Report 24 is written on  2007/02/15 04: 37: 35　　Project hours: 22

1) Title:  Report of learnings and Chinese documents
2) Date:  2007/02/15
3) Contents:
    (1)  Report of learnings filled by students, volunteers and supervising teachers
    (2) Supervising teachers revise Chinese documents of the website.

Report 23 is written on 2007/02/13 08: 29: 33　　Project hours: 8

1) Title: Discussion and Determination of Key List and Subheading of the Website
2) Date:  2007/02/13
3) Content:
  (1) Determine name of key list and arrange relevant materials and photoes.
  (2)Extend name of subheading from items in key list, and arrange relevant materials and photoes.

Report 22 is written on 2007/02/12 20: 59: 25　　Project hours: 4

Title: Arrange materials and obtain authorization from the author
Contents:  
1) Task: Prepare author’s information and obtain authorization
2) Date: 2007/02/12 (Mon)
3) Location: the home of Mr. Shou-liang Hsu and Fushih Village
4) Author(s): Mrs. Ching-hsiang Hu 及Gariyi•Jihoh (Mrs. Ching-hsiang Hu and Gariyi•Jihoh)
5) Contents and scope of literature
  (1)Collection of Tradition Truku Songs, volume 1 (Mrs. Ching-hsiang Hu )
  (2)New Baiyang Tribe Orally-Spread History (Batolan History), Gariyi•Jihoh
  (3)Symbolization of Truku Fineries and Historical Culture (First Indigenous Seminar of Research Report for Master Degree)
      Gariyi•Jihoh

Report 20 was written on 2007/02/07 16: 04: 46　　Project hours: 30 

Title: Interview Traditional Truku Culture Development Association (Shioulin Township Fushih Village )
Contents:
[Interview Date]  2007/02/07  9: 30~12: 30
[Interview Content]

The supervisor knows an elderly, who is striving for developing and introducing Truku music that is centuries-old. As our team members are working on songs related to weaving, we visited the elderly’s home in Truku. The elderly is the soul figure in current preservation of traditional Truku culture, who has traveled places in order to conserve original traditions by collecting and recording orally spread history, because no literal record can be found in the clan, causing gradual disappearance of culture. The translation from oral language to written characters is a hard process, under which, the elderly edited and published a book containing orally spread meterial and traditional songs in order that every clansman had the chance to review ancestor’s trace. At the beginning, she mentioned the origin and development of Truku, and we just realized that ancestors of Truku were chased by Pingpu Tribe from Tainan to Renai Township, Nantou, and settled down. Later, some branches climed mountains and moved to Truku, because the land was not big enough for the whole clan. Children in my team kind of lost interest at first, probably because they had heard the story or they felt sleepy, but their attention was pulled back when the elderly started to talking about weaving.She said she had learnt weaving but not the whole skills from her mother, because when she was born in Japanese occupation, Japanese regarded traditional weaving as bad custom and restraints of productivity potential, which was similar to the opinion of Nationalist Government. Although she had tried to learn the mature skills by herself later, she failed because of over complexity and time consumption, which explained why Truku women spent their life in weaving to continue the process of learning and practicing, and why the Atayal weaving is so famous. Next, the elderly mentioned relevant events like beautiful traditional songs that used aesthetic words and rhetorical language to indirectly express their feelings. For instance, the lyric used white radish to describe girl’s skin and many different ways. She also sang a weaving song for us. We browsed two books of traditional songs she edited, in which, a song recorded weaving steps. Previously, people sang it while weaving and it came down like this. Songs are precious treasures so that the elderly highlights traditional culture. She sighed that currently culture preservation faced the problem of fund shortage, and many clansman gave up complete traditional culture but integreted wearings or songs with other tribes to achieve diversification for the purpose of competition, which hindered to present a tribe with original picture and is inacceptable to a culture conserver. Through the interveiw, we experienced the most authentic cultural communication and discovered that every era has its culture but emotion is held together by culture. We do wish our team and work can develop Truku culture and the public may know past heroes who were living here. At the end of interview, we said goodbye to each other. The elderly used Truku “Goodbye” but not Chinese, which reminds us that culture conservation should start from daily life to deeply embed the culture in everyone’s heart.

Report 19 is written on 2007/02/06 15: 27: 04　　Project hours: 63

Title: Material producing special website (Students materialsand midi music)
Contents:
1) Task: Material producing special website (Students materialsand midi music)
2) Date: 2007/02/06AM08: 00~PM15: 00
3) Location: Computer Room
4) Participants: 4 team members, 1 superving teacher, and 4 volunteer teachers
5) Task:
    (1) Scan students’ works (paper weaving, drawing and rope weaing products)
    (2)2 pieces of CD of traditional songs->MP3
      ▲ Study transformation function of CD ex software
      ▲ Study operation interface of CD ex software
      ▲ Know how to transform CD video to MP3 document and store them after classified
    (3) Transform weaving dance music MIDI to Wav and MP3 document
      ▲Know build-in “recorder” program of Windows XP
      ▲Adjust volume of source for recording program
      ▲Transform CD to Wav document
      ▲Store document as MP3 via CD ex transforming software
4) Know operation of Waw, MP3 and Midi document in daily life and web production
5) Upload and share
Please refer to : http: //210.240.88.194..

