2019年度

グローバル教養学部（GIS）
講義概要（シラバス）

科目一覧

最新版のシラバスは、法政大学 Web シラバス（https://syllabus.hosei.ac.jp/）で確認してください。

【A6000, A6001, A6002, A6003, A6004, A6005】Basic Writing Skills ［Multiple Instructors］春学期授業/Spring 1【A6006, A6007, A6008, A6009, A6010, A6011, A6012, A6013】Academic Writing Skills I ［Multiple

Instructors］春学期・秋学期/Spring・Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2【A6014, A6015, A6016, A6017, A6018, A6019, A6020, A6021】Academic Writing Skills II ［Multiple

Instructors］春学期・秋学期/Spring・Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6022, A6023, A6024, A6025, A6026, A6027】Reading Skills I ［Multiple Instructors］春学期授業/Spring . .

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4【A6028, A6029, A6030, A6031, A6032, A6033, A6034, A6035】Reading Skills II ［Multiple Instructors］春
学期・秋学期/Spring・Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6036, A6037, A6038】English Test Preparation ［Marcus Lovitt］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . .

56【A6039, A6040, A6041, A6042, A6043, A6044, A6045, A6046】Debate and Discussion［Multiple Instructors］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6047】Freshman English I ［Kazuki Hata］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6048】Freshman English II ［Kazuki Hata］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6049】Translation ［Sarah Allen］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6051, A6500】French A I ［Masamichi Suzuki］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6052, A6501】French A II ［Masamichi Suzuki］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6053, A6502】French B I ［Georges CONREUR］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6054, A6503】French B II ［Georges CONREUR］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6055, A6504】Spanish A I ［Taiga Wakabayashi］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6056, A6505】Spanish A II ［Taiga Wakabayashi］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6057, A6506】Spanish B I ［Yoshifumi Ohnuki ］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6058, A6507】Spanish B II ［Yoshifumi Ohnuki ］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6059, A6508】Chinese A I ［Yuko Takada］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6060, A6509】Chinese A II ［Yuko Takada］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6061, A6510】Chinese B I ［Shota Watanabe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6062, A6511】Chinese B II ［Shota Watanabe］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6063】Overseas Academic Study Preparation ［Machiko Kobori］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . .
【A6064】Information Technology I ［Niall Murtagh］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6065】Information Technology I ［Niall Murtagh］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6066】Information Technology II ［Niall Murtagh］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6067】Physical Education I ［Kazuhiko Kunii］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6100】Readings in Drama ［Mark Vallely］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6101】Introduction to Philosophy ［Kazuhiro Watanabe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6102】Introduction to English Literature ［Mitsutoshi Somura ］春学期授業/Spring . . . . . . . . . . . . . . . . . . .
【A6103】Introduction to English Literature ［Mitsutoshi Somura ］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . .
【A6104】Readings in World Literature ［Michael Bettridge］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6105】Studies in Popular Fiction ［Michael Bettridge］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6106】Japanese Art History ［Sarah Allen］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6107】Introduction to Literary Theory ［Gregory Khezrnejat］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . .
【A6108】Classic Short Fiction ［Mark Vallely］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6109】Drama Survey ［Tony Dani］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6110】Drama Workshop ［Tony Dani］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6111】Drama Workshop ［Tony Dani］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6112】Visual Arts ［Shiho Kito］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6113】Music Appreciation ［Cathy Cox］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6114】General Topics I: Visual Communication Design ［Gary McLeod］秋学期授業/Fall . . . . . . . . . . . . . . . .
【A6120】Introduction to Linguistics ［Nobumi Nakai］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6121】Introduction to Linguistics ［Yutai Watanabe ］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6122, A6512】English Grammar: The Basics ［Peter Evans］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6123, A6513】TESOL I: Introduction ［Machiko Kobori］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6124, A6514】TESOL I: Introduction ［Machiko Kobori］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6125】Second Language Acquisition ［Yuichi Suzuki］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6126】Contrastive Linguistics ［Geraldo Faria］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

—I—

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【A6127】L2 Education for Children I ［Machiko Kobori］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6129】Language Education in the Digital Era ［Robert Paterson］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . .
【A6131】Introduction to Cultural Anthropology ［Shunsuke Nozawa］春学期授業/Spring . . . . . . . . . . . . . . . . .
【A6132】Introduction to Cultural Anthropology ［Shunsuke Nozawa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . .
【A6133, A6516】Introduction to Psychology I ［Yu Niiya］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6134, A6517】Introduction to Psychology II ［Sayaka Aoki］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . .
【A6135, A6518】Introduction to Sociology ［Allen Kim］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6136, A6519】Introduction to Sociology ［Allen Kim］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6137】Introduction to Media Theory ［Stevie Suan］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6138, A6520】Media Studies ［Zeliha Muge Igarashi］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6139】Religious Studies ［Daniel Friedrich］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6140】General Topics I: Urban Society ［Heide Imai］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6141】General Topics I: Introduction to Human Geography ［Heide Imai］秋学期授業/Fall . . . . . . . . . . . . . .
【A6142】Developmental Psychology ［Sayaka Aoki］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6143, A6551】UK: Society and People ［Mitsutoshi Somura ］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . .
【A6144, A6552】UK: Society and People ［Mitsutoshi Somura ］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . .
【A6145, A6553】Australia: Society and People ［Marcus Lovitt］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . .
【A6146】USA: Society and People ［Gregory Khezrnejat］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6147】USA: Society and People ［Gregory Khezrnejat］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6148】Information Studies ［Alfons Josef Schuster］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6149】Cultural and Ethnic Diversity in Japan ［Kyung Hee Ha］春学期授業/Spring . . . . . . . . . . . . . . . . . . . .
【A6150】General Topics I: Ethics for the Information Age I ［Nguyen Ngoc Binh］春学期授業/Spring . . . . . . .
【A6151】Manga Studies ［Stevie Suan］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6152】Manga Studies ［Stevie Suan］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6162, A6521】Introduction to International Relations ［Takeshi Yuzawa］春学期授業/Spring . . . . . . . . . . . .
【A6163, A6522】Introduction to International Relations ［Takeshi Yuzawa］秋学期授業/Fall . . . . . . . . . . . . . .
【A6164】Introduction to Political Science ［Rui Saraiva］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6165】Introduction to Political Science ［Rui Saraiva］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6166】Introduction to Comparative Politics ［Nathan Gilbert Quimpo］春学期授業/Spring . . . . . . . . . . . . . .
【A6168】History of Modern Europe ［Markus Winter］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6169】Introduction to Development Studies ［Chigumi Kawaguchi］秋学期授業/Fall . . . . . . . . . . . . . . . . . . .
【A6170】Introduction to Environmental Science ［Raquel Moreno-Peñaranda］秋学期授業/Fall . . . . . . . . . . . .
【A6180】Introduction to Business ［Shiaw Jia Eyo］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6181】Introduction to Business ［Shiaw Jia Eyo］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6183】International Business and Employability ［Takamasa Fukuoka ］秋学期授業/Fall . . . . . . . . . . . . . . .
【A6184, A6523】Microeconomics I ［May May Ho］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6185】Macroeconomics I ［George Y Wang］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6187】IT in Modern Society ［Niall Murtagh］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6188】Introduction to Tourism Studies ［John Melvin］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6189】Introduction to Tourism Studies ［John Melvin］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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【A6200, A6201, A6202】English Test Preparation Advanced ［Takamasa Fukuoka, Naomi Hirota］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

90【A6205】Studies in Poetry ［Michael Bettridge］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
【A6206】Comparative Literature ［Gregory Khezrnejat］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
【A6207】Film Theory and Analysis ［Akiko Mizoguchi］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
【A6208】History of Photography ［Shiho Kito］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
【A6209】Art History ［Sarah Allen］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
【A6210】History of English Studies in Japan ［Mitsutoshi Somura ］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . 96
【A6211】General Topics II: Tokyo Tales-discovering the hidden city ［Heide Imai］春学期授業/Spring . . . . . . 97
【A6212】General Topics II: Modern Olympics Movement ［Heide Imai］秋学期授業/Fall . . . . . . . . . . . . . . . . . . 98
【A6213】Japanese Popular Culture ［Akiko Mizoguchi］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
【A6214】Art and Design ［Aquiles Hadjis］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100【A6216】American Literature ［Gregory Khezrnejat］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101【A6217】Topics in Japanese Literature: History of Japanese Literature in Translation［Gregory Khezrnejat］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102【A6218】Performance Studies ［Stevie Suan］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103【A6220】English Grammar Extended ［Peter Evans］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104— II —

【A6221】The Words of English ［Peter Evans］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105【A6222, A6554】Sociolinguistics ［Yutai Watanabe ］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106【A6223, A6555】Sociolinguistics ［Yutai Watanabe ］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107【A6224】English as a Lingua Franca ［Yutai Watanabe ］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108【A6225, A6525】TESOL II: Teaching Methodology ［Machiko Kobori］春学期授業/Spring . . . . . . . . . . . . . . . . . 109【A6226, A6526, A6556】TESOL III: Syllabus and Teaching Materials ［Machiko Kobori］秋学期授業/Fall . . . 110【A6227, A6557】Phonetics and Phonology ［Mako Ishida］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111【A6228, A6527】Semantics and Pragmatics ［Nobumi Nakai］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 112【A6229】The Psychology of Language ［Mako Ishida］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113【A6230】Teaching Pronunciation ［Mako Ishida］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114【A6231】Topics in Applied Linguistics A: Linguistic Landscapes ［Chie Saito］秋学期授業/Fall . . . . . . . . . . . . 115【A6233, A6528, A6558】L2 Education for Children II ［Tomoko Shigyo ］春学期授業/Spring . . . . . . . . . . . . . . . 116【A6235】Cultural Globalization ［Shunsuke Nozawa］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117【A6236】Cultural Studies ［Zeliha Muge Igarashi］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118【A6237】Race, Class and Gender I: Concepts & Issues ［Kyung Hee Ha］秋学期授業/Fall . . . . . . . . . . . . . . . . . 119【A6238, A6529】Social Psychology I ［Yu Niiya］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120【A6239, A6530】Social Psychology II ［Yu Niiya］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121【A6241】Education and Society ［Christopher D. Hammond］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 122【A6242】Social Research Methods ［Yu Niiya］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123【A6243】Social Research Methods ［Yu Niiya］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124【A6244】Applied Psychology ［Sayaka Aoki］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125【A6245】Educational Psychology ［Dexter Da Silva］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126【A6247】Social Problems ［Sachiko Horiguchi］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127【A6248】General Topics II: Food and Society ［Heide Imai］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . 128【A6249】General Topics II: Urban Sociology ［Heide Imai］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129【A6250】Sociology of Law ［Maia Roots］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130【A6251】Sociology of Work and Employment ［Allen Kim］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131【A6252】Journalism ［Ginger Koto Vaughn］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132【A6253】Media Effects ［Ginger Koto Vaughn］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133【A6254】Religion and Politics ［Daniel Friedrich］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134【A6255】Science and Technology Studies ［Matthew Brummer］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . 135【A6256】American History and Society ［Robert Sinclair］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136【A6258】Intercultural Ethics ［Kazuhiro Watanabe］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137【A6259】Asian Popular Culture ［Stevie Suan］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138【A6260】International Security ［Takeshi Yuzawa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139【A6261】Foreign Policy Analysis ［Takeshi Yuzawa］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140【A6262, A6531】World Politics ［Takeshi Yuzawa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141【A6264】Development Studies ［Chigumi Kawaguchi］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142【A6265】Public Policy ［Rui Saraiva］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143【A6266】China’s Domestic Politics and Foreign Policy ［Zhihai Xie］春学期授業/Spring . . . . . . . . . . . . . . . . . . . 144【A6267】Politics of Southeast Asia ［Tomotaka Shoji］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145【A6269】Japanese Politics ［Jeffrey Hall］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146【A6271】American Politics and Foreign Policy ［Jeffrey Hall］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 147【A6272】International Politics of the Middle East ［Mari Nukii］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . 148【A6273】Political Theory ［Kazuhiro Watanabe］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149【A6274】European Integration ［Markus Winter］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150【A6275】Society and Environmental Change ［Raquel Moreno-Peñaranda］秋学期授業/Fall . . . . . . . . . . . . . . . 151【A6280】Principles of Marketing ［Shiaw Jia Eyo］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152【A6281】Foundations of Finance ［Shiaw Jia Eyo］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153【A6282】Accounting ［Noriaki Okamoto］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154【A6283】Event Management ［John Melvin］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155【A6284】Business Negotiation ［Takamasa Fukuoka ］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156【A6285, A6532】Brand Management ［Takamasa Fukuoka ］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . 157【A6286】Organizational Behavior ［Junko Shimazoe ］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158【A6288】Microeconomics II ［May May Ho］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159【A6289】Macroeconomics II ［George Y Wang］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160【A6290】Development Economies ［George Y Wang］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161— III —

【A6291】Tourism Development in Japan ［John Melvin］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162【A6292】Entrepreneurship and New Ventures ［Sean Hackett］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . 163【A6293】Creative Industries ［Stevie Suan］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164【A6300】Topics in Contemporary Art ［Akiko Mizoguchi］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165【A6301】Readings in Creative Nonfiction ［Michael Bettridge］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . 166【A6302】Novel Survey ［Michael Bettridge］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167【A6303】Fact and Fiction in the Movies ［Michael Bettridge］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 168【A6304】Modern Japanese Fiction in Translation ［Gregory Khezrnejat］春学期授業/Spring . . . . . . . . . . . . . . 169【A6305】Art in the Real World ［Aquiles Hadjis］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170【A6306】Special Topics I: Photography and Culture ［Gary McLeod］春学期授業/Spring . . . . . . . . . . . . . . . . . . 171【A6307】Special Topics I: Photography and Culture ［Gary McLeod］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . 172【A6308】Readings in Philosophy ［Robert Sinclair］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173【A6310】Creative Writing ［Gregory Khezrnejat］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174【A6311】Advanced Topics in American Literature: US Southern Literature ［Gregory Khezrnejat］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175【A6320, A6533】Syntactic Theory ［Peter Evans］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176【A6321】Morphology: Building Words ［Peter Evans］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177【A6322】English Dialects around the World ［Yutai Watanabe ］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . 178【A6323, A6534】TESOL IV: Testing and Evaluation ［Machiko Kobori］秋学期授業/Fall . . . . . . . . . . . . . . . . . . 179【A6324】L2 Education for Children III ［Tomoko Shigyo ］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180【A6325】Language Policy ［Geraldo Faria］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181【A6340】Ethnographic Methods ［Kyung Hee Ha］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182【A6341】Media Research ［Shunsuke Nozawa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183【A6344】Race, Class and Gender II: Global Inequalities ［Kyung Hee Ha］春学期授業/Spring . . . . . . . . . . . . . 184【A6345】Migration and Diaspora ［Kyung Hee Ha］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185【A6346】Law in a Globalizing World ［Maia Roots］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186【A6347】Special Topics I: Sociology of Disaster ［Heide Imai］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 187【A6348】Special Topics I: Cultural Geography ［Heide Imai］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . 188【A6349】Cultural Psychology ［Yu Niiya］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189【A6350】Clinical Psychology ［Keiko Ito］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190【A6351】Psychology of Morality ［Gen Ito］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191【A6352】Community Psychology ［Toshiaki Sasao］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192【A6353】Contemporary British Culture ［Mitsutoshi Somura ］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . 193【A6354】New Zealand Culture and History ［Yutai Watanabe ］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . 194【A6355】Comparative Media ［Stevie Suan］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195【A6356】Media and the Nation ［Stevie Suan］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196【A6357】Media and Globalization ［Stevie Suan］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197【A6360】International Relations of the Asia-Pacific ［Takeshi Yuzawa］春学期授業/Spring . . . . . . . . . . . . . . . . 198【A6361】Peace & Conflict Studies I ［Hiromi Fujishige］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199【A6362】Peace & Conflict Studies II ［Hiromi Fujishige］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200【A6363】Global Political Economy ［Nathalie Cavasin］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201【A6364】International Development Policy ［Ippeita Nishida］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . 202【A6367】International Law ［Naoko Obi］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203【A6368】Advanced Comparative Politics ［Nathan Gilbert Quimpo］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . 204【A6381】Investment ［Shiaw Jia Eyo］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205【A6382】International Business ［Shiaw Jia Eyo］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206【A6383】Services Marketing ［John Melvin］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207【A6384】Corporate Social Responsibility ［Sairan Hayama］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . 208【A6385】International Economics ［George Y Wang］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209【A6386】Advanced Accounting ［Noriaki Okamoto］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210【A6388】International Finance ［Manish Sharma］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211【A6389】Financial Statement Analysis ［May May Ho］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212【A6400, A6401】Seminar: British Culture and Literature I ［Mitsutoshi Somura ］春学期授業/Spring . . . . . . 213【A6402, A6403】Seminar: British Culture and Literature II ［Mitsutoshi Somura ］秋学期授業/Fall . . . . . . . 214【A6404, A6405】Seminar: Language Teaching and Learning I ［Machiko Kobori］春学期授業/Spring . . . . . . . 215【A6406, A6407】Seminar: Language Teaching and Learning II ［Machiko Kobori］秋学期授業/Fall . . . . . . . . 216【A6408, A6409】Seminar: Writing and Magazine Production I ［Michael Bettridge］春学期授業/Spring . . . . 217— IV —

【A6410, A6411】Seminar: Writing and Magazine Production II ［Michael Bettridge］秋学期授業/Fall . . . . . . 218【A6412, A6413】Seminar: Intersectionality: Multiple Inequalities I ［Diana Khor］春学期授業/Spring . . . . . . 219【A6414, A6415】Seminar: Intersectionality: Multiple Inequalities II ［Diana Khor］秋学期授業/Fall . . . . . . . 220【A6416, A6417】Seminar: The Diversity of English I ［Yutai Watanabe ］春学期授業/Spring . . . . . . . . . . . . . . 221【A6418, A6419】Seminar: The Diversity of English II ［Yutai Watanabe ］秋学期授業/Fall . . . . . . . . . . . . . . . . 222【A6424, A6425】Seminar: Self and Culture I ［Yu Niiya］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223【A6426, A6427】Seminar: Self and Culture II ［Yu Niiya］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224【A6428, A6429】Seminar: International Relations A I ［Hiromi Fujishige］春学期授業/Spring . . . . . . . . . . . . . 225【A6430, A6431】Seminar: International Relations A II ［Hiromi Fujishige］秋学期授業/Fall . . . . . . . . . . . . . . . 226【A6432, A6433】Seminar: International Relations B I ［Takeshi Yuzawa］春学期授業/Spring . . . . . . . . . . . . . . 227【A6434, A6435】Seminar: International Relations B II ［Takeshi Yuzawa］秋学期授業/Fall . . . . . . . . . . . . . . . 228【A6436, A6437】Seminar: Entrepreneurship & Innovation I ［Shiaw Jia Eyo］春学期授業/Spring . . . . . . . . . . 229【A6438, A6439】Seminar: Entrepreneurship & Innovation II ［Shiaw Jia Eyo］秋学期授業/Fall . . . . . . . . . . . . 230【A6440, A6441】Seminar: Global Strategic Management I ［Takamasa Fukuoka ］春学期授業/Spring . . . . . . 231【A6442, A6443】Seminar: Global Strategic Management II ［Takamasa Fukuoka ］秋学期授業/Fall . . . . . . . . 232【A6448, A6449】Seminar: Tourism Management I ［John Melvin］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . 233【A6450, A6451】Seminar: Tourism Management II ［John Melvin］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . 234—V—発行日：2019/5/1【Changes following student comments】
Discussions on plagiarism have been added.

BSP100ZA

Basic Writing Skills【Prerequisite】
None.

Multiple Instructors
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1
Day/Period：【Outline and objectives】
Basic Writing Skills introduces the fundamental principles andpractices of writing academic essays. The purpose of the course is forstudents to progress from the basic components of academic vocabulary,sentence structure, and style to the construction of arguments,
paragraphs, and short essays.
【Goal】
This course aims to build competence in the following areas:
1. Academic vocabulary, sentence structures, and style
2. Organizing paragraphs
3. Making logical arguments
4. Organizing an argumentative essay【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1” and “DP 4”.
【Method(s)】Each class consists of two basic parts: the first is a short exercise
building fundamental aspects of academic writing, such as vocabulary,sentence structure, or style; the second section is longer, including a
discussion on the week’s lesson and exercises to illustrate its centralcomponents. Often we will work together on exercises, both in small
groups and as a class. We will also share and edit each other’s writing,so students should grow accustomed to both giving and receiving
constructive feedback on assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Introduction

2
3

Introducing Academic
Paragraphs
Academic Vocabulary

4

The Writing Process

5

Sentence Structure I

6
7
8
9
10
11
12

Sentence Structure II
Paragraphs I
Paragraphs II
Paragraphs III
Paragraphs IV
Paragraph V
Final Assessments I

13
14

Final Assessments II
Final Presentations

Contents
Overview of the Academic Writing
Skills course series.
What is plagiarism?
Basic paragraph structure
Purpose and strategies for building
academic vocabulary
Overview of the writing process
stages; also citations andreferencing
Subject-verb agreement; simple tocomplex sentences
Punctuation and self-editing
Structure
Conclusions and transitions
Logic and coherence
Process paragraphs
Persuasive argument paragraphs
Organization and logical structureof essay; introduction to final
writing task
Editing of essay and writing task
Report on final draft of writing task

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly assignments and research forfinal assessments.
【Textbooks】
Oshima, A., & Hogue, A. (2014). Longman Academic Writing Series 3:
Student Book with Essential Online Resource (Fourth ed.). New York:
Pearson Longman. ISBN: 9780134663326*This is the primary textbook for the course and must be purchased by
students. Please do so as soon as possible.
【References】
Bullock, R. H., & Weinberg, F. (2011). The Little Seagull Handbook.
New York: W.W. Norton & Co. ISBN: 0393911519*Students are strongly encouraged to purchase this text as it will serve
as a quick guide for all future papers at GIS and beyond. However,copies will also be placed in the library for your reference.
【Grading criteria】
Participation: 10%
Assignments: 40%
Final essay: 40%
Final presentation: 10%—1—発行日：2019/5/1

BSP100ZA

Academic Writing Skills I
Multiple Instructors
Credit(s)：2 ｜ Semester：春 学 期・秋 学 期/Spring・Fall ｜Year：1〜2
Day/Period：【Outline and objectives】
Academic Writing Skills I introduces the formal structures and styles ofacademic writing. The course focuses on two primary areas. The firstis essay organization: we will examine the fundamentals of outlining
and structuring essays as well as practice writing a variety of essay
forms. The second is academic language: we will study the specificvocabulary, conventions, and styles of writing particular to university
research. Additionally, this course will build confidence and competencein writing more generally, preparing you for Academic Writing Skills II,
in which you will write a formal research paper.
The related activities and tasks are completed mainly through such
communicative approaches as presentation and discussion in order tofacilitate students’ thorough engagement in active communication in
English. This will cultivate their listening and speaking skills in thetarget language as well as those of reading and writing.

【References】
Bullock, R. H., & Weinberg, F. (2011). The Little Seagull Handbook.
New York: W.W. Norton & Co. ISBN: 0393911519*Students are strongly encouraged to purchase this text as it will serve
as a quick guide for all future papers at GIS and beyond. However,copies will also be placed in the library for your reference.
McCarthy, M., & O’Dell, F. (2016). Academic Vocabulary in Use. Second
Edition. Cambridge: Cambridge University Press.
ISBN: 110759166X*Students will often complete vocabulary and academic prose exercises
from this text. Handouts will be distributed in class.
【Grading criteria】
Participation: 10%
Assignments: 25%
Essays: 55%
Process (10%)
Cause/Effect (10%)
Comparison/Contrast (10%)
Argumentative (25%)
Final presentation: 10%【Changes following student comments】
Discussions on plagiarism have been added.
【Prerequisite】
None.

【Goal】
This course aims to build competence in the following areas:
1. Organizing a variety of essay styles clearly and logically
2. Using academic vocabulary and styles of prose effectively
3. Citing and referencing sources correctly
4. Proofreading, editing, and revising multiple essay drafts【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1” and “DP 4”.
【Method(s)】Each class consists of two basic parts: one is a short exercise building
fundamental aspects of academic writing, such as vocabulary, sentence
structure, or style; the second is longer, including a discussion on theweek’s lesson and exercises to illustrate its central components. Often
we will work together on exercises, both in small groups and as aclass. We will also share and edit each other’s writing, so students
should be prepared for both giving and receiving constructive feedbackon assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Introduction
2
Paragraph
Organization
3
Unity and Coherence

4
5

Evidence, Quotations,In-text Citations
Bibliography andCitation Styles

6

Essay Structure I

7
8
9

Essay Structure II
Essay Practice I
Editing I

10
11
12
13

Essay Practice II
Essay Practice III
Essay Practice IV
Editing II

14

Final Presentations

Contents
Overview of the course
Topic, supporting, and concluding
sentences
Consistency and logicalorganization
Referencing; fundamentals ofcitations; discussion on plagiarism
Students will learn one referencing
system (MLA, APA and others)
Review and discussion
Organization; introductions andthesis statements
Body paragraphs; conclusions
Process essay
Proofreading, peer critique,self-editing
Review and discussion
Cause and effect essay
Comparative/contrast essay
Argumentative essay
Reorganization and rewriting
Review and discussion
Final paper presentations【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly writing assignments andregular vocabulary exercises.
【Textbooks】
Oshima, A., & Hogue, A. (2017). Longman Academic Writing Series: 4 Essays (Fifth ed.). New York: Pearson Longman. ISBN: 9780134663319*This is the primary text for the course and must be purchased by
students. Please do so as soon as possible.

—2—発行日：2019/5/1

BSP100ZA

Academic Writing Skills II
Multiple Instructors
Credit(s)：2 ｜ Semester：春 学 期・秋 学 期/Spring・Fall ｜Year：1〜2
Day/Period：【Outline and objectives】
Academic Writing Skills II builds on the skills learned in Academic
Writing Skills I and applies them to the organization and writing ofa major research paper (in either the humanities or social sciences).
Students are expected to take responsibility in choosing a theme
and thoroughly researching it for the final paper, no less than 2500
words, excluding a bibliography (Times New Roman, 12-pt.font, double
spaced [10 pages]).
Course content includes essay organization,
research strategies (collecting and evaluating references, conducting
web searches, using electronic databases), bibliographic organization,and citation styles: footnotes, endnotes, or in-text forms of MLA and
APA.
The related activities and tasks are completed mainly through such
communicative approaches as presentation and discussion in order tofacilitate students’ thoroughengagement in active communication in English. This will cultivate
their listening and speaking skills in the target language as well as
those of reading and writing.

【References】
Oshima, A., & Hogue, A. (2014). Longman Academic Writing Series: 5‒ Essays to Research Papers (1st ed.). New York: Pearson Longman.
ISBN: 0132912740
McCarthy, M., & O’Dell, F. (2016). Academic Vocabulary in Use. Second
Edition. Cambridge: Cambridge University Press.
ISBN: 110759166X
Lester, J. D., & Lester, J. D. (2011). Writing Research Papers: A Complete
Guide (14th ed.). New York: Pearson/Longman.
ISBN: 0205059333.
【Grading criteria】
Participation: 10%
Assignments: 30%
Final essay: 50%
Final presentation: 10%【Changes following student comments】
Discussions on plagiarism have been added.
【Prerequisite】
None.

【Goal】
This course aims to build competence in the following areas:
1. Planning and organizing a major research paper
2. Choosing, evaluating, and using academic sources
3. Building on previous research in developing an original researchcontribution
4. Proofreading, editing, and revising research papers【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1” and “DP 4”.
【Method(s)】Each class consists of a short lecture or demonstration of academic
writing principles and a number of writing or editing exercises. Often
we will work together on exercises, both in small groups and as aclass. We will also share and edit each other’s writing, so students
should be prepared for both giving and receiving constructive feedbackon assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Introduction
2
Research I

3
4

Research II
Research III

5

Research IV

6
7

Essay Structure I
Essay Structure II

8

Essay Structure III

910Special Working
SessionEssay Structure IV

11

Essay Structure V

12
13
14

Editing I
Editing II
Final presentations

Contents
Overview of the course
Choosing a topic & organizing aschedule
Creating a reading list
Research skills (library visit toresearch online databases)
Collecting andsummarizing sources (review
citation styles if needed)
Review and discussion
Writing a review of your sources
Research questions and narrowing
your focus
Introductions and thesis
statements
Review and discussion
Report on progress
Working with data (how to matchdata with thesis; “they say/I say”
paradigm)
Conclusions and situating future
research
Review and discussion
Organization
Peer editing
Presentations of final paper【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly assignments and research forfinal paper【Textbooks】
No textbook will be used.

—3—発行日：2019/5/1

BSP100ZA

Reading Skills I
Multiple Instructors
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1
Day/Period：【Outline and objectives】
This course introduces students to the basic reading skills andstrategies that are needed for academic success at the university level.

【Textbooks】
Brenda Wegmann and Miki Knezevic, Mosaic 2: Reading, 6th ed.
(McGraw-Hill Education, 2014).
【References】
As specified by the instructor.
【Grading criteria】
Homework (30%); in-class assignments (30%) and exams (40%).
【Changes following student comments】
Not applicable.
【Prerequisite】
None.

【Goal】
Students will learn to read course material with accuracy and to build
critical thinking skills, thereby increasing their reading confidence andspeed.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Through the textbook and its academic reading selections and exercises,
students will explore real-world issues, discuss academic topics, readand study content-based and thematic materials; learn to organize theirthoughts and notes through a variety of graphic organizers that meetthe needs of diverse learning and thinking styles; interact in pair work,small group work, and whole class activities that present opportunities
for real-world use of language; acquire tools that promote the criticalthinking skills crucial to success in the academic world; expand their
vocabulary; and gain familiarity with the ingredients of widely used
tests of English proficiency.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course

2

3
4
5

6

7

8

9

10

11

12

13

14

Contents
Course requirements; textbook andsyllabus review. Study skills andstudy time management. Academic
integrity: avoiding plagiarism.
Reading Selection: Why Scanning for specific information:
Bilinguals Are Smarter expressions and set phrases;
evaluating websites.
Reading Selection:
Completing a summary; internet
Speaking Up in Class
research (bilingual countries).
Reading Selection: Into Previewing a reading; making
Thin Air
inferences.
Reading Selection: The Using a graphic organizer (chain
World We Lost
diagram) to sequence events andemotions; internet research(Everest today).
Reading Selection:
Understanding metaphors in
How Women Became
context; analyzing a book review.
the New Breadwinners
Quick Survey;
Revision Q&A; reading skills
Mid-term Examination examination covering material andexercises from weeks 1 to 6.
Reading Selection: Has Determining a point of view;
Facebook Destroyed the internet research (marriage around
Word “Friend”?
the world).
Reading Selection:
Understanding specialized terms;
Taj Mahal, India
using a graphic organizer (Venn
diagram) to draw a comparison.
Reading Selection:
Previewing a reading to identify
Korea’s Makeover from the key people; internet research
Dull to Hip Changes(architecture).
the Face of Asia
Reading Selection:
Identifying differences between
Conversations instandard English and global
Malaysia
English; paraphrasing.
Reading Selection:
Predicting story events
Grisha Has Arrived
Summarizing a story; internet
research (a lesser-known variety ofEnglish).
Reading Selection: A
Underlining and marginal glossing;Memory for All
supporting or challenging a
Seasonings
hypothesis.
Quick Survey; Final
Revision Q&A; reading skills
Examination
examination covering material andexercises from weeks 8 to 13.

【Work to be done outside of class (preparation, etc.)】
Students must read the required material and do required exercises foreach class.

—4—発行日：2019/5/1
11

BSP100ZA

Reading Skills II

12Multiple Instructors
Credit(s)：2 ｜ Semester：春 学 期・秋 学 期/Spring・Fall ｜Year：1〜2
Day/Period：【Outline and objectives】
This course reinforces the basic reading skills and strategies that areneeded for academic success at the university level, and moves up
through critical reading of more advanced texts toward the reading andunderstanding of academic papers.
These objectives are achieved via use of such communicative methods
as discussion and presentation in pairs, groups and at class level. This
will ensure students actively communicate in English, helping themto enhance skills in listening and speaking as well as in reading andwriting.
【Goal】
To improve students’ reading speed and accuracy, enhancing theircritical thinking skills, and exposing them to academic material, inorder to prepare them for the Department’s demanding course of study.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Through the textbook and its academic reading selections and exercises,
students will explore real-world issues, discuss academic topics, readand study content-based and thematic materials; interact in pair work,small group work, and whole class activities that present opportunities
for real-world use of language; acquire tools that promote the criticalthinking skills crucial to success in the academic world; expand their
vocabulary; and gain familiarity with the ingredients of widely used
tests of English proficiency. This will occupy the first half of the course.
During the second half, students will be introduced via more demanding
material intended for non-specialists to a topic of academic concern, andthen shown how best to approach and digest an academic paper on this
topic.

Reading Selection: The
Tell-Tale Heart

3

Reading Selection: The
San Francisco Sculptor
Who Created Nicolas
Cage’s “Dreadful
Dragon”
Reading Selection:
Trees for Democracy

45

Reading Selection: A
Revolution in Medicine

6

Reading Selection:
What Makes Van Gogh
So Great?
Reading Selection:
Contrite Makes Right

7

8

Quick Survey;
Mid-term Examination

9

Special Academic
Topic: Topic
Introduction (i)10Special Academic
Topic: Topic
Introduction (ii)

Special Academic
Topic: Academic Paper
(iii)

14

Quick Survey; Final
Examination

Further glossary for the academic
paper; introduction; locating thepaper in its immediate academic
context.
Body and conclusion of theacademic paper, withcomprehension activities.
Review of the second half of thecourse; discussion.
Revision Q&A; reading skills
examination covering the academic
paper and other material fromweeks 9 to 13.

【Textbooks】
Brenda Wegmann and Miki Knezevic, Mosaic 2: Reading, 6th ed.
(McGraw-Hill Education, 2014).
【References】
As specified by the instructor.
【Grading criteria】
Homework (30%); in-class assignments (30%) and exams (40%).
【Changes following student comments】
Not applicable.
【Prerequisite】
None.

【Fieldwork in class】
なし / No

2

13

Lexical preview of the academic
paper; abstract and structure.

【Work to be done outside of class (preparation, etc.)】
Students must read the required material and do required exercises foreach class.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Introduction to the
CourseSpecial Academic
Topic: Academic Paper(i)
Special Academic
Topic: Academic Paper(ii)

Contents
Course requirements; textbook andsyllabus review. Study skills andstudy time management. Academic
integrity: avoiding plagiarism.
Preview of The Tell-Tale Heart andrelated internet research.
Summarizing from a different pointof view; internet research (memory
biases).
Finding the bases for inferences;comparisons from two texts (twosculptors compared).

Finding evidence to disprove false
arguments; analyzing the author’s
point of view.
Separating fact from opinion;
critical opinions (charities in thedeveloping world).
Identifying false inferences;
paraphrasing.
Analyzing cause and effect;
internet research (a pair of bookreviews).
Review of the first half of thecourse; discussion.
Revision Q&A; reading skills
examination covering material andexercises from weeks 1 to 7.
Lecture on the academic topic
chosen by the specific instructor;
discussion activities; introductory
reading.
Further introductory reading on
the topic; major structural patternsof academic papers.

—5—発行日：2019/5/1
8

BSP100ZA

English Test Preparation
9

Marcus Lovitt
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1
Day/Period：【Outline and objectives】
ETP is designed to teach language skills,
techniques, and strategies for the TOEFL ITP.

10effective test-taking【Goal】
This course is designed for students who are interested in studying
abroad in the future. The purpose of this course is to help you attaingreater skill in the command of English, which shall be reflected in yourscores on the TOEFL ITP (Target score: 550).

11

12【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1” and “DP 4”.
【Method(s)】Students will learn effective strategies for increasing scores in eachsection of the TOEFL ITP by lecture and exercises throughout thecourse. Personal advice on methods of individual study (which isstrongly recommended) will be given as required.

13

・Short exam to test knowledge
from weeks 1 − 7 and an overview
of the reading comprehension
sectionReading
・V&I quizComprehension (II)・Learn the effective strategy forreading passage (I)・Textbook exercises for the reading
comprehension section.
Test of Written English ・V&I quiz・Learn the basic format for the
Test of Written English(TWE ： 30
minutes essay)
・Learn the effective strategy for
the TWE.
・Text book exercises for the TWE.
Practice Test
・V&I quiz(Listening)・The listening section of the
TOEFL ® ITP will be conducted inclass.
Practice Test
・V&I quiz(Structure and Written ・The structure and written
expression)
expression section of the TOEFL
ITP will be conducted in class.
Practice Test (Reading) ・V&I quiz
・The reading comprehension
section of the TOEFL ITP will be
conducted in class.
Wrap-up and Review
・Wrap-up and review the course
the Course

Mid-term Exam andReading
Comprehension (I)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14【Fieldwork in class】
なし / No【Work to be done outside of class (preparation, etc.)】
As this is an intensive class, students should prepare by studying
academic/campus vocabulary, doing practice tests and conducting otherforms of self-study prior to the first class.

【Schedule】
No.
Theme
1
Introduction

2

3

4

5

6

7

Contents
・Learn the characteristics of the
TOEFL PBT and how it differsfrom the TOEFL iBT.
Listening Section (I)・Vocabulary and idiomatic
expression quiz （V&I quiz)・Learn the basic format of thelistening section
・Learn the effective strategy for“conversations”
・Textbook exercises for thelistening section(conversation)
Listening Section (II)・V&I quiz・Learn the effective strategy for“lectures”
・Textbook exercises for thelistening section(lecture)
Structure (I)
・V&I quiz・Learn the basic format of thestructure and written expressionsection・Learn grammatical and lexical
structures
・Learn the effective strategy forstructure(I)・Textbook exercises for the
structure and written expressionsection
Structure (II)・V&I quiz・Learn grammatical and lexical
structures
・Learn the effective strategy forstructure (II)・Textbook exercises for the
structure and written expressionsection.
Written Expression (I) ・V&I quiz・Learn grammatical and lexical
structures
・Learn the effective strategy for
written expression (I)・Textbook exercises for the
structure and written expressionsection.
Written Expression (II) ・V&I quiz・Learn grammatical and lexical
structures
・Learn the effective strategy for
written expression(II)・Textbook exercises for the
structure and written expressionsection.

【Textbooks】
1) Vocabulary and idiomatic expressions
Barron’s Essential Words for the TOEFL ® by Steven J. Matthiesen,
7th Edition (2017) (odd unit numbers)2) Exercises
The Complete Guide to the TOEFL Test (PBT edition) by Bruce Rogers,
HEINLE CENGAGE learning (2010)【References】
Cracking the TOEFL iBT with Audio CD, 2016 Edition, Princeton
Review(2015)
Official Guide to the TOEFL Test, 4th Edition (Official Guide to the Toefl
iBT), Educational Testing Service (ETS) (2012)【Grading criteria】
This is a pass/fail class. Students are required to take the TOEFL ITP
in January, 2020. Assessment will be based on the following:
1. Class participation (30%)
2. Mid-term exam/practice test (40%)
3. Homework (30%)
Students will receive credits for passing the course, but passing or
failing will not affect their GPA.
【Changes following student comments】
Not applicable【Others】
Credits based on TOEFL & IELTS scores. Check the bulletin board.
【Prerequisite】
None.

—6—

発行日：2019/5/1
14

BSP100ZA

Group Discussion 3
and Wrap-up

Debate and Discussion
Multiple Instructors
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1
Day/Period：【Outline and objectives】
This course aims at helping students cultivate skills in argumentationthat they can apply to debate and discussion. Therefore, in this class,students will learn not only how to conduct themselves in debatesand discussions, but also critical thinking, organizational and speaking
skills.
Students will first learn the basics of argumentation, including analysis,
the use of evidence, causal reasoning and reasoning from analogy, andrefutation. They will then learn the technical aspects of how debatesand discussions are structured before applying the argumentation skills
they have acquired to actual team debates and small-group discussions.
【Goal】
Through the critical thinking exercises and practices in debates anddiscussions, students will become able to formulate arguments andexpress their opinions on various issues, as well as actively participate
in group discussions. The skills they acquire through this course should
prepare them well for the core content courses in the curriculum.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】In the first half of the course, each class is composed of a partial
lecture on key concepts and in-class exercises (including small group
discussions and presentations) to help students learn and apply theconcepts. The second half of the course is centered on student debatesand discussions. Students will be encouraged to evaluate their own
performance and give each other feedback, and the instructor will
provide oral and written feedback to each student.

【Work to be done outside of class (preparation, etc.)】
Students are expected to review class materials, complete assignments,and find relevant material to build arguments for debate and discussion.
【Textbooks】
Class materials will be provided by the instructor and distributed inclass or uploaded on H’etudes.
【References】
Bowell, T., & Kemp G. (2015). Critical thinking: A concise guide (4thedition). New York, NY: Routledge.
Cottrell, Stella. (2011). Critical thinking skills: Developing effective
analysis and arguments. 2nd Ed. London: Palgrave Macmillan.
Huber, Robert and Snider, Alfred C. (2006). Influencing throughargument. Updated Edition. New York: International Debate Education
Association. (Downloadable as pdf file.)
Snider, Alfred & Schnurer, Maxwell. (2006). Many sides: Debate acrossthe curriculum. Revised edition. New York: International Debate
Association. (Downloadable as pdf file.)【Grading criteria】
Round table discussion 15%; team debate performance 30%; discussion
participation and performance 45%; overall participation in class 10%.
Scores for performance and participation will depend at least as muchon preparation and organization as on verbal skills.
【Changes following student comments】
None.
【Equipment student needs to prepare】
The teacher may request that you use a computer, tablet or smartphone
in order to prepare or fact-check during class. (Computers, tablets andsmartphones may not be used other than as authorized.)【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Overview

2
3
4
5
6
7
8
9

10

11

12

13

Discussion on topics previously
agreed uponPeer evaluation of discussion
Debate and discussion revisited:the significance ofargument,reasoning and criticalthinking

Contents
The use of argument in debate anddiscussion
Week-by-week explanation of thecourseExplanation of attendance policy,
assignments and exercises, andgrading policy
Analysis
Meaning of analysis
Propositions and argument
Use of Evidence
Finding and evaluating sources ofevidence
Identifying Flaws in
Causal links
Arguments I
Correlations and false correlations
Identifying Flaws in
Necessary and sufficient conditions
Arguments II
Analogies
Refutation
Meaning of refutation
Ways of refuting an argument
Debate: An Overview
Techniques and structure of debate
Choice of topics for debates in classMoving Towards
Roundtable discussions to prepare
Debatefor debates
Team Debate 1
Team debate on a topic previously
agreed uponPeer evaluation
Team Debate 2
Team debate on a topic previously
agreed uponPeer evaluation
Team Debate 3
Team debate on a topic previously
Moving Towards Group agreed upon
Discussion
Preparation for group discussion
Group Discussion 1
Discussion on topics previously
agreed uponPeer evaluation of discussion
Group Discussion 2
Discussion on topics previously
agreed uponPeer evaluation of discussion—7—発行日：2019/5/1
11LANe100ZA

Freshman English I
Kazuki Hata

12

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1
Day/Period：月 1/Mon.1

13【Outline and objectives】
Freshman English I aims to enhance students’ academic prospects
and cultivate language proficiency. In particular, the students areprovided solid understanding of common academic practices at theinternational standard, which they can apply to university-level debatesand discussions; including micro-/macro-level reading, critical thinking
and spontaneous discussion activities. The module also offers various
tips for independent study, suggesting how to make a good transfer fromthe module to their own learning (and vice versa).
【Goal】
Through a series of interactive and voluntary engagements in and out of
the class, the students are expected to acquire three dominant academic
skills, as follows.
a) Basic language (English) abilities for good academic engagementb) Communicative competence in normative interactionc) Critical thinking skills in coherent and logical argumentation【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1” and “DP 4”.
【Method(s)】The module will be conducted via informal and interactive lecturesutilising PowerPoint slides, with a combination of in-class exercises andtake-home assignments. The students will be engaged in a wide variety
of interactive practices, such as: in-class activities on the materials;
small-group and roundtable discussions; and reflective writing tasks.
All attendants are expected to actively participate, in which they
mediate their understanding by producing language, and make every
effort to contribute meaningfully to both planned and spontaneous
activities.

14

Cause and Effect

Understanding cause and effectphenomena in different fields;
identifying language to express
cause and effect; note-taking cause
and effect relationships in diagramform
Evaluation
Identifying author evaluation oforiginal material; identifying andunderstanding evaluation language
Independent Learning Summarising information to makenotes; annotating a text with
margin notes
Final Exam & Wrap-up Exam with a following review ofthe module (academic English)【Work to be done outside of class (preparation, etc.)】
In order to participate well, it is necessary for them to complete weekly
assignments before the class.
【Textbooks】
Chazal, E., & McCarter, S. (2016). Oxford EAP: A course in English foracademic purposes (upper-intermediate/B2). Oxford: Oxford University
Press. (Primary resource; thus, must be purchased)【References】
Hewings, M., & McCarthy, M. (2012). Cambridge academic English B2
upper intermediate student’s book: An integrated skills course for EAP.
Cambridge: Cambridge University Press.
Other resources (e.g. academic papers and newspaper articles) will also
be distributed or made available in our online system.
【Grading criteria】
The final grade for this module will take into account grades awardedon all assignments in the following proportions:a) Module-final exam: 60% b) Reflective essay: 20% x2 (40%)
You will be instructed to have a group meeting and handle aquestion/task sheet, which will be distributed in class and should besubmitted in the next class.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Changes following student comments】
The previous students in Freshman English in 2018 stated that the
textbook used was challenging due to its dense contents and complicatedstructure; with which the instructor agreed. Therefore, the textbook
has been changed to one having clearer unit themes and more practicallanguage reference tailored to undergraduate-level students at GIS (seeabove).

【Fieldwork in class】
なし / No【Equipment student needs to prepare】
None.

【Schedule】
No.
Theme
1
Induction2

Preparation for
Academic Study

3

Description andDefinition

4

Using Evidence

5

Classification

6

Connecting Ideas

7

Describing Processes

8Comparison andContrast

9

Fact and Opinion

10

Developing an
Argument

Contents
Module description with general
instructions for academic English
Reading short informative texts;
note-taking for organising key
information; using notes to write asummary
Understanding and extracting key
factual information in a text;
recognising and writing definitions;summarising key factual
information in a text
Identifying main ideas andsupporting evidence in a text;
building word families; using
adverbs to express stance
Identifying the purpose andstructure of a text; usingclassification to make notes as you
read
Identifying the argument andstructure of a text; identifying
cohesive and hedging language
Predicting the content of a text
from visual information;
understanding a description of aprocess in a text; identifying
signposting for describing a process
Identifying extended definitions;
categorising similarities anddifferences; noticing in-text
references; identifying comparisonand contrast language
Recognising the difference between
fact and opinion; identifying the
purpose and sections of a text;
identifying stance and perspective
Identifying author evaluation oforiginal material; identifying
persuasive language【Others】
Analogous to other modules in GIS, your attendance is strictly
monitored. Those who have three or more unauthorised absences willautomatically receive a failing grade; it should also be noted that lateattendance with no prior notice will also end up downgrading your final
mark.
【Prerequisite】
None.

—8—

発行日：2019/5/1

LANe100ZA

Freshman English II

11

Cause and Effect
Essays12

Problem-solution
Essays13

Examination Essays

14

Wrap-upKazuki Hata
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1
Day/Period：月 2/Mon.2【Outline and objectives】
This module is designed in accordance with Freshman English I,
which aims to enhance your academic prospects and cultivate essay
writing abilities through practical activities. Students will be provided
solid understanding of key aspects of academic writing alongside othercommon academic practices; including general language and criticalthinking skills. Students will also be provided opportunities to utilise orapply what has been learnt in other modules (in particular, Freshman
English I).
【Goal】
Students are expected to become competent at basic academic abilities
of organising and evaluating different types of essays. This module
also aims at helping students cultivate critical thinking skills inargumentation that can be applied to university-level debates anddiscussions.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1” and “DP 4”.
【Method(s)】In this module, you will be engaged in a wide variety of interactive
practices, as follows: a) in-class discussions/debates; b) individual andgroup presentations; c) small-group meetings; and d) reflective writing
tasks. This module will thus be conducted via informal and interactive
lectures utilising PowerPoint slides, with a combination of in-classexercises and take-home assignments. Students are expected to actively
participate and make every effort to contribute meaningfully to bothplanned and spontaneous activities.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Induction

2

Starting the Process3

Descriptions (1)4Topic Sentences

5

Essay Introduction

6

Essay Conclusion

7

Descriptions (2)8Comparison Essays

9

Citation andReferences10

Argument Essays

Contents
Module description (providing agood bridge between FE1 and FE2)
Understanding essay titles;
generating ideas for writing;reasons for paraphrasing(grammar: verbs in academic
writing)
Writing a short description ofvisual information (grammar: nounphrases and relative clauses indefinitions)
Structuring a paragraph with a
topic sentence and supporting
evidence (grammar: noun+noun
combination)
Writing a thesis statement;
evaluating an essay introduction(grammar: the passive formaintaining focus)
Linking ideas coherently; writingand evaluating an essay conclusion(grammar: repetition andsynonyms)
Analysing written descriptions ofprocesses; writing a paragraphdescribing a process (grammar:
active and passive forms)
Outlining ideas for writing, using
comparison and contrast language;
self-editing and correcting(grammar: subordinators)
Incorporating and evaluating citedmaterials in an essay; using
reporting structures; avoiding
plagiarism (grammar: "it" and"there" for citation)
Stating and supporting the mainargument; synthesising citations,evidence, explanation, andarguments (grammar: alternatives
to conditional "if")Structuring a cause and effectessay (grammar: language forreason and result)
Writing and evaluating aproblem-solution essay;understanding different structures
for evaluation (grammar: hedging
with impersonal "it" and "there")
Writing headings and paragraphs;
maximising coherence in an essay(grammar: verbs in essay titles andstructures for presenting
information)
A review of the module with
instructions for the final essay【Work to be done outside of class (preparation, etc.)】
Students are required to complete all assigned materials before the classand reflect their understanding from each class to their writing for themodule-final assessment on a regular basis.
【Textbooks】
Chazal, E., & McCarter, S. (2016). Oxford EAP: A course in English foracademic purposes (upper-intermediate/B2). Oxford: Oxford University
Press.
(Primary resource; thus, must be purchased)【References】
Hewings, M., & McCarthy, M. (2012). Cambridge academic English B2
upper intermediate student’s book: An integrated skills course for EAP.
Cambridge: Cambridge University Press.
Other resources (e.g. academic papers and newspaper articles) will also
be distributed or made available in the online system.
【Grading criteria】
The final grade for this module will take into account grades awardedon all assignments in the following proportions:a) Module-final essay: 60%;b) Draft submissions: 40% (20% x2)
You will be instructed to have a group meeting and handle aquestion/task sheet, which will be distributed in class and should besubmitted in the next class.
【Changes following student comments】
The previous students in Freshman English in 2018 stated that the
textbook used was challenging due to its dense contents and complicatedstructure; with which the instructor agreed. Therefore, the textbook has
been changed to the one having clearer unit themes and more practicallanguage reference tailored to undergraduate-level students at GIS (seeabove).
【Equipment student needs to prepare】
None.
【Others】
Analogous to other modules in GIS (including Freshman English I),
your attendance is strictly monitored. Those who have three or moreunauthorised absences will automatically receive a failing grade; itshould also be noted that late attendance with no prior notice will also
end up in downgrading a final mark.
【Prerequisite】
None.

—9—

発行日：2019/5/1【Equipment student needs to prepare】
Dictionary

LANe100ZA

Translation【Prerequisite】
None.

Sarah Allen
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 5/Tue.5【Outline and objectives】
To improve Japanese-to-English translation and intercultural communication skills. Major emphasis will be placed on: 1) non-verbatim
translation, 2) logical clarity, and 3) language accuracy and 4)
intercultural communication.
【Goal】
Students will learn to how to: (1) think in English when translatingfrom Japanese to English (2) use natural, idiomatic English (3) convey
information and meaning accurately, logically, and in the appropriate
register.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This introductory-level course in Japanese-to-English translation will
be conducted in a workshop style. Methods will include both sighttranslation and written translation. In sight translation, students
will be called on, individually and in groups, to orally translate atext from Japanese to English on the spot. This will be followed
by feedback, discussion, and write-up. Students will also complete
translation exercises and submit written translations for homework andpeer review. Material will be taken from newspaper and magazine
articles, essays, and short literary texts.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation

2

What is a Translation?

3

Sight Translation (1)4Sight Translation (2)

5
6
7
8

Translation Skills
Peer Review
Kinds of Meaning (1)Sight Translation (3)9Sight Translation (4)10Kinds of Meaning (2)11Sight Translation (5)12Sight Translation (6)13Discourse Genres

14

Summary

Contents
Explanation of the course, shortpractice
Background & history ofJapanese-to-English translation;short practiceIn-class oral translation (1);identifying difficult areas
In-class oral translation (2);transitions
What skills constitute competence?
Evaluating and editing; criteria
Review; mid-term take-home exam
In-class oral translation (3);sentence structure
In-class oral translation (4);grammarTypes of meaning and ambiguity;
register
In-class oral translation (5);idiomatic usage
In-class oral translation (6); editing
decisionsTenses, clauses, complex sentences,
style, structure
In-class final exam

【Work to be done outside of class (preparation, etc.)】
Students are asked to read and complete all assignments before classand come prepared to share their translations and participate in classdiscussions and critique. Students may be asked to resubmit translation
work after discussion and critique.
【Textbooks】
Handouts will be provided by the lecturer.
【References】
Hasegawa, Yuko. The Routledge Course in Japanese Translation. New
York: Routledge, 2011.
Other references will be given in class.
【Grading criteria】(1) Participation 20% (2) Homework 30% (3) Mid-term 25% (4) Finalexam 25%【Changes following student comments】
Not applicable.

— 10 —

発行日：2019/5/1【References】『英語がわかればフランス語はできる』久松健一、駿河台出版社、1999 年
French Demystified: A Self-Teaching Guide, Annie Heminway,
McGraw-Hill, 2007

LANf100ZA

French A I
Masamichi Suzuki
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4【Grading criteria】
Progress will be assessed by classwork and short tests. A term-end
examination (including a listening test) will be held. Continuous
assessment: 30%; term-end examination: 70%. Students must workroutinely at home: they must read aloud
expressions and sentences given in the textbook. They must be able touse them in oral class activities.

【Outline and objectives】
This course is designed for beginners (or more advanced students).
The aim of this course is to help students acquire basic skills ofcommunication. In our epoch of "globalization", knowledge of only one
foreign language (for example, English) is far from sufficient.
By learning French, students will have more opportunities to work on
the world stage.

【Changes following student comments】
Some students found that the class moved slowly. It seems that I spent
too much time on details. This year I intend to focus on the mostessential subjects so that the students can learn more efficiently in amore animated atmosphere.

【Goal】The goal of this course is to develop basic daily communication skills:
asking for information, answering questions, speaking about themselves, and understanding simple texts.

【Prerequisite】
None.

【Others】
Students should also attend Mr.Conreur’s course French BI.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】Mr.Conreur (French B1) and I will use the same text book (see below)
and conduct the class in relay. The students will learn all basic skills speaking, listening, reading and writing although systematical learningof grammar takes precedence in this course. (Mr. Conreur will rather
focus on practical skills. It is therefore required that students attend
both of the courses). Active participation is required not only for theacquisition of communicative skills through various means (e.g. roleplaying), but for an understanding of French culture or that of otherFrench-speaking countries.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation Initiation 1
2
Initiation 2
3
Lesson 1

4
5
6
7
8
9
10
11
12
13
14

Lesson 2
Lesson 2
Lesson 3
Lesson 3
Lesson 4
Lesson 4
Lesson 5
Lesson 5
Lesson 6
Lesson 6
Examination &Wrap-upContents
Greeting
Greeting
Introduction;
Asking questions about people
Asking about jobs
Expressions about jobs
Do you know...? 1
Do you know …? 2
Expressing likes and dislikes
SundayExpressing what one wants to do
Telephone
Explaining preferences
Questionnaire survey
Reading, writing, listening(and speaking)【Work to be done outside of class (preparation, etc.)】
1st week: Review of greetings and preparation for the next lesson
2nd week: Homework and preparation for the next lesson
3rd week: Review of introductions and preparation for the next
lesson
4th week: Review of expressions for jobs and preparation for
the next lesson
5th week: Homework and preparation for the next lesson
6th week: Homework and preparation for the next lesson
7th week: Review of expressions of likes and preparation for
the next lesson
8th week: Homework and preparation for the next lesson
9th week: Homework and preparation for the next lesson
10th week: Review of expressions for phone conversation andpreparation for the next lesson
11th week Review of expressions for favorite activities andpreparation for the next lesson
12th week: Homework and preparation for the next lesson
13th week: Review of presentation expressions and preparation for theexamination
14th week: Total review【Textbooks】『Spirale nouvelle édition 新スピラルー日本人初心者のためのフランス語教材』, Gaël Crépieux, Philippe Callens, 高瀬智子，根岸純，アシェット・ジャ
ポン（Hachette Japon），2015 年— 11 —

発行日：2019/5/1
French Demystified: A Self-Teaching Guide, Annie Heminway,
McGraw-Hill, 2007

LANf100ZA

French A II

【Grading criteria】
Progress will be assessed by classwork and short tests. A term-end
examination (including a listening test) will be held. Continuous
assessment: 30%; term-end examination: 70%.
Students must work routinely at home: they must read aloud
expressions and sentences given in the textbook. They must be able
to use them in oral class activities.

Masamichi Suzuki
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 4/Mon.4【Outline and objectives】
This course is designed for beginners (or more advanced students).
The aim of this course is to help students acquire basic skills ofcommunication. In our epoch of "globalization", knowledge of only one
foreign language (for example, English) is far from sufficient.
By learning French, students will have more opportunities to work on
the world stage.
【Goal】The goal of this course is to develop basic daily communication skills:
asking for information, answering questions, speaking about themselves, and understanding simple texts.
The students must make an effort to reach the level A1 of CEFER.

【Changes following student comments】
Some students found that the class moved slowly. It seems that I spent
too much time on details. This year I intend to focus on the mostessential subjects so that the students can learn more efficiently in amore animated atmosphere.
【Others】
Students should also attend Mr.Conreur’s course French BII .
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】Mr.Conreur (French B1) and I will use the same text book (see below)
and conduct the class in relay. The students will learn all basic skills speaking, listening, reading and writing although systematical learningof grammar takes precedence in this course. (Mr. Conreur will rather
focus on practical skills. It is therefore required that students attend
both of the courses). Active participation is required not only for theacquisition of communicative skills through various means (e.g. roleplaying), but for an understanding of French culture or that of otherFrench-speaking countries.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation,Lesson 7
2
Lesson 7
3
Lesson 8
4
Lesson 8
5
Lesson 9
6
Lesson 9
7
Lesson 10
8
Lesson 10
9
Lesson 11
10
Lesson 11
11
Lesson 12
12
Lesson 12
13
Lesson 13
14
Examination &Wrap-upContents
Speaking about oneself
University life
Describing objects
In the class
Describing sights
Asking for directions
Asking about activities
The weekend
Speaking about one’s activities
Interview
Speaking about one’s family
E-mailAsking about destination
Writing, reading, listening(and speaking)【Work to be done outside of class (preparation, etc.)】
1st week: Homework and preparation for the next lesson
2nd week: Homework and preparation for the next lesson
3rd week: Review of expressions for sightseeing and preparation for the
next lesson
4th week: Review of expressions for directions and preparation for the
next lesson
5th week: Review of expressions for activities and preparation for the
next lesson
6th week: Homework and preparation for the next lesson
7th week: Homework and preparation for the next lesson
8th week: Homework and preparation for the next lesson
9th week: Reviews of expressions for family members and preparation
for the next lesson
10th week: Reviews of expressions for E-mail and preparation for the
next lesson
11th week: Review of expressions for destination and preparation for
the next lesson
12th week: Homework and preparation for the next lesson
13th week: Reviews of expressions for possibility and duty andpreparation for examination
14th week: Total review【Textbooks】
The same textbook that is used during the first semester:Spirale, Nouvelle édition, Gaël Crépieux, Philippe Callens,
Tomoko Takase, Jun Negishi, Hachette, 2015
【References】『英語がわかればフランス語はできる』久松健一、駿河台出版社、1999 年— 12 —

発行日：2019/5/1

LANf100ZA

French B I
Georges CONREUR
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2【Outline and objectives】
フランス語初級文法の授業とする。時間のゆるすかぎりフランス語圏の社会・歴史・文化に関する情報を紹介する。
【Goal】
フランス語初級文法の修得。初級レベルのオーラル能力。
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】French AI と連動し、教科書『Spirale
Nouvelle édition』に関する文法を学習し、練習問題を解く。また『新版 ３段階チェック式フランス語トレー
ニング・コース』を使用し、体系的な文法学習を補う。各課終了ごとに小テス
ト (10 〜 20 点満点）を行う。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
ガイダンス

2

Initiation のつづき

3

Leçon 14
5
6
7

Leçon 1
Leçon 2
Leçon 2
Leçon 3

8
9
10
11
12
13

Leçon 3
Leçon 4
Leçon 4
Leçon 5
Leçon 5
Leçon 614

期末テストと総括

Contents
講義の趣旨や計画に関する説明。
Initiation(導入）。
-主語人称代名詞-動詞 aller-男性形と女性形-動詞 être-動詞 aller-動詞 faire-否定文-疑問文-所有形容詞-名詞・形容詞の男性形／女性形-動詞 connaître
-人称代名詞 on-定冠詞-定冠詞１-動詞 préférer
-定冠詞２
-不定法
-vouloir の条件法現在-形容詞の男性形／女性形２-trouver の用法
期末テスト【Work to be done outside of class (preparation, etc.)】
前回の復習。ときどき宿題。各課終了ごとに小テストを出すのでその準備。
【Textbooks】『Spirale
スピラルー日本人初学者のためのフランス語教材
Nouvelleédition』（アシェット・ジャポン、2015 年）『新版 ３段階チェック式フランス語トレーニング・コース』（白水社、2003 年）【References】
講義内で適宜指示する。
【Grading criteria】
授業内評価 40 ％＋期末試験 60 ％【Changes following student comments】
小テストを返却する。
【Others】『Spirale』という同一教科書を French AI と交互にレリーしながら使用するので、必ず French AI と合わせて履修すること。初回から教科書を使用する
ので、生協で購入しておくこと。
2015 年度以前に入学した学生は、2 単位となります。
【Prerequisite】
None.
【】
The goal of this course is to teach the French Language basic structureusing English according to the ability of the students.

— 13 —

発行日：2019/5/1

LANf100ZA

French B II
Georges CONREUR
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 2/Thu.2【Outline and objectives】「話す」練習をしながら「文法」を身につけます。
【Goal】
要点を身につけると同時に日常生活のテーマを通して、フランス語の会話力を向上させる。さらに語学力とフランス文化についての知識を養うことを目指す。
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】日本人教師とフランス人教師が行う授業です。テーマに即した会話のパターンを聞き、語彙、文法を説明し、練習問題を繰り返す。そして、ペアーでロー
ルプレーなどを行い、フランス語を磨く。その上、フランスについての簡単な資料を使って、理解力を深める。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Révisions
2
Leçon ７

3

Leçon ７

4

Leçon 85
6

Leçon 8
Leçon 97

Leçon 98
9
10
11

Review & Test
Leçon 10
Leçon 10
Leçon 1112
13
14Leçon 11
Leçon 12
Test & Wrap-up

Contents
復習
自分について話す（年齢、学年）
科目について話す
時間の使い方時間割について話す
持っているもの
所有を表す
物を借りる
ある場所について説明し、情報を求める
名所について情報を求める
位置づける
中間テスト
何をするか尋ねる、答える
詳しくきく
趣味・余暇について話す
頻度を表す
習慣について話す
家族について話す
テスト【Work to be done outside of class (preparation, etc.)】
宿題（書く練習をする）【Textbooks】
Crépieux, G and Callens, P. Spirale. Hachette, 2015.
【References】
Dictionnaire de poche Royal 旺文社, 2008
【Grading criteria】
平常点: 30 %積極性: 35 %
期末試験: 35 %【Changes following student comments】
特になし。
【Others】『Spirale』という同一教科書を French A Ⅱと交互にレリーしながら使用するので、必ず French A Ⅱ と合わせて履修すること。初回から教科書を使用するので、生協で購入しておくこと。
2015 年度以前に入学した学生は、2 単位となります。
【Prerequisite】
None.
【】
The goal of this course is to teach the French Language basic structureusing English according to the ability of the students.

— 14 —

発行日：2019/5/1

LANs100ZA

Spanish A I
Taiga Wakabayashi
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 5/Fri.5【Outline and objectives】
Basic Spanish grammar and conversation.
【Goal】
By the end of the semester, students should be able to write, speak, andunderstand basic Spanish, in the simple present and past tense.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】This course begins with the Spanish alphabet. Basic Spanish grammar
will be explained during each weekly lesson. After an explanation ofgrammatical principles, students will be asked some practical questions.
This class advances slowly. In order to prepare, students should
do the review exercises at home and bring their textbook and a
Spanish-Japanese dictionary to class (see below). To foster a deeper
appreciation of Spanish and Latin American cultures, some Spanish
songs and movies will be shared, time permitting.

【References】
A Spanish-Japanese dictionary is essential for Spanish learning.
Students have to bring a dictionary to the class every week. Althougha particular dictionary is not required, 『 西 和 中 辞 典 』（ 小 学 館 ） is
recommended. Also an electronic dictionary is useful for quick look-ups.
Other Spanish-Japanese dictionaries can be found on the web. For
example:http://gaikoku.info/spanish/dictionary.htm【Grading criteria】
Evaluation is by midterm and final exam. Class participation andattitude towards learning will be taken into consideration.
Evaluation is as follows:
Class participation and attitude: 30%
Midterm exam: 30%
Final exam: 40%【Changes following student comments】
Progress will be adjusted based on student needs.
【Others】
Only this column is described in Japanese, as follows:
必ず Spanish BI と同セメスターで履修すること。
2015 年度以前に入学した学生は、2 単位となります。
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
Alphabet
2
Pronunciation andAccent3
Gender, Singular andPlural

4

5
6

7
8

9

10

11

12

13

14

Contents
Course overview
The Spanish alphabet
Rules of Spanish pronunciationand spelling
Masculine, feminine and neuternouns of Spanish
Singular and plural form of nouns
Definite and Indefinite Definite (“el”, “la”, “lo”) and
Articlesindefinite (“un”, “una”) articles
Their distinction and singular /plural forms
Adjectives I
Inflection of adjectives with vowel
and consonant termination
Adjectives II
Inflection of adjectives which
express place-names andnationalities
Adjectives whose termination isomitted by inflection
Conjugation of the Verb Conjugation of the verb “ser” which“ser”
expresses nature and quality
Mid-term Exam
Practice of self-introduction in
Self-introduction
SpanishAsking and telling the place oforiginConjugation of the Verb Conjugation of the verb “estar”“estar”
which expresses state andExpression of
condition
Existence
The phrase “Hay ...” which
expresses “There is ...”
Existence, Quality and How to differentiate among “ser”,
State“estar” and “hay”
Prepositions and pronouns
Regular Indicative
Rule of regular indicative
Conjugation of Verbs
conjugation of verbs with “-ar”,(present tense)“-er” and “-ir” terminations
Expression of Time I
Expression of time to say “at ...
Numbers I
o’clock”
Numbers from 1 to 12
Demonstrative
Demonstrative adjectives (“este/a”,
Adjectives and“ese/a”, “aquel/lla”) and pronouns
Pronouns(“esto”, “eso”, “aquello”)
Final Exam & Wrap-up Final exam (written)【Work to be done outside of class (preparation, etc.)】
Preparation and review are necessary. Students should review lesson
vocabulary using a dictionary.
【Textbooks】
泉水浩隆『スペイン語キックオフ』（白水社）、2011 年、2205 円— 15 —

発行日：2019/5/1【References】
A Spanish-Japanese dictionary is essential for Spanish learning.
Students have to bring a dictionary to the class every week. Althougha particular dictionary is not required, 『 西 和 中 辞 典 』（ 小 学 館 ） is
recommended. Also an electronic dictionary is useful for quick look-ups.
Other Spanish-Japanese dictionaries can be found on the web. For
example:http://gaikoku.info/spanish/dictionary.htm

LANs100ZA

Spanish A II
Taiga Wakabayashi
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 5/Fri.5【Outline and objectives】
Basic Spanish grammar and conversation.
【Goal】
By the end of the semester, students should be able to write, speak, andunderstand basic Spanish, in the simple present and past tense.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】This course begins where “Spanish AI” and “Spanish BI” ended. Basic
Spanish grammar will be explained during each weekly lesson. Afteran explanation of grammatical principles, students will be asked some
practical questions. This class advances slowly. In order to prepare,
students should do the review exercises at home and bring their
textbook and a Spanish-Japanese dictionary to class (see below). To
foster a deeper appreciation of Spanish and Latin American cultures,some Spanish songs and movies will be shared, time permitting.

【Grading criteria】
Evaluation is by midterm and final exam. Class participation andattitude towards learning will be taken into consideration.
Evaluation is as follows:
Class participation and attitude: 30%
Midterm exam: 30%
Final exam: 40%【Changes following student comments】
Progress will be adjusted based on student needs.
【Others】
Only this column is described in Japanese, as follows:
必ず Spanish BII と同セメスターで履修すること。
2015 年度以前に入学した学生は、2 単位となります。
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
Irregular Indicative
Conjugation of Verbs(present tense) I
2
Possessive Adjectives
Numbers III

3

4

5

6

7

8

9

10
11

12
13

14

Irregular Indicative
Conjugation of Verbs(present tense) II
Expression of
Obligation andNecessity
Numbers IV
Direct and Indirect
Objective Pronouns

Contents
Class overview
Irregular indicative conjugations ofverbs in the present tense
Prepositive possessive adjectives(“mi”, “nuestro/a”, “tu”, “vuestro/a”,“su”)
Numbers from 31 to 99
Irregular indicative conjugations ofverbs in the present tense
Expression of obligation andnecessity (“tener que ...”)

Numbers from 100 to 999
Direct and indirect objective
pronouns (“me”, “nos”, “te”, “os”,“lo/le/la”, “los/les/las”)
Verb “gustar”
Use of the verb “gustar” which
expresses “like (to) ...” or “love (to)...”Other Verbs of “gustar” Verbs of “gustar” type whoseTypesubjective corresponds to things ormatters
Reflexive Verbs
Reflexive verbs whose objective
Impersonalcorresponds to the subject
Expressions
Impersonal expressions with thereflexive pronoun “se”
Mid-term ExamExpression of time to say “It’s ...
Expression of Time IIo’clock” and “do 〜 at ... o’clock”
Expression of Weather Expression of weather I
I
Regular Indicative
Regular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)
Expression of Weather Expression of weather IIII
Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)
MonthsNames of months in Spanish
Regular and Irregular
Regular and irregular indicative
Indicative Conjugation conjugation of verbs in theof Verbs (preterite past preterite past tense
tense)
Final Exam & Wrap-up Final exam (written)【Work to be done outside of class (preparation, etc.)】
Preparation and review are necessary. Students should review lesson
vocabulary and use a dictionary.
【Textbooks】
泉水浩隆『スペイン語キックオフ』（白水社）、2011 年、2205 円— 16 —

発行日：2019/5/1【References】『西和中辞典』（小学館）『わかるスペイン語文法』西川喬 (同学社)、2010 年
授業中の携帯電話やノートパソコンを利用してのオンライン辞書の使用は認
められない

LANs100ZA

Spanish B I
Yoshifumi Ohnuki
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 4/Tue.4【Outline and objectives】
Basic Spanish grammar and conversation.
【Goal】
By the end of the semester, students should be able to write, speak, andunderstand basic Spanish, in the simple present and past tense.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.

【Grading criteria】
Students evaluations are based on class participation (40%) and thefinal exam (60%). Participation and attitude will factor in the final
grade.
【Changes following student comments】
Progress will be adjusted based on student needs.
【Others】
Only this column is described in Japanese, as follows:
必ず Spanish AI と同セメスターで履修すること。
2015 年度以前に入学した学生は、2 単位となります。
【Prerequisite】
None.

【Method(s)】This course begins with the Spanish alphabet. Basic Spanish grammar
will be explained during each weekly lesson. After an explanation ofgrammatical principles, students will be asked some practical questions.
This class advances slowly. In order to prepare, students should
do the review exercises at home and bring their textbook and a
Spanish-Japanese dictionary to class (see below). To foster a deeper
appreciation of Spanish and Latin American cultures, some Spanish
songs and movies will be shared, time permitting.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
Alphabet
Pronunciation andAccent2
Gender, Singular andPlural of Nouns

3

4
5

6
7

8

9

10

11
12

13

14

Contents
Guidance to the classSpanish alphabet
Rules of Spanish pronunciationand spelling
Masculine, feminine and neuternouns of Spanish
Singular and plural form of nouns
Definite and Indefinite Definite (“el”, “la”, “lo”) and
Articlesindefinite (“un”, “una”) articles
Their distinction and singular /plural forms
Adjectives I
Inflection of adjectives with vowel
and consonant termination
Adjectives II
Inflection of adjectives which
express place-names andnationalities
Adjectives whose termination isomitted by inflection
Conjugation of the Verb Conjugation of the verb “ser” which“ser”
expresses nature and quality
Self-introduction
Practice of self-introduction in
SpanishAsking and telling the place oforiginConjugation of the Verb Conjugation of the verb “estar”“estar”
which expresses state andExpression of
condition
Existence
The phrase “Hay …” which
expresses “There is …”
Existence, Quality and How to differentiate among “ser”,
State“estar” and “hay”
Prepositions and pronouns
Regular Indicative
Rule of regular indicative
Conjugation of Verbs
conjugation of verbs with “-ar”,(present tense)“-er” and “-ir” terminations
Expression of Time I
Expression of time: “at … o’clock”
Numbers I
Numbers from 1 to 12
Demonstrative
Demonstrative adjectives (“este/a”,
Adjectives and“ese/a”, “aquel/lla”) and pronouns
Pronouns(“esto”, “eso”, “aquello”)
Numbers II
Numbers from 13 to 30
Questions and concerns about thecontent of the entire semester will
be accepted for the final exam
Final Exam & Wrap-up Final exam (written)【Work to be done outside of class (preparation, etc.)】
Preparation and review are necessary. Students should review lesson
vocabulary and use a dictionary.
【Textbooks】『スペイン語キックオフ』泉水浩隆（白水社）、2011 年— 17 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Preparation and review are necessary. Students should review lesson
vocabulary and use a dictionary.

LANs100ZA

Spanish B II

【Textbooks】『スペイン語キックオフ』泉水浩隆（白水社）、2011 年

Yoshifumi Ohnuki【References】『西和中辞典』（小学館）等『わかるスペイン語文法』西川喬 (同学社)、2010 年
授業中の携帯電話やノートパソコンを利用してのオンライン辞書の使用は認
められない

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4【Outline and objectives】
Basic Spanish grammar and conversation.
【Goal】
By the end of the semester, students should be able to write, speak, andunderstand basic Spanish, in the simple present and past tense.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】This course begins where “Spanish AI” and “Spanish BI” ended. Basic
Spanish grammar will be explained during each weekly lesson. Afteran explanation of grammatical principles, students will be asked some
practical questions. This class advances slowly. In order to prepare,
students should do the review exercises at home and bring their
textbook and a Spanish-Japanese dictionary to class (see below). To
foster a deeper appreciation of Spanish and Latin American cultures,some Spanish songs and movies will be shared, time permitting.

【Grading criteria】
Student evaluations are based on class participation (40%) and the final
exam (60%). Participation and attitude will factor in the final grade.
【Changes following student comments】
Progress will be adjusted based on student needs.
【Others】
Only this column is described in Japanese, as follows:
必ず Spanish AII と同セメスターで履修すること。
2015 年度以前に入学した学生は、2 単位となります。
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
Irregular Indicative
Conjugation of Verbs(present tense) I
2
Possessive Adjectives
Numbers III

3

4

5

6

7

8

9

10
11

12

13

14

Irregular Indicative
Conjugation of Verbs(present tense) II
Expression of
Obligation andNecessity
Numbers IV
Direct and Indirect
Objective Pronouns

Contents
Class overview

Prepositive possessive adjectives(“mi”, “nuestro/a”, “tu”, “vuestro/a”,“su”)
Numbers from 31 to 99
Irregular indicative conjugations ofverbs in the present tense
Expression of obligation andnecessity (“tener que …”)

Numbers from 100 to 999
Direct and indirect objective
pronouns (“me”, “nos”, “te”, “os”,“lo/le/la”, “los/les/las”)
Verb “gustar”
Use of the verb “gustar” which
expresses “like (to) …” or “love (to)…”Other Verbs of “gustar” Verbs of “gustar” type whoseTypesubjective corresponds to things ormatters
Reflexive Verbs
Reflexive verbs whose objective
Impersonalcorresponds to the subject
Expressions
Impersonal expressions with thereflexive pronoun “se”
Expression of Time II
Expression of time to say “It’s …
Expression of Weather o’clock” and “do ~at … o’clock”
I
Expression of weather I
Regular Indicative
Regular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)
Expression of Weather Expression of weather IIII
Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)
Names of months in Spanish
MonthsRegular and Irregular
Regular and irregular indicative
Indicative Conjugation conjugation of verbs in theof Verbs (preterite past preterite past tense
tense)
Differences between
Proper use and differentiation ofIndefinite andthe indefinite / preterite tenses
Preterite Past Tenses
Questions and concerns about thecontent of the entire semester will
be accepted for the final exam
Final Exam & Wrap-up Final exam (written)— 18 —

発行日：2019/5/1【Prerequisite】
None.

