2 Annual Report 2011-2012

This report marks the second year of the Japan Forum since its designation as a public interest foundation. We are grateful to all of you for your con-tinued support of its endeavors.

Since its founding in 1987, TJF has conducted numerous programs to realize its mission of improving mutual understanding among people in the world. Of particular importance have been its programs supporting Japanese-language education overseas as well as promoting Chinese and Korean language education in Japanese high schools and organizing exchanges to encourage cultural understanding.

Foreign language acquisition in Japan has long been seen mainly as a tool for information acquisition, but TJF believes that from now on lan-guage ability will be essential to carrying on dialogue and discussion with others in a society composed of people from diverse cultural backgrounds and to creative participation in community building at all levels. TJF’s mission is defined in terms of this new role for language learning. Foreign Language Curriculum Guidelines 2012, published by TJF in March 2012, is organically linked to past TJF programs and to strengthening language study in Japan to perform its new role.

The Guidelines, while mainly based on recommendations from practicing teachers of Chinese and Korean (which TJF calls ringo or “neighbor lan-guages”), have drawn the close attention of not only language educators in and outside Japan, but NPO organizers and human resource education professionals. We firmly believe that the convergence of such interests can be a major force opening up a new era for foreign language education in this country.

Coming to know a new language and culture and connecting with others through that knowledge is enriching for every individual who experiences it. With each successive encounter our ties with the world are broadened and deepened. What languages or cultures each person comes to know are sure to differ, but it is certain that for our children, the generation of the future, the more such encounters they can experience, the greater will be the benefits for their lives.

As we at TJF confirm our commitment to “encounter” (deai) and “con-nection” (tsunagaru) in the pursuit of mutual understanding, we look forward to your continued support and goodwill.

Education for the Future through Language Study

Noma YoshinobuChairperson, Board of Trustees, The Japan Forum

3

In March 2012, the Japan Forum published its Foreign Language Curriculum Guidelines 2012: A Proposal from Chinese- and Korean-language Teachers. Urging recognition of the importance of Chinese and Korean language education in our high schools, TJF promotes a number of projects such as network-building among teachers, holding teacher training seminars, and compiling teaching resources, but the Guidelines is especially noteworthy, representing the fruit of six years of dedicated work by the high school and university teachers involved.

English-language education is as important as ever in the internation-alization of our society, but when we consider all the other nations where English is not the mother tongue, we cannot help being aware of the trend encouraging the “English+1” or “English+2” learning of other languages in secondary schools. Very few high schools in Japan, however, offer a second foreign language. In 2009, of a total of 5,200 high schools in Japan, only 830 offered Chinese and only 420 offered Korean, the languages of Japan’s close neighbors in East Asia. With the volume of trade with China now having surpassed that with the United States and with approximately 55 percent of overseas visitors to Japan hailing from Korea, China, and Taiwan, Japan must improve its Chinese and Korean language teaching environment.

In addition to learning English as the international lingua franca, learning other languages as well is important particularly to the younger generation in broadening their perspective on the world. We believe that an increase of high school students studying neighbor languages is highly desirable not only from the point of view of fostering Japanese understanding of themselves as members of the East Asian region but in the advancement of international exchange in general. With the Foreign Language Curriculum Guidelines 2012 as a catalyst, we look forward to new developments in neighbor language education in Japan.

Promoting Neighbor’s Language Learning in Our High SchoolsWatanabe KojiPresident, The Japan Forum

4 Annual Report 2011-2012

n our era when people, goods, and information are constantly passing back and forth over national and regional lines, the use of multiple languages is growing, in our schools, our communities, and our workplaces. As the globalization of society progresses, the lives of the younger generations will increasingly unfold with the world as their stage.

What strengths will young people need to chart their futures and pursue their careers? They will need to be able to converse with people — engage in dialogue and discussion. They will need the capacity for empathy with others. They will need to be able to cooperate and collaborate with people who speak other languages and come from other cultures. They will need the capacity to create things anew.

Dedicated to fostering such abilities, TJF creates forums for young people of Japan and other countries to study their mutual languages and cultures and to engage in exchange.

Language learning, cultural understanding, and exchangePromoting foreign-language educationin Japanese high schoolsWe contribute to improving the environment in which learning of other lan-guages, including the “neighbor languages” of Japan’s valued partners, can play a new role in education for the future.