Report 18 is written on  2007/02/05  15: 26: 18　　Project hours: 40

Title:Uploading Interview Learnings and Producing MIDI Document of Weaving Songs

Contents:
1)Task: Uploading interview learnings and producing MIDI document of weaving songs
2) Date: 2007/02/05AM08: 00~PM16: 00
3) Location: Computer Room
4) Participants: Participants: 3 team members and 2 supervising teachers
5) Task:
(1)Upload interview learings of Tongmen Community (Reference->http: //210.240.88.200/xoops/modules/newbb/viewforum.php?forum=18)
(2) Record drawings (Illustrations of fairy tales)
(3) Know the meaning of traditional songs of weaving
(4) Know and operate song production software like “master in half day” and “composer”
(5)Produce MIDI document of dance music of weaving and upload to New Baiyang Cultural Community Information Website for share

Report 17 is written on 2007/02/04 08: 09: 09　　Project hours: 4

Title:Complicated yet Easy, Truku Weaving Culture  Sitemap

Contents:Complicated yet Easy, Truku Weaving Culture  Sitemap

1. Home
1) Project Background
  (1) Cultural background
  (2) Field courses
  (3) Professional teams
2) Local features
3) Web guide

2. New Baiyang Tribe
1) Tribe migration
2) Heroic figures of the Tribe

3. Acquire weaving culture
1) Meanings of Truku weaving
2) Truku Weaving Process
3) Truku Weaving Tools
4) Truku weaving skills

4. Interview of community experience
    1) Hongyeh Community
    2) Tongmen Community
    3) Wanrong Community

5. Experience of Cultural Courses
    1) Knowing Ramie
    2) Collecting Ramie
    3) Planting Ramie
    4) Experiencing ramie scratching
    5) Paper Weaving
    6) Hands-on with Pounding Dyeing
    7) Hands-on with Blue Dyeing
    6. Display of student works
    1) Paper Weaving
    2) Works of plant-dyeing

7. Progress Report
    1) Field visit
    2) Field interview
    3) Data Collection
    4) Research Conclusions
    5) Acknowledged units
    6) Research Teams
    7) References

--------------------------------------------------------------
Please contact us if each research team has any concerns. shouliang120845683@yahoo.com.tw

Report 16 is written on  2007/02/03  18: 39: 50　　Project hours: 60

Title: Interviewing cultural and history-related staff in Tongmen
Contents:

1) Subject of interview: (1) Migration history of ancestors of Jianqing Tribe
    (2) Fairy tale of Truku’s origin
    (3) Talking about funny stories of Jianqing Tribe
    (4) Meaning of weaving totem
    (5) Introduction of dyeing ramie thread 

2) Interviewees:  
(1) Gariyi•Jihoh, master of anthropology institute, Tzu Chi University
(2)Ms. Huimei Wen, Field investigator of community tribe

3) Participants:
(1) 5 team members
(2) 2 supervising teachers

4) Date of activities
(1) Major activity: 2007/02/03AM08: 00~PM16: 00
(2) Video material arrangement and archiving : 2007/02/03PM20: 00~PM24: 00

5) Rules of holding activity:
(1) Review and improvement of yesterday’s activity
(2) Prepare interview materials, equipment and assign responsibilities
(3) Interview etiquette workshop
(4) Field interview
(5) Visit community studios and elderlys
(6) Arrange interview records and return tools/equipments

6) Take DV and store it as DVD video tape

Report 15 is written on  2007/02/03 01: 38: 25　　Project hours: 52

Title:Interview Hongye (the process of thread cooking, ramie root collection and planting)
Contents:
  1) Date: 2007/02/02 (Fri) AM08: 00~PM16: 00
  2) Location: Hongyeh Community
  3)Participants: 5 team members, and 1 supervising teacher
  4)Tools: 2 digital videos, 1 recording pen, and interview records
  5)Interview process:
    (1) Read information downloaded from webpage (the whole process of weaving and name of weaving tool)
    (2) Thread cooking process of Ma’am Yuyoh
    (3) Acquire name and function of weaving tools
    (4) Ramie root collection
    (5) Plant ramie roots in campus and community
    (6) Upload learnings
  6) Arrangement of follow-up interview (visit cultural and history-related staff in Tongmen)
  7)Transform DV tape to DVD video

Report 14 is written on  2007/01/30 04: 28: 48　　Project hours: 60

Title:Preparation of interviewing next tribe
Contents:
1)Contents of report : Preparation of interviewing next tribe
2)Work assignment:

◎Supervisor Xu: responsible for administrative communication and investigation of interview location
◎Teacher Hua: responsible for planning interview record and internet question courses of the students.
◎De-lin Ai: responsible for instructing team members doing research online for relevant information
◎Volunteer teachers: responsible for instructing upload of learnings after interview and webpage production

3) Interview location:
(1)Tongmen Mugu Muyu Industrial Development Association: inquire traditional weaving tribes to investigate field nformation
(2)Gariyi•Jihoh, master of anthropology institute, Tzu Chi University
(3) Fushi Village Cola Culture Heritage Promotion Association
4) Collection of internet informatin: (source of references: E Tribe of Cola Culture heritage Promotion Association

1.Meanings of Weaving:

In the history of Truku tribe, “weaving” was a necessary traditional skill to women, as important as “hunting” to adult male as a symbol. Women should take care of producing cloth and wearings for the whole family besides farming and housework, from ramie planting, collection, peeling off bark, extracting yarn, weaving, dyeing cloth to completion. Every step requires extensive patience and chariness, which revealed the life of Truku women was respectable as full of hardworking. In the custom of Atayal tribe, mastering weavng was regarded as the standard to decide the woman to be an adult, when the woman could be face tattooed and ready for marriage. Those with outstanding weaving skills had the privilege to tattoo certain patterns in chest, hands, feet and forehead to symbolize the honour, and would become the objective pursued by young warriors.