LANc100ZA

Chinese A I
Yuko Takada
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 3/Wed.3【Outline and objectives】
This is for learners with little or no prior knowledge of the Chinese
language, or it is for those who are happy to start all over again.
【Goal】
You will learn basic skills enabling you to find out information and to
make yourself understood in everyday situations.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】Topics include:• Pronunciation of Chinese as romanized in P ī ny ī n (拼音)• Greetings and farewells• Introducing oneself, friends and family• Basic grammar of contemporary Chinese
In relation to the topics listed above, students will develop the following
skills:• Giving basic personal information• Communicating through simple questions and answers• Basic grammar terminology and structures.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
Lesson 1

3

Lesson 3

4

7

Revision andConsolidation 1
Lesson 5
Revision andConsolidation 2
Lesson 7

8

Lesson 99Lesson 11

1011

Revision andConsolidation 3
Lesson 13

12

Lesson 15

13
14

Lesson 17
Examination &Wrap-up

5
6

Contents
Introduction and overview.
Pronunciation of Chinese as
written in P ī ny ī n (拼音) 1
Pronunciation of Chinese as
written in P ī ny ī n (拼音) 3
Revision and consolidation 1
Greetings and introducing oneself
Revision and consolidation 2
Basic grammar terminology andstructures 2
Basic grammar terminology andstructures 4
Basic grammar terminology andstructures 6
Revision and consolidation 3
Sentences with a predicate verb
“shì” (是) 2
Sentences with a predicate verb “yǒ u” (有) 2
The action-measure complement
Examination【Work to be done outside of class (preparation, etc.)】
Listening to the textbook CD, and doing preparation and review work.
【Textbooks】
Chiyoshi Oishi. Point Learning: Elementary Chinese Revised Edition.
Toho Shoten, 2010. ( ポイント学習中国語初級 改訂版)
【References】
Materials will be provided by the instructor.
【Grading criteria】
Grading will be based on weekly tests (30%) and term-end exam (70%).

I believe that homework is an essential part of the study program for all
students.
【Changes following student comments】
Using e-learning every week
【Others】
Only this column is described in Japanese, as follows:
必ず Chinese BI と同セメスターで履修すること。
2015 年度以前に入学した学生は、2 単位となります。

— 19 —

発行日：2019/5/1

LANc100ZA

Chinese A II
Yuko Takada
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 3/Wed.3【Outline and objectives】
This is for learners who have already attended the Chinese AI course.
【Goal】
You will learn basic skills enabling you to find out information and to
make yourself understood in everyday situations.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】Topics include:• Numbers/time/dates• Description of daily activities
In relation to the topics listed above, students will develop the following
skills:• Communicating through simple questions and answers• Following instructions in the target language.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Lesson 19
2
Lesson 21
3
Revision andConsolidation 1
4
Lesson 23
5
Lesson 25
6
Lesson 27
7
Lesson 29
8
Revision andConsolidation 2
9Lesson 31
10
Lesson 33
11
Lesson 35
12
Revision andConsolidation 3
13
Lesson 37
14
Examination &Wrap-upContents
Perfect aspect
Past experiences
Revision and consolidation 1Adverbs
Comparative sentences 2
Nominal predicate sentences 2
Adjectival clause
Revision and consolidation 2
Modal complement
Resultative complement
Potential complement
Revision and consolidation 3
Imperative sentences
Examination【Work to be done outside of class (preparation, etc.)】
Listening to the textbook CD, and doing preparation and review work.
【Textbooks】
Chiyoshi Oishi. Point Learning: Elementary Chinese Revised Edition.
Toho Shoten, 2010. ( ポイント学習中国語初級 )【References】
Materials will be provided by the instructor.
【Grading criteria】
Grading will be based on weekly tests (30%) and final exam (70%).
I believe that homework is an essential part of the study program for all
students.
【Changes following student comments】
Using e-learning every week
【Others】
Only this column is described in Japanese, as follows:
必ず Chinese BII と同セメスターで履修すること。
2015 年度以前に入学した学生は、2 単位となります。
【Prerequisite】
None.

— 20 —

発行日：2019/5/1
これらの本は、いずれも市ヶ谷キャンパス図書館に所蔵がある。
『実用現代漢語語法』は和訳［『現代中国語文法総覧』（くろしお出版）1996 年］も出ている。HSK の勉強などに役立ててほしい。その他の参考書に関しては、授業時に適宜紹介する。

LANc100ZA

Chinese B I
Shota Watanabe
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4【Outline and objectives】
中国語初習者を対象に、発音・文法・会話・作文などの項目を学習しつつ、「読
む・書く・聞く・話す」の 4 技能をバランスよく身に付け、初級レベルの総合的な中国語コミュニケーション能力を養う。
【Goal】
この授業の到達目標は以下の通りである。
（1）基本的な中国語を読んだり聞いたりして、相手の意見や情報などを理解することができる。
（2）基本的な中国語を書いたり話したりして、自分の考えや経験などを表現することができる。
（3）Spring 学期の学習を完了した段階で、HSK1 級に合格できるレベルの中国語能力を身に着ける。
（4）中国語圏の言語や文化に対する関心を養う。
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】
授業は、基本的にテキストに沿って毎回 1 課ずつ進める。毎回の授業は、概ね以下の手順で進める。1. 小テスト（約 20 分）、2. 前回の復習（約 10 分）、
3. テキストの学習（約 40 分）、4. 問題演習・コミュニカティブ活動など（約30 分）。外国語の習得のためには、継続的な学習が重要であるため、毎回授業の最初に小テストを行う。また、この授業ではブレンド型学習（教室での対面学習と自宅での e ラーニングを組み合わせた学習方法）を導入し、教室
学習と自宅学習を有機的に連携させつつ行う。

【Grading criteria】
毎回授業の初めに行う小テストの平均点で 100 ％評価し、期末試験は実施しない。小テストは 100 点満点で行い、そのうちの 40 点は e ラーニングによる自宅学習の達成度とする。小テストの平均点が 60 点以上の者を合格とする。
【Changes following student comments】
文法事項の詳細は解説に関しては、今後も継続したい。また、受講生が中国語を話す機会をできるだけ多く設けるよう心掛けたい。
【Equipment student needs to prepare】
デジタル教科書や e ラーニングを活用するため、PC 等を使用する予定だが、詳細は授業時に説明する。
【Others】
・本講義は全回の出席が評価の前提である。即ち、欠席は原則的に認めない。
体調不良等のやむを得ない事情がある場合は、各種証明書を提出するなど、各自で然るべき対応を取ること。尚、小テストは毎回授業の最初に行うので、遅刻は厳禁。
・授業中に、HSK（中国語版 TOEFL と呼ばれる中国政府公認の中国語検定）の紹介・解説を行う予定。HSK は、就職、留学など様々なシーンで活用できる資格なので、興味のある人はぜひチャレンジしてほしい。詳しくは、HSKのホームページ（http://www.hskj.jp/）も参照。
・必ず Chinese A I と同セメスターで履修すること。2015 年度以前に入学した学生は、2 単位となる。
【Prerequisite】
None.
【】
This is the Chinese class for beginners. The aim of this course is toacquire the basic communication skills of Chinese. We will improve
the skills of listening, speaking, reading and writing through studying
pronunciation, grammar, conversation and composition.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
ガイダンス
2
第一課あるいは第二課

3
4
5
6

7
8
9
10
11
12
13
14

Contents
授業概要の説明
発音（一）［簡体字とピンイン］、発音（二）［声母］
第三課あるいは第四課
発音（三）
［韻母］
、発音（四）［二音節
語の声調 20 パターン］
第五課あるいは第六課
自己紹介［您贵姓？］、動詞述語文［你学习什么？］
第七課あるいは第八課
形容詞述語文［北京大学很大］、名詞
述語文［我十八岁］
第九課あるいは第十課
主述述語文［你哪儿不舒服？］、連体
修飾語・連用修飾語［一年级的学生都
学外语］
第十一課あるいは第十二 補語［你每天看几个小时？］、動詞述課
語文（一）［她是谁？］第十三課あるいは第十四 動詞述語文（二）［这是什么？］、動詞
課
述語文（三）［你有铅笔吗？］第十五課あるいは第十六 動詞述語文（四）［你家有几口人？］、課
動詞述語文（五）［这儿有邮筒吗？］第十七課あるいは第十八 動詞述語文（六）［请再念一次］、動詞
課
述語文（七）［去中国干什么？］第十九課あるいは第二十 完了態［这本书你看了吗？］、変化態
課［快要考试了］
第二十一課あるいは第二 経験態［你去过海边儿吗？］
、進行態・
十二課
持続態［你在做什么呢？］復習と HSK1 級問題のSpring 学期の学習項目の総復習、
解説
HSK1 級問題の紹介・解説
模擬試験と総括
HSK1 級の模擬試験及びこれまでの学
習内容の総括を行う【Work to be done outside of class (preparation, etc.)】
受講開始後は、既習事項の復習をしっかり行うこと。特に、中国語の発音や文法に慣れるために、繰り返しデジタル教科書及び e ラーニング教材（http://fic.xsrv.jp/hosei/）を活用し、毎回の学習事項を確実に定着させるよう心がけてほしい。
【Textbooks】
大石智良 他 『ポイント学習中国語初級［改訂版］』（東方書店）2010 年【References】
必ずしも購入する必要はないが、有用な文法書として以下のものをあげておく。
・劉月華（他）2001『実用現代漢語語法（増訂本）』北京：商務印書館
・守屋宏則 1995『やさしく くわしい 中国語文法の基礎』東京：東方書店
・相原茂（他）2016『Why?にこたえるはじめての中国語の文法書 新訂版』東京：同学社— 21 —

発行日：2019/5/1
これらの本は、いずれも市ヶ谷キャンパス図書館に所蔵がある。
『実用現代漢語語法』は和訳［『現代中国語文法総覧』（くろしお出版）1996 年］も出ている。HSK の勉強などに役立ててほしい。その他の参考書に関しては、授業時に適宜紹介する。

LANc100ZA

Chinese B II

【Grading criteria】
毎回授業の初めに行う小テストの平均点で 100 ％評価し、期末試験は実施しない。小テストは 100 点満点で行い、そのうちの 40 点は e ラーニングによる自宅学習の達成度とする。小テストの平均点が 60 点以上の者を合格とする。

Shota Watanabe
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4【Outline and objectives】
中国語初習者を対象に、発音・文法・会話・作文などの項目を学習しつつ、「読
む・書く・聞く・話す」の 4 技能をバランスよく身に付け、初級レベルの総合的な中国語コミュニケーション能力を養う。
【Goal】
この授業の到達目標は以下の通りである。
（1）基本的な中国語を読んだり聞いたりして、相手の意見や情報などを理解することができる。
（2）基本的な中国語を書いたり話したりして、自分の考えや経験などを表現することができる。
（3）Fall 学期の学習を完了した段階で、HSK2 級に合格できるレベルの中国語能力を身に着ける。
（4）中国語圏の言語や文化に対する関心を養う。
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】
授業は、基本的にテキストに沿って毎回 1 課ずつ進める。毎回の授業は、概ね以下の手順で進める。1. 小テスト（約 20 分）、2. 前回の復習（約 10 分）、
3. テキストの学習（約 40 分）、4. 問題演習・コミュニカティブ活動など（約30 分）。外国語の習得のためには、継続的な学習が重要であるため、毎回授業の最初に小テストを行う。また、この授業ではブレンド型学習（教室での対面学習と自宅での e ラーニングを組み合わせた学習方法）を導入し、教室
学習と自宅学習を有機的に連携させつつ行う。

【Changes following student comments】
文法事項の詳細は解説に関しては、今後も継続したい。また、受講生が中国語を話す機会をできるだけ多く設けるよう心掛けたい。
【Equipment student needs to prepare】
デジタル教科書や e ラーニングを活用するため、PC 等を使用する予定だが、詳細は授業時に説明する。
【Others】
・本講義は全回の出席が評価の前提である。即ち、欠席は原則的に認めない。
体調不良等のやむを得ない事情がある場合は、各種証明書を提出するなど、各自で然るべき対応を取ること。尚、小テストは毎回授業の最初に行うので、遅刻は厳禁。
・授業中に、HSK（中国語版 TOEFL と呼ばれる中国政府公認の中国語検定）の紹介・解説を行う予定。HSK は、就職、留学など様々なシーンで活用できる資格なので、興味のある人はぜひチャレンジしてほしい。詳しくは、HSKのホームページ（http://www.hskj.jp/）も参照。
・必ず Chinese A II と同セメスターで履修すること。2015 年度以前に入学した学生は、2 単位となる。
【Prerequisite】
None.
【】
This is the Chinese class for beginners. The aim of this course is toacquire the basic communication skills of Chinese. We will improve
the skills of listening, speaking, reading and writing through studying
pronunciation, grammar, conversation and composition.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
第二十三課あるいは第二十四課
2
第二十五課あるいは第二十六課
3
第二十七課あるいは第二十八課
4
第二十九課あるいは第三十課

10

第三十一課あるいは第三十二課
第三十三課あるいは第三十四課
第三十五課あるいは第三十六課
第三十七課あるいは第三十八課
第三十九課あるいは第四十課
映像教材 1

11

映像教材 2

12

映像教材 313

復習と HSK2 級問題の解説
模擬試験と総括

5
6
7
8
9

14

Contents
形容詞述語文（一）［水饺好吃吗？］、
形容詞述語文（二）［明天比今天还热］
形容詞述語文（三）［比泰山高一点儿］、
名詞述語文（一）［今天几月几号？］
名詞述語文（二）［现在几点？］、名詞
述語文（三）［这只手表多少钱？］
連体修飾語［你的这件新毛衣真漂亮！］、連用修飾語［我在饭馆儿辛辛
苦苦地干了一个月］
程度補語［谁打得好？］、数量補語［你打了几年网球？］結果補語［对不起，我打错了］、方向補語［你退回去吧］
可能補語［我听不懂］、助動詞［我不想见他］
兼語文［让谁讲好呢？］、受身表現［衣服都被淋湿了］
把構文［我把衬衫弄脏了］、存現文［大楼门口出来了一个高个子］
シーン別に留学会話を学ぶ（空港から大学まで、大学内での手続きなど）
シーン別に留学会話を学ぶ（買い物、雑技鑑賞など）シーン別に留学会話を学ぶ（街の散策、先生の家への訪問など）
Fall 学期の学習項目の総復習、HSK2
級問題の紹介・解説
HSK2 級の模擬試験及びこれまでの学
習内容の総括を行う【Work to be done outside of class (preparation, etc.)】
受講開始後は、既習事項の復習をしっかり行うこと。特に、中国語の発音や文法に慣れるために、繰り返しデジタル教科書及び e ラーニング教材（http://fic.xsrv.jp/hosei/）を活用し、毎回の学習事項を確実に定着させるよう心がけてほしい。
【Textbooks】
大石智良 他 『ポイント学習中国語初級［改訂版］』（東方書店）2010 年【References】
必ずしも購入する必要はないが、有用な文法書として以下のものをあげておく。
・劉月華（他）2001『実用現代漢語語法（増訂本）』北京：商務印書館
・守屋宏則 1995『やさしく くわしい 中国語文法の基礎』東京：東方書店
・相原茂（他）2016『Why?にこたえるはじめての中国語の文法書 新訂版』東京：同学社— 22 —

発行日：2019/5/1
13

OTR100ZA

Overseas Academic Study Preparation

14

Machiko Kobori【Outline and objectives】
This multifaceted course guides students who wish to study overseas
in the use of resources for study abroad programs, finances, health andsafety, and host country education systems and culture.
【Goal】
The course aims to provide a better understanding of both (1) the
opportunities for studying abroad, so that students will be able to decide
wisely among them; and (2) the challenges that are likely to arise while
studying abroad, so that students will be more able to surmount them.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 3” and “DP 4”.
【Method(s)】This is a team-taught course in which students will learn about suchmatters as education systems overseas. In addition, they will receive
instruction on how to research, plan and prepare for studying abroad,
how to deal with educational, living and cultural challenges whileabroad, and how to prepare for the return home. The course is taught
through a combination of lectures, discussion, and presentations.

【Textbooks】
Material will be provided by the instructors, either distributed in classor made available on the web for downloading and printing. Pleasecheck H’etudes (https://hcms.hosei.ac.jp) before each class to see if there
is any material that needs to be printed.
【References】
Host country newspapers, magazines and other current readingmaterial.
【Grading criteria】
There will be no letter grades for this course; students will instead
receive either “Pass” or “Fail”. They will receive credits for passing, butneither passing nor failing will affect their GPA.
【Changes following student comments】
Not applicable.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

2

Liberal Arts: A Global
Perspective (Somura)

3

Higher Education in
the US (Bettridge)

4Higher Education in
Britain (Melvin)5

Outgoing Student
Exchange Program(OSEP) (Yuzawa)

6

First Encounters(Suan)

7

Cultural Adjustment
andMental Health (Niiya)

8

Reports from GIS OAS
Participants(Bettridge)

9

Presentation
Preparation andGuidance 1 (Melvin)

10

Higher Education in
New Zealand(Watanabe)

11

On and Off Campus(Niiya)12

Presentation
Preparation andGuidance 2 (Eyo)A first set of student grouppresentations, each comparing two
universities.
A second set of student grouppresentations, each comparing two
universities.

【Work to be done outside of class (preparation, etc.)】
Students must read the material and do the required homework andother preparation for each class.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 1/Wed.1【Schedule】
No.
Theme
1
Orientation (Kobori)Student Presentations
1(Yuzawa)
Student Presentations
2 (Khezrnejat)

Contents
Overview of the course, of the topic
and activities for each week.
Explanation of attendance policy
and other procedural matters.
The history, philosophy and value
at home and abroad of a liberalarts education.
The American university system,
the distinction between
universities and colleges, access tohigher education, and the degree
structure in the US.
The characteristics of university
education in Britain: who attends,
what being a student means,choices among majors, and some
British educational terminology.
Students who have studied abroad
via OSEP will share theirexperiences, give advice, andparticipate in a Q & A.
Negotiating cultural differences:
representing yourself and yourhome country, understanding
others and the host country.
The process of cultural adjustment,
strategies for coping withinterpersonal and academic stress,and various kinds of support
available during study abroad.
Students who have studied abroad
via OAS will share theirexperiences, give advice, andparticipate in a Q & A.
Search strategies for finding,screening, and putting together
information to prepare for apresentation.
The characteristics of university
education in NZ: access to higher
education, the NZ university
system, the degree structure in NZ,
who attends and some NZ
educational terminology.
Integrating the demands of study
with the opportunities of life
abroad.
Guidance on finalizing apresentation.

— 23 —

発行日：2019/5/1
Roeltgen, Claude. IT’s Hidden Face: Everything You Always Wanted
to Know About Information Technology. A Look Behind the Scenes.
CreateSpace Independent Publishing Platform, 2009.

FRI100ZA

Information Technology I
Niall Murtagh
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 4/Wed.4【Outline and objectives】
The objective is to enable students to apply Information Technology
using personal computers and other communication devices.
No
specialized knowledge is required for this class. Solutions to common
problems that occur using the Internet and the cloud will be discussed
from a non-specialist perspective.

【Grading criteria】
Students will be evaluated on the basis of participation in class (20%),
exercises (30%) and project work (50%).
Attendance: To receive credit for the course students must provide a
reason if absent three or more times in one semester.
【Changes following student comments】
Feedback from students will be encouraged throughout the course.
【Others】
Information Technology I and II are separate courses and can be taken
in reverse order (Information Technology II in Spring, and Information
Technology I in Autumn).
【Prerequisite】
This is an introductory course, so no prerequisite knowledge is expected.

【Goal】The goal is to give students essential computer literacy skills,
including basic knowledge of operating systems (particularly Windows),
Internet security and privacy issues, data protection, search engines,
intellectual property issues, and presentation techniques using software
applications.
Evaluation is based on student presentations andsubmitted reports.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】The classes will consist of lectures and interactive presentations by
students. Time will also be given for students to work on projects using
computers in the classroom and to obtain personal guidance.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to
Information
Technology
2
Hardware andSoftware3
Using Windows
Functions4
Different Types of Filesand Storage Media

5
6

7

8
9

Files and Folders
Upgrading and Adding
New Devices andSoftware
Internet Connections

Routine Maintenance,
Troubleshooting
Internet SearchTechniques

10Internet Software

11Internet Security

12

More Internet
Applications
Future Trends
Presentations

13
14

Contents
Role of computers among different
communication devices on themarket; types of computers.
Introduction to computer hardwareand operation systems (OS)Introduction to Windows OS
Handling text, audio, video andother file types; storage media(HDs, USB memory, CDs, DVDs,
etc.)
Controlling and using your OS
Hardware drivers, software
applications
Alternative ways of connecting to
the net; types of networks: LAN,
WAN, WiFi, etc.
Cleaning, defragmentation, disk
verification, and recovery strategies
Basic and advanced use of Google,
Bing, Yahoo, and other searchengines
Introduction to some convenient
tools
Privacy, data protection,
intellectual property issues
Free and subscription based apps
Where the Internet is headed
Presentation of project results andwrap-up【Work to be done outside of class (preparation, etc.)】
Preparation of presentation on an IT-related topic. Exercises concerning
the Internet and general application of IT skills.
【Textbooks】
Notes and online tutorial links will be provided during class.
Tutorials: https://www.gcflearnfree.org
Advanced topics: https://techrepublic.com【References】
Walters, Garrison E. The Essential Guide to Computing: The Story ofInformation Technology. Prentice Hall, 2000.
Rathbone, Andy Windows 10 for Dummies, For Dummies (publisher),2016.
Weill, Peter, Jeanne W. Ross. IT Savvy: What Top Executives Must Know
to Go from Pain to Gain. Harvard Business Press, 2009.

— 24 —

発行日：2019/5/1
Roeltgen, Claude. IT’s Hidden Face: Everything You Always Wanted
to Know About Information Technology. A Look Behind the Scenes.
CreateSpace Independent Publishing Platform, 2009.

FRI100ZA

Information Technology I【Grading criteria】
Students will be evaluated on the basis of participation in class (20%),
exercises (30%) and project work (50%).
Attendance: To receive credit for the course students must provide a
reason if absent three or more times in one semester.

Niall Murtagh
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 4/Wed.4【Changes following student comments】
Feedback from students will be encouraged throughout the course.

【Outline and objectives】
The objective is to enable students to apply Information Technology
using personal computers and other communication devices.
No
specialized knowledge is required for this class. Solutions to common
problems that occur using the Internet and the cloud will be discussed
from a non-specialist perspective.

【Others】
Information Technology I and II are separate courses and can be taken
in reverse order (Information Technology II in Spring, and Information
Technology I in Autumn).
【Prerequisite】
This is an introductory course, so no prerequisite knowledge is expected.

【Goal】The goal is to give students essential computer literacy skills,
including basic knowledge of operating systems (particularly Windows),
Internet security and privacy issues, data protection, search engines,
intellectual property issues, and presentation techniques using software
applications.
Evaluation is based on student presentations andsubmitted reports.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】The classes will consist of lectures and interactive presentations by
students. Time will also be given for students to work on projects using
computers in the classroom and to obtain personal guidance.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to
Information
Technology
2
Hardware andSoftware3
Using Windows
Functions4
Different Types of Filesand Storage Media

5
6

7

8
9

Files and Folders
Upgrading and Adding
New Devices andSoftware
Internet Connections

Routine Maintenance,
Troubleshooting
Internet SearchTechniques

10Internet Software

11Internet Security

12

More Internet
Applications
Future Trends
Presentations

13
14

Contents
Role of computers among different
communication devices on themarket; types of computers.
Introduction to computer hardwareand operation systems (OS)Introduction to Windows OS
Handling text, audio, video andother file types; storage media(HDs, USB memory, CDs, DVDs,
etc.)
Controlling and using your OS
Hardware drivers, software
applications
Alternative ways of connecting to
the net; types of networks: LAN,
WAN, WiFi, etc.
Cleaning, defragmentation, disk
verification, and recovery strategies
Basic and advanced use of Google,
Bing, Yahoo, and other searchengines
Introduction to some convenient
tools
Privacy, data protection,
intellectual property issues
Free and subscription based apps
Where the Internet is headed
Presentation of project results andwrap-up【Work to be done outside of class (preparation, etc.)】
Preparation of presentation on an IT-related topic. Exercises concerning
the Internet and general application of IT skills.
【Textbooks】
Notes and online tutorial links will be provided during class.
Tutorials: https://www.gcflearnfree.org
Advanced topics: https://techrepublic.com【References】
Walters, Garrison E. The Essential Guide to Computing: The Story ofInformation Technology. Prentice Hall, 2000.
Rathbone, Andy Windows 10 for Dummies, For Dummies (publisher),2016.
Weill, Peter, Jeanne W. Ross. IT Savvy: What Top Executives Must Know
to Go from Pain to Gain. Harvard Business Press, 2009.

— 25 —

発行日：2019/5/1【Others】
Information Technology I and II are separate courses and can be taken
in reverse order (II and then I).

FRI100ZA

Information Technology II【Prerequisite】
This is an introductory course, so no prerequisite knowledge is expected.

Niall Murtagh
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 5/Wed.5【Outline and objectives】
The course will provide an introduction to various types of office
software. Microsoft Office will form the core of the classes (Word, Excel,
PowerPoint), but alternatives will also be covered, such as cloud-based
applications at Microsoft Onedrive and Google, and PC-based Open
Office and Libre Office. No specialized knowledge is required inadvance. Students will learn how to efficiently use functions insoftware applications for document composition, numerical processing
and presentations.
【Goal】The goal is to give students essential knowledge for performing various
information processing tasks using office programs. These tasks
include creating and editing documents, spreadsheets and presentation
software, and using graphics, audio, video in presentations.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】The classes will consist of lectures and tutorials where support andguidance are provided to students. Practical examples and exercises
to be submitted will enable students to become confident in using thevarious functions of office software.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to Office
Software Suites
2
Basics of Document
Composition
3
Use of AutomatedFunctions
4
Formatting and Styles
5
Shortcuts andCustomizing
6
Verification Functions
7
Document Composition
8
Document Composition
9
Document Composition
10
Introduction to
Spreadsheets
11
Formulas andFunctions
12
Working with Graphs
and Charts
13
Spreadsheets inPractice
14
ReviewContents
Outline of Microsoft Office andvarious alternative office options
Functions and commands
Setting variables and options
Ribbon menus details
Personalizing your applications
Examples from online sources.
Editing and correcting
Formatting styles
Setting defaults
Basics operations in data input
Automation of general tasks
Data processing functions
Spreadsheet exercise
Summary of course【Work to be done outside of class (preparation, etc.)】
Exercises in Office software, focusing on Word and Excel【Textbooks】
Internet resources will be used instead of textbooks.
Notes will be provided in class.
Tutorials: https://www.gcflearnfree.org
Advanced topics: https://techrepublic.com【References】
Vermaat, Misty E. Microsoft Office 2013: Introductory, 1st Edition.
Course Technology, 2013.
Weverka, Peter. Office 2013 All-In-One For Dummies, 1st Edition.
Dummies, 2013.
【Grading criteria】
Students will be evaluated on the basis of submission of exercises(100%).
Attendance: To receive credit for the course students must provide a
reason if absent three or more times in one semester【Changes following student comments】
Feedback from students will be encouraged throughout the course.

— 26 —

発行日：2019/5/1
12

スポーツ実技（ユニホック）Kazuhiko Kunii

13

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 1/Mon.1

スポーツ実技（ユニホック）14

総括

HSS100ZA

Physical Education I【Outline and objectives】
身体活動の意義や役割について理解を深め、生涯を通じて身体的・精神的・社会的な健康の維持増進や自己管理に資する基礎的な知識の習得や態度を講義及び実習を通じて育成する。
【Goal】
１．身体活動の意義や役割について様々な視点から理解を深める。
２．豊かで健康的な学生生活や社会生活を確立する手段としてスポーツ活動を利用する能力を獲得する。
３．自己管理に資する基礎的な知識の習得や態度の育成を図る。
４．卒業後の実社会において活躍する上で、極めて重要であると考えられる
他者とのコミュニケーションを通して、リーダシップの発揮、問題解決等の能力を身につける。
５．就業力（信頼関係構築力や共同行動力など）の育成につながる種々のス
キルの獲得を図る。
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”.
【Method(s)】
授業は講義と実技の両方を重んじている。講義では、スライド、DVD を用
いて視覚的に効率よい知識の伝達を行う。実技では、教場を変えながら、いくつかのスポーツ種目を行う。種目に応じた基礎技術を習得し、仲間と共同・協調してゲームを進めていく。全てにおいて自ら積極的に取り組み、コミュ
ニケーションを得ながら安全かつ楽しく行うように心がける。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No

2

体力測定

3

体力と健康

4

スポーツ実技（バレーボール）

5

スポーツ実技（バレーボール）

6

スポーツ実技（バレーボール）

7

スポーツ実技（バスケットボール）

8

スポーツ実技（バスケットボール）

9

スポーツ実技（バスケットボール）

10

スポーツ実技（卓球）

11

スポーツ実技（卓球）【Work to be done outside of class (preparation, etc.)】
講義に必要な資料は、前日までに授業支援システムに掲載する。各自ダウンロードし、指定参考書を利用して事前学習を行う。
また、講義は実技を伴うため、前日は十分な休養をとり、最良のコンディショ
ンで講義に臨む工夫をおこなう。
【Textbooks】
特に使用しない。必要に応じて資料を配布する【References】
１．伊藤マモル（監修）『基礎から学ぶスポーツトレーニング理論』第２刷
日本文芸社 2009 年
２．健康・体力づくりハンドブック 名取 礼二 監修 改訂版 大修館書店 1991 年
３．人はなぜ治るのか アンドルー・ワイル著 上野圭一訳 増補改訂版
日本文化社 1993 年
４．癒す心、治る力 アンドルー・ワイル著 上野圭一訳 角川文庫 1998 年【Grading criteria】
平常点（70 点）、レポート（20 点）、技能（10 点）により評価を行う。
【Changes following student comments】
１．毎回の講義はじめに、その日のスケジュールおよびポイントをを示すことで、明確な目標をもって、講義に臨めるように工夫を行う。
２．常に受講生の反応を確認しながら、講義内容を柔軟に変化させることにより、集中力を持続させる工夫を行う。
【Others】
この科目は II からの受講が可能です。II を履修後、I を履修することも可能です。

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
ガイダンス

ニュースポーツの意義およびその一つであるユニホックの競技特性、ルールを理解する。スティック操作、パス、シュートなどの基礎的な練習を行う。
簡易ゲームを行うことで、ユニホックの楽しさを理解する。
スティック操作、パス、シュートなどの基礎的な練習を行う。審判法を身につけ、フルコートでトーナメント形式の試合を実施する。
これまで授業で行った内容やその関連項目について、質問や意見交換を行い総括とする。

Contents
講義の概要、ねらい、進め方、到達目標などを説明する。
文部科学省新体力テストに沿って実施する。
運動が健康に及ぼす影響およびその効
果について説明し、体力が健康とどのようにかかわっているのか述べる。
バレーボールの競技特性、ルールを理解し、パス、レシーブなどの練習を行う。簡易ゲームよりフルコートゲームへと発展させ、バレーボールの楽しさを理解する。
スパイク、ブロック、サービス練習を行う。審判法を身につけ、トーナメン
ト形式の試合を実施する。
パス、レシーブ、スパイク、ブロック、
サービス練習を行う。
トーナメント方式の試合を行う。
バスケットボールの競技特性、ルールを理解し、パス、ドリブルなどの練習を行う。３ VS ３の簡易ゲームを行い、バスケットボールの楽しさを理解する。
ドリブルシュート、レイアップシュー
トを中心に個人のシュート技術を習得する。また、オフェンスの動き、ディ
フェンスのポジショニングを理解し、フルコートゲームにてバスケットボー
ルの楽しさを理解する。
リバウンド、スクリーンの技術を習得
し、審判法を身につけ、トーナメント
形式の試合を実施する。
卓球の競技特性、ルールを理解し、正しいフォームでフォアハンドのラリーの練習を行う。サービスの基本を身につけ、ゲームを行い卓球の楽しさを理解する。
バックハンド、カット、スマッシュなどの練習を行い、ゲームを行う。審判
法を身につけ、トーナメント形式の試合を実施する。

【Prerequisite】
None.
【】
This course is designed to make students understand the deep
significance and effects of physical activity. Therefore, those who takethis course will learn about physical, mental and social health issues.
Students will be taught how to maintain and promote their own health,acquire knowledge on healthcare and develop a good attitude towards
their own body.

— 27 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Students must read the material and do research. They must prepare
presentations and write their class journals.

LIT100ZA

Readings in Drama【Textbooks】
Material will be provided by the instructor or can be accessed online.

Mark Vallely【References】
To be announced.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4【Grading criteria】
Participation and attitude 20%; class essays 30%; presentations 20%;class journals 20%; class discussion 10%.

【Outline and objectives】
This course will introduce students to the work of a few significant
playwrights across several centuries. In the first half, we will study
contemporary and recent work. In the second, we will delve into history.
【Goal】The goal of this course is to present students drama in literary form andhow this translates to the stage. As the course continues, short lectures
will further develop the students’ knowledge of a variety of aspects ofstage life.

【Changes following student comments】
Not applicable.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Students will study texts and form opinions on them. In-class discussion
will be an opportunity for them to exchange their ideas and study
together as a community. In certain situations, they will act out extracts
from plays in front of the class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introductions

2

Samuel Beckett 1

3

Samuel Beckett 2

4

Arthur Miller 1

5

Arthur Miller 2

6

Edward Albee 1

7

Edward Albee 289Class Essay Number 1
Percy Bysshe Shelley

10

William Wycherley 1

11William Wycherley 2

12William Shakespeare 1

13

William Shakespeare 2

14

Class Essay Number 2

Contents
Explanation about the course andthe grading system. Short lectureon the life and work of Alex
Garland. Beginning with Ex
Machina we will study the first few
pages of the script.
Waiting for Godot by SamuelBeckett. Short lecture on the life
and work of Samuel Beckett withreference to the Theatre of theAbsurd.
Samuel Beckett: A continuation of
the study of Waiting for Godot.
Death of a Salesman by Arthur
Miller. Short lecture on the life andwork of Arthur Miller withreference to social realism.
Arthur Miller: A continuation of
the study of Death of a Salesman.
Who’s Afraid of Virginia Woolf? by
Edward Albee. Short lecture on thelife and work of Edward Albee withreference to his personal andliterary background.
Edward Albee: A continuation of
the study of Who’s Afraid of
Virginia Woolf?.
Class Essay Number 1
Prometheus Unbound by Percy
Bysshe Shelley. Short lecture on
the life and work of Percy Bysshe
Shelley with reference to the
Romantic period in English
literature.
The Country Wife by William
Wycherley. Short lecture on the life
and work of William Wycherleywith reference to the Restoration
period in English history.
William Wycherley: A continuationof the study of The Country Wife.
Romeo and Juliet by William
Shakespeare. Short lecture on thelife and work of William
Shakespeare with reference toEnglish Renaissance theatre.
William Shakespeare: A
continuation of the study of Romeoand Juliet.
Class Essay Number 2— 28 —

発行日：2019/5/1【Textbooks】
There are no textbooks for this course. Class materials, including
weekly handouts and other reading materials (typically excerpts frommajor philosophical works or introductory books), will be uploaded on
H’etudes or distributed in class.

PHL100ZA

Introduction to Philosophy
Kazuhiro Watanabe
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3【Outline and objectives】
You are reading a syllabus for Introduction to Philosophy right now, orat least you believe so. But how do you justify such a belief when you
think of the possibility that you are in fact sleeping and just having a
dream about reading these sentences? This might sound like a stupid
question, but it actually leads us to ask more important questions about
the world and ourselves that we cannot reject as nonsense. Philosophy
tells you how to work on those fundamental questions in comprehensive
and systematic ways.
This particular course aims at being an introduction to philosophy andhelping you become familiar with major branches in philosophy: youwill learn how to tackle such questions as "What exists in the world?""How do we know about them?" and "How should we live?" by acquiring
philosophical language and ways of thinking. They are the questions
that have survived the history of humankind for thousands of years andenigmatically attracted an enormous number of people, so it is sensible
for you too to be prepared before getting entangled alone in them.
Studying philosophy involves learning how to think carefully and how
to express your thoughts clearly, which gives you transferable skills thatevery university student should have.

【References】
Blackburn, S. (1999). Think: A compelling introduction to philosophy.
New York, NY: Oxford University Press. (New Paperback edition (2013)is also available). A full bibliography will be given to students at the
beginning of the course.
【Grading criteria】
Class participation (20%), Short essays (15%×2=30%), Presentation(10%), and Final paper (40%)
【Changes following student comments】
Students have generally evaluated the class positively in the previous
years, so the topics and styles will remain basically the same. Sincesome students found difficulty deciding their topic for their presentationand essay, sample topics and suggestions will be provided in class.
【Equipment student needs to prepare】
Students should register their email address on H’etudes immediately
after they decide to take this course.
Visit H’etudes regularly
for updates and class resources, as well as for the submission of
assignments.
【Prerequisite】
There is no prerequisite for this course. Students who intend to registerfor this course are required to attend the first class. A screening test
will be conducted in the class if necessary.

【Goal】
Upon completion of this course, students should have: 1) gained anunderstanding of major philosophical questions, views, and arguments;2) learnt general critical thinking and writing skills; 3) become confident
in delivering and discussing their own thoughts; and 4) cultivated anability to apply philosophical theories to social and practical issues.
Moreover, students will acquire certain intellectually virtuous attitudes
such as patience and tenacity with which they can struggle with adifficult problem even when there is no guarantee of attaining one single
answer.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Each class consists of a lecture with discussion to follow. Three weeks
will be allocated for student presentations on a topic of their choice. The
last class is a tutorial session for the final paper.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Epistemology 1

3

Epistemology 2

45

Epistemology 3
Metaphysics 1

6

Metaphysics 2

78Metaphysics 3
Ethics 1

9Ethics 2

10

Ethics 3

11
12
13
14

Presentation 1
Presentation 2
Presentation 3
Review and Tutorial

Contents
Overview of course andrequirements
Knowledge of the external world:
Are our senses reliable?
Scepticism about induction: Will
the sun rise in the east tomorrow?
Self and identity: Who am I?
Mind and its place in the world:Can robots have a mind?
Action and free will: Is everything
destined in our life?
God and Religion: Does God exist?
Bioethics: Is euthanasia morally
permissible?
Animal ethics: Is it OK to kill pigs
for food? What about dogs?
War and ethics: Is there such athing as a just war?
Student Presentations and Q&As
Student Presentations and Q&As
Student Presentations and Q&As
Review of the course and tutorial
for final paper【Work to be done outside of class (preparation, etc.)】
In addition to completing reading assignments and preparing fordiscussion beforehand, students are expected to review class materials
after each class.

— 29 —

発行日：2019/5/1

LIT100ZA

Introduction to English Literature
Mitsutoshi Somura
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 5/Tue.5【Outline and objectives】
The objectives are to introduce English literature in the historicalcontext and provide a general knowledge of literature for foreign
students.
【Goal】
Students will study facts and ideas of English literature, learn how toread literary works, and widen the cultural frame of reference aroundthe English speaking world.

Poplawski, Paul.
(ed) (2008).
English Literature in Context:
From medieval to modern literature - an essential student resource.
Cambridge: CUP.
Birch, Dinah. (ed) (2009).The Oxford Companion to English Literature.
Oxford: OUP.
Cuddon, J. A. (1999). Penguin Dictionary of Literary Terms and Literary
Theory. London: Penguin.
Eaglestone, Robert. (2009). Doing English: A Guide for Literature
Students. London: Routledge.
【Grading criteria】
Evaluation will be based on class participation (30%), a writing
assignment (20%), and exams (50%). More than two unexcused absences
will result in failure of the course.
【Changes following student comments】
Students will be encouraged to read literary works and find a favourite
author.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】English Literature is a fuzzy and unfamiliar subject to most Japanese
students. In this course, the approach to literature is traditional.
Students will acquire basic knowledge of literary terms, works, authors,literary movements, and its history.
Commentary will be madeon various related aspects about Britain, including race, religion,
region, society, political ideas, and so on, to help students havea deeper understanding and appreciation of the works.
At thesame time, students will consider how ideas about literature and its
interpretations have changed in post-war Britain, which lost India,
went through drastic shifts and changes, and became more multi-racial
and multi-cultural. Reference will be made to the critical theories
and the more controversial issues, such as post-colonialism, nations,
globalisation, and ethnicity. Students will read literary works, see film
adaptations, and have discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
English Literature forStudents of the English
Language

3
4

History
Genre 1: Poetry

5

Genre 2: Play

6

Genre 3: Novel

7

Course Review
Mid-term Examination

8

Beowulf and Chaucer

9

Film Adaptations ofEnglish Literature
William Shakespeare

10
11
12

13
14

John Milton
Romanticism andLiterature in the
Victorian Age
Literature in the 20th
Century
Course Review
End-term Examination

Contents
Course overview
Merits of learning English
literature. How the English
language is indebted to English
literature.
Timeline of English literature
The definition of poetry. How toread poems.
The differences between drama andother literary forms
Novels, from realism topostmodernism
Course review,
student inquiries, and discussion
Written examination
Two major undercurrents in
English literature
An appreciation of literary works
in British films
His plays and their place in thehistory of literature
Puritanism and Paradise Lost
Literature in the age of Industrial
Revolution and imperialism
From T. S. Eliot to Salman Rushdie
Course review,
student inquiries, and discussion
Written examination【Work to be done outside of class (preparation, etc.)】
Students are expected to read materials as instructed and prepare forclass.
【Textbooks】
No textbooks will be used. Handouts and reading materials will be
provided by the lecturer.
【References】
Thornley, G. C. and G. Roberts. (1984). An Outline of English Literature.
London: Longman.

— 30 —

発行日：2019/5/1
Birch, Dinah. (ed) (2009).The Oxford Companion to English Literature.
Oxford: OUP.
Cuddon, J. A. (1999). Penguin Dictionary of Literary Terms and Literary
Theory. London: Penguin.
Eaglestone, Robert. (2009). Doing English: A Guide for Literature
Students. London: Routledge.

LIT100ZA

Introduction to English Literature
Mitsutoshi Somura【Grading criteria】
Evaluation will be based on class participation (30%), a writing
assignment (20%), and exams (50%). More than two unexcused absences
will result in failure of the course.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 5/Fri.5【Outline and objectives】
The objectives are to introduce English literature in the historicalcontext and provide a general knowledge of literature for foreign
students.
【Goal】
Students will study facts and ideas of English literature, learn how toread literary works, and widen the cultural frame of reference aroundthe English speaking world.

【Changes following student comments】
Students will be encouraged to read literary works and find a favourite
author.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】English Literature is a fuzzy and unfamiliar subject to most Japanese
students. In this course, the approach to literature is traditional.
Students will acquire basic knowledge of literary terms, works, authors,literary movements, and its history.
Commentary will be madeon various related aspects about Britain, including race, religion,
region, society, political ideas, and so on, to help students havea deeper understanding and appreciation of the works.
At thesame time, students will consider how ideas about literature and its
interpretations have changed in post-war Britain, which lost India,
went through drastic shifts and changes, and became more multi-racial
and multi-cultural. Reference will be made to the critical theories
and the more controversial issues, such as post-colonialism, nations,
globalisation, and ethnicity. Students will read literary works, see film
adaptations, and have discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
English Literature forStudents of the English
Language

3
4

History
Genre 1: Poetry

5

Genre 2: Play

6

Genre 3: Novel

7

Course Review
Mid-term Examination

8

Beowulf and Chaucer

9

Film Adaptations ofEnglish Literature
William Shakespeare

10
11
12

13
14

John Milton
Romanticism andLiterature in the
Victorian Age
Literature in the 20th
Century
Course Review
End-term Examination

Contents
Course overview
Merits of learning English
literature. How the English
language is indebted to English
literature.
Timeline of English literature
The definition of poetry. How toread poems.
The differences between drama andother literary forms
Novels, from realism topostmodernism
Course review,
student inquiries, and discussion
Written examination
Two major undercurrents in
English literature
An appreciation of literary works
in British films
His plays and their place in thehistory of literature
Puritanism and Paradise Lost
Literature in the age of Industrial
Revolution and imperialism
From T. S. Eliot to Salman Rushdie
Course review,
student inquiries, and discussion
Written examination【Work to be done outside of class (preparation, etc.)】
Students are expected to read materials as instructed and prepare forclass.
【Textbooks】
No textbooks will be used. Handouts and reading materials will be
provided by the lecturer.
【References】
Thornley, G. C. and G. Roberts. (1984). An Outline of English Literature.
London: Longman.
Poplawski, Paul.
(ed) (2008).
English Literature in Context:
From medieval to modern literature - an essential student resource.
Cambridge: CUP.

— 31 —

発行日：2019/5/1
13

LIT100ZA

Readings in World Literature

Nature and Humanity

From "To Build a Fire"(USA/Canada); From Out of Africa(Denmark)
Stories of loss and the unforgiving
forces of nature
Term Exam & Wrap-up Exam on lecture, study and readingmaterial from weeks 8-13

Michael Bettridge

14

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 3/Mon.3【Work to be done outside of class (preparation, etc.)】
Students must read the assigned material, do required research andanswer study questions for each class.

【Outline and objectives】
The study and appreciation of classic and contemporary reading
selections from around the world.
【Goal】
Reading, understanding and appreciation of works of literature fromselected countries, the texts covering various eras, places, genres, andpurposes. The literature deals with a range of human experiences.
Students will learn to analyze and evaluate the works in their historicaland cultural contexts.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Lecture by the instructor and student group study and discussion forcomprehension of the reading material are integral components of thisclass.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction of Course

2

3

4

5

6
7
8

9

10

11

12

【Textbooks】
No textbook will be used. The instructor will provide handouts, as wellas access to course reading materials.
【References】
World Literature Today.
University of Oklahoma,
www.worldliteraturetoday.org. Accessed 5 January 2019.

1977.

【Grading criteria】
Participation (20%); midterm exam (40%) and final exam (40%).
【Changes following student comments】
Own course reflection: introduction of more contemporary works.
【Equipment student needs to prepare】
Bring to class: a notebook, the reading material on a laptop or a tablet,or bring a hard copy of the material. Further information will be
provided by the instructor.
【Others】
Enrollment is open to 1st - 4th year students.
For GIS students who entered in 2008 - 2015:
This course is regarded as 200-level Intermediate Course.
【Prerequisite】
Permission from the instructor to enroll in the course.

Contents
Explanation of course theme,
content, grading, participation andattendance requirements
Creation Stories (1)"The Huluppu-Tree" (Sumeria);
From Genesis: Chapters 1 and 2 of
the Old Testament (Middle East);"The Well-Baked Man"
(southwestern United States)
Creation Stories (2)Student report on researchedcreation story; group presentationand discussion of similar elements
among the stories
Mythology, Culture and From The Thief and the Dogs
(Egypt); From Sacred Hymn ofReligion (1)Sacrifice to Tlaloc (Pre-Columbian
Mexico) Comparing mythology andreligion
Mythology, Culture and From Whale Rider (New Zealand);Religion (2)From Antigone (Greece)
Comparing culture and myth as
dramatized in different cultures
Mythology, Culture and From Whale Rider (New Zealand);Religion (3)from Antigone (Greece)
Review & Mid-term
Exam on lecture, study and reading
Exammaterial from weeks 2-6
Human
From Bisclavret (France); From
Transformation"The Metamorphosis"(Czechoslovakia)
Comparing stories oftransformation, isolation,
inadequacy and guilt
Male-Female Relations "Boys and Girls" (Canada); "The A& P" (USA)Comparison and analysis of tales ofclass and gender
Struggle for
From Flowers from the Volcano
Independence(Nicaragua); From Fire on the
Mountain (India);
From "Just Lather, That’s All"
(Colombia)
Comparing stories of personal andpolitical struggle
Human Potential
From Rickshaw (China); From
Things Fall Apart (Nigeria)
Stories of human ambition, successand failure
Coming of Age
From Oliver Twist (England); FromNo Speak English (USA)
Stories of economic and personalhardship— 32 —

発行日：2019/5/1
14

LIT100ZA

Final Exam & Wrap-up Paper and small-grouppresentation/discussion

Studies in Popular Fiction【Work to be done outside of class (preparation, etc.)】
Students must read the assigned material, do required research andanswer study questions for each class.

Michael Bettridge【Textbooks】
No textbook will be used. The instructor will provide handouts, as wellas access to course reading materials.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4【Outline and objectives】
A general introduction to popular Western literature, its conventions
and formulas, as well as to contemporary tastes in reading.
【Goal】
To guide students to an understanding and appreciation of popular
fiction as a distinctive literary field of cultural production. Students
will analyze the various features of the field: its use of conventions andformulas; its relation to literature, genre and identity; its readership/fan
base; its marketing.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Lecture, readings, and group work. Reading of recent and pastexamples of popular literature from a variety of sub-genres, including:action-adventure; romance; horror; science fiction; fantasy; children’s.
The students will learn to read and think critically and creatively,
understanding themes, story lines and character development, and will
also learn to identify the conventions of the various sub-genre of popular
fiction. Moreover, popular fiction’s popularity among the reading public,
as well as the readers who drive popular demand will be examined.

【References】
For final paper formatting:owl.english.purdue.edu/owl/resource/747/01/
Feedbooks. Feedbooks S.A.S., 2007.
www.feedbooks.com/publicdomain. Accessed 13 January 2019.
(Thousands of public domain books, downloadable for free.)【Grading criteria】
Participation (20%); mid-term exam (50%); final paper andgroup presentation/discussion (30%).
【Changes following student comments】
Own course reflection: A better balance between group work, individual
work and lecture.
【Equipment student needs to prepare】
Bring to class: a notebook, the reading material on a laptop or a tablet,or bring a hard copy of the material. Further information will be
provided by the instructor.
【Prerequisite】
Permission from the instructor to enroll in the course.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction of Course

2

The Conventions andAttraction of Popular
Fiction3

Chick Lit (1)4Chick Lit (2)5Romance Fiction (1)6Romance Fiction (2)7Children’s Literature

8
9

Review & Mid-term
Exam
Teen Literature

10

Action-Adventure

11

Horror & Fantasy

12

Science Fiction

13

The Western

Contents
Explanation of course theme,
content, grading, participation andattendance requirements
The specific settings, characters,
events and values that define a
genre
Action-Adventure Fiction (1) From:
Indiana Jones and The Raiders of
the Lost Ark. The hero’s special
skills; the mentor; the call toadventure
From: Bridget Jones’s Diary. Life
quest; character’s point of view; theheart and humor of the chick lit
story
From: Confessions of a Shopaholic.
Character development;
relationships. From: “Why Chick
Lit Matters” by E. Merrick
From: The Taming. Distinguishinga true romance novel from a novelthat includes a love story
From: The Taming. The elementsthat make up a romance story,
beginning with the protagonist“Stay out of the basement”, andother selections. Kids lit: writingfrom a kid’s perspective
Short-answer exam on selected
reading material from weeks 2 to 7
“The Treasure of Lemon Brown”,
and other selections. Suspense andthe interplay of humanrelationships
From : Last Man Standing. Action
and plot over character and theme"The Monkey’s Paw", and otherselections
Horror cliches and plots, and thefear of the unknown“Explorer’s We”, and otherselections. Elements of science andtechnology as a basis for fantasy
and conflict“The Tin Star”, and otherselections. Introducing an
indigenous American art form

— 33 —

発行日：2019/5/1【Prerequisite】
None.

ART100ZA

Japanese Art History
Sarah Allen
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 5/Wed.5【Outline and objectives】
The history of art in Japan, its appreciation and interpretation.
【Goal】
This course examines the history of art in Japan from the prehistoric
period to the contemporary period. Students will learn to criticallyanalyze various forms of Japanese art. Students will also learn theterminology for discussing works of art and material culture.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】We will proceed in chronological order, analyzing major works ofpainting, sculpture, and architecture in each art historical period.
Emphasis is placed upon acquiring a fundamental knowledge ofJapanese art history while developing skills of visual analysis andunderstanding works of art in historical, social, and global context.
Students will apply these skills in a final paper and presentation.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3
4
5
6
7
8
9
10
11
12
13
14

Contents
Orientation; Jōmon, Yayoi, andKofun
Asuka & Nara Periods Introduction of Buddhism to Japan
Heian Period
Rise of yamato-e
Kamakura Period
Realism in sculpture & painting;decorative arts
Muromachi Period
Tea ceremony, Zen-influenced art,
Nanban screens
Momoyama and Edo (1) Castle architecture, Rinpa
Edo Period (2)Ukiyo-e & Edo period painting,take-home mid-term exam
Meiji Period
Japonisme, museums; nihonga andyōga
Taishō and Pre-war
Mingei movement, moga/mobo,
Shōwa Periods
shin-hanga, war painting
Post-war Era
Post-war art (Okamoto Taro, Gutai,
photography)
Presentations &Student presentations of final
Critique (1)paper projects & feedback
Presentations &Student presentations of final
Critique (2)paper projects & feedback
Presentations &Student presentations of final
Critique (3)paper projects & feedback
Contemporary Art
Contemporary art, “Cool Japan”【Work to be done outside of class (preparation, etc.)】
Students are required to complete the assigned readings in advance andcome to class ready to participate in class discussion. Students willcomplete homework assignments and a take-home mid-term exam in
addition to conducting research for the final paper and presentation.
【Textbooks】
Sadao Tsuneko S., Stephanie Wada. Discovering the Arts of Japan: aHistorical Overview. Tokyo : Kodansha International, 2003.
Supplementary materials will be provided by the instructor.
【References】
Stephen Addiss and Audrey Seo. How to Look at Japanese Art. New
York: Abrams, 1996.
Sylvan Barnet. A Short Guide to Writing About Art. New York:
Longman, 2000.
【Grading criteria】
Class participation: 10%
Assignments: 20%
Mid-term Exam: 30%
Presentation: 20%
Final paper: 20%【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
USB for class presentation.

— 34 —

発行日：2019/5/1

LIT100ZA

Introduction to Literary Theory
Gregory Khezrnejat
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3【Outline and objectives】
At its base, literary study and research is an ongoing conversation
about what we define as literature and how we can interpret it.
This course prepares students to take part in that conversation byintroducing the major concepts, tools, and theories of literary research.
Students will broadly explore the key historical issues that shape
the field and cultivate an approach to critical reading that can beutilized in upper-level literature classes. In particular, this course will
cover concepts of canonization, genre, close reading, and historical andcomparative methodologies.
【Goal】
Students will gain an understanding of the basic methodologies andapproaches of literature research. Students will also develop criticalreading and writing skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”,“DP 3” and “DP 4”.
【Method(s)】Classes will consist of lectures focused on specific concepts of literary
theory followed by group discussions. Students will also utilize themethods we cover through reading and responding to selected texts.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

What is Literature?

3

Genre

4

9

Reading for Authorial
IntentReading for HistoricalContext
Reading for Cultural
Context
Reading for
Comparison
Review & Midterm
Examination
Structuralism

10

Poststructuralism

11

Cultural Studies (1)12Cultural Studies (2)13What isn’t Literature?

14

Final Synthesis

5
6
7
8

Contents
Introduction to course content andselection exam
Canonization and changing
definitions of literature
Terms and concepts of literary
genresApproaching literature as amessage from the author
Literature as an artifact of ahistorical moment
Literature as the representation ofa specific culture
Comparative studies of literature
No reading
Structural approaches to literaryinterpretation
Deconstructing the elements of atext
Reading a text within social andpolitical discourses
A brief introduction to new fields ofresearch
The expanding boundaries of thetext
A review of major concepts of thecourse【Work to be done outside of class (preparation, etc.)】
Students are required to complete all assigned readings and shouldcome to each class prepared to ask questions and engage in discussion.
【Textbooks】
Readings will be provided in class as handouts.
【References】
Kusch, Celena. Literary Analysis: The Basics. Routledge, 2016.
Parker, Robert Dale. How to Interpret Literature: Critical Theory for
Literature and Cultural Studies. Oxford University Press, 2018.
【Grading criteria】
Class contribution (30%), quizzes and responses (20%), midterm
examination (25%), final essay (25%)
【Changes following student comments】
Not applicable.
【Prerequisite】
None.

— 35 —

発行日：2019/5/1

LIT100ZA

13The Catcher in the Rye
Chapter 1

14Class Essay Number 2Classic Short Fiction
Mark Vallely
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4【Outline and objectives】
This is an introduction to shorter classic prose fiction concentrating ona few short stories by famous authors.
【Goal】
To introduce the students to various aspects of prose style presented in
the context of some notable short stories.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course will include lecturers, reading, discussions, presentations
and class journals. The students will as a class and in groups read andcritically examine short stories and share their thoughts and opinionswith their classmates. They will also make presentations. This small
selection of short stories will offer a subtle yet broad perspective on
prose style and content. The students will also study literary terms
in the context of the readings and put them into practice in their
discussions.

【Work to be done outside of class (preparation, etc.)】
Students must read the material and do research. They must prepare
presentations and write their class journals.
【Textbooks】
Material will be provided by the instructor and distributed in class.
【References】
To be announced.
【Grading criteria】
Participation and attitude 20%; class essays 30%; presentations 20%;class journals 20%; class discussion 10%.
【Changes following student comments】
Not applicable.
【Others】
Enrollment is limited to 20-25.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introductions

2“The Mouse”

3“Shock Tactics”

4“An Ideal Family”

5“The Singing Lesson”

6“The Veteran”

7
8

Class Essay Number 1“The Invisible
Japanese Gentlemen”

9“The New House”

10“Indian Camp”

11“The Doctor and theDoctor’s Wife”

12

The Catcher in the Rye
Chapter 1

J. D. Salinger. A continuation of thestudy of the work of J. D. Salinger
examining first of all Ch 12 of The
Catcher in the Rye , then comparing
this with Ch 1.
Class Essay Number 2

Contents
Explanation about the course andthe grading system. Short lectureon the life and work of Alex
Garland. Beginning with “TheComa”, we will study the first part.
Saki (H. H. Munro). Short lectureon the life and work of Saki."The
Mouse" by Saki (H. H. Munro).
A continuation of the study of thework of Saki, examining first of all“Shock Tactics”, then comparing
this with “The Mouse”.
Katherine Mansfield. Short lectureon the life and work of Katherine
Mansfield. “An Ideal Family” byKatherine Mansfield.
A continuation of the study of thework of Katherine Mansfield,
examining first of all “The Singing
Lesson”, then comparing this with“An Ideal Family”.
Stephen Crane. Short lecture on
the life and work of Stephen Crane.
“The Veteran” by Stephen Crane.
Class Essay Number 1
Graham Greene. Short lecture on
the life and work of Graham
Greene. “The Invisible Japanese
Gentlemen” by Graham Greene.
A continuation of the study of thework of Graham Greene, examining
first of all “The New House”, thencomparing this with “The Invisible
Japanese Gentlemen”.
Ernest Hemingway. Short lectureon the life and work of Ernest
Hemingway. “Indian Camp” byErnest Hemingway.
A continuation of the study of thework of Ernest Hemingway,
examining first of all “The Doctor
and the Doctor’s Wife”, thencomparing this with “Indian
Camp”.
J. D. Salinger. Short lecture on thelife and work of J. D. Salinger.
Overview of The Catcher in the Rye.

— 36 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Students must complete any homework tasks given, prior to or
following, certain classes.
Please note: due to the practical nature of this course, the syllabus
is subject to change and therefore students should be prepared for acertain amount of flexibility in terms of course content and deadlines.

ART100ZA

Drama Survey
Tony Dani
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3【Outline and objectives】
This course provides the student with an academic and practical
backdrop to contemporary dramatic practice, with particular emphasis
given to the study of devised theatre and improvisation.
【Goal】
By the end of this course, students will have:
1. Experienced various techniques required to create an original
character through observation and improvisation
2. Increased their self-confidence and their ability to work as a team
3. Learnt how to use their imagination more effectively as a tool for
creating their own dramatic scenes【Textbooks】
Material - when necessary - will be provided by the instructor anddistributed in class.
【References】
A list of related references - when necessary - will be provided by the
instructor.
【Grading criteria】
Final presentation: 50%
Participation: 30%
Assignment: 20%【Changes following student comments】
Based on self-evaluation from the previous term, more time will be given
over to teacher and peer group feedback and artistic direction during therehearsal period.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course will employ a number of teaching methods suitable for the
subject ranging from activity based classes, group discussions, research
assignments and culminating in student presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction, Overview
and Homework Task

2
3

Presentation ofHomework
Research Assignment

4

Introduction to
Improvisation in
Theatre5

Improvisation and the
Actor

6

Theatre Activities

7

Theatre Games

8

Character
Development

9

Character
Development Research

10

Character
Development Towards
Performance
Character
Development
Rehearsals

11

12

13
14

Character
Performances
Rehearsals
Character
Performances
Final Performance
Feedback

Contents
Selection procedure. Interested
students will also be required toprepare an introduction task forthe following classIndividual presentations
Students will research into,
prepare, and write an assignment
on an actor, play, movie or musicalof their choice
Acting improvisation activities will
be taught and students will havethe opportunity to practice those
activities with their classmates
Students - working in groups - will
create an improvised scene topresent to the rest of the classStudents will be taught a series oftheatre activities aimed at building
trust, focus and a group dynamic
Students will be taught a series oftheatre games aimed at ‘freeing
their imaginations’ and building
confidenceStudents will be required, forhomework, to observe someone inas much detail as possible and thatobservation will then form thebasis of their character
development in successive classes
Students will then be taught how
to transform their observations into
the creation of a unique character
Further character development
techniques will be taught
Students will be given a partner
and together will devise andrehearse an original scene (orscenes), using their characters
Students will rehearse an originalscene (or scenes), using theircharacters
Working in pairs, performances
will be given to the class
One to one feedback from yourinstructor will be given on yourfinal performances. There will also
be an opportunity for peer groupand self evaluations— 37 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Students must complete any pre and post class homework tasks. Please
note: due to the nature of this course, the syllabus is subject to change
and therefore students should be prepared for a certain amount offlexibility.

ART100ZA

Drama Workshop
Tony Dani【Textbooks】
Material will be provided by the instructor and distributed in class.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 4/Fri.4【Outline and objectives】
This course provides the student with an introduction to the experiencesof an actor in training and will focus on the performance of a section ofa play or movie.
【Goal】
By the end of this course, students will have:
1. Experienced various techniques required to assist in the theoreticaland practical analysis of dramatic text on its textual and subtextual
levels
2. Increased their self-confidence and their ability to work as a team
3. Learnt how to create an original character based on the given andimplied information from the given text
4. Learnt how to stage their play by way of scenery, music, effects andthe theatrical technique of ‘blocking’5. Learnt the rudimentary approaches to directing and being directed【References】
A list of related references - when and if necessary - will be provided by
the instructor.
【Grading criteria】
Final presentation: 50%
Participation: 30%
Assignment: 20%【Changes following student comments】
Based on my own self-evaluation from the previous term, more time will
be given over to teacher and peer group feedback and direction.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course will employ a variety of teaching methods relevant to thesubject, ranging from activity based classes, group discussions, research
assignments and culminating in student presentations【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2Student Introductions
and First Task

3

Mini Presentations

4

Research Assignment,
Casting & Partner
Announcement

5

Text Workshop: theActor in Training 1
Text Workshop: theActor in Training 2
Read-throughCommences

6
7

8
9
10
11

12
13
14

Read-throughContinues
In-class Rehearsals

Contents
Selection procedure
Students will have the chance to
get to know each other and theirinstructor through a series ofactivities
Students will talk about
themselves to the class using somepersonal objects, which they havebeen requested to bring into classStudents will research into,
prepare, and write an assignment
on an actor, play, movie or musicalof their choice
How to work from a script into
performance
Continued: how to work from ascript into performance
Each group will have theopportunity to hear each other’s
scenes with an initial reading
clearly expressing an
understanding of the script, thecharacters and their relationship toeach other
Read-through continues

Students will have the opportunity
to practice their performances
In-class Rehearsals
Students will have the opportunity(Continued)
to practice their performances
Technical Run-Through Students will have the opportunity
to practice their performances withcostume, sound, props and music
First Set of
The first group of students will
Performances
perform to the class
Second Set of
The second group of students will
Performances
perform to the class
Self and Peer Group
Students will have the opportunity
Evaluations
to share their self and peer group
evaluations with their fellow
students and teacher in class. The
written & typed-up evaluations
will then be submitted at theconclusion of the class— 38 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Students must complete any pre and post class homework tasks. Please
note: due to the nature of this course, the syllabus is subject to change
and therefore students should be prepared for a certain amount offlexibility.

ART100ZA

Drama Workshop
Tony Dani【Textbooks】
Material will be provided by the instructor and distributed in class.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 3/Fri.3【References】
A list of related references - when and if necessary - will be provided by
the instructor.

【Outline and objectives】
This course provides the student with an introduction to the experiencesof an actor in training and will focus on the performance of a section ofa play or movie.

【Grading criteria】
Final presentation: 50%
Participation: 30%
Assignment: 20%【Goal】
By the end of this course, students will have:
1. Experienced various techniques required to assist in the theoreticaland practical analysis of dramatic text on its textual and subtextual
levels
2. Increased their self-confidence and their ability to work as a team
3. Learnt how to create an original character based on the given andimplied information from the given text
4. Learnt how to stage their play by way of scenery, music, effects andthe theatrical technique of ‘blocking’5. Learnt the rudimentary approaches to directing and being directed【Changes following student comments】
Based on my own self-evaluation from the previous term, more time will
be given over to teacher and peer group feedback and direction.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course will employ a variety of teaching methods relevant to thesubject, ranging from activity based classes, group discussions, research
assignments and culminating in student presentations【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2Student Introductions
and First Task

3

Mini Presentations

4

Research Assignment,
Casting & Partner
Announcement

5

Text Workshop: theActor in Training 1
Text Workshop: theActor in Training 2
Read-throughCommences

6
7

8
9
10
11

12
13
14

Read-throughContinues
In-class Rehearsals

Contents
Selection procedure
Students will have the chance to
get to know each other and theirinstructor through a series ofactivities
Students will talk about
themselves to the class using somepersonal objects, which they havebeen requested to bring into classStudents will research into,
prepare, and write an assignment
on an actor, play, movie or musicalof their choice
How to work from a script into
performance
Continued: how to work from ascript into performance
Each group will have theopportunity to hear each other’s
scenes with an initial reading
clearly expressing an
understanding of the script, thecharacters and their relationship toeach other
Read-through continues

Students will have the opportunity
to practice their performances
In-class Rehearsals
Students will have the opportunity(Continued)
to practice their performances
Technical Run-Through Students will have the opportunity
to practice their performances withcostume, sound, props and music
First Set of
The first group of students will
Performances
perform to the class
Second Set of
The second group of students will
Performances
perform to the class
Self and Peer Group
Students will have the opportunity
Evaluations
to share their self and peer group
evaluations with their fellow
students and teacher in class. The
written & typed-up evaluations
will then be submitted at theconclusion of the class— 39 —

発行日：2019/5/1

ART100ZA

Visual Arts
Shiho Kito
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 3/Tue.3【Outline and objectives】
Everyone takes photographs in some way or another, but not everyone isconscious of the responsibilities that come with it. How can we get betterat taking photographs while respecting the subject, the medium and ourown interests? In this course, we use cameras to explore “documentary
photography”, how it developed from its inception to the present day, as
well as the challenges it faces in an era of post-truth.
【Goal】
The course aims to foster a critical eye towards photographicallygenerated images. Gaining insight into what documentary photography
is/isn’t, students will learn the basics of “making” photographs (e.g.
composition, shutter speed, aperture, lighting etc.) and gain practicalexperience in working with real-life subjects. Drawing upon these skills,
students produce a project portfolio on a theme to be decided in class.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course uses a practice-based learning approach. Workshops,
assignments and supporting lectures are employed to develop students’
understanding of documentary photography from its beginnings totoday. Students produce and print a contact sheet of 36 photographs
every week and use this for discussion in class. In addition, students
create an Instagram account for the course and post one photographdaily. Final submission comprises a video presentation, a project
portfolio, a written project statement, and evidence of participation.
Attendance is recorded weekly using visual media (e.g. photograph).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Truth andResponsibility
2Composition

3

Lighting

4

Early Documentary
Photographers5

Depth of Field

6

Time and Clocks

7

Contemporary
Documentary
Photographers8Documentary Concepts

9Documentary
Strategies

10

Student Presentations

11

Editing Selections

12

First Portfolio Review

13

Image and Text

14

Final Portfolio Review

Contents
Introducing the course andexpectations
Learning about basic composition
within photographs.
Making use of available light andflash light.
Discussing early issues forphotography as a documentary
medium and introducing its key
practitioners.
Creating/reducing depth in animage.
Exploring photography’s
relationship with time.
Discussing contemporary issues forphotography as a diverse range ofpractices and introducing key
practitioners.
Exploring and developing
achievable documentary projects.
Exploring and developing
strategies for documenting
subjects.
Discussing and preparing video
presentations.
Exploring possibilities throughpattern, sequence and narrative.
Assembling and reviewing draft
portfolios.
Exploring the use of captions andstatements to support images.
Making final improvements toportfolios.

【Work to be done outside of class (preparation, etc.)】
Students must regularly take photographs. Every week students are
expected to bring a contact sheet containing 36 photographs madeduring the week before, which will be discussed in class. They are also
expected to use the photobook resource in the library and do assigned
readings. In addition, students are expected to create a new Instagram
account and post a single image taken daily (7 days x 13 weeks = 91
images).
【Textbooks】
No textbook will be used. Handouts and reading materials will be
uploaded on H’etudes or distributed in class.
【References】
Barthes, Roland (1993) Camera Lucida: Reflections on Photography,
Vintage Classics.
Berger, John (2013) Understanding a Photograph, Penguin Books.
Fontcuberta, Joan (2014) Pandra’s Camera, Mack.
Gibson, David (2014) The Street Photographer’s Manual, Thames &Hudson.
Heng, Terence (2016) Visual Methods in the Field: Photography for theSocial Sciences, Routledge.
Lubben, Kristen (2014) Magnum Contact Sheets, Thames & Hudson.
Meyerowitz, Joel and Westerbeck, Colin (2017) Bystander: A History ofStreet Photography, Lawrence King.
Sontag, Susan (1977/2008) On Photography, Penguin Classics.
Additional references will be provided by the instructor in class.
【Grading criteria】
Participation: this applies to weekly contact sheets (minimum of 10),
daily posts to Instagram (minimum of 91). More than 2 unexcusedabsences will result in failure of this course.
Presentation: each student must make a short video presentation (3minutes) about the life and work of one documentary photographer.
Portfolio: each student must produce a portfolio of 8-12 images selectedfrom photographs made of one subject during the course. Students arefree to choose their subject but it must be discussed with the instructor
and peers. A written project statement will be required. A template forthe portfolio will be provided.
The final grade is based on: Participation 40%, Presentation 20%,
Portfolio 40%.
【Changes following student comments】
These changes have been made to help students to produce photographsof a higher conceptual and practical skill.
【Equipment student needs to prepare】
Students will need a laptop, a camera and general stationary (e.g. pen,pencil, glue, tape, paperclips). Students will also need access to a printerand know how to use it. Please note that the use of a smartphone camera
is acceptable for this course. However, if you have regular access to abetter camera, please bring it and the instructor will show you how to
use it.
【Others】
Students are expected to come to class on time, participate and showinterest.
【Prerequisite】
None.

— 40 —

発行日：2019/5/1【References】
Cornelius, S. and M. Natvig. (2018). Music: A Social Experience, Second
Edition. New York: Routledge.
Shelemay, K. K. (2015). Soundscapes: Exploring Music in a Changing
World, Third Edition. New York: W. W. Norton & Co.

ART100ZA

Music Appreciation
Cathy Cox
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 3/Wed.3【Outline and objectives】
What is music, what is its purpose, and what does it mean to appreciate
it? In this course we will investigate these, and other, questions
surrounding musical experience and the role of music in society. Eachweek students will participate in directed listening related to a specifictopic, drawing on examples from a wide variety of genres with anemphasis on Western music traditions.

【Grading criteria】
Class Participation: 20%,
Short Writing Assignments: 40%,
Live Performance/Concert Report: 20%,
Group Presentation: 20%【Changes following student comments】
Not applicable.
【Prerequisite】
None【Goal】
Students will be able to:(1) develop vocabulary to talk about music;(2) develop listening skills;(3) develop ability to interpret, appreciate, and critique music in avariety of forms and contexts;(4) think critically about the role of music in society.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course is taught through a combination of lectures, documentaryviewings and group discussions. The course will facilitate self-learning
through required weekly reading and listening assignments that will
be assessed through short writing assignments, as well as collective
learning through a final group presentation. As field work, students will
be required to write a short concert report following guidelines given inclass.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3Music Fundamentals:
Experiencing Music
Music Fundamentals:
Listening to Music

4

Music Fundamentals:
Music and Acoustics

5

Musical Identities:
Music and Ethnicity
Musical Identities:
Music and Gender

6

7Musical Identities:
Music and Spirituality

8

Musical Intersections:Music and Politics

9

Musical Intersections:Music and LoveMusical Intersections:Music and Technology
Musical Narratives:
Musical Theatre
Musical Narratives:
Music and Film
Musical Narratives:
Music and Dance
Final Presentations &Wrap-Up

10
11
12
13
14

Contents
Overview of the course andrequirements; selection evaluation
Music and the mind; music andmythology
Tools for listening; basic elementsof music; vocabulary of musicalunderstanding
Exploring the relationships
between sound and musicalmeaning
How music supports and reflects
ethnic identity and values
How music reflects and shapes
cultural understandings about
gender
How music is used to express
spirituality; spiritual traditions inmusicOvert and hidden politicalmeanings in music; how music has
been used for political aims; music
and national identity
How music has been used toexpress different aspects of love
The role of technology in music,
past and present
Using music to tell a story
Using music to communicate
action, mood, and emotion
The relationship between music
and movement
Review of topics and materials【Work to be done outside of class (preparation, etc.)】
Students will be assigned weekly reading and listening assignmentsthat will be assessed through short writing assignments. The lecturer
will also recommend books and recordings for further study on eachlecture.
【Textbooks】
Required weekly reading and listening assignments will be madeavailable by the instructor.

— 41 —

発行日：2019/5/1

ART100ZA

General Topics I: Visual Communication Design
Gary McLeod
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：土 1/Sat.1【Outline and objectives】
Few images seen on walls and in public spaces are randomly created.
Many are designed to grab our attention and make us want to dosomething, whether it be desire a car, a drink, a movie, or to share in
an idea such as a political message or charity. Images always carrymessages and this course explores such messages through the practiceof making them.
【Goal】
During this course, we will learn how visual messages are conveyed
through the acquisition of essential skills (e.g. use of grids, balance,
rhythm, typography). We will also develop a working understandingof the impact that images have upon contemporary society. In doing
so, the course aims to encourage students’ critical awareness of thesurrounding visual environment.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Blending theory and practice to introduce the basics of Visual
Communication Design, the first part of the course looks at how andwhy we “read” images in different ways. The second part looks at
supporting students through the process of designing a poster. To
develop a contextual understanding of the subject, students also createa dedicated Instagram account for posting pictures of advertisements
seen around Tokyo. Final submission comprises a video presentation,a final project, and evidence of participation. Attendance is recorded
weekly using visual media (e.g. photograph).