Supporting Japanese-languageeducation overseasMore than two million elementary and secondary school students overseas are studying Japanese. TJF provides information about Japan of interest to such students, featuring Japanese culture today and the candid stories and everyday lives of young people, in support of Japanese-language education.

Organizing exchange amongsecondary school studentsIn order to help young people of different language and cultural back-grounds acquire familiarity with each other that transcends their differences and deepen their capacity for mutual empathy and understanding, as well as to reflect upon themselves and broaden their perspective on the world, TJF organizes summer camps, website forums, and other programs for face-to-face exchange.

The TJFMission

I

About TJFThe Japan Forum (TJF) is a private and non-profit foundation estab-lished in 1987 under the auspices of the Ministry of Foreign Affairs. The initial capital was provided by Kodansha Ltd. along with Oji Paper Co., Ltd., Dai Nippon Printing Co., Ltd., Toppan Printing Co., Ltd., Nippon Paper Industries Co., Ltd., and The Bank of Tokyo-Mitsubishi UFJ, Ltd.

As of April 1, 2011, TJF was designated a public interest incorpo-rated foundation.

TJF’s operating funds are drawn from the interest on its endow-ment of ¥2 billion as well as donations from the companies above, subsidies, and membership fees.

5Overview of Fiscal 2011 Programs

New Projects in WisconsinThe state of Wisconsin has been a center of TJF endeav-ors to support Japanese language education in the United States since the 1980s. The Menasha Joint School District, in particular, offers one of the most noted programs in the country for continued instruction in Japanese from kindergarten through high school. A 2010 TJF-organized trip to Japan by the superintendent and other representatives was instrumental in prompt-ing the district to establish its hallmark World Language program, which seeks to furnish children with the skills necessary for the twenty-first century through study of languages and cultures other than English.

In fiscal 2011, Kodansha Ltd. initiated a three-year special donation of two million yen annually to TJF to be used in support of the World Language curriculum. In July, TJF secretary-general Mizuguchi Keiko traveled to Menasha to hand over the funds for the first year. The money will go toward online courses for students unable to continue taking Japanese due to class sched-uling conflicts, as well as finance a support website for Japanese language learning that is available also to parents, guardians, and others in the community.

TJF moreover began work to develop a new project-based language learning curriculum and to bridge inter-action between students in Japan and the United States. In March and April 2012, three teachers of Japanese

and one elementary school principal from Menasha were invited to Japan under a grant from the Shoyu Club to conduct preparatory discussions at five partner schools.

Continuation of foreign language education—includ-ing that in Japanese—in local school districts requires support from students, parents, and guardians as well as members of the larger community, who have a say regarding the fate of programs at their schools. TJF will continue its efforts to convince people that education in their community is enriched by having children learn Japanese language and culture and come into contact with people from Japan.

Online Information about JapanMore than two million elementary and secondary school students around the world now study Japa-nese. To more efficiently satisfy the need of overseas students and others more generally interested in Japan to learn what the lives of young Japanese are really like, in the autumn of 2011 TJF transferred the functions of Hidamari and Takarabako, its two quarterly print news-letters for overseas teachers of Japanese, to the single website “Click Japan.”

Hidamari, published in Chinese, was founded in 1999 and had a circulation of 1,900 copies per issue, roughly 1,500 of which were distributed free of charge to teach-ers of Japanese in Chinese secondary schools; likewise, some 4,700 out of the 6,000 copies per issue of Takara-bako, begun in English in 2004, were sent to instructors of Japanese language, Japanese culture, and interna-tional understanding primarily in the English-speak-ing countries of Australia, Canada, New Zealand, the United Kingdom, and the United States. Both focused on current topics in Japan that were likely to also appeal to young overseas learners of Japanese, presenting

In fiscal 2011, TJF continued its programs focused on support-ing Japanese language education in elementary and second-ary schools overseas and promoting Chinese and Korean language education in high schools in Japan. It helped equip environments favorable to language study by developing and distributing curricula, teaching materials, and other resourc-es; conducting teacher training; and soliciting the cooperation of educational administrative bodies. It also encouraged international exchange among secondary school students learning one another’s languages.

Overview of Fiscal 2011 Programs

Menasha students crowd around to join the webcam image via Skype, speaking in Japanese with their peers at a junior high school in Japan.

©Lynn Sessler

Superintendent Robert Kobylski of the Menasha Joint School District accepting funding provided by TJF. Recounting episodes from his TJF-sponsored 2010 trip to Japan, he stressed to the local audience the importance of Japanese language education.