2. Weaving process:
1) Level gallus machine (also called waist level weaving machine): including ramie thread process, thread spinning, cooking thread, arrange longitude, weaving cloth
  (1)Ramie thread process: get rid of leaves->peel off ramie bark->cut ramie->clean and wash->sun-bake.
  (2)Thread spinning: piling ramie (pile ramie fibre together) -> (use spindle to firm and smooth bed line)
  (3) Thread cooking: put ramie thread in iron pot together with cold water and wood ash, cook for two hours to get rid of dirt and impurity from ramie, and to bleach the thread (if thread dyeing is required, add in juice of dioscorea ehipogoniordes and lixivium, and cook with chopped corm of dioscorea ehipogoniordes to dye brown, black or ruddle).
  (4)Arrange longitude: arrange irrelated thread to be connected thread groups with equal length by using longitude arrangement frame, and put the longitude thread in order.
  (5)Weaving cloth: on shelf (move longitude thread from longitude arrangement frame to weaving machine) -> winding shuttle (wind latitude thread to shuttle)

3. Modern desk weaving machine: position the machine, produce heddle thread, arrange thread, arrange thread with thread pulling stick, on shelf, and weaving commencement.

Report 13 is written on 2007/01/27 11: 56: 53　　Project hours: 6

Title: Summarize Student learnings as report (blue-dyeing learnings)
Contents:
1) Contents of report: Summarize Student learnings as report (blue-dyeing learnings)
2) Accordance: Report 5 (written on 2007/01/21 09: 11: 06)
  ▲11.14.2006 Exploring subject (senior) cloth dyeing course (1)
  ▲11.21.2006 Exploring subject (senior) cloth dyeing course (2)
3) Summary method:
  (1) Team members should summarize individual learnings on line and store them in word editor.
  (2) Copy image of information board in screen with Print Scrn SysRq (above key Insert)
  (3) Edit the document with PhotoImpact software and post it in the report.
4) Time calculation:
  (1) Course time
  (2) Time for students’ writing learning report
  (3) Time of students’ arranging past learning online
  (4) Time of image process supervisor instructing students in edition
  (5) Time spent in printing the report
5) Jianqing Elementary School: http: //210.240.88.200/xoops/modules/newbb/viewforum.php?forum=18
6) Student’s learnings:
-----------------------------------------------------------------------------
[Kang-chuan Liu]
learnings of blue dyeing
Tools: 1. gloves, 2. cloth, 3. blue water, 4. clean water
First use clastic to bind cloth that has been processed by the teacher
You can bind it by yourself for different feelings
After bound, stir the cloth in blue water
After release of blue water, fill in clean water
If fill in blue water, the color would be more vivid. Pay attention, replacing blue water with clean water should be done after careful stir.
Stir makes color even
If you decide it’s enough, you can take the cloth out of the water
After taking cloth out, first release the elastic binding cloth
Then, take sun-bake
Learning: I feel the process is simple. One can produce his/her own figure to endow the cloth with perfect feeling if exerting individual talent.
-----------------------------------------------------------------------------
Shi-wei Yan]
Blue dyeing
Tools: cloth, blue water, and gloves
Steps:
The teacher distributed processed cloth to us.
1. First wear gloves, because hands may turn blue without it.
2. Rub the cloth, especially the place binding elastic.
3. Put rubbed cloth in clean water and rub it.
4. If prefer deeper color, you can re-dip the cloth in blue water.
5. After these steps, let the cloth do sun-bake
6. The work is done then.
Learnings:
I think our teacher is smart, knowing things that happened long ago.I think past elderlys are smart, because they know what color can be dyed by using different leaves. Moreover, they won’t use chemical stuff to make material.So smart.Besides, we should learn the spirit of elderlys in the past.I should learn our teacher’s spirit.Thank our teachers for giving us so many materials.