【References】
Ambrose, Gavin and Harris, Paul (2011) Basics Design 01: Format,
Fairchild Books.
Ambrose, Gavin and Harris, Paul (2011) Basics Design 02: Layout, 2nd
Edition, Fairchild Books.
Ambrose, Gavin and Harris, Paul (2005) Basics Design 03: Typography,
Fairchild Books.
Ambrose, Gavin and Harris, Paul (2006) Basics Design 04: Image,
Fairchild Books.
Ambrose, Gavin and Harris, Paul (2007) Basics Design 05: Colour,
Fairchild Books.
Berger, John (1977) Ways of Seeing, Penguin Books.
Frascara, Jorges (2004) Communication Design: Principles, Methods,
and Practice, Allworth Press.
Triggs, Teal and Atzmon, Leslie (2017) The Graphic Design Reader,
Bloomsbury.
Additional references will be provided by the instructor in class.
【Grading criteria】
Participation: this applies to class-activities, assigned readings anddaily posts to Instagram. More than 2 unexcused absences will result in
failure of this course.
Presentation: each student must make a short presentation (3 minutes)
analyzing a recently seen poster in Tokyo.
Final Project: each student must produce and exhibit one poster design(A2 size) relating to a topic chosen in class.
The final grade is based on: Participation 30%, Presentation 30% andFinal Project 40%.
【Changes following student comments】
Changes reflect feedback and suggestions. Thank you.
【Equipment student needs to prepare】
Students will need a laptop, a camera, a workbook (e.g. blanksketchbook/notebook), and general stationary (e.g. pen, pencil, glue,tape, paperclips). Students will also need access to a printer and know
how to use it. Paper and other basic art materials may also be requested
on a weekly basis.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
Being naturally creative is not a requirement for this course. However,students are expected to come to class on time, participate and showinterest.

【Fieldwork in class】
あり / Yes【Prerequisite】
None.

【Schedule】
No.
Theme
1
Sight and Perception

2

Visual Cues

3

Visual Theories

4

Visual Persuasion

5

Visual Stereotypes

6

Visual Analysis

7
8

Presentation
Preparation
Layout9

Typography

10

Images11

Colour12
13

Constructive Feedback
Peer Review

14

Taking Responsibility

Contents
Introducing the course andexpectations.
Looking at the many cues that thebrain receives when looking at
images and how to use them.
Exploring theories associated withthe act of seeing.
Discussing the use of persuasion
and the commonality of
propaganda.
Exploring stereotypes within thecontemporary visual landscape.
Analyzing images using Lester’s six
perspectives.
Presenting an analysis of a
recently seen poster.
Exploring the value of different
layouts in design.
Exploring the history and use of
typefaces for design.
Looking at ways toreproduce/scale/multiply images
within designs.
Exploring colour as acommunicative decision for design.
Getting feedback on poster designs.
Making final amendments andadjustments to designs.
Preparing posters for exhibition.

【Work to be done outside of class (preparation, etc.)】
Students are expected to download and read assigned readings prior tolectures. Students are also expected to create a new Instagram accountand post a single image taken daily (7 days x 13 weeks = 91 images). The
project will require a number of hours spent outside of class in order tomake the work.
【Textbooks】
Lester, Paul Martin (2014) Visual Communication: Images with
Messages, Wadsworth Cengage Learning.
Additional handouts and reading materials will be will be uploaded on
H’etudes or distributed in class.

— 42 —

発行日：2019/5/1
11

Syntax III

12

Semantics

Nobumi Nakai

13

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2

Linguistic Universals
and Relativity

14

Introduction toSociolinguistics and
ELF Review and Final
Examination

LIN100ZA

Introduction to Linguistics【Outline and objectives】
The aim of this course is to provide students with an essential understanding of linguistics, with examples drawn from the English language;
the course begins by outlining diachronic, synchronic and contrastive
perspectives, while illustrating the history and regional diversity ofEnglish. As an introduction to 200/300 level linguistics-related courses,
subsequent lectures are dedicated to surveying phonetics, phonology,
morphology and syntax, followed by semantics. The last part of thecourse deals with language typology and universals, and refers to someof the key topics in sociolinguistics.
【Goal】
By the end of the course, students will:(1) have an understanding of linguistics as a scientific study,
distinguished from language learning for practical purposes,(2) understand key terminology, concepts and theories in the major fields
of linguistics, and(3) acquire basic research skills needed in more advanced linguistics
courses.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is a combination of lectures and discussions about
pre-assigned topics. The lectures are delivered using PowerPoint
slides and Internet sources. Students have to address review andapplication questions given in advance.Attendance at the first classis mandatory.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction I

2Introduction II

3

Synchronic andDiachronic Linguistics
I
Synchronic andDiachronic Linguistics
II

4

5

Phonetics andPhonology I

6

7

Phonetics andPhonology II
Mid-semester
Examination
Morphology I

89Morphology II
Syntax I

10

Syntax II(1) Generative grammar (2) Phrase
structure rules(3) Tree diagrams(1) What is meaning?
(2) Seven types of meaning(3) Pragmatics(1) Linguistic universals(2) Typology(3) Linguistic relativity(1) What is sociolinguistics?
(2) Examples of the interaction
between linguistic and social
variables(3) Standard and non-standard
English(4) ELF (English as a lingua
franca)(5) Language attitudes(6) Review and final exam

【Work to be done outside of class (preparation, etc.)】
Students are required to read the handouts beforehand so that they
can actively participate in discussions. They may also need to consult
chapter references or search for relevant online materials to answer
pre-assigned questions satisfactorily.
【Textbooks】
No textbooks are used. All handouts are posted on the course website
while additional materials will be provided in the classroom.
【References】
Detailed references and suggestions for further reading are listed oneach chapter handout. The following books will be helpful as a general
introduction. Fasold, R. W., & Connor-Linton, J. (Eds.). (2014).
An introduction to language and linguistics (2nd ed.). Cambridge:
Cambridge University Press.
Yule, G. (2017). The study of language (6th ed.). Cambridge: Cambridge
University Press.
【Grading criteria】
Evaluation will be based on in-class quizzes and take-home tasks (20%),
a mid-semester exam (40%) and a final exam (40%). More than two
unexcused absences will result in failure of the course.
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
The handouts are downloadable in PDF format.

Contents(1) Outlining the course content
and instructional methodologies(2) What is a language?
(3) What is linguistics?
(4) General linguistics and English
linguistics(1) The world’s major languages(2) History of English(3) Numbers of L1 and L2 English
speakers (4) Regional variations ofEnglish(1) Diachronic linguistics(2) Synchronic linguistics【Others】
As a 100-level course, first and second year students will receive priority
in registration.
【Prerequisite】
No prerequisite is required.

(1) Comparative linguistics(2) The Indo-European language
family(3) Contrastive linguistics(1) Subfields of linguistics(2) Phonetics(3) Phonology(4) Phoneme & allophones(5) Phonetic and phonemictranscriptions(1) Suprasegmentals(2) Mid-semester exam

(1) Morpheme and allomorphs(2) Declension and conjugation(3) Patterns of inflection
Word formation(1) Sentence(2) Phrase(3) Clause(4) Tense, aspect, mood, voice(5) Agreement(1) Grammatical structure(2) Theme and rheme(3) Given and new information— 43 —

発行日：2019/5/1
11

Syntax III

12

Semantics

Yutai Watanabe

13Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 4/Fri.4

Linguistic Universals
and Relativity

14

Introduction toSociolinguistics and
ELF
Review and Final
Examination

LIN100ZA

Introduction to Linguistics【Outline and objectives】
The aim of this course is to provide students with an essential understanding of linguistics, with examples drawn from the English language;
the course begins by outlining diachronic, synchronic and contrastive
perspectives, while illustrating the history and regional diversity ofEnglish. As an introduction to 200/300 level linguistics-related courses,
subsequent lectures are dedicated to surveying phonetics, phonology,
morphology and syntax, followed by semantics. The last part of thecourse deals with language typology and universals, and refers to someof the key topics in sociolinguistics.
【Goal】
By the end of the course, students will:(1) have an understanding of linguistics as a scientific study,
distinguished from language learning for practical purposes,(2) understand key terminology, concepts and theories in the major fields
of linguistics, and(3) acquire basic research skills needed in more advanced linguistics
courses.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is a combination of lectures and discussions about
pre-assigned topics. The lectures are delivered using PowerPoint
slides and Internet sources. Students have to address review andapplication questions given in advance. Attendance at the first classis mandatory.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction I

2Introduction II

3

Synchronic andDiachronic Linguistics
I
Synchronic andDiachronic Linguistics
II

4

5

Phonetics andPhonology I

6

7

Phonetics andPhonology II
Mid-semester
Examination
Morphology I

89Morphology II
Syntax I

10

Syntax II(1) Generative grammar(2) Phrase structure rules(3) Tree diagrams(1) What is meaning?
(2) Seven types of meaning(3) Pragmatics(1) Linguistic universals(2) Typology(3) Linguistic relativity(1) What is sociolinguistics?
(2) Examples of the interaction
between linguistic and social
variables(3) Standard and non-standard
English(4) ELF (English as a lingua
franca)(5) Language attitudes(6) Review and final exam

【Work to be done outside of class (preparation, etc.)】
Students are required to read the handouts beforehand so that they
can actively participate in discussions. They may also need to consult
chapter references or search for relevant online materials to answer
pre-assigned questions satisfactorily.
【Textbooks】
No textbooks are used. All handouts are posted on the course website
while additional materials will be provided in the classroom.
【References】
Detailed references and suggestions for further reading are listed oneach chapter handout. The following books will be helpful as a general
introduction.
Fasold, R. W., & Connor-Linton, J. (Eds.). (2014). An introduction tolanguage and linguistics (2nd ed.). Cambridge: Cambridge University
Press.
Yule, G. (2017). The study of language (6th ed.). Cambridge: Cambridge
University Press.
【Grading criteria】
Evaluation will be based on in-class quizzes and take-home tasks (20%),
a mid-semester exam (40%) and a final exam (40%). More than two
unexcused absences will result in failure of the course.
【Changes following student comments】
Not applicable.

Contents(1) Outlining the course content
and instructional methodologies(2) What is a language?
(3) What is linguistics?
(4) General linguistics and English
linguistics(1) The world’s major languages(2) History of English(3) Numbers of L1 and L2 English
speakers(4) Regional variations of English(1) Diachronic linguistics(2) Synchronic linguistics【Equipment student needs to prepare】
The handouts are downloadable in PDF format.
【Others】
As a 100-level course, first and second year students will receive priority
in registration.
【Prerequisite】
No prerequisite is required.

(1) Comparative linguistics(2) The Indo-European language
family(3) Contrastive linguistics(1) Subfields of linguistics(2) Phonetics(3) Phonology(4) Phoneme & allophones(5) Phonetic and phonemictranscriptions(1) Suprasegmentals(2) Mid-semester exam

(1) Morpheme and allomorphs(2) Declension and conjugation(3) Patterns of inflection
Word formation(1) Sentence(2) Phrase(3) Clause(4) Tense, aspect, mood, voice(5) Agreement(1) Grammatical structure(2) Theme and rheme(3) Given and new information— 44 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Reading the textbook, doing exercises, coming up with examples.

LIN100ZA

English Grammar: The Basics【Textbooks】
Rodney Huddleston and Geoffrey K Pullum, A Student’s Introduction
to English Grammar (Cambridge: Cambridge University Press, 2005).
ISBN 0-521-61288-8.
We’ll only have time to go through part of this book, but later chapterswill serve for a second course, English Grammar Extended.

Peter Evans
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 2/Tue.2【Outline and objectives】
The most important ingredients of the grammar of the English
language.
【Goal】A major step toward the ability to understand how sentences of English
work.
For why you might want this ability, see the course description forEnglish Grammar Extended, which you should consider taking after
English Grammar: The Basics.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】We follow Huddleston and Pullum’s textbook, which is based on (butis very much smaller and simpler than) the authors’ slightly earlier
book The Cambridge Grammar of the English Language (CGEL).
Both are descriptive grammar books, saying how sentences of English
are constructed (and not how the authors imagine they should beconstructed). As its publisher says, CGEL “is firmly based on researchin modern linguistics and rejects many errors of the older tradition,
supporting its departures from traditional grammar with reasonedargument”. So the textbook will almost certainly disagree with any
grammar or other textbook that you’ve used in any previous English
course.
The book and course are only theoretical where necessary. (There arevery few tree diagrams.) So if other syntax books alarm you, don’t worry.
Before each class, you have to read and digest ten or so pages of the
textbook. We’ll discuss that part of the book, and related exercises,in the class.
You are very welcome to come up with apparent
counterexamples to what’s written in the book, and so forth.

【References】
Rodney Huddleston and Geoffrey K Pullum, The Cambridge Grammarof the English Language (Cambridge: Cambridge University Press,
2002). (Do not use any book intended for, or often used by, language
learners or high-school students.)【Grading criteria】
Evaluation will be based on two examinations (50% + 50%). Bothexaminations will be “open book”, and will test real understanding andability to analyze (as opposed to mere memorization).
【Changes following student comments】
A further slight reduction in the quantity of what’s shown on screen
during the class, a further slight increase in the quantity of annotations
that can be examined outside the class.
【Others】
Each class slideshow will be openly available on the web.
slideshows are usable on computers, tablets, and most phones.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Word Categories

3

Verbs (i)4

Verbs (ii)

5

Verbs (iii)6

Quick Survey;
Mid-term Examination

7

Clauses (i)8Clauses (ii)9

Nouns and NounPhrases (i)10Nouns and NounPhrases (ii)
Nouns and NounPhrases (iii)
Adjective and Adverb
Phrases (i)Adjective and Adverb
Phrases (ii)

11
12
13

14

Quick Survey; Final
Examination

Contents
Introduction to the course and its
rationaleClassification among nouns, verbs,
adjectives, and the rest
Verb inflection and paradigms;
finite versus non-finite
Auxiliary versus lexical verbs;
perfective interpretation versus
imperfective
Primary versus perfect tense;
progressive aspect; mood andmodality; futurity; irrealis
Rapid reminders; assessing thedegree to which students haveunderstood the first half of thecourseClause structure, complements,
and adjuncts; subjects; objects
Predicative complements; canonicalclause structures; adjuncts
Nouns, noun phrases, pronouns
and proper nouns; number andcountability; determiners anddeterminatives; noun complements
Internal modifiers versus external
modifiers; fused heads
Pronouns; case
Adjectives as distinguished fromother categories; gradability
Adjective phrases; postpositionaland other adjective use; adverbs;
adverb phrases
Rapid reminders; assessing thedegree to which students haveunderstood the second half of thecourse— 45 —

The

発行日：2019/5/1
文部科学省. 2018.『高等学校学習指導要領解説 外国語編・英語編』 開隆堂
出版.

EDU100ZATESOL I: Introduction
Machiko Kobori
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3【Outline and objectives】
The course is for students intending to teach English; it is an
introduction to second language (L2) acquisition and pedagogy. It
encourages students to raise their awareness as language teachers.
【Goal】
Upon completion of this course, students should be able to do thefollowing:
1. Explain the core issues in L2 acquisition research.
2. Examine the connection between L2 research and pedagogy.
3. Conduct research on instructed L2 learning, and relate the findings
to L2 learning and teaching in Japan.
4. Understand what is needed to qualify as an English teacher.

【Grading criteria】
Evaluation will be based on:
1. Class participation (10%)
2. Presentation (20%)
3. Presentation materials (10%)
4. Writing assignment (30%)
5. Final Exam (30%)
More than 2 unexcused absences will result in failure of this course.
【Changes following student comments】
1. More advanced notice of assigned readings will be given in order toallow students to prepare for class discussions.
2. More detailed information about the topics to choose for thepresentation and writing assignment will be provided in advance.
3. More intensive instruction on how to reflect the presentation will be
provided in advance.
【Equipment student needs to prepare】
PC【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course focuses on the teaching and learning of English. Students
will learn theories of first and second language acquisition and a range
of opportunities to explore research studies and pedagogy on EFL/ESL
education. The course will be highlighted by the students’ individual
performance: they are to choose one of the course topics and then makea presentation on it. Students are also required to take a final exam andsubmit a written assignment on a related issue.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Language, Learning
and Teaching (1)3Language, Learning
and Teaching (2)4Language, Learning
and Teaching (3)5Language, Learning
and Teaching (4)6Language, Learning
and Teaching (5)7First Language
Acquisition
8
Second Language
Acquisition (1)9Second Language
Acquisition (2)10Second Language
Acquisition (3)11Presentation (1)

12
13
14

Contents
Course guidance
Current issues in second language
acquisition (1)Current issues in second language
acquisition (2)Schools of thought in second
language acquisition (1)Schools of thought in second
language acquisition (2)Schools of thought in second
language acquisition (3)Issues in first language acquisition

Building a theory of second
language acquisition
Study of models of second language
acquisition (1)Study of models of second language
acquisition (2)Demonstration/observation, review
and discussion (1)Presentation (2)Demonstration/observation, review
and discussion (2)Presentation (3)Demonstration/observation, review
and discussion (3)Final Exam & Wrap-up Consolidation【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.
2. Students are required to prepare for their presentation sessions bycreating presentation materials.
【Textbooks】
Brown, H. D. (2014). Principles of language learning and teaching. (6thed.). Pearson Education.
【References】
Council of Europe. (2001). Common European framework of reference
for languages: learning, teaching, assessment. Cambridge University
Press.
Long, M. H., & Doughty, C. J. (2011). The handbook of language
teaching.Wiley-Blackwell.
白畑智彦・冨田祐一・村野井仁・若林茂則 (著). 2009.『英語教育用語辞典』（改訂版）大修館書店.
文部科学省. 2017.『中学校学習指導要領解説 外国語編』 開隆堂出版.

— 46 —

発行日：2019/5/1【Grading criteria】
Evaluation will be based on:
1. Class participation (10%)
2. Presentation (20%)
3. Presentation materials (10%)
4. Writing assignment (30%)
5. Final Exam (30%)
More than 2 unexcused absences will result in failure of this course.

EDU100ZATESOL I: Introduction
Machiko Kobori
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4【Outline and objectives】
The course is for students intending to teach English; it is an
introduction to second language (L2) acquisition and pedagogy. It
encourages students to raise their awareness as language teachers.
【Goal】
Upon completion of this course, students should be able to do thefollowing:
1. Explain the core issues in L2 acquisition research.
2. Examine the connection between L2 research and pedagogy.
3. Conduct research on instructed L2 learning, and relate the findings
to L2 learning and teaching in Japan.
4. Understand what is needed to qualify as an English teacher.

【Changes following student comments】
1. More advanced notice of assigned readings will be given in order toallow students to prepare for class discussions.
2. More detailed information about the topics to choose for thepresentation and writing assignment will be provided in advance.
3. More intensive instruction on how to reflect the presentation will be
provided in advance.
【Equipment student needs to prepare】
PC【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course focuses on the teaching and learning of English. Students
will learn theories of first and second language acquisition and a range
of opportunities to explore research studies and pedagogy on EFL/ESL
education. The course will be highlighted by the students’ individual
performance: they are to choose one of the course topics and then makea presentation on it. Students are also required to take a final exam andsubmit a written assignment on a related issue.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Language, Learning
and Teaching (1)3Language, Learning
and Teaching (2)4Language, Learning
and Teaching (3)5Language, Learning
and Teaching (4)6Language, Learning
and Teaching (5)7First Language
Acquisition
8
Second Language
Acquisition (1)9Second Language
Acquisition (2)10Second Language
Acquisition (3)11Presentation (1)

12
13
14

Contents
Course guidance
Current issues in second language
acquisition (1)Current issues in second language
acquisition (2)Schools of thought in second
language acquisition (1)Schools of thought in second
language acquisition (2)Schools of thought in second
language acquisition (3)Issues in first language acquisition

Building a theory of second
language acquisition
Study of models of second language
acquisition (1)Study of models of second language
acquisition (2)Demonstration/observation, review
and discussion (1)Presentation (2)Demonstration/observation, review
and discussion (2)Presentation (3)Demonstration/observation, review
and discussion (3)Final Exam & Wrap-up Consolidation【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.
2. Students are required to prepare for their presentation sessions bycreating presentation materials.
【Textbooks】
Brown, H. D. (2014). Principles of language learning and teaching. (6thed.). Pearson Education.
【References】
Council of Europe. (2001). Common European framework of reference
for languages: learning, teaching, assessment. Cambridge University
Press.
Long, M. H., & Doughty, C. J. (2011). The handbook of language
teaching.Wiley-Blackwell.
白畑智彦・冨田祐一・村野井仁・若林茂則 (著). 2009.『英語教育用語辞典』（改訂版）大修館書店.
文部科学省. 2017.『中学校学習指導要領解説 外国語編』 開隆堂出版.
文部科学省. 2018.『高等学校学習指導要領解説 外国語編・英語編』 開隆堂
出版.

— 47 —

発行日：2019/5/1

LIN100ZA

8

Attention and Noticing(2)

9Explicit and Implicit
Learning/
Developmental
Sequences (1)Myth 5: Language
Students Learn andRetain What They Are
TaughtExplicit and Implicit
Learning/
Developmental
Sequences (2)Correction and Recasts
Myth 6: Language
Learners Always
Benefit from
Correction.
Individual Differences(1)
Myth 7: Individual
Differences are a
Major, Perhaps the
Major, Factor in SLA.
Individual Differences(2)
Examination

Second Language Acquisition
Yuichi Suzuki
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 3/Tue.3【Outline and objectives】
The aim of this course is to provide students with an essential
understanding of second language acquisition (SLA) and opportunities
to reflect on their own foreign language experiences in light of SLA
theories and research.
【Goal】
By the end of this course, students will:(1) Understand important concepts and theories in SLA research(2) Understand basic research methods in the SLA field(3) Learn the potential and limitations of applying SLA findings tosecond language teaching and learning

10

11

12

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2” and “DP 4”.
【Method(s)】The course will be conducted via lectures by the instructor and group
work. Students are required to read an assigned chapter every classand complete a worksheet provided in advance by the instructor. The
lectures will be based on the reading questions from the worksheet anddiscussion topics. Since this class format is a combination of informal
lecture and group discussion, I strongly encourage students to make theeffort to contribute to discussions by asking questions and sharing yourown ideas.
This course covers key-terms and concepts of SLA. The lecturer starts
each class by introducing a “myth” about second language learning. The
myths are common misunderstandings about second language learningand teaching. The students perform several tasks to think about thereal-world issues about second language learning and reflect on theirown experiences of foreign language learning. The students then learn
what SLA research has revealed so far about the topics and think
about the extent to which the research findings are applicable to theirexperiences. By understanding the concepts and theories introduced in
the course, they will be better informed about current theories of second
language teaching.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

3

4

5

Critical Period
Hypothesis
Myth 1: Children
Learn Languages
Quickly and Easily
While Adults are
Ineffective in
Comparison.
Bilingualism
Myth 2: A True
Bilingual is Someone
Who Speaks Two
Languages Perfectly.
Input, Output, andInteraction (1)Myth 3: You canAcquire a Language
Simply ThroughListening or Reading.
Input, Output, andInteraction (2)6Input, Output, andInteraction (3)7Attention and Noticing(1)
Myth 4: Practice
Makes Perfect.

Contents- Course overview- What is SLA?
- Speed of SLA by children- Speed of SLA by adults- Ultimate attainment- Learning in children versus
adults13
14- Planning- Repetition- Retrieval effect- Distribution of practice- Interleaving effect- Interface of explicit and implicit
knowledge- Effectiveness of explicit
instruction- Acquisition order- Developmental sequence- First language transfer- Oral correction- Written grammar correction- Reflection of receiving corrective
feedback- Good learner research- Personality- Emotion- Motivation- Willingness to communicate- Aptitude- Aptitude-treatment interaction
Final exam and wrap-up【Work to be done outside of class (preparation, etc.)】
Students are required to read each chapter of the assigned textbook(about 15 - 25 pages per chapter) to prepare for the class. In orderto help understanding of the assigned reading, they are provided witha worksheet with reading questions and discussion questions. They
should try their best to fill out the worksheet and prepare their ideason the discussion questions.
【Textbooks】
Brown, Steven and Jenifer Larson-Hall. (2012). Second Language
Acquisition Myths: Applying Second Language Research to Classroom
Teaching. University of Michigan Press. ISBN: 978-0-472-03498-7【References】
Ortega, Lourdes. (2009). Understanding second language acquisition.
London: Hodder. ISBN-13: 978-0340905593
Lightbown, Pasty M. & Nina Spada. (2013). How Languages are
Learned (Oxford Handbooks for Language Teachers) 4th. Oxford
University Press. ISBN-10: 0194541266【Grading criteria】
Evaluations will be based on:(1) Class participation (50%)(2) Final exam (50%)
Note that no credit will be given to the students with more than two
unexcused absences.
【Changes following student comments】
Not applicable.
【Prerequisite】
None.

- Definition of bilingual- How children become bilingual- Vocabulary growth- Bilingual advantage- Krashen’s Input Hypothesis- Comprehensible/simplified input- Extensive reading and listening
activities- Long’s Interaction Hypothesis- Task-based language teachingactivities- Swain’s Output Hypothesis- Output-oriented practiceactivities- Attention and noticing- Input enhancement- Processing instruction— 48 —

発行日：2019/5/1【Textbooks】
No textbook will be used. The teacher will provide handouts, readingmaterial, and links to online data.

LIN100ZA

Contrastive Linguistics
Geraldo Faria
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 1/Fri.1【Outline and objectives】
In this course, you will learn how Contrastive Linguistics is defined as
an academic subject. By drawing on some topics related to variations
within a language (i.e. dialects) or between related languages, thiscourse provides an accessible and engaging overview of Contrastive
Linguistics.
【Goal】The development of practical skills through the acquisition of abasic knowledge of Contrastive Linguistics. Three main skills areemphasized: 1) finding similarities and differences between dialects or
related languages; 2) compiling data for documentation and analysis;
and 3) gaining basic knowledge of under-documented and endangered
languages.

【References】
Austin, Peter and Julia Sallabank. The Cambridge Handbook of
Endangered Languages. Cambridge University Press, 2011 ISBN
9780521882156
Moravcsik, Edith.
Introducing Language Typology.
Cambridge
University Press, 2013 ISBN 9780521193405
The teacher will suggest material appropriate to the students’ projects
and interests through either the Internet or reference books available
at the university library.
【Grading criteria】
Grades will be based on exams (mid-term 30% and final 30%), tasks
10%, presentation 10%, notetaking 10%, and participation 10%.
【Changes following student comments】
No feedback yet received.
【Prerequisite】
None.
A willingness to tackle language-related puzzles.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】After an introduction to the topics in the form of mini-lectures, examples
from target languages are presented for discussion and analysis. This
course contains assignments and writings outside of class, which may
be presented in class. Finally, the suggested topics may vary slightly
depending on the number of students and their interests.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Concepts

3

Diachronic Changes ofa Language/Dialect 1

4

Diachronic Changes ofa Language/Dialect 2

5Contrastive
Descriptions

6

Phonological Contrasts

7

Contrasts between
Writing Systems
MorphologicalContrasts

8

9Lexicological Contrasts

10
11

PhraseologicalContrasts
Syntactic Contrasts

12

Textual Contrasts

13

Presentations

14

Consolidation

Contents
Overview of the course andrequirements
Contrasts and similarities between
dialects of a language and related
languages
Examination of changes (soundvariations): comparisons andcontrasts
Examination of changes (lexical
variations): comparisons andcontrasts
From speech sounds to discourse,
seven types of contrasts will be
examined
Various techniques will be
introduced to examine intralingualand interlingual data.
Midterm review quiz.
Synchronic and diachronic
examination of writing systems.
Diachronic and synchronic
comparisons of data will help
students to better understand twovariants of intralingual andinterlingual data
Variations of word meanings
intralingually and interlingually
Variations of collocations will be
examined cross-dialectally
Structuring sentences acrosslanguages is examined to better
describe and produce well-formed
sentences in a second language
Contrasting recorded diachronicoral stories
Students will give short academicpresentations
End-of-course assessment andwrap-up【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly reading assignments before
class and review previous handouts before the following class. They
should also organize their notes in the form of a notebook or computerfile.

— 49 —

発行日：2019/5/1

EDU100ZA

L2 Education for Children I
Machiko Kobori
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 5/Thu.5【Outline and objectives】
This course is for students who want to learn about modern approaches
based on second language learning (SLL) to children; its purpose is to
give an insight into the theoretical issues of L2 education for children.
It will also encourage students to develop their own perspectives onchildren’s SLL with a consideration to make consistency in language
education from the primary to secondary levels.
【Goal】
Upon completion of this course, students should be able to do thefollowing:
1. Understand theories for children to learn languages.
2. Explain the core issues in teaching languages to children.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course provides a range of perspectives, focusing on linguistic,
psychological, and educational theories for the teaching of English(foreign languages) to young learners. This course also looks at practicalissues in language teaching and learning: The global movement towards
L2 education in the primary school. The final exam and writing
assignment are required for the completion of this course; students areto choose one of the course topics and are required to submit a writing
assignment on it.

【References】
1. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: content and language
integrated learning (1st ed.). Cambridge University Press.
2. Dale, L., & Tanner, R. (2012). CLIL activities: a resource for subject
and language teachers. Cambridge University Press.
3. Ellis, G., Brewsters, J., & Girard, D. (2002). The primary English
teacher’s guide. (New). Penguin English Guides.
4. Nikolov, M. (2009). Early learning of modern foreign languages:
Process and Outcomes. Oxford University Press.
5. 文部科学省. 2017.『小学校学習指導要領（外国語）』東洋館出版社.
【Grading criteria】
Evaluation will be based on:
1. Class participation (30%)
2. Writing assignment (30%)
3. Final Exam (40%)
More than 2 unexcused absences will result in failure of this course.
【Changes following student comments】
1. More advanced notice of assigned readings will be given in order toallow students to prepare for class discussions.
2. More detailed information about the topics to choose for the writing
assignment will be provided in advance.
3. More practical and interactive work will be provided.
【Equipment student needs to prepare】
PC【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Current Issues inChildren Learning L2(1)

3

Current Issues inChildren Learning L2(2)
Lesson observation
within the domestic
and foreign contexts (1)Theories of Children
Learning L2 (1)Theories of Children
Learning L2 (2)Theories of Children
Learning L2 (3)Learning to Learn L2(1)
Learning to Learn L2(2)
Learning to Learn L2(3)
L2 Teaching Theories(1)
L2 Teaching Theories(2)
Lesson observation
within the domestic
and foreign contexts (2)Final Exam & Wrap-up

4

5
6
7
8
9
10
11
12
13

14

Contents
Course guidance on L2 Education
for Children Ⅰ
Teaching foreign languages tochildren as a global issue: whyteach a foreign language atprimary level?
Teaching foreign languages tochildren as a global issue: aims &objectives
Review and discussion

Behaviorist views
Innatist views & cognitive
developmentalist views
Social interactionist views
Learning to learn & learnertraining by language teacher
Differences in children learning
Learning styles & multiple
intelligences
Differences in teaching children
L2 education across the curriculum
Review and discussion

Consolidation and review【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.
2. Students are required to choose one of the related topics and write areflective paper.
【Textbooks】
1.
Cameron, L. (2001).
Teaching languages to young learners.
Cambridge University Press.
2. Curtain, H. & Dahlberg, C. A. (2015). Languages and children:
making the match. Pearson.

— 50 —

発行日：2019/5/1

EDU100ZA

9

SNS in Education

10

Project Work 1

11

Project Work 2

12

Project Work 3

13

Final Project
Presentations 1

14

Final Project
Presentations 2 &Feedback

Language Education in the Digital Era
Robert Paterson
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 1/Wed.1【Outline and objectives】
This course will aim to teach students the current best practices in
educational technology for language learning with reference to teachingprofessionals. As such, we will explore pedagogical approaches to using
technology as well as the actual educational technology apps and eco
systems that can be used.
【Goal】
By the end of the course students should be able to:
1 - understand the Google educational eco systems for teachers andstudents,
2 - be able to use the Google apps and approaches for their project workin (4) below,
3 - work collaboratively in teams using the apps and tools in (2) above
to complete the work in (4) below,
4 - create and design an appropriate project website that hosts students’multimedia work,
5 - maintain a personal reflective blog for the duration of the course andshare it with the class and teacher.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2” and “DP 4”.
【Method(s)】Some classes will have a mini demonstration of various ed-tech tools by
the teacher followed by time for students to repeat the same actions bythemselves. Other classes will teach various research techniques using
technology, followed by longer periods of research time for students
to gather information. All classes will have homework - sometimes
design work, sometimes research work, sometimes written work, andsometimes commenting on the work of others.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Class Intro & Intro to
Educational
Technology

2

Schools of Thought in
Educational
Technology

3

Google in Education 1

4

Google in Education 2

5

Other Ed-tech Players
in Education

6

Educational
Technology Pedagogies
1

7

Educational
Technology Pedagogies
2

8

Mobile Language
Learning

Contents
Students will be introduced to theclass themes and told what apps /log ins and devices they need totake the course.
This class will be an overview ofthe different philosophical andpedagogical schools of thought on
educational technology in schools
and colleges / universities.
This course will provide an
overview of Google’s apps and tools
for education and the educational
benefits it offers.
This course will provide a further
overview of Google’s apps and tools
for education and the educational
qualifications Google offers.
This course will provide an
overview of other 3rd party apps
and tools for education and theeducational qualifications theseother groups offer.
This week we will explore in detailthe first set of pedagogicalapproaches that use some of theapps / tools previously covered.
This week we will continue toexplore in detail the second set of
pedagogical approaches that use
some of the apps / tools previously
covered.
Here we will examine mobile
language learning - i.e. how mobile
devices like tables and smart
phones can be used. We will cover
the pros and cons of using thesedevices and the apps on them.

Here we will examine SNS
language learning - i.e. how SNS
apps can be used. We will cover thepros and cons of using different
SNS accounts and how to use themeducationally.
Here we will start the team projectwork. Each team will have a full
digital portfolio of apps and tools
and will have made a multimedia
website using Google Sites.
Continuation of Project week 1
above including guidance on how togive engaging presentations.
Continuation of Project week 1
above.
In these last two weeks the student
groups will present their findings
to the others in the class.
Detailed feedback on all the course
work.

【Work to be done outside of class (preparation, etc.)】
There will be some homework readings almost every week as well as theweekly blog writing and project work.
【Textbooks】
No textbooks - all materials will be supplied by the teacher.
【References】
No reference books - all materials will be supplied by the teacher【Grading criteria】
Participation - 10%
Weekly blog work - 10%
Other weekly homework - 10%
In class performance - 10%
Final project work - 60% (website design - 10% / slideshow - 10% / video- 10% / presentation perfomance - 10% / written report - 20%)
【Changes following student comments】
Your comments will be much appreciated.
【Equipment student needs to prepare】
All students will need a personal Gmail account as the Hosei ones have
many things turned off. Also having your own laptop would be very
useful. Alternatively, a tablet and smart phone would be okay.
【Others】
This course should be fun as you will be learning many things about
technology in education that is not commonly taught to students. So
come with an open mind and be ready to learn.
【Prerequisite】
None.

— 51 —

発行日：2019/5/1【Grading criteria】
Participation (40%); small assignment (10%); field assignment (15%),
midterm exam (15%) final exam (20%).

CUA100ZA

Introduction to Cultural Anthropology【Changes following student comments】
Case studies and other readings have been changed or updated.
Grading criteria have been revised to place more emphasis on student
participation.

Shunsuke Nozawa
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3【Prerequisite】
None.

【Outline and objectives】
Cultural anthropology examines the variety of ways humans exist in
the world as cultural beings; the way they use symbols to interpretthemselves and others; the way they organize political and economic
systems; the way they think, imagine, feel, and communicate. Analyzing
a number of case studies from around the globe, you will learn tothink through the lens of "culture" as a way to interpret patternsof human life, sometimes surprisingly similar to, and other times
vastly different from, each other. We will explore how anthropologicalthinking has contributed key concepts such as ’society,’ ’politics,’ ’nature,’’communication,’ etc. to an understanding of our contemporary world.
【Goal】(1) Introduce you to the basic concepts of cultural anthropology; (2)deepen your critical thinking about cultural differences and similarities;(3) demonstrate cultural anthropology’s relevance to the contemporary
world.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course begins with an introduction to the concept of "culture"and then proceeds through a number of themes integral to cultural
anthropology: language, political organization, economic systems,
religion, gender, knowledge, and others. Classes consist primarily ofa lecture with discussion of case studies to follow. Assessment is basedon a midterm exam, a final exam, and a small exercise. Additionally, theclass includes a fieldwork assignment with a written reflection.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction

2

3
4
5
6
7
8
9
10
11
12
13
14

Contents"Homo sapiens," "humanity,""people"; universal and particular
What is Culture?
Society and culture; relations ofinterdependence; whatanthropologists study
Language andClassification, performativity, andCommunication
the problem of "description"
Kinship and Marriage
Modes of social reproduction andconnection
Economic Systems
Exchange and value
Political Systems
Power, authority, legitimacy
Gender, Sex, and Power Gender and sexual ideology
Review & Midterm
In-class exam
Exam
On Fieldwork
Ethnographic methods and theconstruction of the "field"
Magic, Religion,
Structures, institutions, andSciencemodalities of knowledge
Stratification
Hierarchy, mobility, prestige andstigmatization
Colonialism
Colonial reality and the conditionof anthropology
Globalization
Worldwide relations ofinterdependence
Final Exam & Wrap-up In-class exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete the readings before class and be
prepared to ask questions and contribute to class discussion.
【Textbooks】
No textbook is required. Readings will be distributed in class anduploaded to the course website.
【References】
Nanda, Serena and Richard L. Warms. 2014. Culture Counts: A Concise
Introduction to Cultural Anthropology. 3rd Edition. Wadsworth. ISBN:
1285738519
Spradley, James and David M. McCurdy. 2015. Conformity and Conflict:Readings in Cultural Anthropology. Fifteenth Edition. Pearson. ISBN:0205990797— 52 —

発行日：2019/5/1【Grading criteria】
Participation (40%); small assignment (10%); field assignment (15%),
midterm exam (15%) final exam (20%).

CUA100ZA

Introduction to Cultural Anthropology【Changes following student comments】
Case studies and other readings have been changed or updated.
Grading criteria have been revised to place more emphasis on student
participation.

Shunsuke Nozawa
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 3/Fri.3【Prerequisite】
None.

【Outline and objectives】
Cultural anthropology examines the variety of ways humans exist in
the world as cultural beings; the way they use symbols to interpretthemselves and others; the way they organize political and economic
systems; the way they think, imagine, feel, and communicate. Analyzing
a number of case studies from around the globe, you will learn tothink through the lens of "culture" as a way to interpret patternsof human life, sometimes surprisingly similar to, and other times
vastly different from, each other. We will explore how anthropologicalthinking has contributed key concepts such as ’society,’ ’politics,’ ’nature,’’communication,’ etc. to an understanding of our contemporary world.
【Goal】(1) Introduce you to the basic concepts of cultural anthropology; (2)deepen your critical thinking about cultural differences and similarities;(3) demonstrate cultural anthropology’s relevance to the contemporary
world.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course begins with an introduction to the concept of "culture"and then proceeds through a number of themes integral to cultural
anthropology: language, political organization, economic systems,
religion, gender, knowledge, and others. Classes consist primarily ofa lecture with discussion of case studies to follow. Assessment is basedon a midterm exam, a final exam, and a small exercise. Additionally, theclass includes a fieldwork assignment with a written reflection.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction

2

3
4
5
6
7
8
9
10
11
12
13
14

Contents"Homo sapiens," "humanity,""people"; universal and particular
What is Culture?
Society and culture; relations ofinterdependence; whatanthropologists study
Language andClassification, performativity, andCommunication
the problem of "description"
Kinship and Marriage
Modes of social reproduction andconnection
Economic Systems
Exchange and value
Political Systems
Power, authority, legitimacy
Gender, Sex, and Power Gender and sexual ideology
Review & Midterm
In-class exam
Exam
On Fieldwork
Ethnographic methods and theconstruction of the "field"
Magic, Religion,
Structures, institutions, andSciencemodalities of knowledge
Stratification
Hierarchy, mobility, prestige andstigmatization
Colonialism
Colonial reality and the conditionof anthropology
Globalization
Worldwide relations ofinterdependence
Final Exam & Wrap-up In-class exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete the readings before class and be
prepared to ask questions and contribute to class discussion.
【Textbooks】
No textbook is required. Readings will be distributed in class anduploaded to the course website.
【References】
Nanda, Serena and Richard L. Warms. 2014. Culture Counts: A Concise
Introduction to Cultural Anthropology. 3rd Edition. Wadsworth. ISBN:
1285738519
Spradley, James and David M. McCurdy. 2015. Conformity and Conflict:Readings in Cultural Anthropology. Fifteenth Edition. Pearson. ISBN:0205990797— 53 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Before each class, students are expected to review their notes fromprevious classes and do the assigned readings. They must also download
and print out handouts prior to each class and bring them to class
to take notes. Occasionally, students will also be assigned homework(worksheets, questionnaires, etc).

PSY100ZA

Introduction to Psychology I
Yu Niiya
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3【Outline and objectives】
This is an introductory course in psychology. Students will learn thebasic theories, research methods, and important findings from various
subfields of psychology, and will develop a scientific understandingof how we think, feel, and act. Contemporary psychology is a verybroad and diverse area. By necessity, then, the course will not
be able to pursue all the topics in great depth. Introduction to
Psychology I will focus primarily on the cognitive aspects of psychology,
including brain functions, cognitive and sensory processes, learning,and memory. Introduction to Psychology II will focus on the questionof genes and environment, intelligence, personality, and psychologicaldisorders. These two classes will complement each other to provide thebasic knowledge for more specialized courses in psychology (e.g., social
psychology, educational psychology, clinical psychology).
【Goal】
This course aims at providing an overview of the history, concepts,
research methods, and empirical findings in the field of psychology,
focusing on how people perceive and construct their surrounding“realities.” Students will acquire the ability to analyze human thoughts
and behaviors through a scientific mindset. At the end of the course,
students will be able to answer the following questions: How do ourbrains affect our behavior? How do we get to see and understand theworld around us? Why do we sleep? How do we learn? How does
memory work and how reliable is it?

【Textbooks】
none【References】
Meyers, David G. & Nathan DeWall. Psychology (11th ed.). WorthPublishers, 2015.
Meyers David G. Study Guide for Psychology (11th ed.). WorthPublishers, 2015.
The first reference book will be available in the library and both will beavailable in the GIS Reference Room for those who wish to learn about
each topic in more detail. Handouts and reading materials are on thecourse website.
【Grading criteria】
Students are evaluated based on midterm and final exams (35% each),in-class activities and quizzes (20%), and class participation (10%).
【Changes following student comments】
Students usually find this course interesting and eye-opening. I hope
to continue engaging students with materials through various hands-on
activities and discussions.
【Others】
Introduction to Psychology I and II can be taken in reverse order (II andthen I) or simultaneously. Students are strongly encouraged to take thisclass if they intend to enroll in 200 and 300 level courses in psychology.
Students who have taken and passed Introduction to Psychology I or II
may be given priority in the selection for Social Psychology I and II.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Methods of instruction include lectures, films, small group activities,
and discussions. Students will engage in various hands-on activities
to experience the concepts they learn in class. Students will be asked
to reflect on their daily experiences and share examples that illustratethese concepts.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to theField of Psychology
2
Psychological Methods

3
4
5
6
7

Neuroscience andBehavior
Sensation andPerception I
Sensation andPerception II
Consciousness I
Consciousness II

8

Review and Midterm
Exam

9

Learning I

10Learning II

11Learning III

12

Memory I

13
14

Memory II
Review & Final ExamContents
What is psychology? How has it
evolved?
How do we get to know about thehuman mind?
How do our brains affect our mind
and action?
What can we see, feel, and smell?
How do we make sense of theworld?
How does sleep affect our mind?
Can our mind be influenced
unconsciously?
What have we learned so far?
Multiple choice questions and shortessaysClassical conditioning: How do welearn that two events are related?
Operant conditioning: How do welearn the association between abehavior and an outcome?
Observational leaning: How do welearn by watching others?
How is memory formed? How is theinformation “stored”?
How accurate are our memories?
What have we learned so far?
Multiple choice questions and shortessays— 54 —

発行日：2019/5/1
Students are strongly encouraged to take this class if they intend toenroll in Social Psychology I and II.
This class could be counted toward one of the prerequisites for Social
Research Methods.

PSY100ZA

Introduction to Psychology II【Prerequisite】
None.

Sayaka Aoki
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 3/Tue.3【Outline and objectives】
This is an introductory course in psychology. Students will be introduced
to the basic theories, research methods, and important findings fromdevelopmental, personality, and clinical psychology.
【Goal】
This course aims at 1) providing an overview of the concepts, researchmethods, and empirical findings in the field of psychology and 2)
developing a scientific understanding of how the human mind works. I
expect students to acquire a dynamic perspective of the human mind,i.e., see how we constantly react and adapt to the external world.
This course will improve students’ employability skills in assessing andadapting to new situations.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】This course will focus on how nature and nurture interact toshape individuals and how people respond and adapt to theirenvironment. Topics covered include human development, personality,
emotion, psychological disorders and therapies. Instructional methods
include assigned readings, lectures, films, small group activities, anddiscussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Twin Studies

3
45

Development
Intelligence I
Intelligence II

6
7Group Work
Review & Exam 1

8
9
10
11

Emotion
Personality I
Personality II
Psychological
Disorders I
Psychological
Disorders II
Psychological
Therapies
Exam 2 & Wrap-up

12
13
14

Contents
Nature and nurture: what makes
you you?
Disentangling the influence ofgenes and environment
When and how do we develop?
What is intelligence?
Why do people differ in
intelligence?
Revisiting topics in week 1-5
Midterm exam (multiple choicequestions and short essays)
What is an emotion?
Freudian theory
Humanistic and trait theories
How do we define psychologicaldisorders?
A few examples
How do we treat psychologicaldisorders?
Final exam (multiple choicequestions and short essays)【Work to be done outside of class (preparation, etc.)】
Before each class, students should review their notes from previous
classes and be able to explain the major concepts and theories. They alsoneed to do the assigned readings outside class. Students must download
and print out the handouts before each class and bring them to class totake notes.
【Textbooks】
The reference book is available at the library and an earlier edition is in
the GIS Reference Room. Handouts are available on the course website.
【References】
Meyers, D. Psychology (11th edition). Worth, 2015.
【Grading criteria】
Students will be evaluated by means of 2 exams (70%), in-class activities
and quizzes (20%), and class participation (10%).
【Changes following student comments】
Students found this class challenging and fast-paced. I will encourage
students to ask more questions in class and will also save some time forreview.
【Others】
Introduction to Psychology I and II (Understanding the Human Mind I
and II) can be taken in reverse order (II and then I).

— 55 —

発行日：2019/5/1【References】
Mills, C. Wright. 2002 (1959). The Sociological Imagination.
Oxford: Oxford University Press.

SOC100ZA

Introduction to Sociology
Allen Kim
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3【Outline and objectives】
This course gives an overview of the discipline of Sociology, anddistinctiveness of the sociological perspective.
Sociology is thesystematic study of social life and social transformation, challenging
what we perceive as “common sense”. The "sociological imagination,"is "a quality of mind that provides an understanding of ourselves
within the context of the larger society" (C. Wright Mills, 1959,
The Sociological Imagination). This course introduces students tothe basic concepts and theoretical perspectives of sociology, exploringsocial interactions, systems of inequality, and major social institutions
considered the building blocks of society. This includes various topics
such as socialization, culture, education, race and ethnicity, gender,family, religion, deviance, social inequality, globalization and more.
You will be responsible for keeping up with readings and contributing
to class. Readings are to be completed before class meetings. It isessential that you appreciate and learn from the diverse perspectives
and experiences of your peers including your professor.

【Grading criteria】
Clear instructions and goals are set for each assignment, test andexamination to be completed.
The grade will be calculated asfollows: Mini-think journal (25%), two tests (25% each), one take-homeexamination (25%).
【Changes following student comments】
NA【Prerequisite】
There is no prerequisite for this course, but this course isa prerequisite for intermediate and advanced level sociology
courses. Students who intend to register for this course are required
to attend the first class. A screening test based on the lecture will be
conducted.

【Goal】
Through this course, students will acquire the basic sociological tools toanalyze society and social life by learning the key concepts and theories
used in social analysis and applying them in written assignments anddiscussions. Through the various assignments in this class, students
will develop critical thinking, writing, discussion, and research skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Lectures are conducted weekly to introduce students to key concepts,
theories, and research related to each topic. Short discussions arealso integrated into the lectures to help students learn and apply theconcepts and theories. In addition, there are also formal small group
discussions for which students have to prepare in advance.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
The “Sociological
Imagination”Class
Overview
2
Basic Concepts &Theories (1).
3
Basic Concepts &Theories (2)4Midterm #1 andReview
5
The Individual &Society (1)6The Individual &Society (2)7Social Differentiation& Inequality (1)8Social Differentiation& Inequality (2)9Midterm #2 & Social
Differentiation &Inequality (3)10Social Institutions (1)11Social Institutions (2)12Social Institutions (3)13Introduction toSociology Summary

14

Course wrap up

Contents
Introduction to Sociology

Major sociological perspectives
Culture and society: basic concepts
Socialization and interaction
Social networks and groups
Deviance and conformity
Socioeconomic inequality
GenderRace and ethnicity

Education
Marriage and family
Work and religion
What have we learned aboutsociety and the sociologicalperspective? Review of take-homeexamination
Going forward into the world【Work to be done outside of class (preparation, etc.)】
In addition to completing assignments and preparing for discussion,
students are expected after each class to review class materials, andread and fill in the blanks in the textbook.
【Textbooks】
Class materials, and reading materials, will be uploaded or distributed
via email— 56 —

発行日：2019/5/1【References】
Mills, C. Wright. 2002 (1959). The Sociological Imagination.
Oxford: Oxford University Press.

SOC100ZA

Introduction to Sociology【Grading criteria】
Clear instructions and goals are set for each assignment, test andexamination to be completed.
The grade will be calculated asfollows: Mini-think journal (25%), two tests (25% each), one take-homeexamination (25%).

Allen Kim
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 2/Wed.2【Changes following student comments】
NA【Outline and objectives】
This course gives an overview of the discipline of Sociology, anddistinctiveness of the sociological perspective.
Sociology is thesystematic study of social life and social transformation, challenging
what we perceive as “common sense”. The "sociological imagination,"is "a quality of mind that provides an understanding of ourselves
within the context of the larger society" (C. Wright Mills, 1959,
The Sociological Imagination). This course introduces students tothe basic concepts and theoretical perspectives of sociology, exploringsocial interactions, systems of inequality, and major social institutions
considered the building blocks of society. This includes various topics
such as socialization, culture, education, race and ethnicity, gender,family, religion, deviance, social inequality, globalization and more.
You will be responsible for keeping up with readings and contributing
to class. Readings are to be completed before class meetings. It isessential that you appreciate and learn from the diverse perspectives
and experiences of your peers including your professor.

【Prerequisite】
There is no prerequisite for this course, but this course isa prerequisite for intermediate and advanced level sociology
courses. Students who intend to register for this course are required
to attend the first class. A screening test based on the lecture will be
conducted.

【Goal】
Through this course, students will acquire the basic sociological tools toanalyze society and social life by learning the key concepts and theories
used in social analysis and applying them in written assignments anddiscussions. Through the various assignments in this class, students
will develop critical thinking, writing, discussion, and research skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Lectures are conducted weekly to introduce students to key concepts,
theories, and research related to each topic. Short discussions arealso integrated into the lectures to help students learn and apply theconcepts and theories. In addition, there are also formal small group
discussions for which students have to prepare in advance.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
The “Sociological
Imagination”Class
Overview
2
Basic Concepts &Theories (1).
3
Basic Concepts &Theories (2)4Midterm #1 andReview
5
The Individual &Society (1)6The Individual &Society (2)7Social Differentiation& Inequality (1)8Social Differentiation& Inequality (2)9Midterm #2 & Social
Differentiation &Inequality (3)10Social Institutions (1)11Social Institutions (2)12Social Institutions (3)13Introduction toSociology Summary

14

Course wrap up

Contents
Introduction to Sociology

Major sociological perspectives
Culture and society: basic concepts
Socialization and interaction
Social networks and groups
Deviance and conformity
Socioeconomic inequality
GenderRace and ethnicity

Education
Marriage and family
Work and religion
What have we learned aboutsociety and the sociologicalperspective? Review of take-homeexamination
Going forward into the world【Work to be done outside of class (preparation, etc.)】
In addition to completing assignments and preparing for discussion,
students are expected after each class to review class materials, andread and fill in the blanks in the textbook.
【Textbooks】
Class materials, and reading materials, will be uploaded or distributed
via email— 57 —

発行日：2019/5/1

CUA100ZA

Final exam 40%

Introduction to Media Theory【Changes following student comments】
Not applicable.
【Prerequisite】
None.

Stevie Suan【】

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4【Outline and objectives】
We live in a media-saturated world, where every part of our lives isdeeply interconnected with some type of media: smartphones with us at
all times, the vastness of the internet, our regular media diets of films,
series, videos, tweets, SNS, music, and more. Increasingly, living life
is done mainly through media, but how do we go about analyzing thismedia-filled world around us? With this point of departure, this classwill give an overview of the foundational concepts for contemporary
media theory, examining some of the ideas from the most influential
thinkers of media. These theories explore not just the technicaloperations of media, but how they function in society, how media workon us and how we work with and through them. In examining thetheories about media, students will learn different methods to examine
and analyze the media around us and the society we live in. By studying
these theories, students will gain a general understanding of how tothink about media, helping them to better navigate our media-saturated
world.
【Goal】In addition to teaching the students about media theory, this classaims to develop critical thinking and analytical skills. Throughout thesemester students will: 1) learn various methodologies for approaching
media; 2) examining the theories about various media; 3) explore how
to apply these theories and concepts to other subjects; 4) learn how to
conduct analyses of different media.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”,“DP 3” and “DP 4”.
【Method(s)】Classes will be lecture-based, with visual material such as video clips
and images. Students will be asked to have group discussions oncertain topics and themes. Each week students will be provided with anacademic reading relevant to the topic. These readings will be importantbackground information and/or will be directly addressed as the topic of
the lecture and discussion. Lectures will explain in detail and throughexamples the topic for that class. Discussions based off of the lecture
will be facilitated by questions from the instructor to help the students
explore and develop their critical and analytical skills for that topic.
Students will be assessed on their understanding of the lectures andreadings through their exams.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Clarifying Terms
3
MechanicalReproduction
4
Simulacra5
Post-modernity
6
Review & Mid-term
Exam
7
Reading Images
8
Media and Places
9
Encoding/Decoding
10
Hybridity
11
On Television
12
Convergence
13
New Media
14
Wrap-up & Final ExamContents
How do we think about media?
Medium vs. media
Walter Benjamin
Jean Baudrillard
Frederic Jameson
Overview of first section’s topics
Roland Barthes
Thinking about Disneyland
Stuart Hall
Global media cultures
Impact of TV culture
Henry Jenkins
Lev Manovich
Overview of media theory【Work to be done outside of class (preparation, etc.)】
Students should complete the assigned readings before each class andstudy the notes they take in class.
【Textbooks】
No textbook will be required as readings will be provided by the
instructor.
【References】
Durham, Meenakshi Gigi., and Douglas Kellner. Media and Cultural
Studies: Keyworks. Blackwell, 2006.
【Grading criteria】
Participation 20%
Mid-term exam 40%— 58 —

発行日：2019/5/1【Changes following student comments】
Some case studies and visuals have been updated.

CUA100ZAMedia Studies【Prerequisite】
None.

Zeliha Muge Igarashi
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 3/Thu.3【Outline and objectives】
What are the effects of computers, cell phones, and television in ourlives? Does the way we receive news or other information alter our
perceptions of current events? Do our relationships with friends change
depending on how we communicate with them, whether by phone, email,
Facebook, Twitter, or LINE? The way we interact with the world andits inhabitants is constantly mediated by communication technologies.
This class offers an introduction to basic theories of how media bothshape and transform the way we make sense of our world.
【Goal】
1.
Introduce the history of major media and communication
technologies.
2. Provide students with theoretical frameworks to understand andinterpret media’s effects.
3. Build fundamental skills of media literacy.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course begins with an introduction to the basic terms of masscommunication and the ways that scholars study media. It thenproceeds through a variety of different media forms (print, sound,film, internet), discussing their different histories and impact on
culture in the present. Finally, the course spends the last few weeks
discussing changing trends in media culture by looking at topics such as
advertising, online gaming, and virtual reality. Each class will consistof a lecture and discussion. Classes will also include analyses of various
media forms such as film, video games, and advertisements.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Introduction to Mass
Communication
3
Media Literacy

4Texts and Print

5
6News and Journalism
Sound, Recording,
Radio

7

Intellectual Property
and Piracy
Early Film

8
9
10
11
12
13

Contents
Description of the course.
Introduction to the field of masscommunication.
An introduction to the term andexercise analyzing commercials
and music videos.
The printing press; the publishingindustry; books; ebooks.
Early history and transformations.
Early history of sound recording;the music industry; walkmans andiPods.
Piracy and the music industry.

The history of still and moving
images.
Television and
Genre theory; standardization; theContemporary Film
global film industry.
The Internet
The information revolution andonline cultures.
Video Games andGaming cultures and virtualInternet Addiction
worlds.
Advertising
Brand logic and persuasive
strategies.
Final Exam & Wrap-up In-class final exam and review.

【Work to be done outside of class (preparation, etc.)】
Students should complete assigned readings before each class andregularly review current news in the fields of media and technology(suggested sources to be provided by the instructor).
【Textbooks】
Readings will be uploaded onto H’etudes.
【References】
Campbell, Richard, Christopher R. Martin, and Bettina Fabos. 2015.
Media & culture: mass communication in a digital age. 9th edition.
Bedford/St. Martin’s. ISBN: 9781457642425【Grading criteria】
Participation (15%); assignments/reports (20%); take-home midterm(25%); final exam (40%).

— 59 —

発行日：2019/5/1【Textbooks】
Readings will be distributed in class or posted/linked online. Students
should download them, print them out, and bring the required readings
to class each week.
At various times throughout the semester podcasts and video viewings
will be assigned. Students are expected to treat these as they would
required readings.

PHL100ZA

Religious Studies
Daniel Friedrich
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3【Outline and objectives】
This course is designed to provide an introduction to religious studies.
This course examines key themes and issues in major religious
traditions while also introducing theoretical and methodologicalapproaches to the study of religion.
【Goal】
By the end of this course students will be able to:
1. Describe and analyze approaches to the study of religion and theirsignificance.
2. Develop an ability to think empathetically and critically about
religious traditions and conflicting religious claims.
3. Improve their communication skills through class participation andassignments.
4. Develop the ability to distinguish between fact and opinion andsynthesize and integrate information and ideas.
5. Develop skills including listening, reading, viewing, writing, andspeaking accurately and purposefully.

【References】
Martin, Craig. A Critical Introduction to the Study of Religion. London
and New York: Routledge, 2012.
Miles, Jack, editor. The Norton Anthology of World Religions. New York:
Norton, 2015. 2 vols. Pp. 4329.
【Grading criteria】
Weekly Reflection and Response 20%
8 Quizzes 25%
Primary Text Presentations 25%
Final Exam 15%
Participation 10%
Introductory assignment 5%【Changes following student comments】
Decreased number of pages read each weak.
【Equipment student needs to prepare】
Students are expected to bring readings to class in either paper orelectronic formats.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This courses will be taught primarily through a combination of lectureand discussion. Readings will be drawn from selected primary andsecondary sources. In addition, eight short quizzes will be given to check
students understanding of key terms. Media viewings will be utilized tohighlight the various ways practitioners interpret and utilize religious
teachings in a variety of contexts.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Overview and
the Need for Religious
Studies
2
Definitions: What is
Religion? What is
World Religion?

3
4

Hinduism 1
How Hinduism Shapes
Society and Hinduism
in Texts

5

Buddha, Dharma, andSanghaBuddhism in Practice
Buddha, Dharma, andSangha in Texts

6
7

8
9

10
11

12

13
14

Contents
Syllabus Overview andIntroduction to the academic studyof religion and religious literacy.
Who decides what makes a world
religion? What is included in thatdefinition? What is left out? And
finally, Why does any of thismatter?
Introduction to Hinduism
1. An on the ground view ofHinduism.
2. Student presentations based onreading and interpretation of a
primary text.
Introduction to Buddhism

Buddhism on the Ground
Student presentations based onreading and interpretation of a
primary text.
Judaism
Introduction to Judaism
Judaism in the World
1. On the ground view of Judaism.
and Text
2. Student presentations based onreading and interpretation of a
primary text.
Christianity
Introduction
Christianity on the
1. On the ground view of
Ground and in Texts
Christianity.
2. Student presentations based onreading and interpretation of a
primary text.
Islam
Conflicting interpretations
regarding spiritual and physicalstruggles in Islam.
Islam on the Ground
Women and Jihad
Final Exam & Wrap-up Final Exam【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly reading assignments andmedia viewings in preparation for in-class discussions, quizzes, and thefinal exam.

— 60 —

発行日：2019/5/1

SOC100ZA

General Topics I: Urban Society

10

2nd Round ofPresentations

11

Metropolitan andEnvironmental Issues

12

Urban Innovative
Policies for Social
Livelihood: Case Studyon Africa and SouthAmerica
Cities andGlobalization: a new
Global Order?
Final Presentations

Heide Imai
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 3/Wed.3【Outline and objectives】
Cities are major centers of social development. Their concentration oflarge populations and diverse migrants provide the catalysts for social
conflicts and struggles, but also conditions for social innovation. They
are the key for increasing social welfare programs for greater numbers
while fostering social values. The focus of this course is the sociologicalstudy of human interaction, urban life and structural characteristics
of social and urban settings. We will examine how culture informs
our physical, social, and psychological landscapes. The main task forthe students is to develop a sociological understanding - using different
concepts, methods and theories - to investigate the urban dynamics of
cities.
【Goal】
After the completion of this course, students will be able to:• Understand the basic concepts of Urban Society, its networks andinteractions with other fields.
• Focus on different references to evaluate, judge and measure reports,
newspapers and video material to develop skills to describe andconceptualise urban societies.
• Develop a greater understanding of the field to write critically about
urban sociology in relation to social processes, their trajectories andcomplexities.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】To begin with, we will discuss the different definitions and theories
of Urban Society. After this general discussion, we will assess thefield via different topics which include basic urban concepts as wellas the social study of cities, urban life, scales, places and practices ofurban societies in different countries, different metropolitan lifestyles,
problems and issues caused by urbanization, sub-urbanization andglobalization processes. Summarizing, this course will identify key
issues concerning the future of urban societies using diverse materials,
developing awareness about ways of looking at and understanding
changing global urban settings and how to aim for cities for all
people. The course is taught through lectures, group discussions andpresentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
Contents
1
Defining Urban Society This lecture will introduce thetopics and requirements for thecourse.
2
From Ancient Cities to What are the origins of urban life?
the Urban WorldThis lecture will provide a shorthistorical overview.
3
The Contemporary
This section will discuss different
Urban Society
places, cultures and ideas of thecity.
4
People, Lifestyles and
The study of diverse forms of social
the Cycle of theinteraction is of major importanceMetropolis
to understand urban societies.
5
1st Round ofStudents will give their first of
Presentations
three presentations of generalurban aspects.
6
Urban Society in China This section will introduce
I: Chinese and othercontemporary Chinese key
Asian Cities
locations, their urban conditions
and daily life.
7
Urban Society in China This section will introduce Chinese
II: Chinese Rural
rural landscapes, their conditions
Society and otherand contemporary problems.
Asian Cases
8
Urban Society in India This section will introduce key
contemporary Indian locations,
their urban conditions and dailylife.
9
Metropolitan Problems Urban life is always producingand Urban Inequalities winners and losers. We will discuss
some seen in American Cities.

13

14

Students will give their second of
three presentations discussing
specific cases.
This lecture will discuss
contemporary urban andenvironmental approaches, e.g.
urban farming.
We will discuss the importance ofimproving urban social life throughhealth and education.

The role of cities has changed in
the new global order, what are
their new characteristics?
Students will present a specific andself-selected topic in a final
presentation.

【Work to be done outside of class (preparation, etc.)】
Students are expected to download and complete weekly readings prior
to the lecture introducing the next theme (see class schedule) so thatthey have a better grasp of the subject matter and can participate inclass discussions. After each lecture/seminar, the instructor will givethe students short assignments, e.g. 3-4 questions to produce a shortessay of 500 words (max).
【Textbooks】
Gottdiener, M. (2005) Key Concepts in Urban Studies, 1st Edition Sage
Publications Ltd.
Flanagan, William G. (2010) Urban Sociology: Images and Structure,
Rowman & Littlefield Publishers.
Reading material is available for download prior to classes anddiscussion material will be distributed in class.
【References】
Bluestone, B, Huff Stevenson, M. and R.Williams (2008) The Urban
Experience: Economics, Society, and Public Policy, Oxford University
Press, New York, Oxford.
Macionis, J. and V. Parrillo (2009) Cities and Urban Life, Pearson.
Gottdiener, M. and R. Hutchison’s (2010) The New Urban Sociology, 4th
Edition, Westview Press, New York.
Lin, J. and C. Mele (Eds) (2012) The Urban Sociology Reader (Routledge
Urban Reader Series) 2 edition, London: Routledge.
【Grading criteria】
Students are expected to participate in class discussions. Participation
requires that students complete the assigned readings (download fromthe weekly reading list). More than 2 unexcused absences will result in
failure of this course.
Regular and Final Presentations
The course runs for 14 weeks. Every five weeks students are asked togive a short presentation entitled ‘Show and Tell’, presenting general
aspects and specific topics. In week 14, students are asked to givea final presentation discussing a specific and self-selected topic. The
presentations counts for 60% of the final course grade.
The final grade is based on: Class Participation 10%, Discussion
10%, Regular Presentations and Assignments 20% and the Final
Presentation 60%.
【Changes following student comments】
Schedule and connection between theory and case studies updated.
【Prerequisite】
This course is a prerequisite for the courses Urban Sociology taught in
the Autumn term.

— 61 —

発行日：2019/5/1
9

GEO100ZA

10Development and theGeography of
Economic
Development
Agriculture and Food

11

Industry and Services

12

Global Cities,
Urbanization
and Globalization:
The Future of Human
Geography
Final Presentations,
Submissions & Wrap
Up

General Topics I: Introduction to Human Geography
Heide Imai
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 3/Tue.3【Outline and objectives】
Human geography is the study of the complex and dynamic relationships between people and places. Presently the globalization process
is homogenizing the world’s political, economic, social, cultural, andenvironmental scenario. However, the diversity and the uniqueness ofplaces do not allow globalization to unfold in the same way everywhere.
In this class it is the aim to understand the complex interaction andinterdependence of human societies living in different parts of the world.
We will learn to use fundamental geographic concepts to make sense ofthis globalizing world, its implications for our everyday lives and how
globalization is shaping the ways the world’s places and people interact
with each other.
Thus, we are concerned with the “who”, “what”, “where”, “why”,“when”
etc of human society. In summary, this is a course in which students
will become familiar with the basic concepts and ideas that underpin
the study of the geography of human systems.
【Goal】
After the completion of this course, students will be able to:• understand the basic concepts of Human Geography, its network
and interactions with other fields.
• develop a greater understanding of the field to write critically
about geographical concepts in relation to social and global processes,
their trajectories and complexities.
• consider new directions for the field of Human Geography,
contemporary global geographies and its impact on human systems tobe able to enter a global and interdisciplinary dialogue.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】To begin with, we will discuss the different definitions and theories
of Human Geography. After this general discussion, we will assess
the field of Human Geography via different topics which include
basic geographic concepts as well as the spatial study of population,
migration, culture, language, religion, ethnicity, resources, settlement,
development, agriculture, services, industry, and political divisions, aswell as the discussion of different urbanization processes. Summarizing,
this course will identify key issues concerning the geography of humansystems using diverse materials, and develop awareness about ways oflooking at and understanding changing global geographies. The course
is taught through lectures, group discussions and presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

13
14

3

4

Cultural Geography:
Local Culture andCultural Landscapes
Identity: Race,
Ethnicity and Gender5

Languages of the
World

6

Religions of the World

7

Political Geography

8

Urban Geography

This lecture will discussdifferent pattern of agriculture
and food production worldwide.
What are the characteristics ofglobal companies, industries andservices? This section will
introduce the most important ones.
This lecture will discuss thecurrent situation and role of global
cities.
What will be the future of Human
Geography?
Students will present, discuss andsubmit their take-home exam.

【Work to be done outside of class (preparation, etc.)】
All students are expected to complete weekly readings prior the lecture
introducing the next theme (see class schedule) to have a better grasp of
the subject matter and participate in class discussions.
There are more readings at the beginning of the term, to allow students
to grasp the different concepts as condensed as possible and to havemore time to work on their final presentation/exam/paper in the laterpart off the term (depending on the class schedule). After eachlecture/seminar, the instructor will give the students short assignments,
e.g. in form of a short statement of max.500 words.
【Textbooks】
Course Material will be distributed in class.
【References】
James M. Rubenstein (2013) Study Guide for The Cultural Landscape:
An Introduction to Human Geography, 11th edition, Prentice Hall,
Upper Saddle River, New JerseyPeter Daniels et al (2012) An Introduction to Human Geography, 4th
Edition, Pearson Education, Inc., Upper Saddle River, New Jersey;
Paul L. Knox and Sallie A. Marston (2012) Human Geography: Places
and Regions in Global Context, 6th Edition, Pearson Education,Inc.,
Upper Saddle River, New Jersey
Detailed reference lists will be distributed after each lecture.
【Grading criteria】
Students are expected to participate in class discussions. Participation
requires that students complete the assigned readings (download fromthe weekly reading list). More than 2 unexcused absences will resultin failure of this course. In week 13 students receive a take-homeexam which they have to submit in week 14, as final exam. The final
grade is based on: Class Participation 10%, Discussion 10%, Regular
Presentations, Assignments 20% and the Final Take-home-exam 60%.
【Changes following student comments】
Schedule and case studies updated.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Human Geography:
People, Place andCulture2
Geographies ofPopulation and
Migration

How can we define development
and specifically the economic
development of urban areas?

Contents
This lecture will introduce thetopics and requirements for thecourse.
This section will discuss thegeographical characteristics of
the world’s population andmigration pattern.
This lecture will discuss themeaning of a local culture foundin different areas.
Different aspects are
determining our identity. Thissection will discuss thegeographical concept behind.
Next to English, there are morethan 6000 languages. Thissection will introduce theirevolution and distribution.
In times of globalization, religion
plays an increasing role. We will
discuss some of them. Q&A time
for the exam.
Next to socio- economic
geographies, political networks will
be discussed in this section.
This lecture will discuss different
processes of urbanization.

— 62 —

発行日：2019/5/1

Developmental Psychology【Textbooks】
Reading assignments, including journal articles and book chapters,
along with links to websites, will be uploaded on the course website.

Sayaka Aoki

【References】
Kipp & Shaffer (2013) Developmental psychology:
adolescence, 9th edition. Wardsworth publishing.

PSY100ZA

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 4/Tue.4【Outline and objectives】
This course introduces basic topics/theories covered in developmental
psychology, specifically focusing on how “typical” individuals develop
from infancy to adolescence. The course also aims to help students
acquire knowledge about some developmental disorders. Students will
also develop skills for analyzing and integrating social phenomena fromthe perspective of developmental psychology.

【Grading criteria】
Mid-term exam 35%; Final exam 35%;
Reflection paper 20%; Participation and discussion 10%【Changes following student comments】
In response to student’s comments, class contents are modified fromthose of the last year to some degree.
【Prerequisite】
None.

【Goal】
Through this course, students are expected to:- understand how “typical” individuals develop from infancy to adolescence, in different aspects (physical, cognitive, and social/emotional)- learn some fundamental theories proposed by developmental psychologists, such as Piaget, Vygotsky, and Bowlby- acquire some knowledge about developmental disorders and childhood
mental disorders, including autistic spectrum disorders, learning
disorders, attention deficit and hyperactivity disorder (ADHD), eating
disorders- develop skills of analyzing daily personal and interpersonal phenomena from perspectives of developmental psychology- increase skills for expressing ideas about human behavior in English,
through oral discussions and reflection papers【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Each week, students will learn concepts/theories of developmental
psychology through a lecture and an oral discussion. When sharing
ideas during oral discussions, students are expected to integrateknowledge acquired through reading assignments as well as their own
insight from daily life experiences. At the end of each class, students
are asked to write a brief reflection paper. The contents of the reflection
papers are shared anonymously at the beginning of the next class.
Exams are held in the middle and at the end of the semester.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
Typical Development 1

3

Typical Development 2

4

Typical Development 3

5

Typical Development 4

6

Typical Development 5

7

Typical Development 6

8

Typical Development 7

9

Review & Mid-term
Exam
Atypical Development
1
Atypical Development
2
Atypical Development
3
Atypical Development
4
Final Exam & Wrap-up

10
11
12
13
14

Childhood andContents
Course overview
Cognitive development (1):
Piaget’s theory
Cognitive development (2):Vygotsky’s theory
Cognitive development (3):Development of information
processing
Social emotional development (1):Development of emotionalrecognition and expression
Social emotional development (2):Attachment theory
Social emotional development (3):Development of social interaction
Revisiting core topics indevelopment of typical children
Mid-term exam
Overview of atypical development&
Intellectual disability
Autistic spectrum disorders
Attention deficit and Hyperactivity
disorderLearning disorder and otherchildhood disorders
Final exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to read the course slides uploaded on the course
website prior to attending the classes.

— 63 —

発行日：2019/5/1
14

ARS100ZA

UK: Society and People

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 5/Fri.5【Outline and objectives】
This course will provide an introduction to the culture and society ofcontemporary Britain. Students will acquire knowledge about Britain:
it’s geography, climate, history, traditional culture, religion, politicalsystem, society, Britishness, and so on. The course will survey British
society following globalization after Thatcher’s government. Britain
in the 70’s was a nightmare, economically crippled, politically in aquagmire, and yet culturally vibrant. Thatcher, as prime minister(1979-1990), changed Britain drastically in the 80’s. She insisted on freeenterprise and deregulation, employed monetarist policies, privatizednationalized industries, passed legislations to weaken trade unions’political power, and was tenaciously skeptical about the deepening ofEuropean integration. However, socially, she was conservative andput an emphasis on the importance of traditional family, a self-help
work ethic and community. Whether her policies worked well or not
is still in discussion, but she is commonly thought to have prepared
the way for globalisation, economic success, and the rise of so-called
Cool Britannia. Political issues are often related to nation, religion,
immigration, ethnicity, class, globalisation, gender, youth culture, andso on.
With UK as a case theme, we also understand the diversity of cultures
around the world and the significance of enhancing communication withpeople from other cultural backgrounds.

【Textbooks】
No textbooks will be used.
reading materials.

【Grading criteria】
Evaluation will be based on class participation (30%), a writing
assignment (20%), and exams (50%). More than two unexcused absences
will result in failure of the course.
【Changes following student comments】
None.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 3” and “DP 4”.
【Method(s)】Students will attend lectures, read related materials, write short essays,
watch videos and films, and have two written examinations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

Politics

6
7

Religion
Course Review andMid-term Examination

8

Monarchy and Class
Society91011Britain in Films
The Economy
Britain in the World

12

Family Life

13

CultureThe lecturer will provide handouts and【References】
Abercrombie, Nicholas and Alan Warde. (2000). Contemporary British
Society (3rd edn). Cambridge: Polity Press.
Leventhal, Fred M. (ed) (2002).
Twentieth-Century Britain: An
Encyclopedia (rev. edn). New York: Peter Lang.
Oakland, John. (2015). British Civilization: An Introduction (7th edn).
London: Routledge.
Oakland, John. (2001). Contemporary Britain: A Survey with Texts.
London: Routledge.
Higgins, Michael, et al.(eds) (2010).The Cambridge Companion toModern British Culture. Cambridge: CUP.
O’Driscoll, James. (2009). Britain For Learners of English. Oxford:
OUP.

【Goal】
Students will (1) acquire the general knowledge of the society andpeople in contemporary Britain, (2) learn how one of the most globalized
nations has gone through the changes, and (3) think about the new
realities and the implications of the changes. By comparing thesituations in Britain and Japan, students will gain clearer perspectives
on complex issues common in the most advanced and affluent countries.

5

Students’ inquiries and discussions
Course review
Written examination【Work to be done outside of class (preparation, etc.)】
Students are expected to read the materials as instructed and prepare
for class.

Mitsutoshi Somura【Schedule】
No.
Theme
1
An Introduction
2
The Country
3
British Attitudes
4
Ethnicity and Identity

Course Review
End-term Examination

Contents
Course overview
Geography, climate and history
Characteristics of its people
The English, the Celts and ethnic
minorities
The class compares UK and Japan
with regard to the conservation ofcultureThe British Constitution and its
government
Christians and non-Christians
Course review, students’ inquiries
and discussions
Written examination
History and changing attitudes
The class is expected to compare
UK and Japan in these aspects,
discussing with international
students
People, society and culture in films
The economy after Thatcher
Foreign policy and its relations
with the US and EU
Changing mores, education andsocial services
Sport, leisure, and the arts
The class is expected to compare
UK and Japan in these aspects,
discussing with international
students— 64 —

発行日：2019/5/1

UK: Society and People【Work to be done outside of class (preparation, etc.)】
Students are expected to read the materials as instructed and prepare
for class.

Mitsutoshi Somura【Textbooks】
No textbooks will be used.
reading materials.