6 Annual Report 2011-2012

background, historical information, world context, and personal stories for a multifaceted introduction to each theme.

“Click Japan” was originally opened in 2009 to offer online versions of Hidamari and Takarabako articles along with supplementary information and voice messages that could not be included in the print edition, as well as “Class Ideas” for activities contributed by teachers from around the world. Efforts are now underway to remake “Click Japan” so as to carry on the defining aspects of the two newsletters while taking better advantage of online capabilities, the goal being to turn the site into a more open forum for not only overseas instructors of Japanese but also students in Japan and all those with an interest in Japan and intercultural exchange. The new “Click Japan” is scheduled to be unveiled in Octo-ber 2012.

Enhancing Secondary School Students’ Communication SkillsThe TJF “Tsunagaaru” website utilizes SNS (social networking service) technology to enable secondary school students from around the world to interact online as a way of deepening their insight into themselves and others as well as of gaining a real sense of their mutual contact. This fiscal year, 27 teachers and 534 secondary

school students—including internationally minded young people, overseas learners of Japanese, and Japanese learners of English, Chinese, and Korean—were regis-tered on the website, bringing the total number of users to approximately 200 educators and 1,450 students in 20 countries and regions.

TJF also assisted a research project by the ICT Inter-national Exchange Study Group of the Japanese High School Chinese Language Education Association’s Okinawa branch to develop a model for foreign language education that employs SNS and other technology to foster students’ ability to communicate and collaborate with peers of differing cultural backgrounds while also advancing their ICT (information and communication technology) literacy. For the project, which was funded through the Panasonic Education Foundation’s 37th (fiscal 2011) grant program for practical research, 36 high school students from Okinawa, Osaka, and Kaoh-siung (Taiwan) used ICT tools including “Tsunagaaru” and video conferencing to apply what they learned in class immediately in real communicative situations, for example by giving self-introductions, talking about their school life, and exchanging email. As a wrap-up, students from the three schools worked in groups to create commercials telling people in their communities about the benefits of close ties among the three regions.

The English-language newsletter Takarabako.

The Chinese-language newsletter Hidamari.

“Click Japan” presents portraits of Japan and its young people in Japanese, English, and Chinese.

Back issues of TJF newsletters are now available in ebook format.http://link.tjf.or.jp/ebookehttp://link.tjf.or.jp/ebookc

7Overview of Fiscal 2011 Programs

Through collaborating with peers of diverse back-grounds to give shape to a single product, students not only were stimulated to improve their language skills for better communication, but were able to experience firsthand the challenges of conveying their feelings and ideas, the importance of listening to others, and the sense of achievement that comes from creating some-thing through group endeavor.

High School Language Learners Meet Their PeersIn fiscal 2011, TJF planned and managed a summer camp for Japanese and Chinese students learning each other’s languages. Sponsored by Hanban, a Chinese governmental institution supporting the teaching of Chinese language and culture around the world, the camp centered on activities designed to have partici-pants put their language skills to actual use and learn how to cooperate and negotiate differences of opinion in the process of creating something new. The 90 Japanese and 46 Chinese students stayed in a high school dormi-tory, attending communication-oriented language classes and working together to organize the “Summer Camp Festival” for the last day. One student remarked, “I really didn’t know why I should be taking a foreign language, but now I do!” indicating participants were able to grasp firsthand the significance of learning another language as well as discover the joy of seeing their thoughts and ideas understood by others.

Spreading Hao Pengyou in China: An Important First StepIn China’s three northeastern provinces (Liaoning, Jilin, and Heilongjiang), the teaching of Japanese as a first

foreign language has been increasingly pushed aside in favor of English. Accordingly, TJF now works with the Dalian Education Commission in Liaoning to promote Japanese as a second foreign language. Some gradual progress has been made in this regard, thanks to the publication of the five-volume junior-high Japanese textbook Hao Pengyou (produced by TJF in collabora-tion with Dalian Education University) and interaction with educational leaders in areas of the three provinces other than Dalian.

In fiscal 2011, TJF opened “Hao Pengyou Web,” a site that offers online teacher support materials and classroom-ready content including “Dalian Story,” the textbook’s story manga. The site enables self-study by students who desire to study Japanese but may not have access to the necessary learning environment. It more-over represents an important first step in the effort to spread Hao Pengyou not only among teachers of Japa-nese as a second foreign language in the three prov-inces, but throughout China.

