the") (ADD "a") family circle. With such values, they develop dependent personalities, which has (DELETE "benefit") (ADD "benefitted") (DELETE "to") them. (QUOTES NEEDED) Japanese Americans have been competitive in the world market because the culture encourages of the personal excellence and a conception of group loyalty (ENDQUOTE NEEDED)(Harry, pg.140). Statistically, the new generation changes their point of view, and they tend not to act as the team players. American and Japanese (DELETE "cultures") (ADD "cultures") have different (DELETE "view") (ADD "views") of norms and goals. (QUOTES NEEDED) At the present time, Japanese Americans have assimilated more to the American culture. They lost certain tradition Japanese culture, but the next generation still seeks to maintain the value of the self-consciousness and concern for others (ENDQUOTES NEEDED)(Harry, pg.141).

Carolyn, there are too many quotes stated here. You might want to paraphrase some of these in your own words. Also, you may want to use endquote numbers (see in comments in next section) instead of sourcing "(Harry)" in your text. Don't forget to add quotes.

Japanese American Employment And Economic:

Japanese Americans have a large (DELETE "proportions") (ADD "proportion") of self-employment compared to the U.S. labor force (Fugita & Brien, pg.119). In the 1980's, there (DELETE "are") (ADD "were")9.2 % U.S. labor force (DELETE "was") (ADD "who were") self-employed. If we compare this with 38.4 % of the Nisei and 19.7 % of the Sansei, Japanese Americans tend to remain economically independent. However, they are twice as much as U.S. labor force of self-employment, we (DELETE "find") (ADD "found") out that self-employment level has (DELETE "been") significantly (DELETE "drop") (ADD "dropped") in the third generation. This condition happens because the Japanese Americans get formal education, and they have more opportunities to get important positions in outside business, such as film directors, (LAYWERS IS LOWERCASED), and other professions. In 1970-80, the non self-employed Sansei have an average income of $15,000 to 20,000. Self-employed Sansei average was $20,000-30,000. Among the Nisei, the non self-employed average was $20,000-30,000 and self-employed average was $30,000-$35,000 (Fugita & Brien, pg.201). From their average income, we can understand Japanese American significantly represent the upper middle class group in the America.

I suggest you have endnote numbers after each source and at the very end of your project, have these corresponding numbers. For example, in this first sentence "Japanese Americans have a large (PROPORTION) of self-employment compared to the U.S. labor force (Fugita & Brien, pg.119)", have it like this "Japanese Americans have a large (PROPORTION) of self-employment compared to the U.S. labor force (1)." If this happens to be the first source quoted in your whole project. At the end, you should have a section, ENDNOTES and list the numbers. For example, (1) Fugita and Brien... Look up in a "how to cite sources" book for the exact format. Perhaps you can also list the statistics in a table format. It looks much effective to the reader than in text format.

Japanese Americans' Family Value and Education (DELETE "Expectation")(ADD "Expectations")

Education (DELETE "Expecdtions")(ADD "Expectations")

Japan is considered one of the most educated nations in the world. There is almost no illiteracy. A majority of the Japanese Issei (first generation) immigrants to the United States had only a few years of primary education. A number of them did not have any formal education, especially some women. But among the Nisei (second generation Japanese), there was a marked increase in scholastic achievement. They tend to have higher expectation on education compared to the Caucasians. However, among other Asian ethnic groups, the scholastic achievement has also been relatively poor compared to the Japanese Americans. Mostly, the Japanese American parents expected their children to do well in school. Most of the Issei parents encouraged their children to complete at least their high school education. Among the Nisei and Sansei a person who has not graduated from high school is a rare exception. Besides, there are some who believe that the success of the Nisei in education is due to the fact that they were discriminated against in occupational positions. The widespread belief held in the Japanese community that a person of a minority race had to have much higher qualifications than a Caucasian to get a job may have influenced their attitudes toward school work. Japanese American students have been successful in school also because of the emphasis of traditional values on education. The Issei also encouraged their children to go beyond high school into college.(Isao Horinouchi, p15)

The Japanese Americans were raised with a grounding in language and culture of their ancestors. They are being expected from their parents and teachers that they are studious, and they did have good reputation in schools and were well liked by their teachers. Many Japanese Americans entered U.S. colleges and made a good educational achievement. According to the 1970 census, 70% of Japanese males, 16 years and above, finished high school and 19% (DELETE "completd")(ADD "completed") college. These figures are well above the U.S. averages of 54% and 13%. The Japanese females, 67% (SPACE) completed hight school and 11% finished college. The U.S. females (DELETE "is") (ADD "are") 55% and 8%.(DELETE( "Japanese American children," Nomura, Kay Kimi).

When the Japanese American children first enter the elementary classroom, they bring with them the values that they have learned at home. These values were brought to the United States by the first generation immigrants who came from Japan. According to Nomura, the value that they brought were based on Confuscian virtues dealing with patterns of conduct, human relationships, and proper regulations. These values were taught to the second generation mainly through the family and community. Japanese Americans do conform more readily than Caucasians because of their concern about what others will think and the need for approval and recognition by others. Japanese Americans (DELETE "who") between (ADD "the ages of") eighteen and twenty-four (DELETE "years of age") have the highest college enrollments of any cultural subgroups, according to the 1970 U.S. Census.