Report 12 is written on 2007/01/27 05: 08: 03　　Project hours: 15

Title: Summary of student learning reports (pestle-dyeing learnings)
Contents:
1)Content of report: Summary of student learning reports (pestle-dyeing learnings)
2)Accordance: Report 5 (Written on 2007/01/21 09: 11: 06)
  ▲950919 Exploring subject (senior): the page to acquire ethnic plants: catch your outline (1)
  ▲951003 Exploring subject (senior): catch your outline (2)
3) Summary methods:
  (1)Members arrange past learning reports online and store additionally in word editor.
  (2)Copy image of information board in screen with Print Scrn SysRq (above key Insert)
  (3)Edit with PhotoImpact software and post in the report.
4)Time calculation:
  (1)Previous time for students’ writing learning report.
  (2)Time of students’ arranging past learning online
  (3)Time of image process supervisor instructing students in edition
  (4)Time spent in printing the report
4) Jianqing Elementary School: http: //210.240.88.200/xoops/modules/newbb/viewforum.php?forum=18
5)Student learnings:
[Yan-ling Wu]
Pestle-dyeing learnings
Self-prepared tools
1. first self prepare aluminum foil pack, 2. prepare iron pestle
Steps:
1. take some leaves, 2. put aluminum foil underneath, 3. leaf figure
Operation process:
During the pestle-dyeing process, Shen-wei Huang’s team beated too heavy so that teachers downstairs thought that terrible things would had happened, similar to Ji-ming Li’s team that shaked the desk. I hit my hand when first used the pestle, so I gave up as felt painful and teacher Chen helped me in pestle-dyeing.
Learnings:
The most impressive thing was I was shot when operating. I refused and said that I was not beautiful, but the teacher said I was. Unfortunately, I hit my hand right after the picture was taken. The teacher asked me: “what happened?” I told her:” I hit my hand. It is you who make me hand hit.” My teacher laughed, and I asked what she was laughing for, but the teacher didn’t answer me. When the work was almost done, others were shouting and laughing, I tried to stop them but they said I was tough. I fought back that it was noisy if people were shouting.
 [Chi-cheng Ma]
We used cloth, pestle, aluminum foil and leaves for pestle-dyeing. We should hit heavily, so that some students did over-heavily but some lightly. I did heavily and people downstairs thought something happened like in a fairmarket. Steps of pestle-dyeing includes: 1. put cloth on aluminum foil, 2. place leaves under the cloth, 3. use pestle to hit the area with leaf underneath. I felt pestle-dyeing was interesting as the cloth could be dyed color by hitting. Also I thought it dangerous, because it might be easy for people to hit their own hands in operation, and if so, their hands would be bloated. I would like to thank teacher Chen for teaching us many dyeing methods, and for the hardworking.
 [Jun-feng Wang]
Learnings of pestle-dyeing
Tools: 1. aluminum foil pack, 2. leaves, 3. cloth, 4. iron pestle
Steps:
1. Teacher distributed processed cloth to us.
2. Let us choose leaves.
3. Take aluminum foil pack with us.
<1> First place leaves on aluminum foil with back upwards, and put processed cloth over leaves. Now start to hit with iron pestle. If you prefer different feelings, you can use only half of your power. All teachers believed we were hiting something upstairs and would check us, when we were doing pestle-dying. Finally, we submitted the cloth to our teacher.
I learnt lots of knowledge and understandings in pestle-dyeing. I realized that even though the steps were simple, but success was only based on working with heart. If I had chance, I would learn from our teachers again.

Jianqing Elementary School: http: //210.240.88.200/xoops/modules/newbb/viewforum.php?forum=18

Report 11 is written on  2007/01/26 11: 11: 59　　Project hours: 16

Report 10 is written on 2007/01/25 00: 56: 47　　Project hours: 4

Report 9 is written on 2007/01/24 22: 31: 00　　Project hours: 8

Title:Computer Tutorial Class – Team Studio basic information revision
Contents:
Subject of Computer Tutorial: Team Studio basic information revision
Lecturer : Mr. Shou-liang Hsu
Tutor: Mr. Shou-liang Hsu, Mr. De-lin Ai
Date (Date of Tutorial): 2007/01/23PM16: 30~15: 30
Contents of Course):
  1)Download personal picture from the school website: New Baiyang Cultural Community
  2)Use photoshop software learnt this noon to upload personal standard picture according to pixel and size requirements of Team Studio
  3) Revise personal information
  4) Use information board in Team Studio

Report 8 is written on 2007/01/23 13: 29: 19　　Project hours: 8 

Title:Subject of Computer Tutorial: Photoimpact image process
Contents:
Subject of Computer Tutorial: Photoimpact operation environment
Lecturer: Mr. De-lin Ai
Tutor: Mr. Shou-liang Hsu, Ms. Shu-jun Hua
Date (Date of Tutorial): 2007/01/23PM12: 30~13: 30
Contents of Course: (Outline of contents is from Blockbuster_PC/Video Workshop)
1) Photoimpact operation environment
  (1)Open a new document
  (2)Visualization opens
2)Introduction of important storage format
  (1)How to store documents as editable document format
  (2)Store image as smaller format, and optimize image 
3)Basic process and format of pictures
  (1) Size adjustment with photoimpact
  (2)Adjustment of contrast and brightness
4) Basic process and format upgrade of pictures
  (1)Add frame for pictures
  (2)Adjust the picture in transparence and fade effect
  (3)Control the context of picture layers and orders of pictures
  (4)Proportion issue of picture and document
  (5)Zoom in and out pictures with modification tools
  (6)Is stuff combination needed?
5) Utilization and operation of tool kit

Report 7 is written on 2007/01/23 09: 49: 47　　Project hours: 9

Contents:
Subject of computer tutorial: Figure/ document manager --- acquire acdsee image software and photo management
Lecturer: Mr. De-lin Ai
Tutor: Mr. Shou-liang Hsu, Ms. Shu-jun Hua
Date (Date of tutorial): 2007/01/22PM12: 30~13: 30
Contents of course: (Content outline is from Blockbuster_PC/Video Workshop)
  1)Start up switch between acdsee and image browser
  2)Image window function
    A04  Picture order
    A05  Display picture zoom
    A06  Fraction display of image
    A07  Auto-zoom to proper size
    A08  Setup of auto-play
    A09  Synchronized document folder_when adding or deleting pictures, icon display would change automatically
    A10  Change picture to tablecloth
  3)  Function of pre-view window
    B01  Copy/move image
    B02  Copy/move images
    B03  Copy/move by pulling mouse
    B04 Re-name image document
    B05 Delete image document
    B06  Change the size of miniature
    B07 Transform of many image format to JPG that is accepted by webpage
  4) Image editor---simple modification of image
    C01  Turn the angle of image
    C02  Color balance__Change the color of image
    C03  Adjustment of brightness and contrast
    C04  Fuzziness and definition
    C05  Production of bicolor picture
    C06  Negative__embossment effect
  5) Upload information to school server

Report 6 is written on 2007/01/22 17: 37: 47　　Project hours: 10 

Title:Report of learnings from interviewing Hongye and summary of student achievements at semester end
Contents:
Date: 22 February 2007 (16:30pm—17:30pm)
Location: Computer Room  
Content of learnings: please refer to following connection for details
http: //210.240.88.200/xoops/modules/newbb/viewforum.php?forum=18