Expanding the Ringo NetworkRingo, or “neighbor language,” is the term TJF uses to describe Chinese and Korean, the languages of Japan’s neighboring countries and peoples. Programs in Chinese are offered in only about 16 percent of Japanese high schools and Korean in only about 8 percent. The promo-tion of the study of these neighbor languages is thus a focus of many TJF activities.

In November 2011, TJF sent a five-day delegation of 17 Japanese education and school officials from 12 prefectures to Harbin, Heilongjiang province. The tour produced concrete results: following the group’s return, Chinese language programs were revived or instituted at several participating schools.

Since fiscal 2004, TJF, the Japanese and Chinese education ministries, and Hanban have cosponsored an

High school students from Okinawa, Osaka, and Kaohsiung (Taiwan) work together on an advertisement telling people in their communities about the links between their three regions.

Educators from Jilin visit Waseda University Senior High School in Tokyo. At left, Wang Yuhui, principal of Changchun Rizhang High School, takes part impromptu in a Chinese class.

The first day of sessions at the Hao Pengyou workshop for teachers of Japanese in China’s three northeastern provinces. Participants gave group presentations on the significance of and objectives for teaching Japanese as a second foreign language.

Japanese and Chinese students put their language skills to work to plan a quiz show for their summer camp finale event.

Summer camp students practice shopping in Chinese using newly learned expressions.

©Ohki Shigeru

©Ohki Shigeru

8 Annual Report 2011-2012

annual training program at Jilin University in Changc-hun for those teaching Chinese at Japanese schools. Eleven teachers attended in fiscal 2011.

TJF collaborated with outside institutions through-out fiscal 2011 to offer free-of-charge private language courses for students of the many secondary schools that do not have classes in Chinese and Korean.

Information sharing is vital to expanding the network of supporters of neighbor language education. In Febru-ary 2011, the Ringo print newsletter was replaced by an e-newsletter, which currently counts 450 subscribers. The “Ringo” website opened in June.

Promoting Foreign Language Education in a New FormSince 2006, TJF has worked with a team of Japanese high school and university educators to compile curriculum guidelines that outline goals, content, and methodologies for teaching Chinese and Korean at the high school level. The guidelines aim to foster well-balanced communica-tion skills through attention to the three main areas of “language,” “culture,” and “global society.”

In fiscal 2009 TJF began holding annual seminars to share awareness of the principles underpinning the guidelines. The program consists of two parts: the first, a lecture by Professor Tohsaku Yasuhiko of the Univer-sity of California, San Diego, on the principles, content, and methods of the new form of foreign language education proposed by the guidelines, and the second, a hands-on workshop for teachers of high school Chinese and Korean. In the 2011 workshop, roughly 90 partic-

ipants practiced writ-ing lesson plans that utilized textbook mate-rial in accordance with the guidelines.

On July 31, 2011, TJF held a symposium entitled “Foreign Language Education in Twenty-First-Century Japan.” Whereas existing teacher networks tend to be separated along linguistic lines, the event brought together roughly 120 educators in Chinese, Korean, English, French, German, Russian, Spanish, and Japa-nese. During the session it was argued that foreign language learners should be assured a broad range of choice, and participants agreed on the need for teachers of different languages to join together toward this goal. The result was redoubled effort toward the creation of a network linking educators regardless of linguistic specialty.

TJF’s six years of work on the guidelines reached a culmination in March 2012 with the completion of the Foreign Language Curriculum Guidelines 2012: A Proposal from Chinese- and Korean-language Teachers. On March 3, in conjunction with the formal release of the document, TJF and the Sophia Linguistic Institute for Intercultural Communication cosponsored the symposium “Language Education for the Future of Japan: Connecting and Collaborating with the World.” High school and univer-sity foreign language instructors, educational admin-istrators, and members of NPOs active in intercultural exchange were among the 169 who attended. The discus-sion sought to define foreign language education that meets the demands of the future, explore the significance and mission of studying foreign languages, and examine strategies for realizing new approaches to the field.

The newly opened “Hao Pengyou Web” site is designed for students and teachers of Japanese in China.

The Korean language course for secondary school students attracted 23 applicants, more than the number of available seats.

Professor Tohsaku Yasuhiko encourages workshop participants to always think about the true meaning of communication.

