The expansion, maintenance, and future of slavery as an economic system depended on these children, particularly after the close of the American trans-Atlantic trade in 1808.
The focus on enslaved children as a means to continue the economic production from chattel slavery likely intensified after the closing of the trans-Atlantic trade in 1808.
Alice felt the pressure of her slaveholder, who threatened to sell her for having a baby out of wedlock
A formal marriage between two enslaved black Americans was not recognized by the State yet having a child out of wedlock could still be used as a means to control and punish enslaved black Americans.
Brown’s mother had warned him of the inevitability of family separation when he was a young boy, nothing could prepare him for the trauma of the actual experience.
A mother communicated a certainty she knew her own child would face without any recourse to prevent it; for black mothers bringing a child into the world was a choice that bore a difficult truth: particular trauma and struggles were certain and there was little they could do to protect their children from them.
marriage was both a civil right and a religious rite afforded only to those with legal standing, enslaved people, who had no recognizable standing in society, could not make contracts of any kind.
Without legal standing and moreover the legal standing to be identified as human with certain unalienable rights, marriage for enslaved black Americans was an informal recognition, it was neither recognized by State or at a federal level.
When couples stood before clergy or other officiants, they couldn’t share the traditional, age-old promises of permanent fidelity because their vows had a built-in asterisk: “Do you take this woman or this man to be your spouse—until death or distance do you part?”
A built in asterisk of enslaved black American marriages: "until death or distance do you part"
Madison resettled in southern Ohio in the late 1830s, where he worked at his trade and owned a farm. He chose to remain in the black community.
From the 1800's to the 1900's and even some extent today, the decision to willingly pass as a white person while being in a black body (due to the one drop rule) is a choice that comes with many questions. What becomes the deciding factor between two mixed people to choose between living within the black community of the US or immersing oneself in community with white folks? Is it the freedom that one life would provide over the other? How much is one's decision affected by one's willingness to say goodbye to family, relatives, peers and friends to assimilate and pass? How much of one's desire for a specific life or occupation around the 1800's and even 1900's affect one's willingness to attempt to pass?
Hemings said his mother refused to come back, and only did so upon negotiating “extraordinary privileges” for herself and freedom for her future children.
Did she negotiate 'extraordinary privileges' for herself because her freedom wasn't something that could be offered? Or did she without the ability to possibly read or write believe it would be better to hold 'extraordinary privileges' than to live emancipated in a country that was still divided by a North with freed black folks and a South dependent on their enslaved labor?
The Thomas Jefferson Heritage Society publishes The Jefferson-Hemings Controversy: Report on the Scholars Commission, challenging the conclusions of the Thomas Jefferson Foundation and citing Jefferson’s younger brother, Randolph, as most likely to have been the father of Sally Hemings’s children.
Any other person besides Jefferson to not have to acknowledge his own actions and the ways in which it would change many a people's perception of him.
A Philosophic Cock, engraved by James Akin, 1804. This political cartoon mocked President Jefferson, the strutting rooster, with his concubine Sally Hemings (pictured as a hen)–at the same time denying her humanity and privacy.
Perhaps played a factor in Hemings not pursuing legal freedom (besides the fact it would have likely been extraordinarily difficult to obtain) was the high possibility of public ridicule, invasion of her privacy and potential physical danger from advocates of Jefferson's 'honor' or oppositely critics of Jefferson.
The power aspect of it is very real because obviously he could have sold her if he wanted to
Another aspect of the power dynamic that I didn't consider.
This is a painful and complicated American story.
I don't believe it was complicated, only difficult for certain folks to grapple with the fact one of our Founding Fathers could aid in building a nation on the basis of liberty while at the same time partake in a practice that stripped black Americans of their freedom; and also have a relationship with a 16 year old enslaved to him. That story isn't complicated, it's what occurred. Everything that happened afterwards for Hemings and her children is a complicated story but not the beginning.
Was it rape? Was there any affection? Was compliance part of her agreement with Jefferson?
Yes, whether there was affection or not, she was 14 years old when Jefferson 'pursued' her, he was more than 40 years old, held financial control (both in the States and within France, whether Hemings decided to stay in Europe or not she would have had to confront having little to no personal finances, in a country whose language she was only beginning to learn and with skills that may or may not have been useful to obtaining a job). In addition much of Hemings' family was still in Virginia and could have potentially bore consequences if Hemings had decided to remain in France instead of return. For that same reason staying in France would have also entailed never being able to return home to the States to connect and be with family. This isn't to speak of the physical difference in terms of size and strength that would have made it difficult to have Hemings desires followed or listened to unless Jefferson decided to listen to them himself.
With her story especially before being effectively freed in 1826, it would seem to me the only choice of hers that wouldn't have been marred or greatly affected by other factors was whether she would return to the States. A choice that couldn't be necessarily compelled or forced by Jefferson. Although even that decision was influenced by several other factors.
This girl who is born a slave...then lives the life of a free white woman, but it has to be a secret. She leaves her mother...and she can never come back.
And for some mixed black folks having to say goodbye to those they lived with to be able to live a more simpler and non-threatening life was worth the cost in a country where whiteness entailed complete freedom, opportunity, partiality and fewer struggles for one's children and descendants due to race.
Sally Hemings and her sons Madison and Eston are listed as free white people in the 1830 census.
Passing was an essential aspect of Hemings' and her children's' ability to live in a pre-Civil War America where freedom could be difficult to ensure and procure (even after an owner's death).
She did not negotiate for, or ever receive, legal freedom in Virginia.
Why? What reason drove her to not even attempt to negotiate her emancipation? When was it that she resolved to live and accept her life as an enslaved person?
the 16-year-old agreed to return to enslavement at Monticello in exchange for “extraordinary privileges” for herself and freedom for her unborn children.
While certain life experiences may have came earlier around Hemings' time, to be a 16 year old and have not only the understanding of the dynamic between oneself and a man more than 2 and a half decades her senior, but to also have the foresight to establish a deal to allow your future children to have emancipation (bore from said man) is extraordinarily resilient and shows what her own priorities were...to allow for her future children (who she knew would come about) to have a freedom it seems she knew she herself would likely not have.
"Among the blacks of Africa I have also seen some very beautiful women who did not have thick lips and snub noses...they had an 'aquiline nose, small mouth, coral lips, ivory teeth, large bright eyes, gentle features and a bosom and everything else of utter perfection.'" p. 17
Their beauty for white male mariners and merchants was predicated on having non-traditional African features and instead a proximity to white-European features (i.e. similar to the Goddess Venus).
"Scholar of racial difference in the early modern Atlantic world have detected a decline in the contradictions after about the mid-seventeenth century and a rise of more uniformly negative appraisals of Africa and Africans." p. 15
What lead to this shift? Did it have some connection to the need of dehumanization to condone the act of slavery in the context of the Atlantic Slave trade?
"Pieter de Marees announced in 1602, for instance: 'the women here are of a cruder nature and stronger posture than the Females in our lands in Europe.'" p. 12
The masculinization of African/black women began even around the 16th and 17th century. Its' effects still reverberate in many of our American systems today (i.e. black women and pregnancy---Serena Williams popular example).
"...they [African women] have no need of midwives, doctors, nurses and I have known [African] women go to bed over night, bring forth a child and be abroad the next day by noon." p. 12
The same type of attitude is still held on to today and brings irreputable harm to black women in medicine more broadly as well as during pregnancy. In the present we have appointed officials such as Robert F. Kennedy Jr. who even repeats extraordinarily similar rhetoric.
"Still, the women 'were excellent,' possessed of a 'beauty no Painter can express.' p. 12
The clarification should be 'no white European painter could express' because the complexions and bodies of Africans were incongruent with the complexions and forms of bodies they would have been familiar with.