ARS100ZA

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 4/Fri.4【Outline and objectives】
This course will provide an introduction to the culture and society ofcontemporary Britain. Students will acquire knowledge about Britain:
it’s geography, climate, history, traditional culture, religion, politicalsystem, society, Britishness, and so on. The course will survey British
society following globalization after Thatcher’s government. Britain
in the 70’s was a nightmare, economically crippled, politically in aquagmire, and yet culturally vibrant. Thatcher, as prime minister(1979-1990), changed Britain drastically in the 80’s. She insisted on freeenterprise and deregulation, employed monetarist policies, privatizednationalized industries, passed legislations to weaken trade unions’political power, and was tenaciously skeptical about the deepening ofEuropean integration. However, socially, she was conservative andput an emphasis on the importance of traditional family, a self-help
work ethic and community. Whether her policies worked well or not
is still in discussion, but she is commonly thought to have prepared
the way for globalisation, economic success, and the rise of so-called
Cool Britannia. Political issues are often related to nation, religion,
immigration, ethnicity, class, globalisation, gender, youth culture, andso on.
With UK as a case theme, we also understand the diversity of cultures
around the world and the significance of enhancing communication withpeople from other cultural backgrounds.

【References】
Abercrombie, Nicholas and Alan Warde. (2000). Contemporary British
Society (3rd edn). Cambridge: Polity Press.
Leventhal, Fred M. (ed) (2002).
Twentieth-Century Britain: An
Encyclopedia (rev. edn). New York: Peter Lang.
Oakland, John. (2015). British Civilization: An Introduction (7th edn).
London: Routledge.
Oakland, John. (2001). Contemporary Britain: A Survey with Texts.
London: Routledge.
Higgins, Michael, et al.(eds) (2010).The Cambridge Companion toModern British Culture. Cambridge: CUP.
O’Driscoll, James. (2009). Britain For Learners of English. Oxford:
OUP.
【Grading criteria】
Evaluation will be based on class participation (30%), a writing
assignment (20%), and exams (50%). More than two unexcused absences
will result in failure of the course.
【Changes following student comments】
None.
【Prerequisite】
None.

【Goal】
Students will (1) acquire the general knowledge of the society andpeople in contemporary Britain, (2) learn how one of the most globalized
nations has gone through the changes, and (3) think about the new
realities and the implications of the changes. By comparing thesituations in Britain and Japan, students will gain clearer perspectives
on complex issues common in the most advanced and affluent countries.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 3” and “DP 4”.
【Method(s)】Students will attend lectures, read related materials, write short essays,
watch videos and films, and have two written examinations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
An Introduction
2
The Country
3
British Attitudes
4
Ethnicity and Identity

5

Politics

6
7

Religion
Course Review andMid-term Examination

8

Monarchy and Class
Society91011Britain in Films
The Economy
Britain in the World

12

Family Life

13

Culture14

Course Review
End-term Examination

The lecturer will provide handouts andContents
Course overview
Geography, climate and history
Characteristics of its people
The English, the Celts and ethnic
minorities
The class compares UK and Japan
with regard to the conservation ofcultureThe British Constitution and its
government
Christians and non-Christians
Course review, students’ inquiries
and discussions
Written examination
History and changing attitudes
The class is expected to compare
UK and Japan in these aspects,
discussing with international
students
People, society and culture in films
The economy after Thatcher
Foreign policy and its relations
with the US and EU
Changing mores, education andsocial services
Sport, leisure, and the arts
The class is expected to compare
UK and Japan in these aspects,
discussing with international
students
Students’ inquiries and discussions
Course review
Written examination— 65 —

発行日：2019/5/1【Grading criteria】
Students will be evaluated based on class participation and discussion(20%), presentation (20%), mid-term exam (20%) and a submitted essay(40%). More than 2 unexcused absences will result in failure of thiscourse.

ARS100ZA

Australia: Society and People
Marcus Lovitt【Changes following student comments】
Not applicable.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 2/Wed.2【Prerequisite】
None.

【Outline and objectives】
The purpose of this course is to familiarize students with contemporary
Australian society.
【Goal】
The course will examine key social issues such as reconciliation,
immigration and Australia’s cultural links to Europe, the United Statesand Asia. The course will also present an overview of Australian history
in order to provide context for present-day cultural concerns.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 3” and “DP 4”.
【Method(s)】Weekly lectures will focus on different aspects of Australian culture
and will be followed by classroom discussion. Students are expectedto participate in these discussions and share their thoughts on thematerial with the rest of the class. They are also required to give aclass presentation based on their own research. Finally, students will
write an essay to be turned in during the final class.
On completion of the course, students will have an understanding of theissues facing contemporary Australia, as well as an insight into its past.
Students can also expect to improve critical thinking and presentation
skills.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Aboriginal Australia
3
European Exploration
and Colonization
4
Bushrangers, The Gold
Rush and Early
Immigration
5
A New Australia:
Federation andAustralia’s Role in
WWI
6"The Lucky Country"
7
Review & Mid-term
Exam
8
Australian Literature

9
10

The Australian Stage
Australia on Film PartI

11

Australia on Film Part
II

12

Culture Wars

13

Australia and Asia

14

ReviewContents
Introduction to the course
Who were the first Australians?
New South Wales: British penalcolonyWhat did the discovery of gold
mean for Australia?
Australia gains its independence
from Britain, but is drawn into the"Great War"The post-war boom
Exam will cover the first half of thecourseAn overview of contemporary
Australian literature
Theatre and dance in Australia
This class will examine thebeginnings of the Australian film
industry, and consider where it istoday
The class will discuss a film shownin class
Class presentations (I)An examination of the culturaldebates of the 2000s(republicanism, reconciliation
immigration, etc.)
Class presentations (II)Australia’s relationships withJapan and ChinaClass presentations (III)
Essays due【Work to be done outside of class (preparation, etc.)】
1. Reading assignments prior to each class.
2. Research for the class presentation and essay
3. Study for mid-term exam
【Textbooks】
No textbooks are assigned for this course.
provided.

Weekly reading will be【References】
To be announced.

— 66 —

発行日：2019/5/1【Prerequisite】
None.

ARS100ZA

USA: Society and People
Gregory Khezrnejat
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3【Outline and objectives】
An introduction to a selection of the major issues and themes of culture,politics, and society in the United States. The course first gives a broad
overview of the country’s historical development, focusing on periods,
events, and shifts that directly affect society in the US today. The latter
half of the course examines aspects of US culture and society crucial tounderstanding contemporary US-based discourse, including increasing
politicization, shifting cultural trends, changing demographics, anddiversifying forms of popular media.
【Goal】
Students will familiarize themselves with key aspects of United States
culture and society while building literacy for understanding US-based
media. In particular, students will explore the historical, political, andcultural discourses that underpin a great deal of private and public
communication in the US. Students will also develop critical reading
and writing skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3” and “DP 4”.
【Method(s)】Each class will consist of a lecture on the specified topic followed bygroup discussions. Each student will be required to research and give ashort presentation on one topic.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3
4
5
6
7
8

9
10
11
12
13
14

Contents
Introduction to the class andselection exam
Colonialism andA brief overview of the origins ofRevolution
the United States
The 19th Century
Manifest Destiny, the Civil War,and postwar society
Early 20th Century
Immigration, World War I, and theGreat Depression
World War II
World War II and the ascendance of
the US
Cold War America
Postwar political systems andshifts in US culture and society
The End, and Return,Culture and politics in the US fromof History
1989 to 2001
US Politics and Society Global war, economic upheaval,in the 21st Century
and increasingly polarized political
discourse
American Identities
Evolving definitions of personal
identity in the US
Growing divides and divergent
Class and Regional
Divides
images of the US
Literature
Major genres, themes, and figuresof literature in the US
Film
The US film industry and its role inglobal image construction
Popular Entertainment Television, popular music, humor,and other cultural exports
Final Synthesis
A review of the major themes of thecourse【Work to be done outside of class (preparation, etc.)】
Students are expected to review readings and other assigned media
before each class and be prepared to engage in discussions.
【Textbooks】
Readings will be distributed in class as handouts.
【References】
References will be announced in class.
【Grading criteria】
Class contribution (30%), midterm essay (25%), research presentation(20%), final research report (25%)
【Changes following student comments】
Not applicable.

— 67 —

発行日：2019/5/1

ARS100ZA

USA: Society and People
Gregory Khezrnejat
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 4/Mon.4【Outline and objectives】
An introduction to a selection of the major issues and themes of culture,politics, and society in the United States. The course first gives a broad
overview of the country’s historical development, focusing on periods,
events, and shifts that directly affect society in the US today. The latter
half of the course examines aspects of US culture and society crucial tounderstanding contemporary US-based discourse, including increasing
politicization, shifting cultural trends, changing demographics, anddiversifying forms of popular media.
【Goal】
Students will familiarize themselves with key aspects of United States
culture and society while building literacy for understanding US-based
media. In particular, students will explore the historical, political, andcultural discourses that underpin a great deal of private and public
communication in the US. Students will also develop critical reading
and writing skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3” and “DP 4”.
【Method(s)】Each class will consist of a lecture on the specified topic followed bygroup discussions. Each student will be required to research and give ashort presentation on one topic.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3
4
5
6
7
8

9
10
11
12
13
14

Contents
Introduction to the class andselection exam
Colonialism andA brief overview of the origins ofRevolution
the United States
The 19th Century
Manifest Destiny, the Civil War,and postwar society
Early 20th Century
Immigration, World War I, and theGreat Depression
World War II
World War II and the ascendance of
the US
Cold War America
Postwar political systems andshifts in US culture and society
The End, and Return,Culture and politics in the US fromof History
1989 to 2001
US Politics and Society Global war, economic upheaval,in the 21st Century
and increasingly polarized political
discourse
American Identities
Evolving definitions of personal
identity in the US
Class and Regional
Growing divides and divergent
Divides
images of the US
Literature
Major genres, themes, and figuresof literature in the US
Film
The US film industry and its role inglobal image construction
Popular Entertainment Television, popular music, humor,and other cultural exports
Final Synthesis
A review of the major themes of thecourse【Work to be done outside of class (preparation, etc.)】
Students are expected to review readings and other assigned media
before each class and be prepared to engage in discussions.
【Textbooks】
Readings will be distributed in class as handouts.
【References】
References will be announced in class.
【Grading criteria】
Class contribution (30%), midterm essay (25%), research presentation(20%), final research report (25%)
【Changes following student comments】
Not applicable.
【Prerequisite】
None.

— 68 —

発行日：2019/5/1

Information Studies(2) Assignments. Students are given several assignments. These
assignments are an important element in the course and contribute tothe overall mark that a student may achieve.

Alfons Josef Schuster【Textbooks】
Luciano Floridi, Information: A Very Short Introduction (Oxford: Oxford
University Press, 2010) ISBN-13: 978-0-19-955137-8.

FRI100ZA【References】
In addition to Floridi’s book, we use newspaper and journal articles,
science fiction short stories, videos, as well as other materials in thiscourse.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2【Outline and objectives】
Information study is an interdisciplinary science with a wide range
of interests and goals. A major element in the field is concernedwith fundamental information processes such as the acquisition andcollection of information, the classification and storage of information,
the manipulation and retrieval of information, as well as the analysis,
dissemination, usage, and maintenance of information. Although
information has attained a very important role in the world around us, it
is a concept that is very difficult to define. This course tries to familiarize
students with the history and evolution of the field of information
study. Students completing the course will recognize the aims andgoals of fundamental information processes. They will learn to analyze,
evaluate, and appreciate the value information study provides, and they
will understand today’s information society and modern technology froman information perspective.

【Grading criteria】
Assignments and Class Participation: 30%
Final Exam: 70%【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
None.
【Others】
None.
【Prerequisite】
None.

【Goal】
By the end of the semester, students should: (i) be familiar withthe history and evolution of the field of information study, (ii)understand fundamental information processes, (iii) have acquired anunderstanding about the notion of information from various points ofview, and (iv) be able to reason about modern society and modern
technology from an information perspective.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】The main elements of the course are lectures, assignments, and in-classdiscussions. The lectures relate to the topics mentioned in the course
schedule below. A class typically provides feedback and guidanceon assignments. In addition, each class provides an opportunity forstudents to engage actively in a discussion related to current issues in
information studies.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

3

4

5

Information Society
and Information
Revolution (1)Information Society
and Information
Revolution (2)The Language ofInformation

9

Mathematical Theoryof Information
Physical Information
Biological Information(1)
Biological Information(2)
Economic Information

10

Information Ethics

11

Modern Information
Environments (1)Modern Information
Environments (2)Information Future

6
7
8

12
13

14

Examination &Wrap-upContents
Course overview and course
requirements.
A brief introduction to informationsociety and the information
revolution.
A brief introduction to informationsociety and the information
revolution.
Understanding data, informationand knowledge. A roadmap of
information concepts.
Shannon’s interpretation of
information.
Life and entropy.
Genetic code and genetic
engineering.
Brains and artificial neuralnetworks.
Interpretations of information fromthe point of view of game theory.
Responsibility in information
environments.
Complex systems, the Internet,
cyberspace.
Big data, machine learning, andartificial intelligence.
Possible directions of information
culture and information society.
Outlook.
Final tips; final exam.

【Work to be done outside of class (preparation, etc.)】(1) Reading. Students are expected to read the course textbook and othermaterials carefully in order to acquire a thorough understanding of theideas and concepts presented to them in class.

— 69 —

発行日：2019/5/1
3 or more unexcused absences will result in an incomplete grade(marked “E” on grading sheet). Please provide documentation if you
need to be absent from class for medical reasons, job interviews andfamily emergency. If you arrive late or leave early, each will be counted
as one ½ absence.5 absences for any reason will result in not-passing.

SOC100ZA

Cultural and Ethnic Diversity in Japan
Kyung Hee Ha【Changes following student comments】
Not applicable. This course is taught for the first time by this instructor.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 5/Thu.5【Outline and objectives】
This course discusses and examines cultural and ethnic diversity inJapan as institutional, interpersonal and internalized experiences.
【Goal】
Students will critically engage, synthesize, question, deconstruct,discuss and apply the concepts and ideas pertaining to race, ethnicity,
nation and diversity in Japan. The course will analyze specificissues faced and overcome by non-Japanese people, namely theindigenous Ainu and Ryukyuan people, former colonial subjects andtheir descendants, as well as recent immigrants, refugees and asylum
seekers. This course will pay particular attention to intersectionality
and multiple aspects of the aforementioned groups and individuals. In
doing so, we will discuss and analyze various data sources including
policies/legislations, historical facts, popular cultural production andpersonal narratives.

【Equipment student needs to prepare】
None.
【Others】
Slight modifications may be expected. A detailed syllabus will be
distributed in class. Our goal in this class will not be to memorize
or master a series of clear-cut answers; rather, by engaging in lively
discussions, we aim to hone our ability to ask critical questions so as tofurther develop our skills as writers, readers and thinkers. In order tocreate such a learning environment, students should speak to each otherand the instructor with respect. Abusive and harsh language will not betolerated. Students with special needs should notify the instructor as
early as possible, no later than the third week of the semester.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Although the instructor will provide the basic framework in a lectureformat, students are expected to actively participate in and contributeto class discussion. This includes asking questions, seeking clarificationand offering critical ideas and interpretation. In addition, a small groupof 3-5 individuals will work on 2 presentations: 1) on weekly readings;
and 2) group project on a topic of their choice. Further directions will begiven in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction: Myth of
Homogenous Japan

2
3
4
5
6
7
8
9
10

11
12

Intersectionality
Japan’s Imperial
Expansion
Japan’s Imperial
Legacies
Nationality: Japanesev. Aliens
Library Practicum
War and Settlement
Globalization and
Gendered Migration"Bubble Economy" andNew Japanese
Post-1990s

13

Defining Japaneseness
Xenophobia and Hate
SpeechGroup Presentation I

14Group Presentation II

Contents
Course overview, racial/ethnic
composition of contemporary
Japanese society
Identity, positionality, privilege
Ainu and Ryukyuans, Japan’s
indigenous peoples
Former colonial subjects and theirdescendants(Re)making of aliens and nationals,
laws and policies
Learning how to conduct research
Refugee policies in Japan and theirexperiences
Female immigrants inentertainment and care work
Nikkei Brazilians and others from
Latin America
Dawn of “multicultural
coexistence” (tabunka kyosei)
policyMixed-race Japanese and returnees
Rise of nationalism in global age
Group presentation/
evaluation
Group presentation/
evaluation【Work to be done outside of class (preparation, etc.)】
Weekly reading and group project.
【Textbooks】
Unless otherwise indicated, reading materials will be available online.
【References】
Further reference may be provided based on students’ areas of interest.
【Grading criteria】
Participation:30%
Small Assignments:20%
Presentation on Weekly Reading:20%
Group project:30%— 70 —

発行日：2019/5/1

FRI100ZA

General Topics I: Ethics for the Information Age I
Nguyen Ngoc Binh

【Outline and objectives】
This course explores concepts, rules, principles and activities in ethics
for the information age, including a basic understanding of IT history,
an awareness of current IT-related issues, and a familiarity withethics. The course also covers ethical theories used to analyze problems
encountered by computer professionals in today’s environment. The
main issues in this course are the information age, ethics, networked
communications, social networking, intellectual property, information
privacy, and the impact of IT on the productivity and quality of life.
【Goal】
Learning the described contents and issues in this course, students
should think critically and draw their own conclusions. The course is toprepare and help students to become responsible, ethical users of futuretechnologies in the information age.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】The classes will consist partly of lectures and partly of discussions/presentations by students. Students will prepare reports/casestudies on assigned topics, including information ethical issues indifferent countries and/or regions.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
The Information Age I

2

3

4

5

6

7

8

9

10

11

Contents
Introduction to the course
Concepts, periods, challenges,
problems; catalysts for change:
milestones in computing &networking; information storage
and retrieval
The Information Age II ICT advanced issues & challenges;
the 4th industrial revolution;
Japan’s society 5.0
Introduction to Ethics I Subjective relativism, cultural
relativism, divine command theory,
ethical egoism, Kantianism
Introduction to Ethics
Act utilitarianism, ruleIIutilitarianism, social contract
theory, virtue ethics, comparing
workable ethical theories, moralityof breaking the law
Discussions /Exercise and discussion to review
Presentations I“The Information Age” and“Introduction to Ethics”
Introduction, email and spam,
Networked
Communications
internet interactions, text
messaging, censorship, freedom of
expression, children andinappropriate content, breaking
trust, internet addiction
Social Networking
Social networking, businessapplications, ethical issues, online
virtual worlds
Discussions /Exercise and discussion to review
Presentations II“Networked Communications” and“Social Networking”
Intellectual Property I Introduction, intellectual property
rights, protecting intellectual
property, fair use, new restrictions
on useIntellectual Property II Peer-to-peer networks andcyber-lockers, protections forsoftware, open-source software,legitimacy of intellectual property
protection for software, creative
commons
Discussions /Exercise and discussion to review
Presentations III“Intellectual Property”

Information Privacy

13

The Impact of IT on
Productivity andQuality of Life
Summary

14

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 2/Wed.2【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

12

Introduction, perspectives on
privacy, information disclosure,data mining, examples
The impact of IT on the standard ofliving and worker productivity; theimpact of IT on health-care costs
Review & final reports【Work to be done outside of class (preparation, etc.)】
Students will prepare reports on topics to be presented in class byreviewing the lectures’ contents, collecting related materials on the
topics.
【Textbooks】- Quinn, Michael J. Ethics for the Information Age. Global Edition, 6thEd., Pearson, 2015. ISBN: 9781292061238- Lecture/presentation printouts / handouts and related materials will
be provided.
- Online materials【References】- Reynolds, George W. Ethics in Information Technology.
Cengage Learning, 2014. ISBN: 978-1-285-19715-9- Some other references will be introduced.

5th Ed.,【Grading criteria】
The instructor assigns topics to the students. The contents and qualityof preparations, reports, presentations and discussions/participation
will be evaluated for each student. The total evaluation will be basedon
1. Class participation and discussions: 30%
2. Short reports & presentations: 30%
3. Final report: 40%【Changes following student comments】
Reduction of assignments and reports.
Japan’s society 5.0

Talk about the 4th IR and【Equipment student needs to prepare】
Some free software and tools can be recommended to download andinstall on private PC for practices and preparing the presentations.
【Others】
Students can take “Ethics for the Information Age I”, “Ethics for the
Information Age II”, or both I and II. However, students are strongly
encouraged to take “Ethics for the Information Age I” first if they intend
to enroll for “Ethics for the Information Age II”.
【Prerequisite】
None.
This course is on general topics for non-IT students, so no prerequisiteknowledge is expected.

— 71 —

発行日：2019/5/1【References】
Berndt, Jaqueline, editor. Manga, Comics and Japan: Area Studies
as Media Studies. Vol. 156, Orientaliska Studier, 2018, https://orientaliskastudier.se/tidskrifter/156-2/.

ART100ZA

Manga Studies
Stevie Suan
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2【Outline and objectives】
This class will provide an introduction to the field of manga studies.
Here we will explore how manga operates as a type of media, exploring
manga from a multidisciplinary perspective. This means that we will
look at manga from a variety of different perspectives, including its
modes of reading/viewing, economics, aesthetics, and political history
while considering its place in Japanese society and abroad. We willlearn what makes manga specific as a type of media and how that allows
us to examine it for its particularities. This includes examining how
manga mediated different shifts in Japanese society, as we examine
the differences in the major manga genres, and how they cover various
topics, from gender to memory. Beyond Japan, we will ask what manga
made outside of Japan can tell us about the spread of cultural forms. We
will also ask what manga, a media form that developed from paper andprint, can tell us about other issues regarding the digitalization of ourworld as it moves into new formats for the 21st century.

【Grading criteria】
Participation 20%
Mid-term exam 40%
Final exam 40%【Changes following student comments】
Not applicable.
【Prerequisite】
None.
【】

【Goal】In addition to teaching the students information about manga, its
surrounding cultures, and business practices, this class aims to develop
critical thinking and analytical skills.
Throughout the semester
students will: 1) learn the specific history of manga; 2) how to analyze
manga as media; 3) examine how manga interacts with other media andsociety; 4) explore how to critically engage with manga.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will be lecture-based, with visual material such as clips of films
and animation. Students will be asked to have group discussions andanalysis on certain themes and specific manga. Each week students
will be provided with an academic reading relevant to the topic. These
readings will be important background information and/or will bedirectly addressed as the topic of the lecture and discussion. Lectures
will explain in detail and through examples the topic for that class.
Discussions based off of the lecture will be facilitated by questions fromthe instructor to help the students explore and develop their criticaland analytical skills for that topic. Students will be assessed on theirunderstanding of the lectures and readings through their exams.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Manga’s Visuals
3
Media Influences

4
5
6
7
8
9
10
11
12
13
14

Making Manga’s
History
Pre-war Manga
Post-war Manga
Review & Mid-term
Exam
Genres I

Contents
Manga or comics?
Manga’s visual language
Manga, cinema, and anime’s
interactions
Are there pre-modern manga?

Manga in Meiji and Taisho Japan
Tezuka Osamu’s legacy
Overview of past lectures andconnection to second section
Industrial genres: mainstream
manga
Genres II
Shōjo manga and gendered
expression
Genres III
Gekiga and existential themes
Genres IV
Alternative manga
Global Manga
Manga made outside of Japan
Digital Manga
Effects of changing formats
Wrap-up & Final Exam Conclusion of second section【Work to be done outside of class (preparation, etc.)】
Students should complete the assigned readings before each class andstudy the notes they take in class.
【Textbooks】
No textbook will be required as readings will be provided by the
instructor.

— 72 —

発行日：2019/5/1【Grading criteria】
Participation 20%
Mid-term exam 40%
Final exam 40%

ART100ZA

Manga Studies【Changes following student comments】
Not applicable.

Stevie Suan

【Prerequisite】
None.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2【】【Outline and objectives】
This class will provide an introduction to the field of manga studies.
Here we will explore how manga operates as a type of media, exploring
manga from a multidisciplinary perspective. This means that we will
look at manga from a variety of different perspectives, including its
modes of reading/viewing, economics, aesthetics, and political history
while considering its place in Japanese society and abroad. We willlearn what makes manga specific as a type of media and how that allows
us to examine it for its particularities. This includes examining how
manga mediated different shifts in Japanese society, as we examine
the differences in the major manga genres, and how they cover various
topics, from gender to memory. Beyond Japan, we will ask what manga
made outside of Japan can tell us about the spread of cultural forms. We
will also ask what manga, a media form that developed from paper andprint, can tell us about other issues regarding the digitalization of ourworld as it moves into new formats for the 21st century.
【Goal】In addition to teaching the students information about manga, its
surrounding cultures, and business practices, this class aims to develop
critical thinking and analytical skills.
Throughout the semester
students will: 1) learn the specific history of manga; 2) how to analyze
manga as media; 3) examine how manga interacts with other media andsociety; 4) explore how to critically engage with manga.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will be lecture-based, with visual material such as clips of films
and animation. Students will be asked to have group discussions andanalysis on certain themes and specific manga. Each week students
will be provided with an academic reading relevant to the topic. These
readings will be important background information and/or will bedirectly addressed as the topic of the lecture and discussion. Lectures
will explain in detail and through examples the topic for that class.
Discussions based off of the lecture will be facilitated by questions fromthe instructor to help the students explore and develop their criticaland analytical skills for that topic. Students will be assessed on theirunderstanding of the lectures and readings through their exams.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Manga’s Visuals
3
Media Influences

4
5
6
7
8
9
10
11
12
13
14

Making Manga’s
History
Pre-war Manga
Post-war Manga
Review & Mid-term
Exam
Genres I

Contents
Manga or comics?
Manga’s visual language
Manga, cinema, and anime’s
interactions
Are there pre-modern manga?

Manga in Meiji and Taisho Japan
Tezuka Osamu’s legacy
Overview of past lectures andconnection to second section
Industrial genres: mainstream
manga
Genres II
Shōjo manga and gendered
expression
Genres III
Gekiga and existential themes
Genres IV
Alternative manga
Global Manga
Manga made outside of Japan
Digital Manga
Effects of changing formats
Wrap-up & Final Exam Conclusion of second section【Work to be done outside of class (preparation, etc.)】
Students should complete the assigned readings before each class andstudy the notes they take in class.
【Textbooks】
No textbook will be required as readings will be provided by the
instructor.
【References】
Berndt, Jaqueline, editor. Manga, Comics and Japan: Area Studies
as Media Studies. Vol. 156, Orientaliska Studier, 2018, https://orientaliskastudier.se/tidskrifter/156-2/.

— 73 —

発行日：2019/5/1

POL100ZA

Introduction to International Relations
Takeshi Yuzawa
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 4/Tue.4【Outline and objectives】
This course is designed to provide an introduction to the study ofInternational Relations (IR).
Introduction to IR mainly examines the major theories of IR: suchas realism, liberalism, constructivism, economic liberalism, and(neo)marxism.
【Goal】
The course objectives are: (1) To enable students to develop a broad
understanding of the concepts and theories of IR; (2) To enable students
to utilize the concepts and theories of IR for analyzing major events,
actors, and structures of international politics such as the state, war,
conflict, globalization, the rise of non-state actors and the developmentof international organizations; (3) To enable students to acquire theability to form their own answers to enduring and contemporary
questions in international relations.

【References】
Dunne, Tim, Kurki, Milja and Smith, Steve. (eds), International
Relations Theories: Discipline and Diversity. Fourth edition, Oxford
University Press, 2016.
Grieco, Joseph , Ikenberry, John G and Mastanduno, Michael.
Introduction to International Relations: Perspectives, Connections, andEnduring Questions. Second edition, Red Globe Press, 2018,
Nau, Henry R. Perspectives on International Relations: Power,
Institutions, Ideas. Sixth edition. CQ Press, 2018.
Baylis, John, Smith, Steve and Owens, Patricia. (eds), The Globalizationof World Politics: An Introduction to International Relations, Seventh
edition. Oxford University Press, 2017.
Martin, Griffiths, Callaghan, Terry O’and Roach, Steven C. International Relations: The Key Concepts, Third edition. Routledge, 2013.
【Grading criteria】
Contribution to class discussion, (20%), Mid-term examination (40%),
Final examination (40%)
【Changes following student comments】
None【Prerequisite】
Non-GIS students wishing to take part in this course should haveadequate English skills to complete the course work and assignments.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】In terms of the topics covered, this course provides the foundation
for all other IR related courses, such as World Politics, International
Security, the International Relations of the Asia-Pacific, and Seminar(International Relations B). This course will focus on major concepts
and theories of IR, such as realism, liberalism, constructivism, economic
liberalism,and (neo)marxism. In order to enhance our knowledge andunderstanding of the dynamic mechanisms of international politics, it isnecessary to master the key concepts and theories of IR. This is because
IR theories, which are built on the accumulated knowledge of scholars
over many years, offer us a tool to simplify complicated international
phenomena.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction:
What is International
Relations?
2
Key Concepts of IR
3
Realism I

4Realism II

5

Liberalism I

6

Liberalism II

7Discussion

8

Mid-term Exam andReview
Constructivism

9
10
11

12

13
14

Contents
Course outline

Presenting major concepts of IR
Examining the realist tradition inIR
Examining the realist tradition inIR
Examining the liberal tradition inIR
Examining the liberal tradition inIR
Discussion on major topics coveredby week 2-6
Writing test and review of theories

Providing an overview of
constructivist approaches to IR
Case Studies
Analyzing specific cases throughthe lens of IR theories
International Political Examining classical theories in the
Economy I
study of international political
economyInternational Political Examining contemporary theories
Economy II
in the study of international
political economy
Discussion
Discussion on major topics coveredby week 9-12
Final Exam & Wrap-up Writing test and wrap-up【Work to be done outside of class (preparation, etc.)】
Students are required to have pored over the required readings before
attending the lectures.
【Textbooks】
Jackson, Robert and Sorensen, George. Introduction to International
Relations: Theories and Approaches, Sixth edition. Oxford University
Press, 2016.

— 74 —

発行日：2019/5/1

POL100ZA

Introduction to International Relations
Takeshi Yuzawa
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 3/Tue.3【Outline and objectives】
This course is designed to provide an introduction to the study ofInternational Relations (IR).
Introduction to IR mainly examines the major theories of IR: suchas realism, liberalism, constructivism, economic liberalism, and(neo)marxism.
【Goal】
The course objectives are: (1) To enable students to develop a broad
understanding of the concepts and theories of IR; (2) To enable students
to utilize the concepts and theories of IR for analyzing major events,
actors, and structures of international politics such as the state, war,
conflict, globalization, the rise of non-state actors and the developmentof international organizations; (3) To enable students to acquire theability to form their own answers to enduring and contemporary
questions in international relations.

【References】
Dunne, Tim, Kurki, Milja and Smith, Steve. (eds), International
Relations Theories: Discipline and Diversity. Fourth edition, Oxford
University Press, 2016.
Grieco, Joseph , Ikenberry, John G and Mastanduno, Michael.
Introduction to International Relations: Perspectives, Connections, andEnduring Questions. Second edition, Red Globe Press, 2018,
Nau, Henry R. Perspectives on International Relations: Power,
Institutions, Ideas. Sixth edition. CQ Press, 2018.
Baylis, John, Smith, Steve and Owens, Patricia. (eds), The Globalizationof World Politics: An Introduction to International Relations, Seventh
edition. Oxford University Press, 2017.
Martin, Griffiths, Callaghan, Terry O’and Roach, Steven C. International Relations: The Key Concepts, Third edition. Routledge, 2013.
【Grading criteria】
Contribution to class discussion, (20%), Mid-term examination (40%),
Final examination (40%)
【Changes following student comments】
None【Prerequisite】
Non-GIS students wishing to take part in this course should haveadequate English skills to complete the course work and assignments.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】In terms of the topics covered, this course provides the foundation
for all other IR related courses, such as World Politics, International
Security, the International Relations of the Asia-Pacific, and Seminar(International Relations B). This course will focus on major concepts
and theories of IR, such as realism, liberalism, constructivism, economic
liberalism,and (neo)marxism. In order to enhance our knowledge andunderstanding of the dynamic mechanisms of international politics, it isnecessary to master the key concepts and theories of IR. This is because
IR theories, which are built on the accumulated knowledge of scholars
over many years, offer us a tool to simplify complicated international
phenomena.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction:
What is International
Relations?
2
Key Concepts of IR
3
Realism I

4Realism II

5

Liberalism I

6

Liberalism II

7Discussion

8

Mid-term Exam andReview
Constructivism

9
10
11

12

13
14

Contents
Course outline

Presenting major concepts of IR
Examining the realist tradition inIR
Examining the realist tradition inIR
Examining the liberal tradition inIR
Examining the liberal tradition inIR
Discussion on major topics coveredby week 2-6
Writing test and review of theories

Providing an overview of
constructivist approaches to IR
Case Studies
Analyzing specific cases throughthe lens of IR theories
International Political Examining classical theories in the
Economy I
study of international political
economyInternational Political Examining contemporary theories
Economy II
in the study of international
political economy
Discussion
Discussion on major topics coveredby week 9-12
Final Exam & Wrap-up Writing test and wrap-up【Work to be done outside of class (preparation, etc.)】
Students are required to have pored over the required readings before
attending the lectures.
【Textbooks】
Jackson, Robert and Sorensen, George. Introduction to International
Relations: Theories and Approaches, Sixth edition. Oxford University
Press, 2016.

— 75 —

発行日：2019/5/1
Parsons, Craig. Introduction to Political Science, Boston: Pearson. 2016
Roskin, Michael G., R. L. (Cord.); Medeiros, J. A. and Jones, W.
S. Political Science: An Introduction, Longman: Pearson Education
International, 2016

POL100ZA

Introduction to Political Science
Rui Saraiva
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：土 3/Sat.3【Outline and objectives】
This course presents an introduction to the basic conceptual andtheoretical tools for research and analysis in the field of politics.
To understand the core concepts used by political scientists andpolitical theorists, we will be addressing a broad range of issues
that cover the nature of politics and the structures of authority andpower within political systems. During this course, the students
will also explore issues related with the rights and responsibilities incontemporary representative democracies, as well as the diversity ofdifferent contemporary political systems and ideas in a regional andglobal context.

【Grading criteria】
Participation: 30%
Midterm exam: 30%
Final Essay: 40%【Changes following student comments】
None.
【Prerequisite】
None.

【Goal】The goal of this course is to give students grounding in the basic tools ofpolitical science so that they can develop the ability to critically examine
the political phenomena that structure contemporary societies.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course will introduce the key concepts, methods, and theories
related with the field of politics. In the first half of the course, we will belooking at the foundations of political science and the origins of political
ideologies. We will try to develop a critical understanding of the modern
state and the structures of government and authority. We will also study
constitutions, individual rights, political parties and electoral systems.
In the second half, we will examine the differences between democracies
and authoritarian regimes the role of mass media in politics, and therole and challenges of the state in the 21st century. We will also
define what is political culture, public opinion, and political attitudes.
Lectures will include an interactive element, such as discussions orgroup presentations. I encourage critical thinking and the expressionof diverse viewpoints in class and in writing assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Conceptual andTheoretical Framework
3
The State (1)4The State (2)56Constitutions
Political Parties andInterest Groups
Electoral Systems

7
8
9
10
11
12
13
14

Review & Midterm
Exam
Political Ideologies
Political Regimes
Political Attitudes
Political
Communication
Political Institutions

Contents
What is political science?
From classical to modern theories
on political power
Institutionalized power, effective,
weak, and failed states
Federalism and unitary
governments
Constitutions and rights
Parties, party systems, and interest
groupsMajority systems and proportional
systems
In-class midterm exam
Liberalism, conservatism,socialism, and nationalism
Democracy and authoritarianism
Political culture and public opinion
The mass media and politics

Legislatures, executives andjudiciaries
Political Systems in the The role and challenges of the state
21st century【Work to be done outside of class (preparation, etc.)】
Preparing for class by completing the readings will be key to doing wellin this course. Students will be expected to discuss textbook materials,
readings, and current events.
【Textbooks】
Students will be required to read several chapters of the books listed in
the reference section.
【References】
Hague, Rod; Harrop, Martin; McCormick, John.
Comparative
Government and Politics. An Introduction, Basingstoke: Palgrave, 2016

— 76 —

発行日：2019/5/1
Roskin, Michael G., R. L. (Cord.); Medeiros, J. A. and Jones, W.
S. Political Science: An Introduction, Longman: Pearson Education
International, 2016

POL100ZA

Introduction to Political Science【Grading criteria】
Participation: 30%
Midterm exam: 30%
Final Essay: 40%

Rui Saraiva
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：土 3/Sat.3【Changes following student comments】
None.

【Outline and objectives】
This course presents an introduction to the basic conceptual andtheoretical tools for research and analysis in the field of politics.
To understand the core concepts used by political scientists andpolitical theorists, we will be addressing a broad range of issues
that cover the nature of politics and the structures of authority andpower within political systems. During this course, the students
will also explore issues related with the rights and responsibilities incontemporary representative democracies, as well as the diversity ofdifferent contemporary political systems and ideas in a regional andglobal context.

【Prerequisite】
None.

【Goal】The goal of this course is to give students grounding in the basic tools ofpolitical science so that they can develop the ability to critically examine
the political phenomena that structure contemporary societies.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course will introduce the key concepts, methods, and theories
related with the field of politics. In the first half of the course, we will belooking at the foundations of political science and the origins of political
ideologies. We will try to develop a critical understanding of the modern
state and the structures of government and authority. We will also study
constitutions, individual rights, political parties and electoral systems.
In the second half, we will examine the differences between democracies
and authoritarian regimes the role of mass media in politics, and therole and challenges of the state in the 21st century. We will also
define what is political culture, public opinion, and political attitudes.
Lectures will include an interactive element, such as discussions orgroup presentations. I encourage critical thinking and the expressionof diverse viewpoints in class and in writing assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Conceptual andTheoretical Framework
3
The State (1)4The State (2)56Constitutions
Political Parties andInterest Groups
Electoral Systems

7
8
9
10
11
12
13
14

Review & Midterm
Exam
Political Ideologies
Political Regimes
Political Attitudes
Political
Communication
Political Institutions

Contents
What is political science?
From classical to modern theories
on political power
Institutionalized power, effective,
weak, and failed states
Federalism and unitary
governments
Constitutions and rights
Parties, party systems, and interest
groupsMajority systems and proportional
systems
In-class midterm exam
Liberalism, conservatism,socialism, and nationalism
Democracy and authoritarianism
Political culture and public opinion
The mass media and politics

Legislatures, executives andjudiciaries
Political Systems in the The role and challenges of the state
21st century【Work to be done outside of class (preparation, etc.)】
Preparing for class by completing the readings will be key to doing wellin this course. Students will be expected to discuss textbook materials,
readings, and current events.
【Textbooks】
Students will be required to read several chapters of the books listed in
the reference section.
【References】
Hague, Rod; Harrop, Martin; McCormick, John.
Comparative
Government and Politics. An Introduction, Basingstoke: Palgrave, 2016
Parsons, Craig. Introduction to Political Science, Boston: Pearson. 2016

— 77 —

発行日：2019/5/1

POL100ZA

11Developing Countries(O’Neil, Chapter 10)

12

Democracy in Crisis?

13

Globalization and the
Future of Comparative
Politics(O’Neil, Chapter 11)

14

Exam & Wrap-up

Introduction to Comparative Politics
Nathan Gilbert Quimpo
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4【Outline and objectives】
This course introduces students to comparative politics, the study
and comparison of politics across countries.
One of the major
subfields of political science, comparative politics focuses on power anddecision-making within national boundaries, comparing these acrosscountries. Taking a thematic approach, the course investigates thecentral ideas and questions in comparative politics.
【Goal】
The course seeks to acquaint students with comparative politics as an
academic sub-discipline; to introduce them to the fundamental ideas,
concepts and approaches used by political scientists in studying politicalissues, processes and outcomes in different countries; and to help themcultivate a critical awareness of the world and enhance their ability toanalyze and discuss important real-world problems and issues.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course will consist mainly of lectures and open discussion. Students
will be asked as well as encouraged to express their views on the topic
being discussed. Audio-visual aids such as short video clips, photos,
maps and illustrations will be used to help make issues and events much
more concrete and vivid to students, and to help stimulate discussion
and debate.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Work to be done outside of class (preparation, etc.)】
Before coming to class, students should study the required readings andwork on any written assignments that may have to be submitted. Afterclass, and especially before an exam, students should review their notes,
as well as check the notes provided by the instructor.
【Textbooks】
Patrick H. O’Neil (2018), Essentials of Comparative Politics, 6th edition,
New York: W. W. Norton & Company, Inc.
【References】
Michael J. Abramowitz, 2019. Democracy in Retreat, Freedom in theWorld 2019, Freedom House.
Francis Fukuyama, 2018. "The Rise of Populist Nationalism," The
Future of Politics, Credit Suisse Research Institute, pp. 7-12.
【Grading criteria】
Participation in class discussions and debates: 40% of overall course
mark.
Midterm examination: 30%
Final examination: 30%【Changes following student comments】
Not applicable.
【Prerequisite】
None【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction(O’Neil, Chapter 1)

2

3

4

5

6

7
8

9

10

Freedom, equality in thedeveloping world, imperialism andcolonialism, institutions ofimperialism, challenges ofpost-imperialism, puzzles,
prospects for democracy anddevelopment
Populism, nationalism, autocracy
and dangers to democracy in thecontemporary era
What is globalization?
Institutions and globalization,
political, economic and societal
globalization, taking stock ofglobalization
Final exam

Contents
What is comparative politics?
Political institutions, reconcilingfreedom and equality
StatesDefining the state, origins of(O’Neil, Chapter 2)
political organization,rise of the modern state,comparing state power
Nations and Society
Ethnic identity, national identity,(O’Neil, Chapter 3)
citizenship and patriotism, political
ideology, religion, political culture
Political Economy
Components of political economy,(O’Neil, Chapter 4)
political-economic systems and thestate, rise and fall of liberalism?
Democratic Regimes
Defining democracy,(O’Neil, Chapter 5)
origins of democracy,
contemporary democratization,
institutions of the democratic state,parliamentary, presidential, andsemi-presidential systems, politicalparties, electoral systems, civilrights and civil liberties
Nondemocratic
Defining nondemocratic rule,
Regimes (O’Neil,
totalitarianism, origins, sources of
Chapter 7)
nondemocratic rule, politicalcontrol, models of nondemocratic
rule
Review & Exam
Midterm exam
Political Violence
What is political violence?
(O’Neil, Chapter 7)
Explanations, forms ofterrorism and revolution,
political violence and religion,
countering political violence
Developed Democracies Defining developed democracy,(O’Neil, Chapter 8)
freedom, equality, contemporary
challenges, political, societal andeconomic institutions
Communism andCommunism, equality and nature
Postcommunismof human relations, revolution and(O’Neil, Chapter 9)"triumph", putting communism
into practice, political economy,societal institutions, collapse ofcommunism, transformation ofpolitical, economic and societal
institutions— 78 —

発行日：2019/5/1
14

HIS100ZA

History of Modern Europe

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 3/Thu.3【Outline and objectives】
The world we live in is a world of sovereign (nation-)states. It seems
as if the states as we know them today have always been there, atleast in some form. This course will deconstruct this view and look at
the major developments in Western history from the 18th to the 20th
century. It aims at understanding how the world we see today wasshaped by several key developments: 1789, the creation of the modern
nation-state; the Industrial Revolution; colonisation and imperialism;
the idea of ’balance of power’; the onset of mass democracy; and twoworld wars.
【Goal】
1) Gain an in-depth understanding of the genesis of European stateand-nation-building, its impact on the world, and how it still shapes
our perceptions today; 2) Identify the major intellectual, economic, andpolitical developments from 1789-1945; 3) Train your academic writing
and speaking skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course has three components: 1) The main component of the classis a series of lectures. 2) Each class will begin with a discussion partabout the previous lecture and to flesh out the larger developments andconnections between lectures. 3) Lastly, at the end of the course, youwill be asked to hand in a brief essay / give a presentation, dependingon the number of students taking the course (instead of a final exam, i.e.
there will be no final exam).

【Textbooks】
Merriman, John. (2010). A History of Modern Europe (Volume Two):
From the French Revolution to the Present. New York: Norton &Company.
【References】
http://legacy.fordham.edu/Halsall/mod/modsbook13.asp A very usefulcollection of primary sources, such as letters from Marie Antoinette,the Declaration of the Rights of Man, or writings from von Metternich.
Ordered according to topic (see menu bar on the left) & http://avalon.
law.yale.edu/default.asp
Similar to the Fordham collection, but listed chronologically.
【Grading criteria】
Participation: 20%; Mid-term exam: 30%; Country essay: 50%【Changes following student comments】
Each lecture will start with a ca. 20 minute discussion of the main
themes of the previous lecture.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No3

1789: the Watershed

4

1789: the Aftermath

5

The Concert of Europe

6

Europe - an Anomaly?

7

Review & Mid-term
Exam

8

9

Nationalism and the
Nation-State in the
Nineteenth Century
Heart of Darkness

10

Social Change

11

The Collapse of theConcert of Europe

12’The Great War’: World
War I

13

The Rise of
Totalitarianism &World War II

The beginnings of a supranational
European institutional order[DEADLINE: submit your final
essay in both hard copy & digital
copy]【Work to be done outside of class (preparation, etc.)】
1) Please read the assigned literature and take brief notes of the mainarguments of the texts as preparation for the in-class discussion. 2)
Brief country paper (ca. 5 pages) or presentation, due at the end of theterm: Pick any European country you like and write about one specificaspect of its historical development that we address in this class.

Markus Winter【Schedule】
No.
Theme
1
A State in the Middle
Ages?
2
Varieties of Absolutism

Great Expectations:
Beyond the
Nation-State?

Contents
The creation of the sovereign state- what is ’sovereignty’?
How ’absolute’ was absolutism?
The Tilly Thesis
The French Revolution: causes,
triggers and ramifications
The triumph of absolutism after
1789? Napoleon; liberalism; the’Holy Alliance’
The post-Napoleonic order:
Balance of Power; the GreatPowers; the system of Bismarck;
the German question; the questionof nationalism
Modernity; capitalism; theIndustrial Revolution; Europe - ananomaly?
A short exam on the topics coveredin the readings & the lectures sofar
The forging together of state andnation; the meaning of
nationalism: the Gellner Thesis
Colonisation; Orientalism; theinternationalisation of theEuropean orderThis lecture will look at the otherside of the coin - the social changes
created by all the previously
studied political developments,
such as changing gender andfamily roles, as well as the rise of
the modern consumer economy
Setting the stage for World War I:
the growing complexity of theinternational system
Strategies, objectives & theuncertain outcome; ’total war’; theTreaty of Versailles
Strategies, objectives &ramifications; the disenchantmentof the world: the Holocaust— 79 —

発行日：2019/5/1【Textbooks】
No textbook will be required, but students are highly recommended toreview readings from the reference listed below.

POL100ZA

Introduction to Development Studies【References】• Potter, R., Conway, D. Evans, R., and Lloyd-Evans, S. 2012. Key
Concepts in Development Geography. London: Sage Publications.
• Peet, R. and Hartwick, E. 2009.
Theories of Development:
Contentions, Arguments, Alternatives. NY: The Guilford Press.
• Willis, K. 2005. Theories and Practices of Development. Oxon:
Routledge.

Chigumi Kawaguchi
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 3/Fri.3【Outline and objectives】
Development Studies is a multi-faceted discipline, which draws fromdifferent areas of social science. This course is especially designed
for students to gain both theoretical and practical understanding ofinternational development. First, the course will explore the basic
concepts and theory applied in international development. Second,
it will introduce the key development actors and mechanisms ofdevelopment assistance. Third, recent case studies will be provided
to students to develop an in-depth understanding of dilemmas in thecontemporary aid system. This course provides students with anopportunity to understand a substantial foundation of development
theories, concept, and current agenda of international development.
【Goal】
Students should gain from this course:(1) Exposure to theoretical issues in international development(2) An understanding of the major stakeholders in international
development(3) Knowledge of challenges and issues in the recent international
development【Grading criteria】
The following criteria will be used to evaluate students:
・Class contribution (ex. presentations/discussions) 35%
・Reflection paper 15%
・Final exam 50%
An overall score of 60% or more is needed to pass this course.
【Changes following student comments】
Student requests and comments will be taken into consideration.
【Others】
Week 1 attendance is mandatory to register for this class.
Including attendance in week 1, more than 2 unexcused absences will
result in failure of this course.
【Prerequisite】
Non-GIS students wishing to take part in this course should haveadequate English skills to complete the course work and assignments.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The intent of this course is to expose student to a range of ideas
and issues in international development through interactive learning
process. Students will be provided an opportunity to learn, thinkand discuss broadly and deeply about international development issues
across various systems.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Guidance2

3

Introduction to
Development
Co-operation
Origin of Development

45

Development Theory 1
Development Theory 2

6

Development Aid
Mechanism 1

7

Case Study Exercise 1

8

Development Aid
Mechanism 2

910

Development Aid
Mechanism 3
Development Theory 3

11

Case Study Exercise 2

12

Recent Trend of
Development
Assistance 1
Recent Trend of
Development
Assistance 2
Review and Exam

13

14

Contents
Course guidance and introduction
to development studies
How to measure development;
GDP/GNP, HDI, poverty
Colonialism, post-colonial
development
Modernization theories
Non-conventional approaches todevelopment-Marxism-Dependency theories-World-systems theory
Multilateral donors (World Bank,
IMF, United Nations agencies,
Asian Development Bank)
Group work for presentation oncase studies
Bilateral donors (USAID,
EU_DG-DEVCO, JICA, emerging
countries)
Civil society, NGOs, private sectors,
recipients
Post-development theory/bottom-up
approach
Millennium development goals(MDGs) and sustainable
development goals (SDGs)
Group work for presentation oncase studies
Human centered approach,
Adaptive approach, ownershipinitiatives
Development assistance for refugee
crisis/disaster
Review and Final examination【Work to be done outside of class (preparation, etc.)】
Assigned readings and preparation of presentations.

— 80 —

発行日：2019/5/1
8

SES100ZA

Introduction to Environmental Science
9

Raquel Moreno-Peñaranda
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：

10【Outline and objectives】
This course provides a comprehensive overview of the field ofEnvironmental Science.
The course introduces students to thebasic functioning of environmental systems, emphasizing the complex
interactions between human society and the physical world. The course
explores some of the most pressing environmental problems of our time,e.g., climate change, biodiversity loss, pollution, and land degradation,
among others. In environmental science it is important to understandthe root causes of problems as well as the practical solutions andsustainable alternatives that can be put in place to overcome them,while acknowledging the complexity, uncertainty and risk embedded inenvironmental problems.
【Goal】The main goals of the course are:-to provide a general understanding of how environmental systems
function, encompassing natural and social dynamics;- to help students identify the root causes of the major environmental
problems of today’s world by understanding their physical and social
dimensions from a systems thinking perspective;- to cultivate students’ capacity to entertain a range of solutions toenvironmental problems;- to allow students to comprehend the interdisciplinary approach usedin environmental sciences, from analysis to problem solving;- to enhance students’ ability to develop critical thinking regarding
the complexity, risk and uncertainty that surround environmental
problems.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course consists of a series of lectures with interactive presentations
combining materials from textbooks, academic papers and technicalreports with engaging visuals to deliver scientifically rigorous yet
accessible explanations.
Besides lectures, students have the opportunity to develop a groupproject. Towards the end of the course, students deliver a grouppresentation based on their project on the application of environmental
sciences to address an environmental problem of their choice.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12
13
14

【Textbooks】
Handouts will be distributed by the instructor in preparation for thelectures.
【References】
Keller E.A. and D.B. Botkin.
Edition). Willey, 2008.

4

5

6

7

Essential Environmental Science (1st【Grading criteria】
Midterm exam: 20%
Participation in class: 20%
Group project and presentation: 20%
Final exam: 40%【Changes following student comments】
Not applicable.
【Others】
Ideally students in this class will have:・A high level of English is required to comprehend basic technicalexplanations in the environmental field.
・Interest in the subject.
・A previous class (e.g., high school) in environmental sciences.
【Prerequisite】
None.

【Schedule】
No.
Theme
1
Global Environmental
Change3

The role of water in environmental
systems, water use, water
conservation and problems related
to flooding, draught, salinization,etc.
EnergyTypes, forms and sources of energy;
non-renewable and renewableenergy sources, environmental
impacts.
Population and
Urbanization and the environment;
Urbanization
demographic transitions.
Climate Change
Understanding the science ofclimate change; drivers, impacts,
and controversies; mitigation andadaptation strategies.
Student
Students present their group
Presentations I
project in class, followed by Q&A
Student
Students present their group
Presentations II
project in class, followed by Q&A
Final Exam & Wrap-up In class, closed book, multiple
choice and short open-ended
question covering all the contentsof the course.

【Work to be done outside of class (preparation, etc.)】
Students are required to read materials and/or watch videos in
preparation for the lectures. The textbook used as reference for thecourse provides a general source of references and additional resources
for students to understand the materials explained in the classroom.

【Fieldwork in class】
あり / Yes

2

Water

Contents
The "Anthropocene"; howenvironmental systems work;
major human environmental
impacts.
What is Environmental Environmental Science,
Science? Why Do we
Environmental Studies andNeed it?
Environmentalism; the scientificmethod in environmental science;
applications and limitations.
Biodiversity I
The concept of biodiversity, fromgenes to organisms to populations;evolutionary mechanisms thatoriginate the diversity of life.
Biodiversity II
Biodiversity loss, facts and figures;conservation options; the CBD(Convention on Biological
Diversity)
Agri-food Systems
Environmental impacts ofagriculture and food systems;
introduction to agroecologicalscience for sustainable agriculture.
Pollution & Waste
Facts and figures; environmental
health; remediation andrestoration; waste management
and waste reduction approaches.
Review & Midterm
In class, closed book, multiple
Examchoice and short open-ended
questions related to the contents
covered by the course so far.

— 81 —

発行日：2019/5/1【Others】
Students who are interested in taking this course must attend the firstweek of class. A selection process will be conducted during the first weekprior to the enrollment of this course.

MAN100ZA

Introduction to Business【Prerequisite】
Not needed.

Shiaw Jia Eyo
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 3/Tue.3【Outline and objectives】
Introducing the fundamentals of business. This is an introductory
course for students to learn and to understand the principles andfunctions of business. Students will be exposed to an overview ofbusiness trends, corporate social responsibility, entrepreneurship andvarious functional areas of a firm such as marketing, accounting andfinance. The course is recommended for students with interest in
business as well as non-business major who would like to “test thewater” regarding a possible major in business.
【Goal】The goal of this class is to provide students with a basic understandingof the business environment and current business trends. Students willlearn the various functional areas of a firm: management, marketing,e-business, accounting and finance.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is taught primarily through lecture.
participation is encouraged.

Interactive class【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
The Environment of
Business
3
Business Ownershipand Entrepreneurship(1)
4
Business Ownershipand Entrepreneurship(2)
5Management andOrganization (1)6Management andOrganization (2)7Review & Midterm
Exam
8
Marketing (1)9Marketing (2)10Marketing (3)

11

12

13
14

Information,
Accounting and
Finance (1)Information,
Accounting and
Finance (2)Business Case Study
Final Exam & Wrap-up

Contents
Introduction to the course
Exploring the world of businessand economics
Choosing a form of businessownership
Small business, entrepreneurshipand franchises
Understanding the management
process
Creating a flexible organization
Assessing the degree to which you
understand the subject
Building customer relationships
Creating and pricing products
Distributing and promoting
products
Exploring social media ande-business
Understanding financial
statements
Understanding business strategies
Assessing the degree to which you
understand the subject【Work to be done outside of class (preparation, etc.)】
Download the lecture slides, read the assigned chapters of the textbook
and complete any assignments given.
【Textbooks】
Pride, Hughes and Kapoor, Foundations of Business, 4th edition, SouthWestern College Pub., 2014.
You can buy the textbook at Hosei’s COOP (生協) or you can borrow the
textbook from the library.
【References】
Further materials will be provided by the instructor.
【Grading criteria】
Students will be evaluated based on class participation (20%),
assignments (10%) and two exams (70%).
【Changes following student comments】
Not applicable.

— 82 —

発行日：2019/5/1【Others】
Students who are interested in taking this course must attend the firstweek of class. A selection process will be conducted during the first weekprior to the enrollment of this course.

MAN100ZA

Introduction to Business【Prerequisite】
Not needed.

Shiaw Jia Eyo
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2【Outline and objectives】
Introducing the fundamentals of business. This is an introductory
course for students to learn and to understand the principles andfunctions of business. Students will be exposed to an overview ofbusiness trends, corporate social responsibility, entrepreneurship andvarious functional areas of a firm such as marketing, accounting andfinance. The course is recommended for students with interest in
business as well as non-business major who would like to “test thewater” regarding a possible major in business.
【Goal】The goal of this class is to provide students with a basic understandingof the business environment and current business trends. Students willlearn the various functional areas of a firm: management, marketing,e-business, accounting and finance.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is taught primarily through lecture.
participation is encouraged.

Interactive class【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
The Environment of
Business
3
Business Ownershipand Entrepreneurship(1)
4
Business Ownershipand Entrepreneurship(2)
5Management andOrganization (1)6Management andOrganization (2)7Review & Midterm
Exam
8
Marketing (1)9Marketing (2)10Marketing (3)

11

12

13
14

Information,
Accounting and
Finance (1)Information,
Accounting and
Finance (2)Business Case Study
Final Exam & Wrap-up

Contents
Introduction to the course
Exploring the world of businessand economics
Choosing a form of businessownership
Small business, entrepreneurshipand franchises
Understanding the management
process
Creating a flexible organization
Assessing the degree to which you
understand the subject
Building customer relationships
Creating and pricing products
Distributing and promoting
products
Exploring social media ande-business
Understanding financial
statements
Understanding business strategies
Assessing the degree to which you
understand the subject【Work to be done outside of class (preparation, etc.)】
Download the lecture slides, read the assigned chapters of the textbook
and complete any assignments given.
【Textbooks】
Pride, Hughes and Kapoor, Foundations of Business, 4th edition, SouthWestern College Pub., 2014.
You can buy the textbook at Hosei’s COOP (生協) or you can borrow the
textbook from the library.
【References】
Further materials will be provided by the instructor.
【Grading criteria】
Students will be evaluated based on class participation (20%),
assignments (10%) and two exams (70%).
【Changes following student comments】
Not applicable.

— 83 —

発行日：2019/5/1
This course is regarded as 100-level General Study Courses. If you havecredits for both International Business and Employability I and II, you
can’t register this course. If you have credits for either International
Business and Employability I or II, or have not taken these courses, you
can register this course.

MAN100ZA

International Business and Employability
Takamasa Fukuoka【Prerequisite】
None.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 3/Mon.3【Outline and objectives】
People, goods, money, and information are now crossing national
borders in various industries thanks to the rapid development oftechnology. Employees working for multinational companies have more
opportunities to communicate with people from different cultures. The
lingua franca is, unsurprisingly, English, which has become the de facto
standard language in business.
This course is aimed at students who may someday engage in global
business, using their language skills and overseas experience. This classfocuses on students acquiring basic knowledge and global business skills
for the real world.
【Goal】
This course teaches the basics of international business and the skills
required to compete in a competitive global marketplace.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】In a working environment, we need to develop global perspectives, withknowledge and skills that are sufficient to keep up with these globalchanges. In this course, we will look at aspects of globalization invarious contexts, focusing on basic knowledge and skills, then we willlearn about the internationalization of multinational companies.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Multinational
Companies
3
Global Human
Resources

4Internationalization

5

Companies andOrganizations (1)

6

9
10

Companies andOrganizations (2)HQ and Local Offices(1)
HQ and Local Offices(2)Marketing (1)Marketing (2)11Global Leadership

12

Case Study andDiscussion (1), (2)Case Study andDiscussion (3), (4)Review & Final Exam

7
8

13
14

Contents
Introduction
Learn about MNCs (definition, role,etc.)
Learn about global humanresources (definition, required
skills, etc.)
Learn about internationalization(process, strategy, etc.)
Learn about companies andorganizations (international dept,
etc.)
Learn about companies andorganizations (global strategy)
Learn about HQ and local offices(control, function, relation, etc.)
Learn about HQ and local offices(local employees and career, etc.)
Learn marketing basics (4P, 3C)
Learn marketing basics (SWOT,
etc.)
Learn about the global businessand leadership
Case study and discussion
Case study and discussion
Review & final exam

【Work to be done outside of class (preparation, etc.)】
Students should read the assigned chapters in the coursebook to prepare
for class discussions.
【Textbooks】
No textbook will be used. Handouts will be provided by the instructor.
【References】
To be announced.
【Grading criteria】
Evaluation is based on class participation (40%) and the final exam
(60%).
【Changes following student comments】
The lecturer will provide more international business and employability
tips.
【Others】
This is an introductory course to international business.
[For GIS students who entered in 2008 - 2015]— 84 —

発行日：2019/5/1

ECN100ZA

Microeconomics I
May May HoCredit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 5/Wed.5【Outline and objectives】
This is a course for students who are interested in learning thefundamental concepts and principles in microeconomics; particularly,
supply and demand, and how government policies can affect them. This
introductory course in microeconomics will be covered in two semesters.
Microeconomics I serves as a pre-requisite to Microeconomics II.
In the first half of the semester, we will examine how markets work. In
the second half the semester, we will discuss how the public sector canaffect markets.
【Goal】The intention of this course is to integrate theory and application.
At the end of the course, students should grasp and be able todiscuss fundamental concepts in microeconomics, i.e. factors affecting
supply and demand, the effects of the public sector on consumers andproducers, as well as fiscal policy.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is comprised mainly of lectures, in-class activities, anddiscussions. In-class activities, such as discussions or answering
problem sets may be conducted individually, in pairs, in small groups
or with the entire class. Students are expected to participate actively
and present their answers in class. Finally, students form groups at
the latter part of the semester to analyze a case study based on specifictheories or concepts discussed in class. (The lecture schedule may be
adjusted depending on the pace of the class or at the discretion of the
instructor. Any changes will be announced in class.)

2. Short assignments- Students are at times given assignments tostrengthen their understanding of the application of the concepts.
Students are expected to hand in their homework in the following class.
In case of absence, students should hand in homework during the nextclass.
3. Case Study Analysis- Students form small groups to make apresentation on a case study based on specific theories or concepts
discussed in class. Specific guidelines will be given in class.
【Textbooks】
Mankiw, Gregory. N. (2015) Principles of Microeconomics, 7thedition, Cengage Learning.
【References】
Other materials will be given by the instructor or shall be announced inclass.
【Grading criteria】【Grading criteria】
Class Participation 25% (Attitude 8%, Assignments 8.5%, Recitation
8.5%)*The two lowest-graded assignments will not be included in thecalculation of the final grade.
Case Study Analysis: 15%
Midterm Exam: 30%
Final Exam: 30%【Changes following student comments】
Not applicable.
【Others】
This course requires students to have a good understanding ofmathematics and graphic analysis. Students are asked to bring a simple
calculator to class.
【Prerequisite】
None【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

How Markets Work (1)3

How Markets Work (2)4How Markets Work (3)5Consumers, Producers,
and Efficiency ofMarkets (1)Consumers, Producers,
and Efficiency ofMarkets (2)Review & Midterm
Exam
Supply, Demand, andGovernment Policies(1)
Supply, Demand, andGovernment Policies(2)
Public Sector (1)Public Sector (2)

6

7
8

9

10
11
12

13
14

Contents
Introduction to the course(Chapters 1, 2)
Market and competition
The demand curve
The supply curve
Equilibrium analysis (Chapter 4)
Problem sets and practicalapplications (Chapter 1 and 4)
Demand elasticity
Supply elasticity (Chapter 5)
Consumer surplus
Producer surplus
Market efficiency (Chapter 7)
Problem sets and practicalapplications (Chapters 5 and 7)
In class written exam
Price controls and taxes (Chapter
6)
Taxes (continued)(Chapter 8 and 12)Externalities (Chapter 10)
Public goods and common
resources (Chapter 11)
Supply, Demand, andProblem sets and practical
the Public Sector
applications (Chapters 6, 8, 10, 11,
and 12)
Final Exam & Wrap-up In class written exam
Case Studies
Presenting answers to a case study
based on specific theories orconcepts【Work to be done outside of class (preparation, etc.)】
1. Readings- Students are expected to read the textbook chapterscarefully and to prepare for the lecture. Special attention should be
paid to understanding the tables and the graphs.

— 85 —

発行日：2019/5/1
14

ECN100ZA

Macroeconomics I

Final Exam & Wrap-up Assess students’ performance forthe 2nd half of course materials(Week 8-13).

George Y Wang

【Work to be done outside of class (preparation, etc.)】
Students are expected to read the assigned materials
book/articles/cases) and to participate in class discussions.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 5/Mon.5【Textbooks】
Mankiw, N. Gregory. Principles of Macroeconomics, 6th Edition.
Cengage, 2012.(ISBN-13: 9789000021369).

【Outline and objectives】
Macroeconomics has been making news headlines in recent years,
with lively debate involving economists and politicians discussing
the best response to the global financial crisis, subsequent recession
and sovereign debt crisis. This course will provide an overview ofmacroeconomic issues: the determination of output, employment, unemployment, interest rates, and inflation. Monetary and fiscal policies
are also discussed. It introduces basic concepts of macroeconomics
and illustrates the principles with the experience of the developed anddeveloping economies.
We will first start with the introduction and overview of economic
thoughts, then look at the classical theories of macroeconomics innational income, monetary system, open economy, and unemployment.
We will also study the fundamentals of business cycle theories.
Some selected topics will discussed, such as consumer behavior andinvestment.
【Goal】
By the end of the course, students will be able to:1.
Understand the overview of economics and the fundamental
framework of macroeconomics
2. Know about policy implications in macroeconomics
3. Apply the knowledge to conduct case studies
4. Relate real-life economic issues to macroeconomic theories andanalyze these issues with the tools learned in this course.

【References】
Wheelan, C. Naked Economics: Undressing the Dismal Science. WW
Norton & Company, 2010. (ISBN: 978-0393337648)
Dasgupta, Partha. Economics - A Very Short Introduction.
OxfordUniversity Press, 2007. (ISBN: 978-0192853455)【Grading criteria】
1. Participation: 20%
2. Quizzes and/or projects: 30%
3. Midterm exam: 25%
4. Final exam: 25%【Changes following student comments】
Students are encouraged to provide feedback and suggestion regarding
the course. Constructive suggestion is appreciated and may be taken forcourse adjustment.
【Equipment student needs to prepare】
A calculator may be needed, depending on chapter contents. Students
will be informed when to bring a calculator to class.
【Others】
Students who have completed Understanding Macroeconomics can nottake this course.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course will be mainly conducted through lectures, with analysis ofappropriate case studies related to each topic. Students will be expected
to analyze actual cases and make presentations to the class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course (Syllabus)
Ten Principles of
Economics (Ch1)2
Thinking Like an
Economist (Ch2)
3
Independence and theGains from Trade -1(Ch3)
4
Independence and theGains from Trade -2(Ch3)
5
The Market Forces ofSupply and Demand -1(Ch4)
6
The Market Forces ofSupply and Demand -2(Ch4)
7
Review & Midterm
Exam

8

9
10
11

12

13

(text-

Contents
Introduction to the course
The economy and people

Economics as science
Economists as policy advisors
International trade
Absolute and comparativeadvantages
International trade theory
Case study
Markets and competition
demandSupplySupply and demand together

Assess students’ performance forthe 1st half of course materials(Week 1-6).
Measuring a Nation’s
The economy’s income andIncome (Ch10)
expenditure
The components of GDP
Measuring the Cost of
Inflation, consumer price index,
Living (Ch11)
GDP deflator
Production and Growth Economic growth(Ch12)
productivity
Saving, Investment,
Financial institutions in theand the Financial
economySystem -1 (CH13)
Savings and investment
Saving, Investment,
Financial institutions in theand the Financial
economySystem -2 (CH13)
Savings and investment
The Monetary System
The meaning of money(Ch16)The Federal Reserve system— 86 —

発行日：2019/5/1

FRI100ZA

IT in Modern Society
Niall Murtagh
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 5/Wed.5【Outline and objectives】
Students will acquire an historical overview of Information Technology,
leading to a description of how IT affects us all in the modern world. The
course will cover the early development of IT, including pioneers, places
and ideas; we will look at case studies of major trends and companies;
finally we will investigate the social and political influence of IT and therole of the humanities in IT. No specialized knowledge is required.
【Goal】The goal is to give students an understanding of the role played byInformation Technology in society. Topics will be discussed from a
non-specialist viewpoint, but pointers will be provided for students who
might work in the IT field in the future.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】The classes will consist of lectures combined with interactive presentations and discussions by students. Time will also be given for personal
guidance for students who choose to work on particular projects.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Historical Background3

Early Period of IT

45

The First Modern
Computer
Silicon Valley (1)678Silicon Valley (2)Regions of Innovation
Corporate Giants (1)9Corporate Giants (2)10IT and the Humanities(1)
IT and the Humanities(2)
Future Trends
Presentations
Summary

11
12
13
14

Contents
Background to course and detailed
objectives
From 19th century beginnings tothe electronic age
From cash registers to the Turing
Machine and the Enigma
US or UK: where and when modern
IT began
Networks and protocols, DARPA
and Unix
Synergies, funding and mobility
World’s most innovative countries
The early years: Apple, Microsoft,
IBM, Oracle
The new giants of the Net: Google,
Amazon, Facebook
The social generation
Technology for language and art
Intellectual property
Topics selected by students
Discussion and conclusions【Work to be done outside of class (preparation, etc.)】
Students will prepare short reports on topics to be presented in class.
Exercises will be given based on topics covered in class.
【Textbooks】
Notes and online tutorial links will be provided during class.
【References】
Watson, Ian. The Universal Machine: From the Dawn of Computing to
Digital Consciousness. Copernicus, 2012.
Levy, Steven. In The Plex: How Google Thinks, Works, and Shapes Our
Lives. Simon & Schuster, 2011.
Stone, Brad. The Everything Store: Jeff Bezos and the Age of Amazon.
Little, Brown, and Company, 2013.
【Grading criteria】
Students will be evaluated on the basis of exercises (50%) and projectwork (50%).
Attendance: To receive credit for the course students must provide a
reason if absent three or more times in one semester.
【Changes following student comments】
Feedback from students will be encouraged throughout the course.
【Prerequisite】
This is an introductory course, so no prerequisite knowledge is expected.

— 87 —

発行日：2019/5/1

TRS100ZA

Introduction to Tourism Studies
John Melvin
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 5/Tue.5【Outline and objectives】
The purpose of this course is to provide students with an understandingof tourism.
You will gain an overview of the scale, scope andorganisation of the tourism sector and consider the positive and negative
impacts of tourism on destinations. We will learn about the developmentof a destination’s natural, built and cultural resources and how thesecan be managed and enjoyed sustainably.
Students will engage
in additional learning opportunities such as group discussions andpresentations. As an introductory class, the material covered will bediverse to provide an overview of topics that impact on tourism.
【Goal】At the completion of this course, students should be able to:
1. Describe the structure and organisation of the tourism sector and theinterrelationships between the private, public and voluntary sectors
2. Identify processes to enable the sustainable development of adestination’s natural, built and cultural resources
3. Identify factors facilitating the growth of travel and tourism at the
global, national and local level
4. Discuss changes in consumer behaviour and the implications fortourism managers
5. Describe the impact of technology, particularly social media, on
tourism【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course is designed to facilitate a free exchange of ideas and information. Lectures will take place in an interactive environment, withstudents contributing through group discussions and a presentation.
These are important elements of the course and will aid in your learning.
The group presentation on a given case study will provide you within-depth understanding of the unique challenges facing a destination.
You will be required to analyze the situation and present your solutions
and recommendations.

11

Tourism in Japan

12

Group Presentations

13

Future Developments
in Tourism

14

Examination &Wrap-up【Work to be done outside of class (preparation, etc.)】
Students will be assigned reading as preparation for classes. Students
are expected to download and preview the lecture slides before eachclass. More details on evaluation criteria and assignments will be given
in class.
【Textbooks】
There is no set textbook. Weekly handouts and reading materials will
be distributed in class and/or available on H’etudes.
【References】
Cooper, C., Fletcher, J., Fyall, A., Gilbert, D. and Wanhill, S. (2013 5thedition) Tourism: Principles and Practice. Harlow: Pearson Education
Cooper, C. and Hall, C. M. (2018) Contemporary Tourism: An
International Approach. London: Goodfellow
The reference books are available in the university library and in the
GIS Reference Room.
【Grading criteria】
Evaluation will be based on
1. Class and online participation (30%)
2. Group presentation and report (30%)
3. Exam (40%)
Students are expected to complete all the assigned reading andhomework to enable them to get the most benefit from the lectures.
【Changes following student comments】
To encourage cooperation and hard work, the group project is now
assessed on an individual basis.
【Others】
I can draw from my experience in organizing events and as marketing
director of a tourism business in the UK to help provide students with
examples and to illustrate issues.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course Content andClass Format
2
The Structure andOrganization of the
Tourism Sector

3

Tourists: Who, What,
Where, Why, How

4

Tourism Impacts in
Developed andDeveloping Countries

5

Tourism: Sustainable
Development
Selling Dreams andExperiences: Tourism
Marketing

6

7

Tourism andTechnology

8

Event Tourism

9

Issues in Destination
Management
Tourism Crisis andDisaster Management

10

Examining the past, present andfuture development of tourism inJapan
Student group presentations(topics will be assigned in class)Considering different scenarios
how tourism may develop in the
futureEnd of semester examination

Contents
Setting the context: Understanding
the significance and complexity of
tourism
Exploring the structure andorganization of the tourism sector
and examining strengths,
weaknesses, opportunities andthreats
Exploring different typologies of
tourists; Understanding different
motivations, decision-making andbehaviors
Investigating how tourism can
impact positively and negatively onhost communities, economies andenvironments
Examining approaches on how tomanage tourism more sustainably
Examining evolving theories ofmarketing, and the particularchallenges of marketing services
such as tourism
The impact of technology on the
management and organization of
tourism
Analyzing the role of events as adestination resource
Analyzing destination managementfrom an international case study
Analyzing the vulnerability of
tourism and how destinations can
respond to disasters— 88 —

発行日：2019/5/1
12Group Presentations

Introduction to Tourism Studies

13

Future Developments
in Tourism

John Melvin

14

Examination &Wrap-up

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 3/Thu.3【Work to be done outside of class (preparation, etc.)】
Students will be assigned reading as preparation for classes. Students
are expected to download and preview the lecture slides before eachclass. More details on evaluation criteria and assignments will be given
in class.

TRS100ZA【Outline and objectives】
The purpose of this course is to provide students with an understandingof tourism.
You will gain an overview of the scale, scope andorganisation of the tourism sector and consider the positive and negative
impacts of tourism on destinations. We will learn about the developmentof a destination’s natural, built and cultural resources and how thesecan be managed and enjoyed sustainably.
Students will engage
in additional learning opportunities such as group discussions andpresentations. As an introductory class, the material covered will bediverse to provide an overview of topics that impact on tourism.
【Goal】At the completion of this course, students should be able to:
1. Describe the structure and organisation of the tourism sector and theinterrelationships between the private, public and voluntary sectors
2. Identify processes to enable the sustainable development of adestination’s natural, built and cultural resources
3. Identify factors facilitating the growth of travel and tourism at the
global, national and local level
4. Discuss changes in consumer behaviour and the implications fortourism managers
5. Describe the impact of technology, particularly social media, on
tourism【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course is designed to facilitate a free exchange of ideas and information. Lectures will take place in an interactive environment, withstudents contributing through group discussions and a presentation.
These are important elements of the course and will aid in your learning.
The group presentation on a given case study will provide you within-depth understanding of the unique challenges facing a destination.
You will be required to analyze the situation and present your solutions
and recommendations.