Report 5 is written on  2007/01/21 09: 11: 06　　Project hours: 10

Title: Summary of Implementation Status of Each Team
Contents:
Time               Work summary
08232006~082962006      School administrators assessed if participating Cyberfair
08252006~082662006      Contact with universities, colleges and clubs
08292006        School Affair Meeting at Semester Beginning
09012006        Set up Student Cultural Group
09022006       Assign group members
09082006        The page to acquire ethnic plants (1): first touch
09152006        Field ramie collection and acquire its growing environment
09182006        Hold PTA
09192006        Exploring subject (senior) to acquire ethnic plants: catch the outline (1)
09222006        Collect information online and upload learnings
09292006        First exeprience of ramie scratching
10032006        Exploring subject (senior) catch your outline (2)
10132006        Plant ramie for the first time
10142006        Training of volunteer teachers
10172006        The page of Plants, Exploring subject (senior) : Attach film to product
10192006        Community visit (elderlys and teachers)
10620200        Plan implementation and review
10202006       First touch of volunteer teachers and students
10282006        Information collection
11042006        Formal interview and experience of students (Hongyeh Community)
11102006        Plant ramie for the second time
11142006        Exploring subject (senior): cloth dyeing course (1)
11182006        Folk-custom craft activity in Wanrong Township
11212006        Exploring subject (senior): cloth dyeing course (2)
11302006       Interview and ramie scratching experience of students
12012006        Invite elderlys to our school to hold cultural course
12082006        Webpage production and photo arrangement
12122006        Exploring subject (senior): simple cotton thread weaving on hand (1)
12142006        Online information collection and learning upload
12152006        Observation and protection
12152006        Weeding and fertilization, apply for account No.
12282006        Observe ramie growth
01032007        Semester End Review of Field Course
01052007        Paper Weaving
01122007        Visit parents (chairman) of community
01122007        Final report (photography)
01152007        Establishment of New Paradise and weeding in New Paradise
11152007       Observe ramie growth
01172007        Webpage production and photo arrangement
01172007        Acquire ramie area
01192007        School Affair Meeting at Semester End
01202007        Build league – Hongyeh Elementary School; Meeting with Mr.Cheng from Hope
                        Agent  Development  Association
01222007~0125  Courses about picture management, image process, learning upload
02022007        Interview Ma’am Yu-yoh (page of weaving – thread cooking), collect ramie
                        roots and plant ramie
02022007       Coordinate affairs related 0203 interview of Tongmen cultural and history-related
                        staff
02032007        Interview Tongmen cultural and history-related staff, and arrange literature
                        materials
02042007        Coordinate affairs related to 0205 interview of Wanrong Community
02052007        Interview weaving elderly of Wanrong Community

Report 4 is written on 2007/01/21 01: 02: 41　　Project hours: 30

Title: Cultural communication between Hongyeh and Jianqing
Contents:League building of Hongyeh and Jianqing
1) Task:Task: lead team members to interview Hongyeh Elementary School
2) Date of interview: 2007/1/20 (Sat)
3) Participants: Mr. Shou-liang Hsu
4) Participating students: Shi-wei Yan, Kang-chuan Liu,Yan-ling Wu, Jun-feng Wang, Meng-ci Li
5) Carried equipments: 2 digital videos, 1 recording pen, 1 digital camera, 4 recording boards, 4 four-color pens, and a suit of clothes for change.
6) schedule:
  (1) 07: 00~08: 30  The teacher instructs team members in pre-visit preparation and interview content.
  (2) 08: 30~09: 30  Scenery along Huatung Rift Valley
  (3) 09: 30~11: 00  Situation of interviewing Hongyeh Elementary School to promote weaving tutorial
  (4) 11: 00~12: 00  Do spa to relax
  (5) 12: 00~13: 00  Have an appointment with Mr. Cheng from Hope Agent Development Association.
  (6) 13: 00~14: 00  Return safely.
7) Schedule description:
Before set-out, the team would allocate tasks, organize groups and introduce interview content of that day, enabling students to independently set up questions while enjoying scenery in the car. I was busy in car, aiming at passed places to introduce village distribution in Wanrong Township. From north to south, there were 6 villages in total, such as Xilin, Jianqing, Wanrong, Mingli, Mada and Hongyeh.
The interview of Hongyeh Elementary School passed Fenglin Village, Guangfu Township and ruisui Township, a journey about 30-40 minutes. Students just realized how far our destination was. In order to release their sense of stale during the journey, we provided video and singing equipment to serve them as well as snacks like chewing gum. After interview, they were arranged to take spa in hotel and eat pigfoot in Lintian Mountain. Even though the journey is tiring, the participants enjoy 5-star services.
The key task is to visit Guo-liang Lv, supervisor of Hongyeh Elementary School, and interview weaving students who are team members of the school as well. Mr. Lv and I graduated from the same college, Hsinchu Normal College, but younger than me. I purposed to acquire experience from his splendid history by visiting him. Although the professional lecturer teaching weaving didn’t show, He seriously stated the situation his school promoted weaving tutorial, let his students show their skills to us, and explained to us weaving skills in blackboard (those were composed by rows numbers and English codes, looking like weaving password map). To our surprise, they just spent 4 courses in two weeks (about a working day/8 hours) to work out various colorful cloth strip. Our A Bin had to take picture with digital video to catch beauties in sight, and literal recording team kept writing down what they saw and heard.
Permanent flare was generated in the culture communication and experience of “Jianqing” and “Hongyeh” with different school background, so that supervisors of two school hoped to structure “co-operative” and reciprocal learning pattern in the field of culture, especially interaction among team members. They expected to see the interaction of students online. Finally, we took picture together full of sad for leaving.
The next, I led students to the most expected place today---“spa”. Mr. Lv specifically contacted with spa operator opposite to the school to offer us NT$50, a cheap price. The most exciting news was Mr. Lv would pay the bill for all students. We were kind of surprised by our students because they took spa in the most “primitive” way, when they jumped into water with clothes as rural children playing in brook. Waitress arranged everyone in private compartment, but they raised water fighting. As the teacher leader, I probably had lost my face. Next time, I should mention the point in pre-visit training of visiting Hongyeh and taking spa.
Later I chatted with Mr. Lv and Mr. Cheng from Hope Agent Development Association in Lintian Mt. Pigfoot Restaurant at noon, when my students were tasting pigfoot of different flavour. Mr. Cheng came to control status of coordination between volunteer teachers and schools. We stated actual implementation, and hoped in the coming days more potentials could be exerted to achieve common mission bestowed to us.
In the journey of “go” and “return”, I shot my left sight in the rearview mirror, discovering that figures of students in the mirror reflected their feeling of happy and expecting in set-out and their tired but satisfied face while returning home. As they have been sent back safely, I would like to mark a perfect full stop for today’s activity and put down the burden of task.