It reminds me that many of the subjects and items we interact with today always use someone (or a specific group of people) as the basis of the design or insights (i.e. how medicine identifies acceptable levels of pain-tolerance often on the basis of fairer complexions or how facial recognition tends to be more accurate with fairer complexions over darker ones); these are intentional and a result of who is used as the example or placeholder for medicine, technologies and so on.
"In Jobson's view, Africans came in multiple colors: tawny [brown-orange], black and 'perfectly black'. Not only were Africans not all one people, they were not yet all black." p. 11
The collective idea of blackness and the one drop rule hadn't been established nor widely adopted around the world during the 17th and mid-18th century.
"And, in Jobson's estimation, the lighter brown skin of some Africans enhanced their beauty." p. 11
The pursuit of fairer skin, adjacency to whiteness and what would inevitably become colorism was already in effect as early as the 1600s.
"Within African imaginations, too, 'Africa' came into existence through the slave trade and colonialization." p. 9
The concept of blackness as a collective is not established until post-Atlantic Slave trade. Where thereafter there is a bundling of different cultural and regional groups not through their unique heritages (including language, culture and region) but through a somewhat shared range of darker complexions.
"European travelers to West and Central Africa helped to invent 'Africa' (and African Americans) when they purchased people who had been severed from the family relationships and the linguistic and political affiliations that gave them identities as persons." p. 9
The black diaspora and folks' broader desire to connect to a home (besides the State in which they were born to) that is unidentifiable is what has lead many folks a part of the black diaspora who are unable to know the region, country or tribe of their ancestors to instead connect to the broader continent of Africa; this broader connection to the continent rather than one specific region has lead to different cultural elements from different countries and regions of Africa resonating with black diasporic populations, such as Kwanzaa, adinkra and daishiki. All of which have origins spanning across the African continent including West, Central and Southern Africa.
The provision in this ordinance that required the creation of permanent schools was unworkable though in tiny communities that could not afford them.
The high-cost to creating permanent schools in low-density rural areas of Norway lead to the creation of ambulatory schools.
With the 1739 School Ordinance, schooling was required, even of children in the countryside beginning at the age of seven.
1739 School Ordinance required children within Norway (whether in towns, cities or the countryside) to be educated largely in the Christian doctrine, but some schools would also teach math, writing and reading.
This ordinance shouldn't be confused with the 1736 Ordinance which required all children to be taught how to read and various reading skills.
These ordinances recognized that children needed to be literate to read scriptures and to learn specific religious knowledge for Christian confirmation into adulthood.
Education particularly in reading was supported so that children and adults could be properly educated in the Christian faith.
The teaching consisted mainly of instruction in Christian doctrine. Some also taught reading, writing, and math.
Christian doctrine could possibly include restatement (i.e. "when linguistic...shifts over time hinder intelligibility or change the terms of reference [within text]" as quoted from Britannica) and ethics (i.e. understanding how teachings and understood practice in text could be applied to daily life).
a juxtaposition which is also apparent in the female monarch of his day, Queen Elizabeth
Might give perspective on why Shakespeare frequently broke expectations in relation to gender in his work.
a range of spiritual traditions such as Conjure,Hoodoo, and root working.
Three types of spiritual traditions the text explores.
Religion is, accordingly, a public and social activ-ity; magic is private, manifested in solitary, focused events, and has nochurch or sustained collective.
Noted difference between what is defined as 'magic' and that which is defined as 'religion'.
These pursuits have not and do notexist in isolation from tensions inherent to constructing histories of bond-age.
Important to keep in mind as social politics the ways in which this information is presented or provided to a wider audience. The very acknowledgement of this history becomes a point of tension and anger (similar to the 1776 Project).
the executioner, “also a black man,” began by choppingoff Neptune’s left hand with an axe.
An instance in which a white slaveowner or overseer declared a form of torture but rather than doing it themselves left it to another enslaved black man to commit harm against a person in the same situation as them. It's easy to dehumanize when you don't actively take part in the aspects that would humanize someone to you.
Neptunewas to be broken on the rack and left until dead with no “mercy stroke”or death blow to end the torture of having his arms and legs systemati-cally shattered and woven through the spokes of a wagon wheel.
What does it take to have such a "creative" mindset for torture, how twisted does your mind have to be? Does there not come a moment as you read back to yourself what you have declared, how awful it is?
Where nonrational or irrational behavior is the basis for a lobby, it would perhaps be better to turn to psychology or social psychology than to economics for a relevant theory
Evidence of Olson's beliefs about looking at a person's willingness to be a part of a demonstration through a more social psychological lens.
Rebels have everything to gain and nothing to lose by staying home.
Again the CA program assumes that people come to a logical conclusion to demonstrate (when for most issues, that is not entirely the case).
Everyone Else Stays Home. Jane still prefers to Stay Home, rather than to Demonstrate. The benefits of diversity are unavailable, regardless of whether she protests, and protest is, once again, costly.
Assumes that if only Jane protests, the demonstration will be ineffective (not always true, though generally can be).
The Cause is now powerless except for Jane, who now assumes that The Administration will provide no additional jobs for minorities. Much to her dismay, moreover, Jane must bear a personal cost that arises from the time she has spent demonstrating.
Good example is Greta Thunberg during her initial protests 2 years ago (she was the only one protesting).
challenge to the truisms of DA theories was first formalized in Mancur Olson's (1965) seminal work, The Logic of Collective Action.
Challenges the idea that people who have dissent will challenge in an active way through demonstrations.
why do individuals participate in collective dissent?
Why do people participate in collective dissent (i.e. protests. demonstrations and boycotts)? Especially when someone else might do the work for you instead.
A half century of western interference in the Middle East has evidently also created a backlash as any democratisation there ‘seems likely to produce new Islamist governments that would be much less willing to cooperate with the United States than are the current authoritarian rulers’
We should also start to ask ourselves why is it that a number of nations in the Middle East have not democratized; have they not democratized as a result of interference by the United States and Russia?
Likewise, does difference in religion Catholic & Protestant (West) vs Islam & Confucian prevent democratization? Religion within the US was used continuously to bar slaves and women from voting.
characterised by Sunshine as ‘minimal democracy’ in which at least 50% of the adult male population
Acknowledges the level of "democracy", but does not ask the question as to whether or not a state can be democratic if most of the state's denizens are unable to vote.
(If a state disenfranchises based on sex, ethnicity, race, practiced faith and so on, is it truly a democracy?)
The acceptance of Huntington’s thesis will rest on whether the reader agrees that elections are the inescapable essence of democracy, or rather if one associates democracy with ‘fuzzy norms’ such as honesty, equal participation and power, and openness (Huntington 1993: 9).
Huntington's definition of democracy is based on empirical evidence, which helps to define whether or not a country is democratic or not in a binary way (you either are or you aren't). If you define democracy through more loose terms, such as "honesty, equal participation and power", you might not find Huntington's used definition to be satisfactory.
‘institutional arrangement for arriving at political decisions in which individuals acquire the power to decide by means of a competitive struggle for the peoples vote’
Huntington utilizes a definition of democracy by author Schumpter's Democratic Method: "Individuals [politicians] arrive at political decisions by acquiring said power (to make political decisions) by competing for the peoples' vote".