The “Photo Close-Up” section of the Ringo website features a photograph of interest taken in China or Korea with captions in Japanese and either Chinese or Korean.

Scene from the Changchun workshop in China for teachers of Chinese at Japanese high schools. As their final project, participants wrote and acted in a skit about international marriage that illustrated Japanese and Chinese cultural differences as seen through wedding speeches and the selection of guests to the reception.

Japanese educators speak to Chinese students in Japanese while visiting a Harbin high school.

9Programs of Fiscal 2011

Programs of Fiscal 2011I. Promotion of Japanese Language Education and Understanding of Japan’s Culture in Elementary and Secondary Schools OverseasProgram Time Place

"Click Japan" Website year-round

"High School Student Photos Galore!" Website year-round

Cooperation with Production of Japanese Language Textbooks for Liaoning Elementary Schools year-round China

Support of Japanese Language Education in Menasha Joint School District, Wisconsin, USA July Menasha, USA

Support of the Photo Essay Division for High School Students, 33rd (2011) Yomiuri Photo Grand Prix Aug. 2011-Jan. 2012

Tokyo

Visit to Japan by Delegation of Jilin Educators Nov. 28-Dec. 3Tokyo, Saitama, Yamanashi

Cosponsorship of Training Program for Teachers of Japanese in the Three Northeastern Provinces of China Dec. 23-25Shenyang, China

Visit to Japan by Delegation of Liaoning Educators Feb. 19-23 Tokyo, Saitama

Visit to Japan by Delegation of Menasha Educators Mar. 31-Apr. 6 Tokyo, Kochi

Publication of Takarabakono. 28 June

no. 29 Sep.

"Takarabako" Website year-round

Publication of HidamariPrint Publication

no. 47 June

no. 48 Sep.

"Hidamari" Website year-round

II. Promotion of Foreign Language Education and Understanding of Different Cultures in Elementary and Secondary Schools in JapanProgram Time Place

Compilation of Curriculum Guidelines

Curriculum Guidelines 2011: High School Chinese and Korean,Condensed Edition

Sep.

Foreign Language Curriculum Guidelines 2012: A Proposal fromChinese- and Korean-language Teachers

Mar. 2012

Cooperation with Extracurricular Korean Language Classes at Takushoku University Daiichi High SchoolApr. 2011-Jan. 2012

Tokyo

Cosponsorship of 2011 Korean Language Class for Secondary School StudentsMay 2011-Feb. 2012

Tokyo

Cooperation with "Let's Learn Chinese" Saturday Language Course for High School Students (sponsored by the Confucius Institute at J. F. Oberlin University, Japan)

May 21-July 30 Kanagawa

Launch of the "Ringo" Support Website for High School Education in Chinese and Korean June

Cooperation with Activities of the Japanese High School Chinese Language Education Association

Secretariat Services year-round

Support of 2011 National Convention June 18-19 Osaka

Support of Local Activities of the Japanese High School Chinese Language Education Association (Okinawa, Kinki, Tokai, Kanto, Kyushu-Yamaguchi, Hokkaido, San'in and Hokuriku)

Oct. 2011-Mar. 2012

Cooperation with Regional Qualifying Contest for the 4th "Chinese Bridge" (Hanyu-qiao) Secondary School Chinese Language Contest

Support for the Western Japan Regional Qualifying Contest (sponsored by the Chinese Consulate-General in Osaka)

June 19 Kyoto

Cooperation with the Eastern Japan Regional Qualifying Contest (sponsored by the Chinese Embassy Education Department)

July 17 Tokyo

Cosponsorship of the 2011 Training Program for Teachers of Chinese in Japanese High Schools July 24-Aug. 5Changchun,China

Cosponsorship of the 2011 Training Program for Teachers of Chinese and Korean in Japanese High Schools July 30-Aug. 3 Kanagawa

Cosponsorship of the 2011 Seminar for Teachers of Foreign Languages in Japanese High Schools (as part of the Training Program above)

July 30-31 Kanagawa

"Foreign Language Education in Twenty-First-Century Japan" Symposium July 31 Kanagawa

Cosponsorship of "Have Fun with Chinese" Saturday Language Class for High School Students Oct.-Dec. Tokyo

Visit to China by Japanese Educators (sponsored by Hanban) Nov. 22-26 Harbin, China

10 Annual Report 2011--2012

Support of the Japan Association for Korean Language Education at High Schools (JAKEHS) Tokyo Training Program