【Textbooks】
There is no set textbook. Weekly handouts and reading materials will
be distributed in class and/or available on H’etudes.
【References】
Cooper, C., Fletcher, J., Fyall, A., Gilbert, D. and Wanhill, S. (2013 5thedition) Tourism: Principles and Practice. Harlow: Pearson Education
Cooper, C. and Hall, C. M. (2018) Contemporary Tourism: An
International Approach. London: Goodfellow
The reference books are available in the university library and in the
GIS Reference Room.
【Grading criteria】
Evaluation will be based on
1. Class and online participation (30%)
2. Group presentation and report (30%)
3. Exam (40%)
Students are expected to complete all the assigned reading andhomework to enable them to get the most benefit from the lectures.
【Changes following student comments】
To encourage cooperation and hard work, the group project is now
assessed on an individual basis.
【Others】
I can draw from my experience in organizing events and as marketing
director of a tourism business in the UK to help provide students with
examples and to illustrate issues.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course Content andClass Format
2
The Structure andOrganization of the
Tourism Sector

3

Tourists: Who, What,
Where, Why, How

4

Tourism Impacts in
Developed andDeveloping Countries

5

Tourism: Sustainable
Development
Selling Dreams andExperiences: Tourism
Marketing

6

7

Tourism andTechnology

8

Event Tourism

9

Issues in Destination
Management
Tourism Crisis andDisaster Management

1011Tourism in Japan

Student group presentations(topics will be assigned in class)Considering different scenarios
how tourism may develop in the
futureEnd of semester examination

Contents
Setting the context: Understanding
the significance and complexity of
tourism
Exploring the structure andorganization of the tourism sector
and examining strengths,
weaknesses, opportunities andthreats
Exploring different typologies of
tourists; Understanding different
motivations, decision-making andbehaviors
Investigating how tourism can
impact positively and negatively onhost communities, economies andenvironments
Examining approaches on how tomanage tourism more sustainably
Examining evolving theories ofmarketing, and the particularchallenges of marketing services
such as tourism
The impact of technology on the
management and organization of
tourism
Analyzing the role of events as adestination resource
Analyzing destination managementfrom an international case study
Analyzing the vulnerability of
tourism and how destinations can
respond to disasters
Examining the past, present andfuture development of tourism inJapan— 89 —

発行日：2019/5/1

BSP200ZA

10

Writing Section(Integrated Task)

11

Speaking Section(Independent Task)

12

Speaking Section(Integrated Task)

13

Practice Test (iBT)

14

Wrap-up and Review
the Course

English Test Preparation Advanced
Takamasa Fukuoka, Naomi Hirota
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2
Day/Period：【Outline and objectives】
ETP Advanced is designed to teach effective test-taking techniques andstrategies for the TOEFL ITP and TOEFL iBT.
【Goal】
This course is designed for students who are interested in studying
abroad in the future. The purpose of this course is to help students toattain greater skill in the command of English which shall be reflectedin your scores on the TOEFL ITP. (Target score: 577) or on the TOEFL
iBT(Target score: 90).
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1” and “DP 4”.
【Method(s)】Students will learn the effective test-taking techniques and strategies
for increasing scores in each section (listening / structure and written
expression / reading / writing / speaking) for the TOEFL ITP and TOEFL
iBT through 1) warm-up vocabulary and an idiomatic expressions quiz
every week, and 2) many exercises in and out of lectures. Personal
advice on methods of individual study will be given as required.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Listening Section (I)3Listening Section (II)4

Structure

5

Written Expression

6

Reading
Comprehension (I)7

Reading
Comprehension (II)8

Mid-term Exam andWriting

9

Writing Section(Independent Task)

Contents
・Learn the importance of theeffective test-taking techniques andstrategy of TOEFL ITP and
TOEFL iBT・Vocabulary and idiomatic
expression (V and IE) quiz・Learn the effective strategy for“conversations”
・Textbook exercises (TE) for thelistening section.
・V and IE quiz・Learn the effective strategy for“lectures”
・TE for the listening section
・V and IE quiz・Learn grammatical and lexical
structures
・Learn the effective strategy forstructure
・TE for the structure and written
expression section.
・V and IE quiz・Learn grammatical and lexical
structures
・Learn the effective strategy for
written expression
・TE for the structure and written
expression section.
・V and IE quiz・Learn the effective strategy forreading passages (I)・TE for the reading comprehension
section.
・V and IE quiz・Learn the effective strategy forreading passages (II)・TE for the reading comprehension
section.
・Short exam to test knowledge
from weeks 1 − 7 and an overview
of the writing section
・V and IE quiz・Learn the basic format for the
independent task (30 minute essay)
・Learn the effective strategy forthe independent task
・TE for the independent task

・V and IE quiz・Learn the basic format for the
integrated task (read / listen /write)
・Learn the effective strategy forthe integrated task.
・TE for the integrated task,
・V and IE quiz・Learn the basic format for the
independent task
・Learn the effective strategy forthe independent task
・TE for the independent task
・V and IE quiz・Learn the basic format for the
integrated task (read/listen/speak)・Learn the effective strategy forthe integrated task
・TE for the integrated task
・V and IE quiz
・Practice test of TOEFL iBT isconducted in the class・Wrap-up and review the course【Work to be done outside of class (preparation, etc.)】
As this is an intensive class, students should prepare by studying
academic/campus vocabulary, doing practice tests and conducting otherforms of self-study prior to the first class.
【Textbooks】
1) Vocabulary and idiomatic expressions
Barron’s Essential Words for the TOEFL ® by Steven J. Matthiesen,
7th Edition (2017) (even unit numbers)2) Exercises
Barron’s Practice Exercises for the TOEFL ® by Pamela J. Sharpe, 7th
Edition (2011)【References】
Cracking the TOEFL iBT with Audio CD, 2016 Edition, Princeton
Review (2015)
Official Guide to the TOEFL Test, 4th Edition (Official Guide to the
TOEFL iBT), Educational Testing Service (ETS) (2012)【Grading criteria】
This is a pass/fail class. Students are required to take the TOEFL ITP
in July, 2019. Students need to attain the required score on the TOEFL
ITP set by GIS. Assessment will be based on the following:
1. Class participation (30%)
2. Mid-term exam/practice test (40%)
3. Homework (30%)
Students will receive credits for passing the course, but passing or
failing will not affect their GPA.
【Changes following student comments】
The lecturer will provide more TOEFL iBT tips.
【Others】
Credits based on TOEFL & IELTS scores. Check the bulletin board.
【Prerequisite】
None.

— 90 —

発行日：2019/5/1

LIT200ZA

Studies in Poetry
Michael Bettridge
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 3/Mon.3【Outline and objectives】
A general introduction to poetry, focusing on the works of a variety ofpoets from different countries, cultures and eras.
【Goal】The primary goal of this course is to teach the students an appreciationof poetry, doing so through a close reading of the texts. Additionally,
the study of poetry will deepen student knowledge and understandingof English and English-speaking cultures.

【References】
For term paper formatting:owl.english.purdue.edu/owl/resource/747/01/
Kelly, Joseph, ed. The Seagull Reader: Poems. W. W. Norton & Company,
2008.
Poetry Out Loud. 2005. www.poetryoutloud.org. Accessed 5 January
2019. (POL is an organization that promotes poetry recitation andcontests.)【Grading criteria】
Participation (20%); mid-term exam (50%); final paper and recitation(30%).
【Changes following student comments】
A renewed emphasis on instruction in poetry recitation skills.
【Equipment student needs to prepare】
Bring to class: a notebook, the reading material on a laptop or a tablet,or bring a hard copy of the material. Further information will be
provided by the instructor.
【Others】
Enrollment is limited to 2nd - 4th year students.
【Prerequisite】
Permission from the instructor to enroll in the course.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Students will learn to analyze poetry, studying its formal elements:
rhyme and meter, lineation, tone, voice, figurative language, and so on.
By studying how poets see, think, and write about themselves and theworld, students will improve their critical thinking, reading, speaking
and writing skills. Discussion, comprehension and vocabulary activities,
essay writing, and a poetry recitation are all part of the course.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction of Course

2

3

4
5

6
7

8

9

10
11

12

13

14

Contents
Explanation of course theme,
content, grading, participation andattendance requirements
Metaphors and Similes Selected poetry: analysis and1interpretation (denotation,
connotation)
Metaphors and Similes Selected poetry: poetry worksheet;2
reading and identifying poetic
techniques and terminology:
image, tone, theme
Rhyme Schemes
Selected poetry: analysis andmarking of rhyme schemes
Meter and Scanning
Review of poetic techniques learned
weeks 2 - 4
Selected poetry; poetry worksheet;reading and identifying poetic
techniques
The Sonnet
Selected poetry; analysis andmarking of the sonnet form
Review & Mid-term
Examination on material read andExampoetic techniques learned weeks 2 6
Dramatic Narrative
Review of mid-term exam materialand Monologue
Reading and analysis of selectednarrative and monologue poetry
Lyrical Poetry
The ballad; poetry worksheet
Reading and identifying poetic
techniques
Lyrics as Poetry
Selected works: analysis andinterpretation
Free and Blank Verse 1 Review of poetic techniques learned
weeks 8 - 11
Selected works: analysis andinterpretation
Interpretation andIntroduction of selected poet andRecital 1
poem; recital or presentation of
poem; peer feedback
Interpretation andIntroduction of selected poet andRecital 2
poem; recital or presentation of
poem; peer feedback(1) Interpretation and
3-5 page term paper on recital
Recital 3
poem plus one other poem by that
(2) Term paper due
same poet【Work to be done outside of class (preparation, etc.)】
Students must read the material, do required research and study
questions for each class.
【Textbooks】
No textbook will be used. The instructor will provide handouts, as wellas access to course reading materials.

— 91 —

発行日：2019/5/1【Prerequisite】
None.

LIT200ZA

Comparative Literature
Gregory Khezrnejat
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 5/Thu.5【Outline and objectives】
An introduction to the fundamental issues of modern comparative
literary studies. Distinct from literary history and literary criticism,comparative literature approaches works primarily as nodes within
multiple overlapping networks of signification.
By comparing aparticular work with other texts across genres, languages, time
periods, forms of media, or other categories, we can arrive at a fuller
understanding of not only the work itself, but also how national canons,
world literature, translation, and adaptation can combine to complicate
the reader’s impressions of a text.
【Goal】
Students will practice critical reading and writing while learning thebasic approaches used in comparative literary studies. Students will
examine the historical development of comparative literature as a field
while utilizing comparative methodology to read and respond to selected
texts.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will be divided roughly evenly between lectures and guided
discussions. Short quizzes will be given to assess comprehension of
weekly readings. Students will also be evaluated through a midterm
examination and final paper.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3
4
5
6
7
8
9
10
11
12
13
14

What is Comparative
Literature? (1)What is Comparative
Literature? (2)Interliterary Theory
Literature andColonialism
World Literature (1)World Literature (2)Review & Midterm
Examination
Themes and Images
Literature andTranslation (1)Literature andTranslation (2)Comparative Literary
History
Interartistic
Comparison
Final Synthesis

Contents
Introduction of course content andselection exam
Basic definitions of the field
Historical development ofcomparative literature
Relationships between national
and world literature
Postcolonialism and world
literature
Development of the concept ofworld literature
The role of world literature today
No reading
Relationships between language
and interpretation
The invisibility of translation
Untranslatable literature
Comparing national canons
Modernity and hypertextuality
Review major themes of the course【Work to be done outside of class (preparation, etc.)】
Students are expected to perform close readings of weekly reading
assignments and prepare to actively engage in class discussions.
【Textbooks】
Readings will be provided as handouts in class.
【References】
Domínguez, César, et al. Introducing Comparative Literature: New
Trends and Applications. Routledge, 2015.
Hutchinson, Ben. Comparative Literature: A Very Short Introduction
Oxford University Press, 2018.
【Grading criteria】
Class contribution (30%), quizzes (20%), midterm examination (25%),
final paper (25%)
【Changes following student comments】
Textbook and reading schedule updated.

— 92 —

発行日：2019/5/1【Grading criteria】
The final grade will be based on class participation and class discussions(40%), presentation (20%), and the project paper (minimum 800 words)(40%).

ART200ZA

Film Theory and Analysis【Changes following student comments】
Theatrically released animation films (anime) can be the subjects ofproject papers as well as live-action films.

Akiko Mizoguchi
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 5/Wed.5【Outline and objectives】
This course introduces students to the terms and theories they need toknow to think and write critically about film. In addition, students will
also learn about important works in the history of cinema.

【Others】
Do not miss the first class as a selection process may occur.
Students are encouraged to refer to the other sections of the textbook
using the copy in the GIS reference room.
【Prerequisite】
None.

【Goal】
1.Students will develop analytical skills in reading cinematic texts.
2.Students will learn key theories, terms, and arguments of film studies.
3.Students will develop writing skills to make an argument.
4.Students will develop discussion skills to exchange ideas with others.
5.Students will become familiar with major directors and works.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes combine lectures, film clips, discussions, analytical exercises,
and student presentations. In addition, students will conduct research
projects. As the history of cinema covers approximately 120 years andinvolves many regions, the list of the films examined in this course
is eclectic. Some examples are as follows: The Battleship Potemkin,
Rear Window, Mishima, Don’t Look Now, Tropical Malady, Citizen Kane,
Sunrise, Rebel Without a Cause, Bonnie and Clyde, The Hidden Fortress,
Xala, The 400 Blows, Ultra Miracle Love Story, Happy Together andAlien.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3

4
5
6
7
8
9
10
11
12
13
14

Film Terms andWriting About Film
Questioning Films

Film Topics 1
Film Topics 2
Film Elements 1
Film Elements 2
How to Research theMoviesApproaches to Writing
About Films 1
Approaches to Writing
About Films 2
Approaches to Writing
About Films 3
Research Workshop 1
Research Workshop 2
Summary

Contents
Course overview
Audience and aims of film criticism
How to take visual notes
Talking back to the movies(Students submit research project
titles)
Themes, narrative
Characters, point of view
Mise-en-scène and realism
Composition and the image
Methods and resources of theresearch on film
History and national cinemas
Genres, auteurs
Formalism and ideology
Student presentations 1
Student presentations 2
Film theory and analysis in the
global context【Work to be done outside of class (preparation, etc.)】
Students will read assigned sections of the textbook before class.
Students will review the assigned sections after class.
Students will prepare their presentations.
Students will write project papers on a film of his/her choice.
【Textbooks】
Corrigan, Timothy. A Short Guide to Writing About Film. Eighth
Edition. NY: Longman, 2011. (The assigned sections will be madeavailable on Hetudes.)【References】
Monaco, James. How to Read a Film: Movies Media and Beyond. Fourth
Edition. NY: Oxford University Press, 2009.
Braudy, Leo and Marshall Cohen. (eds.). Film Theory and Criticism.
Seventh Edition. NY: Oxford University Press, 2009.
Richie, Donald. A Hundred Years of Japanese Film Tokyo: Kodansha
International, 2001.
Miyao, Daisuke (eds.). The Oxford Handbook of Japanese Cinema.
Oxford: Oxford University Press, 2014.
Rich, B.Ruby. New Queer Cinema: The Director’s Cut. Durham: Duke
University Press, 2013.

— 93 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to prepare required materials for class(instructions will be given each week), as well as download anddo assigned readings. Students are also expected to visit at least
one photography exhibition in Tokyo for the presentation assignment(suggestions will be provided). The final project (photo essay) will
require students to make photographs outside of class hours. In
addition, students must maintain a workbook that describes/reflects
upon their creative activities and experiences (examples will be sharedin the first class).

ART200ZA

History of Photography
Shiho Kito
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 2/Wed.2【Outline and objectives】
How old is photography? Can you imagine visually recording your lunch
without a cellphone camera? How can you share a photograph without
Facebook, Instagram or Email? Photography was born out of a desire to
remember someone or something, but to many people, it is still “magic”
that happens inside a black box. This course looks at the history ofphotography to help us re-evaluate how digital images have become an
integral part of daily experiences.
【Goal】
Photography was developed through a process of scientific study andcreative experimentation. This course will give students an insight
into the problems that a large number of photographers overcame tomake images. Knowledge gained of methods and approaches during
the course will also help students better understand the production ofimages today, helping them to become informed consumers/producers.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course uses a practice-based learning approach to guide students
through a chronological history of photographic processes. Each week,
a workshop is conducted that evokes technological and sociologicaldevelopments in the medium. These are supported with periodic
lectures relating to examples of past and contemporary photographers.
Students document class activities using a workbook and create a photoessay that uses one method taught to explore one of three core themes
from the class: time, space, memory. In addition, students visit at least
one photography exhibition in/around Tokyo to help them prepare for avideo presentation. Attendance is recorded weekly using visual media(e.g. photograph).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2

Tracing Shadows3

DIY Cameras

4

Fixing the Shadows5

Photograms

6

Negative / Positive

7

Burning for Desire

89Consumer Cameras
Unique Images

10

Objects of Memory

11

Analogue or Digital

12

First Photo Essay
Review
Presentation Practice13
14Final Photo Essay
Review【References】
Badger, Gerry (2011) The Genius of Photography: How Photography Has
Changed Our Lives, Quadrille.
Barnes, Martin (2010) Shadow Catchers: Camera-less Photography,
V&A.
Batchen, Geoff (1999) Burning with Desire, MIT Press.
Batchen, Geoff (2008) William Henry Fox Talbot, Phaidon.
Batchen, Geoff (2016) Emanations: The Art of the CameralessPhotograph, Prestel Publishing.
Berger, John (1972/2008) Ways of Seeing, Penguin Books.
Hockney, David (2006) Secret Knowledge: Rediscovering the Lost
Techniques of the Old Masters, Thames & Hudson.
Willes Tucker, Anne et al (2003) The History of Japanese Photography,
Yale University Press.
Additional references will be provided by the instructor in class.
【Grading criteria】
Participation: this applies to actively taking part in the weekly
activities, as well as weekly contribution to your workbook (minimumof 2 pages per week). More than 2 unexcused absences will result in
failure of this course.
Presentation: each student must make a short video presentation (3minutes) about a current or recent photography exhibition.
Final Project: each student must produce a personal photo essay (min.
of 6 images) using a method taught in class and explores one of threecore themes: time, space, memory. Further details will be explained in
the first class.
The final grade is based on: Participation 40%, Video Presentation 20%,and Final Project 40%.
【Changes following student comments】
The course has been modified to encourage more practical engagementwith the history of photography.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Early Days

【Textbooks】
No textbook will be used. Handouts and reading materials will be
uploaded on H’etudes or distributed in class.

Contents
Introducing the course andexpectations.
Recording memories visually
without a camera.
Making pinhole cameras / camera
obscura.
Discussing the history ofphotography from a technology
perspective.
Making photograms using sunprint
paper.
Printing positive images fromnegatives.
Discussing the history ofphotography from an art
perspective.
Working with 35mm film processes.
Working with Polaroid / Instax film
processes.
Discussing the cultural history ofphotography.
Exploring similarities anddifferences between analogue anddigital photography.
Assembling and reviewing draft
photo essays.
Students practice making effective
visual presentations.
Final review of photo essays prior
to submission.

【Equipment student needs to prepare】
Students will need a laptop, a camera, a workbook (e.g. blanksketchbook/notebook), and general stationary (e.g. pen, pencil, glue,tape, paperclips). Students will also need access to a printer and know
how to use it. Details of other items required will be given each week.
【Others】
Students are expected to come to class on time, participate and showinterest.
【Prerequisite】
None.

— 94 —

発行日：2019/5/1
Presentation: 30%
Essay: 20%

ART200ZA

Art History【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
USB for presentation

Sarah Allen
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 4/Tue.4【Prerequisite】
None.

【Outline and objectives】
20th-century art history, appreciation and interpretation. Students willlearn to critically analyze various forms of art within their social andhistorical context.
【Goal】
This course will introduce various 20th-century art movements and help
students acquire the theoretical tools necessary to analyze, understandand appreciate art and its context.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will consist of lectures on 20th-century art and class discussion.
Homework readings will provide students with background in thehistory and theory necessary to discuss, analyze and write about art.
Students will also research and make a presentation on a 20th-century
artist, group, or movement of their choice.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Ways of Seeing I

3

Post-Impressionism to
De Stijl

4Ways of Seeing II

5Dada, Surrealism

6

Ways of Seeing III

7

Wartime Propaganda
Art, Abstract
Expressionism
Advertising, Pop Art

8

9Contemporary Art andPopular Culture10

Post-modernism,
Architecture

11

Student Presentations
I
Student Presentations
II
Student Presentations
III
Art spaces and events

12
13
14

Contents
Explanation of course concepts andstudent selection
Discussion of Berger’s ideas inrelation to images presented inclass
History and influences of late
19th-early 20th-century
movements
Discussion of Berger’s ideas inrelation to images presented inclass
History and influences of
20th-century movements
Discussion of Berger’s ideas inrelation to images presented inclass
History and influences of
20th-century movements anddevelopments
History and influences of
20th-century visual culture anddevelopments
History and influences of
20th-century movements anddevelopments
History and influences of
20th-century movements anddevelopments
Presentations about an artist,
work(s), group, or movement
Presentations about an artist,
group, work(s), or movement
Presentations about an artist,
group, work(s), or movement
Art spaces and events of cultural
significance【Work to be done outside of class (preparation, etc.)】
Readings, completing worksheets and other written assignments,
postings on the class website, preparation for group discussion,
exhibition and gallery visit and research.
Preparation for classpresentation and essay.
【Textbooks】
Berger, John. Ways of Seeing. London: Penguin, 2008. ISBN: 9780141035796【References】
Extra readings and materials will be provided by the instructor.
【Grading criteria】
Class participation: 20%
Homework assignments: 30%— 95 —

発行日：2019/5/1

HIS200ZA

History of English Studies in Japan
Mitsutoshi Somura
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 5/Tue.5【Outline and objectives】
The objective of this course is an introduction of English Studies inJapan in a historical context.
【Goal】
This course will introduce (1) why and how the Japanese have learned
English in several historical case studies, and (2) how Japan and theEnglish-speaking world have come to share common values, ideas, andthoughts. (3) While the Japanese forerunners’ attitudes to, purposes,
and methods of English studies are examined, students will rethink ofand have his/her own reasoning and philosophy.

Alan Campbell and David S. Noble (eds) (1993). Japan Illustrated
Encyclopedia. Tokyo: Kodansha.
Sumio Kawakami (ed) (1988). Shiryo Eigaku-shi, v.1. part 1. Eigaku
Kotohajime. (History of English Studies in Japan: A Sourcebook. The
Dawn of English Studies). Tokyo: Taishukan.
Sumio Kawakami (ed) (1998). Shiryo Eigaku-shi, v.1. part 2. Bunmeikaika to Eigaku. (History of English Studies in Japan: A Sourcebook.
Civilization, Enlightenment, and English Studies). Tokyo: Taishukan.
Sumio Kawakami (ed) (1978). Shiryo Eigaku-shi, v.2. Eigo-kyoiku
Ronso-shi (History of English Studies in Japan: A Sourcebook. Historyof Controversy over English Education). Tokyo: Taishukan.
Other materials will be introduced in class.
【Grading criteria】
Evaluation will be based on class participation (30%), a writing
assignment (20%), and exams (50%). More than two unexcused absences
will result in failure of the course.
【Changes following student comments】
Not applicable.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Students will study how and why the Japanese has learned and used
the English language, and measure the extent of the Anglo-American
influence on Japan, since the first full encounter with the Western
civilization in the middle of the nineteenth century. This course
centres on the English language learning and education in this country,
and covers topics such as diplomacy, imperialism, enlightenment,
translation, nationalism, war, literature, globalisation, and so on. At
the same time, it is necessary for students to explore why despite thethorough modernisation and westernisation on the surface Japan has
not lost the identity, and remained independent at the bottom of ourcivilization.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Encounters with
Britain and America
3
The Journal of Iwakura
Embassy
4
The Starting Point ofEnglish Studies inJapan
5Fukuzawa Yukichi

6

Natsume Soseki

7

English Studies andthe WarCourse Review
Mid-term examination

8

9
10
11
12
13

14

English Studies andFilms
The Age of America
and Japan
Pros and Cons of theAnglo-American Way
Controversy overEnglish Education
Globalisation andEnglish as a lingua
francaCourse Review
End-term Examination

Contents
The course guidance
A survey of Japan from the arrival
of Perry to globalisation
Japan in the age of imperialism
and survival of the fittest
From Dejima to Edo: frominterpretation to academia
Western Civilization and theprogressive thought
An archetype of the English
teacher in Japan
Nationalism, English and its
education
Course review,
students’ inquiries, and discussion
written examination
Post-war American society andculture in films
From its hegemony in 1950s toCounterculture
English and the left intellectuals in
Japan
The grammar-translation method
and the communicative method
The age of English and linguistic
imperialism
Students’ inquiries, and discussion
written examination【Work to be done outside of class (preparation, etc.)】
Students will have to read the materials as instructed and prepare forclass.
【Textbooks】
No textbooks will be used. Handouts and reading materials will be
provided by the lecturer.
【References】
Philip Seargeant (2009). The Idea of English in Japan: Ideology and the
Evolution of a Global Language. Bristol: Multilingual Matters.
Jeff Kingston (2011). Contemporary Japan: History, Politics, and Social
Change since the 1980s. Oxford: Wiley-Blackwell.
Louis Frédéric (2002). Japan Encyclopedia. trans. Käthe Roth.
Cambridge Massachusetts: Harvard University Press.

— 96 —

発行日：2019/5/1
14

ADE200ZA

General Topics II: Tokyo Tales-discovering thehidden city
Heide Imai
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 3/Thu.3【Outline and objectives】
This course takes up the challenge of demonstrating what, how andwhy we can learn from ‘ Tokyo’ and will study the hidden aspects of thecity. We will study the past, present and future of the city, discovering,
remembering and re-telling the tales and everyday stories from the Edo
period to the present day.
【Goal】
After the completion of this course, students will be able to:• Understand the general development of the city.
• Develop a greater understanding of analysing, studying andrepresenting the city through different ways and media.
• Consider new directions to understand and re-discover the past,present and future of the city.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Using maps, plans, and photographs, we examine the physicallayers of the city ‒ its landscapes, architecture, infrastructure, andtechnologies. The social and cultural dimensions of urban everyday
life are approached and analysed via written, artistic, and cinematic
representations. During the course we will focus on the following
questions: How has Tokyo grown and transformed over its history? Howare memories and stories featuring Tokyo shaping and changing overtime? In what ways is the remembered past (and the imagined future)present in contemporary Tokyo? The course is taught through lectures,group discussions and presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction andOverview

2

Shitamachi: Yamanote
Low City, High City

3

Walking Tokyo 1

4

Walking Tokyo 2

5Walking Tokyo 3

6Tsukiji: theFishmarket of theWorld
The Light and Soundsof Tokyo
Mid Term Review and
Fieldwork 1

7
8

9

10

Tokyo Underworld:
Gas, Gangster andEverything Under the
GroundThe Tokyo of Haruki
Murakami

11

Tokyo: the PostBubble City

12

Food and Kitchens of
Tokyo

13

Cool Tokyo: Fashion,
Fame and Fusion

Contents
Defining Edo and Tokyo,
introducing the topics andrequirements of the course.
This section will discuss themeaning of both of these terms tounderstand the city.
Discovering the neighbourhoods of
Nihonbashi and Ginza.
Discovering the neighbourhoods of
Ueno and YaNeSen.
(Yanaka/Nezu/Sendagi)
Discovering the neighbourhoods of
Shibuya and Daikanyama.
We will discuss the past, present
and future of the world’s largest
fishmarket.
We will discuss different aspects ofTokyo’s sensual landscape.
This section will review topics 1-7
and allow students to define theirresearch topics throughfieldwork.
This section will discuss different
aspects of Tokyo from ‘ below’.

Final Paper

Presentation and Submission of
Research Papers【Work to be done outside of class (preparation, etc.)】
Students are expected to download and complete weekly readings prior
to the lecture introducing the next theme (see class schedule) so thatthey have a better grasp of the subject matter and can participate inclass discussions. After each lecture/seminar, the instructor will givethe students short assignments, e.g. 3-4 questions to produce a shortessay of 500 words (max).
【Textbooks】
Waley, P. (1992) Fragments of a City: A Tokyo Anthology. Japan Times.
Reading material is available for download prior to classes anddiscussion material will be distributed in class.
【References】
Ashihara, Y. (1989) The Hidden Order, Tokyo, New York, London:
Kodansha International.
Isabel Coixet (2009) DVD - Map of the Sounds of Tokyo
Popham, P. (1985) Tokyo: the City at the End of the World, Tokyo,
Kodansha International.
Seidensticker, E. (1990) Tokyo Rising: The City Since the Great
Earthquake, 1st edition, Knopf.
Seidensticker, E. (1991) Low City, High City: Tokyo from Edo to the
Earthquake: How the Shogun’s Ancient Capital Became a Great Modern
City, 1867-1923, Boston, Harvard University Press.
Waley, P. (1984) Tokyo Now and Then: An Explorer’s Guide. New York,
Weatherhill.
Waley, P. (1991) Tokyo, City of Stories. New York, Weatherhill.
Jinnai, H.(1995) Tokyo: A Spatial Anthropology, University of California
Press.
Atelier Bow Wow (2002) Pet Architecture Guide Book. Tokyo, World
Photo Press.
Boontharm, D. (2013) Tokyo, Bangkok, Singapore: Intensities, Reuse andCreative Milieu , Tokyo: Flick Studio.
【Grading criteria】
Students are expected to participate in class discussions. Participation
requires that students complete the assigned readings (download fromthe weekly reading list). More than 2 unexcused absences will result in
failure of this course.
Fieldwork and Final Research Paper
Each student must write a research paper, min. 2500 words (notincluding references), that will count for 60% of the final course grade.
The paper must deal with a concrete topic and can be based on fieldwork.
The topic of the paper can be decided in agreement with the instructor
during the first month of the course. Students are free to choose theirown topic.
The final grade is based on: Class Participation 10%, Discussion 10%,
Assignments 20%, Research Paper 60%.
【Changes following student comments】
Schedule and case studies updated.
【Prerequisite】
None.

We will discuss how Tokyo isfeatured in different ways incontemporary literature, focusing
on Haruki Murakami.
We will discuss theoretical,
economical and architectural
aspects of the changing cityscape.
This section will discuss different
types of food production andconsumption in Tokyo.
This section will introduce anddiscuss Tokyo as a city of fashion,
media and design.

— 97 —

発行日：2019/5/1

ADE200ZA

13South African andIndian Olympic
Movement and the
Future of the Olympics

14

Final Presentations,
Submissions &Wrap-upGeneral Topics II: Modern Olympics Movement
Heide Imai
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 3/Thu.3【Outline and objectives】
The Tokyo Olympics in 2020 will be a great opportunity for showcasinga modern, sustainable Japan. This course will investigate the historyof the modern Olympic Games and their impact on societies, economies
and different places of the ancient and modern worlds.
【Goal】
After the completion of this course, students will be able to:• Understand the basic concepts of the ancient and modern Olympic
movement.
• Focus on different references to evaluate, judge and measure therecent movement and the term ‘Olympism’.
• Develop a greater understanding of the field and will be able to write
critically about the movement and its future.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course will study the origins and phenomenal growth of the modern
international Olympic Games. From the turn of the last century the
Olympic Games have captured the imagination of an increasing numberof people throughout the world as a result of the growth of mass media
in the 20th century. In the first International Olympics, held in Athensin 1897, 241 athletes from 14 nations competed, while at the 2004
games over 10,500 athletes from nearly 200 countries competed. Besides
the audience and participants, the Olympic Games have grown in thebreadth and variety of competitions to include many sports eventsand forms of tourism. The course is taught through lectures, group
discussions and presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction: Ancient
Olympics

2

3

4
5

6

7

8

9

10

11

12

Contents
This section will introduce thegeneral topics starting with theancient Olympic Movement.
Athens 1896/1906/2004 We will discus the Olympics in the
19th/20th and 21st century in thishistorical city.
Olympics in between
How have Olympics developedWars
between the different wars,
including at the beginning of theCold War?
Paris 1900/1924 andWe will discuss and compare theBerlin 1916/1936
Olympics in these European Cities.
Olympics andThis section will discuss the
Networks of Powerinfluence of politics, power andterrorism.
Mexico 1968, Munich
What were/will be the aspects
1972 and Sotchi 2014
which made these events a part ofour recent global history?
Midterm Review andThis section will review topics 1-6
Presentations
and prepare students for the
take-home exam.
Olympic Urbanization: We will discuss the urban
London 1908/1944 and development of the city which held
2012
the Olympics 3 times.
Pacific Olympic
In this lecture we discuss the
Movement: Sydney
meaning and development of the2000 and Beijing 2008 Asian Olympic Movement, incl.
Australia, China and India.
Latin American
We will discuss the development of’Olympic Explosion’ in the Olympic Movement with athe 1920s and Now special focus on the 2016 Summer
Rio de Janeiro 2014
Olympics.
and 2016
Japanese Olympic
This section will discuss the
Movement: Winter and modern Japanese Olympic
Summer Games
movement with its specificproblems and opportunities.
Tokyo 1940/1964/2020
How will Tokyo present itself in2020 based on the experience of1940 and 1964?

This section will discuss the South
African and Indian Olympic
movement, asking if and when will
an Olympic event be held in thispart of the world.
Students will present, discuss andsubmit their take-home exam.

【Work to be done outside of class (preparation, etc.)】
Students are expected to download and complete weekly readings, prior
to the lecture, introducing the next theme (see class schedule) so thatthey have a better grasp of the subject matter and can participate inclass discussions. After each lecture/seminar, the instructor will givethe students short assignments, e.g. 3-4 questions to produce a shortessay of 500 words (max).
【Textbooks】
John E. Findling and Kimberly Pelle (2004) Encyclopedia of the Modern
Olympic Movement, Greenwood.
Reading material is available for download prior to classes anddiscussion material will be distributed in class.
【References】
U. S. Olympic Committee (2001) Olympism: A Basic Guide to theHistory, Ideals, and Sports of the Olympic Movement (Olympic Guides),Gareth Stevens Publishing.
Christopher Sans (2011) Olympic Torch: A History of the Olympic
Movement from the Ancient Games to Today, Webster’s Digital Services.
Sandra Collins (2008) The 1940 Tokyo Games: The Missing Olympics:
Japan, the Asian Olympics and the Olympic Movement, London:
Routledge.
【Grading criteria】
Students are expected to participate in class discussions. Participation
requires that students complete the assigned readings (download fromthe weekly reading list). More than 2 unexcused absences will result in
failure of this course.
Final Take-home Exam
The course runs for 14 weeks. After six weeks, there will be a review of
the topics covered to that date. Students can ask and simulate specificquestions related to the final take-home exam. In week 13 the takehome exam is distributed, which has to be submitted in week 14.
The final grade is based on: Class Participation 10%, Discussion 10%,
Assignments 20%, Final Take-home-exam 60%.
【Changes following student comments】
Schedule and case studies updated.
【Prerequisite】
None.

— 98 —

発行日：2019/5/1
Martinez, D.P. (ed.). The Worlds of Japanese Popular Culture: Gender,
Shifting Boundaries and Global Cultures. Cambridge: Cambridge
University Press, 1998.
Craig, Timothy J. (ed.). Japan Pop!: Inside the World of Japanese
Popular Culture. NY: M.E. Sharp, 2000.

ART200ZA

Japanese Popular Culture
Akiko Mizoguchi
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 4/Wed.4【Outline and objectives】
Popular culture pervades our everyday experiences. Drawing on visualand cultural studies, we will look at the historical and theoretical studyof visual culture as described in a book written for North American
university students in the first few weeks. Then, we will look at the
research involving specific examples of Japanese popular culture.

【Grading criteria】
The final grade will be determined by evaluation in the following areas:(1) Contribution to class discussion (40%), (2) Presentation of the final
paper project (20%), (3) Final paper (minimum 800 words) (40%).
【Changes following student comments】
I have streamlined the theoretical contents.
【Others】
Do not miss the first class as a selection process may occur.
【Prerequisite】
None.

【Goal】
Students will learn to critically engage with, analyze and address
various modes of Japanese popular culture in the global context.
Students will become familiar with theories of visual and cultural
studies.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will combine lectures, discussions, and student presentations.
In addition to reading critical and theoretical texts, students are
expected to experience, or refer back to their past experiences with,
cultural objects and practices in question, and analyze them in a global
context in their final papers. Students will also conduct research for the
final paper.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Theories 1

3
4

Theories 2
Theories 3

5Theories 4

6Topics in Japanese
Popular Culture 1
Topics in Japanese
Popular Culture 2

7

8

12

Topics in Japanese
Popular Culture 3
Topics in Japanese
Popular Culture 4
Topics in Japanese
Popular Culture 5
Topics in Japanese
Popular Culture 6
Research Workshop 1

13

Research Workshop 2

14

Summary

9
10
11

Contents
Defining visual and cultural
studies
Image and ideology, how wenegotiate the meaning of images
Reception and the audience
Appropriation and cultural
production, gender and the gaze
Producer’s intended meanings,
reflexivity and postmodern identity
The Imperial Family and the media
in postwar JapanSports as popular culture Students
hand in the topics of their final
research projects
Takarazuka and kabuki“Shôjo” in popular culture
Anime fandom in the global context
Japanese fashion (designer fashionand street fashion)
Student presentations of final
paper projects. Feedbacks 1Student presentations of final
paper projects. Feedbacks 2
Revisiting basic theories of visualand cultural studies in relation to
Japanese popular culture【Work to be done outside of class (preparation, etc.)】
Students are required to complete reading assignments so that they are
ready for class discussions. Students will be asked to speak about the
weekly articles at least once during the semester.
Also, students will conduct research, write, and make class presentations.
【Textbooks】
Sturken, Marita and Lisa Cartwright.
Practices of looking: anintroduction to visual culture, 2nd ed. NY: Oxford University Press,
2009.
【References】
Tobin, Joseph J. ed., Re-Made in Japan: Everyday Life and Consumer
Taste in a Changing Society. New Haven and London: Yale University
Press, 1992.
Richie, Donald. The Image Factory: Fads & Fashions in Japan. London:
Reaktion Books, 2003.

— 99 —

発行日：2019/5/1

ART200ZA

Art and Design
Aquiles Hadjis
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 4/Thu.4【Outline and objectives】
Throughout history, design has been a way of making technology more
effective and accesible, and art has driven our ideas of beauty andhelped us imagine the unknown. But are they really separate today?
Have they ever been? This course introduces students to the link
between art and design as fields, and invites them to play in the space
between with projects that approach both disciplines.
【Goal】In this course, the participants will examine how art has been
assimilated (and influenced) by crafts and design across history. At thesame time, students will use what they learn about design and art toexamine their immediate environments, and articulate the importanceof aesthetics and engineering in fashion, product design and visual
culture.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】In addition to attending lectures about design and art, the students will
document outstanding elements in their immediate environments, andask themselves about their past, present and future shapes. As the firsthalf of the course concludes, the students are expected to choose a motif(in either art and design) and develop a project tracing its history, its
fabrication methods, its social significance and the shapes it might takein the future. The presentation of the project can take the shape of azine, an artist’s book or a video presentation. The students will be asked
to keep a scrapbook collecting the results of in-class activities and theirpersonal research.

3
4

5
6

7

8

9

10
11

12

13
14

【References】
Castleman, Riva (2002)
A Century of Artists’ Books, Museum ofModern Art, New York.
Ceschel, Bruno (2015)
Self Publish, Be Happy: A DIY Photobook
Manual and Manifesto, Aperture.
Drucker, Johanna (2004)
The Century of Artists’ Books, Granary.
Izumi, Shinya (1991) Japanese Package Design, Taschen
Koolhas, Rem (1978) Delirious New York: A Retroactive Manifesto for
Manhattan, The Monacelli Press
Meggs, Phillip (2011) History of Graphic Design, Wiley
Triggs, Teal (2010)
Fanzines, Thames and Hudson.

Additional references will be provided by the instructor in class.
【Grading criteria】
Participation: this applies to class-activities, assigned readings,
collecting visual material, exhibition and regular contribution to yourworkbook (minimum of 2 pages per week). More than 2 unexcusedabsences will result in failure of this course.

Final Project: each student must produce a visual book (artist book/zine)
with a minimum of 16 pages, or a 5-minute video presentation arounda theme of their choice connected to something in their everyday
environment. Students are free to choose their subject but must discuss
this in class during the first half of the semester.

【Changes following student comments】
Not applicable.

【Fieldwork in class】
あり / Yes

2【Textbooks】
No textbook will be used. The instructor will provide handouts, as wellas access to reading materials.

The final grade is based on: Participation 60%, Final Project 40%【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Survival &Transcendence【Work to be done outside of class (preparation, etc.)】
Students are expected to prepare required materials for class(instructions will be given each week), as well as download and do
assigned readings. In addition, students must maintain a workbook
that keeps track of class activities and their documentation of theirsurroundings. The course will also require a number of hours spentoutside of class in order to collect information about the theme or object
students have chosen for their final project.

Contents
Introducing the course andexpectations. An overview of design
and art together and apart.
Luxury & Economy
How different civilizations have
handled resources to survive andapproach leisure and the sublime.
Enforcement &Warfare and ideology amplified byDissemination
technology.
Birth of the Author
The transition between anonymousand communal creation towards
the idea of individual authorship.
Handmade Vs.
Mechanical reproduction and its
Machine Maderelationship to craft culture.
Utilitarian Vs.
Understanding the role of objects
Purposelesswithin society in connection with
their functionality and appearance.
First Review
Sharing and discussion of student’s
scrapbooks. Examining examplesof the form they may take later.
Mass Media &A connected world where
Consumer Culture
consumption is self-expression. The
acceleration of global culture.
Trendsetting
The narratives behind cultural
trends and the subcultures theygive birth to.
High-brow & Low-brow The dialogue between popular
culture and the elite.
New Media
Discussing recently developed art
forms and the technology that gavebirth to them.
Living in the Future
Contextualizing recent
developments in IT andengineering and how they change
art and design.
Final Review
Refining students’ projects as thecourse ends.
Final Presentation
Participants present their final
projects.

【Equipment student needs to prepare】
Students will need a laptop, a camera, a workbook (e.g. blanksketchbook/notebook), and general stationary (e.g. pen, pencil, glue,tape, paperclips). Students will also need access to a printer and know
how to use it. Details of other items required be given each week.
【Others】
Considering yourself to be creative, or having an interest in art are notrequired for this course. However, students are expected to come to classon time, participate and engage with the activities in a committed way.
【Prerequisite】
None.

— 100 —

発行日：2019/5/1【Prerequisite】
None.

LIT200ZA

American Literature
Gregory Khezrnejat
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 3/Thu.3【Outline and objectives】
The melting pot was a popular metaphor for a fusion of races, cultures,and languages in the United States before falling out of favor in recent
decades, but the term is rooted in a historical context stretching fromthe revolutionary period to the modern day. In this course, we will follow
the development of the melting pot image and examine how it reflects
a shifting discourse on race, assimilation, and identity in American
literature. We will also consider its applications and limitations throughcontemporary fiction and criticism.
【Goal】
Students will practice reading and writing critically while exploring
the development of melting pot discourse in American literature.
Students will also cultivate an understanding of key themes of American
literature related to race, identity, and transnational experience.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will be divided roughly evenly between lectures and guided
discussions. Short quizzes will be given to assess comprehension of
weekly readings. Students will write an in-class midterm response
paper and submit a final paper.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3

4
5
6
7
8
9
10
11
12
13
14

Origins of the Melting
Pot Metaphor
Transcendentalist
Utopias and theMelting Pot
Language and the New
Man
Immigration and the
Pre-War Melting Pot
Race and the Pre-War
Melting Pot
Criticism of theMelting Pot
Review & Midterm
Examination
Authenticity andAppropriation
Immigration andModern Day Empire
Crises of Cultural
Identity
Language of theMelting Pot
Storytelling andAuthenticity
Final Synthesis

Contents
Introduction of course content andselection examde Crevecouer, Letters from an
American Farmer
Emerson, Essays: First SeriesPoe, The Domain of Arnheim
Whitman, Leaves of Grass
Zangwill, The Melting Pot
Zangwill, The Melting Pot
Bourne, Trans-National America
No reading
Walker, Everyday Use
Hamid, The Reluctant
Fundamentalist
Hamid, The Reluctant
Fundamentalist
Kingston, The Woman Warrior
Kingston, The Woman Warrior
Review major themes of the course【Work to be done outside of class (preparation, etc.)】
Students are expected to perform close readings of weekly reading
assignments and prepare to actively engage in class discussions.
【Textbooks】
Hamid, Mohsin. The Reluctant Fundamentalist. Mariner, 2007.
Additional readings will be provided in class as handouts.
【References】
de Crèvecoeur, J. Hecor St. John. Letters from an American Farmer andSketches of Eighteenth-Century America. Penguin, 1981.
Kingston, Maxine Hong. The Woman Warrior. Picador, 2015.
Whitman, Walt. Leaves of Grass. Dover, 2013.
【Grading criteria】
Class contribution (30%), quizzes (20%), midterm exam (25%), final
response paper (25%)
【Changes following student comments】
Selected readings have been updated.

— 101 —

発行日：2019/5/1

LIT200ZA

Topics in Japanese Literature: History of Japanese
Literature in Translation
Gregory Khezrnejat
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 3/Mon.3【Outline and objectives】
This course examines the social, political, and cultural forces that shape
the canon of Japanese literature available in English translation. In
particular, we will focus on translations published in the United Statesin the postwar period. How did publishers determine which authors to
introduce to an American audience, and how did those choices influence
our image of Japanese literature in Japan, the US, and globally?
【Goal】
Students will think critically about the discourses of translation,
publication, and world literature. Students will also develop criticalreading and writing skills through class assignments.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will consist of lectures followed by group discussions. Quizzes
will be used to check reading comprehension, and students will complete
two papers for midterm and final evaluations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Genji in Translation

3

13

The Postwar
Translation Project
Osaragi Jiro andPostwar Narratives inTranslation
Traditional Aesthetics
in Translation
Tanizaki andOrientalism
Visions of Japan in the
Postwar US
Review & Midterm
Examination
Reconsidering the"Return to Japan"
Orientalism and
Self-Orientalism
O-Hisa and JapaneseFemininity in the US
Kawabata Yasunari
and the Nobel Prize
Contemporary Trends

14

Final Synthesis

4

5
6
7
8
9
10
11
12

Contents
Introduction to the course andselection exam
A comparison of translations of The
Tale of Genji
Knopf and the Japanese literature
publication project
Osaragi, Homecoming

Tanizaki, In Praise of Shadows
Tanizaki, In Praise of Shadows
Loti, Madame Chrysantheme
No reading
Tanizaki, Some Prefer Nettles
Tanizaki, Some Prefer Nettles
Tanizaki, Some Prefer Nettles
Kawabata, Japan, the Beautiful,and Myself
Murakami Haruki and othercontemporary authors intranslation
A review of the major themes of thecourse【Work to be done outside of class (preparation, etc.)】
Students are expected to perform close readings of assigned texts andshould be ready to engage in discussion each week.
【Textbooks】
Tanizaki, Junichiro. In Praise of Shadows. Vintage, 2001.
Tanizaki, Junichiro. Some Prefer Nettles. Vintage, 2001.
Other readings will be provided as handouts in class.
【References】
References will be announced in class.
【Grading criteria】
Class contribution (30%), reading quizzes (20%), in-class midterm paper(25%), final paper (25%)
【Changes following student comments】
Not applicable.
【Prerequisite】
None.

— 102 —

発行日：2019/5/1【Textbooks】
Schechner, Richard. Performance Studies: An Introduction. 3rd ed.,Routledge, 2013.

LIT200ZA

Performance Studies【References】
Bial, Henry. The Performance Studies Reader. 3rd ed., Routledge, 2013.

Stevie Suan
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 3/Thu.3【Outline and objectives】
This class will explore performance studies, an interdisciplinary field
which uses various conceptions of performance to analyze the world
around us. To perform can mean many things: to execute (to perform
an action), to bring about (to perform a ritual: “I hereby pronounce
the official beginning of the Olympics”), to judge (“how well did she
perform at the Olympics?”). This includes performance in the traditional
sense, such as in the theater, but also in everyday life, in our societiesand daily practices of living, how we think about ourselves and ourrelationship to society: how are we performing when we use SNS or
when we change our behavior with friends or family? How can thinking
about the world as a series of performances allow us to analyze the news,
public elections, gender, branding, and technology. Throughout the classwe will be using Richard Schechner’s textbook, developed to introduce
Performance Studies, to guide the course. We will look at an overview
of the major approaches used in the field, examine their theories, andexplore how they can reveal important insights about our world.

【Grading criteria】
Participation 20%
Presentation 40%
Final paper 40%【Changes following student comments】
Not applicable.
【Prerequisite】
None.
【】

【Goal】In addition to teaching the students about the fundamentals toperformance studies, this class aims to develop critical thinking andanalytical skills. Throughout the semester students will: 1) learn
various methodologies and theories about performance; 2) explore how
to apply these concepts to other subject matter beyond the theater; 3) tolearn how to articulate what, where, how, and why we are performing; 4)learn how to conduct analyses on various topics by applying the concepts
from performance studies.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will be lecture-based, with visual material such as video clips.
Students will be asked to have group discussions on certain themes.
Students will be asked to have group discussions on certain themes.
Each week students will be assigned a section from Schechner’s book.
This reading will be important background information and/or will bedirectly addressed as the topic of the lecture and discussion. Lectures
will explain in detail and through examples the topic for that class.
Discussions based off of the lecture will be facilitated by questions fromthe instructor to help the students explore and develop their critical andanalytical skills for that topic. At the end of the semester, students will
be expected to do a short presentation on an assigned topic, and submit
a final report on the topic of the presentation. Students will be assessedon their understanding of the lectures and readings as reflected in theirpresentation and paper.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
What is Performance? I
3
What is Performance?
II
4
Ritual I
5
Ritual II
6
Play I
7
Play II

8
910

Performativity I
Performativity II
Performing I

11
12

Performing II
Intercultural
Performances
Student Presentations
I
Student Presentations
II

13
14

Contents
What is performance studies?
Performance beyond theater
Ways of examining performances
Types of rituals
Rituals in modern society
Do we only play games?
Philosophies of play; explanation of
paper and presentation
Language and action
Gender as performative
Types of acting and theirimplications
Stages in everyday life
Performance on the global stage
Student presentations
Student presentations; final paper
submission【Work to be done outside of class (preparation, etc.)】
Students should complete the assigned readings before each class andstudy the notes they take in class.

— 103 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Reading the textbook, doing exercises, coming up with examples.

LIN200ZA

English Grammar Extended【Textbooks】
Rodney Huddleston and Geoffrey K Pullum, A Student’s Introduction
to English Grammar (Cambridge: Cambridge University Press, 2005).
ISBN 0-521-61288-8. (Students will have already used this in the 100level course English Grammar: The Basics.)

Peter Evans
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 4/Tue.4【Outline and objectives】
Essentials of the grammar of the English language, part 2.
【Goal】
The ability to understand how sentences of English work.
And why would you want this ability? Not only in order to be able toteach English more effectively, but also in order to understand how thewords of English go where they go, and thereby to sensitize yourself
to what distinguishes good written style from bad (and thus to write
better).
Furthermore, your improved metalinguistic knowledge is likely to be ofsome help in the acquisition of other languages, not only English.
As for “employability skills”, the authors of the textbook describe (onp.vii) several applications, including the following two:(i) “In many professions (the law being a particularly clear example) it
is a vital part of the content of the work to be able to say with confidence
what meanings a particular sentence or paragraph will or won’t support
under standard conceptions of English grammar.”(ii) “Industrial research and development areas like information
retrieval, search engines, document summary, text databases, lexicography, speech analysis and synthesis, dialogue design, and word
processing technology increasingly regard a good knowledge of basic
linguistics, especially English grammar, as a prerequisite.”【References】
Rodney Huddleston and Geoffrey K Pullum, The Cambridge Grammarof the English Language (Cambridge: Cambridge University Press,
2002). (Do not use any grammar book intended for, or often used by,language learners or high-school students.)【Grading criteria】
Evaluation will be based on two examinations (50% + 50%). Both willbe “open book”, and will test real understanding and ability to analyze(as opposed to mere memorization).
【Changes following student comments】
A further reduction in the quantity of what’s shown on screen during
the class, a further increase in the quantity of annotations that canbe examined outside the class; in particular, a reworking of thepresentation of non-finite clauses.
【Others】
Each class slideshow will be openly available on the web.
slideshows are usable on computers, tablets, and most phones.

【Prerequisite】
Normally, English Grammar: The Basics. Other students may beallowed in at the instructor’s discretion (but will then have to work
particularly hard in order to catch up).

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Before each class, everyone has to read and digest ten or so pages of the
textbook and do related exercises. We’ll discuss that part of the book,and the exercises, in the class. You are very welcome to come up withapparent counterexamples and so forth.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3

4

5
6

7
8

9

10

11

12
13
14

The

Contents
A warm-up after a break of months
or longer since the end of English
Grammar: The Basics.
Preposition Phrases (i) Prepositions, as traditionally andmore recently understood
Preposition Phrases (ii) Grammaticized uses of
prepositions; preposition stranding;
structure of preposition phrases
Preposition Phrases
Preposition phrase complements;(iii)
prepositional idioms andfossilization
Negation and Polarity
Subclausal and clausal negation;
polarity items; scope of negation
Clause Types (i)Asking, exclaiming, directing:speech acts; interrogatives andquestions
Clause Types (ii)
Exclamatives; imperatives anddirectives
Quick Revision;
Q&A; assessing the degree to
Mid-term Examination which students have understood
the first half of the course
Subordination andSubordinate content clauses:
Content Clauses
declarative, interrogative andexclamative
Relative Clauses
Relative clauses as noun modifiers;
integrated versus supplementary
relative clauses; fused relatives
Grade and Comparison Comparative and superlative;
more, most, less and least; different
kinds of comparisons; comparative
clausesNon-finite Clauses (i)Four kinds of non-finite clauses;
forms of non-finite clauses
Non-finite Clauses (ii)
Functions of non-finite clauses; thecatenative construction
Quick Revision; Final
Q&A; assessing the degree to
Examination
which students have understoodthe second half of the course— 104 —

発行日：2019/5/1

LIN200ZA

The Words of English
Peter Evans
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 1/Tue.1【Outline and objectives】
A better understanding of the words of English: primarily their use
within the English of today, but also a little about their origins.
【Goal】
The course deals with phonology, lexicology, morphology, lexical
semantics and lexical acquisition; as all of these are areas withinlinguistics, the ultimate purpose of this course is that of linguistics: tohelp give you some insight toward the aim of understanding how thehuman mind works.
(It’s likely that the course will extend your vocabulary, but this is true
for almost any university course. “Learning more English words” is nota major goal of this course.)
As for “employability skills”, you’ll get practice in reading comprehension, gathering information and developing hypotheses; and you’ll also
get a heightened and informed sensitivity to language (a “metalinguisticknowledge”) that should help you in careers as diverse as law andcopywriting.
And perhaps you will enjoy language more as well.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】A mixture of simple lectures (with responses from students), and wordrelated exercises. Active participation is highly encouraged.

【References】
Harley, Heidi. English Words: A Linguistic Introduction. Malden, MA:
Blackwell, 2006. ISBN 978-0-631-23032-8.
The course is loosely based on this book, although the material in somechapters is dealt with in more depth than is that in others. Whether you
want to (i) check that you really did understand something correctly, (ii)read up on something that you realize you didn’t understand, or (iii) geta fuller understanding of something you already think you understand,this book should be your first destination.
Other references are as recommended in Harley’s book; also:
Dixon, R. M. W. Making New Words: Morphological Derivation in
English. Oxford: Oxford University Press, 2014.
Google Books Ngram Viewer https://books.google.com/ngrams
Oxford English Dictionary http://www.oed.com (Access via the Hosei
LAN is free of charge.)【Grading criteria】
Evaluation will be based on two examinations (50% + 50%). Bothexaminations will be “open book”, and will test real understanding andability to analyze (as opposed to mere memorization).
【Changes following student comments】
Course materials further revised for clarity, interest, and ease ofunderstanding.
【Equipment student needs to prepare】
Students aren’t obliged to bring a computer, tablet, or smartphone. But
their use in class is welcome at particular times and for particular classpurposes (which of course don’t include websurfing, emailing, tweeting,etc).
【Others】
Each class slideshow will be openly available on the web.
slideshows are usable on computers, tablets, and most phones.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Words: An Introduction
2
The Phonology ofEnglish3
Phonological Words

4

5

6

7

8
9
10
11
12
13
14

Contents
Words, listemes and idioms
Spelling and pronunciation; theInternational Phonetic Alphabet
Phonotactics; the syllable; parsing
the speech stream
Word Origins
Affixation, compounding, andminor morphological processes;
widening, narrowing, and othersemantic change; conversion
Prefixes and Suffixes
Compositionality; function vscontent; the free vs the bound; rootsvs stems; inflection vs derivation;
affixal syntax and phonology;
allomorphy; productivity
Quick Revision;
Q&A; assessing the level ofMidterm Examination understanding of the first half ofthe course
Morphological Oddities Multiple morphemes for the samejob; root alterations; remnantsfrom the past; stress shifting; lossof irregular forms
Lexical Semantics (i)Entailment; meanings of function
words; meanings of content words
Lexical Semantics (ii)
Meaning and grammar; argument
structureChild Word Acquisition Factors in deciding what a word(i)refers toChild Word Acquisition Syntactic frames and semantic(ii)
roles; influence of function words
The History of English The historical sources of the words
Vocabularyof English
The History of English Sound change (and spelling stasis)
Phonology
Quick Revision; Final
Q&A; assessing the level of
Examination
understanding of the second half ofthe course【Work to be done outside of class (preparation, etc.)】
After each class, reading and carefully digesting the relevant pages of
Heidi Harley’s book English Words (see below) is strongly recommended.
【Textbooks】
Students are not obliged either to buy any book or to bring any book toclass every week. (But see below.)— 105 —

The

発行日：2019/5/1

LIN200ZA

9

Language Attitudes

10

Bilingualism andMultilingualism

11

Diglossia
Minority Languages
Standard andNon-standard English
Elaborated andRestricted codes
Pidgin and Creole

Sociolinguistics
Yutai Watanabe
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 3/Fri.3【Outline and objectives】
This course provides students with a basic knowledge of sociolinguistics,
the study of language in relation to society. The first part of the course isconcerned with how individual language use is correlated with a variety
of social variables, such as gender, age, class and ethnicity, by outlining
a number of previous studies conducted in the English-speaking world.
Particular reference is made to the pioneering works of William Labov,one of the founding figures of quantitative sociolinguistics.
Later lectures focus on how and where a language, dialect or
accent is socially placed and ranked within a community, including
multi-lingual/dialectal countries such as Singapore. Students who
are or are becoming bilingual will find the discussion on bilingualism
especially interesting when they learn that its implications not merely
vary from one society to another, but have been significantly changing
recently. Another major topic is language attitudes. While the attitudes
are based on socio-psychological considerations, rather than on purely
linguistic grounds, they often influence a listener’s impression of aperson speaking a particular language or with a particular accent.
【Goal】
By the end of the course, students will:(1) understand key terminology, concepts and theories in sociolinguistics,(2) have an awareness of ongoing language changes in society, and(3) become familiar with interpreting quantitative/qualitative data forsociolinguistic analysis.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is a combination of lectures and discussions about
pre-assigned topics. The lectures are delivered using PowerPoint
slides and Internet sources. Students have to address review andapplication questions given in advance. Attendance at the first classis mandatory.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Overview
Linguistics andSociolinguistics

2

3
4

Languages andDialects
Regional and Social
Variations
William Labov’s
Studies (Part 1)
William Labov’s
Studies (Part 2)

5

Language and Gender

6

Language andEthnicity

7

Mid-semester
Examination
Language and Social
Class

8

Linguistic Featuresand Indexicality

Contents(1) Outlining the course content
and instructional methodologies(2) Definitions of linguistics andsociolinguistics(1) How many languages are there
in the world?
(2) Languages and dialects(3) Regional and social variations
The social stratification of the
non-prevocalic /-r/ in NYC(1) The social stratification of -ing
in Norwich, UK(2) Centralized diphthongs in
Martha’s Vineyard(1) Genderlect(2) Sexism and PC(3) Gender and attitudes(1) AAE(2) Ethnic markers in utterances(3) Australian accents and ethnic
groups in Sydney(4) Features of Maori English(1) Mid-semester exam
(2) Three Australian accents(3) Three New Zealand accents(4) H-dropping in Bradford andNorwich(1) Indicators, markers andstereotypes(2) Indexicality(3) Enregisterment

12

13
14

World Englishes
Summary and Final
Examination(1) Language attitudes(2) Preston’s (1989) study(3) New Zealanders’ attitudes
towards a variety of accents(4) Rubin’s (1992) study(5) Approaches to language
attitudes(1) Bilingualism andmultilingualism(2) Types of bilinguals(3) Singapore: A multilingual
country(4) Code-switching and code-mixing(1) H and L varieties(2) Minority languages in Japan(1) The standard variety of alanguage(2) Non-standard English(3) Elaborated and restricted codes(1) Pidgin and creole English(2) Pidgin Japanese(1) The three circles of English(2) English proficiency(3) Hierarchy of English(es)(4) Review(5) Final exam

【Work to be done outside of class (preparation, etc.)】
Students are required to read the handouts beforehand so that they
can actively participate in discussions. They may also need to consult
chapter references or search for relevant online materials to answer
pre-assigned questions satisfactorily.
【Textbooks】
No textbooks are used. All handouts are posted on the course website
while additional materials will be provided in the classroom.
【References】
Detailed references and suggestions for further reading are listed oneach chapter handout. The following books will be helpful as a general
introduction.
Trudgill, P. (2003). A glossary of sociolinguistics. Oxford: Oxford
University Press.
Wardhaugh, R., & Fuller, J. M. (2015).
An introduction tosociolinguistics (7th ed.). Chichester: Wiley Blackwell.
【Grading criteria】
Evaluation will be based on in-class quizzes and take-home tasks (20%),
a mid-semester exam (40%) and a final exam (40%). More than two
unexcused absences will result in failure of the course.
【Changes following student comments】
The pre-assigned questions have been updated to invite lively
discussion.
【Equipment student needs to prepare】
The handouts are downloadable in PDF format.
【Others】
It is recommended that students have completed 100-level linguistics
courses with good grades. The class in the fall semester is cross-listedwith the Global Open Program. Non-GIS students may join if they
demonstrate solid background in linguistics and meet the minimum
English proficiency requirement: TOEFL iBT® 80 or IELTS 6.0.
【Prerequisite】
No prerequisite is required.

— 106 —

発行日：2019/5/1

LIN200ZA

9

Language Attitudes

10

Bilingualism andMultilingualism

11

Diglossia
Minority Languages
Standard andNon-standard English
Elaborated andRestricted codes
Pidgin and Creole

Sociolinguistics
Yutai Watanabe
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 3/Fri.3【Outline and objectives】
This course provides students with a basic knowledge of sociolinguistics,
the study of language in relation to society. The first part of the course isconcerned with how individual language use is correlated with a variety
of social variables, such as gender, age, class and ethnicity, by outlining
a number of previous studies conducted in the English-speaking world.
Particular reference is made to the pioneering works of William Labov,one of the founding figures of quantitative sociolinguistics.
Later lectures focus on how and where a language, dialect or
accent is socially placed and ranked within a community, including
multi-lingual/dialectal countries such as Singapore. Students who
are or are becoming bilingual will find the discussion on bilingualism
especially interesting when they learn that its implications not merely
vary from one society to another, but have been significantly changing
recently. Another major topic is language attitudes. While the attitudes
are based on socio-psychological considerations, rather than on purely
linguistic grounds, they often influence a listener’s impression of aperson speaking a particular language or with a particular accent.
【Goal】
By the end of the course, students will:(1) understand key terminology, concepts and theories in sociolinguistics,(2) have an awareness of ongoing language changes in society, and(3) become familiar with interpreting quantitative/qualitative data forsociolinguistic analysis.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is a combination of lectures and discussions about
pre-assigned topics. The lectures are delivered using PowerPoint
slides and Internet sources. Students have to address review andapplication questions given in advance. Attendance at the first classis mandatory.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2

3
4

Languages andDialects
Regional and Social
Variations
William Labov’s
Studies (Part 1)
William Labov’s
Studies (Part 2)

5

Language and Gender

6

Language andEthnicity

7

Mid-semester
Examination
Language and Social
Class

8

Linguistic Featuresand Indexicality

13
14

World Englishes
Summary and Final
Examination【Work to be done outside of class (preparation, etc.)】
Students are required to read the handouts beforehand so that they
can actively participate in discussions. They may also need to consult
chapter references or search for relevant online materials to answer
pre-assigned questions satisfactorily.
【Textbooks】
No textbooks are used. All handouts are posted on the course website
while additional materials will be provided in the classroom.
【References】
Detailed references and suggestions for further reading are listed oneach chapter handout. The following books will be helpful as a general
introduction.
Trudgill, P. (2003). A glossary of sociolinguistics. Oxford: Oxford
University Press.
Wardhaugh, R., & Fuller, J. M. (2015).
An introduction tosociolinguistics (7th ed.). Chichester: Wiley Blackwell.
【Grading criteria】
Evaluation will be based on in-class quizzes and take-home tasks (20%),
a mid-semester exam (40%) and a final exam (40%). More than two
unexcused absences will result in failure of the course.
【Changes following student comments】
The pre-assigned questions have been updated to invite lively
discussion.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Overview
Linguistics andSociolinguistics

12(1) Language attitudes(2) Preston’s (1989) study(3) New Zealanders’ attitudes
towards a variety of accents(4) Rubin’s (1992) study(5) Approaches to language
attitudes(1) Bilingualism andmultilingualism(2) Types of bilinguals(3) Singapore: A multilingual
country(4) Code-switching and code-mixing(1) H and L varieties(2) Minority languages in Japan(1) The standard variety of alanguage(2) Non-standard English(3) Elaborated and restricted codes(1) Pidgin and creole English(2) Pidgin Japanese(1) The three circles of English(2) English proficiency(3) Hierarchy of English(es)(4) Review(5) Final exam

Contents(1) Outlining the course content
and instructional methodologies(2) Definitions of linguistics andsociolinguistics(1) How many languages are there
in the world?
(2) Languages and dialects(3) Regional and social variations
The social stratification of the
non-prevocalic /-r/ in NYC(1) The social stratification of -ing
in Norwich, UK(2) Centralized diphthongs in
Martha’s Vineyard(1) Genderlect(2) Sexism and PC(3) Gender and attitudes(1) AAE(2) Ethnic markers in utterances(3) Australian accents and ethnic
groups in Sydney(4) Features of Maori English(1) Mid-semester exam
(2) Three Australian accents(3) Three New Zealand accents(4) H-dropping in Bradford andNorwich(1) Indicators, markers andstereotypes(2) Indexicality(3) Enregisterment【Equipment student needs to prepare】
The handouts are downloadable in PDF format.
【Others】
It is recommended that students have completed 100-level linguistics
courses with good grades. The class in the fall semester is cross-listedwith the Global Open Program. Non-GIS students may join if they
demonstrate solid background in linguistics and meet the minimum
English proficiency requirement: TOEFL iBT® 80 or IELTS 6.0.
【Prerequisite】
No prerequisite is required.

— 107 —

発行日：2019/5/1
9LIN200ZA

English as a Lingua Franca
10

Yutai Watanabe
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 4/Fri.4【Outline and objectives】
The ratio of native to non-native users of English in the world is roughly
estimated to be 1:3. However, it was only towards the turn of the
century that sociolinguists/applied linguists took a keen interest in the
expanding use of English as a lingua franca (ELF), which is due to theglobalisation in all aspects of society, including mass media and pop
culture. Arguably, some Expanding Circle countries, where English does
not have an official language status, have recently overshadowed theOuter Circle ones in proficiency and frequency of use.
The former part of the course observes how extensively English
is used in international contexts, mainly among non-native speakers,
while analysing phonetically examples of L2-accented speech. It
also refers to the limitations in the traditional models of the World
English(es) put forward by B. Kachru and other scholars. The latter
half discusses native-speakerness, bilingualism and native-speakerism,
all of which exert a significant influence on pedagogical practices,and suggests how these notions could/should be modified from theperspective of ELF. The course is concluded with an analysis of status
and function of English in present-day Japan.
【Goal】
By the end of the course, students will:(1) understand key terminology and concepts in ELF and World
English(es),(2) have an awareness of the wider use of English in non-native speaking
contexts, and(3) become familiar with interpreting quantitative/qualitative data for
linguistic research.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is a combination of lectures and discussions about
pre-assigned topics. The lectures are delivered using PowerPoint
slides and Internet sources. Students have to address review andapplication questions given in advance. Attendance at the first classis mandatory.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Overview
World Englishes

2

Limitations of theThree-circle Model

3

Introduction to ELF

4English inInternational Contexts(Part 1)5

English inInternational Contexts(Part 2)

6

Phonetic Features of
L2 English (Part 1)

7

Phonetic Features of
L2 English (Part 2)
Mid-semester
Examination
Core Features of ELF

8

11

12

13

14

Native-speakerness
and Critical Period
Hypothesis (Part 1)(1) The characteristics of the native
speaker(2) NS/NNS dichotomy(3) The critical period hypothesis(4) The sensitive period hypothesis
Native-speakerness(1) L1 English speakers’ perception
and Critical Periodof L2 English
Hypothesis (Part 2)(2) Passing for native speakers(3) L1 English speakers perceived
as non-native
Bilingualism(1) What is bilingualism?
(2) Types of bilinguals(3) Attitudes towards bilinguals
Native Speakerism and (1) Dominance of native speakers
Pedagogical Issues
in ELT(2) Disadvantages of native
speakerism(3) ELF models(4) ELF users’ accommodation to
the ENL norm
ELF in Japan (Part 1)(1) History of ELF/EIL in Japan(2) The Suggested Course of Studyin English(3) The model of English to betaughtELF in Japan (Part 2)(1) English in public transport
Summary and Final(2) Language choice on university
Examination
websites(3) Review(4) Final exam

【Work to be done outside of class (preparation, etc.)】
Students are required to read the handouts beforehand so that they
can actively participate in discussions. They may also need to consult
chapter references or search for relevant online materials to answer
pre-assigned questions satisfactorily.
【Textbooks】
No textbooks are used. All handouts are posted on the course website
while additional materials will be provided in the classroom.
【References】
Detailed references and suggestions for further reading are listed oneach chapter handout. The following books will be helpful as a general
introduction.
Galloway, N., & Rose, H. (2015).
Introducing global Englishes.
Abingdon: Routledge.
Jenkins, J. (2015). Global Englishes: A resource book for students (3rded.). Abingdon: Routledge.
【Grading criteria】
Evaluation will be based on in-class quizzes (15%), a mid-semester exam(40%) and a final exam (45%). More than two unexcused absences will
result in failure of the course.
【Changes following student comments】
The pre-assigned questions have been updated to invite lively
discussion.

Contents(1) Outlining the course content
and instructional methodologies(2) World Englishes(3) Development of postcolonial
Englishes(4) The diasporas of English(1) Kachru’s (1985) model(2) Other models of World
English(es)(1) What is a lingua franca?
(2) ELF(1) English in Europe(2) English in internationalorganisations(3) English in business(1) English media for non-L1
English speaking viewers(2) English in aviation(3) English in pop culture(1) German-accented English(2) Spanish-accented English(3) Chinese-accented English(1) Japanese-accented English(2) Mid-semester exam

【Equipment student needs to prepare】
The handouts are downloadable in PDF format.
【Others】
It is recommended that students have completed 100-level linguistics
courses with good grades. This course is cross-listed with the Global
Open Program. Non-GIS students may join if they demonstrate solidbackground in linguistics and meet the minimum English proficiency
requirement: TOEFL iBT® 80 or IELTS 6.0.
【Prerequisite】
No prerequisite is required.

(1) The Lingua Franca Core
(2) Common grammatical featuresof ELF interaction(3) Interlanguage— 108 —

発行日：2019/5/1
11

EDU200ZATESOL II: Teaching Methodology
Machiko Kobori

12

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 4/Thu.4

13【Outline and objectives】
The course is mainly provided for students intending to teach English.
Its purpose is to give an insight into the basic issues in teaching
methodology for L2 education. It will also encourage students todevelop their own teaching performance with a consideration to makeconsistency in language education from the primary to secondary levels.
【Goal】
Upon completion of this course, students should be able to do thefollowing:
1. Understand different types of L2 teaching methods and approaches.
2. Learn how to apply some findings of linguistic studies to L2 English
teaching.
3. Consider L2 education in relation to crucial issues of semantics andpragmatics.
4. Grasp the knowledge and skills for teaching languages to qualify as
an English teacher.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2” and “DP 4”.
【Method(s)】The course will focus on theoretical and practical aspects of themethodology of teaching EFL/ESL. It will also provide opportunities to
explore a wide rage of EFL/ESL teaching scenes in different countries
with reflections on those in Japan; for example EFL/ESL classrooms
for learners who vary in age, gender, nationality and occupation canbe examined. The students will relive EFL/ESL teaching scenes byfollowing principles and techniques discussed and suggested in a rangeof teaching methods and approaches: they follow the model English
lessons and demonstrate them in the form of micro-teaching. They
are also required to create the related teaching materials along withthe lessons. The final exam and a written assignment are required
for the completion of this course and, in a written assignment, they
demonstrate their study of the model lessons.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Introduction to
Language Teaching
Methods
3
Language Teaching
Methods andApproaches (1)4Language Teaching
Methods andApproaches (2)5Language Teaching
Methods andApproaches (3)6Language Teaching
Methods andApproaches (4)7Language Teaching
Methods andApproaches (5)8Language Teaching
Methods andApproaches (6)9Micro-teaching (1)10Micro-teaching (2)14Micro-teaching (3)1. Desuggestopedia
2. Community Language Learning(CLL)
3. Total Physical Response (TPR)
4. Communicative Language
Teaching (CLT)
Micro-teaching (4)1. Content-based Instruction
2. Content and Language
Integrated Learning (CLIL)
Micro-teaching (5)1. The Participatory Approach
2. Cooperative Learning
Final Exam & Wrap-up Consolidation and review【Work to be done outside of class (preparation, etc.)】
1. Every week before attending the class, students are required tocomprehend the assigned chapters of the text book and references, andto complete the pre-tasks/homework that should be submitted on theweekly basis.
2. Before conducting micro-teaching, students are required to prepare
for their lesson by creating a lesson plan and teaching materials.
【Textbooks】
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles
in language teaching. (3rd ed.). Oxford University Press, USA.
【References】
1. Council of Europe. (2001). Common European framework of reference
for languages: learning, teaching, assessment. Cambridge University
Press.
2. Erben, T. et al. (2009). Teaching English language learners throughtechnology. Routledge.
3. Long, M. H., & Doughty, C. J. (2011). The handbook of language
teaching. Wiley-Blackwell.
4. 白畑智彦、冨田祐一、村野井仁、若林茂則 (著）. 2009.『英語教育用語辞典』（改訂版）大修館書店.
5. 神保 尚武（監修）. JACET 教育問題研究会（編集）. 2012.『新しい時代の英語科教育の基礎と実践 成長する英語教師を目指して』三修社.
6. 望月昭彦、磐崎 弘貞、卯城 祐司、久保田 章（著）. 2010.『新学習指導要
領にもとづく英語科教育法』大修館.
7. 文部科学省. 2017.『小学校学習指導要領（外国語）』東洋館出版社.
8. 文部科学省. 2017.『中学校学習指導要領（外国語）』開隆堂出版.
9. 文部科学省. 2018.『高等学校学習指導要領（外国語・英語）』開隆堂出版.
【Grading criteria】
Evaluation will be based on:
1. Class participation: 10%
2. Micro-teaching: 30%
3. Teaching materials: 20%
4. Writing assignment: 20%
5. Final exam: 20%
More than 2 unexcused absences will result in failure of this course.
【Changes following student comments】
1. More advanced notice of assigned readings will be given in order toallow students to prepare for class discussions.
2. More intensive instruction on how to reflect micro-teaching will be
provided in advance.

Contents
Course overview
Historical overview of language
teaching methods and approaches【Equipment student needs to prepare】
PC

The Grammar-Translation Method/ The Direct Method (DM)【Prerequisite】
ESL Education Ⅰ or TESOL Ⅰ

The Audio-Lingual Method / The
Silent Way
Dissugestopedia / Community
Language Learning (CLL)
Total Physical Response (TPR) /Communicative Language
Teaching (CLT)Content-based Instruction /Content and Language Integrated
Learning (CLIL)
The Participatory Approach /Cooperative Learning
Creating a lesson plan: checking
contents, materials, procedure andperformance
1. The Grammar-Translation
Method
2. The Direct Method
3. The Audio Lingual Method
4. The Silent Way— 109 —

発行日：2019/5/1
2. Before conducting micro-teaching, students are required to prepare
for their lesson by creating a lesson plan and teaching materials.

EDU200ZATESOL III: Syllabus and Teaching Materials【Textbooks】
Cohen, L., Manion, L., & Wyse, D. (2010). A guide to teaching practice.
(5th ed.). Routledge.