‘a wave of democratisation is a group of transitions from non-democratic regimes to democratic regimes that occur within a specified period of time and that significantly outnumber transitions in the opposite direction’
A wave of democratization is a group of transitions by non-democratic regimes to democratic regimes that occur during a specified period of time, at such times these transitions outnumber those going in the opposite direction (i.e. from a democratic regime --> non-democratic regime)
私はライです。今、アメリカに住んでいますが、日本に住んだことがあります。三年前、東京にニ年間住んでいました。そして、東京の高校へ行っていました。私が行っていた高校は家からとおくて、まい日でん車で高校へ行っていたのですが、家から高校まで１時間半ぐらいかかりました。私がつかっていたでん車は、あまり人が多くなくて、たいていすわることができたから、あまり大へんではありませんでした。
I am Rai. Right now, I live in the US but I have lived in Japan. Three years ago, I was living in Japan for two years. And then, I was going to a Tokyo high school. I was going to a high school that was far from my home [in Japan] and everyday by means of train I went to my [Tokyo] high school, but from my home [in Japan] to my high school was about an hour and a half [in distance]. The train that I used, did not have a lot of people and because I was usually able to sit anywhere, it was not very tough [experience].
りょうしんによると、2000年ごろ、日本の銀行はATMも午後ごご九時ごろまでしかつかうことができなかったそうです。今は、何時でもつかうことができるそうですが、前はとてもふべんだったのですね。日本のゆうびんきょくはATMがあるのがべんりですが、今もまだATMはよる九時ごろまでしかつかうことができないそうです。
According to my parents, about in the year 2000, I heard that Japanese banks' ATMs were only able to be used until 9 PM. Right now, I heard that at anytime they are usable, but before it was very inconvenient, right? Japanese post offices are convenient, but also right now, I heard that ATMs [at post offices] still are only usable at until about 9 at night.
私は、今、アメリカに住んでいます。アメリカの銀行は五時まで開いています。土曜日も午後ごご二時まで開いています。そして、家のちかくのゆうびんきょくは午ご前八時半から午後ごご六時まで開いています。土曜日も朝九時から午後ごご一時まで開いています。私は、高校ですう学をおしえていて、朝八時から午後ごご四時まで高校でしごとをしているのですが、しごとをしてから銀行へもゆうびんきょくへも行くことができて、とてもべんりです。
Right now I live in the United States. American banks are open until 5 [PM]. Also on Saturdays they are open until 2 PM. And the post office near my house is open starting from 8:30 AM until 6 PM. Also on Saturdays starting at 9 in the morning until 1 PM [the post office] is open. I am teaching mathematics at a high school, starting at 8 in the morning until 4 PM, at the high school there exists work to do, but because there is work to do, I am able to go to the bank as well as the post office, it is very convenient.
私は、2000年から2002年まで二年間日本に住んでいました。父が名古屋なごやでしごとをしていたからです。日本の銀行は九時から三時までしか開いていませんでした。ゆうびんきょくは九時から五時まででした。土曜日は、大きいゆうびんきょくは開いていましたが、小さいゆうびんきょくは閉まっていました。
Starting from 2000 to 2002, I lived in Japan for two years. As my father, worked in Nagoya, Japan. At a Japanese bank only starting at 9 [AM?] until 3 [PM] was [the bank] open and still open. A post office starting from 9 [AM?] until 5 [PM?] [was open?]. On Saturday, a big post office was open, but a small post office was closed.
鱏手紙鱑鲄鲗鱇鲏鱑鱭鱋鱙鱛鱉鲃鱜鱤。鱏鱗鲘鱒鱬鱞鱐。鲃鱥鲯鲣鲬鱴鱚鲅鱉鱬鱜鲌鱋。鲋鱒鲇鱏鱏鱉鱬鱞鱐。日本鱳東北鲀鱔地方鱦鲀鱋1鲇新年鱰鱯鱨鱫鱐鲎鲋鱒鱑鱏鱏鱔鱫、鱤鱉鱽鲘鱬鱜鱤。東京鱴鲋鱒鱴鱺鱨鱫鱉鲃鱠鲘鱑、今年鱴鱉鱩鲇鲍鲏鱚鲅鱉鱬鱞。私鱴、鱇鱩鱉鲍鲏鱚鲅鱉方鱑好鱒鱬、時間鱑鱇鲐日鱴、鳖鳫鲯鳟鳫鱳鱦鱐鱔鲗鲰鳟鲦鳫鲨鱜鱫鱉鲃鱞。
Thank you for your letter [I appreciated it]. How are you? I believe it is still cold in Chicago? Is there also a lot of snow? Because Japan's North East[ern] region had a new year, there was a lot of snow and it was tough. Tokyo did not have snowing, but this [around this time of] year it's always cold. I like hot [weather] more than cold [weather], having time in a day, I go jogging near my studio apartment.
来週鱜鲊鱋鱴、松鲃鱩山鱐鲎高校三年生鱳弟鱑早稲田鲔鱠鱥大学鱳入学鱜鱖鲘鲗鱋鱖14鱰来鲃鱞。鱜鱖鲘鱳鱇鱭15、弟鱴東京鱳鱏鱵鱳家鱽行鱒鲃鱞。鱏鱵鱴父鱳妹鱬、鱙鱜鲊鱝鲘鱳鱜鱙鱭鱬七年間中国鱰鱉鲃鱜鱤。鱢鲑鱬、中国語鱑鱬鱒鲃鱞。今鱴家鱬中国語鲗鱏鱜鱍鱫鱉鲃鱞。鱉鱭鱘鱴中学生鱭高校生鱬、鱘鱮鲇鱳鱭鱒中国鱰鱉鱤鱐鲎、二人鲇中国語鲗話鱞鱳鱑鱭鱫鲇上手鱬鱞。私鲇弟鲇中国語鱴鱡鲘鱡鲘鱬鱒鲃鱠鲘鱑、弟鱴鱏鱵鲉鱉鱭鱘鱐鲎中国語鲗鱯鲎鱋16鱩鲇鲏鱯鱳鱬鱜鲌鱋。鱴鲐鲉鱞鲄鱰鱭鲇鱥鱦鱭中国鱽行鱔鱐鲎、鱢鱳鲃鱍鱰、鱞鱘鱜中国語鲗鱏鲁鱍鲐鱳鱬鱜鲌鱋。
Because next week, Matsuyama, my high school third year student little brother is coming to Waseda University to take the matriculation exam. After the exam, my little brother is going to our Aunt's Tokyo home. Our Aunt is are Dad's little sister, her husband's job, for 7 years has been in China. Therefore she is able to speak Chinese[?]. Right now, at her house she is teaching Chinese. Our cousins are middle school and high school students, [and] because as children [for a] moment they lived in China, the two are also very good at speaking Chinese. I and also my little brother are not at all able to speak Chinese, but because of our Uncle and cousins, I believe my little brother intends to learn Chinese. Because [during] Spring Break with a friend [my little brother] is going to China and on that front, I believe [he is] memorizing a little Chinese.
鲃鱤、鱏手紙鱐鲄鲗書鱒鲃鱞。your name鱚鲘鱳鱏手紙鱑鲄鲗鱤鱳鱜鲄鱰鱜鱫鱉鲃鱞。鱢鲑鱬鱴、鱏鱗鲘鱒鱬。
Once again I will write my letter. [Reading] your letter is enjoyable. Therefore, I hope you are okay.