Report 3 is written on 2007/01/20 00: 57: 54　　Project hours: 4 

Report 2 is written on  2007/01/19 23: 12: 45　　Project hours: 1

Title: Generation of cooperating partner
Contents:Contact with clubs of universities and colleges
Date of contact: 25 August 2006 (Fri)
Contact person : Mr. Shou-liang Hsu
Object of contact:Yueh-shan Lyu, Cunny Club, Donghua University
Content of interview:

Mr. Shou-liang Hsu:
Our school applied to Hope Agent Development Association for participating in Cyberfair that would involve some teachers and students in this year’s activity. The association expects us to organize a team of volunteers to assist in webpage production and operation of information media. Herein, we sincerely invite your club to join us.

Ms. Yueh-shan Lyu:
What brought you to contact our club?

Mr. Shou-liang Hsu:
As your club had organized student summer camp, presenting close interaction and excellent privity between volunteers and students. Furthermore, the team leader of summer camp, Mr. Huang is the student of Information Engineering Department, combining with the situation that many students of Information Engineering Department would attend relevant activities of your club, so that we expect to cooperate with you resulted from the discussion in our teachers and I am responsible for the contact job.

Ms. Yueh-shan Lyu:
As Director Xu has contacted with our club leader before, our club has initially agreed to communicate with your school as an internal decision, and will further discuss with you about cooperation and manpower configuration. I am in charge of contact with your school, so you can talk to me about Cyberfair-related affairs.

Mr. Shou-liang Hsu
In order to smoothly carry out relevant work by participating teams, Hope Agent Development Association organizes a series of auxiliary activities and will handle training activity and expense support. I do hope we can bring chances of development to children here and let them involved in deeper and wider local culture.

Report 1 is written on  2007/01/19 22: 40: 03　　Project hours: 3

Title: Decision of engagement in research and exploring
Contents:
Proposal for discussion: How to promote feature of our school
Proposal for discussion: Rong-fang Zhu, Principal
Participants of discussion: Rong-fang Zhu (the Principal), Mr. Shou-liang Hsu, and Mr. De-lin Ai
Date of discussion: 23 August 1995 (Wed.)
Location of discussion: Computer room

Context of issues:
1)In order to encourage each school to develop its unique feature and to construct high qulity education environment with new view in new century, Hualien County Government Department of Education suggests each school should promote 1-2 items as its features.
2)As a school in indigenous region, our school can promote traditional cultural and educational activities of indigenous people as well as local cultural courses, under conditions of the special human and geographic environment.
3)We have got good results in activities promoting Indigenous traditional culture and education, including traditional dancing, music instruments and toxophily.
4)In course implementation in past three years, many teachers of our school developed various courses related to local culture, including experience activities of hunting, ethnic plants, traditional food, and orientation of traditional music instruments, etc. Moreover, the school added weaving culture and extending courses of above activities in this year’s Course Development Program.
5)The principal previously served Fengbing Elementary School that once got good result, and Guo-liang Lv, the supervisor of Hongyeh Elementary School has been a superior of Cyberfair, which enable us to acquire relevant information from other school’s experience and communication.

Contents of discussion and decision:
1)Our school plans to continue our features in traditional dancing, music instruments and toxophily, according to Priority Region Ratifying Plan this year by the Department of Education.
2)In order to promote research ability in subject exporing, students from senior grades were selected as well as teachers with high commitment and passion to participate in the Cyberfair project.
3)Plan to push Supervisor Xu to contact his counterparts in Fengbing Elementary School and Hongyeh Elementary School, expecting to gain support of Hope Agent Development Association.
4)Contact for cooperating partner from clubs of universities and colleges in Hualien County.
5)Course of subject exploring and field interview experience activities are conducted synchronously to coordinate with school culture courses, which can get twice the result with half the effort.
6)The subject of research temporarily decides weaving cultural course promoted by New Baiyang Culture Community as research scope.