Machiko Kobori
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 3/Tue.3【Outline and objectives】
The course is for students intending to teach English. Its purpose
is to give an insight into syllabus design and lesson planning for L2
education. It encourages students to examine, discuss and create
L2 resources with a consideration to make consistency in language
education from the primary to secondary levels.
【Goal】
Upon completion of this course, students should be able to demonstrate
the following:
1. Identify the components of a language course.
2. Design course materials that match educational objectives.
3.
Employ a principled approach to the design, creation, andimplementation of EFL/ESL course syllabi and teaching materials.
4. Grasp the knowledge and skills for teaching languages to qualify as
an English teacher.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】The course focuses on issues in planning and conducting EFL/ESL
lessons: it encourages student teachers to take into consideration theimportance of lesson planning when designing an EFL/ESL course. It
also provides opportunities for the exploration of a wide range of ideas
and examples in the syllabus design from different countries, withreflections on those in Japan. Students are expected to acquire a basic
understanding of how to create a lesson plan with materials needed for
managing the language classroom. Students are also required to create
their own English lessons and teaching materials, with the opportunity
to put them into practice. Students will complete a writing assignment
and a final examination that reflects their work on teaching plans,performance and lesson materials.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【References】
1. Council of Europe. (2001). Common European framework of reference
for languages: learning, teaching, assessment. Cambridge University
Press.
2. Erben, T. et al. (2009). Teaching English language learners throughtechnology. Routledge.
3. Larsen-Freeman, D. & Anderson, M. (2011). Techniques andprinciples in language teaching (3E). Oxford University Press.
4. Long, M. H., & Doughty, C. J. (2011). The handbook of language
teaching. Wiley-Blackwell.
5. Walker, R. & Adelman, C. (1992). A guide to classroom observation.
Routledge.
6. 白畑智彦・冨田祐一・村野井仁・若林茂則 (著). 2009.『英語教育用語辞典』（改訂版）大修館書店.
7. 神保 尚武 (監修). JACET 教育問題研究会 (編集). 2012.『新しい時代の英語科教育の基礎と実践 成長する英語教師を目指して』三修社.
8. 望月昭彦、磐崎 弘貞、卯城 祐司、久保田 章（著）. 2010.『新学習指導要
領にもとづく英語科教育法』大修館.
9. 文部科学省. 2017.『小学校学習指導要領（外国語）』東洋館出版社.
10. 文部科学省. 2017.『中学校学習指導要領（外国語）』開隆堂出版.
11. 文部科学省. 2018.『高等学校学習指導要領（外国語・英語）』開隆堂出版.
【Grading criteria】
Evaluation will be based on:
1. Class participation (10%)
2. Micro-teaching (30%)
3. Teaching materials (20%)
4. Writing assignment (20%)
5. Examination (20%)
More than 2 unexcused absences will result in failure of this course.
【Changes following student comments】
1. More advanced notice of assigned readings will be given in order toallow students to prepare for class discussions.
2. More intensive instruction on how to reflect micro-teaching will be
provided in advance.
【Equipment student needs to prepare】
PC【Prerequisite】
ESL Education Ⅰ or TESOL Ⅰ
ESL Education Ⅱ or TESOL Ⅱ【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Syllabus Design (1)

3
4
5

6
7
8

9

10

11

12

13

14

Contents
Course guidanceAims and objectives: concepts andclassification
Syllabus Design (2)Outcomes: concepts andclassification
Syllabus Design (3)The context and levels of planning:
curriculum and teaching procedure
Syllabus Design (4)The context and levels of planning:
lesson plans for the lower andupper secondary levels
Issues in Teaching
Aims and objectives: concepts andMaterials (1)classification
Issues in Teaching
Selecting and creating teaching
Materials (2)materials: sounds to structure
Issues in Teaching
Selecting and creating teaching
Materials (3)materials: language functions,cultures and communication
Issues in Teaching
Selecting and creating teaching
Materials (4)materials: using audio-visual aids
and ICT
Lesson Planning
Creating a lesson plan: checking
contents, materials, procedure andperformance
Micro-teaching (1)Lower secondary level:
demonstration/observation, review
and discussion
Micro-teaching (2)Upper-secondary level:
demonstration/observation, review
and discussion
Micro-teaching (3)Team-teaching:demonstration/observation, review
and discussion
Final Exam & Wrap-up Consolidation and review【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.

— 110 —

発行日：2019/5/1【Equipment student needs to prepare】
Not applicable.

LIN200ZA

Phonetics and Phonology【Others】
Students who are interested in speech sounds are welcome.
【Prerequisite】
None.

Mako Ishida
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 3/Wed.3【Outline and objectives】
This course will cover the basic notions of articulatory, acoustic, andauditory phonetics and phonology.
We will explore how speech sounds are produced in articulatory organs,
how these sounds travel in the air and auditory pathways, and how they
are perceived in the listener’s brain.
【Goal】
Students are going to learn about the mechanisms of speech perception
and production. We will explore how articulatory organs are coordinatedwhen we produce speech sounds, how speech sounds propagate in theair, and how these sounds are perceived and understood. There arethree main goals.
(1) Students understand the basic physiology (i.e., articulatory organs
and hearing organs).
(2) Students understand the physical representation of speech sounds
and the mental representation of language.
(3) Students understand how speech sounds are produced andunderstood in daily situations.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2” and “DP 4”.
【Method(s)】This course consists of lectures, discussions, and pop quizzes. Handouts
and worksheets are provided in class. Students are expected to actively
participate in class: take notes, be responsive to questions, and work inpairs and groups.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Speech Production 1

3
4
5
6
7
8
9
10

Speech Production 2
Speech Production 3
Speech Production 4
Acoustics of Speech 1
Acoustics of Speech 2
Acoustics of Speech 3
Acoustics of Speech 4
Speech Perception 1

11
12
13

Speech Perception 2
Speech Perception 3
Speech Perception 4

14Speech Perception 5

Contents
Speech communication throughsoundsWhat kind of articulatory organs
do humans have?
Consonants (IPA)
Vowels (IPA)
Connected speechSound waves and propagation
VowelsConsonantsConnected speech / midterm exam
What kind of hearing organs dohumans have?
Pitch, loudness, timbre
Accent, rhythm, intonation
Perceptual restoration: how dohumans understand speech?
Categorical perception / final exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to review what was covered in class every week.
If you miss a class, please be sure to contact your classmates or thecourse instructor about lecture notes and assignments.
【Textbooks】
No textbook will be used.
【References】
Johnson, K. (2011). Acoustic and Auditory Phonetics (3rd edition).
Oxford: Wiley-Blackwell.
Ladefoged, P. & Johnson, K. (2011). A Course in Phonetics (6th edition).
Boston: Wadsworth/Cengage Learning.
【Grading criteria】
Participation and attitude (20%), Pop quizzes (20%), Midterm exam(30%), Final exam (30%).
Please be sure to attend every class. Absence three times without priorand reasonable notice will result in the failure of this course. Arriving
late can be counted as an absence. Pop quizzes are “open-notes” (not“open-book”), and they are intended to assess your comprehension ofmaterials.
【Changes following student comments】
No particular change.

— 111 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Students are required to read the relevant reading materials carefullyin advance so that they can actively participate in discussions. Practiceproblems will be assigned occasionally.

LIN200ZA

Semantics and Pragmatics【Textbooks】
No textbooks are used. All reading materials will be provided in theclassroom.

Nobumi Nakai
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 2/Fri.2【Outline and objectives】
Semantics is the study of meaning in language. Pragmatics is thestudy of the ways people use language in actual conversations. The aimof this course is to provide students with an essential understandingof semantics and pragmatics, with examples drawn from English andJapanese.
【Goal】
By the end of the course, students will:(1) Have a general understanding of the interface between semantics
and pragmatics.
(2) Understand key concepts and major theories in the fields.
(3) Survey the wide range of semantic and pragmatic phenomena in all
their richness and variety.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course begins by covering some essential issues of semantics.
Subsequent lectures will be dedicated to discussing that identifying thesemantic contribution of words and sentences gets us only partway tounderstanding what an utterance means. The course is a combinationof lectures, group discussions, and review exercises.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【References】
The following books will be helpful for a general understanding of the
fields.
(1) Cruse, Alan (2010)
Meaning in language: An introduction to semantics and pragmatics,
Oxford UP.
(2) Riemer, Nick (2010)
Introducing semantics, Cambridge UP.
(3) Saeed, John I. (2015)
Semantics, John Wiley Inc.
(4) Birner, Betty J. (2012)
Introduction to pragmatics, Wiley-Blackwell.
(5) Senft, Gunter (2014)
Understanding pragmatics: An interdisciplinary approach to languageuse, Hodder Arnold/Routledge.
(6) Loebner, Sebastian (2012)
Understanding semantics, Hodder Arnold/Routledge.
【Grading criteria】
Student evaluations are based on class participation (20%), in-classassignments (20%), and a final exam (60%). More than two unexcusedabsences will result in failure of the course. Attendance at the first classis mandatory.
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
The handouts are downloadable in PDF format.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

3

4

5

6

7
8

9

10

11

12
13
14

Contents
Course overview of Semantics andPragmatics
An Overview of
Describes the components of
Semantics
linguistic meaning and introduces
lexical and compositionalsemantics.
Lexical Semantics (1):Examines the different ways that
The Meanings of Words word senses could be represented
in the mind of a language user anddiscusses the types of reference
that words can have.
Lexical Semantics (2):Discusses the kinds of meaning
Word Relations
relationships that exist between
words.
Compositional
Introduces propositions, truth
Semantics (1): The
values, and truth conditions, andMeanings of Sentences discusses relationships between
propositions.
Compositional
Introduces the Principle of
Semantics (2): Putting Compositionality in more detail
Meanings Together
and discusses different ways that
lexical meanings combine to giverise to phrasal meanings.
Practice (1)Provides exercises, discussion
questions, and activities.
Language in Context
Explores several ways in which
context can affect the meaning ofutterances, and introduces the ideaof felicity in discourse.
Rules of Conversation
Discusses why conversation needs
to follow rules, and introduces
Grice’s maxims for cooperative
conversation.
Drawing Conclusions
Shows ways in which languageusers may employ context to convey
or derive meaning that is not partof an utterance’s entailed meaning.
Speech Acts
Outlines many of the jobs thatspeakers accomplish with language
and the ways in which they
accomplish them.
Presupposition
Discusses another precondition for
felicity.
Practice (2)Provides exercises, discussion
questions, and activities.
Examination &Semester-end exam
Wrap-up— 112 —

発行日：2019/5/1
Please be sure to attend every class. Absence three times without
prior and reasonable notice will result in the failure of this course. A
delay can be counted as an absence. Pop quizzes are “open-notes” (not“open-book”), and they are intended to assess your comprehension ofmaterials.

LIN200ZA

The Psychology of Language
Mako Ishida【Changes following student comments】
No particular change.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 2/Wed.2【Outline and objectives】
This course will cover the basic notions of psycholinguistics ‒ howlanguages are acquired, learnt, used, and understood in daily situations.
It primarily focuses on human speech communication - how auditory
and visual information is processed and integrated in the human brain.
We will explore research findings in linguistics, acoustics, psychology,
and neuroscience.

【Equipment student needs to prepare】
Not applicable.
【Others】
Students who are interested in human speech communication are
welcome.
【Prerequisite】
None.

【Goal】
There are three main goals:(1) Students understand the basic structures of language.
(2) Students understand communication strategies including auditoryand optical illusion.
(3) Students understand the basic brain structure and functions forhuman speech communication.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2” and “DP 4”.
【Method(s)】This course consists of lectures, discussions, and pop quizzes. Handouts
and worksheets are provided in class. Students are expected to actively
participate in class: take notes, be responsive to questions, and work inpairs and groups.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Language Acquisition

312

Speech Communication1
Speech Communication2
Speech Communication3
Speech Communication
4
Checkpoint
Communication
Strategies 1
Communication
Strategies 2
Communication
Strategies 3
Vocabulary andMemoryNeuroscience 1

13

Neuroscience 2

14

Checkpoint

4
5
6
7
8
9
10
11

Contents
What do we do when we
communicate?
How did we acquire a first
language?
The basic components of language
1
The basic components of language
2
The basic components of language
3
Ambiguity & Grice’s conversational
maxims
Review and midterm exam
The cocktail party effect and
McGurk effectSlips of the ear, slips of the tongue,
slips of the pen
Polite fictions & Sapir-Whorf
hypothesis
How many words do you need toknow?
The basic brain anatomy andlanguage processing
Short-term memory and long-term
memoryReview and final exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to review what was covered in class every week.
If you miss a class, please be sure to contact your classmates or thecourse instructor about lecture notes and assignments.
【Textbooks】
No textbook will be used.
【References】
Berninger, V.W., & Richards, T.L. (2002). Brain Literacy for Educators
and Psychologists. San Diego, CA: Academic Press.
Carroll, D.W. (2008). Psychology of Language (5th edition). Belmont,
CA: Cengage Learning/Wadsworth.
O’Grady, W., Dobrovolsky, M., & Katamba, F. (1996). Contemporary
Linguistics: An Introduction. Essex: Pearson Education.
【Grading criteria】
Attitude and participation (20%), Pop quizzes (20%), Midterm exam(30%), Final exam (30%).

— 113 —

発行日：2019/5/1
Please be sure to attend every class. Absence three times without
prior and reasonable notice will result in the failure of this course. A
delay can be counted as an absence. Pop quizzes are “open-notes” (not“open-book”), and they are intended to assess your comprehension ofmaterials.

LIN200ZA

Teaching Pronunciation
Mako Ishida【Changes following student comments】
No particular change.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 3/Wed.3【Outline and objectives】
This course will cover the theoretical and practical aspects ofpronunciation teaching. We will look at pronunciation variations, andexplore possible obstacles that adults and children come across in speech
perception and production. We will discuss how teachers can help
students learn and understand the articulation of English sounds.

【Equipment student needs to prepare】
Not applicable.
【Others】
Students who are interested in pronunciation teaching are welcome.
【Prerequisite】
None.

【Goal】
There are three main goals:(1) Students understand pronunciation variations.
(2) Students understand the articulation of a speech sound in isolationand connected speech.
(3) Students understand educational approaches to the teaching ofpronunciation.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】This course consists of lectures, discussions, and pop quizzes. Handouts
and worksheets are provided in class. Students are expected to actively
participate in class: take notes, be responsive to questions, and work inpairs and groups.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3

Clear Speech 1
Clear Speech 2

4
5Clear Speech 3
Clear Speech 4

6Clear Speech 57
8Checkpoint
Connected Speech 1

9Connected Speech 2

10Connected Speech 3

11Connected Speech 4

12

Educational Approach
1
Educational Approach2
Checkpoint

13
14

Contents
Pronunciation variations: World
Englishes
Phonetic symbols: Consonants
Phonetic symbols: Consonants(read & transcribe)
Phonetic symbols: Vowels
Phonetic symbols: Vowels (read &transcribe)
Difference between English andJapanese
Review and midterm exam
Massive reduction in American
English (deviation, deletion)
Possible obstacles in speech
perception
Possible obstacles in speech
production
Educational scaffolding for speech
perception and production
Pronunciation Teaching 1
Pronunciation Teaching 2
Review and final exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to review what was covered in class every week.
If you miss a class, please be sure to contact your classmates or thecourse instructor about lecture notes and assignments.
【Textbooks】
No textbook will be used.
【References】
Brown, J.D., & Kondo-Brown, K. (Eds.). (2006). Perspectives on
Teaching Connected Speech to Second Language Speakers. Honolulu HI:
University of Hawaii Press.
Celce-Murcia, M., Brinton, D.M., & Goodwin, J.M. (2010). Teaching
Pronunciation: A Course Book and Reference Guide (2nd ed.). New York:
Cambridge University Press.
O’Grady, W., Dobrovolsky, M., & Katamba, F. (1996). Contemporary
Linguistics: An Introduction. Essex: Pearson Education.
【Grading criteria】
Attitude and participation (20%), Pop quizzes (20%), Midterm exam(30%), Final exam (30%).

— 114 —

発行日：2019/5/1

LIN200ZA

Topics in Applied Linguistics A: Linguistic LandscapesChie Saito
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 4/Thu.4【Outline and objectives】
The course will explore how linguistic landscapes reflect complicatedrelationships between language and society. Linguistic landscapes aredefined by Landry and Bourhis (1997) as “the visibility and salience of
languages on public and commercial signs in a given territory or region.”
Linguistic landscapes is a concept in sociolinguistics to study languages
visually used in multilingual societies. We may not perceive Japanesesociety as multilingual. However, when you look at language use on
public signs, you will realize that you are surrounded by more than justone language.
Because the function of linguistic landscapes is not only as an
informational indicator but also as a symbolic marker, you can observe
our ever-changing society though investigation of language use in signs.
In the course, students will learn about the basic concepts of linguistic
landscapes through lectures and literature reviews and will deepen
their understanding by conducting their own research.
【Goal】
By the end of the course, students should be able to meet the following
objectives:(1) Becoming aware of the presence of different languages and its
meanings in public space,(2) Understanding how social, political, economic, and technologicalelements are embedded in Linguistic Landscape,(3) Becoming familiar with the basic theories and methodologies ofLinguistic Landscape, and(4) Applying the knowledge to conduct individual research projects.

【Work to be done outside of class (preparation, etc.)】
Students are expected to read assigned chapters of the textbook
and/or references for class participation and discussion. For giving
presentations in class and writing end-term reports, students are
required to conduct field research outside of class.
【Textbooks】
Backhaus, P. (2007). Linguistic landscapes. A comparative study ofurban multilingualism in Tokyo. Clevedon: Multilingual Matters.
【References】
Gorter, D., Marten, H. F., & Van Mensel, L. (Eds.). (2011). Minority
languages in the linguistic landscape. Springer.
Shohamy, E., & Gorter, D. (Eds.). (2008). Linguistic landscape:Expanding the scenery. Routledge.
Shohamy, E. G., Rafael, E. B., & Barni, M. (Eds.). (2010). Linguistic
landscape in the city. Multilingual Matters.
庄司博史, ペート・バックハウス, & フロリアン・クルマス. (2009). 『日本の言語景観』. 三元社.
内山純蔵 (監), 中井精一, ダニエル・ロング (編). (2011) 『世界の言語景観 日
本の言語景観-景色のなかのことば-』. 桂書房刊.
【Grading criteria】
Class participation and attitude: 30%
Reflection paper: 20%
Presentation: 30%
Research report: 20%【Changes following student comments】
Student constructive feedback will be taken into consideration.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The main elements of the course are lectures, discussions, and student
presentations. To begin with, the key concepts of linguistic landscapes
will be explained. Next, the theories and methodologies of linguistic
landscapes will be discussed through literature reviews. During thecourse, students are encouraged to read extra materials which areprovided in class or on the course website in addition to the prescribedtextbook. Interactive class participation is highly encouraged. Students
will be required to carry out small-scale research projects in the field of
linguistic landscapes and share their findings in class at the end of thecourse. Attendance at the first class is mandatory.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3

Terminology
Previous Research (1)456Previous Research (2)Previous Research (3)Summary of theprevious research
Signage in Tokyo (1)Signage in Tokyo (2)New Perspectives on
Linguistic Landscape(1)
New Perspectives on
Linguistic Landscape(2)
New Perspectives on
Linguistic Landscape(3)
Presentation
Preparation

7
8
9

10

11

12

13
14

Student Presentations(1)
Student Presentations(2)
Summary

Contents
Course description andrequirements
What is linguistic landscapes?
Signage in cities in European andNorth American countries
Signage in cities in Asian countries
Signage in cities in Japan
Framework of linguistic landscapesand methodological problems
How to classify and analyze signs
How to classify and analyze signs
Analysis of translation errors on
public signs ― causes and solutions
Application of linguistic landscapes
as a learning tool in the classroom
What else to analyze?― Linguistic
soundscapes, braille, andpictograms
Discussing and preparing
presentations (Research designs
must be completed by this class)Student in-class presentations
Student in-class presentations
Review the course— 115 —

発行日：2019/5/1【Textbooks】
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge
University Press.
Curtain, Helen & Dahlberg, Ann Carol. (2005) Languages and children:
Making the match. Pearson.

EDU200ZA

L2 Education for Children II
Tomoko Shigyo
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 1/Fri.1【Outline and objectives】
This course is for students who want to know modern approaches
based on second language learning theories regarding children: learning
language construction, literacy, and assessment. It will also encourage
students to develop a lesson plan for an English class at primary schoolwith a consideration to make a consistency in language education fromthe primary to secondary levels.
【Goal】
Upon completion of this course, students should be able to:
1. Understand how children learn a foreign language.
2. Understand how to assess children’s language learning.
3. Develop a unit of lessons of foreign language learning.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2” and “DP 4”.
【Method(s)】This course looks at how children learn a foreign language, focusing
on how to learn language construction, learn reading and writing, andlearn language through stories. This course also looks at how children’s
learning should be assessed in primary school. This course introducesbuilding activities into a unit of lessons. Each student is to create andsubmit a lesson plan and demonstrate it in class. Their effectivenesswill be reflected on by all students in class. The final assignment for thecompletion of this course is revising this lesson plan.

【References】
1. Dale, L. and Tanner, R. (2012). CLIL Activities: A resource for subject
and language teachers. Cambridge University Press.
2. Mehisto, P. (2008). Uncovering CLIL: Content and language
integrated learning in bilingual and multilingual education. MacMillan
Education, Limited
3. Helm, J., H. and Kats, L., G. (2011). Young investigators: The projectapproach in the early years. Teachers College Press.
4. Beckett, G., H. and Inida-Miller, P., C. (2006). Project-based secondand foreign language education: Past, present, and future. Information
Age Publishing.
5. MacDonell, C. (2007). Project-based inquiry units for young children.
Linworth Publishing, Inc.
6.『生きる力を育む初等英語教育ー津田塾大学からの提言』（2015）吉田真理子・田近裕子（編著）朝日出版社
7. 文部科学省（2018）『小学校学習指導要領（平成 29 年告示）解説外国語活動・外国語編』開隆堂 .
【Grading criteria】
Evaluation will be based on:
1. Class participation (30%)
2. Lesson demonstration (30%)
3. Final assignment (40%)
More than 2 unexcused absences will result in failure of this course.
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
PC【Prerequisite】
L2 Education for Children Ⅰ【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

11
12

Issues in Children
Learning L2: Grammar(1)
Issues in Children
Learning L2: Grammar(2)
Issues in Children
Learning L2: Literacy(1)Issues in Children
Learning L2: Literacy(2)
Issues in Children
Learning L2: Stories(1)
Issues in Children
Learning L2: Stories(2)
Issues in Children
Learning L2:
Assessment (1)Issues in Children
Learning L2:
Assessment (2)Issues in Children
Learning L2:
Coursebook in Japan
Lesson Planning
Micro-teaching (1)13

Micro-teaching (2)14Consolidation of L2
Education for Children
II

3

4

5

6

7

8

9

10

Contents
Course guidance on L2 Education
for children Ⅱ
Grammar and children

Grammar for children

Phonological awareness andchildren’s development
For starting to read and write inEnglishLearning through stories

Language and stories

Principles for assessing children’s
language learning
Key concepts in assessment

Analysis of school guidelines(MEXT) and We Can and Let’s Try!
Making a unit of lessons.
Micro-teaching (1), review anddiscuss(1)Micro-teaching (2), review anddiscuss(2)Reflection & Summary【Work to be done outside of class (preparation, etc.)】
Every week before attending class, students are expected to havecompleted the assigned readings. Students are required to choose a
topic, prepare a presentation, and write a reflective paper.

— 116 —

発行日：2019/5/1【References】
Lechner, Frank J., and John Boli. 2014. The Globalization Reader. 5thedition. Wiley-Blackwell. ISBN: 111873355X
Tomlinson, John. 1999. Globalization and Culture. University of
Chicago Press. ISBN: 0226807681

CUA200ZA

Cultural Globalization
Shunsuke Nozawa
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 2/Fri.2【Outline and objectives】"Globalization", like "culture", is both abstract and concrete. Processes
that drive it are often beyond any one particular person’s grasp, while
we feel its effects every day in the products we buy, the media wewatch, and the languages we hear and use. This course examines
the global circulation of culture/the culture of global circulation asa way to understand how our local worldviews are conditioned byprocesses taking place elsewhere. We will start with a discussion of
the very word "globalization" (in English), as well as the diversityof desires and visions signaled by its multiple meanings. We willthen explore concrete signs of the globalization of cultures and theculture of globalization.
Cases to be examined will potentially
include linguistic globalization (in particular, the hegemony of English);
McDonald’s and Hollywood; pop music; sports and tourism; media andcommunication technology; environmentalism; and anti-globalization
movements. Carefully analyzing these and related cases, you willdevelop a new intellectual capacity to think about the reality of thecontemporary world and cultivate a new ethics of global citizenship toact upon this world.

【Grading criteria】
Participation and attendance (40%); reaction statements (10%); field
assignment (10%); midterm exam (15%); final exam (25%).
【Changes following student comments】
Some case studies have been updated. Grading criteria have beenrevised to place more emphasis on student participation.
【Prerequisite】
None.

【Goal】(1) Acquaint students with the primary theories and vocabulary ofcultural globalization; (2) introduce major institutions and politicalbodies engaged with the global administration of culture; (3) develop
critical analysis skills enabling students to think beyond categories ofnational culture.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course consists of four interconnected parts/questions.
(1)
We will examine the multiple meanings indexed by the expression"globalization", and carefully review several influential theories that
purport to account for this notion. (2) We will examine a variety ofcase studies to recognize the multiplicity of forms "globalization" takes.
We will also discuss how globalization is inherently a political process,both (3) conditioned by large-scale institutional forces, and (4) maderelevant to the everyday reality of local communities (whether throughrecognition of state authority or through acts of protest).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction

2
3
4
5
6
7
8
9
10
11
12
13
14

Contents
Course description; introduction ofsome key concepts of the course
What’s in a Name? I
Rhetoric of “globalization”
What’s in a Name? II
Global English: field assignment
Theories of the Global I Homogeneity, heterogeneity,
indigenization
Theories of the Global“Scapes,” locality,II
deterritorialization
Signs of the Global I
Music
Signs of the Global II
Food
Signs of the Global III; Food, continued; midterm exam
Midterm Exam
Signs of the Global IV
Popular culture
Signs of the Global V
Global networks, cities
Theories of the Global
Appropriation
III
Theories of the Global
Appropriation, continued
IV
Resisting the Global
Anti-globalization movements
Recognized by theMulticulturalism and politics ofGlobal; Final Examrecognition; final exam

【Work to be done outside of class (preparation, etc.)】
Students should complete assigned readings before each class and work
together preparing for their small-group presentations.
【Textbooks】
As readings will be drawn from a variety of sources, no textbook will be
used. However, the references listed below serve as useful introductions
to cultural globalization. Assigned readings will be distributed in classor made available online.

— 117 —

発行日：2019/5/1【Grading criteria】
Participation (15%); writing assignments (45%); quizzes (40%).

CUA200ZA

Cultural Studies【Changes following student comments】
Slides will be revised to include more information.

Zeliha Muge Igarashi【Prerequisite】
None.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 2/Thu.2【Outline and objectives】
Is Hello Kitty political? Can Japanese rap? Do advertisers make you
smoke? Do blue jeans make you cool or thick-rimmed glasses make you
smart? What is fashion? Who cares and why does it matter? Cultural
studies analyzes the relationship between representation and power. It
provides a variety of theoretical perspectives to understand how culturein the form of film, advertising, fashion, music, everyday commodities,
and other mediums combines with institutions of power in shaping how
we communicate with others, interpret our social world, and fashion our
individual identities. In this class we will analyze things such as how
music becomes a political tool; how the clothes you wear communicate
your social status to others; and how advertising affects your ideas ofrace, gender, and beauty.
【Goal】(1) Equip students with a variety of theories through which to interpretand critique the language, symbols, and visual images that inundate oureveryday lives; (2) provide methods by which to examine how economics,
politics, and culture exert power over what and how we think; (3) build
students’ ability to engage challenging but important texts of social andcritical theory.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes consist of lectures and discussion. Much of class time is devoted
to examining visual images, sound, and other media forms. Each classwill introduce a major theory from cultural studies, which students will
apply both individually and in groups to a particular cultural case study.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Theory I:
Representation
3
Theory II: Language
and Linguistics
4
Theory III: Semiotics

5
6
7
8
9
10

Theory IV: Discourse
Culture and Ideology
Capitalism, Economy,
Marxism
Consumption and
Identity
Popular Culture andthe Culture Industries
Ethnicity, Race, Nation

11

Sex, Gender, Body I:
Femininities

12

Sex, Gender, Body II:
Masculinities
Kawaii Fashion andCultureFinal Quiz & Wrap-up

13
14

Contents
An introduction to cultural studies.
Examination of different
understandings of this keyword.
Ferdinand de Saussure (thesignifier and the signified).
Roland Barthes, semiotics. Four
Steps to analyzing cultural objects.
Michel Foucault and discourse.
Louis Althusser and interpellation.
Basics of Marxist theory.
Relation between consumption andidentity formation.
Hollywood and Japanese TV
Dramas. Quiz
Self identity and social identity.
Typing and stereotyping.
Music videos and femininity.
Documentary "Miss
Representation"
Masculinity.
Documentary "The Tough Guise"
What is "kawaii"? Whatdoes"kawaii" do?
Concluding remarks and second
quiz【Work to be done outside of class (preparation, etc.)】
Students are required to read before each lesson and come to classprepared to discuss them.
【Textbooks】
Readings will be uploaded onto H’etudes.
【References】
Barker, Chris. 2011. Cultural Studies: Theory and Practice. 4th
Edition. Sage Publications Ltd. ISBN: 0857024809
Hall, Stuart, Jessica Evans, and Sean Nixon. 2013. Representation:
Culture Representation and Signifying Practice. 2nd Edition. Sage
Publications Ltd. ISBN: 1849205639
Lewis, Jeff. 2008. Cultural Studies: The Basics. 2nd edition. Sage
Publications Ltd. ISBN: 1412922305— 118 —

発行日：2019/5/1
14

SOC200ZA

Race, Class and Gender I: Concepts & Issues

Race, Class andGender: Revisited

What have we learned about race,class and gender?
Review of take-home examination【Work to be done outside of class (preparation, etc.)】
In addition to preparing for discussions and presentations, students are
expected to review class materials after each class, note down reflections
on the videos shown in class, and do the prescribed readings.

Kyung Hee Ha
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 5/Tue.5【Textbooks】
No textbook will be used. Handouts, readings and other materials will
be distributed in class and/or uploaded on H’etudes.

【Outline and objectives】
Race, class, gender and sexuality are important aspects of social lifethat affect us in distinct as well as interrelated ways. In this course,
students will be introduced to key concepts, theories and research to
explore how race, class, gender and sexuality shape identities andexperiences, create differences among people as individuals and groups,
and constitute inequalities. Since the field has been developed in the
United States, much of the class material will be U.S.-centered. At thesame time, research from other countries, including Japan, will also be
drawn on.

【References】
Dill, B. T., & Zambrana, R. E. (Eds.). (2009). Emerging intersections:Race, class, and gender in theory, policy, and practice. New Brunswick,
New Jersey and London: Rutgers University Press.
Grusky, D. B., & Szelényi, S. (Eds.). (2006). Inequality: Classic Readingsin Race, Class, and Gender. Boulder, CO: Westview Press.
Newman, D. M. (2012). Identities and inequalities: Exploring theintersections of race, class, gender and sexuality (2 ed.). New York:
McGraw-Hill.
Ore, Tracy E. 2008.
The Social Construction of Difference andInequality: Race, Class, Gender and Sexuality.
4/e.
Boston:McGraw-Hill.

【Goal】
Through lectures, discussion and written assignments, students willlearn concepts and theories to analyze how race, class, gender andsexuality affect individuals and society. They will learn to apply theseanalytical tools and knowledge to form critical opinions on current
issues related to various bases of inequalities. Students will acquire
skills in critical thinking, analysis and writing that can be applied inother academic fields as well as future careers.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is taught through a combination of lectures, documentaryviewings, and small-group discussions and group presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Overview: Identities
and Inequalities

2

Race as a Social
Category

3

Race as a Basis of
Inequality

4

Race: Case Study

5

Race: One More Time

6

Social Class: Social
Structure and LivedExperiences (1)7Social Class: Social
Structure and LivedExperiences (2)8Social Class: A
Theoretical Overview

9Social Class: One MoreTime
Gender and Sexuality
(1)

10

11

Gender and Sexuality(2)

12

Gender and Sexuality(3)
Case Study: Same-sex
Marriage
Gender and Sexuality:
One More Time

13

Contents
Introducing the “social
construction” perspective tounderstand race, class, gender andsexuality
Video viewing and discussion: Race̶ The Power of an Illusion
Racial formation: the historicalcreation of race. History of "race" religious, scientific and social
construction.
Is “color” still important?
Is race still important? Videoviewing and discussion: What’s
Race Got to Do with It?
Various examples -the UnitedStates, Japan and beyond
Student presentations anddiscussion on race and ethnicity
Video viewing and discussion:
People like Us Part I
Social class as lived experiences
and basis of oppression
Video viewing and discussion:
People like Us Part II
Social class as lived experiences
and basis of oppression
The concept of “social class”
approached from different
theoretical perspectives"Social class" in Japan
Student presentations anddiscussion on social class
Gender inequality: measures andexplanations
Conceptualization of “gender”
Social construction of gender
Sexuality: key concepts
Video viewing and discussion:
Middle Sexes
The concept of “sexuality”
Same-sex marriage: arguments forand against【Grading criteria】
The grade will be calculated as follows:
Participation: 20%
Presentations: 30%
Small assignments: 20%
Final paper/exam: 30%【Changes following student comments】
Students have generally found the class interesting, informative andthought-provoking. However, some in the past have also indicated thatthe workload was heavy. Changes have been made to the assignments
and exercises to make the workload more manageable.
【Prerequisite】
Students who intend to enrol in this class are expected to have passed
Understanding Society or Introduction to Sociology. This prerequisite
may be waived if students have taken courses in Cultural Studies orCultural Anthropology.
Students are strongly encouraged to take Race, Class and Gender II
after completing Race, Class, Gender I.
Students who have passed Race, Class and Gender I will begiven admission priority to the seminar, Intersectionality: Multiple
Inequalities.

Student presentations anddiscussion on gender and sexuality— 119 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Before each class, students are expected to review their notes fromprevious classes and do the assigned readings. They must also download
and print out handouts prior to each class and bring them to class
to take notes. Occasionally, students will also be assigned homework(worksheets, questionnaires, etc).

PSY200ZA

Social Psychology I
Yu Niiya
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 2/Thu.2【Outline and objectives】
This is an introductory course in social psychology, the scientific study of
how we view and influence one another. Students are introduced to thetheories, research methods, and seminal findings of social psychology.
Social Psychology I will primarily focus on how we think about thesocial world, how we come to understand others, and how we exert
influence on others’ thoughts, feelings, and behaviors. Topics include
perceptions of others and the self, attitudes, conformity, obedience, andpersuasion. Social Psychology II will focus on social relations andintergroup dynamics, covering topics such as close relationships, helping
and aggression, group influence, and prejudice. These two courses willcomplement each other to provide an overview of the main content areasof social psychology.
【Goal】
This course will introduce students to the perspectives, researchmethods, and empirical findings in the field of social psychology andcultivate skills in analyzing the social situations and events that we
encounter in our everyday lives. By the end of the course, students
will be able to (1) identify and understand major theories, principles,and research findings in the field of social psychology, (2) apply social
psychological theories and principles to real life experiences, and (3)critically evaluate social psychological theories and research. In Social
Psychology I, students will be able to answer the following questions:
How are we influenced by our environment and by other people? How
do we explain others’ behavior? What are attitudes and how do theyaffect us? What leads to conformity and obedience? When are people
persuaded by differing opinions and when are they not?

【Textbooks】
None.
【References】
Myers, D. G. & Twenge, J. (2019). Social Psychology (13th ed.).
McGraw-Hill.
The reference book will be available in the library and the GIS Reference
Room for those who wish to learn about each topic in more detail.
Handouts and reading materials are on the course website.
【Grading criteria】
Students are evaluated based on midterm and final exams (35% each),in-class activities and quizzes (20%), and class participation (10%).
【Changes following student comments】
Students usually find this course interesting and eye-opening. I hope
to continue engaging students with materials through various hands-on
activities and discussions.
【Others】
Social Psychology I and II can be taken in reverse order (II and then I).
Students who have taken and passed introductory courses in psychology(e.g., Introduction to Psychology I/II, Developmental Psychology) may be
given priority in the selection. Students are strongly encouraged to takethis class if they intend to enroll in Self and Culture seminar.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Methods of instruction include lectures, films, individual and small
group activities, and discussions. Students will engage in various
hands-on activities and experiments to experience the concepts theylearn in class. Students will be asked to reflect on their daily experiences
and share examples that illustrate these concepts.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Methods in Social
Psychology
3Social Cognition I

4Social Cognition II

5

9

Attitudes andBehaviors I
Attitudes andBehaviors II
Attitudes andBehaviors III
Review & Midterm
Exam
Conformity I

10

Conformity II

11
12

Obedience
Persuasion I

13

Persuasion II

14

Review & Final Exam

6
7
8

Contents
What is social psychology?
How do social psychologists study
behaviors?
How do we perceive our socialworld?
How do we make sense of our socialworld?
When do attitudes predict
behaviors?
When do behaviors predict
attitudes?
How much is the social world “outthere” vs. “in our head”?
What have we learned so far?
Multiple choice and short-essays
Why do people conform?
Informational social influence
Why do people conform? Normativesocial influence
What leads to attitude change
When do people get convinced?
Elaboration likelihood model
How can you persuade others?
Persuasion technique
What have we learned so far?
Multiple choice and short-essays— 120 —

発行日：2019/5/1

PSY200ZA

Social Psychology II
Yu Niiya
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 2/Mon.2【Outline and objectives】
This is an introductory course in social psychology, the scientific study of
how we view and influence one another. Students are introduced to thetheories, research methods, and seminal findings of social psychology.
Whereas Social Psychology I focuses on how individuals understand thesocial world and how they influence one another, Social Psychology II
will primarily focus on how we relate to one another, how the presence ofothers influence our performance and decision, and how groups interact
with each other. Social Psychology I and II will complement each otherto provide an overview of the main content areas of social psychology.
【Goal】
This course will introduce students to the perspectives, researchmethods, and empirical findings in the field of social psychology andcultivate skills in analyzing the social situations and events that we
encounter in our everyday lives. By the end of the course, students
will be able to (1) identify and understand major theories, principles,and research findings in the field of social psychology, (2) apply social
psychological theories and principles to real life experiences, and (3)critically evaluate social psychological theories and research. In Social
Psychology II, students will be able to answer the following questions:
How are we influenced by our environment and by other people? Whatcauses relationships to begin or to fail? Why are people sometimes
helpful, but at other times aggressive or even cruel? How does thepresence of others influence individual performance and decision? Whatleads to prejudice and what can be done about this problem?

【Work to be done outside of class (preparation, etc.)】
Before each class, students are expected to review their notes fromprevious classes and do the assigned readings. They must also download
and print out handouts prior to each class and bring them to class totake notes. On weeks students are assigned to lead a group discussion
on a research paper, they are expected to read and understand thematerials, be able to explain them to others and, prepare discussion
questions. Occasionally, students will also be assigned homework(worksheets, questionnaires, etc).
【Textbooks】
none.
【References】
Myers, D. G. & Twenge, J. (2019). Social Psychology (13th ed.). McGrawHill.
The reference book will be available in the library and the GIS Reference
Room for those who wish to learn about each topic in more detail.
Handouts and reading materials are on the course website.
【Grading criteria】
Students are evaluated based on midterm and final exams (30% each),group discussions (20%), in-class activities and quizzes (15%), and classparticipation (5%).
【Changes following student comments】
I used to have group presentations at the end of the term, but I felt
there was some variation in how much students gained from thesepresentations, both as presenters and as the audience. This year,
students will be assigned research papers and will prepare discussion
questions to lead small group discussions in class. More details will be
provided during class.
【Others】
Social Psychology I and II can be taken in reverse order (II and then I).
Students who have taken and passed introductory courses in psychology(e.g., Introduction to Psychology I/II, Developmental Psychology) may be
given priority in the selection. Students are strongly encouraged to takethis class if they intend to enroll in Self and Culture seminar.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Methods of instruction include lectures, films, individual and small
group activities, and discussions. Students will engage in various
hands-on activities and experiments to experience the concepts theylearn in class. Students will be asked to reflect on their daily experiences
and share examples that illustrate these concepts.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Attraction

3

Close Relationships I

4Close Relationships II

5
6

Helping
Aggression

7
8

Review and Midterm
ExamGroup Influence I

9Group Influence II

10Group Influence III

11

Stereotyping andPrejudice I
Stereotyping andPrejudice II
Stereotyping andPrejudice III
Review & Final Exam

12
13
14

Contents
What are we going to learn in thisclass?
What leads to friendship andattraction?
How do we build relationships andhow do they end?
How can we build more satisfying
relationships?
When and why do we (not) help?
What increases aggression and how
can it be reduced?
What have we learned so far?
Multiple choice and short-essays
How is our performance affected by
the presence of others?
Do groups hinder or assist gooddecisions?
When do groups cooperate vs.
compete against other groups?
What causes prejudice?
What are the consequences ofprejudice?
How can we reduce prejudice?
What have we learned so far?
Multiple choice and short-essays— 121 —

発行日：2019/5/1

SOC200ZA

6

Education in theDeveloping World

7

Education andModernization

8

Education in the 21stCentury

9Comparing Education
Systems

10

Student Presentations
1
Student Presentations
2
Student Presentations
3
Student Presentations
4
Student Presentations
5

Education and Society
Christopher D. Hammond
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 5/Thu.5【Outline and objectives】
This course will introduce learners to a broad range of theories,
issues and debates about the societal roles and functions of schools,
universities and education systems around the world.
Takingmacro-level sociological perspective, the objectives of the course are to:- Introduce learners to a range of theories and approaches to criticallyanalyze the roles of education in society- Examine the relationships between schooling, state formation andeconomic development- Understand the challenges and opportunities for education in thedeveloping world- Explore the role of education as a political tool for the inculcation ofnational identities- Explore debates about social mobility and reproduction througheducation in the context of gender, race and social class- Consider the challenges and implications for education systems in a
century marked by rapid technological innovation and change
In addition to the acquisition of content knowledge, students willdevelop skills for understanding lectures given in English, and improvetheir communication skills through critical engagement with a wide
range of topics.
【Goal】
By the end of the course, students will gain an understanding of a range
of issues related to education and society, and be able to critically engage
with debates on education through a solid grounding in education theory
and contemporary research.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The primary mode of instruction will be through in-class lectures andsmall-group discussions. Emphasis will be placed on critical thinking,group and whole-class discussions, and independent research. Assessment will take the form of written assignments and presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

3What should be taught
in schools? For what
purpose?

Education Theory

4

The Politics of
Education

5

Gender, Race andSocial Class

Contents
Introduction and explanation of thecourseLecture and discussion: what is‘quality’ in education? Considering
the purposes of formal education
Issues in education and society: thechallenge of relevance• The debate about knowledge vs.
skills• International standardized tests
and global competition• Case study: PISA
• Homework: using data to build
better schools
Theories of education and society:• Modernist theories of education:
human capital formation,
dependency, and liberation theories
Issues in education and society: thechallenge of relevance• Education as a political tool:
history, moral and citizenshipeducation• Schooling for national identity
formation in East Asian societies
Issues in education and society: thechallenge of participation• Equality of access andopportunity in education: gender,race and social class

11
12
13
14

Education and international
development: the goals andchallenges of Education for All(EFA), the Millennium
Development Goals (MDGs), andthe Sustainable Development
Goals (SDGs)
Issues in education and society: thechallenge of flexibility• Education, state formation, andeconomic development: the role ofeducation in the development of
the UK, the US, and East Asian
economies
Issues in education and society: thechallenge of flexibility• Education in the 21st Century:
the challenges and opportunities of
rapid technological change andinnovation
Issues in education and society:• Education in a globalizing
world: international rankings andglobal competition ‒ comparing
education systems in Finland andSingaporeStudent-led presentations anddiscussions (active learning)Student-led presentations anddiscussions (active learning)Student-led presentations anddiscussions (active learning)Student-led presentations anddiscussions (active learning)• Student reflective assessment【Work to be done outside of class (preparation, etc.)】
Preparatory reading for the lecture and willingness to engage indiscussion is expected. Students will be required to research specifictopics, engage in group and whole class discussions and deliver
academic presentations.
【Textbooks】
There is no textbook for this class【References】
McCowan, Tristan, and Elaine Unterhalter, eds. Education andinternational development: An introduction. Bloomsbury Publishing,2015. ISBN: 9781472510686
Phillips, D., & Schweisfurth, M. (2014). Comparative and international
education: An introduction to theory, method, and practice. A&C Black.
ISBN: 1847060595
Lauder, H., Brown, P., Dillabough, J. A., & Halsey, A. H. (2006).
Education, globalization, and social change. Oxford university press.
ISBN: 0199272530
UNESCO Institute for Statistics - http://uis.unesco.org
OECD - http://www.oecd.org【Grading criteria】
30% (Active Participation)
30% (Assignments)
40% (final research-based presentation)【Changes following student comments】
not applicable【Equipment student needs to prepare】
NA【Others】
NA【Prerequisite】
None— 122 —

発行日：2019/5/1【References】
Morling, B. (2017). Research methods in psychology: Evaluating a worldof information (3rd ed.). New York, NY: W.W. Norton & Company.
The reference book will be available in the library and the GIS Reference
Room for those who wish to learn about each topic in more detail.
Handouts and reading materials are on the course website.

PSY200ZA

Social Research Methods
Yu Niiya
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 1/Mon.1【Outline and objectives】
The goal of this course is to introduce the students to various researchmethods used in the social sciences. Students will learn how to
conduct social research using experimental methods, survey methods,
interviews and focus groups, and observational methods. The course
will also cover topics related to research ethics, validity and reliability,
some basic statistics, and APA-style writing.
【Goal】
This course provides an overview of the "hows" and "whys" of researchin social sciences, and it covers such topics as design, ethics, APA-style
writing and such strategies as field experiments, surveys, interviews,
and observations. Students will develop the ability to design, conduct,
evaluate, and report empirical studies. By developing hypotheses andcritically assessing information, students will improve their criticalthinking skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.

【Grading criteria】
Final grades are based on three research papers (15%, 15% and 30%), a
poster presentation (20%), and the quality and timeliness of group work
done outside class (20%).
【Changes following student comments】
Students in previous years found this course very demanding but
rewarding. Some students aimed to accomplish at a higher level whileothers were somewhat struggling to meet the requirements. I will
provide office hours and other consulting time outside the class to meetthe need of individual students.
【Equipment student needs to prepare】
For some weeks, students will be asked to bring laptop computers.
Students must get the login information for PyscINFO database fromthe library.
【Others】
Students who have successfully completed Statistics will be given
priority during enrollment.
Students must take and pass this course if they wish to enroll in the Self
and Culture seminar. Students who plan to enroll in other seminars insocial sciences are also strongly encouraged to take this course.
【Prerequisites】
none【Method(s)】The course consists of lectures, in which general ideas and methods ofresearch will be presented, and hands-on applications of the methods,
in which student’s research projects will be planned and presented.
Although some of the class time will be set aside for planning students’research, the majority of it will be done as assignments to be completed
outside class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Four Validities

3
4

Variables andMeasurements
Descriptive Research

5

Generalization

6

Correlational Research
I

7

Correlational Research
II
Correlational Research
III
Correlational ResearchIV
Experimental Research
I
Experimental Research
II
Experimental Research
III
Third-Variable
Problems
Students Poster
Presentations

8
9
10
11
12
13
14

Contents
What is research? Why should we
care?
What is good research? How do I
know if I can trust the findings?
How do we define variables? How
do we measure them?
What do people do? Evaluating
frequency claims with observations
and content analysis
How generalizable are my findings?
Sampling issues and validities
How are two variables related?
Evaluating association claims withsurveys
Theories and Hypotheses
Writing clear questions: closed vs.
open ended questions
Creating a questionnaire
Common experimental designs;
random assignment and control
Designing and conducting a field
experiment
Data analyses and reporting
Various threats to internal validity
Poster presentations of groupresearch【Work to be done outside of class (preparation, etc.)】
Students will have to complete the assigned homework on time tosuccessfully complete the class. They will be asked to do the readings,
create research materials, collect data, etc. outside the class. Pleasebear in mind that the course will require that students spend aconsiderable amount of time outside class (at least 2-3 hours every week,sometimes more). Most work will be done in small groups, suggestingthat students need to be flexible in finding time to meet other students
during the week.
【Textbooks】
Harris, S. R. (2014). How to critique journal articles in the social
sciences. Los Angeles, CA: Sage.

— 123 —

発行日：2019/5/1【References】
Morling, B. (2017). Research methods in psychology: Evaluating a worldof information (3rd ed.). New York, NY: W.W. Norton & Company.
The reference book will be available in the library and the GIS Reference
Room for those who wish to learn about each topic in more detail.
Handouts and reading materials are on the course website.

PSY200ZA

Social Research Methods
Yu Niiya
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 1/Mon.1【Outline and objectives】
The goal of this course is to introduce the students to various researchmethods used in the social sciences. Students will learn how to
conduct social research using experimental methods, survey methods,
interviews and focus groups, and observational methods. The course
will also cover topics related to research ethics, validity and reliability,
some basic statistics, and APA-style writing.
【Goal】
This course provides an overview of the "hows" and "whys" of researchin social sciences, and it covers such topics as design, ethics, APA-style
writing and such strategies as field experiments, surveys, interviews,
and observations. Students will develop the ability to design, conduct,
evaluate, and report empirical studies. By developing hypotheses andcritically assessing information, students will improve their criticalthinking skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】The course consists of lectures, in which general ideas and methods ofresearch will be presented, and hands-on applications of the methods,
in which student’s research projects will be planned and presented.
Although some of the class time will be set aside for planning students’research, the majority of it will be done as assignments to be completed
outside class.

【Grading criteria】
Final grades are based on three research papers (15%, 15% and 30%), a
poster presentation (20%), and the quality and timeliness of group work
done outside class (20%).
【Changes following student comments】
Students in previous years found this course very demanding but
rewarding. Some students aimed to accomplish at a higher level whileothers were somewhat struggling to meet the requirements. I will
provide office hours and other consulting time outside the class to meetthe need of individual students.
【Equipment student needs to prepare】
For some weeks, students will be asked to bring laptop computers.
Students must get the login information for PyscINFO database fromthe library.
【Others】
Students who have successfully completed Statistics will be given
priority during enrollment.
Students must take and pass this course if they wish to enroll in the Self
and Culture seminar. Students who plan to enroll in other seminars insocial sciences are also strongly encouraged to take this course.
【Prerequisites】
none【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Four Validities

3
4

Variables andMeasurements
Descriptive Research

5

Generalization

6

Correlational Research
I

7

Correlational Research
II
Correlational Research
III
Correlational ResearchIV
Experimental Research
I
Experimental Research
II
Experimental Research
III
Third-Variable
Problems
Students Poster
Presentations

8
9
10
11
12
13
14

Contents
What is research? Why should we
care?
What is good research? How do I
know if I can trust the findings?
How do we define variables? How
do we measure them?
What do people do? Evaluating
frequency claims with observations
and content analysis
How generalizable are my findings?
Sampling issues and validities
How are two variables related?
Evaluating association claims withsurveys
Theories and Hypotheses
Writing clear questions: closed vs.
open ended questions
Creating a questionnaire
Common experimental designs;
random assignment and control
Designing and conducting a field
experiment
Data analyses and reporting
Various threats to internal validity
Poster presentations of groupresearch【Work to be done outside of class (preparation, etc.)】
Students will have to complete the assigned homework on time tosuccessfully complete the class. They will be asked to do the readings,
create research materials, collect data, etc. outside the class. Pleasebear in mind that the course will require that students spend aconsiderable amount of time outside class (at least 2-3 hours every week,sometimes more). Most work will be done in small groups, suggestingthat students need to be flexible in finding time to meet other students
during the week.
【Textbooks】
Harris, S. R. (2014). How to critique journal articles in the social
sciences. Los Angeles, CA: Sage.

— 124 —

発行日：2019/5/1

PSY200ZA

Applied Psychology
Sayaka Aoki
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 2/Tue.2【Outline and objectives】
This course focuses on how psychology is applied in the field. Students
will acquire new perspectives from which to analyze and conceptualize
the world. They will also acquire some psychological skills that can beapplicable in their daily life.
【Goal】
Upon completion of this course, students will have(1) a basic understanding of psychological concepts and theories and how
they are applied in mental health facilities, schools and workplaces(2) a better understanding of how the knowledge and concepts that they
have learned in this course are applicable in real settings(3) developed an array of skills for conceptualizing and analyzing daily
phenomena from a psychological perspective【References】
Salvia, J., Ysseldyke, J., & Witmer, S. (2012). Assessment in special
and inclusive education, 12th ed. Belmont, CA, : Wadsworth/Cengage
Learning.
Spiegler, M. D., & Guevremont, D. C. (2015). Contemporary behavior
therapy, 6th ed. Belmont, CA, : Wadsworth/Cengage Learning.
Swanson, J. L., & Fouad, N. A. (2014). Career theory and practice:
Learning through case studies.
3rd Ed.
New York, NY: Sage
publications.
【Grading criteria】
The following show approximate activity-by-activity percentage points
toward your final course grade: (a) active participation, preparation,and engagement (10%); (b) Reflection papers (40%); (c) Final exam (50%)
【Changes following student comments】
For the final exam, students are expected to start preparation wellin advance, as they need to develop their own answers by reflecting
on their own lives. For this purpose, the questions are shared in the
beginning of this course.
【Equipment student needs to prepare】
Class materials are uploaded on the class websites【Others】
None【Prerequisite】
None【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is taught using different materials, including books, articles,
pictures and videos. Students participate in small group discussions. At
the end of each class, students write a brief reflection paper, which will
be shared anonymously during the beginning of the next class. The classconcludes with a final exam.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview

2
3
4Applications in Medical
Settings (1)Applications in Medical
Settings (2)Applications in Medical
Settings (3)Contents
Course overview:
Description of psychology-based
work in different settings
Psychological assessment (1):cognitive functioning
Psychological assessment (2):social-emotional functioning
Psychotherapy(1): cognitive
behavior therapy andpsychodynamic-based therapy
Psychotherapy(2): dialectic
behavior therapy and family
therapy
Mental disorders

5

Applications in Medical
Settings (4)6Applications in Medical
Settings (5)Applications in School
Psychoeducational evaluation with
Settings (1)special focus on behaviorally
oriented assessment
Applications in School
Group counseling
Settings (2)Applications in School
Work for students with special
Settings (3)needs
Applications in School
Bullying and peer victimization
Settings (4)Applications inCareer counseling
Workplace Setting (1)Applications inConflict resolution in organizations
Workplace Setting (2)Applications in
Leadership theory
Workplace Setting (3)Final Exam & Wrap-up Final exam

7

8
9
10
11
12
13
14

【Work to be done outside of class (preparation, etc.)】
Students are required to print out and read over the slides for theclass in advance, which are uploaded on the class website. Reading
assignments, links to relevant websites for the next class, will be also
included in the last slide. Students are also expected to consider theanswers for the essay questions in the final exam which are shared in
the beginning of the course【Textbooks】
No specific textbooks are used; class materials are uploaded in the classwebsite.

— 125 —

発行日：2019/5/1
10

PSY200ZA

Educational Psychology
Dexter Da Silva

11

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 5/Fri.5【Outline and objectives】
This course will introduce students to important ideas, basic theories,classic and current research studies in key areas in the field of
educational psychology, such as learning, memory, motivation andhuman development. It also will help students to connect these theories
and research findings to their daily lives now as students and in their
futures as life-long learners.
【Goal】
This course aims at developing students’ 1) basic knowledge ofeducational psychological concepts, theories and important researchfindings, 2) understanding of their own learning histories, including how
they know what they know, and 3) psychological literacy skills to apply
the knowledge learnt in their own current and future lives. Students
will become better able to develop their own learning skills, and to help
others learn in a wide variety of situational roles, such as teachers,
trainers, group leaders, or parents.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】This course will focus on human learning, and will include important
areas related to learning, such as intelligence, memory, motivation,and self-concept. Methods of instruction include lectures, audio-visualmaterials, such as videos, TED Talks, student presentations, small
group activities, reflection and discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to
Educational
Psychology and to the
Course2

Learning

3

Human Development

4Intelligence5

Language
Development andLanguage Learning

6

Memory7

Retrieval Practice8

Review &Mid-semester Exam
Motivation

9

Contents
Cooperative / collaborative / active
learning; psychological literacy;
reflective practice; six approaches‒ 1) developmental; 2)
behaviourist; 3) cognitive; 4)
constructivist; 5) socio-cultural; 6)
situated
Theories and definitions oflearning; classical, operant andinstrumental conditioning; social
learning theory;
principles of good teaching andlearning
The nature vs nurture argument;
Development throughout thelifespan;
Theories of human development ‒Piaget; Vygotsky; Erikson
IQ; multiple intelligences; testing;EQ;
practical / social intelligence;
Dweck’s ‘Mindset’
Learning our first language ‒stages and processes; foreign orsecond language learning theories;bilingualism.
Memory and learning; short-term
memory, long-term memory andworking memory; memory
strategies;
Week 1 ‒ week 6
Student presentations
Multiple choice questions and shortessays on content from weeks 1 ‒ 7
Goal theory; theoretical models of
motivation;
intrinsic / extrinsic;
self-determination theory (SDT);
personal investment;

12

13
14

Motivation in Foreign
Language Learning

Socio-educational model;
current theories and constructs ‒L2 motivational self system;willingness to communicate;motivational strategies.
EFL motivation in Japan.
Positive Education
Positive psychology applied toeducation ‒ education forwell-being, happiness; praise;
personal strengths; individual
goals;
positive schooling.
Creativity
What is creativity and why is it
important?
4 C model of creativity;
developing and maintaining
creativity;
Self-Concept
The importance of self-concept foreffective learning; the self;
Final Exam & Wrap-up Multiple choice questions and shortessays【Work to be done outside of class (preparation, etc.)】
To prepare for each class, students should do the required reading /homework, or watch the recommended websites or video talks. Aftereach class, students should review their notes, rewriting and expandingon them, in order to remember and understand more deeply theimportant concepts. This may be best done in study groups.
【Textbooks】
The textbook is a Noba Project book, Introduction to Educational
Psychology, compiled by the teacher, and available for free downloadfrom:
http://nobaproject.com/textbooks/new-textbook-1b406e3d-5fa2-42bebba3-d08dbb74741d【References】
Handouts and reading materials on related topics.
Related talks on TED Talks available from: https://www.ted.com/
Annenberg Learner videos available from: https://www.learner.org/
resources/series138.html【Grading criteria】
Student Evaluation:
Student Participation and Contribution: 25%
Student Presentations of content for review: 25%
Mid-semester Exam: 25%
Final Exam: 25%【Changes following student comments】
No changes to the syllabus were made based as weekly comments by
the students were very positive about the topics and style of teaching.
Some changes based on my own reflections and student comments will
be made to some detailed in-class information, quizzes and content.
【Others】
This course will be useful for students who are planning to becometeachers, those who are interested in learning about learning, andthose who are interested in thinking scientifically about formal andnon-formal learning.
【Prerequisite】
None.

— 126 —

発行日：2019/5/1
13

SOC200ZA

Social Problems
14

Sachiko Horiguchi
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 1/Thu.1【Outline and objectives】
The aim of this course is to examine social problems surrounding
youth in post-war Japan and to gain a nuanced understandingof contemporary Japanese society.
We will draw on a “social
constructionist” framework and examine how certain social problems
surrounding youth have been discovered, defined, and dealt with inpost-war Japan. We will explore issues relating to violence, gender,
labor, marriage, globalization, and diversity in contemporary Japan.
【Goal】
By the end of the course, students will be able to apply a “social
constructionist” framework for making sense of social problems
surrounding youth in post-war Japan. It is expected that students
will develop a nuanced understanding of contemporary Japanesesociety through critically examining youth social problems fromsociological/anthropological perspectives.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will primarily be based on presentations and group discussions
rather than lectures. It is therefore expected that students come to classhaving done the assigned reading and ready to discuss them. Every
student will make a presentation and write a paper on a chosen topic.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2

3

4

5

6

7

8

9

10

11

12

SociologicalApproaches to Social
Problems
Approaching
Contemporary YouthProblems
Hikikomori (YouthSocial Withdrawal): An
AnthropologicalApproachOtaku: From a "Moral
Panic" to "Cool Japan
Ijime (Bullying):
Japanese Children and
Education in Crisis
Youth in Regular
Labor: Exploitation ofthe "Salarymen"
Precarious Youth in
Irregular Labor:
Freeters and Haken(Dispatch Workers)
Precarious Youth out of
Work: NEETs (Not in
Education,
Employment, orTraining)
Hattatsu Shogai(Developmental
Disabilities) and YouthWho Fail to be “Good
Communicators”“Sexless Youth," Late
Marriage and the
Declining Birth Rate
Globalization andDiversity (1):Uchimuki(Inward-looking) YouthExploring Japan’s “hidden”
problem of human trafficking

Summary and article discussion【Work to be done outside of class (preparation, etc.)】
Every student should submit an A4 1 page self-introductory essay(hard copy) outlining 3 topics he/she wants to make a presentation onwith reasons by the 2nd session. Students must bring reading notes(electronic or hard copy, minimum A4 half-page with key questions,at least 3 key terms & definitions, at least 1 discussion question) on
assigned readings to class. Every student will be expected to prepare
for his/her individual/group presentation, and to individually write apaper on the presentation topic within two weeks after the presentation.
Students should also bring non-academic articles for discussion in class
twice during the semester.
【Textbooks】
We will not use a textbook.
【References】
Goodman, Roger, Yuki Imoto, and Tuukka H. I. Toivonen. A Sociology ofJapanese Youth: From Returnees to NEETs. London: Routledge, 2012.
Print.
【Grading criteria】
Active class participation (including class discussions and reflections
on presentations) 28%; reading notes (checked in 10 sessions)
20%; self-introductory essay 7%; 2 article assignments (5%x2) 10%;individual/group presentation 20%; Individually-written paper based on
the presentation 15%【Changes following student comments】
Students expressed their interest in issues of exploitation and mental
health among full-time workers ("salarymen") so I have added this topic.
I will continue to incorporate topics that students are interested inpursuing, even if they are not in the original syllabus.
【Equipment student needs to prepare】
H’etudes elearning system（授業支援システム）will be used.
【Others】
You must attend the first class if you are interested in the course. You
should be ready to read/discuss/present/write for an English-mediumclass and should be interested in, and committed to learning about
youth social problems in Japan.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

Globalization andDiversity (2): The
Technical Intern
Training Program
Summing up

Contents
Introduction and overview of thecourseMaking sense of youth problems【Prerequisite】
None.

Discussing media reports on
Japanese youth problems (article
discussion)
Instructor’s lecture on hikikomori
from social constructionist andethnographic perspectives
Examining shifting interpretationsof otaku subcultures since the1980s
Examining the discourses onbullying and educational crisis
since the 1980s
Examining the discourses andrealities of post-war "salarymen"
Examining discourses, movements,
and practices around irregularlabor in 1990s and 2000s Japan
Examining youth unemployment
problems and policy in 2000s

Examining discourses andpractices around children andyouth with “communication
problems”
Examining gendered discourses ofsinglehood and marriage
Critically assessing discourses on
youth “reluctant to study abroad”— 127 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to download and complete weekly readings prior
to the lecture introducing the next theme (see class schedule) so thatthey have a better grasp of the subject matter and can participate inclass discussions. After each lecture/seminar, the instructor will give thestudents short assignments, e.g. 3 questions to produce a short essay of
500 words (max) which has to be submitted the week after.

SOC200ZA

General Topics II: Food and Society
Heide Imai
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 2/Wed.2【Outline and objectives】
From unhealthy fast food, salmonella in eggs and beef recalls, to an
obesity epidemic and new urban community gardens; almost every day,food is in the headlines. Even if eating were not something most humans
do several times each day, food would command our attention. Eating
is a necessity for living organisms, a biological imperative. However
food is about much more than just nutrition. This course views foodproduction, processing, distribution, and consumption as social andcultural phenomena. Particular attention will be paid to the theoretical,
historical, and empirical issues of food and society worldwide, discussing
the global dimensions of diverse food and farming networks.
【Goal】
1. Understand the outlines of the industrialized system of foodproduction and recognize and assess alternatives to the system.
2. Discuss and analyse alternative food systems in historical, social andpolitical context.
3. Draw connections between your individual personal eating choices,
habits, and tastes and our collective food history.
4. Develop a critical, sociological approach to diverse problems related
to food.

【Textbooks】
Amy E. Guptill, Denise A. Copelton, Betsy Lucal.2012.
Society: Principles and Paradoxes. Polity. 1 edition.

Food and【References】
Marion Nestle. 2002. Food Politics. Berkeley: University of California
Press.
Julie Guthman. 2004. Conventionalizing Organic, pp. 110-140 inAgrarian Dreams: the Paradox of Organic Farming in California.
Berkeley: University of California Press.
Thomas A. Lyson. 2004. Civic Agriculture. Medford, MA: Tufts
University Press.
J. Eric Oliver. 2005. Fat Politics. Oxford University Press.
Peter Menzel and Faith D"Aluisio. 2005. Hungry Planet: What theWorld Eats. Material World.
Michael Pollan. 2006. The Omnivore’s Dilemma. New York: The
Penguin Press.
Marion Nestle. 2007. What to Eat. North Point Pr. 1 edition.
Barbara Kingsolver. 2007. Animal, Vegetable, Miracle: A Year of Food
Life. New York:Harper Collins.
Michael Pollan. 2008. In Defense of Food. New York: The Penguin Press.
Mark Winne. 2008. Closing the Food Gap. Boston, MA: Beacon Press.
Shannon Hays. 2010. Radical Homemakers: Reclaiming Domesticity
from a Consumer Culture. Richmondville, NY:Left to Write Press.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Grading criteria】
Students are expected to participate in class discussions.
Participation requires that students complete the assigned readings(download from the weekly reading list).
More than 2 unexcused absences will result in failure of this course.
Regular and final presentations. The course runs for 14 weeks. Every
five weeks students are asked to give a short presentation entitled ‘Show
and Tell’, presenting general aspects and specific topics. In week 14,
students are asked to give a final presentation discussing a specific andself-selected topic. In addition, a short research paper will be preparedand submitted according to a self-chosen topic. The presentations andpaper count for 60% of the final course grade.
The final grade is based on: Class Participation 10%, Discussion
10%, Regular Presentation and Assignments 20% and the Final
Presentation and Paper 60%.

【Fieldwork in class】
あり / Yes【Changes following student comments】
Schedule and case studies updated.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】In studying the ways food is produced and consumed, we will also
discover the ways food shapes and expresses relationships amongpeople. This most basic of human needs is easily taken for granted bythose who have plenty, while the causes of hunger are easily dismissedor misunderstood. This course will address such misunderstandings,
as well as issues of culture, meaning, identity, power, and ecology, allthrough a focus on food.

【Schedule】
No.
Theme
1
Introduction

2

Industrialized Food:
Agriculture andProduction

3

Industrialized Food:Distribution andConsumption
Animals and Food
Production

4

5
6

7
8

9
10
11

12
13

14

Presentations Round 1
GMO Foods andBiodiversity:
Alleviating Hunger orOpening Pandora’s
Box?
Advice from
Nutritionists
Diet, Obesity, Healthand Disease

Contents
How have agriculture and foodproduction changed over the past
100 years?
What are some of the mostimportant achievements andproblems of industrialized foodproduction?
How have consumption and eating
patterns changed in the world overthe past century?
What is the place of animal
products and especially meat in thecontemporary diet?
Students give Presentation 1.
What are the dangers of GMOs? In
what ways are GMOs a modern
Pandora’s box?

【Prerequisite】
None.

What do we know about nutrition?

Is there an epidemic of obesity?
Should we be worried aboutobesity?
Hunger and Food
How extensive is the problem of
Policyhunger and food insecurity?
Presentations Round 2 Students give Presentation 2.
Farming Culture andHow are farming networks
Farmer Networks
working, evolving and supporting
each other to work sustainably?
Social Movements:
What is the history of the organic
Going Organic
movement?
Social Change and Fair Are these alternatives closer to theTrade: Beyond Organic ideals of the original organics
movement?
Final Presentations
Students present their final papers
in class.

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発行日：2019/5/1

SOC200ZA

11

2nd Round ofPresentations andPaper Preparation

12

Racism, Poverty,
Crime, Housing andthe Fiscal Crisis
Metropolitan Planningand Social Policy

General Topics II: Urban Sociology
Heide Imai
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 2/Tue.2【Outline and objectives】
This course is an introduction to urban sociology with a focus on
urban social problems. Topics covered include classic urban sociologicaltheories, post-industrial urban economies, urban social networks,
suburbanization, segregation, poverty, crime, subcultures, schooling,
and public policy. Classes will consist mostly of critical discussion,
supported by short lectures. The course will focus on cities worldwide
but especially selected comparisons between American, Asian and
African Cities. The course assumes no background in urban sociology,
but basic knowledge of classic sociological theory and basic social science
methods would be helpful.
【Goal】
After the completion of this course, students will be able to:• Understand the general development of cities and their current
problems• Develop a greater understanding of analysing, studying andrepresenting the city in applying different theories, methods and media.
• Consider new directions to understand and re-discover the past,present and future of the city.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】To begin with, we will discuss different theories and examples in regards
to urban sociology and urbanization, asking questions such as, what
processes underlie urban growth pattern? what are the respectiveroles of political action, economic forces, and culture in shaping urban
forms and how do these urban forms influence the experiences ofdifferent social groups? How do processes related to increasing economic
globalization create "global cities"? How do these processes influence
patterns of urban inequality? How does the formation of global cities
affect other nearby cities serving a more regional function? How are
patterns of uneven development related to decline in urban areas? How
does this affect quality of life and access to opportunity for citizens?
What strategies are needed to reverse those trends at the local level,
since local areas are affected by international, national, state, andregional forces?
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
The Rise of Urban
Sociology

2

3

4

5

6
7

8

9

10

Contents
This lecture will introduce thetopics and requirements for thecourse.
Contemporary Urban
This lecture will provide a shortSociology
overview of the contemporary
situation.
Urbanization in theThis section will discuss
United States, Europe urbanization in different cities inand Japan
the developed world.
Urbanization inThis section will discuss
Developing Nations
urbanization and globalization in
the developing world.
1st Round ofStudents will give their first of
Presentations
three presentations of generalurban aspects.
Finding Community in This section will introduce ways to
the Modern City
find ‘community’ in the city.
Social Worlds, PublicThis section will introduce different
Spacessocial worlds and concepts of public
spaces.
Family, Schooling andThis section will discuss aspects of
the Culture of Control
family, schooling and raisingchildren in the city.
Getting Paid: Working Finding jobs in the city is one of thein the City
biggest desires for people moving
and living in cities.
Playing Together: theCities are not just sites of different
Serious Side ofsocial settings and networks but
Recreation and Leisure also of recreation and leisure.
in the city

13

14

Final Presentations
and Submission ofPapersDuring this round of presentations
students discuss their examples of
ethnographies and how they
approach their fieldwork topics.
We will discuss the importance of
these aspects in the context of the
fiscal crisis.
We discuss what is and will be therole of metropolitan planning andsocial policies now and in the
future.
Students will present a
self-selected topic in a final
presentation and submit theirpapers.

【Work to be done outside of class (preparation, etc.)】
Students are expected to download and complete weekly readings prior
to the lecture introducing the next theme (see class schedule) so thatthey have a better grasp of the subject matter and can participate inclass discussions. After each lecture/seminar, the instructor will givethe students short assignments, e.g. 3-4 questions to produce a shortessay of 500 words (max).
【Textbooks】
Lin, J. and C. Mele (Eds) (2012) The Urban Sociology Reader (Routledge
Urban Reader Series) 2 edition, London: Routledge.
Reading material is available for download prior to classes anddiscussion material will be distributed in class.
【References】
Bluestone, B, Huff Stevenson, M. and R.Williams (2008) The Urban
Experience: Economics, Society, and Public Policy, Oxford University
Press, New York, Oxford.
Flanagan, William G. (2010) Urban Sociology: Images and Structure,
Rowman & Littlefield Publishers.Macionis, J. and V. Parrillo (2009)
Cities and Urban Life, Pearson.
Gottdiener, M. and R. Hutchison’s (2010) The New Urban Sociology, 4th
Edition, Westview Press, New York.
Lin, J. and C. Mele (Eds) (2012) The Urban Sociology Reader (Routledge
Urban Reader Series) 2 edition, London: Routledge.
【Grading criteria】
All students are expected to participate in class discussions. Participation requires that students complete the assigned readings (downloadfrom the weekly reading list). More than 2 unexcused absences will
result in failure of this course.
Regular Presentations and Paper
The course runs for 14 weeks. Every five weeks students are asked
to give short presentations entitled ‘Show and Tell’, presenting general
aspects and specific topics. In week 14, students are asked to give a final
presentation discussing a specific and self-selected topic and submit
their urban ethnography paper developed during weeks 10-14.
The final grade is based on: Class Participation 10%, Discussion
10%, Regular Presentations and Assignments 20% and the Final
Presentation and Paper 60%.
【Changes following student comments】
Schedule and case studies updated.
【Prerequisite】
As a prerequisite, students are required to take the course Urban
Society in the Spring term.

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発行日：2019/5/1

SOC200ZA

13

Topics on Law andSocial Change 4

14

Final Exam andWrap-Up

Sociology of Law
Maia Roots
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 4/Fri.4【Outline and objectives】
Every aspect of our lives is directly or indirectly regulated by various
laws. However, we do not always follow the rules written down inlaw codes and acts. In this class, we will discuss why people (andcorporations and other institutions) obey, or do not obey laws, and how
they act when resolving disputes. We will also consider, using various
specific examples, what impact law has on society, and vice versa.
【Goal】
Upon completion of this course, students should have a better
understanding of the role of law in society, and its impact (or lack ofit) on individuals as well as society as a whole. Through completing
preparation sheets (explained in more detail during orientation),
students will learn to analyze and apply abstract principles, andorganize new information and their thoughts. Through group discussion
and student presentations, students will develop their skills ofcommunication and cooperation, as well as experience the importanceof peer-learning.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】In approximately a third of the classes, students will be expected to read
textbook chapters concerning the basic concepts and ideas in law andsociology of law, complete preparation sheets based on the reading, andparticipate in classroom discussion. During the rest of the semester,we will discuss specific topics related to law and social change, and theimpact of law on society. In these classes, students will be required tomake presentations, and engage actively in class discussion. There will
be a final written exam at the end of the semester.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Work to be done outside of class (preparation, etc.)】
Students are required to do the reading assignments and complete thepreparation sheets before coming to class. Reviewing class material
after every class will be greatly to your own benefit. Students should
also allocate sufficient time to preparing for their presentations.
【Textbooks】
Class materials will be provided by the instructor and distributed inclass. Chapter readings will mostly be taken from these two books(which you are not required to purchase):Vago, Steven and Barkan, Steven E. (2018). Law and Society (11thedition). New York, NY: Routledge.
Friedman, Lawrence M. (2016). Impact. How Law Affects Behavior.
Cambridge, MA; London: Harvard Univ. Press.
【References】
None.
【Grading criteria】
Preparation for class: 20 % (preparation sheets)
Participation: 20 % (reflection sheets, feedback on the presentations ofothers, participation in class and group discussion, debate)
Presentation: 30 %Final exam: 30 %
【Changes following student comments】
In order to diversify opportunities for active learning and decrease theamount of writing students have to do, I have replaced the final paperwith a presentation.
【Equipment student needs to prepare】
Internet access (smartphone, tablet, computer. However, not owning
any of these does not exclude you from participating in this class).
【Others】
The schedule for this course is subject to small changes and adjustments
depending on the number of students who will eventually enroll in thisclass, and their interests.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation andIntroduction
2
Learning the Basics

3

4

5

6
7

8
9

10

11

12

Student presentation(s) and classdiscussion. Topic to be decided
based on the interests of thestudents.
Exam will consist of multiple choiceand short essay type questions.

Contents
Orientation and general
introduction.
What is law? Sources and types oflaw. Functions of law. What issociology of law concerned with?
Why Do (or Don’t ) We Punishments and their effectObey the Law? 1(reading and discussing a bookchapter).
Why Do (or Don’t ) We Incentives and how they work
Obey the Law? 2(reading and discussing a bookchapter).
Why Do (or Don’t ) We How does peer pressure affect how
Obey the Law? 3
we obey the law? (Reading anddiscussing a book chapter.)
Criminal Sanctions
Deterrence and the death penalty
and Social Control(student presentation(s)).
Debate on Death
In-class debate concerning thePenaltyadmissibility and effects of death
penalty.
Conflict Resolution and Consumers and corporations in
Litigation
court.
Law and Social Change (How) does law impact society?
Can we solve social ills by changing
the law? Should social change
precede law reform? (Reading anddiscussing a book chapter.)
Topics on Law andStudent presentation(s) and classSocial Change 1 ‒discussion.
Transgender Persons
and the Law in Japan
Topics on Law andStudent presentation(s) and classSocial Change 2 ‒discussion.
Marriage Equality,
Rainbow Families andthe Law in Japan
Topics on Law andStudent presentation(s) and classSocial Change 3
discussion. Topic to be decided
based on the interests of thestudents.

— 130 —

発行日：2019/5/1【Textbooks】
Class materials and reading materials will be uploaded or distributed
via email.

