 A Japanese language broadcast streaming live from downtown Honolulu and available on YouTube. I'm your host Yukari Kunisue and joining me today is Ms. Maiko Ikeda and Mr. Joseph Iseri who are organizers and directors of PONO, the group protection of ocean and nature organization They are both currently in Japan We are currently in Japan I'm sure you have a chance to join us Thank you very much Thank you very much Thank you very much Which country are you in Japan now? Osaka Both of you are in Osaka Yes First of all, I think you can do a lot of work using this language Especially in the environment and the ocean of Hawaii I would like to use this language to protect nature That's how you were created Yes Yes Can you tell us about the results? Yes In fact, this activity started in a Japanese class in Hawaii University I did it to show you one of the things that students can do using Japanese Mr. Ikeda, you are a teacher now, right? Yes, I'm a professor, but I'm a student I'm a teacher So you're a student In that class, I used Japanese The class was a class with a lot of students from the Department of Civil Engineering It's a time-consuming class But over 15 students were students from the Department of Civil Engineering So we can protect nature, which students from the Department of Civil Engineering were important We did a project of the class We wanted to continue this activity We also had an application So from now on, we want to do more from the students We want to continue That's good So one of the students was Mr. Joseph? Yes, one of them We weren't in the original class We wanted to do a group like this in the next class So now Mr. Joseph is also an undergraduate student Yes, he graduated in 3 years I see So you were studying Japanese Yes, as a teacher You were studying Japanese as a teacher So you didn't study Japanese as a teacher? No, I didn't My family didn't speak Japanese at all I see Your name is Isiri, isn't it? Yes, I'm a high school student High school student? Yes, I thought I would study Japanese But when I entered the class I saw Mr. Maiko doing a project like this As a Japanese person, a native Hawaiian A Hawaiian person who has a blood blood I thought the program of protecting the local environment in Hawaii Was very good I thought this program was very good I thought it was a great idea to use what I'm studying And keep this atmosphere So I thought this program was very good So you just mentioned the blood of Hawaii Are you in Hawaii? Yes, I am. I'm a very mixed person. You're a very mixed person. Yes, I am. We'll go back to you, Maiko-sensei. You have a request from the student. What did you do as a project? What did you do at first? At first, it's not the same as it is now, but it's about using Japanese. First of all, a lot of Japanese tourists come to Hawaii. However, there are many people who don't know how to communicate with the nature of Hawaii. In order to have no knowledge, it is a bit of a bad thing to use the nature of Hawaii. So I started to use Japanese to convey appropriate information to Japanese people. I see. What did you think of the appropriate information? Well, let's start with simple things. First of all, I went to the beach with the student. I looked for a signboard for only English information. I also looked for a signboard. I also thought of a signboard that only Japanese people need. I found a signboard saying that it would be better for Japanese people to have this signboard. So I made a signboard saying that it would be better for Japanese people to have this signboard. After making this signboard, I asked Noa-san, the representative of the US, what she thought of the signboard. This is Noa-N-O-N-A-A, right? This is a group of the U.S. federal government. Did Maiko-sensei approach this? Yes. If the student had done that, I would have asked her if she could use it. I see. And the signboard said yes. There was a lot of discussion. I asked Noa-san, the government, why is it that Japanese is good? Why is it that Japanese is good for the education? I had to explain it thoroughly. I explained it in detail. I asked them to show me that they made a student from the University of Hawaii. I see. I see. I'd like to show you the example. Before that, Joseph, who went to the second class, did you have a homework for the homework? The homework for the homework is a project. In my case, it's not about the homework, it's about the Japanese version of the homework that has already been published. I see. So, you made a mistake with the homework? You wrote something weird, didn't you? There was something weird, but it was about social linguistics. So, I made a mistake with the homework, and I just checked if it was really appropriate. I looked at what was actually used more than the expression or the grammar, and made a mistake. I see. I'm talking about social linguistics now. I want you to show me the example of social linguistics. I'd like you to show me the example. If you can show some pictures here, number one. This is a signboard of the two students I introduced earlier. It's a little small, but would you be able to enlarge it here? This is the group of people in the second picture. How many people are there now? More than that. More than that. More than that. How many people are there now? About 40. 