2/10 Niimi Dai
鲇鱋鱞鱕鳈鳤鳫鲷鲜鳫鲿鱅鱬鱞。東京鱴、鱇鱐17鱭鱜鲒18鱳鳇鱅鳀鱳鲿鲮鲜鳫鱳鳕鲱鲷鱅鱑鱏鱏鱔鱯鲏鲃鱜鱤。鲾鳤鳋鲇一日中鲹鳟鲫鳤鱅鳀鱳鲫鳖鱅鲯鳛鳣鱬鱞。日本鱬鱴鳈鳤鳫鲷鲜鳫鲿鱅鱰女鱳人鱑好鱒鱯男鱳人鱰鲹鳟鲫鳤鱅鳀鱳鳏鳤鲴鳫鳀鲗鱜鲃鱞。鱢鱳鲹鳟鲫鳤鱅鳀鲗「本命鲆鱉鲹鳟鲫」鱭鱉鱉鲃鱞。鲀鱐鱳鲹鳟鲫鳤鱅鳀鲗、鲃鱍鱴「義理鱓鲏19鲹鳟鲫」鱭鱉鱨鱫鱉鲃鱜鱤鱑、鱚鱉鱒鲘20鱴、「鱏礼鲑鱉21鲹鳟鲫」鱭鲇鱉鱨鱫鱉鲃鱞。本命鲆鱉鲹鳟鲫鱭鱏礼鲑鱉鲹鳟鲫鱳鲀鱐鱰鲇、今鱴鱉鲒鱉鲒鱯鳈鳤鳫鲷鲜鳫鲿鱅鱳鲹鳟鲫鳤鱅鳀鱑鱇鲏鲃鱞。「鱭鲇鲹鳟鲫」鲉「鳖鲜鲹鳟鲫」「鳍鲙鳗鲹鳟鲫」鱯鱮鱑鱇鲏鲃鱞。鱮鲘鱯鲹鳟鲫鳤鱅鳀鱬鱜鲌鱋鱐。鲔鱐鲏鲃鱞鱐。your name鱚鲘鱳国鱬鱴、鳈鳤鳫鲷鲜鳫鲿鱅鱰何鲗鱜鲃鱞鱐。
It is soon already [going to be] Valentines Day. Tokyo started to have a lot of red and white heart design postercards. Also TVs throughout the day are having chocolate commercials. In Japan on Valentines Day, boys that girls like give chocolate presents. Other chocolates, in front (as an obligation), but lately (a feeling of thanks) exists. The likely winner chocolate and the feeling of thanks chocolate is also others, right now various Valentines Day chocolates exist. I believe there are [all] kinds of chocolate [where you are]? Am understanding [correctly]? What are you doing for Valentines Day in your country Pages?
日本鱳大学鱳鱴鲐鲉鱞鲄鱴長鱉鱐鲎、鱴鲐鲉鱞鲄鱰外鱑鱉国8鱽旅鲏鲌行鱞鲐鱭鲇鱥鱦鲇鱉鲃鱞。鲃鱍手紙鱑鲄鱰書鱒鲃鱜鱤鱑、私鲇３月鱰鳍鳡鳫鲱鱽旅鲏鲌行鱞鲐鱩鲇鲏鱬鱜鱤。鱬鲇、鲉鲆鲃鱜鱤9。鲇鱨鱭10鱏金鲗鱤鲆鱫11、鱯鱩鲉鱞鲄鱰鳍鳡鳫鲱鱰語学留学鲗鱜鲃鱞。留学鱳方鱑旅鲏鲌行鲍鲏長鱔鳍鳡鳫鲱鱰鱉鲐鱘鱭鱑鱬鱒鱫、鳍鳡鳫鲱語鲉鳍鳡鳫鲱鱳鱘鱭鱑鱤鱔鱚鲘鱾鲘鱒鲌鱋鱬鱒鲐鱐鲎鱬鱞。鳓鱅鳘鲱鲾鲜鲗鱞鲐鱐鲎、会話鲗鱤鱔鱚鲘鲑鲘鱜鲊鱋鱜鱫、鳍鳡鳫鲱鱳人鱳生鱐鱩鲗見鲐鱘鱭鱑鱬鱒鲃鱞。今年鱳鱯鱩鱴、鳍鳡鳫鲱語鲗鱤鱔鱚鲘鱾鲘鱒鲌鱋鱜鱫、鱸鱝鲊鱩鱐鲘鱽行鱨鱫、鲋鱋鲆鱉鱯12鱍鲗鱤鱔鱚鲘見鲐鱩鲇鲏鱬鱞。鱢鲑鱬、私鱴、鱘鱳鱴鲐鲉鱞鲄鱴鱮鱘鱽鲇行鱐鱯鱉鱬13、鲚鳣鳈鲜鳀鲗鱜鱫鱉鲃鱞。your name鱚鲘鱳鱴鲐鲉鱞鲄鱴鱉鱩鱬鱞鱐。鱴鲐鲉鱞鲄鱰鱮鱘鱐鱽行鱒鲃鱞鱐。
Because Japanese university Spring Breaks are long, [during] Spring Break I am traveling to a foreign country with a friend. I have written the front of my letter, but also starting March, I intend to travel to France. But I quitted [that plan]. I need to save up more money, [so that during] Summer Break in France I do a language foreign student study/exchange. Studying abroad I am able to be in France for longer than [merely] traveling, because then I am able to do the French language and a lot of France study. Because I am doing a homestay, I will practice conversation [in French] a lot and then I will be able to observe the French people's lifestyle. Summer of this year, I will study French a lot and then I will go to an art museum [in France] and then I intend to observe a lot of well-known paintings. Therefore, this Spring Break I am not going anywhere, [instead] I will do my part-time job. When is your Spring Break Pages? Are you going somewhere [during] Spring Break?
私鱴、先週鱜鲊鱋期末鱒鲃鱩鱜鱖鲘鱑鱏鲔鱨鱫、鱴鲐鲉鱞鲄鱰入鲏鲃鱜鱤。今年鱴、鱜鱖鲘鲍鲏鳤鳕鱅鳀鱑鱏鱏鱔鱫、大鱽鲘鱬鱜鱤鱑、鱡鲘鱻2鱏鲔鲏鲃鱜鱤。今鱴、毎鲃鱉日鲚鳣鳈鲜鳀鲗鱜鱫鱉鲃鱞。鱬鲇、鲇鱋家庭鱫鱉教鱒鲌鱋師鱜3鱳鲚鳣鳈鲜鳀鱴鱜鱫鱉鲃鱠鲘。今週鱜鲊鱋鱐鲎吉祥寺鱒鱦鱝鲌鱋鱝鱍鱒鱳鱢鱵鱳塾鱝鲊鱔4鱬中学生鱰国鱘鱔語5鱭社鱜鲈会6鲗鱏鱜鱍鱫鱉鲃鱞。A)4月鲃鱬月曜日鱐鲎土曜日鱳毎鲃鱉日、４時間鱏鱜鱍鲐鱩鲇鲏鱬鱞。鱏鱜鱍鲐鱳鱴鲅鱟鱐鱜鱉鱬鱞鱑、塾鱝鲊鱔鱽来鲐中学生鱴鲍鱔鱾鲘鱒鲌鱋鱞鲐鱐鲎、鱭鱫鲇鱤鱳鱜鱉鱬鱞。時給鱒鲊鱋鲇5000円鱬、鱭鱫鲇鱉鱉鱬鱞。鱢鲑鱰、鳖鳫鲯鳟鳫鱐鲎鱢鱳塾鱝鲊鱔鲃鱬鱝鱫鲘車鱬15分鱬、電鱬鲘車鱬行鱨鱫鱉鱤7鲃鱍鱳家庭鱫鱉教鱒鲌鱋師鱜鱳鲚鳣鳈鲜鳀鲍鲏鱟鱨鱭鱾鲘鲏鱬鱞。your name鱚鲘鲇何鱐鲚鳣鳈鲜鳀鲗鱜鱫鱉鲃鱞鱐
I finished my last end of term exams and have entered Spring Break. This year, the exams were more tough and a lot [in comparison] to reports, but I finished all of them. Right now, everyday I do my part-time job. But, I already do not do a tutoring part-time job. Starting this week near a Kichijoji Station cram school, I am teaching Japanese language literary study and social studies to junior high students. Until April from Mondays to Saturdays everyday, I intend to teach for 4 hours. Teaching is difficult, but because the junior high students come to the cram school often to study, it is very enjoyable. My hourly wage is also 5000 yen, [and as such] is very good. Moreover, from my studio apartment to that cram school [I work at], going by bike is 15 minutes and then going by train to the front of my tutoring part-time job is throughout [quite] convenient. Pages are you also doing something [as a] part-time job?