The 7th meeting material of NDHU Sunny Club

The sixth record: observing ramie growth with students

2007/01/17   14: 00~16: 00

      This is the first time seeing students planting ramie that gradually grow up after twice transplanting. Students told me those ramie were transplanted by the Supervisor from a neighbour growing them to the garden of Jianqing Elementary School, near the playground. But the garden could not receive sunshine, requiring transplant of ramie to places with sunshine according to elderly’s opinion. Original plants should be removed. Unfortunately, probably because of property of soil, the transplant caused triving ramie decayed, and the Supervisor and students had to re-transplant them to another place, namely the back of park (wind and rain classroom), where were covered by rubbish. To our surprise, the transplant was successful, which probably implied that we should not think low of noteless things.

      Planting ramie in school purposed to enable students to observe and record ramie growth conveniently, as well as providing better environment for ramie reproduction, for currently few would grow ramie with the dramatic reduction of demands.

      When I visited the school, I got a small land from a parent for ramie planting, which was managed by students themselves. I was astonished when I saw it by the effort and contribution the students had made. In fact, the land was originally full of stone and weed. Students told me they got bleb in hand because of working, enable them to understand it was not easy to grow a plant, and needless to in the past when people lived on that. I believe students will more treasure the land and ramie babies bearing their effort and cooperation.

The 6th meeting material of NDHU Sunny Club

The sixth record: arrange ramie materials

      Weaving is the feature of indigenous culture. Human is covered with cloth from birth to death, which depends on weaving activity of women. Therefore, a woman’s weaving skill decided her social status in the tribe then. The source of ramie thread as the material of weaving – ramie was regarded as the indispensable plant, and is still the most traditional weaving material in the eyes of Atayal people, because ramie is the only weaving material that can be planted independently without relying on import. So, in the past, almost every family would plant ramie, the size of which represented the wealth of a family. Ramie yarn is its fibre after cortex peeled off, which can be used in many places, such as weaving cloth, making clothes, producing rope, backbelt for men, fillet or waistband, hand basket, fishing net, catcher, and the like.

      Ramie belongs to perennial herbage Urticaceae plant, growing warm hillside with abundant rainfall. Its existance appears in road side and valley. The plant can be grown at the coign of new assart or around the burnt and cultivated land. Ramie used seeds to cultivate young tree, generally adopting offshoot method. Ramie leaf is green and ellipse, and will turn light yellow when getting mature, with dense white short floss covering leaf back. Young ramie has green stick that will turn black in mature and will be cut down for producing ramie yarn with bamboo-made peeling tool. Ramie growth requires over 3-4 months so that the plant can be harvested three times a year. The infield should be changed 3-4 years later as well as ramie garden. In initial spring, we can harvest the best and most ramie, slim, breakable but coriaceous. In cold weather, ramie fibre will be shorter than usual, so that the best for ramie planting is warm season.

After leaves removed, the cut ramie stick should be processed as following steps before used in weaving:

(1) Twist the stick to break cortex, tear cortex off stick to get raw bark.

 (2) Use ramie scratching tool to pull while scratch the stick, and obtain fibre, namely, ramie yarn, after getting rid of green bark

 (3) Beat ramie yarn heavily against the rock to remove all remnant impurity and upgrade the quality.

 (4) Clean the ramie thread in water and leave them for sun-bake, which are followed by yarn twist, rolling and spinning, namely, twisting yarn to be thread on legs with hands and rolling ramie thread as bundles with spinning rod.

 (5) Then arrange thread with spindle for the following process.

 (6) Thread cook would stir and cook ramie thread with coal ash and water, purposing to get rid of remnant gelatin from thread and to bleach them via reduction. Later clean them in water, and soak them for a while in dioscorea ehipogoniordes (red) or Lagerstroemia subcostata leaf (black) for those need to be dyed. After clean, expose ramie thread outdoors for 2-3 weeks, and then the thread for weaving is done.

 (7) The last step is longitude arrangement to neaten the length of needed longitude yarn in order and under organization, after which, weaving cloth can be startup.

    The process should be controlled by women and men are not allowed to approach as the taboo. It is said that if a man touched these stuff, he could have never hunt any more. Therefore, except some basic work like looking for dyeing material in the field (dioscorea ehipogoniordes) or producing weaving tools, most operations are under the control of women in person.










Source::
1. [Traditional Atayal Sediq Weaving Culture], By Tie Mi Na Wei Yi (Zeng, Ruilin), 2000.12
2.[Weave a Rainbow Bridge of Ancestor’s Soul], By Yuma.Dalu, 2003.12
3,. Internet

The 5th meeting material of NDHU Sunny Club

The 5th record: teach students to upload learnings and pictures

2006/12/16　08: 00~12: 00

      Today, I teach students of Jianqing about computer operation. When I arrive at the classrom, students have been ready. Two focuses are teaching them how to arrange recorded information and revise picture format, and to upload materials. First, they should learn how to record by revising record of ramie transplant in previous day. Five points are the most important thing in recording: who, what, when, where, and which, namely, participants of the event, the process of event, the time spent, the location of transplant and the tools required. Students have different recording approach, as some adopts listing approach and some records the activity as telling a story. After instrudtion, they make revision in records as knowing how to finish a complete literal record. Moreover, they learn how to adjust the format and size of picture document, because pictures taken by original digital camera are set with relatively high resolution and over the limit for upload. We teach the students to downsize the document using Photo Impact, and to save document as BMP format. The last task is upload. The students learn how to upload information to webpage for public share, after information and documents prepared.

      This time, the students are tought about primary stuff – information recording, helpful in recording their later interview or practice. I am not so familiar with software stuff, but can handle it with some study. Students present high level of coordination, so that the implementation does not meet any difficulty.