Family (DELETE "Value")(ADD "Values")

Not only is there a major emphasis placed on education by Japanese Americans, but the traditional value structure "emphasizes compliance to and respect for authority, reliance on order and hierarchy." Therefore, obedience and respectfulness to authority was expected in the Japanese family, especially by parents and teachers. No matter how unreasonable or difficult a parent was, he/she must be respected. As a result, the Japanese Americans grew up in their family (DELETE "tend") to have a strong belief of obligation, since the teachings were exhortations to filial piety and respect for teachers and elders. Besides, their parents (DELETE "keep")(ADD "kept") telling them that they are Japanese, they must (DELETE "don't forgot")(ADD "not forget") their heredity. The original idea of obligation comes from the (DELETE "nation") (ADD "notion") that their parents birth them in this world or parents always give something to their children. Therefore, they (ADD "were") supposed to return something back to their parents. Obligation occupied the center of most Japanese Americans' way of thinking. As a result, children should not talk back to their parents, otherwise that would be (DELETE "consider") (ADD "considered") (DELETE "unrespect") (ADD "disrespectful") to their parents. Also, as the Japanese Americans (DELETE "rasied") (ADD "raised") in such family structure, they tend to have ingrown attitude of dependency, and not to make their own decisions until they hear opinion from others. When (DELETE "the") time passed by to the Sansei (third generation Japanese Americans), they (DELETE "are") (ADD "were") no longer forced to attend Japanese language schools as most Nisei were. Therefore, most Sansei do not speak or understand Japanese well, but the strong emphasis on the value of education is still there. (Isao Horinouchi, p52)

Also, the marriage (ADD "was") always selected by their parents since the men (DELETE "are") (ADD "were") the house head of the family who dominate the family. The sons tend to have more chances than daughters in their choice of marriage partners. As a statistics shows, most of the second generation (Japanese Americans) marry with Japanese and try to keep their cultural value because most of them taught that family tie, obligation, and bloodlines are important. However, the Sansei marriages are based on romantic love, that is, on the mutual emotional and sexual attraction of two unique individuals. From the Issei and Nisei's point of view, the Sansei marriages are are adduced as examples of "American" marriage. These have to do with the insitutions differ.

This is a very good analysis of the Japanese American of Education and Expectations. At the last paragraph of this section, you mention "as a statistic shows", where is this statistic? I think it would be good to include it in. I also think it would be better to just put a footnote at the end of the first and second paragraphs as your source citation.

I found this section to be highly unorganized. When clicking onto the "Brief History" part, there was an intro then a link to the "History of Japanese Americans". Why not put it all on one page, instead of having the reader click to the section he/she wants to get to. Also, in the second paragraph of the "History of Japanese Americans" you start to mention the immigration of some of the Japanese. Should that part be in the "Migration trends and Treatment" section?

There was an intro where it starts off as "Japanese Americans" which I thought was good which gave an overview of the "World War II" section. There was not much information on the actual relocation camps. For example, there was no mention of the temporary relocation camp in San Bruno-Tanforan Park, which used to be a horse stable for racetracks. There were very harsh conditions for many of the Japanese Americans who were there. What kinds of things did the Japanese Americans do to pass time or keep their minds away from their living conditions? I think these and other aspects of the internment camps are vital in understanding the history or identity of the Japanese Americans, which I feel was not fully covered in your presentation.

When I clicked onto this site, it contained the section of "History of Japanese Americans". This should have been in the "Brief History" section (as I said before). In the "Treatment of Japanese in America" section, there was not much information about the treatment of the Japanese in the actual camps. What were the conditions like there?

Overall, excellent presentation on WWW. I like the Japanese American flags! I did have a hard time reading the whole presentation. I felt that it (all the sections) did not flow smoothly, from one section to the next-especially from "Brief History" to "World War II and Relocation Camp" to "Migration trends and Treatment". I thought there was great use of sources from other WWW sites, however perhaps too many which seemed to overshadow the actual "work" (in your own words). Please don't forget to spell check all the text. As I said before, there was a lack of information about the relocation and/or internment camps. I also spent a lot of time correcting many grammatical and spelling errors which could have easily been avoided if a dictionary was used to spell check or simply by having all group members proof-read each other's work. Remember, this is a group project and the dictionary should be your best friend! Overall good presentation.

Overall, I think the Japanese American group gave 95% effort into their presentation of Japantown on Monday, December 1. I understand that it was quite difficult coming back from the Thanksgiving holiday and being the first group to present. There could be lots of improvement to make this presentation nearly flawless. Lets begin with content. There was essentially five parts to the presentation. First was the location of Japantown, second-the kinds of businesses, third-the cultural center, fourth-Cherry Blossom Festival, and lastly the comparison of Japantown and Chinatown. Each part was packed with information. There was one list that had the numbers of how many type of businesses there were. Perhaps it would have been better if it was produced in a graph representation, rather than a list.

I really felt this final research project should have been focused down on one part of Japantown. Perhaps focusing on just the Cherry Blossom Festival or the comparison of Chinatown and Japantown. It seemed to me that there was just too much content to follow within the presentation. Did it occur to you if you chose to do different aspects of Japantown as you did, that you did not include the Buddhist Church of San Francisco? This church is not within the confinements of the actual Japantown, but it is very near (Pine/Octavia). This church serves a great communal of Japanese Americans.

On presentation style, I think more eye contact to the audience was greatly needed. Tone and level of voice was just right. However, there was some giggling within the presentation which seemed to obstruct the seriousness of the presentation. I understand Mr. Woo and all of us classmates know one another, but you would not do this in a formal presentation in the outside world. The pronunciation of some of the Japanese words and correct use of terms need to have been used correctly. In addition, some of the transparancies were hard to read. Lastly, the conclusion was rushed. Andy could have summarized better of what they were able to accomplish during the whole research. Positive aspects to the overall presentation included the distribution of Sushi.