Nov. 26-27 Tokyo

Support of "Let's Speak in Korean" Regional Contests (Toyama, Kumamoto, Tokyo, Tottori, Aomori, Fukuoka, Aichi, Osaka, Kagoshima and Niigata)

Dec. 2011-Feb. 2012

Awarding of TJF Prize at the 29th All Japan Chinese Speech Contest (sponsored by Japan-China Friendship Association)

Jan. 8 Tokyo

“Language Education for the Future of Japan: Connecting and Collaborating with the World” Symposium Mar. 3 Tokyo

Cooperation with Kumho Asiana Cup "Let's Speak in Korean" Contest for High School Students Mar. 17 Tokyo

III. Promotion of Exchange among Elementary/Secondary School Students and among Educators in Japan and Overseas Program Time Place

"Tsunagaaru" Project year-round

Summer Camp for Japanese and Chinese Students Learning Each Other's Languages

"Chinese Bridge"(Hanyu-qiao) Summer Camp for Japanese Students (sponsored by Hanban)

July 25-Aug. 3Beijing and Changchun, China

"Japanese Bridge"(Nihongo-bashi) Summer Camp for Chinese Students (cosponsored by TJF and Jilin Institute of Education)

July 27-Aug. 2Changchun, China

IV. TJF PublicityProgram Time Place

Maintenance of the TJF Website year-round

Print Publication of Kokusai Bunka Foramu Tsushin

no. 90 Apr.

no. 91 July.

no. 92 Oct.

no. 93 Jan.

"Kokusai Bunka Foramu Tsushin" Website year-round

TJF Annual Report 2010-2011

Japanese edition Aug.

English edition Aug.

Chinese edition Aug.

Korean edition Oct.

Deai, Tsunagaru promotional booklet Dec.

11Financial Report for Fiscal 2011

Financial Report for Fiscal 2011

*Including the following subsidies: (unit: ¥)Mitsubishi UFJ Foundation 5,000,000 Tokyo Club 3,000,272 Shoyu Club 1,829,940 Chinese Ministry of Education 1,530,000 Kamenori Foundation 1,500,000 Embassy of Korea, Korean Cultural Center 300,000 Sojitz Foundation 300,000

Statement of Finances (At end of fiscal year/ Unit: ¥)

FY2011 FY2010I. Assets1. Current assets Cash and cash equivalents 12,521,458 20,444,659 Other current assets 7,495,377 5,939,244 Total current assets 20,016,835 26,383,9032. Fixed assets Endowment 2,000,000,000 2,000,000,000 Special assets 83,708,616 51,590,389 Other fixed assets 14,718,828 13,834,325 Total fixed assets 2,098,427,444 2,065,424,714Total assets 2,118,444,279 2,091,808,617II. Liabilities Current liabilities 8,372,648 10,786,621 Long-term liabilities 29,525,350 29,217,355Total liabilities 37,897,998 40,003,976III. Net assets1. Net assets—temporarily restricted 2,055,577,969 2,021,283,717 To endowment 2,000,000,000 2,000,000,000 To special assets 55,577,969 21,283,7172. Net assets—unrestricted 24,968,312 30,520,924 To endowment 0 0 To special assets 0 0Total net assets 2,080,546,281 2,051,804,641Total liabilities and net assets 2,118,444,279 2,091,808,617

Statement of Changes in Net Assets (For year ended March 31, 2012/ Unit: ¥)

FY2011 FY2010I. Net assets—unrestricted1. Recurring revenues and expenses (1) Recurring revenues* 148,505,827 184,213,814 (2) Recurring expenses 154,144,154 184,260,911 Net assets from recurring activities before valuation △ 5,638,327 △ 47,0972. Nonrecurring revenues and expenses (1) Nonrecurring revenues 85,715 0 (2) Nonrecurring expenses 0 0 Net assets from nonrecurring activities 85,715 0 Change in net assets—unrestricted △ 5,552,612 △ 47,097 Net assets—unrestricted, beginning of year 30,520,924 30,568,021 Net assets—unrestricted, end of year 24,968,312 30,520,924II. Net assets—temporarily restricted

Change in net assets—temporarily restricted 34,294,252 16,985,457 Net assets—temporarily restricted, beginning of year 2,021,283,717 2,004,298,260 Net assets—temporarily restricted, end of year 2,055,577,969 2,021,283,717III. Total net assets, end of year 2,080,546,281 2,051,804,641