The 4th meeting material of NDHU Sunny Club

The 4th meeting material of NDHU Sunny Club 

Subject of the 4th meeting: participate in folk-custom skill activity in Wanrong Township

1)Date: 18 November 2006
2)Participants: Yueh-shan Lyu, Ying-hui Jiang, Jia-rong Lu
3)Contents
  (1)Visit competition activity of indigenous people.
  (2)Visit tribes with woven cloth in field
4) Review
  (1) All students have to perform in competition and have little time to conduct visit and interview.
  (2)We forget to take recording device to record the process.

    Today’s folk-custom skill activity in Wanrong Township is so impressive. We had just enjoyed Chinese folk-custome performance previously, and today we could enjoy local skills of Taiwan, which is exciting. We are familiar with toxophily, singing and traditional dancing, but other competing items are more exciting as we have never heard of them, like wrestling, shucking peanuts, pestling rice, and catching cock. I believe every competition has its history behind and unique value of existance. All tribes build lookum aside playground for the rest needs of their team, decorated with some proud products of the tribe. We spend some time to go through them all. The most impressive image is in New Baiyang tribe, an elderly sits on ground to demonstrate weaving and another aside to weave basket as containers, which does open our sight. Similar tools have been seen in Science Museum, but it is fresh to see traditional weaving in person. With her repeated steps, beautiful patterns emerge gradually. That’s a wonderful experience. We are also surprised by the power demonstrated by Yuefunan tribe of Hongyeh. The Supervisor has mentioned before that some studios in Hongyeh serve as the beachhead to re-build weaving culture. Then, a warm-hearted Ma’am tells us that currently only elderlys in tribes know how to weave bundles of ramie to a strip of beautiful cloth, who have been regarded as national treasures. She has some elderlys show ramie thread arrangement to us. The old lady moves fast and correctly without extra action, gaining our praise and respect. Moreover, many lookums hang woven cloth with various colors and patterns, earning our praise in ancestor’s wisdom in producing weaving machine and using the small machine to produce beautiful cloth. That day, we record rare performance of weaving process with video, expecting to help students better understand the weaving process and the Ramie’s status of fundamentality. 

The 3rd meeting material of NDHU Sunny Club

Third Meeting Material of NDHU Sunny Club Group

Subject of the third meeting: Meeting with supervisor at Jianqing Elementary School

1) Date:8 December 2006
2) Participants: Yueh-shan Lyu, Wen-yun Hong, Ying-hui Jiang, Jia-rong Lu
3) Contents
  (1) First meeting with the supervisor
  (2) Discuss direction to execute work
  (3) Discuss work assignment
  (4) Plan schedule
4)Participants: Yueh-shan Lyu, Jia-rong Lu, Ying-hui, Jiang, Wen-yun Hong

This time I visit Ji anqing Elementary School to discuss schedule with the Supervisor. Our cooperation mainly focuses on assisting students to do record for field investigation and field interview, and teaching them about upload of information and learnings, simple webpage production and operation of digital apparatus. The school and we are the first time to participate in the activity without experience, but we all know that we are lucky to attend the activity and better acquire culture of Hualien area and the ancestor’s wisdom, as Jianqing Elementary School organizes courses to popularize culture. We set up the schedule and wish to accomplish it in time. But we cannot match in most time, which requires follow-up communication and coordination.

The 2nd meeting material of NDHU Sunny Club

2nd meeting: Shan Yue contacts with the Supervisor of Jianqing Elementary School to discuss the case of team members.
1) Time: 25 October, 2006
2)Participants: Yueh-shan Lyu, Wen-yun Hong, Ying-hui Jiang, Jia-rong Lu
3)Contents:
(1) Notify working contents
(2 Set up working specification
    As in 2006, annual summer service team organized by Little Sun visited Jianqing Elementary School, I had the chance to contact local students and know Mr. Shou-liang Hsu, when I took the position of deputy leader and was responsible for cotacting schools. Therefore, when the Supervisor knew the team plan, he immediately contacted our Sunny Club to take the responsibility of volunteer teachers. As the first time providing the service, we carefully discussed internal business that was mainly handled by club cadre. Eventually, our three cadres in year 3 participated in the activity, namely, Jia-rong Lu from Information Engineering Department, Ying-hui Jiang from Economics Department, and Wen-yun Hong from Chinese Department.

First Meeting Material of NDHU Sunny Club

Subject of 1st meeting: commencement ceremony of volunteer teachers
The 1st meeting material of NDHU Sunny Club
Topic of First Meeting: Volunteer Teachers Commencement Ceremony
Participants: Yueh-shan Lyu, Jia-rong Lu, Wen-yun Hong

The chance to join Team member plan as a volunteer teacher and attend two days activity enables us better understand the plan of whole program and implementation. Hope Agent Development Association expects the students to better understand and develop the culture of their hometown, through our volunteer teachers’ assistance in organizing them to research local culture with depth. Moreover, enable the students to connect with the world via digital technology via the process that publishes ancestor’s wisdom as students’ research results and serves as an information platform for external use. Students in Hualien can grow up as those in city, not kept away from new information because of remote location.

The first night, we set up a basic direction with Supervisor Xu and teacher Ai, adopting “Ramie”, the important weaving element in traditional Truku culture, as the subject, which is seldom planted now with the decline of weaving culture. Teachers hope to re-attract public attention to ramie through the plan, in order to produce more weaving materials and promote weaving culture from the foundation. In their memory, ramie has multi-functions, used as dental floss or to bind stuff, because its stick is coriaceous and tough, which implied our cooperation would be followed through.