40 people. 42 or 50. Thank you. It's a big group. This is the example. Do you still feel like you're starting to make it? At this time, on the left, the old version, and the important part, there's no Japanese. I see. If you use Japanese here, it's more legal. It's going to change. Also, it's a small thing, but rather than a delicate request, you can't do it. It's one of the banned expressions. The Japanese say, this is not a ban. It's a ban. I see. It's a strict ban. It's a ban. It's not like that. It's a ban. It's a ban. I see. It's not a formal ban. That's right. When the students were in Japan, there were some labs that say that they weren't able to understand the ban. We thought that this category would help students learn one of the ban expressions. I see. You can also understand the Japanese people living in Hawaii. And when students go to Japan, you can also understand them and understand them. That's both. Let's move on to the next one. There are a few examples. Some of them are in English, some are in Japanese, and some are in other languages. Next one, please. Yes. Well, there are no old versions in Japanese. Well, you can see it in the picture, but there aren't any. So, we added Japanese. So, let's leave it at that. Japanese people have more of a quiet expression. So, like that. Do you have a real one? Yes, I do. Do you have a real one? Ah, a little bit. Ah, here it is. A little bit to the middle. You're sleeping. It's cute, isn't it? It's a little bit cute. Thank you very much. Okay, thank you. Next one. What kind of old and new thing is this? It might be a little bit small and hard to see. This is a picture of the English. Yes, this is a picture of the English. It's a picture of the English. It's a picture of the English. It's a picture of the English. I see. I don't think it's close to 40 meters. Yes, it's 45 meters inside. And Japanese people... Oh, sorry. I don't know the distance between the Japanese and the Korean. So, we know about a bus that's three times the distance. There are many people who come in by bus. That's right. Ah, it's easy to see. Yes, it's easy to see. I feel like it's a bus. That's good. I think it's easy to understand. Okay, let's look at the next one. Okay. This is also a dolphin. Yes, that's right. Originally, it was only in English, but in Japanese, it was translated into Japanese. So, as Joseph said earlier, it's not just about the analysis, but it's about the process of starting from the translation. Yes, it's about the translation, and then it's about the translation and the analysis of the Japanese expression to see if it's really correct. I see, I see. You're making it like this. It's not just about the translation. What kind of expression is the easiest to understand? After that, it's about the student's expression and the fact that it's good. After that, it's about the Japanese interview. It's really easy to understand and it's easy to understand. It's about the Japanese student's interview. It's about the Japanese student's comment and it's about the process of re-reviewing. I see. I'm getting goosebumps. I'm getting goosebumps. Let's continue with the conversation. We'll have some rest and then we'll continue with the conversation. We're going to take a short break here. We'll be right back. Stay tuned. Aloha. I'm Kili Akinna, the host of Hawaii Together on the ThinkTech Hawaii Broadcast Network. Hawaii Together deals with the problems we face in paradise and looks for solutions whether it's with the economy, the government or society. We're streamed live on ThinkTech at 2 p.m. on Mondays. I want to thank you so much for watching. We look forward to seeing you. Again, I'm Kili Akinna. Aloha. Aloha. I'm Kisha King, host of Crossroads and Learning on ThinkTech Hawaii. On Crossroads and Learning, our guests and I discuss all aspects of education here in Hawaii and throughout the country. You can join us for stimulating conversations to enrich and liven and educate. We are streamed live on ThinkTech bi-weekly at 4 p.m. on Mondays. Thanks so much for watching our show. We look forward to seeing you then. Aloha. We're back from the break. I'm Yukari Kunisei and this is Konnichiwa, Hawaii, talking with Maiko Ikeeda and Joseph Iseri. Both are from UH Student. We'll be broadcasting live on ThinkTech Hawaii's Japanese program, Konnichiwa, Hawaii. Today, we're going to talk about a group called Pono, which is a group of students in Hawaii University. We're also going to talk with Iseri. Let's get started. Let's look at the next picture. Oh, other one. I think the last one. Multi-linger sign. This is a Green Sea Turtle. Yes. Is this a sign to protect Kame-san? Yes. Well, this sign, excuse me, to translate this sign, if I just explain Japanese, it's not for everyone, it's to explain this information to everyone. In the future, the two types of Chinese and Korean will be asked by each member of Pono. If you are studying Asian language in the East, what should we do to translate this kind of translation? Let's check this in the same way. What is the most appropriate translation? I see. Chinese and Thai languages are also