SOC200ZA

Sociology of Work and Employment【References】
TBA

Allen Kim
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 1/Wed.1【Outline and objectives】
This course is broadly concerned with the sociological analysis of workand society. Frequently, the first question we ask when we meetsomeone is “What do you do?” For many, the routine cycle of getting up,
getting dressed, going to work and returning home to repeat the cycle
the following day is common in contemporary industrialized economies.
We devote many hours on the job. Work has powerful effects on both
economic and social wellbeing. This course explores the sociologicalstudy of both the structure and nature of work, major economic changes
including globalization, and concerns of workers such as earnings,
promotions, personal finance, the “gigged” society, unemployment andthe balance between work andfamily. We will examine broad topics including: education, the socialorganization of work, employment trends, inequalities at work, andthe purpose of work as it relates to opportunity and rewards. Criticalreading of texts, cogent writings, articulate oral presentations, and fullparticipation in dialogue are all mandatory. Class assignments willmeasure your ability to grasp and apply the sociological perspectivefrom readings and from information emerging from class discussions.
Analytical projects provide opportunities to pursue interests in greater
depth.

【Grading criteria】
The grade will be calculated as follows: Mini-think Journal (50%),
Occupational Analysis Poster (25%), Interview a Professional Report(25%).
【Changes following student comments】
NA【Equipment student needs to prepare】
NA【Prerequisite】
This is an intermediate level sociology course. A background in thediscipline is highly recommended. Students who intend to register forthis course are required to attend the first class. A screening test basedon the lecture and discussion will be conducted.

【Goal】
Through this course, students will acquire the basic sociological tools
to analyze the development and impact of work and employment bylearning the key concepts and theories used in social analysis andapplying them in written assignments and discussions. Throughthe various assignments in this class, students will develop criticalthinking, writing, discussion, and research skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Lectures are conducted weekly to introduce students to key concepts,
theories, and research related to each topic. Students will interview
professionals outside of the classroom setting. Short discussions arealso integrated into the lectures to help students learn and apply theconcepts and theories. In addition, there are also formal small group
discussions for which students have to prepare in advance.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
The “Sociological
Imagination”
2
Basic Concepts &Theories (1).
3
Contours of Work
4
Industrialization and
its Consequences
5
Bureaucratic
Organizations &Globalization
6
New Ways of Working
7
Workplace Culture andSocialization
8
Rewards, Perils andPressures of Work
9
Income Inequality
10
Unemployment andIncome11
Gender, Family andWork
12Presentations
13
Personal Finance14
Occupations andProfessionalization

Contents
Work and Society
Major sociological perspectives
Broad changes and trends of work
Rapid social and economic changes
Mcdonaldization and stratification“Gigged society”?
Professionalization
Concerns of workers
Economic and social wellbeing
Disappearance of work andmeaning
Balancing work and life
Class presentations
Financial literacy and retirement
Interview reports【Work to be done outside of class (preparation, etc.)】
In addition to completing assignments and preparing for discussion,
students are expected after each class to review class materials, andprepare for their occupation projects and interviews.

— 131 —

発行日：2019/5/1【Changes following student comments】
NA.

SOC200ZA

Journalism【Prerequisite】
None.

Ginger Koto Vaughn
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 2/Fri.2【Outline and objectives】
In today’s multimedia environments information gathering and reporting is dramatically changing. At the same time, producing high quality
news still depends largely on the ability to write clearly and directly.
This course is both an introduction to the field of journalism and apracticum in news reporting and production. Students will learn how
news gathering industries are organized and gain significant practice inthe skills needed to produce stories across media formats such as print,
blog, video, radio, podcast, and television.
【Goal】
1. Build competence in journalistic writing and story organization.
2. Formulate a basic understanding of how news organizations are
structured in both the West and Japan.
3. Produce an in-depth journalistic piece for production across one ofseveral digital media formats: web, blog, video, radio, podcast, etc.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Classes consist of a lecture and exercises in basic journalistic skills, suchas researching, interviewing, writing, and editing. Additionally, there
will be a number of assignments covering these same areas. In the final
third of the course, students will work on the organization of a story thatcan be produced across one of several multiple media platforms.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
Modern Day Media
3
Finding Stories,
Conducting Research
4Interviewing

5
6
7
8
9
10
11
12
13
14

Categories ofReportingWriting Fundamentals
I: Story Structure
Writing Fundamentals
II: Leads and Style
Writing for the Web
Producing AcrossMultimedia
Ethics and Media Law
Social MediaThe Japanese Press
Club System
Final Oral Reports
Careers and the Futureof Journalism.
Final written reportdue

Contents
Course overview
Media in the 21st Century
Story generation, researchand pitching
Interview process and developing
questions
Beat reporting and investigative
journalism
Basic story format for print media
Attention grabbing headlines andstyle
Web formats and writing styles
Making content for web, print,apps,social media
Media ethics journalism rules
Blogs, tweets, Instagram
Structure of press clubs
Presentations of findings
Job prospects in the media
industry. Submission of final
reports.

【Work to be done outside of class (preparation, etc.)】
Students are expected to review class materials, complete assignments,and find relevant material.
【Textbooks】
Wenger, Debora Halpern and Deborah Potter. 2012. Advancing theStory: Broadcast Journalism in a Multimedia World. Second Edition.
Washington, D.C.
CQ Press. ISBN: 9781608717149.
【References】
The Missouri Group. 2012.News Reporting and Writing. Tenth Edition.
Bedford/St. Martins. ISBN: 0312618115.
The Associated Press Stylebook and Briefing on Media Law. 2011. Basic
Books. ISBN: 0465021875.
【Grading criteria】
Participation 15%
Assignments/Reports 50%
Final Report 35%— 132 —

発行日：2019/5/1
Assignments/Reports 50%
Final Report 35%

SOC200ZAMedia Effects【Changes following student comments】
NA.

Ginger Koto Vaughn【Prerequisite】
None.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 1/Fri.1【Outline and objectives】
This course examines the use and effects of mass communication for
individuals and societies. It will cover topics such as who is affected,
what effects occur and the theories behind them. The focus is on
critical thinking and understanding mass communication use and its
impact across various media formats including print, blogs, video, radio,
podcast, TV, and web.
【Goal】
1. Build competence in reading media cases and evaluating outcomesand effects.
2. Formulate practical questions about the effects of mass media.
3. Understand and be able to explain the main theoretical concepts
learned with classmates.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course focuses on the impact of the mass media on individuals andsociety. An overview of the history of media effects research will bepresented. The second part of this course discusses theories used to
explain the various influences of the mass media as well as the methods
employed to test such effects. The last portion of the course will focus on
the intended and unintended effects of different types of media content
on society. Additionally, there will be a number of assignments covering
these same areas. Students will be responsible for submitting a final
presentation and report on an assigned topic.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
Nature and History ofMass Communication
3
Theories in MassComm 1
4
Effects of Media
Violence
5
Theories in MassComm 2
6
Sexual Content in theMedia
7
Theories in MassComm 38
Effects of Media
Stereotypes
9
Media & Emotion,
Cognition
10
Effects of the News

11

Media & Persuasion

12

Advertising Effects

13
14

Final Oral Reports
Media & Health. New
Media Tech. Final
written report due

Contents
Course overview
Mass communication through theages
Uses and gratifications theory
Research trends impact of violencein media
Social cognitive theory
Media influence and exposure
Cultivation theory
Media influence on attitudes
Understanding cognition andmedia
Impact on audiences and viewer
reactionsInfluence of print and television inpolitics
Role of commercials andadvertisements
Presentation of projects
New tech in media, health.
Submission of final reports【Work to be done outside of class (preparation, etc.)】
Students are expected to review class materials, complete assignments,and find relevant material.
【Textbooks】
Glenn G. Sparks. (2012). Media Effects Research: A Basic Overview (4thedition).Thomson/Wadsworth.
ISBN-10: 1111344450. | ISBN-13: 978-1111344450【References】
Patricia Greenfield. (2014). Mind and media: the effects of TV, video
games, and computers.
Routledge. ISBN-10: 1138805955 | ISBN-13: 978-1138805958【Grading criteria】
Participation 15%— 133 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly reading assignments,
participate in class discussions, and prepare 2 presentations.

POL200ZA

Religion and Politics【Textbooks】
All readings will be distributed by the instructor.

Daniel Friedrich
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 2/Fri.2【Outline and objectives】
This course is designed to familiarize students with the intertwined
roles of religion and politics around the themes of war andpeace.“Religion,” as defined in the course, refers not only to formal
theological creeds but also to the social beliefs, organizations, andsubcultures associated with various religious communities.
The
principal aim of the course is to survey how religion has functioned as ahistorical force which affects political systems and nation-states. By theend of the course, students will have a much greater understanding of
the various ways religious actors and groups both engage in and protest
war.
【Goal】
By the end of the course, students will be able to: (1) analyze anddiscuss the role religion plays in public life; (2) understand the complex
and diverse ways religion and politics effect one another; (3) criticallyevaluate scholarly and media reports exploring religion and politics.

【References】
Not Applicable【Grading criteria】
Presentations (2) 20%
Mid-term exam 20%
Final exam 20%
Weekly in-class responses 15%
Active participation 20%
Introductory assignment 5%【Changes following student comments】
Switched from a focus on religion and politics in East Asia to religion
and war.
【Equipment student needs to prepare】
Students will need to complete readings before every class. At various
points in the semester, students should be prepared to lead discussionsof ideas and concepts covered in readings.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This courses will be taught primarily through a combination of lectureand discussion. Over the course of the semester, students will be
required to give two oral presentations exploring religious responses
to war and violence, Finally, this course also includes media viewings
to illustrate the ways religious practitioners give shape to the ideas
discussed in readings and lectures.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Overview andIntroduction to the
Study of Religion andWar
2
Religion as a Historical
Force

3

4

5

6

7
8

9

10

11
12
13
14

Contents
Detailed look at syllabus andintroductory discussion to thestudy of religion and war.

This lecture provides a brief
overview of the ways religion has
shaped the political realm and viceversa.
Primary Texts: Hebrew This lecture focuses the teachings
Bible
regarding war and peace in the
Hebrew Bible.
Primary Texts: New
This lecture focuses the teachings
Testament
regarding war and peace in the
New Testament.
Primary Texts: Qur’an This lecture focuses the teachingsI
regarding war and peace in the
Qur’an.
Student Round table:
Group discussion and presentation
Religion and War in
exploring religion and war in
Judaism, Christianity, various religious traditions.
and Islam.
Review & Mid-term
Mid-term exam
Exam
Primary Texts:
This lecture focuses the teachings
Hinduism and War
regarding war and peace in Hindu
texts.
War and Peace in theThis lecture focus on discussions
Buddhist Canonwar and peace in the Buddhist
canon.
Student Round Table:
Group discussion and presentation
Buddhism, Shinto, and exploring Buddhism and Shinto’s
the making of therole in Japanese Statecraft.
Japanese State
Theology at War
Dietrich Bonhoeffer and the plot tokill Hitler.
Buddhism at War
The role of Zen Buddhist Priests
and institutions in World War II.
Religion and the Global Religion and war at present.
war on Terror
Final Exam & Wrap-up Final exam

— 134 —

発行日：2019/5/1
14

SHS200ZA

Concluding Class

Science and Technology Studies
Matthew Brummer
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 2/Tue.2【Outline and objectives】
This course is an introduction to the field of Science and Technology
Studies (STS), an interdisciplinary field concerned with understanding
the ethical, political, and economic dimensions of science and technology(S&T). S&T plays a central role in many of the most important
challenges faced by humankind, both past and present. From the ethics
of inception to the politics of death, nearly everything we hold dear is
touched by the power of S&T. This is what we will study in this course.
More precisely, we will cover the history of this relatively new academic
field, major schools of thought within the discipline, and the practicallessons and implications of S&T on our lives. Thus, the design ofthe class is one of “theory and practice,” and will incorporate readings
from both the scholarly literature and public intellectual discourse.
The first half of the course will provide broad stroke introductions tothe core interdisciplinary subfields of STS and will focus on theories
and methods. The second half of the course will apply these theories
and methods to specific topics, including societal transition, healthcare,smart cities, and the Fourth Industrial Revolution. We will also look atwhat STS means specifically in East Asia.
While there are no easy answers to 21st century STS questions, thiscourse will seek to expand our knowledge of the human condition in the
Information Age and beyond.
【Goal】
There are two overarching goals for this course:(1) Acquisition of a basic literacy of the intertwined relationships
between science, technology, innovation, ethics, identity, culture,
economics, and politics.
(2) Attainment of a fundamental understanding of the origins, growth,and implications of science and technology in order to formulate a visionof its future.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Similar to the discipline of STS itself, this course will use a hybrid
approach to teaching and learning, utilizing both a Lecture and a
Seminar format. That is, a lecture will be given for each class, andwide-ranging discussion will follow. On occasion, outside speakers may
be invited to the class, or a course field trip undertaken, in order toprovide additional topic-specific study and feedback.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2

iPhone therefore I am

3

Holy Cyborg Empire

4

Creative Destruction

5

8

Military Industrial
Complex
Institutions andGovernance
Guest Lecture on S&T
in PracticeMidterm Presentations

9

Digital Natives

10

The Holy Grail

11
12

The Metropolis
The Fourth Industrial
Revolution
STS in East Asia

6
7

13

【Work to be done outside of class (preparation, etc.)】
Recommended Reading (not required reading):(1) Diamond, Jared. Guns, Germs, and Steel: The Fates of Human
Societies. New York: Norton, 1999.
(2) Kuhn, Thomas S. The Structure of Scientific Revolutions. 3rd ed.
Chicago: University of Chicago Press, 1996.
【Textbooks】
There is no required textbook for this course. The instructor will provide
a Course Reader (at no cost), to all students registered in the class,containing materials necessary to complete assignments as well as anextended syllabus and other relevant course resources.
【References】*These are recommended reference texts; students are not required topurchase these books.
(1) Juma, Calestous. Innovation and Its Enemies: Why People Resist
New Technology. Oxford University Press; 1 Edition, 2016.
(2) Felt, Ulrike, et al. The Handbook of Science and Technology Studies,
Fourth Edition. The MIT Press, 2016. (The 3rd edition by Edward
Hackett et al is also excellent)(3) Taylor, Mark Zachary. The Politics of Innovation: Why Some
Countries Are Better Than Others at Science and Technology. Oxford
University Press; 1 Edition, 2016.
(4) Volti, Rudi. Society and Technological Change. Worth Publishers;
8th Edition, 2017.
【Grading criteria】
Students will be assessed on the following three components*. Further
explanation on grading criteria will be provided in class:
1. Participation and Presentations (30%): Each student will present on
several of the weekly reading assignments during the semester, after
which they will lead an open discussion. Presenters are encouraged
to challenge inconsistencies in historical accounts and/or the modern
narratives and pose questions for the class. Additionally, participationin general will be factored into one’s final grade.
2. Seminar Essays (30%): Students will be required to submit two“Seminar Essays.” The essays are to be concise and persuasive “thoughtpieces” / “reaction pieces” and should be no longer than two pages inlength.
3. Final Paper (40%): With the guidance of the instructor, each student
will choose a specific topic within STS broadly defined and write an indepth final paper on it. Guidelines for the paper will be explained during
the first class of the semester. The due date for the paper is the finalclass of the semester.
*Importantly, students may also earn extra credit through a variety ofout-of-classroom activities, including publishing on STS topics in online
and print media outlets.
【Changes following student comments】
NA【Equipment student needs to prepare】
NA【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

Summary of course coverage andparting salutations along withsubmission and presentation of
final papers.

Contents
An introduction to the course andto each other.
An introduction to the philosophyof science and technology.
An introduction to the relationshipbetween technology, identity,
science, and culture.
An introduction to the economics ofscience, technology, and innovation.
An introduction to the security
politics of science and technology.
Why some nations succeed andothers fail.
Officer from Japan’s Ministry of
Economy, Trade and Industry.
Outline of and discussion on final
paper topics.
Society in transition, from Baby
Boomers to iGen.
Healthcare, genetics, and medical
miracles.
Technology and the smart city.
Robotics, IoT, Blockchain, and AI.

【Others】
Absences: Students must contact the instructor before class begins incase of absence.
Late Work: All essays, reports, and other written work must be
submitted on time. Late work cannot be accepted.
【Prerequisite】
NA

S&T in Japan, South Korea, andChina— 135 —

発行日：2019/5/1【References】
A ‒ Z of Modern America, Alicia Duchak, 1999, Routledge.
Oxford Guide to British and American Culture, Jonathan Crowther,
2005, Oxford University Press.

SOC200ZA

American History and Society
Robert Sinclair【Grading criteria】
Evaluation will be based on a selection exam (10%) class participation(15%) and two exams (75%).

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 2/Mon.2【Changes following student comments】
Some of the topics and readings covered in the class have been changed.
【Prerequisite】
None.

【Outline and objectives】
This course will introduce students to the culture and society of theUnited States, focusing primarily on events of the 20th and 21st century.
A central theme will be the idea of America as a place of unlimited
possibility and opportunity. This idea presents the United States asa new type of social experiment, where true freedom is available andwhere everyone can look to a better future. As we examine thisperspective on America, we will further explore the conflict between
American ideals and social reality as seen in the tensions between
continuity and change, individualism and community, consensus anddiversity.
【Goal】
Students will acquire knowledge about various aspects of America andAmerican life, including its history, geography and political system, as
well as its economic, educational, social and foreign policy. Students
can then expect to (1) acquire general knowledge of the society andpeople in contemporary America, (2) learn how America developed froma small British colony into a major superpower, and (3) examine the new
realities facing America and its global influence.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Students will attend lectures, read related material and have two
written examinations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

History (1)3History (2)4Land and People

5

US Political
Institutions

6

US Religious Culture

7

Review & Midterm
Exam
US Education

8

9

10
11
12

13
14

Contents
America, idea vs. reality,
organization of the course,
selection exam
Birth of a Nation, American
Revolution and Constitution, Civil
War, Reconstruction, Gilded Age
Progressive Era, The New Deal,rise as a superpower, The Cold War,
recent developments
Native Americans, African
Americans, immigration
The US Constitution, Federal
Government, branches ofgovernment
US religions, church and state,
religion and education
Written examination

The American education system,
education and democracy, recent
problems
US Economy
Economic Liberalism, social classand economy, the contemporary
economyUS Foreign Policy (1)Current attitudes, history ofAmerican foreign policy until WWI
US Foreign Policy (2)History of American foreign policy
to recent times
US Social Services
History of social services,
organization, public vs. private
services
US Culture: Arts,
History, the arts, sporting activities
Sports and Leisureand leisure
Final Exam & Wrap-up Written examination【Work to be done outside of class (preparation, etc.)】
Students are expected to read the materials as instructed and prepare
for class participation and discussion.
【Textbooks】
Contemporary America. 4th edition, Russell Duncan and Joe Goddard,
2013, Palgrave Macmillan.
American Civilization: An Introduction, 7th Edition, David Mauk andJohn Oakland, 2017, Routledge.

— 136 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Photocopies of the relevant materials will be made by the professor anddistributed to students.

PHL200ZA

Intercultural Ethics【Textbooks】
There are no textbooks for this course.

Kazuhiro Watanabe
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 3/Fri.3【Outline and objectives】
This course will look at some of the major issues raised during
the United Nations’ "Year of Dialogue Among Civilizations." Special
attention will be given to the role that culture plays in what SamuelP. Huntington has referred to as the "clash of civilizations." The course
will begin with several contemporary case studies for analysis, andthen move on to theoretical issues, such as theories of globalization andthe role of intercultural communication, education, science/technology,
the media, and ethics in cross-cultural dialogue. Finally, the course
will consider how normative solutions to cross-cultural conflicts can be
arrived at.
【Goal】
The course will seek to answer the following questions: What are thecauses of cross-cultural conflicts? How can dialogue help to resolve
such conflicts? How should dialogue across cultures be conducted? The
course will also look at how culture interacts with other social systems
in international society, including political and economic systems.

【References】
A full bibliography will be given to students at the beginning of thecourse.
【Grading criteria】
Students will be evaluated on the basis of class participation (40%) anda final review report (60%). The review report is due on the last day ofregular classes and should be handed in directly to the professor at thattime.
【Changes following student comments】
Not applicable, due to change in lecturer.
【Equipment student needs to prepare】
Students should register their email address on H’etudes immediately
after they decide to take this course.
Visit H’etudes regularly
for updates and class resources, as well as for the submission of
assignments.
【Others】
None.
【Prerequisite】
There is no prerequisite for this course. Students who intend to registerfor this course are required to attend the first class. A screening test
will be conducted in the class if necessary.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The class will use a lecture-discussion method, with some assigned /recommended readings.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course and Overview
of The UN Project"Dialogue Among
Civilizations"2
Case Studies

3

4

5

6

7

8

9

10

11
12

13

14

Contents
Intercultural education, scienceand technology, media, ethics,
leadership

Universal human rights; religious
conflict; climate change; whaling
Methodological Issues
Empirical, theoretical, andnormative approaches tointercultural ethics
Theories of
Unilinear model of cultural
Globalization evolution; modernism;
Convergence Theory
universalism
Theories ofMultilinear model of cultural
Globalization evolution; postmodernism;
Divergence Theory
particularism
Theories of
Ecological model of cultural
Globalization - Dual
evolution; post-postmodernism;
Theoryconstructivism
Theoretical Approaches Examples and objections;in Interculturalconnections with universalism
Communication Objectivism
Theoretical Approaches Examples and objections;in Interculturalconnections with relativism
Communication Subjectivism
Theoretical Approaches Situatedness; relationalism;in Intercultural
constructivist models
Communication Interactive
Cross-cultural
Anomic intercultural situations
Dialogue: InterculturalSituations
Cross-cultural
Gun control in the US; hiring
Dialogue: Examples
practices in Japan
Cross-cultural
Avoidance; adaptation;
Dialogue: Possible
confrontation; domination; dialogue
Resolutions
Cross-cultural
Ethnocentric, internal,
Criticismcross-cultural, and integrative
criticism
Conflict Resolution
The creation of "third cultures"— 137 —

発行日：2019/5/1【Grading criteria】
Participation 20%
Mid-term exam 40%
Final exam 40%

ART200ZA

Asian Popular Culture【Changes following student comments】
Not applicable.

Stevie Suan
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 1/Thu.1【Prerequisite】
None.
【】

【Outline and objectives】
This class will examine popular culture across Asia, focusing on theregion of East Asia, specifically media and cultural practices in South
Korea, China, Taiwan, and Japan. Over this semester we will examine
how various media ̶ music, film, TV dramas, and internet videos ̶are part of local cultural practices in each place. This will include
an examination of their histories in the area, their connections tosociety, and what cultural practices they accompany. However, insteadof focusing exclusively on different countries, we will concentrate on how
these cultural products work across borders, operating transnationally.
By close examination of the production, distribution, and consumptionof these media across East Asia, we will discover surprising connections
beyond the countries they are usually associated with. In other words,
we will analyze the links between these countries that are facilitatedby the media. With this in mind, this class will ultimately consider
how media flows across national boundaries and engages with cultural
regionalism.
【Goal】In addition to teaching the students about contemporary East Asiansocieties and media, this class aims to develop critical thinking andanalytical skills. Throughout the semester students will: 1) learn
methodologies to examine popular culture from Asia; 2) explore thehistories of various popular cultural products from Asia; 3) examine how
cultural practices cross national boundaries and interact; 4) consider
how these cultural products engage with regionalization in Asia.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will be lecture-based, with visual material such as clips offilms and animation. Students will be asked to have group discussions
on certain themes. Each week students will be provided with anacademic reading relevant to the topic. These readings will be importantbackground information and/or will be directly addressed as the topic of
the lecture and discussion. Lectures will explain in detail and throughexamples the topic for that class. Discussions based off of the lecture
will be facilitated by questions from the instructor to help the students
explore and develop their critical and analytical skills for that topic.
Students will be assessed on their understanding of the lectures andreadings through their exams.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Music I
3
Music II
4
Film I
5
Film II
6
Film III
7
Review & Mid-term
Exam
8
Asian Fandom I
9Asian Fandom II
10
Asian Fandom III

11
12
13
14

Contents
What is Asian Popular Culture?
American pop in Japan?
K-pop across borders
Images of urban Asia
Korean film adaptations
Animation in China
Overview of first section

Cosplay in China
Online fandom in China and Japan
Virtual Youtubers and eating
onlineTV I
Puppet drama on Taiwanese TV
TV II
Adapting TV dramas across Asia
Literature
Transnational popular literature
Wrap-up & Final Exam Concluding remarks about popular
culture in Asia

【Work to be done outside of class (preparation, etc.)】
Students should complete the assigned readings before each class andstudy the notes they take in class.
【Textbooks】
No textbook will be required as readings will be provided by the
instructor.
【References】
Hunt, Leon, and Leung Wing-Fai. East Asian Cinemas: Exploring
Transnational Connections on Film. Tauris, 2008.
Iwabuchi, Koichi, et al. Routledge Handbook of East Asian Popular
Culture. 2017.

— 138 —

発行日：2019/5/1【Changes following student comments】
Handouts to be provided in a timely manner.

POL200ZA

International Security【Prerequisite】
Non-GIS students wishing to take part in this courseshould have adequate English skills to complete thecourse work and assignments.

Takeshi Yuzawa
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 2/Thu.2【Outline and objectives】
This course covers the approaches to security studies, a sub-disciplineof International Relations (IR). Security studies mainly examines thecauses of war; the conditions for peace; strategies for avoiding conflict,managing and resolving disputes; and the impact of new technologies,
weapons, actors and ideas on states’ calculations on whether to use
force.
【Goal】
The course objectives are: (1) to enable students to develop a broader
understanding of the key theories and concepts in security studies; (2)to examine major security challenges in the international arena throughthe lens of theories and concepts; (3) to acquire the ability to form theirown answers to g and contemporary questions inherent in international
security studies.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course has two segments: First, presenting major theories andconcepts in security studies, necessary for understanding contemporary
security policies and issues.
Second, examining contemporary security challenges related to arms
buildup, nuclear proliferation, armed conflicts, mass killings, terrorism,
and transnational organized crime.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Military Security

3

Regime Security

4

Societal Security

5

Human Security

6

Environmental
SecurityGroup Discussion

7
8

10

Mid-term Exam andReview
The Evolution ofModern Warfare
The Arms Trade

11

Nuclear Proliferation

12

Humanitarian
Intervention

13

Terrorism

14

Final Exam andWrap-Up

9

Contents
Introduction
Exploring the concepts of military
security
Exploring the concepts of regime
security
Exploring the concepts of societal
security
Exploring the concepts of humansecurity
Exploring the concepts ofenviromental security
Discussion on major topics coveredby week 2-6
Written test and review of week 2-7
Examining changes in warfare
Examining the key aspects of thecontemporary arms trade
Examining the important aspectsof nuclear proliferation
Providing an overview of theheated debate in terms of thevalidity of humanitarian
intervention
Analyzing the threat that terrorism
poses to countries and the world
Written test and review of major
topics covered by week 9-13

【Work to be done outside of class (preparation, etc.)】
Students are required to have read the relevant chapters for the books
listed in the reference section before attending the lecture.
【Textbooks】
Collins, Allan (ed). Contemporary Security Studies, Fifth edition.
Oxford University Press, 2019.
Williams, Paul D and McDonald, Matt (ed). Security Studies: An
Introduction. Third edition. Routledge, 2018.
【References】
Baylis, John, Wirtz, James J and Gray, Colin S. Strategy in theContemporary World. Sixth Edition. Oxford University Press, 2018.
【Grading criteria】
Contribution to discussion (20%), mid-term examination (40%), final
examination (40%)— 139 —

発行日：2019/5/1
13

POL200ZA

Foreign Policy Analysis

14

Takeshi Yuzawa
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 3/Tue.3【Outline and objectives】
This course will provide an overview of Foreign Policy Analysis (FPA),
examining the processes and actors involved in foreign policy decisionmaking.
【Goal】
The course objectives are: (1) to enable students to demonstrate an understanding of the processes involved in foreign policy decision-making;(2) to enable students to demonstrate an understanding of the contexts,
pressures and constraints with which policy-makers must deal; (3) toenable students to demonstrate their ability to engage in comparative
analysis of the foreign policies of major powers.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course will first examine the key concepts and theories inforeign policy analysis (FPA), which are essential for understanding
the contexts, pressures and constraints with which policy-makers must
deal. These include the Rational Actor Model, the cognitive andpsychological approaches, the bureaucratic politics approaches, the roleof history and identity in foreign policy, and other internal-external
factors influencing foreign policy decisions. After examining the major
approaches in FPA, students will conduct case studies. For this reason,
students will be required to give a group presentation based on readings
relating to the foreign policies of the major states.

The Rational Actor
Model

4

Cognitive andPsychologicalApproaches I

5

Cognitive andPsychologicalApproaches II

6

The Role of Advisers
and Bureaucracies

7

Domestic Influences:
Public Opinion andMedia
External Influences:
The Impacts ofInternational
Structures

8

9

10

11

12

Case Studies andGroup Presentations I:
The Cuban Missile
CrisisCase Studies andGroup Presentations
II: The United States
and the Iraq War
Case Studies andGroup Presentation III:The United Kingdom
and the Iraq War
Case Studies andGroup Presentations
IV: The Yom Kippur
War

Final exam,
Review weeks 1-13

【Textbooks】
No textbook will be used. However, students are required to read somechapters of the books listed in the reference section.
【References】
Smith, Steve, Hadfield, Amelia and Dunne,Tim. (eds), Foreign Policy:
Theories, Actors, Cases. Third edition. Oxford University Press, 2016.
Alden, Chris and Amnon, Aran. (eds), Foreign Policy Analysis: New
Approaches. Second edition. Routledge, 2017.
Morin, Jean-Frédéric, and Paquin, Jonathan, Foreign Policy Analysis: A
Toolbox . Palgrave Macmilan, 2018.
Mintz Alex and DeRouen, Karl R. Jr, Understanding Foreign Policy
Decision Making . Cambridge University Press, 2010.
Hudson, Valerie M. Foreign Policy Analysis: Classic And Contemporary
Theory . Second edition. Rowman & Littlefield Pub, 2014.
Breuning, Marijke.
Foreign Policy Analysis:
A Comparative
Introduction. Palgrave Macmillan, 2007.
【Grading criteria】
Presentation and contributions to class discussion (40%),
examination (60%)

Final【Changes following student comments】
Handouts to be provided in a timely manner.
【Prerequisite】
Non-GIS students wishing to take part in this course should haveadequate English skills to complete the course work and assignments.

【Fieldwork in class】
なし / No

3

Case studies based on grouppresentations【Work to be done outside of class (preparation, etc.)】
Students will be required to pore over the chapters of the books listed in
the reference section before attending the lecture.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
Actors and Structures

Case Studies andGroup Presentations V:
The Syrian Civil War
Final Exam andWrap-upContents
Course outline
Identifying the actors andstructures influencing foreign
policyExamining models and approaches
to foreign policy decision-making
from a rational actor perspective
Examining cognitive andpsychological models which identify
boundaries to rational
decision-making
Examining cognitive andpsychological models that identify
boundaries to rational
decision-making
Examining the role ofbureaucracies in foreign policy
decision-making
Examining the role of the public
and the media in foreign policy
decision-making
Examining how the structural
distribution of states’ capabilities
constrains the policy options thatare realistically available topolicy-makers
Case studies based on grouppresentations

Case studies based on grouppresentations

Case studies based on grouppresentations

Case studies based on grouppresentations— 140 —

発行日：2019/5/1

POL200ZAWorld Politics
Takeshi Yuzawa
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 4/Tue.4【Outline and objectives】
This course mainly analyzes major events and phenomena in the realmof international relations through the lens of major IR theories, whichwere presented in "Introduction to IR".
【Goal】
The course objectives are: (1) To enable students to utilize the concepts
and theories of IR to analyze major events, actors and structures ininternational politics, e.g., the state, war, conflict, globalization, the riseof non-state actors and the role of international law and organizations;(2) To enable students to acquire the ability to form their own answers
to enduring and contemporary questions in international relations.

【References】
Nau, Henry R. Perspectives on International Relations: Power,
Institutions, Ideas. Sixth edition. CQ Press, 2018.
Grieco, Joseph , Ikenberry, John G and Mastanduno, Michael.
Introduction to International Relations: Perspectives, Connections, andEnduring Questions. Second edition. Red Globe Press, 2018.
Baylis, John, Smith, Steve and Owens, Patricia (eds), The Globalizationof World Politics: An Introduction to International Relations. Seventh
edition. Oxford University Press, 2017.
Dunne, Tim, Kurki, Milja and Smith, Steve (eds), International
Relations Theories: Discipline and Diversity. Fourth edition. Oxford
University Press, 2016.
【Grading criteria】
Presentation and contribution to discussion (40%), Examination (60%)
【Changes following student comments】
Handouts to be provided in a timely manner.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】During this course, we will investigate major events and phenomena in
the realm of international relations since the beginning of the twentiethcentury, such as World Wars I and II, the Cold War, rising ethnic
conflicts in the post-Cold War era, the development of internationallaw and organizations, the rise of non-state actors, and the politics ofenvironmental issues, through the lens of the theories and concepts.
Through this exercise, this course will present how we can best utilize
IR theories to understand the puzzle of major world events. Students
will be required to give group presentations during the course.
“Introduction to International Relations” and "World Politics
are best seen as an inseparable pair of courses that will provide
students with an overview of the field of IR. For this reason, it
is highly recommended that students wishing to enroll in thiscourse first pass "Introduction to International Relations".
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Level of Analysis
3World War I (1)4World War I (2)5World War II (1)6World War II (2)7The Cold War (1)8

The Cold War (2)9International Conflicts
in the Post-Cold War
Era
The Roles ofInternational Law andOrganization

10

11

12

13
14

The Information
Revolution and theRise of Non-state
Actors I
The Information
Revolution and theRise of Non-state
Actors II
Prospects for a World
Order
Final Exam & Wrap-up

Contents
Course outline
Level of analysis
Analyzing the causes of World War
I from theoretical perspectives
Analyzing the causes of World War
I from theoretical perspectives
Analyzing the causes of World War
II from theoretical perspectives
Analyzing the causes of World War
II from theoretical perspectives
Analyzing the origin of the Cold
War from theoretical perspectives
Analyzing the end of the Cold Warfrom theoretical perspectives
Analyzing the causes and nature ofcontemporary international
conflicts
Examining the roles ofinternational law and organizationin the maintenance of internationalorder
Examining the impact of theinformation revolution on worldpolitics
Examining the impact of theinformation revolution on worldpolitics
Discussing prospects for a world
order
Written test and wrap-up【Work to be done outside of class (preparation, etc.)】
Students are required to have pored over assigned readings before
attending class lectures.
【Textbooks】
Nye, Joseph S, Jr and Welch, David A. Understanding Global Conflictand Cooperation: An Introduction to Theory and History. Tenth edition.
Pearson Education, 2016.

— 141 —

発行日：2019/5/1【References】
Relevant materials will be distributed in class.

POL200ZA

Development Studies【Grading criteria】
Reaction Papers 30%
Group Presentation 20%
Class Participation 20%
Term Exam. 30%

Chigumi Kawaguchi
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 4/Fri.4【Outline and objectives】
This course focuses on the developing world, examining the relationshipbetween states and their citizens. While most of the former European
colonies achieved political independence following World War II,
they have often suffered from political instability and socio-economic
underdevelopment.
Why do so many of these post-colonial states remain “in development”
for decades long after independence? Behind this question often lies
a distorted relationship between a state’s elites and its populous. This
class examines why there are tensions between states and their citizens,and how healthier relations can be established in these underdeveloped
nations.

【Changes following student comments】
Student requests and comments will be taken into consideration.
【Equipment student needs to prepare】
N/A【Others】
Week 1 attendance is mandatory to register for this class.
【Prerequisite】
None.

【Goal】
Upon completion of this course, students should have a better
understanding of problematiques in the developing world, including thestate-citizen relationship and post-colonial legacy.
This course improves student employability in two ways: First, by doing
writing assignments, students learn how to put their ideas into words.
Second, by making class presentations, students learn how to collect,
screen, and present important information.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】(1) In weeks 2-6, students participate in discussions on designated
topics. (Assigned readings and preparation papers are compulsory forparticipation in discussions.)(2) In weeks 7-13, students make 20-minute presentations on
designated case studies in the developing world. After each class,students must submit reaction papers.
(3) In week 14, students will submit a take-home examination.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Guidance andthe Introduction to
Development Studies
2
Lecture (1): The
Evolution of
Development
3
Lecture (2):Colonialism and its
Legacy4
Lecture (3): Democracy,
Good Governance andDevelopment
5
Lecture (4): Nation,
Nationalism and the
Nation-state
6
Film: Watching "BlackGold"
7
Presentation (1):Indonesia
8
Presentation (2): South
Africa9
Presentation (3): Iraq

10
11
12
13
14

Presentation (4):PakistanPresentation (5):
Nigeria
Presentation (6):MexicoPresentation (7):GuatemalaExam & Wrap-up

Contents
How will the course be taught?

How has "development" evolved inhistory?
How has the colonial legacy
affected the development ofdeveloping states?
What are the relations ofdemocracy, good governance anddevelopment?
What are the relations ofnationalism and nation-building indeveloping states?
What is fair trade? Does it help
developing states?
Examining the problématique ofIndonesia
Examining the problématique ofSouth Africa
Examining the problématique of
Iraq
Examining the problématique ofPakistan
Examining the problématique of
Nigeria
Examining the problématique of
MexicoExamining the problématique of
GuatemalaTerm examination【Work to be done outside of class (preparation, etc.)】
Assigned readings and writing assignments.
【Textbooks】
Peter Burnell et al. eds., Politics of the Developing World [3rd ed.], New
York: Oxford UP, 2011.

— 142 —

発行日：2019/5/1【Textbooks】
Students will be required to read several chapters of the books listed in
the reference section.

POL200ZA

Public Policy
Rui Saraiva
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：土 2/Sat.2【Outline and objectives】
This course is designed to introduce the students to the analysis of
the public policy process and its theoretical and analytical framework.
We will study the formulation and implementation of policies by thestate (e.g. environmental, defence, and foreign policies), which canbe perceived as the result of interactions between various actors,
institutions, and systemic constraints being converted into a policy
outcome. Today’s public policymaking actors can only deal with but afraction of the issues facing the world. Therefore, we will also examine
the agenda-setting process to help us understand how issues and eventsare prioritized in the political agenda.

【References】
Cairney, P. Understanding Public Policy. Theories and Issues, New York:
Palgrave, 2012
Howlett, Michael; Perl, Anthony; Ramesh, M. Studying Public Policy:
Policy Cycles and Policy Subsystems, Oxford/ New York: Oxford
University Press, 2009
Kraft, Michael E.; Furlong, Scott R. Public Policy: Politics, Analysis, andAlternatives, Washington, D.C.: CQ Press,
2015
McCombs, Maxwell E. Setting the agenda: the mass media and public
opinion, Cambridge: Polity Press, 2014
【Grading criteria】
Participation: 20%
Mid-term Exam: 40%
Policy Paper: 40%【Changes following student comments】
None.
【Prerequisite】
None.

【Goal】
This course aims to give the students a basic understanding of the public
policy process, as well as an opportunity to examine agenda-setting as
it applies to real-life events. During this course, students will learn tothink carefully about contemporary public policies and to present theirpolicy analysis to your community, country, or region.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course introduces the key theories and tools for the study andanalysis of public policy. In the first half of the course, we will belooking at the theoretical and conceptual frameworks within the field of
public policy, the different stages and actors of the public policy-making
process, and the role of the media in the agenda-setting process. In
the second half, we will be studying the basic methods for public policy
analysis and use those tools to understand and examine contemporary
public policies in Japan. Lectures will include an interactive element,such as discussions or group presentations. I encourage critical thinking
and the expression of diverse viewpoints in class and in writing
assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Approaches to Public
Policy3
Policy Context

4
5
6
7

8
9

Understanding Public
Policy-Making (1)Understanding Public
Policy-Making (2)Agenda-Setting
Policy Analysis

Review & Midterm
Exam
Public Problems andPolicy Alternatives

10

Applications of Public
Policy Analysis (1)11Applications of Public
Policy Analysis (2)Applications of Public
Policy Analysis (3)

12

13
14

Applications of Public
Policy Analysis (4)Conclusion

Contents
Why to study public policy?
Conceptual and theoretical
approaches
The social, economic, political,
governing and cultural contexts
The policy process model
Instruments of public policy
Framing, priming, and the media
The nature, types and steps ofpolicy analysis, how the policy cycle
operates in Japan
In-class exam
Problem analysis, how to findinformation and how to constructalternatives, how to write effective
public policy papers
Japan’s economic, immigration,
and welfare policies in the context
of an emerging demographic crisis
Environmental and energy policies
in Japan after the 3/11 disaster
Proactive pacifism: thereformulation of Japan’s foreignand defence policies
Japan’s ODA and the sustainable
development agenda
Public policy challenges in the 21st
century【Work to be done outside of class (preparation, etc.)】
Preparing for class by completing the readings will be key to doing
well in this course. Additionally, you will be asked to submit a policy
paper (between 1500 and 2000 words) on one of the topics that will be
discussed in Applications of Public Policy (1), (2), (3), or (4).

— 143 —

発行日：2019/5/1
12

POL200ZA

China’s Domestic Politics and Foreign Policy

13
14

Zhihai Xie
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 4/Mon.4【Outline and objectives】
This course will address the basic knowledge, theoretical models andperspectives of Chinese domestic politics and foreign policy. For
domestic politics, this course will introduce the Chinese political
ideology and party-state structure, and analyze the current politicalinstitution and leadership system, as well as its political struggle
and possible agenda for political reform. For foreign policy, thiscourse will shed some light on the black box of Chinese foreign
policy decision-making process, elaborate the hot topics related toChinese foreign policy including nationalism, maritime ambition, OBOR
strategy, and finally provide some detailed analysis on China’s most
two important bilateral foreign relations: China-US relations andChina-Japan relations.
【Goal】To help students gain basic knowledge, theoretical models andperspectives of Chinese domestic politics and foreign policy. Students
will obtain the ability and skills to analyze issues related to Chinesepolitics and foreign policy. Students will also be able to deepen theirunderstanding about what is happening related to China nowadays.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Lectures will be conducted based on PowerPoint slides every week.
Students are required to read related materials in advance. There willbe also time for team discussion.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOrientation

2

3

4

5

6

7

8

9

10

11

Chinese Political
Ideology and theParty-State Structure
The Collective
Leadership andChinese Political
Institution
Factions in CPC:
Princelings VS
Communist Youth
League; Beijing VS
Shanghai
The Anti-Corruption
Campaign and Chinese
Political Struggle
The Agenda of Chinese
Economic and Political
ReformChinese Social
Structure andState-Social Relations
The Black Box ofChinese Foreign Policy
Decision-Making;
Mid-Term Paper
Submission Deadline
Nationalism, Public
Opinions and Chinese
Foreign Policy
China’s Rising
Maritime Strategy andTerritorial Disputes in
the Seas
OBOR, AIIB and
China’s New Foreign
StrategyContents
Introduction on the course andGeneral Introduction to Chinese
Politics and Foreign Policy
This theme deals with the role ofMarxism-Leninism in Chinesepolitics and party-state system.
This theme deals with the so-called
collective leadership and theoperating political institution.
This theme deals with the power
struggle among different politicalfactions in Chinese Communist
Party.

New Type of GreatPower Relations?:
China-US Relations
Two Tigers Can’t Share
One Mountain?
Final Exam & Wrap-up

This theme deals with China-US
relations.
This theme deals with
China-Japan relations.
Final Exam【Work to be done outside of class (preparation, etc.)】
Students are required to read the designated materials for each topic in
advance. Details are included in the References.
【Textbooks】
No textbooks. Handouts will be distributed every week.
【References】
References exclusively for each theme:
Week 2: Guo, Sujian (2013), Chinese Politics and Government: Power,
Ideology and Organization, New York: Routledge. Chapter IV Political
ideology, pp89-128.
Week 3: Nikkei Asian Review (2017), Xi Jinping and the end of collective
leadership, October 23
Week 4 Lai(2012), Alexis, One party, Two coalitions: China’s factional
politics, CNN, Nov.9
Week 5 Fabre (2017), Guilhem, Xi jinping’s Challenge: What is behind
China’s anti-corruption campaign, Journal of Self-Governance andManagement Economics, 5(2), 7-28.
Week 6 Yu, Keping, What political reform looks like in China, Huffington
Post, https://www.huffingtonpost.com/keping-yu/china-political-reform_
b_6075464.html
Week 7: Jakobson (2016), Linda and Ryan Manuel, How are foreign
policy decisions made in China?, Asia and the Pacific Policy Studies,Vol. 3 No. 1, pp101-110.
Week8: Lu (2014), Rachel, China’s new class hierarchy: A guide, Foreign
Policy, April 25.
Week 9: Pang (2017), Qin, and Nicholas Thomas, Chinese nationalism
and trust in East Asia, Journal of Contemporary Asia, Vol. 47, Issue 5,
pp 815-838.
Week 10: Xie (2014), Zhihai, China’s rising maritime strategy:
Implications for its territorial disputes, Journal of Contemporary East
Asian Studies, Vol.3, Issue 2, pp 111-124.
Week 11: Ploberger (2017), Christian, One Belt, One Road-China’s new
grand strategy, Journal of Chinese Economic and Business Studies,Vol.
15, Issue 3, pp 289-305.
Week 12: Bo (2017), Zhiyue, Xi Jinping’s US policy: Builing a ‘new typeof major-country relationship’, in Bo Zhiyue ed., China-US Relations in
Global Perspective, Victoria University Press
Week 13 : Zhao (2016), Suisheng, China’s difficult relations with Japan:
Pragmatism, superficial, and historical memories, Asian Journal ofComparative Politics, Vol. 1, Issue 4, pp335-353.
Other general references:
Bo (2017), Zhiyue ed., China-US Relations in Global Perspective,
Victoria University Press.
Guo (2013), Sujian, Chinese Politics and Government: Power, Ideology
and Organization, New York: Routledge.
Lampton (2014), David M., Following The Leader: Ruling China, from
Deng Xiaoping to Xi Jinping, University of California Press.
Lynch (2015), Daniel C., China’s Futures: PRC Elites Debate Economics,
Politics, and Foreign Policy, Standford University Press.
Shambaugh (2014), David, China Goes Global: The Partial Power,
Oxford: Oxford University Press.
Shirk (2008), Susan L., China: Fragile Superpower, Oxford: Oxford
University Press.
【Grading criteria】
Class Performance 30%; Midterm paper 30%； Final exam 40%.

This theme covers theanti-corruption campaign and its
relationship with China’s politicalstruggle.
This theme deals with China’s
economic and political reforms.

【Changes following student comments】
Not applicable.
【Prerequisite】
None

This theme deals with China’s
social structure and hierarchy.
This theme deals with thedecision-making process of foreign
policy.

This theme deals with China’s
nationalism and its influence on
foreign policy.
This theme deals with China’s
maritime strategy and ambitions.

This theme deals with China’s
newly initiated OBOR project, AIIB
and its related foreign strategy.

— 144 —

発行日：2019/5/1- Donald E. Weatherbee, International Relations in Southeast Asia: The
Struggle for Autonomy (Rowman and Littlefield, 2014)

POL200ZA

Politics of Southeast Asia

【Grading criteria】
Discussion (20%)
Mid-term report (40%)
Final report (40%)

Tomotaka Shoji
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 6/Mon.6【Outline and objectives】
This course explores current political issues in Southeast Asia with
their historical backgrounds, including political systems in respective
countries from comparative perspectives, ASEAN, external relations,and security. Students will be required to understand political dynamics
in this region, supported by knowledge on the specific topics mentioned
above.

【Changes following student comments】
Student comments will be considered for course management.
【Equipment student needs to prepare】
None【Others】
None【Prerequisite】
None【Goal】
Upon completion of this course, students will obtain a deeper
understanding about Southeast Asia. In particular, they will beknowledgeable, to a certain degree, on specific important aspects thatshape the current political situation in the region.
Methodologically, students will be more skillful in discussing andwriting on certain academic/professional topics.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Weeks 1-6: Lecture and group discussion
Week 7: Mid-term report
Weeks 8-13: Lecture and group discussion
Final week: Final report【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction: Course
Outline and General
Information about
Southeast Asia
2
Contemporary Historyof Southeast Asia
3
Comparative Politics(1): Democracies
4
Comparative Politics(2): "Limited"
Democracies
5
Comparative Politics(3): "Challenged"
Democracies
6
Comparative Politics(4): Remaining
Socialism
7
Mid-term Report
8
ASEAN (1)

9
10
11
12
13
14

Contents
Guidance and introductory lecture

Nexus of nationalism and Cold War
Indonesia and the Philippines
Malaysia and Singapore

Cambodia, Myanmar, and Thailand

Laos and Vietnam

ReportFoundation and institutional
development
ASEAN (2)Community building and further
challenges
External relations (1)Introduction and relations withgreat powers
External relations (2)"Second-tier" Powers: Japan, India,
Russia, and Australia
Security Challenges (1) Introduction and non-traditional
security
Security Challenges (2) South China Sea
Final Report
Report【Work to be done outside of class (preparation, etc.)】
Students will be required to read some chapters of the textbooks andprepare for group discussion.
【Textbooks】- Robert Dayley, Southeast Asia in the New International Era, Seventh
Edition (Routledge, 2016)- Aurel Croissant and Philip Lorenz (eds) Comparative Politics ofSoutheast Asia: An Introduction to Governments and Political Regimes(Springer, 2018)【References】- Alice Ba and Mark Beeson (eds) Contemporary Southeast Asia:
The Politics of Change, Contestation, and Adaptation, Third edition(Palgrave 2017)— 145 —

発行日：2019/5/1

POL200ZA

Japanese Politics
Jeffrey Hall
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 4/Wed.4【Outline and objectives】
This course provides an introduction to Japanese politics, economics,
and society. It has four main focuses: 1) the emergence of Japan’s
postwar political system and the dominance of the Liberal Democratic
Party, 2) Japan’s rapid economic growth and its subsequent decline, 3)
the role of citizen activism, interest groups, and bureaucracy in Japan’s
politics, and 4) major foreign policy issues facing Japan.
【Goal】The goal of this course is to provide students with a broad overview
of the issues and main questions surrounding the Japanese political,
economic, and social system.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.

Hayes, L. D. (2009). Introduction to Japanese Politics. New York:
Routledge.
Samuels, R. J. (2008). Securing Japan: Tokyo’s grand strategy and thefuture of East Asia. Ithaca: Cornell University Press.
Samuels, R. J. (2013). 3.11: Disaster and Change in Japan. Cornell
University Press.
Shinoda, T. (2013). Contemporary Japanese politics: Institutionalchanges and power shifts. New York: Columbia University Press.
Smith, S. A. (2016). Intimate rivals: Japanese domestic politics and arising China / Sheila A. Smith. New York: Columbia University Press.
Stockwin, J. A. (2008). Governing Japan: Divided politics in a resurgent
economy. Malden, MA: Blackwell Pub.
【Grading criteria】
Participation: 5%
Reading Responses: 20%
Midterm exam: 35%
Final Report: 40%【Changes following student comments】
The reading responses have been separated into a different grading
category, to make the divisions more clear.
【Others】
Students who have completed General Topics II: Japanese Politics can
not take this course.
【Prerequisite】
None.

【Method(s)】This course will be structured around lectures. Each student will be
expected to attend each week’s class. There will be in-class discussions,so students are expected to express their opinions or ask relevant
questions. Class participation is 20% of the grade in this course.
The mid-term will involve a combination of in-class short answer
questions, short essays, and a take-home paper assignment. The
final exam will be a paper, to be turned in through the online system(H’etudes).
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Japan: The Emergenceof The Modern State

2
3
4
5
6
7
8
9
10
11
12
13
14

Historical Overview ofJapanese Politics I
Historical Overview ofJapanese Politics II
Historical Overview ofJapanese Politics III
Historical Overview ofJapanese Politics IV
Historical Overview ofJapanese Politics V
Historical Overview ofJapanese Politics VI
Review & Midterm
Exam
Historical Overview ofJapanese Politics VII
Historical Overview ofJapanese Politics VIII
Foreign Policy Issues(1)
Foreign Policy Issues(2)Foreign Policy Issues(3)Foreign Policy Issues(4)Contents
Syllabus and requirements are
introduced, together with somehistorical background on theemergence of the modern Japanesestate
Meiji Period Politics
Late Meiji and Taisho democracy
Interwar Japan
War and Japanese politics
The American occupation
Postwar politics in Japan 1
Midterm exam
Postwar politics in Japan 2
Postwar politics in Japan 3
Japan’s postwar foreign policy 1
Japan’s postwar foreign policy 2Japan’s postwar foreign policy 3
Most current foreign policy issues
in 2018【Work to be done outside of class (preparation, etc.)】
Before each week’s class, students will be expected to read an assigned
article (10 to 20 pages in length) and for some of the weeks, write ashort response (1 to 2 pages in length)Reponses are not required forevery week.
【Textbooks】
Readings will be uploaded to H’etudes.
【References】
The following books are not required reading, but can be useful asreferences.
Curtis, G. L. (1999). The logic of Japanese politics: Leaders, institutions,and the limits of change. New York: Columbia University Press.

— 146 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to have completed the readings before class.
Expect roughly 15-20 pages of reading per week.

POL200ZA

American Politics and Foreign Policy【Textbooks】
All course reading materials will be uploaded to the course website.

Jeffrey Hall
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 5/Thu.5【Outline and objectives】
This course is designed to introduce students to the inner workingsof American domestic and foreign policy. It will utilize historicaland contemporary examples to help students understand how theUnited States rose to power and why it has acted in certain historicalcircumstances. Students will be expected to formulate their own
opinions on the topics introduced so they can debate and discuss major
issues.
【Goal】
1) Students are expected to develop an understanding of basic structureof the United States government.
2) Students are expected to gain knowledge of the ways in which
different branches of the United States government interact and impact
foreign policy.
3) Students are expected to understand and critically analyze
how governmental and non-governmental factors (lobbyists, voter
sentiment) influence American politics and foreign policy.
4) Students are expected to understand some of the political ideals thathave influenced American politics since the country’s founding.
5) Students are expected to develop their ability to engage in academic
research and writing through the completion of short essays.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course will be structured around lectures. Each student will be
expected to attend each week’s class. Students are expected to pay
attention and ask questions or share their opinions in class.

【References】
The following books will prove to be good reference materials.
Herring GC. (2008). From Colony to Superpower, U.S. Foreign Relations
since 1776. Oxford University Press.
Grover WF, Peschek JG. (2009). Voices of Dissent, Critical Readings in
American Politics. Addison-Wesley Longman.
Ikenberry, G. J. (1999). American foreign policy: Theoretical essays. New
York: Longman.
Wasserman, G. (2015). The Basics of American politics.. Boston:Pearson.
Cox, Michael, and Doug Stokes. (2012). US Foreign Policy. Oxford:
Oxford UP.
【Grading criteria】
Class Participation: 5%
Reading Responses: 15%
Midterm exam: 40%
Final exam(report to be submitted on the course website): 40%【Changes following student comments】
The quizzes and in-class final exam has been replaced with a final report
so that students have more time to ask questions and share opinions inclass.
【Equipment student needs to prepare】
N/A【Others】
Students who have completed General Topics II: American Politics andForeign Policy can not take this course.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Foundations

3

Historical Backgroundof American Political
System 1
Historical Backgroundof American Political
System 2
Historical Backgroundof American Political
System 3
Review & Midterm
Exam
Historical Backgroundof American Political
System 4

4

5

6
7

8

9

10

11
12

13
14

Historical Backgroundof American Political
System 5
Historical Backgroundof American Political
System 6
Historical Backgroundof American Political
System 7
America’s Role in Asia
Historical Backgroundof American Political
System 8
Recent Events:
Clinton, Bush, Obama
Trump’s America

Contents
Introduction to the founding of theUnited States
The United States Constitution ‒The Federalists and debates overtyranny & democracy
Explaining the functioning of the
U.S. government through historicalexamples.
Explaining the functioning of the
U.S. government through historicalexamples.
Explaining the functioning of the
U.S. government through historicalexamples.
Exam: short-answer questions anda short-essay
Explaining the functioning of the
U.S. government through historicalexamples. (and a review of the
Mid-Term)
Isolationism and the two World
Wars
World War II - impact and planningof a post-war order
The Cold War and American
politics
Focus on relations with Japan and
the Cold War in Asia
The end of the Cold War and events
afterwards
A look at more recent politicalissuesDiscussion of America under
President Trump— 147 —

発行日：2019/5/1【Grading criteria】
1. Participation 20% Midterm Exam 30% Final Report 50%
2. Students will be expected to choose one subject discussed in thecourse, write a report on that subject, and then submit it by the endof the course. Details of the style of report will be announced later.
3. A group discussion will be held in class probably latter half of thecourse.

POL200ZA

International Politics of the Middle East
Mari Nukii
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 4/Wed.4【Outline and objectives】
This course aims to introduce students to the international politics ofthe Middle East. Part I deals with the basic knowledge necessary
to understand the region. Part II overviews current Middle Easterninternational politics in general, and the impact of oil on the regional
political situation in particular.
Finally, Part III discusses thecontemporary regional affairs attracting worldwide attention, i.e. theArab-Israeli conflict, the Syrian crisis, and the ‘Islamic State’. Students
are expected to be able to understand current main issues in the Middle
East and read articles on the region more in depth.

【Changes following student comments】
Distributing handouts for each classes.
【Prerequisite】
None.

【Goal】
Students are expected to acquire basic information and notable featuresof international politics of the Middle East, and to be able to explain theregional issues from the viewpoint of their own analysis.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】In order to promote the understanding of the international politics of the
Middle East, this course focuses on basic and well-known phenomena in
the region.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
Basic Knowledge 1
2
Basic Knowledge 2

3
4
5

6

7

8
9

10

11

12

13

14

Colonization in the
Middle East 1
Colonization in the
Middle East 2
The Middle Eastern
Regional Order during
the Cold War 1
The Middle Eastern
Regional Order during
the Cold War 2
The Middle Eastern
Regional Order during
the Cold War 3
Midterm Exam
The War on Terror andChange of the Middle
Eastern Society 1
The War on Terror andChange of the Middle
Eastern Society 2
The War on Terror andChange of the Middle
Eastern Society 3
New Struggle forSupremacy in the
Middle East 1
New Struggle forSupremacy in the
Middle East 2
Summary

Contents
Concept of the Middle East /principles of Islam
Historical development of theIslamic world
World War I and collapse of the
Ottoman Empire
Beginning of the Palestine-Israeli
Conflict
Nationalist movements in the
Middle East
The Middle East and oil

The 1979 Iranian Revolution

Midterm exam
The 9/11 Terrorist Attacks and the2003 Iraq War
The“Arab Spring”

The Emergence of the “IslamicState”
Syrian Crisis

Iranian Nuclear Agreement(JCPOA) and tension in the Gulf
Review of this course【Work to be done outside of class (preparation, etc.)】
As review of class students are expected to reexamine the distributed
handout and read the recommended articles.
【Textbooks】
No use【References】
Louise Fawcett, ed., International Relations of the Middle East, Oxford
Univ. Press. 2016.
Marcj Gasirowski and Sean L. Yom, ed., The Government and Politics ofthe Middle East and North Africa, Westview Press, 2017.
Jillian Schwedler, ed., Understanding the Contemporary Middle East,
Lynne Rienner Publishers, 2013.

— 148 —

発行日：2019/5/1
Klosko, G. (2013). History of political theory: An introduction Volume II:
Modern (2nd ed.). Oxford: Oxford University Press.
A full bibliography will be given to students at the beginning of thecourse.

POL200ZA

Political Theory【Grading criteria】
Class participation (20%), Short essays (15%×2 = 30%), and Final exam
(50%)

Kazuhiro Watanabe
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 2/Fri.2【Changes following student comments】
More detailed instructions will be given for final exam so that students
do not misunderstand the scope and focus of the exam.

【Outline and objectives】
In this course we explore the history of Western political thought from
antiquity to the present in view to gaining a comprehensive knowledge
and understanding of historical developments of key political ideas thathave shaped the world we live in.

【Equipment student needs to prepare】
Students should register their email address with H’etudes immediately
after they decide to take this course.
Visit H’etudes regularly
for updates and class resources, as well as for the submission of
assignments.

【Goal】
Upon completion of this course, students should: 1) have a basic
understanding of political thoughts by major figures in the Western
history; 2) have familiarity with important political ideas and theories
in connection with their historical backgrounds; and 3) have an ability
to look at issues in current world politics in a historical perspective.

【Prerequisite】
There is no prerequisite for this course. Students who intend to registerfor this course are required to attend the first class. A screening test
will be conducted in the class if necessary.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course begins with the legacy of the ancient Greeks and proceeds
through contemporary political theories mostly in chronological order.
Classes consist of a lecture and class/group discussion to follow. In
every class, students will be requested to make a summary of a reading
assignment, as well as to give commentary on it.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction2

Ancient Greek

3

Hellenistic to Roman

4

Early and Medieval
Christian Thoughts
Renaissance andReformation

5

6

7

8

9

10
11
12
13
14

Absolutism versus
Social Contract
Theories
Enlightenment,
Liberalism, andRepublicanism inEngland and Scotland
Enlightenment,
Liberalism, andRepublicanism inFranceAmericanIndependence andFrench Revolution
German Philosophy
and NationstateSocialism

Contents
Overview of course andrequirements
Polis and politics: Plato andAristotle
From Republic to Empire: Cicero,Seneca, and other Hellenistic
philosophers
Corpus Christianum: Augustineand Aquinas
Civic humanism and fall of theCatholic church: Machiavelli,
Luther, and Calvin
Rise of modern political principles:
Bodin, Hobbes, Locke, andRousseau
Formation of modern politicalprinciples: Harrington, Bentham,
Hume, and Mill
Development of modern politicalprinciples: Montesquieu andVoltaire

Turn of modern political principles:
Jefferson, Hamilton, Burke, andTocqueville
Ethical life: Kant, Fichte, andHegel
The age of ideologies: Marx, Lenin,
Trotsky, Stalin, and Bernstein
Contemporaries I
Continental political philosophy:
Weber, Schmitt, and Arendt
Contemporaries II
Analytic political philosophy:
Rawls, Sen, Nozick, and Sandel
Final Exam & Wrap-up In-class final exam

【Work to be done outside of class (preparation, etc.)】
In addition to completing reading assignments and preparing fordiscussion beforehand, students are expected to review class materials
after each class.
【Textbooks】
There are no textbooks for this course. Class materials, including
weekly handouts and other reading materials (typically excerpts frommajor classic texts or introductory books), will be uploaded on H’etudes
or distributed in class.
【References】
Klosko, G. (2012). History of political theory: An introduction Volume I:
Ancient and Medieval (2nd ed.). Oxford: Oxford University Press.

— 149 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
30-45 minutes (reading short selected newspaper clippings // dobackground research on next week’s topic)

POL200ZA

European Integration【Textbooks】
Michelle Cini and Nieves Pérez-Solórzano Borragán (2016), European
Union Politics (Fifth Edition). Oxford: Oxford University Press.
http://europa.eu/european-union/index_en

Markus WinterCredit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 2/Wed.2【Outline and objectives】
GREAT EXPECTATIONS ‒ EUROPEAN INTEGRATIONThe creation of today’s European Union (EU) was a long, and often
chaotic, process: often one step forward, one step back, the EU today
has arrived at a critical point: Britain’s withdrawal from the Union(‘Brexit’), the refugee crisis, the Euro crisis, the conflict in the Ukraine,and the rise of populism ‒ they all have left the EU with a senseof existential crisis and left many wondering whether the project ofEuropean integration has come to an end.
In this class, we look at (1) the main stages of the process of European
Integration; (2) today’s existential crises and their significance for theEuropean project; (3) the EU’s external relations; and (4) the key
institutions of the EU and how they work in governing this Union of
28 ‒ or soon maybe 27 ‒ member states.

【References】
Michelle Cini and Nieves Pérez-Solórzano Borragán (2016), European
Union Politics (Fifth Edition). Oxford: Oxford University Press.
http://europa.eu/european-union/index_en【Grading criteria】
Participation: 25%
Mid-term exam: 25%
Final exam: 50%【Changes following student comments】
include populism as a topic; select easier readings【Prerequisite】
none【Goal】
Understand key political processes, their origins and their ramifications
for European Integration.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】About half of each class will be lecture-style, the other half will be
discussions on the readings and content of the lectures.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

3

4

5

6

7

8
9
10

11

12
13

14

European Integration‒
From the Early Years
to Eurosclerosis
Beyond Eurosclerosis‒
The Birth of theEuropean Union
The Institutional
Set-up of the EU:
How EU Politics Works
The Failings of theInstitutional Set-up ‒The Refugee Crisis
The EU’s External
Relations
Overstretch?
The Case of the
Ukraine Crisis
A European
Democracy?
Review & Mid-term
Exam
The Democratic Deficit&
The Case of Brexit
Great Expectations?
The Rise of Populist
Movements
The EU Economy
The Failings of theSingle Market ‒The Euro Crisis
Review & Final ExamContents
The EU in an existential crisis?
Brexit / refugee crisis / Euro crisis /Ukraine crisis ‒ how did we get
here?
The 1950s-1970s ‒ from ECSC to
EEC to EC

Incomplete beginnings: what goesaround comes around

The EU’s main institutions ‒Commission, European Council,
Council of Ministers, Parliament,
and Court
The case of coordination in the
refugee crisis & the bridge to EU
external relations
Does the EU have a ‘foreign policy’?
Enlargement policy // Japan-EU
relations // EU-NATO // EU-UN
Enlargement: from 5 to 28
members ‒and one step too far East
The tension between EU andpopular/national sovereignty
Knowledge questions about theEuropean Union
The debate on the democratic
credentials of the EU: The case of
Brexit
The return of drawbridge
nationalism, protectionism, and thebacklash against globalisation
A single market?
Euro & Euro crisis & the German
constitutional court
Questions testing theunderstanding of key debates on
European Integration— 150 —

発行日：2019/5/1
11

SES200ZA

12Society and Environmental Change

13
14

Raquel Moreno-Peñaranda
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：【Outline and objectives】
Human societies are inextricably linked to nature. Interactions between
the ecological and the social world result in transformations of bothpeople and the environment. Throughout history, the way in whichhuman societies have perceived the natural world, how they havechanged it, and how in turn they both have been transformed bythose changes, has taken different turns. In recent years, global
environmental change, driven by human activities, has posed new
ecological and social challenges. A variety of social responses tothose pressing challenges have emerged at different levels (local,
regional, international). This course examines the mechanisms ofinteraction between society and the environment, focusing on howsocial change can effect positive changes so as to tackle current
environmental challenges. The course offers a brief historical overview
of environment-society relations, while exploring in depth contemporary
environmental initiatives from a variety of social groups at different
scales geographical scales. Relevant social environmental movementsfrom industrialized and developing countries, from cities and rural
areas, working towards different environmental causes, will be studied.
【Goal】The main goals of the course are to:-provide a basic understanding of the mechanisms through with humansocieties and the environment interact and shape each other;-enhance students’ ability to understand the complexity of global
environmental change and the plurality of social responses to tackle it;-cultivate students’ capacity to critically assess the challenges andopportunities for effecting positive environmental outcomes throughsocial change processes;-learn to work collaboratively with other classmates in class activities
and in the elaboration and presentation of a group project;-improve basic professional skills regarding self-organization, planning,time management, and respect for diversity in points of view.

【Textbooks】
none【References】
Routledge International Handbook of Social and Environmental Change
Edited by Stewart Lockie, David A. Sonnenfeld, Dana R. Fisher
Routledge: Oxon-New York. 2014.
【Grading criteria】-Participation in class activities: 35%-Project and presentation: 35%-Final exam: 30%【Changes following student comments】
none【Equipment student needs to prepare】
none【Others】
none【Prerequisite】
none【Method(s)】The course consists of short lectures and interactive class activities andpresentations in which students address and from a critical perspectiveon the topics covered each week (prepared prior to class). At the endof the course, students have the opportunity to present their (group)
project and discuss it in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Environment andSociety

3

4
5

6

7
8
9
10

Students present their projects anddiscuss them in class.
Students present their projects anddiscuss them in class.
In class, short essay-like questions.
Review and critical reflection on
the course.

【Work to be done outside of class (preparation, etc.)】
Students are required to complete assigned readings and/or visualize
multimedia materials prior to class. They are also required to prepare
short weekly commentaries in advance, so they can participate in classdiscussions.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.

2

Students’presentations I
Students’presentations II
Final Exam & Wrap-up
Closing Session

Contents
Interactions between humansocieties and the ecological world;the mechanisms of co-evolution.
Pre-industrial Societies Environmental transformations:from hunter-gathering societies tosettled agricultural civilizations;early environmentalism.
The Industrial Era
Industrialization processes: socialand ecological transformations;environmental concerns.
Modern Societies I
Development and the environment:
shortcomings and social responses.
Modern Societies II
Globalization and the environment;
the Anthropocene; the Greeneconomy; ecosystem services;ecological footprint.
Environmental
Environmentalism: understanding
Movements I
social mobilizations forenvironmental causes.
Environmental
Forms of environmentalism: theMovements II‘South” versus the “North”.
Social Change I
Social transformations forenvironmental health; examples.
Social Change II
Social transformations forenvironmental justice; examples.
Social Change III
Social transformations forbiodiversity protection; examples.

— 151 —

発行日：2019/5/1【Others】
Students who are interested in taking this course must attend the firstweek of class. A selection process will be conducted during the first weekprior to the enrollment of this course.

MAN200ZA

Principles of Marketing【Prerequisite】
Preferably Introduction to Business or other 100-level business courses.

Shiaw Jia Eyo
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 2/Tue.2【Outline and objectives】
Learning the fundamental concepts of marketing. This is a basic levelmarketing course that focuses on the concepts and approaches that
constitute the contemporary marketing theory as well as its applicationsin practical business circles. The purpose of this course is to provide
the students with a keen understanding of the marketing functions inbusiness and the knowledge of developing and implementing successful
marketing strategies.
【Goal】
This course introduces students to the fundamental concepts ofmarketing, its functions and organizations, marketing strategies usedby companies and the role of marketing in the society. Students learn
how to understand the marketplace, how to create customer value,
how to target and segment the market, and how to build customer
relationships.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is taught primarily through lectures and presentations.
Interactive class participation is encouraged.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
Understanding theMarketplace

3
4
5

6

7
8
9
10
11
12
13
14

Understanding
Consumers (1)Understanding
Consumers (2)Designing a
Customer-Driven
Strategy (1)Designing a
Customer-Driven
Strategy (2)New ProductDevelopment (1)New ProductDevelopment (2)Understanding Pricing
and its Strategies (1)Understanding Pricing
and its Strategies (2)Promotion Mix (1)Promotion Mix (2)Competitive Marketing
Strategies
Final Exam & Wrap-up

Contents
Introduction to the course
What is marketing?
Analyzing the marketing
environment
Consumer markets and consumer
buying behavior
Case study and presentation
Creating value for target customer

Case study and presentation

Products, services and brands
Product life-cycle strategies
New product pricing strategies
Case study and presentation
Retailing and Wholesaling
Advertising and Public Relations
Understanding competitivemarketing strategies
Assessing the degree to which you
understand the subject【Work to be done outside of class (preparation, etc.)】
Download the lecture slides, read the assigned chapters of the textbook
and complete any assignments given.
【Textbooks】
Kotler, Phillip and Armstrong, Gary.
Edition, Pearson Education, 2017.

Principles of Marketing, 17th

【References】
Further materials will be provided by the instructor.
【Grading criteria】
Students will be evaluated based on class participation (20%),
assignments (20%), group presentation (15%), and final exam (45%).
【Changes following student comments】
Not applicable.

— 152 —

発行日：2019/5/1
Students who are interested in taking this course must attend the firstweek of class. A selection process will be conducted during the first weekprior to the enrollment of this course.

ECN200ZA

Foundations of Finance【Prerequisite】
Preferably some business and/or accounting knowledge.

Shiaw Jia Eyo
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 3/Fri.3【Outline and objectives】
Learning the fundamental concepts of finance. This is a basic level
finance course that focuses on the core principles of finance, including
financial statements, financial performance, time value of money andrisk analysis. Even if you are not planning a career in finance, a working
knowledge of finance will help you to understand and interpret financial
information around you. This is important because financial decisions
are everywhere, both for you and the firm that you will work for.
【Goal】
This course presents the fundamental concepts of finance to students.
The goal of this class is to develop corporate finance tools that areused in business. At the end of this course, students will learn andunderstand the quantitative and analytical skills necessary to make agood financial decision.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】This course is taught primarily through lecture.
participation is encouraged.

Interactive class【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
Understanding
Financial Statements(1)
3
Understanding
Financial Statements(2)
4
Evaluating Firms’
Financial Performance(1)
5
Evaluating Firms’
Financial Performance(2)
6
Review & Midterm
Exam
7
The Time Value ofMoney (1)8
The Time Value ofMoney (2)9Interest Rates (1)10Interest Rates (2)11Risk and Rates of
Return (1)12Risk and Rates of
Return (2)13Review and Discussion

14

Contents
Introduction to the course
The Income statement

The Balance sheet

Using financial ratios

Analyzing financial ratio

Assessing the degree to which you
understand the subject
Present value, future value andannuity
Interest rate and uneven cash flow
Bond rating
Determinants of interest rate
Stand-alone risk
Risk in a portfolio context

Issues related to financial
management
Final Exam & Wrap-up Assessing the degree to which you
understand the subject【Work to be done outside of class (preparation, etc.)】
Students are expected to download the lecture slides, read the textbook
and complete any assignments given.
【Textbooks】
Brigham, Eugene, Houston, Joel F. Essentials of Financial Management,
3rd Edition, Cengage Learning Asia Pte Ltd, 2014.
You can buy the textbook at Hosei’s COOP (生協) or you can borrow the
textbook from the library to make copies.
【References】
Further materials will be provided by the instructor.
【Grading criteria】
Students will be evaluated based on class participation (20%),
assignments(10%) and two exams (70%).
【Changes following student comments】
Not applicable.
【Others】
This course requires students to have some understanding of Statistics.

— 153 —

発行日：2019/5/1【Textbooks】
Wayne A. Label (2013), Accounting for Non-Accountants 3rd edition,
Sourcebooks.

MAN200ZA

Accounting
Noriaki Okamoto
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 4/Fri.4【Outline and objectives】
Accounting is often called "the language of business". Basic accounting
knowledge is fundamental to becoming a successful business manager.
In this course, students can learn basic accounting concepts and key
financial statements. The financial statements covered in this course
are balance sheets, income statements and cash flow statements. It also
covers important accounting topics such as the globalization of accouting
standards and the double-entry bookkeeping process.
【Goal】
Students will be able to become familiar with the basic concepts
and principles of accounting, and to understand corporate financial
statements in order to analyze the overall business perfomance ofcorporations. Also, students will be able to learn the basic processesof double-entry bookkeeping. The processes include journal entries,
posting, preparing trial balances, adjustments and closing entries.

【References】
Wayne A. Label, Cheryl Kennedy Henderson (2015), Study Guide
and Workbook for Accounting for Non-Accountants 3rd edition, Solana
Dreams Publishing Company.
Jae K. Shim, Joel G. Siegel, Nick Dauber, Anique A. Qureshi (2014),
Dictionary of Accounting Terms 6th edition, Barrons Educational Series.
Thomas R. Ittelson (2009), Financial Statements revised and expanded
edition, Career Press.
【Grading criteria】
Projects / homework 20%,
Class participation / discussion 10%, Mid-term exam 20%，and final
exam 50%【Changes following student comments】
Simple mid-term exam was added to encourage students’ self-study
earlier in the course.
【Equipment student needs to prepare】
A calculator【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】This course is taught through lectures, discussions and exercises. At
my discretion, I may assign several mini-projects (and exercises) to becompleted during, or outside of, the class. Students are encouraged toask questions and to request that particular points be explained if theyremain confused or uncertain about items discussed during the class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Basics of Accounting

3

Accounting and
Financial Statements

4

Accounting Principles①

5

Accounting Principles②

6

The Balance Sheet ①

7

The Balance Sheet ②

8

The Income Statement①

9

The Income Statement②10

Review & Mid-Term
Exam (Quiz Questions)
The Cash Flow
Statement

11

12

13

14

Contents
Learn and discuss how accounting
functions in the economy andsociety (handouts and slides)
Learn the basic structure offinancial accounting (Ch. 1,
handouts and slides)
Learn the framework of accounting
and basic financial statements (Ch.
1, handouts and slides)
Learn the generally accepted
accounting principles: GAAP (Ch.
2, handouts and slides)
Learn the generally accepted
accounting principles (Ch. 2,
handouts and slides)
Understand the basics of thebalance sheet (Ch. 3, handouts andslides)Learn how to analyze the numberson the balance sheet (Ch. 3,
handouts and slides)
Learn the basic structure of theincome statement (Ch. 4, handouts
and slides)
Learn how to analyze the numberson the income statement (Ch. 4,
handouts and slides)
Mid-term exam

Learn the basic structure of the
cash flow statement (Ch. 5,
handouts and slides)
The System of
Learn the double-entry
Bookkeeping
bookkeeping (Ch. 7, handouts andslides)Posting and Trial
Understand the important steps inBalancethe process of double-entry
bookkeeping (Ch. 7, handouts andslides)Final Exam & Wrap-up Final exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to read the assigned textbook chapters before
each class session. Also, there are different types of homework during
the course.