4. 石川鱚鲘鱴鲦鲷鱅鲗鱷鱔鱳鱑上手鱬鱞。
4) Ms. Ishikawa is good at playing the guitar.
1.私鱴鲱鲥鱅（鲗鱞鲐鱳）鱑好鱒鱬鱞。
1) I like skiing.
2.鳜鳫鲨鱚鲘鱴日本料鲏鲌鱋理鲏鱑鱒鲎鱉鱬鱞。→日本料理鱑好鱒鱬鱴鱇鲏鲃鱠鲘。
2) Mr. Young hates Japanese cuisine. → [He] does not like Japanese cuisine.
3. 山田鱥鱚鲘鱴鲏鲌鱋鲏鱑鱭鱫鲇上手鱬鱞。
3) Ms. Yamada is very good at cooking.
4. 川田鱚鲘鱴鱋鱤鱑下手鱬鱞。→鱋鱤鱑上手鱬鱴鱇鲏鲃鱠鲘。
4) Mr. Kawada is not bad at singing. → [He] is not good at singing.
5. 私鱴読書（= 本鲗読鲅鱳）鱑大好鱒鱬鱞（= 鱭鱫鲇好鱒鱬鱞）。
5) I very much like reading.
1. 私鱴、日本語鲗話鱞鱳鱴鱭鱔鱉鱬鱞鱑、書鱔鱳鱴苦鱰鱑手鱬鱞。
1) I am good at speaking Japanese [stated as subjective], but I am weak at writing [in Japanese].
2. 中山鱚鲘鱴鲣鳡鲢鲩鱬（鱋鱤鲗）鱋鱤鱋鱳鱑好鱒鱬鱴鱇鲏鲃鱠鲘。
2) Ms. Nakayama does not like singing karaoke.
3. 私鱴、鳈鲱鲩鲻鳀鳔鱅鳣鲗鱞鲐鱳鲇見鲐鱳鲇好鱒鱬鱞。
3) I like playing and also watching basketball.
鲥鳛鳫鳉鲱鱬先生鲉鱭鲇鱥鱦鱰会鱋鱘鱭鱑鱬鱒鱫、鲍鱐鱨鱤鱬鱞。
8) On campus, the teachers were able to meet with my friends, I was relieved.
鲫鱅鳊鱅鲚鳧鱅鱬日本鱳人鱭日本語鱬鱴鱯鱞鱘鱭鱑鱬鱒鱫、鱭鱫鲇鱉鱉鲑鲘鱜鲊鱋鱰鱯鲏鲃鱜鱤。
7) At Coffee Hour, the Japanese were able to speak Japanese, it became very good practice.
姉鱭兄鱑鱉鱫、家鱑鱭鱫鲇鱰鱓鲉鱐鱬鱜鱤鱑、姉鲇兄鲇東京鱳鲚鳉鱅鳀鱽帰鱨鱫、家鱳中鱑鱭鱫鲇鱜鱟鱐鱰鱯鲏鲃鱜鱤。
6) I have an older sister and brother, our home was very lively [as a result], my older sister and brother returned to their Tokyo apartment, inside the house, it became very quiet.
鱫鲘鱒鱑鲔鲐鱔鱯鱨鱫、鱢鱭鱑鱭鱫鲇暗鱔鱯鲏鲃鱜鱤。
5) The weather was bad and outside it became very dark.
鱇鲆鱑鱺鱨鱫、鱞鱘鱜鱚鲅鱔鱯鲏鲃鱜鱤。
4) It was raining and it became a little cold.
土曜日鱳鲍鲐、鱭鲇鱥鱦鱭鲣鳡鲢鲩鳔鲻鲧鲱鱽行鱨鱫、日本鱳鱋鱤鲗鱋鱤鱉鲃鱜鱤。
3) On Saturday night, with friends I went to a karaoke place and we sang [some] Japanese songs.
2.鱤鱉鱫鱉、鲍鲐鱴、十時鱙鲒鲃鱬鱾鲘鱒鲌鱋鲗鱜鱫、鱏鲘鱑鱔鲗鱒鱉鱫、本鲗鲍鲘鱬鱲鲃鱞。
2) Usually, until around 10 [PM] I study, listen to [some] music and read a book, then I go to bed.
1.鱉鱩鲇、鱇鱚六時鱰鱏鱒鱫、鱇鱚鱙鱴鲘鲗食鱾鱫、鱜鲘鱻鲘鲗鲍鲘鱬大学鱽行鱒鲃鱞。
1) Always, 6 [AM] in the morning I get up, then eat breakfast and then read the newspaper and go to the university.
三時に古川さんといっしょにカフェテリアへコーヒーを飲みに行きました。カフェテリアはあまり人がいなくて、しずかでした。そして、三時四十五分までカフェテリアで古川さんとはなしました。それから、私はりょうへ帰って、弟とオンラインでゲームをしてから、コンピューターのクラスのテストのべんきょうをしました。
At 3 [PM] together with Furukawa we went to the cafeteria and drank [some] coffee. The cafeteria did not have very many people [in it], it was quiet. And then, until 3:45 [PM] at the cafeteria I spoke with Furukawa. After that, I returned to my dorm, [and] because I played [some] games, online with my younger brother, I studied for my Computer [Science] class's test.
昨日は日曜日でしたが、私は一時に大学のとしょかんへ行って、べんきょうしました。私は、たいてい土曜日はあそびますが、日曜日はごごから大学のとしょかんでべんきょうしています。昨日は、としょかんにともだちの古川さんがいました。私は古川さんのとなりで二時半ぐらいまで日本語のクラスのしゅくだいをしました。古川さんにはしゅくだいのことは何もききませんでした。
Yesterday was Sunday, [where] at 1 [PM] I went to the university's library, [and] studied. Usually on Saturdays I play around, but on Sundays starting in the afternoon at the university library I study. Yesterday, in the library my friend Furukawa was there. Next to Furukawa until 2:30 [PM] I did my Japanese class homework. Furukawa did not hear anything [about] homework[?].
私のなまえはヤングです。カリフォルニアのサンノゼから来ました。今、大学三年ねん生で、大学のりょうで生かつしています。父はアメリカ人で、母は日本人です。父は、家のちかくの中学校ですう学をおしえています。母は、ダウンタウンの銀ぎん行でしごとをしています。私は、三人兄弟で、兄が一人と弟が一人います。兄は、今、東京の高校で英語をおしえています。弟は、まだ高校生で、りょうしんといっしょに家にいます。
My name is Yang. I came from San Jose, California. Right now, I am university 3rd year student at the university's dorms, this is my lifestyle. My father is American and my mother Japanese. My father's house is near a middle school, [where] he teaches mathematics. My mother does work at a downtown bank [in San Jose]. I have three siblings [including myself], one older brother and one younger brother. My older brother, right now at a Tokyo high school is teaching English. My younger brother, is still a high school student and is together with [our] parents at home.
Ferreira Furtado reminds us thatsocial influence, public perception, and the ability to mobilize powerful peopleand their structures for one’s own ends are also defining aspects of Chica daSilva’s legacy and, I argue, the legacies of even free African-descended womenslave owners who lived comparatively modest lives.
Beyond owning slaves for more labor based reasons, it also acted as a tool to influence those in power (particularly in relation to free African descent women)?