included in Korean. Each member of Pono will be asked and checked and not just translated. That's what we did. Yes. Well, in terms of research, for Japanese and English, for Japanese people, we are the only ones who can't keep this rule. So, it's better to add other languages. That's what we did. I see. The members of Pono are only Japanese students, but my school is Asian language school in the East, so there are Chinese and Korean students who asked to translate this translation. In that sense, it's a very good environment to study in. That's right. Especially in Hawaii, there are a lot of Korean people from East Asia, so I think we can do what we learned. That's great. Thank you. First of all, Mr. Maiko came to Hawaii in Japan, and made a conversation in Hawaii. It's easy, but why did you want to do this? I started studying abroad for the first time. Every day, it was a different culture. Every day, I had a hard time crying, but I wanted to go back to Japan where I couldn't continue studying. I had a weak feeling, but when I was in Hawaii, it was a beautiful view, and the local people were really good. It was a small heart. I got energy from the local people and I was able to continue studying in Hawaii. That's why when I started studying, I had received a lot of things but I couldn't do anything. Do you feel like you want to go back to Japan? I want to go back to Japan because I want to go back to Japan. Thank you. Thank you very much. There was a story called Homesick. Did you go back to Japan and become a Homesick? I did, but I could continue living in Japan because I wanted to go back to Hawaii. I love Hawaii and if I could, I would be able to do anything. I was born in Pono, but instead of Homesick, I didn't forget about Hawaii. You didn't forget, right? But why did you go to Japan? I received a certificate from the Ministry of Education and I was able to study for a year at the University of Kyoto. That's great. You lived in Japan and became a good student. I see. So you went back to Hawaii and between Japan and Hawaii, did you go back to Japan? I don't think it's a big difference, but I think it's great. In the future, I felt that Homesick wasn't the only thing that came out in the field and it was a social language school. I heard from people there and I learned that there is a research that connects people in the region. What are you going to do in the future? As you said, I heard that studying Japanese was an opportunity for students to go to school and study. So students didn't just go to school, but also to develop their academic skills as well. In the future, I'm just a college student, but in the future, we will continue to work with students in the real world and the high schools, high schools and high schools. We will continue to work with these students and we will have many opportunities to protect our natural environment. But in the future, we will start from the early stages. Yes, that's right. Especially in Japan and in Hawaii, there are many schools that teach in high schools. You can connect with those students. So now, we are going to create a school that teaches high schools and high schools in the real world. That's great. As a female student, in Japan, Japanese is getting better and better in Hawaii. I'm going to go back to high school in Hawaii. But in the future, what kind of skills do you want to achieve? I want to be a teacher in Japanese but that's mainly the opportunity to use Japanese. Through Japanese skills, I can change something in Hawaii. So in my high school, I started learning Japanese from high school. So I want to have a strong feeling. If you don't know Kamehameha Daio has a name. Kamehameha School is in Hawaii. If you are in Hawaii, you can go to school. I'm also in Hawaii. I'm not the only one. So when Kamehameha was in school, I started learning Japanese. In the future, do you want to go back to school and learn Japanese? Yes. The bond between Japan and Hawaii is very deep. So I want to tell the next generation about it. I want to teach them about it. I want to have more young people like this. I have one last question. Japanese people come to Hawaii as tourists. What do you have to be the most careful about? What do you look at from the perspective of the two? Yes. Even in Japan, tourists come to Hawaii. There are many problems. When we go on a trip to Japan, what should we do to make it natural? There is a proper manner so I want to learn it. That's what I want to do. Thank you. What do you think, Joseph? As a local Japanese who came to Hawaii, what kind of feeling do you want them to have? Not only Japanese tourists but also tourists. I want everyone to know about it. From my point of view, both in Hawaii and in Japan I understand both cultures. I think both cultures are important to respect each other. What do you mean? This is not about the environment, but respect the environment. I see. I want you to think about the culture of Hawaii and not just tourists. Thank you. It's time. Thank you so much for coming. We are out of time. Thank you so much for coming or actually participating from Japan. Stay tuned for more shows in Japanese. Thank you all for watching. I am Yukari Kunisui. See you next time.