Tsugaru dialect
| Tsugaru dialect | |
|---|---|
| Aomori dialect | |
| Native to | Japan |
| Region | Aomori |
Japonic
| |
| Language codes | |
| ISO 639-3 | – |
| Glottolog | tsug1237 |
The Tsugaru dialect (津軽弁, Tsugaru-ben) is a Japanese dialect spoken in western Aomori Prefecture.
Tsugaru-ben is reputed to be too divergent from standard Japanese for those who are not native speakers, to the point that even people living in the same prefecture may have trouble understanding it. In 1988, fans of the Tsugaru dialect proclaimed October 23 to be Tsugaru Dialect Day (津軽弁の日, Tsugaru-ben no hi). October 23 is the anniversary of the death of Kyōzō Takagi (ja:高木恭造), a famous poet who wrote in the Tsugaru dialect.
In Tsuruta, there is an annual summer Tsugaru-ben competition (津軽弁大会, Tsugaru-ben taikai) in which teams of foreigners create short skits or performances, usually humorous, using Tsugaru-ben. In June 2009, a short segment featuring the competition was broadcast nationally on NHK.
Examples
The words are sometimes very different from those of standard Japanese.
| English | standard Japanese | Tsugaru dialect |
|---|---|---|
| I | watashi | wa |
| you | anata | na |
| cute | kawaii | megoi |
| friend | tomodachi | keyagu |
| countryside | inaka | jago |
| but | keredo | dabatte |
| same | onaji | futozu |
| very | totemo | tage/gappa |
| cold | tsumetai | shakkoi |
| warm | atatakai | nuge |
| noisy | urusai | sashine |
| irritating | ira-irasuru | kacha-kuchane |
| money | (o-)kane | jenko |
| forehead | hitai, (o-)deko | nazugi |
| home | ie | i |
| cooked rice/meal | gohan | mama |
| to freeze (verb) | kooraseru | shimiragasu |
| frozen (adjective) | koru | shimiru |
| to eat (verb) | taberu, kuu (colloquial) | ku |
References
External links
- Template:Ja icon Tsugaru Dialect Day
- Template:Ja icon Tsugaru-ben dictionary
- Template:Ja icon Suzumeko (Aozora Bunko) - a Tsugaru-ben short novel by Osamu Dazai
- A reading of Tsugaru-ben poem in Tsugaru Dialect Day 2008 on YouTube
- A reading of Tsugaru-ben poem in Tsugaru Dialect Day 2008 on YouTube
- Talk about food in Tsugaru-ben on YouTube
- Talk of locals in Kanita Station, Aomori on YouTube
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Name Instructor Course Date Education in a Globalized World by David E. Bloom Thesis Statement Primary education has been linked with economic growth, social development, women empowerment, and better lives, every country should be encouraged to provide primary education no matter the impediments they may face.
Paragraph 1: Global consensus on Primary Education To ensure that all countries aimed at providing universal primary education for their citizens by year 2000 and the pledges they made to effect this decision.
Paragraph 2: Educational Advances This paragraph gave a chronological analysis of the progress made and accessing the progress and the challenges the members were facing in the implementation stage.
Paragraph 3: Primary Education and Economic Growth It outlines other economic benefits derived from the implementation of the primary education initiatives with financial aid being an alternative for economies that had a budget constraint.
Paragraph 4: Benefits of Primary Education on Economies
The importance of education in a country's development is crucial, and hence education should be a vital objective of all countries to ensure that they can take advantage of globalization.
Paragraph 5: Success Stories Analysis of countries that have used education as a mechanism for increasing their economic situation and enhancing the living standards of their people
Paragraph 6: Education and Sustainable Development Education is seen as the key to sustainable development and gives a comparison between Japan and India where the prior implemented primary education initiatives while the later did not making the prior more economically successful.
Paragraph 7: Benefits of Primary Education on women and girls The importance of women and girl, child education on the economy, is enormous having a return on investment of about 20%.
Paragraph 8: Non-Economic Benefits of Primary Education The paragraph emphasizes that apart from the financial benefits education also has non-educational benefits as well like cohesiveness and equitability making societies stronger.
Source Evaluation a) Authority: the text has some authority • The author is easily identifiable (David E. Bloom) • The author is the Clarence James Gamble Professor of Economics and Demography at the Harvard School of Public Health. • Evidence of author's particular expertise or knowledge in the field of education is available (Professor of Economics and Demography at the Harvard School of Public Health). b) Reliability: the text is reliable as it contains references • The text is published by a recognized / long-established / independent organization (World Economics Journal). • The text is published by a relevant organization (World Economics Journal is a reputable economics Journal) • All claims are supported by examples and references are given. c) Objectivity / Subjectivity: persuasive and factual • The argument is presented as objective (mostly formal, academic language / text structure, claims backed by examples/data/evidence) and several sources / references given for this evidence. • Overall, the language is formal / impersonal, and it depicts information acquired from various sources and is written as a summary of various researches done in the field. d) Currency: the text is not current • The text was published in autumn 2006. • The issues it discusses are not current but are relevant as not all countries have been able to achieve them. • The education field is always changing, and therefore currency is of particular importance. e) Academic Conventions: sufficient • Language is mostly formal/academic; it depicts an author who has immense expertise in the field. • Citation / references – all sources were cited, and footnotes were used in every page. f) Audience and Purpose: Sufficient • The article is directed towards the education sector stakeholders as well as governments. • The purpose of this article is to provide factual data and statistics of the benefits of endorsing universal education.
Suggested Conclusion Education is the most important investment an economy can make as it will help its population to make better decisions as well as improving its population’s ability to generate revenue. The countries with investment in primary education have experienced higher growth margins as compared to the countries without such initiatives. The return on investment on education is huge and economies should take advantage of it. This fact has been reiterated to the economies in the various series of UN declarations, programs of action, and binding covenants. All these initiatives are aimed at enabling and assisting the countries take advantage of the opportunities brought by educating their populations.
Article Summary The article gives clear and concise description of the way the decision to make primary education universal began. It goes further and provides examples of the countries that have implemented those objectives and the benefits they have accrued, as a result. Using data collected from the various examples given the article can clearly show the advantages of primary education. It achieves this by emphasizing the necessity for all countries to implement those initiatives so as they can be able to enjoy the benefits of globalization as well as improving their economies.
Statistics i. Between 1975 and 1990 The Convention on the Rights of the Child was drafted and only 2 of 195 signatories have ratified it. ii. In 1990, World Declaration on Education for All initiative was drafted and each of the 155 countries in attendance were to aim for universal completion of primary education by 2000. iii. In 2000 the Dakar World Education Forum was reaffirmed by 164 countries which declared a commitment to universal primary education by 2015. iv. 1980s and 1990s a comparison of china and India was done and China was seen to develop faster than India who had neglected primary and secondary schooling in favor of higher education. v. In developing countries, it has been estimated that each additional year of education raises earning power by well over 10 per cent. vi. Each additional year of a girl’s education increases her subsequent income by between 10 and 20 per cent. It also reduces female fertility by 10 per cent, cuts maternal mortality, and improves the health of a woman’s children. The return on investment in girls’ education is well over 20 per cent