But this manumission case is remarkable for tworeasons: Polonia de Ribas was a wealthy freemulataand Gerónimo de Yralawas her brother.
Why enslave your family? Especially if you were once a slave yourself?
私鱴鳖鳫鲯鳟鳫鱬一人鱕鲎鱜27鱬鱞鱑、鲥鲻鲹鳫鱑鱭鱫鲇鱠鲃鱔鱫鱺鱾鲘鱥鱐鲎、鲏鲌鱋鲏鱴鱇鲃鲏鱜鲃鱠鲘。私鱳鳖鳫鲯鳟鳫鱴三鷹鲄鱤鱐駅鱍鱒鱳鱦鱐鱔鱰鱇鲏鲃鱞。駅鱍鱒鱳鱢鱵鱰鱴鳤鲱鳀鳡鳫鲉鳍鲙鱅鲱鳀鳍鱅鳁鱳鲄鱠鱑鱤鱔鱚鲘鱇鲏鲃鱞。鱢鲑鱰、鳖鳫鲯鳟鳫鱐鲎鲫鳫鳋鳃鲃鱬鱇鲐鱉鱫三分鱬鱞。私鱴鲍鱔鱢鱳鲫鳫鳋鳃鱬鱏鱾鲘鱭鱋29鲗買鱉鲃鱞。鲫鳫鳋鳃鱳鱏鱾鲘鱭鱋鱴安鱔鱫、鱏鱉鱜鱉鱬鱞。私鱴鱢鱘鱳鲉鱒鱰鱔29鱾鲘鱭鱋鲉鲫鳥鲻鲩30鱾鲘鱭鱋鲗鲍鱔買鱉鲃鱞。your name鱚鲘鱳大学鲉鲚鳉鱅鳀鱳鱢鱵鱰鲇鲫鳫鳋鳃鱑鱇鲏鲃鱞鱐。your name鱚鲘鲇鱢鱘鱬鱏鱾鲘鱭鱋鲗買鱉鲃鱞鱐。
At my studio apartment is one person, but because the kitchen is very narrow and inconvenient, I don't do very much cooking. My studio apartment is near Mitaka Station. Beside the station are a lot of restaurants and fast food shops among other things. Moreover, from my studio apartment to the convenience store, it is a 3 minute walk. I often at that convenience store buy bento [lunch boxes]. The convenience store bento [boxes] are cheap and delicious! I often buy that Yakiniku bento and Croquette bento [boxes] among others. Pages beside your university and apartment are there also [any] convenience stores? Do you also buy bento [boxes] at that place [where you shop]?
私鱴1月25日鱐鲎期末鱒鲃鱩鱜鱖鲘鱬、2月2日鱐鲎鱴鲐休鲄鱬鱞。日本鱳大学鱴、鱤鱉鱫鱉4月鱐鲎2月鲃鱬鱬鱞。早稲田鲔鱠鱥大学鱴、4月鱐鲎7月鱳鱏鲔鲏23鲃鱬鱑鱴鲐学期鱒24鱬、9月鱳鱏鲔鲏鱐鲎2月鱳鱴鱝鲆25鲃鱬鱑鱇鱒学期鱬鱞。3月鱰鱢鱩鱓鲌鱋鱜鱒26鱑鱇鲏鲃鱞。鱘鱳鱜鱖鲘鱰鱴鱇鱒学期鱳鲧鳡鲱鱳鱯鱉鲍鱋27鱑鱬鲃鱞。鱢鲑鱬、鱜鱖鲘鱳鱾鲘鱒鲌鱋鱴鱭鱫鲇鱤鱉鱽鲘鱬鱞。鱬鲇、鱜鱖鲘鱳鱇鱭28鱴4月鲃鱬鲧鳡鲱鱑鱇鲏鲃鱠鲘。your name鱚鲘鱳今学期鱒鱳鲧鳡鲱鱴鱮鱋鱬鱞鱐。鱜鱖鲘鲉鳤鳕鱅鳀鱑鱤鱔鱚鲘鱇鲏鲃鱞鱐。
My end of quarter exams start January 25th and Spring break begins February 2nd. Japanese universities usually start in April and end [the following] February. Waseda University starts in April and ends [toward] the end of July, but Spring quarter starts at the end of September until the beginning of March. In March are the graduation ceremonies. This exam will include this academic quarter's classes content. Therefore, studying of the exam is very tough. But after [these] examinations, until April there are no classes. Pages, how is this academic quarter's classes? Are there lots of exams, reports and other things [to complete]?
鱢鲑鱰、絵鱍鲗鱐鱔鱳18鱑鱭鱫鲇鱝鲌鱋鱟19鱬鱞。2月鱰鱴大学入試鱜鱬東京鱭鱋鱒鲌鱋鱽来鲃鱞。早稲鲔鱠田大学鱭東京鱭鱋鱒鲌鱋芸鱗鱉術鱝鲊鱩20大学鲗鱋鱖鲃鱞21。your name鱚鲘鱳鱺鲋鲉鱞鲄鱴鱮鱋鱬鱜鱤鱐。
Moreover, [my younger brother] is very good at painting. In February he will come to Tokyo for university entrance exams. [For] Waseda University and Tokyo Art University he will take [their exams]. Pages, how was your winter break?
鱢鲑鱐鲎、鲱鲣鲜鲼鳢鱅鲉東京鱭鱋鱒鲌鱋鲷鳧鱅鱽行鱒鲃鱜鱤。鱴鱔鱻鱩鱐鲘13鱽鲇行鱒鲃鱜鱤。
After that, [we] had gone to the Sky Tree and Tokyo Tower among other things. [We] also went to a museum.
鱢鲑鱬、正月鱜鲌鱋鱑鱩8鱰鱭鲇鱥鱦鱭、鱭鱋鱒鲌鱋鱳鱉鲒鱉鲒鱯9鱭鱘鲒10鱽行鱒鲃鱜鱤。明治神宮鲆鱉鱝鱝鲘鱕鱋11鱽初詣鱴鱩鲇鱋鱬12鱰行鱒鲃鱜鱤。
Therefore, [during] the first three days, my friends and I had gone to various places of Tokyo. [We also] had gone to Meiji Shrine [in] the first three days of the new year.
鱢鲑鱬、鳤鲱鳀鳡鳫鱰人鱑鱇鲃鲏来鲃鱠鲘鱬鱜鱤。鱬鲇、鱏金鱴鱞鱘鱜鱤鲃鲏鲃鱜鱤4。鳓鲾鳣鱳鳤鲱鳀鳡鳫鱳鲚鳣鳈鲜鳀鱴鱏金鱑鱉鱉鱳鱬鱞。
Therefore, the restaurant did not have very many people come. But I accumulated a little [bit of] money. [My] hotel restaurant part-time job has money, but it was [only] okay.
鱢鲑鱬鱴、今鱘年鱭鱜鲇鱮鱋鱣鲍鲒鱜鱔鱏鱲鱑鱉鱜鲃鱞。鱏鱗鲘鱒鱬。1月20日新見鱰鱉鲄大
Well then, this year [I hope] will please treat me kindly. Energetic...
January 20th - Dai Niiimi
11日鱴、日本鱴成鱠鱉人22鱳日鱷鱬鱜鱤。鱉鱩鲇成鱠鱉人鱳日鱰鱴、鱉鲒鱉鲒鱯鲃鱦鱬成人鱳日鱳鲜鳑鳫鳀鱑鱇鲏鲃鱞鱑、今年鱘鱭鱜鱴、鲫鳥鳂鱬、鱇鲃鲏鱇鲏鲃鱠鲘鱬鱜鱤。私鱳鲃鱦、鲃鱩山鲇成鱠鱉人鱳日鱳鲜鳑鳫鳀鱴鱯鱔鱯鲏鲃鱜鱤。鱭鱫鲇鱛鲘鱲鲘鱬鱞。鱬鲇、鱯鱩鲉鱞鲄鱰鲜鳑鳫鳀鱑鱇鲐鱬鱜鲌鱋。
11 days ago, in Japan was Coming of Age day. Always for Coming of Age day there are events in various cities, this year, as a result of corona, there were not very many. My city and also Matsuyama's Coming of Age day event did not occur. I am very disappointed. But, I believe summer break will have an event.
高校三年鱲鲘生鱳鱏鱭鱋鱭鱴、鱺鲋鲉鱞鲄鲇毎鲃鱉日鱇鱚鱐鲎晩鲃鱬家鱬鱾鲘鱒鲌鱋鱬鱜鱤。鱏鱭鱋鱭鱴鱇鱤鲃鱑鱉鱉鱬鱞。
My younger brother is a third-year high school student, [who] also [during] winter break, everyday, from the morning to evening at [our] house studied. My younger brother has a mind [that is] great.
鱮鱘鲇人鱑鱤鱔鱚鲘鱉鲃鱜鱤鱑、鱭鱫鲇鱤鱳鱜鱐鱨鱤14鱬鱞。鱢鱋鱢鱋15、私鱴、明治神宮鲆鱉鱝鱝鲘鱕鱋鱬鱏鱭鱋鱭16鱰鱏鲃鲇鲏17鲗買鱉鲃鱜鱤。
Everywhere there were a lot of people, but it was very enjoyable. Now I remember, at Meiji Shrine, my younger bought a good luck charm.
鱢鱜鱫、鱜鱻鲉鱬買鱉鲇鱳鲗鱜鲃鱜鱤。私鱴何鲇買鱉鲃鱠鲘鱬鱜鱤鱑、鱭鲇鱥鱦鱴鲱鲥鱅鱳鲬鱅鲨鳣鲗買鱉鲃鱜鱤。鱭鱫鲇安鱐鱨鱤鱐鲎鱬鱞。
And then, [we] went shopping in Shibuya. I did not buy anything, but my friends bought ski goggles. Because [the goggles] were very cheap.
鱭鲇鱥鱦鲇鱾鲘鱒鲌鱋鲉鲚鳣鳈鲜鳀鱬時間鱑鱯鱉鱐鲎、鱇鲃鲏東京鱭鱋鱒鲌鱋鱰来鲐鱘鱭鱑鱬鱒鲃鱠鲘。
Because my friends did not have time as a result of study and part-time jobs among other things, they are not able to come to Tokyo [very much].
1日鱳鲍鲐鱐鲎3日鱳鱇鱚鲃鱬鱴、鲃鱩山鱳高校鱘鱋鱳鱭鲇鱥鱦鱑二人鱺鱤鲏鱇鱢鱸鱰来鲃鱜鱤。鱭鲇鱥鱦鱴、鲃鱩山鱳大学鱳学生鱬鱞。
Starting the night of the 1st day until the morning of the 3rd day, two friends from Matsuyama High School came to hang out. [These] friends are [now] Matsuyama University students,
鱢鲑鱬、私鱴鳖鳫鲯鳟鳫鱳鱽鲉鱬鱷鱭鲏鱬鳋鱅鳣鲗飲鲄鲃鱜鱤。鱩鲆鱤鱔鱫、鱏鱉鱜鱐鱨鱤鱬鱞。
Therefore, at my studio apartment room, I drank beer by myself. It was cold and delicious.
鱉鱩鲇12月鱴鲭鱅鲧鳣鱳忘年鲁鱋鱲鲘会5鱑鱇鲐鱳鱬鱞鱑、今年鱘鱭鱜6鱴、鲫鳥鳂鱬、鱇鲏鲃鱠鲘鱬鱜鱤。
Always [in] December there is a club end of year celebration, but this year as a result of corona it did not exist [or occur]."
忘年会鱬鱭鲇鱥鱦鱭鳋鱅鳣鲗飲鲅鱩鲇鲏鱬鱜鱤鱑、飲鲅鱘鱭鱑鱬鱒鲃鱠鲘鱬鱜鱤。（私鱴12月20日鱰20才鱴鱤鱦7鱰鱯鲏鲃鱜鱤。日本鱬鱴20才鱴鱤鱦鱐鲎鱏鱚鱖鲗飲鲅鱘鱭鱑鱬鱒鲃鱞。）
I intended to drink beer with [my] friends at the end of year party, but I was not able to drink [with them]. (On December 20th, I became 20 years old. Starting at 20 years old I am able to drink sake in Japan.)
鱇鱚鱐鲎鲚鳣鳈鲜鳀鲗鱞鲐鱩鲇鲏鱬鱜鱤鱑、鱬鱒鲃鱠鲘鱬鱜鱤。鱭鱋鱒鲌鱋鱴、12月鱳中鱙鲒鱐鲎鲫鳥鳂鱰感染鱐鲘鱠鲘鱞鲐3人鱑鱏鱏鱔鱯鲏鲃鱜鱤。
[I] wanted to start doing my part-time job in the mornings, but was not able to. Tokyo in December started to [have] COVID-19 infect people, but did not become too many.
水曜日鱴鲚鳣鳈鲜鳀鱑鲉鱞鲄鱬鱜鱤鱑、鲀鱐2鱳日鱴、毎鲃鱉日鱙鱙4時鱐鲎鲍鲐9時鲃鱬鲚鳣鳈鲜鳀鲗鱜鲃鱜鱤。
Wednesdays were my breaks from my part-time job, other days, everyday from 4 PM to 9 at night I did my part-time job.
6日鱐鲎鲧鳡鲱鱬鱞鱑、鲃鱥私鱳鲧鳡鲱鱴鲢鳫鳡鲜鳫鱬鱞。私鱴、鱺鲋鲉鱞鲄鱰鱭鱋鱒鲌鱋鱳鳓鲾鳣鱳鳤鲱鳀鳡鳫鱬鳓鱅鳣鲱鲷鲻鳍鱳鲚鳣鳈鲜鳀鲗鱜鲃鱜鱤。
Starting the 6th [of January] are classes, but yet again my classes are online. [During] winter break, at a Tokyo hotel restaurant I did my hall staff part-time job.
鲯鲣鲬鱴鱚鲅鱉鱬鱜鲌鱋。鲋鱒鲇鱺鱨鱫鱉鲃鱞鱐。私鱴鱗鲘鱒鱬鱞。私鱳大学鱴1月5日鲃鱬鱺鲋鲉鱞鲄鱬鱜鱤。
Chicago is cold I believe. Is there also snow [as well]? I'm energetic! My university's winter break was until January 5th.
5.昨日鱴鱭鱯鲏鱳鱽鲉鱳人鱑、鱇鲃鲏鱋鲐鱚鱔鱯鱐鱨鱤鱐鲎、鲍鲐、鱤鱔鱚鲘新鱜鱉鱤鲘語鲗鱏鲁鱍鲐鱘鱭鱑鱬鱒鲃鱜鱤。
Because yesterday near my room it was not very noisy, at night, I was able to memorize a lot of new vocabulary.
*(となりのへやの人は何ですか?）
4.鱽鲉鱑鱇鲃鲏広鱔鱯鱐鱨鱤鱐鲎、鱇鱳鲚鳉鱅鳀鱴鱐鲏鲃鱠鲘鱬鱜鱤。
Because that [apartment's] rooms were not spacious, I did not rent that apartment over there.
3.高鱐鱨鱤鱐鲎、新鱜鱉鲫鳫鳌鳝鱅鲷鱅鱴買鱉鲃鱠鲘鱬鱜鱤。
Because it was expensive, I did not buy a new computer.
2.鱺鱾鲘鱥鱐鲎、鱇鱳鲚鳉鱅鳀鱴鱐鲏鲃鱠鲘鱬鱜鱤。
Because it was inconvenient, I did not rent that apartment over there.
1.A: 鱮鱋鱜鱫食鱾鱯鱉鲘鱬鱞鱐。B: a) 鱇鲃鲏鱏鱉鱜鱔鱯鱉鲘鱬鱞。b) 鱏鱯鱐鱑鱉鱨鱶鱉鱯鲘鱬鱞。c) 鱦鲌鱨鱭鱏鱯鱐鱑鱉鱤鱉鲘鱬鱞。
A: Why is it the case you have not eaten?
B1) It is the case that it is not very delicious.
B2) It is the case that my stomach is full.
B3) It is the case that my stomach is in a little pain.
そして、よるは、一人ひとりでとしょかんでレポートをかくつもりです。今晩は、三時間ぐらいしかねることができないでしょう。がんばります。
And after that, at night, by myself I intend to write my report at the library. It is likely that this evening I can only sleep for approximately three hours. I will give it my best.
今日は、ごご二時間ぐらいりょうで中国ごく語をふくしゅうするつもりです。晩ごはんの時間は、中国ごく人のルームメートと会話わのれんしゅうをするつもりです。
Today for approximately two hours, I intend to review Chinese at my dorm. [During] meal time, with my Chinese roommate, I intend to practice greetings [?].
私は、たいてい、ごごジムへうんどうをしに行きますが、今日はジムへは行かないつもりです。
I usually go to the gym to exercise in the afternoon, but today I don't intend to go to the gym.
明日は、中国ごく語の中間しけんがあります。それから、ジャーナリズムのクラスのレポートもあります。
Tomorrow, I have a Chinese language midterm exam. And after that I also have a Journalism class report.
ルームメートも、いつも、たくさんべんきょうします。
My roommate also always studies a lot.
中国ごく語をはなすのは、とてもむずかしいです。私のルームメートのクラスも大へんだそうです。
Speaking Chinese is very difficult. I also heard that my roommate's class is tough [too].
かんじをかくことができます。よむこともできます。でも、中国ごく語をはなすことはできません。
I can write kanji. I can read [Chinese kanji]. But I can't speak the Chinese language.
すう学と中国ごく語は、まいしゅうテストがあります。中国ごく語は、まい日しゅくだいもあります。
Mathematics and my Chinese language [course], have weekly exams. My Chinese language [course], also has daily homework.
私のせんもんは、ジャーナリズムですが、今学期がっきは、すう学と中国ごく語のクラスもあります。
My major is Journalism, but this quarter I have mathematics and also a Chinese language course.
日本の大学は、きまつしけんはありますが、たいてい、中間しけんもしゅくだいもありません。
Japanese universities have end of quarter exams, but usually there aren't midterm exams and homework.
私は日本人の留学生です。アメリカの大だい学は大たいへんです。しゅくだいやしけんやレポートがたくさんあるからです。
I am a Japanese international student. American universities are tough. Among other things there is a lot of homework, exams and reports.
鳗鳡鱅鱚鲘鱴、鱏鱉鱜鱉鲱鳉鲪鲻鲾鲛鲗鱩鱔鲐鱘鱭鱑鱬鱒鲃鱞。
1) Mr. Miller can make [some] delicious spaghetti.
1.A: 明日鱴、鲾鲱鳀鲇鱜鲊鱔鱥鱉鲇鱯鱉鱐鲎、鱙鱙家鱽鱇鱢鱸鱰来鲃鱠鲘鱐。B: 鱉鱉鲘鱬鱞鱐。鱢鲑鱝鲈鱇、鱡鱷。何時鱙鲒行鱒鲃鱜鲌鱋鱐。A: 3時鱴鱮鱋鱬鱞鱐。B: 鱍鱍。3時鱐鲎鱴何鲇鱯鱉鱐鲎、鱥鱉鱝鲌鱋鱻鱬鱞。
一
A: Tomorrow, because I don't have [any] tests or homework, would you not [like to] come and hangout in the afternoon at my house?
B: Sounds good? Well then, by all means. Around what time shall we go?
A: How's 3 o'clock?
B: Hmm. Because I'm not doing anything at 3 o'clock, it's okay [with me].
鱘鲑鱐鲎、鲏鲌鱋鱽鱜鲊鱔鱥鱉鲗鱭鲏鱰鱐鱍鲏鲃鱞。
1) After this, I'm returning to my dorm to take my homework.
ふくしゅう
鱭鲇鱥鱦鱑家鱽鱐鱚鲗鱐鱍鱜鱰来鲃鱜鱤。
3) A friend came to my house to return a writing.
ふくしゅう
鱜鲊鱋鲃鱩、鲞鲛鲱鲫鳫鲯鳫鱽鲱鲥鱅（鲗鱜）鱰行鱒鲃鱞
2) [On the] weekend, I am going to Wisconsin to ski.
2.鱯鱩鲉鱞鲄鱰、鱉鱨鱜鲌鱰鱮鱘鱐鱽鲏鲌行鱜鲃鱠鲘鱐。
2) [Over] summer vacation, would you not like to go traveling together somewhere?
鳉鱅鲾鲛鱅鱬鱏鱚鱖鲗鱇鲃鲏飲鲃鱯鱉鱩鲇鲏鱬鱜鱤鱑、鱤鱔鱚鲘飲鲄鲃鱜鱤。
3) I didn't intend to drink a lot of sake at the party, but I drunk a lot [at the party].
来週鱜鲊鱋鱜鲊鱔鱥鱉鱑鱤鱔鱚鲘鱇鲐鱐鲎、私鱴、鱘鱳鱜鲊鱋鲃鱩鱴、鱮鱘鱽鲇行鱐鱯鱉鱩鲇鲏鱬鱞。
2) Because next week I have a lot of homework, this weekend I don't intend to go anywhere.
鱯鱩鲉鱞鲄鱰日本鱽留学鱞鲐鱐鲎、六月鲃鱬鲚鳣鳈鲜鳀鲗鱑鲘鱵鲐鱩鲇鲏鱬鱞。
1) [During] summer vacation, because I am going to study abroad in Japan, I intend to try my best at my part-time job until June.
鱘鱳金曜日鱴、鲚鳣鳈鲜鳀鱑鱯鱉鱐鲎、鲍鲐、鲯鲣鲬鱽行鱔鱩鲇鲏鱬鱞。
2b) This Friday because I don't have a part-time job, [Friday] night I intend to go to Chicago.
今日鱴、時間鱑鱯鱉鱐鲎、本鱴、鱐鲏鱯鱉鱩鲇鲏鱬鱞。
1) Today, because I don't have time, I don't intend to borrow [any] books.
明日中間鱜鱖鲘鱑鱇鲏鲃鱞鱑、鳖鲿鲛鲵鳫鱐鲎鱭鲇鱥鱦鱑来鲐鱐鲎、今晩鱴鱉鱨鱜鲌鱰鲯鲣鲬鱽鱇鱢鱸鱰行鱔鱩鲇鲏鱬鱞。
2c) Tomorrow I have a midterm exam, but because a friend from Madison is coming, this evening together we intend to go to Chicago to hang out.
a)明日中間鱜鱖鲘鱑鱇鲐鱐鲎、今晩鱴鱍鱉鱑鲗鲄鱯鱉鱩鲇鲏鱬鱞。
2a) Because I have a midterm exam tomorrow, this evening I don't intend to watch movies.