— 154 —

発行日：2019/5/1

TRS200ZA

Event Management
John Melvin
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 1/Mon.1【Outline and objectives】
For millennia, humans have found ways to mark important events intheir lives: the changing of the seasons, the phases of the moon and therenewal of life each spring. Today, events are playing an increasing rolein people’s lives and culture. More leisure time and better standards ofliving have led to a proliferation of public and private events. Morerecently, governments and businesses have recognised the power of
events to help with economic development and destination marketing.
The wide array of events, from community to international level, makes
event management a hugely exciting field of study.
【Goal】The purpose of this course is to acquire an in-depth knowledge about thefield of event management and the factors to consider for the successfulplanning, promotion, implementation and evaluation of events withindifferent contexts.
This course will cover the critical techniques and strategies required
to plan successful special events. Upon completion of this course, you
should be able to:1) Understand the range of factors driving conceptualising anddesigning events
2) Understand different sources of event funding and support
3) Understand and apply appropriate risk management practices4) Understand the role and management of event volunteers
5) Appreciate the varied aims and objectives of different events and theneed to consider the event legacy【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course is primarily lecture-based, though you will have a numberof opportunities to discuss issues in small groups. A range of casestudies can help you consolidate your learning by illustrating the lecture
content with real examples.
In groups, students will design a unique event, which will provide an
opportunity to apply the theories and concepts from the lectures.

11

Event Case Studies

12Group Presentations

13

Post Event Evaluationand the Event Legacy

14

Examination &Wrap-up【Work to be done outside of class (preparation, etc.)】
Students will be assigned reading as preparation for classes. Students
are expected to download the lecture slides to preview before class.
【Textbooks】
There is no set text for this course. Weekly handouts and readingmaterials will be distributed in class and/or available on H’etudes.
【References】
The reference books are available in the university library.
Allen, J, O’Toole, W, McDonnell, I and Harris, R (2011) Festival andSpecial Event Management. (5th edition) Brisbane: Wiley
Bowdin, G McDonnell, I, Allen, J and O’Toole, W (2001) Events
Management. Oxford: Butterworth-Heinemann
Ferdinand, N. and Kitchin, P. (2017) (2nd Edition) Events Management
An International Approach. London: SAGE
【Grading criteria】
Evaluation will be based on
1. Class participation (30%)
2. Group presentation and report (30%)
3. Exam (40%)
Students are expected to complete all the assigned reading andhomework assignments to enable them to get the most benefit from thelectures.
【Changes following student comments】
Following feedback, the group project is assessed individually, in orderto encourage cooperation and reward hard work.
【Others】
I can draw from my experience in organizing events and as marketing
director of a tourism business in the UK to help provide students with
examples and to illustrate issues.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course Content andClass Format
2
Event
Conceptualization

3

The Event
Environment

4

Designing the Event
Experience
Event Funding &Support5

6

Event Marketing andPromotion

7

Guest Speaker

8

Human
Resource/Volunteer
Management

9

Risk Management,
Licensing and Healthand Safety

10

Financial Management
and Budgeting

Analysing aspects of event
management from an internationalcase study
Groups will give a presentation on
their original event
Identifying the range of post-event
tasks to ensure a successful
conclusion and the importance ofplanning for an event’s legacy
End of semester examination

Contents
Understanding the events industry,
the range of events and the areas
this class will consider
The various influences ondeveloping an event concept andthe issues to be included in theplanning process
Examining the unique context thatevents take place in and how thisinfluences the event management
process
Developing an event theme andprogram, and selecting a venue
Analyzing the various forms of
support for events, such as grants
and sponsorship, and strategie
Analyzing approaches to marketingand the challenges of event
marketing
An experienced guest speaker will
discuss event management
Managing human resources for the
event including volunteer
recruitment, motivation andretainment
Planning and preparing fornegative incidents to ensure thesafe and smooth delivery of theevent
Financial management processes
including sourcing funding,monitoring income and expenditureand evaluation— 155 —

発行日：2019/5/1【Prerequisite】
None.

MAN200ZA

Business Negotiation
Takamasa Fukuoka
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 1/Mon.1【Outline and objectives】
Negotiation is an interdisciplinary study (psychology, business management, economics, politics, law, etc.) which has been developed sincethe 1970s, when Harvard University started researching negotiation
in a systematic manner. The study of this has become increasingly
significant to global society. This course introduces students to the basic
negotiation theories and techniques.
【Goal】The purpose of this course is to learn basic negotiation theories andtechniques, and utilize them in both business negotiations and daily
life.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】In this course, students will learn basic negotiation theories, read anddiscuss case studies, and study consensus building so as to be able tointeract with different societies.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Introduction
2
What is Negotiation?
3
Negotiation andConflict
4
Win-Lose Negotiation(distributive
bargaining)
5
Case Study (1)67Win-Win Negotiation(integrative
bargaining)
Case Study (2)8Pareto-Optimal
Solution910

Negotiation Strategy
and BATNA
Case Study (3)11Case Study (4)12Consensus Building

13

Intercultural
Negotiation

14

Review and Final
Exam

Contents
Course introduction
Learn the definition of negotiation.
Learn how negotiation is a method
to resolve conflicts.
Learn Win-Lose negotiation (theory
and techniques).
Read and discuss case studies of
Win-Lose negotiation.
Learn Win-Win negotiation (theory
and techniques).
Read and discuss case studies of
Win-Win negotiation.
Learn how to search for
Pareto-Optimal solutions innegotiation.
Learn why BATNA is important innegotiation.
Read and discuss BATNA casestudies.
Read and discuss BATNA casestudies.
Learn how to build consensus whilenegotiating complex issues.
Learn cultural differences andeffective intercultural negotiation
methods.
Review and final exam.

【Work to be done outside of class (preparation, etc.)】
As instructed, students will have to read chapters of the coursebook andalso other materials for each class.
【Textbooks】
No textbook will be used. Handouts will be provided by the instructor.
【References】
Fisher, Roger and William Ury. Getting to Yes: Negotiating Agreement
Without Giving In New York: Penguin Books, 1983.
Wheeler, Michael. The Art of Negotiation: How to improvise Agreement
in a Chaotic World New York: Simon and Schster, 2013.
Bazerman, Max and Margaret Neale. Negotiating Rationally Free
Press, 1994.
【Grading criteria】
Evaluation will be based on class participation (40%) and the final exam
(60%).
【Changes following student comments】
The lecturer will provide more business negotiation tips.

— 156 —

発行日：2019/5/1【References】
Aaker, D.A (1991) Managing Brand Equity: Capitalizing on the Value ofBrand Name, Free press.
Aaker, D.A (1996) Building Strong Brand, Free press.
Keller, K.L (1998) Strategic Brand Management: Building, Measuring,and Managing Brand Equity, Prentice-Hall, Pearson Education.

MAN200ZA

Brand Management
Takamasa Fukuoka
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 4/Mon.4【Outline and objectives】
To explore effective management for building a strong corporate /regional brand. Brand strategy has been receiving attention since the1980s, after the innovative concept of brand equity became an importantpart of marketing strategy, helping companies and local governments
to survive a competitive marketplace. In this course, students will
examine some significant theories by Aaker and Keller, who are eminent
researchers in this field. Basic / advanced theories by other researchers
will also be explored.

【Grading criteria】
Evaluation will be based on class participation (40%) and the final exam
(60%).
【Changes following student comments】
The course structure and content was favorably evaluated.
【Prerequisite】
None【Goal】The purpose of this course is to develop an understanding of branding
and branding strategy. Students will learn effective ways to build astrong brand.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】In this course, students will read theories, discuss and analyze somecase studies to find out the most suitable processes for building a strong
brand, which will be helpful in increasing domestic and overseas sales.
Moreover, as a wrap-up, we will also discuss the future outlook of brandmanagement from a strategic viewpoint.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Introduction
2
What is a Brand?

3

Brand Equity

4

Brand Loyalty

5

Brand Awareness

6

Perceived Quality

7

Brand Associations

8

Name, Symbol and
Slogan9

Brand Extension

10

Brand Identity

11

Brand Personality

12

Brand Strategies overTime
Managing Brand
Systems
Review and Final
Exam

13
14

Contents
Course introduction
Learn how the definition of"brand".
Learn how new brand equity is aset of assets.
Learn new brand loyalty is one of
the brand assets, and key
considerations when placing avalue on a brand that is to bebought or sold.
Learn new brand awareness andthe strength of a brand’s presencein the consumer’s mind.
Learn about how new perceived
quality is a brand association thatis elevated to the status of a brandasset.
Learn how new brand equity is
supported in great part byassociations that consumers makewith a brand.
Learn how the new name, symboland slogan are the basic core
indicators of a brand.
Learn about line extensions, brandstretching, brand extensions, andco-branding.
Learn the definition of brandidentity and related concepts.
Learn how new brand personality
is a set of human characteristics
associated with a given brand.
Learn the reason why consistency
is good.
Learn how to manage brands in acomplex environment.
Review of what students havelearned from this course and final
exam.

【Work to be done outside of class (preparation, etc.)】
As instructed, students will have to read chapters of the coursebook andalso other materials for each class.
【Textbooks】
No textbook will be used. Handouts will be provided by the instructor.

— 157 —

発行日：2019/5/1
6MAN200ZA

Organizational Behavior

7

Junko Shimazoe
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 5/Fri.5【Outline and objectives】
In this course, students learn (1) why modern organizations behave as
they do, (2) how the behavior emerges from inside the organization,and (3) how exogenous forces influence formation of the behavior.
Since studies of organizations are fundamentally cross-disciplinary, thiscourse approaches organizations from sociological, social psychological,
public policy, and psychological perspectives about organizational
behavior. For the same reason, examples covered in this course include
organizations in the public, private, and non-profit sectors. At the endof this course, students will develop a multifaceted view of their own to
explain various problems of modern organizations.
【Goal】
This course has three goals. First, students are expected to understandscientific approach to study organizations. For example, what does itmean to study organizational behavior in a scientific manner? What
are objects of studying, organizational structure, performance, routines,
or interactions among people and organizations? How is it possible
to explain relationship between behavior of people and organizational
behavior? Second, students are expected to understand “organic
aspects” of organizations. Organizations are more than machines
whose structures and rules repeatedly generate intended results.
Members interact with each other and in organizational contexts, fromwhich unintended outcomes may emerge. In addition, organizations
are influenced from temporal, geographical, and other environmental
conditions. It is important for students to understand organizations asevolving and interactive actors with members and other organizations.
Finally, students are expected to become able to explain problems
caused by modern organizations in their own words. Regardless ofcareer after graduation, organizations are everywhere in modern life,and students may encounter from minor to major issues caused both inand by organizations. It is essential for students to apply concepts thatthey learn in this course to organizational behavior that they observe inreal life.

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】In each class, I will assign readings to explore the topic of the next class.
Finish them before class.
Active participation in class are required. In this course, we will use
lectures by the instructor, audiovisual materials, discussion, and grouppresentations. The contents covered in class will go beyond assigned
readings of the week. In the case of being unable to come to the class,send an e-mail in advance to the lecturer unless the reason is that you
are sick.
In this course, students work together to study and make a presentation
about organizational accidents. In the group presentation, explain theprobable causes of the accidents and their implications to society using
the knowledge from this course. Do not simply repeat what the internet
sources, books, or other authorities say about the problems. Build yourown explanation based on what you learn in this course.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3
4

5

Diversity in an
Organization
Individual Differences#1
Individual Differences#2
Attitudes andBehaviors
Motivating Work
Environment

14

Motivation- Maslow’s Hierarchy- EPG theory- Theory X, Theory Y
Stress and Emotion at - Stress
Workplace- Stress process- Workplace stressors- Role demands- Outcomes of stress- Individual differences inexperiences and managing stress- Organizational approaches tomanaging stress- Emotions- Emotional contagion- Emotions at work
- Emotional laborGroups and Teams- Groups- Development stages- Cohesion- Problems of too much cohesion- Teams- Team roles- Types of teams- Designing effective teams
Decision Making- Decision making- Ideal process- Reality- Game plan?
Organizational- Organizational accident
Accident and Learning - Risk vs. uncertainty- Normal accident- Organizational learning- Barriers to organizational
learning- high-reliability organization
Power in an- Power
Organization- Sources and conditions of power
Knowledge- Knowledge management
Management- Intellectual capital- Organizational memory
Leadership- Traits for leadership
Organizational Change - Types of leadership- Process and forces oforganizational change
Organizational Culture - Organizational culture- Types of organizational culture- Why culture matters- Weakness of the strong culture- Strength of the adaptive culture- Organizational socialization- OutcomesGroup Presentation- Presentations- Wrap-up【Work to be done outside of class (preparation, etc.)】
In each class, I will assign readings to explore the topic of the next class.
Students have to finish them before they come to the class. Students arealso required to understand distributed materials in the class.
【Textbooks】
N/A【References】
Aldrich, Howard E. and Martin Ruef.
Edition. SAGE Publications, 2006.
【Grading criteria】- Class participation (15%)- Group presentation (40%)- Final paper (45%)
【Changes following student comments】
N/A

Contents- Syllabus- What is OB?
- Why does OB matter?
- Diversity and its challenges【Equipment student needs to prepare】
N/A【Prerequisite】
None- Values- Personality- Perception- Work attitudes and behaviors- Psychological contract- Relationships at work
- OCB
- Job design- Goal setting- Performance appraisals- Performance incentives— 158 —

Organizations Evolving 2nd発行日：2019/5/1

ECN200ZA

Microeconomics II
May May HoCredit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 3/Wed.3【Outline and objectives】
This is the second part to an introductory course in microeconomics.
(See prerequisite below.)
In this semester, we will continue covering fundamental concepts andprinciples in microeconomics. This time, we will focus on producer andconsumer theory and the labor market. In the first half of the semester,we will study firm behavior and market structures. In the second halfof the semester, we will discuss consumer theory. The labor market andincome determination will also be examined.
【Goal】The intention of this course is to integrate theory and application.
At the end of the course, students should grasp and be able todiscuss fundamental concepts in microeconomics, i.e. how different
market structures affect producers and consumers and how the labormarket works. Students should be able to examine issues related
to consumption, production, the labor market, income inequality, andpoverty.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is comprised mainly of lectures, discussions, and in-classactivities. In-class activities, such as solving problem sets, may be
conducted individually, in pairs, in small groups or with the entire class.
Students are expected to participate actively and present their answers
in class. Finally, students form groups to make a presentation at theend of the semester on current labor and income issues. (The lectureschedule may be adjusted depending on the pace of the class or at thediscretion of the instructor. Any changes will be announced in class.)【Work to be done outside of class (preparation, etc.)】
1. Readings- Students are expected to read the textbook chapterscarefully and to prepare for the lecture. Special attention should be
paid to understanding the tables and the graphs.
2. Short assignments- Students are at times given assignments tostrengthen their understanding of the application of the concepts.
Assignments will be presented and discussed in class.
3. Student Group Presentation- Students form groups to make apresentation on current issues relating to Japan’s fiscal situation. Topics
may include: Japanese government debt, tax measures, debt service,social security expenditures, or other government expenditures. Specificguidelines will be given in class.
【Textbooks】
Mankiw, Gregory. N. (2015) Principles of Microeconomics, 7th edition,
Cengage Learning.
【References】
Other materials, if any, will be given by the instructor or shall beannounced in class.
【Grading criteria】
Assignments and Class Participation: 25%*The two lowest-graded assignments will not be included in thecalculation of the final grade.
Student Group Presentation: 15%
Midterm Exam: 30%
Final Exam: 30%【Changes following student comments】
Not applicable.
【Others】
This course requires students to have a good understanding ofmathematics and graphic analysis.
【Prerequisite】
Microeconomics I, Understanding Microeconomics or an equivalent
introductory course in microeconomics or economics.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
CourseProducer Theory (1)2Producer Theory (2)3Producer Theory (3)4Producer Theory:
Firms inNon-competitive
Markets (1)Producer Theory:
Firms inNon-competitive
Markets (2)Producer Theory:
Firms inNon-competitive
Markets (3)Producer Theory:
Firms inNon-competitive
Markets (4)Review & Mid-term
ExamConsumer Theory (1)

5

6

7

8
9
10
11

12

13

14

Contents
Introduction to the course
Costs of production (Chapter 13)
Firms in competitive markets(Chapter 14)
Problem sets and practicalapplications (Chapters 13 and 14)
Monopoly (Chapter 15)

Monopolistic competition (Chapter
16)

Oligopoly (Chapter 17)

Problems sets and practicalapplications (Chapters 15, 16, and17)
In-class written exam

Preferences and optimization(Chapter 21)
Consumer Theory (2)Solving selected problems andapplications in Chapter 21
Labor Economics (1)Labor demand and supply
Equilibrium in the labor market(Chapter 18)
Labor Economics (2)Determinants of wages
Economics of discrimination(Chapters 19, 20)
Labor Economics (3)Problem sets and practicalapplications (Chapters 18, 19, and20)
Final Exam & Wrap-up In-class written exam

— 159 —

発行日：2019/5/1【Textbooks】
Mankiw, N. Gregory. Principles of Macroeconomics, 6th Edition.
Cengage, 2012. (ISBN-13: 9789000021369).

ECN200ZA

Macroeconomics II
George Y Wang
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 2/Mon.2【Outline and objectives】
This course is to provide students with more knowledge of the core
theories in macroeconomics, especially given the macroeconomic debates
and controversies of recent years. Hence, the course will aim to enhance
understanding of real-world macroeconomic developments and issues,
especially involving macroeconomic policy. Throughout this course,
students will be provided with the macroeconomic theory and models
that allow them to investigate and answer some of the most relevant
and complex questions of modern macroeconomics.
【Goal】
By the end of this course, students should be able to:
1. Apply macroeconomic knowledge to analyze contemporary macroeconomic issues and real-world problems
2. Interpret macroeconomic issues and problems from the theoreticalperspectives
3. Assess macroeconomic theories in terms of their policy implications
4. Articulate macroeconomic debates clearly, using both technical toolsof analysis and an intuitive approach.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course will be mainly conducted through lectures with analysis ofappropriate case studies related to each topic. Students will be expected
to analyze actual cases and make presentations to the class.

【References】
Wheelan, C. Naked Economics: Undressing the Dismal Science. WW
Norton & Company, 2010. (ISBN: 978-0393337648)
Dasgupta, Partha. Economics - A Very Short Introduction. Oxford
University Press, 2007. (ISBN: 978-0192853455)
Mishkin, Frederic S. The Economics of Money, Banking, and Financial
Markets, 11th Edition. Pearson, 2016. (Ch 18-19 International Finance)(ISBN-13: 978-0133836790) (ISBN-10: 0133836797)【Grading criteria】
1. Participation: 20%
2. Quizzes and Projects: 30%
3. Midterm Exam: 25%
4. Final Exam: 25%【Changes following student comments】
Students are encouraged to provide feedback and suggestion regarding
the course. Constructive suggestion is appreciated and may be taken forcourse adjustment.
【Equipment student needs to prepare】
A calculator may be needed, depending on chapter contents. Students
will be informed when to bring a calculator to class.
【Others】
None【Prerequisite】
Macroeconomics I (except for students who entered 2012 - 2015. All
students who entered 2012 - 2015 can take this course.)
Students who have taken other economics courses need to discuss with
the instructor for permission.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course (Syllabus)
Independence and theGains from Trade(Ch3)2
Consumers, Producers,
and the Efficiency ofMarkets (Ch7)3
Application:
International Trade -1(Ch9)4
Application:
International Trade -2(Ch9)5
Measuring a Nation’s
Income (Ch10)678The Basic Tools of
Finance -1 (Ch14)
The Basic Tools of
Finance -2 (Ch14)
Review & Midterm
Exam

9

Unemployment (Ch15)

10

Money Growth andInflation -1 (Ch17)
Money Growth andInflation -2 (Ch17)

11

12

13
14

Contents
Introduction to the course
International trade
Absolute and comparativeadvantages
Consumer surplus
Producer surplus
Market efficiency
The determinants of trade
Revisit comparative advantages
The winners and losers from trade
Case study
The components of GDP
The alternative measures: GNP
and GNI
Discounting and compounding
Risk
Asset valuation
Efficient market hypothesis
Assess students’ performance forthe 1st half of course materials(Week 1-7).
Identifying unemployment
Minimum wage laws
Union and collective bargaining
The classic theory of inflation
A model of money demand andsupplyCase study
Exchange rates and applications

The Foreign Exchange
Market (Mishkin Book,
Ch18)
Open-Economy
The prices for international
Macroeconomics (Ch18) transactions
Final Exam & Wrap-up Assess students’ performance forthe 2nd half of course materials(Week 9-13).

【Work to be done outside of class (preparation, etc.)】
Students are expected to read the assigned materials
book/articles/cases) and to participate in class discussion.

(text-— 160 —

発行日：2019/5/1
11

ECN200ZA

Development Economies
12

George Y Wang
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 1/Tue.1【Outline and objectives】
The ongoing process of economic development confronts several
problems and challenges that need to be addressed. This course will
focus on the economic aspects of some central issues in the area of
economic development (also known as development economics), such as
poverty, population pressures, urbanization and migration.
【Goal】
Through an understanding of the concepts and theories of development
economics, this course aims to help students understand the natureand causes of problems like poverty, population explosion, etc., and theappropriate policy design to address them.
Through this introductory level course, students will acquire the ability
to understand the real conditions and institutions across the developingworld and to draw conclusions as they confront development problems,so that they can play an informed role in the struggle for economic
development and poverty alleviation.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course will be mainly conducted through lectures with analysis ofappropriate case studies related to each topic. Students are expected toanalyze real-life cases and make presentations to the class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2

Introduction to
Development
Economics -2

3

Poverty and Economic
Development -1

4

Poverty and Economic
Development -2

5

Population Growth andEconomic Development-1

6

Population Growth andEconomic Development-2

7

Review & Midterm
Exam

8

Urbanization and
Rural Urban Migration

9

International Tradeand Investment

10

Savings and Financial
System14

Role of education and health ineconomic development, humancapital approach(EDIA, Ch10; ED, Ch8)
Human Capital -2Child labor, educational systems
and development
disease burden, health productivity
and policy(EDIA, Ch10; ED, Ch8)The Environment andBasic issues, global warming,
Development
urban development andenvironment(EDIA, Ch12; ED, Ch10)
Final Exam & Wrap-up Assess students’ understanding of
the 2nd half of course materials(Week 8-13).

【Work to be done outside of class (preparation, etc.)】
Students are expected to read the assigned materials
book/articles/cases) and to participate in class discussion.

(text-【Textbooks】
Dowling, John Malcolm and Maria Rebecca Valenzuela. Economic
Development in Asia (EDIA for short), 2nd Edition. Cengage Learning,2010. (ISBN-13: 9789814272933)【References】
Todaro, Michael and Stephen Smith. Economic Development (ED for
short), 12th Edition. Pearson, 2015. (ISBN-10: 0133406784, ISBN-13:
9780133406788)【Grading criteria】
1. Participation: 20%
2. Quizzes and/or Projects: 30%
3. Midterm Exam: 25%
4. Final Exam: 25%【Changes following student comments】
Students are encouraged to provide feedback and suggestion regarding
the course. Constructive suggestion is appreciated and may be taken forcourse adjustment.
【Equipment student needs to prepare】
A calculator may be needed, depending on chapter contents. Students
will be informed when to bring a calculator to class.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to
Development
Economics -1

13

Human Capital -1

Contents
Meaning of economic
development, core values of
economic development(EDIA, Ch1; ED, Ch1)
Defining the developingworld, human development
index, millennium
development goals(EDIA, Ch2; ED, Ch2)
Measuring poverty-inequality,
conceptual issues,
rural-urban poverty(EDIA, Ch9; ED, Ch5)
Characteristics of highpoverty groups, policy options on
income inequality and poverty(EDIA, Ch9; ED, Ch5)Nature of world’s population, birthand death rates, demographictransition, malthusian population
trap(EDIA, Ch8; ED, Ch6)
Demand for children in developing
countries, consequences of highfertility,
policy options to control population
growth, case study: India-China
population policy(EDIA, Ch8; ED, Ch6)
Assess students’ understanding of
the 1st half of course materials(Week 1-6).
Urbanization trends andprojections, role of cities, Urban
informal sector, migration anddevelopment(ED, Ch7)
Theories of inernational trade,
comparative advantages(EDIA, Ch6; ED, Ch12)Effects of savings, banking,financial markets(EDIA, Ch7)【Prerequisite】
None— 161 —

発行日：2019/5/1

TRS200ZA

11

Disaster Management
and Recovery

12Group Presentations

13

Tourism Focus: Niche
Tourism

14

Examination &Wrap-upTourism Development in Japan
John Melvin
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 3/Tue.3【Outline and objectives】
Currently inbound tourism to Japan is experiencing unparalleled
growth. An increasingly diverse range of tourists brings opportunities
and challenges to tourism managers.
After a consideration of historical tourism development, this course
will examine a range of topical issues, including how Japan can takeadvantage of the Tokyo Olympics in 2020 and the impact of UNESCOWorld Heritage Site designation of Mt. Fuji. We will analyze different
prefectural marketing campaigns and also consider the factors behind
the remarkable recovery of inbound tourism after the 2011 Great East
Japan Earthquake.
【Goal】
Upon completion of this course students should be able to:1) Understand how tourism in Japan has developed into its present form
2) Appreciate some of the key organisations involved in planning
tourism in Japan
3) Understand the social and economic potential of tourism forrevitalizing Japan at national and local level
4) Critically analyze prefectural and national government marketing
campaigns【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is primarily lecture-based, though students will have anumber of opportunities to discuss issues in small groups. Feedback
from these groups can then help the class develop understanding of key
points through an open exchange of ideas and information. Relevant
and topical case studies can help students consolidate their learning
by applying the lecture content to real examples. Student grouppresentations on tourism in a selected prefecture will further improveunderstanding of key issues.

【Work to be done outside of class (preparation, etc.)】
Students are expected to download and preview lecture slides before
class.
【Textbooks】
There is no set textbook. Weekly handouts and reading materials will
be distributed in class and/or available on H’etudes.
【References】
The reference book is available in the library and in the GIS Reference
Room.
Funck, C. and Cooper, M. (2013) Japanese Tourism: Spaces, Places andStructures. Berghahn: New York
【Grading criteria】
1. Class participation (30%)
2. Group project (30%)
3. Exam (40%)
Students are expected to complete all the assigned reading andhomework assignments to enable them to get the most benefit from thelectures.
【Changes following student comments】
After student feedback the group project is assessed on an individual
basis, to encourage cooperation and reward hard work.
【Others】
I can draw from my experience in organizing events and as marketing
director of a tourism business in the UK to help provide students with
examples and to illustrate issues.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course Content andClass Format
2
The Roots of JapaneseTravel Culture andTourism Development3Managing Tourism
Demand4

Tourism as Economic
and Social Lifeline

5

Tourism Marketing

6

Japan and Asia

7

Tourism Resources:
Events8

Tourism Resources:
Natural, Built andCultural9

Inbound Tourism

10

Case Study

Analyzing how destinations canmanage disasters, and the responseto the Great East Japan
earthquake in 2011.
Presentations on tourism inselected prefectures
Considering different forms of
tourism including ecotourism,
gastronomical tourism andcontents tourism related to anime,
movies and TV shows
End of semester examination

Contents
Considering the current state ofJapanese tourism and recent
trendsExploring the historicaldevelopment and evolution of the
tourism sector in Japan
Analysis of some of the key
institutions involved in tourism
management and planning inJapan
Exploring the economic potential of
tourism for local and regional
development
Analyzing evolving marketingtheory and different approaches totourism marketing at prefecturallevel.
Examining the connections withsome of Japan’s close neighbours
and how Japan is differentiating
itself amidst growing international
competition for tourists
Analysing how Japan’s rich event
calendar provides competitive
advantage at local andinternational levels
Analysing the tangible andintangible resources in Japan andhow they are utilised for tourism
purposes
Historical and current trends ininbound tourism. Tourist
motivations and behaviours ofdifferent visitor groups.
In-depth focus on destination
management through a case study— 162 —

発行日：2019/5/1

MAN200ZA

10

Leveraging the Cloudand Integrations

11

Go-To-Market Strategy

12Social Media
Marketing

13

Viral Video Marketing

14

Course Wrap Up &Evaluation

Entrepreneurship and New Ventures
Sean Hackett
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 1/Tue.1【Outline and objectives】
This course is an active learning course. The objective of this course
is to develop an entrepreneurial mindset while reviewing the basics
of business. Students can develop a better understanding of how to
identify business opportunities, define potential business concepts, andrefine the business concepts through creativity and business modeling.
Then, students can consider how to translate the business concepts
into product definitions informed by design thinking and lean startup
customer development approaches, and finally prepare to drive sales ofthe products through an online presence.
【Goal】
Acquire academic and practical knowledge about entrepreneurship.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is lecture and discussion-based, requires the use of an online
journal, and includes group-driven experiential exercises. Students
must complete the assigned reading and write a journal entry about
the reading before each class.
For each class there is a lecture. After the lecture, students break into
groups in order to complete the experiential exercises which are aimed
at applying concepts from the lecture.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
The Fundamentals of
Entrepreneurship2
Nuts & Bolts andHypotheses Associatedwith Registering a
Business in Tokyo

3

4

5

6

7

8

9

Contents
This session is an overview of thecourse.
This session covers the basic
requirements for registering abusiness in Tokyo. We will also
consider the hypotheses founders
must develop as they go throughthe registration process.
Opportunity
In this session we will consider how
Recognition &to evaluate whether an idea is just
Evaluation
a thought exercise or it is a genuine
business opportunity appropriate
for us to pursue.
Creativity &In this session we will consider
Entrepreneurshipwhen creativity is essential for an
organization, and when it isunwelcome. We will engage in an
applied exercise in creativity thatwill push you to step outside yourcomfort zone, and see opportunities
where you may have thought none
existed.
Segmenting, Targeting, In this session we will discuss
Customer Value
positioning (the effort to influence
Propositioning, andconsumer perception of a brand or
Positioning
product) and customer value
propositioning for targetedcustomer segments.
Business Models
In this session we will discuss theimportance of having a goodbusiness model for entrepreneurial
success.
Design Thinking &This session introduces the design
New Productthinking process as it is applied to
Development
new product development.
Lean Start-Ups & The The reading on Lean Startups for
Business Model
this session changed the domain ofCanvasentrepreneurship!
Customer Experience
In this session we consider how
good customer experience design
and good website design cantranslate into more sales.

In this session we will learn about
software as a service, Platform as aService, Infrastructure as a service,
and web services automation andintegration.
In this session we will consider the
specific tactical options that areavailable for connecting a startup
with its target market.
In this session we will use a casestudy to explore the potential forusing social media marketing andsearch engine optimization tocompete against large enterprises.
If a picture is worth 1,000 words,
how much is a viral video worth?
In this session we will discuss theimportance of being able tocommunicate your value
proposition through a video in waysthat make people want to shareyour video.
in this session a summary lectureof the course is followed by course
evaluations.

【Work to be done outside of class (preparation, etc.)】
Before each class learning session, participants complete the assigned
readings and then write their journal entry in the online journal provide
by the professor.
【Textbooks】
An online coursepack of readings from the repository at Harvard
Business School Publishing will be created by the professor. The cost of
the coursepack is approximately US $42.50. Students who want to earnpoints for assignments that use coursepack readings must purchasethe readings directly from Harvard Business School Publishing using
the URL associated with the coursepack. (Note: Payments for thecoursepack can be made with either a credit card or a debit card).
【References】
If you want to read a book before taking the class, I recommend The
Lean Startup and/or The Startup Way, both by Eric Ries.
【Grading criteria】
LMS registration: 7 points (5%)
Class participation & attitude: 39 points (27%)
Journal entries: 48 points (34%)
Group Experiential Exercises: 24 points (17%)
Final deliverable: 25 points (17%)
Total available points: 143 (100%)(% is rounded)【Changes following student comments】
N/A【Equipment student needs to prepare】• A credit or debit card to pay for the coursepack.
• A Laptop & internet connection are helpful for completing someexperiential exercises in class.
• Access to an internet connected device is required to be able tocomplete the online journal entries before and after each learning
session.
【Others】• There is a substantial amount of reading and preparation that you
will complete before each class. Additionally, there is a post-classassignment for every class beginning in Week 2.
• More information about the course Learning Design can be obtainedby visiting http://hackettlabs.com/gis/• Please bring a smartphone or laptop to the first class so you cancomplete an online survey.
• ESOP students bring an important international dimension to
Department of Global and Interdisciplinary Studies (GIS) courses likethis one. As long as seats are available, I welcome ESOP students whowant to take this course.
【Prerequisite】
None— 163 —

発行日：2019/5/1【Textbooks】
No textbook will be required as readings will be provided by the
instructor.

MAN200ZA

Creative Industries
Stevie Suan
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 1/Fri.1【Outline and objectives】
In this class, we will explore different elements of contemporary creative
industries and their surrounding cultures in Japan. This will include
examining the differing conceptions of creativity they enable, andhow this is connected to changes in media technologies and businessstrategies. Over the course of the semester we will explore the history of
the idea of creative industries, examining specific industries in Japan.
We will be focusing on the areas that are currently promoted locallyand globally as key cultural industries in Japan. This includes anime,
manga, toys, and the character business, exploring how these industries
interacted and influenced one another. We will then move on to see
how this connects to other industries, such as tourism. Lastly, we will
examine the Japanese fashion industry in detail. For each of thesecommercial industries, we will analyze their production, distribution,and consumption as we examine different approaches to branding andcreativity.

【References】
Steinberg, Marc. Anime’s Media Mix: Franchising Toys and Characters
in Japan. University of Minnesota Press, 2012.
Marx, W. David. Ametora: How Japan Saved American Style. Basic
Books, 2015.
【Grading criteria】
Participation 20%
Mid-term exam 40%
Final exam 40%【Changes following student comments】
Not applicable.
【Prerequisite】
None.
【】

【Goal】In addition to teaching the students information on the cultural
production, economics, and marketing of the creative industries, thisclass aims to develop critical thinking and analytical skills. Throughout
the semester students will: 1) critically engage with the concept ofcreativity; 2) learn the history of different creative industries and theirshifts in business strategies and marketing; 3) explore how these shifts
reflect societal changes in Japan.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will be lecture-based, with visual material such as clips offilms and animation, group activities and discussions on certain themes.
Students will be asked to have group discussions on certain themes.
Each week students will be provided with an academic reading relevantto the topic. These readings will be important background information
and/or will be directly addressed as the topic of the lecture anddiscussion. Lectures will explain in detail and through examples the
topic for that class. Discussions based off of the lecture will be facilitatedby questions from the instructor to help the students explore anddevelop their critical and analytical skills for that topic. Students will
be assessed on their understanding of the lectures and readings throughtheir exams.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3
4
5
6
7
8
9
10
11
12
13
14

Anime’s Business
Structure
Media-mix andMarketing I
Media-mix andMarketing II(Re)Conceptualizing
Creativity I(Re)Conceptualizing
Creativity II
Review & Mid-term
Exam
Branding Places I
Branding Places II
Branding Places III
Kawaii Culture

Contents
What are Japan’s creative
industries?
History and technology
Case study I
Case study II
Creativity and branding
Robots and creativity
Overview of first section

Developing the Japan Brand
Designing locality
Anime tourism
Local and global branding
successes
Fashion I
Fashion magazines
Fashion II
Branding Japanese Americana
Wrap-up & Final Exam Concluding remarks on creative
industries【Work to be done outside of class (preparation, etc.)】
Students should complete the assigned readings before each class andstudy the notes they take in class.

— 164 —

発行日：2019/5/1【Others】
Do not miss the first class as a selection process may occur.

ART300ZA

Topics in Contemporary Art【Prerequisite】
None.

Akiko Mizoguchi
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：水 4/Wed.4【Outline and objectives】
Since the early 20th century we have witnessed a number of artistic
movements: the birth of conceptual art, abstract expressionism, the riseof pop art and minimalism, the extension into earth, body, the movement
toward performance, video, installation, and public art. Amidst allthese transformations, how does contemporary art continue to makemeanings, communicate, become significant to us? This course looks
at various topics in contemporary art and closely examines how art
functions in our society. Artistic practices in Europe, North America,
Japan and other Asian countries are mainly examined.
【Goal】
Students will learn major movements, artists and terms in contemporary art.
Students will become active and discerning participants/viewers ofcontemporary art, equipped with basic analytical frameworks.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes combine lectures, video clips, discussions, and student
presentations. In addition, students are required to attend at least
one off-campus museum or gallery exhibition relevant to the class(determined by the instructor). Students will then make presentations
and write their research papers. Students need to be aware thatsome works shown in class may address controversial issues such as
homophobia, racial prejudice, and may include nudity.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction

2

Is This Art?

3

Art Movements:1960s-

4Art Movements: 1950s-

5
6
7
8
9

Art Movements: 1960sArt Movements: 1960sArt Movements: 1960sArt Movements: 1970sArt Movements: 1980s-

10Art Movements: 1990-

11
12
13
14

Research Workshop 1
Research Workshop 2
Research Workshop 3
Summary

Contents
Overview of the course(A selection process may occur)(1) Group disucussions on “TheWay Things Go”(2) Modern to contemporary:challenges to perspective &duchamp
Conceptual art, Fluxus,
Minimalism
Abstract Expressionism, Action
Painting, Postwar Figurative Art
Pop Art, Neo Pop, Simulationism
Video Art
Body Art & Performance
Feminism, gender as fiction
New Painting (Neo Expressionist
Painting), Relational Art,
Participatory Art
Transbody (prosthetics, rubbersuits, plastic surgery & sports)
Student presentations 1
Student presentations 2
Student presentations 3
Summary and final exam

【Work to be done outside of class (preparation, etc.)】
Students need to keep up with the readings and must be prepared forclass discussions. As part of their research, students are required tomake at least one visit to an art exhibition suggested by the instructor
in order to prepare their presentations and research papers.
【Textbooks】
No textbook will be used. Readings will be made available on H’etudes
or distributed as handouts.
【References】
References will be made available on H’etudes.
【Grading criteria】
Final grades are determined by contribution to class discussions (30%),a brief presentation (10%) and a project paper based on a field trip
to an art exhibition and research (30%), and the final exam (image
identification and essay questions) (30%).
【Changes following student comments】
More art movements have been added.

— 165 —

発行日：2019/5/1
12

LIT300ZA

Readings in Creative Nonfiction
13

Michael Bettridge
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 2/Thu.2【Outline and objectives】
Creative non-fiction: a genre of writing that deals with real people
and events, but which uses the conventions of fiction ‒ dialogue,
characterization, plot, point of view, figurative language, and so on ‒to tell its true story.
【Goal】
To guide students to an understanding and appreciation of the craft, theliterary production and the cultural relevance of creative nonfiction.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Course work will include: reading selections and the writing of areaction paper for each; quizzes; a student essay; a book review.
Reading material will include pieces from a number of sub-genres of
the nonfiction form. Lecture, reading and discussion, and note-taking
will done each class meeting.

The Reaction Journal

3

The Narrative / The
Personal Essay

4

The Memoir &Autobiography

5

Family Ties

6

Nature Writing

7

Travel, Dining andFood Writing

8

Review & Mid-term
Exam: Student Essay
Dialogue, Interview &Reporting

9

10

Writing About Culture

11

Cultural Criticism【Work to be done outside of class (preparation, etc.)】
Students must read the material and do required homework and otherpreparation for each class.
【Textbooks】
No textbook will be used. The instructor will provide handouts, as wellas access to course reading materials.
【References】
Gutkind, Lee, ed. Creative Nonfiction: True Stories, Well Told. 1995.
www.creativenonfiction.org/. Accessed 13 January 2019.
【Grading criteria】
Participation and reaction papers (20%); quizzes (10%); student essay(30%); book review (40%).
【Changes following student comments】
Own course reflection: more group work.
【Equipment student needs to prepare】
Bring to class: a notebook, the reading material on a laptop or a tablet,or bring a hard copy of the material. Further information will be
provided by the instructor.

【Prerequisite】
Permission from the instructor to enroll in the course.

【Fieldwork in class】
なし / No

2

Final exam group book review andpreparation
Reading: "Contains violence." From
The New Zealand Herald
Group reaction paperBook Review Prep
Final exam group book review andpreparation
Final Exam & Wrap-up Book review paper and group
discussion of works read

【Others】
Enrollment is limited to 3rd and 4th year students.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Introduction toCreative Nonfiction

14

Book Review Prep

Contents
Explanation of course theme,
content, grading, participation andattendance requirements
Reading: "Why I Write: A
Celebration of the National Day on
Writing"
Group reaction paper
Reading: "How it Feels to Be a
Colored Me" by Zora Neale Hurston
Group reaction paper
Selection of non-fiction book forfinal exam book review
Reading: "The Art of Self" by
Steven Harvey
Reading: "The Chase" by Annie
Dillard
Reading: "Everything But theTruth?" by Fern Kupfer
Group reaction paper
Reading: "What the Dog Saw" by
Malcolm Gladwell
Group reaction paper
Quiz on selected essay
Reading: "Living like Weasels" byAnnie Dillard
Reading: Rick Bass and Barry
Lopes on hunting
Group reaction paper
Reading: "Nowhere Man" by Pico
Iyer
Reading: "The Intimacy of Forks"
by Liesl SchwabeGroup reaction paper.
Due: Family History Essay
Reading: "Encounter: Ruth
REICHL" by Michelle Shabtai
Reading: "A Son, His Mom And A
Story About A Dog" by Scott Simon
Group reaction paper
Reading: "STREAM OF THE
CROP" by Emily Yoshida
Reading: "How ‘Privilege’ Became a
Provocation" by Parul Sehgal
Group reaction paper
Quiz on selected essay
Reading: "Motorcycle Gangs" byHunter S. Thompson
Reading: "No Taking Pictures" by
J. D. Riso
Group reaction paper— 166 —

発行日：2019/5/1

Novel Survey【Work to be done outside of class (preparation, etc.)】
Students must read the material and do required research and study
questions for each class session.

Michael Bettridge【Textbooks】
No textbook will be used. The instructor will provide handouts, as wellas access to course reading materials.

LIT300ZA

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 2/Mon.2【Outline and objectives】
In introducing a number of important longer works of fiction,
this general survey course aspires to lead students to a greater
understanding of the nature and history of both the novel and its little
sister, the novella, and thereby to a realization of the significance of
these literary forms in art, in life and in the various cultures the works
represent.
【Goal】(1) To instill an understanding of how the "fictional story" of a novel
reflects the values and moral concerns, as well as the daily-life
preoccupations of the writers and the worlds from which they come. (2)To foster student insight into the story-telling skills and wordcraft of thenovelists, while at the same time enjoying classic tales of madmen andmonsters, of heroes, anti-heroes and villains, of lovers and strangers, ofthe haves and the have-nots of our universe.

【References】
For final paper formatting:owl.english.purdue.edu/owl/resource/747/01/
Forster, E. M. Aspects of the Novel. Mariner Books, 1956.
【Grading criteria】
Quizzes (20%); midterm exam (40%); final paper (40%).
【Changes following student comments】
Fewer reading selections.
【Equipment student needs to prepare】
Bring to class: a notebook, the reading material on a laptop or a tablet,or bring a hard copy of the material. Further information will be
provided by the instructor.
【Others】
Enrollment is restricted to 3rd and 4th year students.
【Prerequisite】
Permission from the instructor to enroll. (Students who have taken aliterature course in the past would have enrollment priority.)【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Through lecture, close reading, discussion, and writing for criticalunderstanding.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction of the
Course2Novel Beginnings

3

Towards anUnderstanding of
Ambivalence
It’s All About Manners

4

5

The Novel as
Ambassador

6

Gothic Meets SciFi

7

The Bildungsroman

8

Review & Mid-term
Exam
The Life Within:
Personality & The
Sub-conscious
The Simple Art of
Murder

9

10

11

12

13

14

Contents
Explanation of course theme,
content, grading, participation andattendance requirements
Exercises in "reading like a writer"
An introduction to Gentleman Don
Quixote of La Mancha andAdventures of Robinson Crusoe
Reading: from Don Quixote
Critical essay: "Don Quixote as
romantic and exemplar"
Reading: from Pride and Prejudice
Critical essay: "Everything I
needed to know about marriage"
Short quiz
Reading: from Like Water for
Chocolate and Kitchen
Update report on chosen novel isdue
Reading: from Frankenstein; or, theModern Prometheus Critical essay:"A Face for the Monster: The
Universal Pictures Series"
Reading: from The Personal Historyof … David Copperfield
Exam on lecture and readingmaterial from weeks 2-7
Reading: from The Strange Case of
Dr Jekyll and Mr Hyde

Reading: from The Maltese Falcon
Critical essay: "The Simple Art of
Murder"Dreams, Visions andReading: from Wide Sargasso Sea
Landscapes
Critical essay: "’Sargasso’
Re-Imagines The Madwoman"
Short quiz
The Best Laid Schemes Reading: Of Mice and Men
Update report on chosen novel isdue
Human Potential
Reading: from To Kill a
Mockingbird
Critical essay: "Academic
Authorings and Mockingbird
Quotes"Term Exam & Wrap-up Report and paper on the novel
chosen from the reading list.

— 167 —

発行日：2019/5/1

LIT300ZA

10Fictionalizing a True
Story

11

Re-enactment of True
Events12

Re-enactment of True
Events13

Term
Exam/Presentation (1)TermExam/Presentation (2)Fact and Fiction in the Movies
Michael Bettridge
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 2/Fri.2【Outline and objectives】
Research and examination of the cinematic and storytelling techniquesof filmmakers of movies based on actual people and events, and of
the consequences, both positive and negative, on the viewing public of
mixing fact and fiction on the screen.
【Goal】
Students will examine the validity of movies that are claimed to be
based on true stories, as well as the cinematic and story telling devices
that filmmakers employ in telling those stories. In addition, the line
between aesthetic enhancement and outright fabrication will be studied,along with the ethics and credibility of media that mixes fact withfiction.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Lecture and background reading, viewing and discussion of movies thatclaim factuality in story and character. The intentions of directors andwriters in sticking to or straying from the original source material,
the consequences of using dramatic license, and the influence ofsuch films on viewer perception of the truth are points of study anddiscussion in this course. The term exam requires that the students
research and study a selected movie and the original source(s) thatinspired its making, note similarities and dissimilarities, accuracies andinaccuracies, and analyze the intentions of the filmmakers. Students
then present their findings to the class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2

Photography, Film andText (1)3

Photography, Film andText (2)4Seeing is Believing:Mocu-dramas

5

New Myths, New
Realities

6

Documentary
Storytelling

7

Documentary Reality

8

Review & Mid-term
Exam

9Myth into Reality【Work to be done outside of class (preparation, etc.)】
Students must read the material and do required research and study
questions for each class.
【Textbooks】
No textbook will be used. The instructor will provide handouts, as wellas access to course reading materials.
【References】
For final paper formatting:owl.english.purdue.edu/owl/resource/747/01/
Seger, Linda. The Art of Adaptation: Turning Fact and Fiction into Film.
Holt Paperbacks, 1992.
【Grading criteria】
Participation (10%); reading assignments (20%); mid-term exam &quizzes (40%); term paper (30%).
【Changes following student comments】
Own course reflection: introduction of new themes and material.
【Equipment student needs to prepare】
Bring to class: a notebook, the reading material on a laptop or a tablet,or bring a hard copy of the material. Further information will be
provided by the instructor.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction of the
Course14

A Dramatization: Clips from Catch
Me if You Can
Readings: "New rules for ’based ona true story’" and "How Peter
Morgan wrote The Queen"
The Docudrama: Clips from The
Thin Blue Line
Reading: "Play It Again, Sam(Re-enactments, Part One)"
Short quiz.
Only the Facts: Clips from Dog Day
Afternoon
Reading: "Based on a True Story:
Dog Day Afternoon"
Group presentation of researchdone on a selected film
Group presentation of researchdone on a selected film
Term paper, a minimum of six
pages, is due.

Contents
Explanation of course theme,
content, grading, participation andattendance requirements
Reading: "The Ingredients of Texts:
An analogy between photography
and texts"
Keynote: "The Lab Decoy ‒Photographs Don’t Lie"
Reading (w/video clip): "Area 51:
The language of fact. The languageof opinion" Reading: "Based on atrue story: the fine line between
fact and fiction"
Keynote: Ethics and Ads.
Clips from Man Bites Dog and The
Blair Witch Project
Readings: "On Man Bites Dog" and"The Blair Witch Study"
Reading: "Social Reality vs. Movie
Reality"
Clips from Murder in the First
Reading: "The Facts As We Know
Them"
Short quiz.
Clips from Italianamerican, et al.
Readings: "Documentary
Storytelling: The Drama of Real
Life" and "Literary License"
Documentary film and Reality TV
Clips from Candid Camera, to The
Bachelor, et al. Readings: "TheReality of Reality TV" and"Creative License vs. Creative
Arrangement"
Examination on material read,viewed and discussed during weeks
2-7
Keynote: The Outlaw as Hero.
From Robin Hood to Bonnie andClyde Reading: "Taliban Robin
Hood"【Others】
Enrollment is limited to 3rd and 4th year students.
【Prerequisite】
Permission from the instructor to enroll in the course.

— 168 —

発行日：2019/5/1

LIT300ZA

Modern Japanese Fiction in Translation
Gregory Khezrnejat
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 1/Mon.1【Outline and objectives】
How do we process the experience of encountering a new language andculture? How does that process in turn affect our own personal language
and identity? In this course, we will read translations of personal essays
and fiction written in the Japanese language by contemporary authors
undergoing such experiences, including Japanese authors living abroadand non-Japanese authors writing in their adopted language. As wecompare their stories and observations, we will also consider how theact of writing provides each author with a space to form and perform
new cultural identities and personal idioms.

【References】
Hobsbawm, Eric. The Invention of Tradition. Cambridge University
Press, 2012.
Mack, Edward. Manufacturing Modern Japanese Literature: Publishing, Prizes, and the Ascription of Literary Value. Duke University Press,
2010.
Mizumura, Minae. A True Novel. Other Press, 2014.
Mizumura, Minae. The Fall of Language in the Age of English.
Columbia University Press, 2015.
【Grading criteria】
Class contribution (30%), quizzes (20%), in-class midterm paper (25%),
final paper (25%)
【Changes following student comments】
This semester, the class will incorporate additional small group
discussions. The selected readings have been slightly modified.
【Prerequisite】
None.

【Goal】
Students will practice reading and writing critically as they explore
dynamics of culture, language, and identity in modern Japanese
literature.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will be divided roughly evenly between lectures and guided
discussions. Short quizzes will be given to assess comprehension of
weekly readings. Students will submit midterm and final papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3
4
5
6

7

8
9

Transnational
Literature
Creating the Modern
Japanese Canon
Culture Shock andInterpretation
Exophony and Border
Crossing
Language, Literature,and Imagined
Communities
Language and theConstruction of
Identity
Review & Midterm
Examination
Language andBelonging

10

Identity as Costume

11

The Right to Language

12Transnationalism andBorrowed Ideology
Writing Within the
Canon
Final Synthesis

13
14

Contents
Introduction of course content andselection exam
Concepts of transnational
literature
Mack, Manufacturing Modern
Japanese Literature
Tawada, Where Europe Begins
Tawada, Where Europe Begins
Mizumura, A True Novel

Mizumura, The Fall of Language in
the Age of English
No reading
Levy, A Room Where theStar-Spangled Banner Cannot Be
Heard
Levy, A Room Where theStar-Spangled Banner Cannot Be
Heard
Levy, A Room Where theStar-Spangled Banner Cannot Be
Heard
Zoppetti, Ichigensan
Zoppetti, Ichigensan
Review major themes of the courseand discuss new frontiers intransnational Japanese literature【Work to be done outside of class (preparation, etc.)】
Students are expected to perform close readings of weekly reading
assignments and prepare to actively engage in class discussions.
【Textbooks】
Levy, Ian Hideo. A Room Where The Star-Spangled Banner Cannot Be
Heard: A Novel in Three Parts. Columbia University Press, 2011.
Tawada, Yoko. Where Europe Begins. New Directions, 2007.
Zoppetti, David. Ichigensan: The Newcomer. Ozaru Books, 2011.
Additional readings will be distributed through the H’etudes system.

— 169 —

発行日：2019/5/1

ART300ZA

Art in the Real World
Aquiles Hadjis
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 4/Wed.4【Outline and objectives】
How is art something apart from what we would call “the real world”?
What world could it rather belong to then? In this course we will firstexamine art’s role in shaping and reflecting our everyday reality. Then,we will find out about the space that works of art, as well as the ones
who make and promote them occupy in contemporary society.
【Goal】
During the course, students will gain an understanding of the way art
can be used as a method to examine and confront many topics, andillustrate complex ideas in relatable ways. They will also develop anunderstanding of the creative processes that take place in art production
and the criteria used to determine an artwork’s place in society.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Students are guided through a practical creative process of making
analogue and/or digital artworks. The first part of the course consistsof workshops and seminars that look at how art and design has
become part of everyday contemporary life.
The second part ofthe course looks at ways to present such work through exploring
available online collaborative/participatory technologies. Throughout
the course, students regularly collect visual material that is ofinterest to them. Final submission comprises participation in a final
project (an artwork), a video presentation, and a completed workbook.
Attendance throughout the course will be taken using visual media (e.g.
photograph).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Work to be done outside of class (preparation, etc.)】
Students are expected to prepare required materials for class(instructions will be given each week), as well as download and do
assigned readings. They will also be given keywords to construct a
personal database of “favorite media” found on the internet, which
will be used on some exercises and discussed. Students are also
expected to visit at least one art exhibition in Tokyo in preparation for apresentation (suggestions will be provided). Students are also expected
to use their workbook to comment upon their experiences throughout
the semester.
【Textbooks】
No textbook will be used. The instructor will provide handouts, as wellas access to reading materials.
【References】
Berger, John (1977)
Ways of Seeing, Penguin Books.
Bishop, Claire (2012) Artificial Hells: Participatory Art and the Politics
of Spectatorship, Verso
Bourriaud, Nicolas (2007) Postproduction, Sternberg Press
Cage, John (1963), Silence, Marion Boyars De Botton, Alain andArmstrong, John (2017)
Art is Therapy, Phaidon.
Marincola, Paula (2007)
What Makes a Great Exhibition? Reaktion
books.
Nachmanovitch, Stephen (2001) Free Play: Improvisation in Life andArt, G.P. Putnam’s Sons
Osterwold, Tilman (1991) Pop Art, Taschen
Vasari, Giorgio (2008) The Lives of the Artists (Oxford World’s Classics),
Oxford University Press
Weintraub, Linda (2003) In the Making: Creative Options forContemporary Art, D.A.P.

Additional references will be provided by the instructor in class.
【Grading criteria】
Participation: this applies to class-activities, assigned readings,
collecting visual material, exhibition and regular contribution to yourworkbook (minimum of 2 pages per week) as well as the artwork
produced in class. More than 2 unexcused absences will result in failureof this course.

Presentation: each student must make a short video (3 minutes) that
reviews a current exhibition within the context of the course.

【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Art is Real2

Capturing Reality

3

Creating Worlds

4

Art Bends Languages

5

Art as a Frame

6

Everything’s Been
Made

7

Meet an Artist

8

Talking About Ideas

9

Art in the Wild10

Worthless & Priceless11

Context and Roles
Shaping Content

12

Evidence

13

Final Project :Final Stage
Final Project :Presentation

14

Contents
Introduction to the class’ outline
and art’s active role in society.
How art deals with representationsof reality.
How portrayals of the imaginary
become realities.
Art taking languages beyond therealm of the utilitarian. Poetics
and purposelessness.
Interpretation as creation, andparticipation as co-creation. Art
invading and exposing the viewer.
Appropriation, reconstruction andupdating of the artistic
vocabularies in music and visualart.
An Artist’s talk by an artist
working in Tokyo.
Having conversations about thework made so far in order to detectnarratives and tendencies.
Presentations about exhibitions
seen in Tokyo.
Art’s role in work cultures and theart market. Craftspeople and poets
across the ages.
Presentation, representation andusing exhibition spaces as stages
and social roles as amplifiers.
When the document of a work
replaces it, and when documentarymaterial becomes art.
Reviewing the projects as theyreach completion.
Setting up the exhibition prior to
submission.

Final Project: each student must produce, document and present
a single artwork (or series) that embodies and communicates theirunderstanding of the course.

The final grade is based on: Participation 50%, Presentation 20% andFinal Project 30%.
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
Students will need a laptop, a camera, a workbook (e.g. blanksketchbook/notebook), and general stationary (e.g. pen, pencil, glue,tape, paperclips). Students will also need access to a printer and know
how to use it. Details of other items required be given each week.
【Others】
Considering yourself to be creative, or having an interest in art are notrequired for this course. However, students are expected to come to classon time, participate and engage with the activities in a committed way.
【Prerequisite】
None.

— 170 —

発行日：2019/5/1

ART300ZA

Special Topics I: Photography and Culture
Gary McLeod
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：土 2/Sat.2【Outline and objectives】
How can photography help to understand the world around us? Can
it support or shape the way in which we interact with it? This
course looks at the role of photography in an increasingly digital andtime-poor society. Through “rephotography”, a set of visual practices for
expanding conversations about place over time, the course explores thedual pressures upon today’s camera users to evidence and record reality
while embodying authentic acts of personal expression.
【Goal】
Students carry out an independent rephotography project fromconception to publication under a broader research agenda to visually
record time and place in Tokyo. Through producing a final visual
essay, students will develop critical perspectives toward contemporary
image-making while learning to articulate research methodologies andgive constructive feedback.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course uses a practical approach. Workshops, assignments andsupporting lectures are employed to develop students’understandingof contemporary photography and improve critical skills regarding the
production of images (i.e. visual literacy). Students produce and print a
contact sheet of 36 photographs every week which is used for discussion
in class. Students also document weekly activities/discussions ina workbook, which evidences learning through reflection.
Finalsubmission comprises a visual essay and evidence of participation.
Attendance is recorded weekly using visual media (e.g. photograph).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Slow Glass

2

Looking Again

3
4

The Landscape of
Rephotography
Re-entering the Past

5

Now and Again

6
7

Conversations with the
futurePhoto Book Research

8

Developing Strategies

9

Developing Sequences

10

Refining Selections

11

Expanding Horizons

12

Draft Visual Essay
Review
Workbook Review

13
14

Final Visual Essay
ReviewContents
Introducing the course andexpectations.
Photographing the campus ‘in’time.
Discussing rephotography as adiverse set of visual strategies.
Discussing the relationshipbetween rephotography and place.
Discussing the relationshipbetween rephotography and time.
Sharing ideas for visually exploringtime and place in Tokyo.
Analysing photo books in theuniversity library.
Discussing and reviewing
work-in-progress in terms ofstrategies.
Discussing and reviewing
work-in-progress in terms ofsequences.
Discussing and reviewing
work-in-progress in terms of
selections.
Discussing and reviewing
work-in-progress in terms ofoutcomes.
Making preparations for producing
a booklet.
Reviewing reflection and notation
in workbooks.
Making final improvements tobooklets prior to submission.

【Work to be done outside of class (preparation, etc.)】
Students must regularly take photographs throughout the semester.
Every week students are required to bring a contact sheet containing
36 photographs made during the week before, which will be discussed
in class. They are also expected to use the photo book resource in thelibrary and do assigned readings. In addition, students must maintaina workbook that describes/reflects upon their creative activities andexperiences (examples will be shared in the first class).
【Textbooks】
No textbook will be used. Handouts and reading materials will be will
be uploaded on H’etudes or distributed in class.
【References】
Anella, A., Childs, M. and Price, V. (2018) Imagine a City That
Remembers: The Albuquerque Rephotography Project, University of
New Mexico Press.
Batchen, Geoffrey (2008) William Henry Fox Talbot, Phaidon.
Berger, John (1977) Ways of Seeing, Penguin Books.
Flusser, Vilém (2014) Gestures, University of Minnesota Press.
Ruetz, Michael (2008) Eye on Infinity, Steidl.
Ritchin, Fred (2013) Bending the Frame, Aperture.
Sagami, Tomoyuki (2018) YKTO, Steidl.
Tomiyasu, Hayahisa (2018) TTP, Mack Books.
Watanabe, Toshiya. (2018) Thereafter, Steidl.
Additional references will be provided by the instructor in class.
【Grading criteria】
Participation: this applies to weekly contact sheets (minimum of 10) andregular contribution to your workbook (minimum of 2 pages per week).
More than 2 unexcused absences will result in failure of this course.
Visual Essay: each student must produce a small booklet (8 pages) that
communicates ideas relating to the city and time.
The final grade is based on: Participation 50% and Visual Essay 50%.
【Changes following student comments】
Changes have been made in response to student feedback, thank you.
【Equipment student needs to prepare】
Students will need a laptop, a camera, a workbook (e.g. blanksketchbook/notebook), and general stationary (e.g. pen, pencil, glue,tape, paperclips). Students will also need access to a printer and know
how to use it. Please note that the use of a smartphone camera is
acceptable for this course. However, if you have regular access to abetter camera, please bring it and the instructor will show you how to
use it.
【Others】
Being naturally creative is not a requirement for this course. However,students are expected to come to class on time, participate and showinterest.
【Prerequisite】
None.

— 171 —

発行日：2019/5/1【Textbooks】
No textbook will be used. Handouts and reading materials will be will
be uploaded on H’etudes or distributed in class.

ART300ZA

Special Topics I: Photography and Culture
Gary McLeod
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：土 2/Sat.2【Outline and objectives】
How can photography help to understand the world around us? Can
it support or shape the way in which we interact with it? This
course looks at the role of photography in an increasingly digital andtime-poor society. Through “rephotography”, a set of visual practices for
expanding conversations about place over time, the course explores thedual pressures upon today’s camera users to evidence and record reality
while embodying authentic acts of personal expression.
【Goal】
Students carry out an independent rephotography project fromconception to publication under a broader research agenda to visually
record time and place in Tokyo. Through producing a final visual
essay, students will develop critical perspectives toward contemporary
image-making while learning to articulate research methodologies andgive constructive feedback.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course uses a practical approach. Workshops, assignments andsupporting lectures are employed to develop students’understandingof contemporary photography and improve critical skills regarding the
production of images (i.e. visual literacy). Students produce and print a
contact sheet of 36 photographs every week which is used for discussion
in class. Students also document weekly activities/discussions ina workbook, which evidences learning through reflection.
Finalsubmission comprises a visual essay and evidence of participation.
Attendance is recorded weekly using visual media (e.g. photograph).

【References】
Anella, A., Childs, M. and Price, V. (2018) Imagine a City That
Remembers: The Albuquerque Rephotography Project, University of
New Mexico Press.
Batchen, Geoffrey (2008) William Henry Fox Talbot, Phaidon.
Berger, John (1977) Ways of Seeing, Penguin Books.
Flusser, Vilém (2014) Gestures, University of Minnesota Press.
Ruetz, Michael (2008) Eye on Infinity, Steidl.
Ritchin, Fred (2013) Bending the Frame, Aperture.
Sagami, Tomoyuki (2018) YKTO, Steidl.
Tomiyasu, Hayahisa (2018) TTP, Mack Books.
Watanabe, Toshiya. (2018) Thereafter, Steidl.
Additional references will be provided by the instructor in class.
【Grading criteria】
Participation: this applies to weekly contact sheets (minimum of 10) andregular contribution to your workbook (minimum of 2 pages per week).
More than 2 unexcused absences will result in failure of this course.
Visual Essay: each student must produce a small booklet (8 pages) that
communicates ideas relating to the city and time.
The final grade is based on: Participation 50% and Visual Essay 50%.
【Changes following student comments】
Changes have been made in response to student feedback, thank you.
【Equipment student needs to prepare】
Students will need a laptop, a camera, a workbook (e.g. blanksketchbook/notebook), and general stationary (e.g. pen, pencil, glue,tape, paperclips). Students will also need access to a printer and know
how to use it. Please note that the use of a smartphone camera is
acceptable for this course. However, if you have regular access to abetter camera, please bring it and the instructor will show you how to
use it.
【Others】
Being naturally creative is not a requirement for this course. However,students are expected to come to class on time, participate and showinterest.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Slow Glass

2

Looking Again

3
4

The Landscape of
Rephotography
Re-entering the Past

5

Now and Again

6
7

Conversations with the
futurePhoto Book Research

8

Developing Strategies

9

Developing Sequences

10

Refining Selections

11

Expanding Horizons

12

Draft Visual Essay
Review
Workbook Review

13
14

Final Visual Essay
ReviewContents
Introducing the course andexpectations.
Photographing the campus ‘in’time.
Discussing rephotography as adiverse set of visual strategies.
Discussing the relationshipbetween rephotography and place.
Discussing the relationshipbetween rephotography and time.
Sharing ideas for visually exploringtime and place in Tokyo.
Analysing photo books in theuniversity library.
Discussing and reviewing
work-in-progress in terms ofstrategies.
Discussing and reviewing
work-in-progress in terms ofsequences.
Discussing and reviewing
work-in-progress in terms of
selections.
Discussing and reviewing
work-in-progress in terms ofoutcomes.
Making preparations for producing
a booklet.
Reviewing reflection and notation
in workbooks.
Making final improvements tobooklets prior to submission.

【Work to be done outside of class (preparation, etc.)】
Students must regularly take photographs throughout the semester.
Every week students are required to bring a contact sheet containing
36 photographs made during the week before, which will be discussed
in class. They are also expected to use the photo book resource in thelibrary and do assigned readings. In addition, students must maintaina workbook that describes/reflects upon their creative activities andexperiences (examples will be shared in the first class).

— 172 —

発行日：2019/5/1【Textbooks】
What is This Thing Called Global Justice? Kok-Chor Tan, 2017,
Routledge.
All required readings for the class are from this text. Any other classmaterials will be made available by the instructor.

PHL300ZA

Readings in Philosophy
Robert Sinclair
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 3/Mon.3【Outline and objectives】
This course is intended for the those new to the philosophical studyof global justice, presupposing little or no background in philosophy.
Its three main objectives are to introduce: (i) some of the real-world
problems of global justice and the moral and philosophical challenges
they present, (ii) some of the main positions and arguments thatphilosophers have proposed in response to these problems, and(iii) the philosophical method of analyzing and evaluating thesedifferent perspectives and arguments. A larger aim is to show how
philosophy can help provide analytical tools for both clarifying andaddressing the problems of humanity. Some of the topics we will
discuss include: world poverty and economic inequality, human rights
and sovereignty, nationalism and cultural diversity, just war andhumanitarian intervention, and boundaries and immigration.

【References】
International Ethics: Concepts, Theories, and Cases in Global Politics,
4th Edition, Mark R. Amstutz, 2013, Rowman and Littlefield.
The Global Justice Reader, edited by Thom Brooks, 2008, WileyBlackwell.
Global Ethics: An Introduction, Heather Widdows, 2014, Routledge.
More difficult, but useful, discussions of these issues can be found in thefollowing articles from the Stanford Encyclopedia of Philosophy (http://plato.stanford.edu/): global justice, international distributive justice,globalization, cosmopolitanism, citizenship and many others.
【Grading criteria】
Evaluation will be based on a selection exam (10%) class participation(15%) and two exams (75%).
【Changes following student comments】
Some small changes have been made to the topics covered in the class.
【Prerequisite】
None.

【Goal】
Students will (1) develop a deeper understanding of the basic issues,concepts and viewpoints found in global ethics and global politicalphilosophy, (2) explore how philosophical ideas apply to real life eventsand (3) learn to think critically and express their opinions accurately.
The class provides students with the moral background for their studies
in the related fields of political science, international relations andpolitics.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Students will attend lectures, read related materials and have two
written examinations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

World Poverty

3

Global Economic
Equality

4

Against Global
Egalitarianism
Nationalism andPatriotic Sentiments

5

6
7
8

9

10
11

12

13
14

The Universality of
Human Rights
Review & Midterm
Exam
Human Rights: State
Sovereignty, Cultureand Gender
Just Wars andHumanitarian
Intervention
Borders: Immigration,
Secession and Territory
Climate Change
Justice: Sharing the
BurdenGlobal Democracy:
Cosmopolitan VersusInternational
Conclusion

Contents
What is this thing called global
justice? Global justice as normativeinquiry, Organization of the course,
selection exam
Moral responsibility and global
poverty, utilitarianism andrights-based approaches
Global egalitarianism, justice as
fairness, resources versus
capabilities
Questioning global Egalitarianism,
Rawl’s laws of peoples
The problem of nationalism,
cosmopolitanism, patriotism andpartiality
The nature of human rights,
universal rights, liberal rights
Written examination
Possible conflicts between humanrights and sovereignty, culture andgenderJust war theory, militaryintervention
Ethics of immigration, secession
and territorial rights
Climate justice, subsistence, percapita emissions, who pays?

Problems with democracy,
Alternatives? Cosmopolitan versus
international
Real world problems, the need for a
global theory of justiceFinal Exam & Wrap-up Written examination【Work to be done outside of class (preparation, etc.)】
Students are expected to read the materials as instructed and prepare
for class participation and discussion.

— 173 —

発行日：2019/5/1

LIT300ZA

Creative Writing
Gregory Khezrnejat
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 1/Mon.1【Outline and objectives】
A workshop-based course on creative writing. Students in this course
will be introduced to the basic techniques, tools, and theory of shortnarrative prose both through reading short stories and composing andediting a piece of writing over the course of the semester. Each lecture
will focus on a fundamental element of traditional short fiction, such as
characters, dialogue, and narrative viewpoint. Students will also learn
about the process of editing and revision. This course is designed forvarying levels of English ability and will include special emphasis on
the composition of fiction in a second language.
【Goal】
Students will learn and apply the fundamental techniques of writing
short stories. Students will also become more critical readers bydeveloping an awareness of the technical elements of prose writing.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Classes will consist of lectures followed by short discussion. Additionally, classes will periodically include workshops in which students readand respond to fiction composed by their peers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Writing Fiction in a
Second Language

3

Starting Points

45
6

Viewpoint
Characters
Plot

7
8

Scene Construction
Midterm Review

9

Editing

10
11

Revision
Dialogue

12

Details

13

Themes14

Final Synthesis

Contents
Introduction to the course andselection exam
The benefits and challenges ofcomposing fiction in a second
language
Finding a starting point for the
first draft
Determining narrative viewpoint
Constructing believable characters
Structures for building andresolving narrative tension
Building stand-alone scenes
Review of the topics covered in thefirst half of the course
Basic techniques for editing thefirst draft
Revision guidelines and strategies
Writing realistic dialogue indiverse voices
Using detail for emphasis,characterization, and impact
Finding and polishing thematicelements within a draft
A review of the major themes of thecourse【Work to be done outside of class (preparation, etc.)】
Students must complete assigned readings for each class. In addition,
students will compose, revise, and present a piece of short fiction.
【Textbooks】
Readings will be provided as handouts in class.
【References】
Strunk, William, and E.B. White. The Elements of Style (4th Edition).
Pearson, 1999.
Forster, E. M. Aspects of the Novel. Penguin, 2005.
【Grading criteria】
Class contribution (25%), reader feedback (25%), first short story draft(20%), revised short story draft (30%)
【Changes following student comments】
Not applicable.
【Prerequisite】
None.

— 174 —

発行日：2019/5/1

LIT300ZA

Advanced Topics in American Literature:
Southern Literature

US

Gregory Khezrnejat
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 1/Thu.1【Outline and objectives】
Southern literature is perhaps the best-known regional literature of
the United States, featuring voices, genres, and motifs specific to its
distinct tradition. But it is far from a monolith, and the literature of
the south reflects the diverse cultures, peoples, and languages of theregion. Moreover, southern literature has often given a sharp focus tosocial, historical, and cultural issues of the United States, serving as agrim counterpoint to more optimistic national mythmaking. This course
will focus on southern literature in the twentieth century, exploring
how writers respond to questions of war, race, memory, class, andmodernization.
【Goal】
Students will examine the historical context and major themes ofsouthern literature. Students will also develop critical reading andwriting skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Class time will be divided between lectures and group discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Defining the South

3
4

Postwar Culture
Community andMemoryRace in the Postwar
South (1)Race in the Postwar
South (2)Southern Gothic
Review & Midterm
Examination
Precariousness in the
Changing South
Grotesque Allegories

5
6
7
8
9
10
11
12
13
14

Culture andAuthenticity
The Modern South (1)The Modern South (2)Final Synthesis

Contents
Introduction to the course andselection exam.
An overview of the culture andhistory of the South
Tate, Ode to the Confederate Dead
Faulkner, A Rose for Emily
Wright, The Ethics of Living Jim
Crow
Welty, Where is the Voice Coming
From?
Capote, A Tree of NightNo reading
Dickey, selected poems
O’Connor, A Good Man is Hard to
Find
Walker, Everyday Use
Gates, Colored People
Rash, Blackberries in June
Review of the major themes of thecourse【Work to be done outside of class (preparation, etc.)】
Students should perform close readings of each of the assigned texts.
Students should come to class prepared to ask questions and engage indiscussion.
【Textbooks】
Readings will be provided in class as handouts.
【References】
Andrews, William et al. The Literature of the American South. Norton,
1998.
Additional references will be announced in class.
【Grading criteria】
Class contribution (30%), reading quizzes (20%), in-class midterm paper(25%), final paper (25%)
【Changes following student comments】
Not applicable.
【Prerequisite】
None.

— 175 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Reading with maximum concentration (without background music orother distractions), hard thinking, and probably also discussion of thecontent with classmates.

LIN300ZA

Syntactic Theory
Peter Evans
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 5/Wed.5【Outline and objectives】
The study of syntax (in particular that of English) via examination andexperiment.
【Goal】
Two goals. First, an insight into the nature of syntax. Secondly, a bettergrasp of how to go about understanding phenomena in general that at
first seem baffling, or in other words the acquisition of some aspects ofscientific method via the careful examination of language.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.

【Textbooks】
Richard K Larson, Grammar as Science (Cambridge, MA: MIT Press,
2010). ISBN 978-0-262-51303-6. (Unfortunately we shall not be able tocover all the material in this book.)【References】
No additional reading is required.
【Grading criteria】
Two examinations (40% + 40%), and tests and other coursework (20%).
Both examinations will be “open book”, and will test real understanding
and ability to analyze (as opposed to mere memorization).
【Changes following student comments】
Further revision of the class slideshows, for clarity. (These are alsoavailable on the web for students’ preparation and/or revision.)【Prerequisite】
No formal prerequisite. However, students will need an interest in
language and an appetite for a rigorous approach and for hard thinking.

【Method(s)】We use the first half of a book that does not presuppose a knowledge of
linguistics but does assume that the reader has an intellectual curiosityand an appetite for language-related exercises and real thinking. This
will be very much a “300-level” course, or anyway a course for thinking
adults.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3

4

5

6
7

8
9
10
11

12

13
14

Contents
Linguistics and syntax
reintroduced
Phrase Structure Rules Sentence-generation rules, phrase
structure rules, tree diagrams
GrammarsGrammars as hypothesized bylinguists; testing hypothesizedgrammars
Exercises (i).
Ensuring that the second section ofComparing Rules andthe textbook is understood.
Theories; Constituency Comparing rules that havedifferent implications; comparing
grammars that seem to have thesame implications; what
constituency is and how to test forit
Trees and Tree
Syntactic trees, proforms,
Relations; Category;
antecedents, c-command;
Revising Grammars
categories of words (parts ofspeech) and of phrases, andcategory determination; refresher
in logic, experimentation
Exercises (ii)
Ensuring that the third section of
the textbook is understood
Quick Revision;
Q&A; assessing the degree ofMid-term Examination understanding of the first half ofthe course
Constructing
What to bear in mind when arguing
Arguments (i)for a particular syntactic structure
Constructing
Tests for constituency in action
Arguments (ii)
Exercises (iii)
Ensuring that the fourth section of
the textbook is understood
Introducing the
The categorial and the
Lexicon; Features,subcategorial; features, feature
Heads and Phrases;
inheritance, exocentric phrases,
Verbal Complements
theta-roles, modification
and Adjuncts
Distinguishing
Diagnostics for and complications
Complements andin the distinction between the two;
Adjuncts; Attaching
the syntax of complements andComplements andadjuncts
Adjuncts
Exercises (iv)
Ensuring that the fifth section of
the textbook is understood
Quick Revision; Final
Q&A; assessing the degree ofExamination
understanding of the second half ofthe course— 176 —

発行日：2019/5/1
14LIN300ZA

Quick Revision; Final
Examination

Morphology: Building Words
Peter Evans
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 3/Wed.3【Outline and objectives】
The formation of words, with particular reference to English.
At first the subject may sound like etymology. But it is not: native
speakers have a considerable unconscious knowledge of word formationeven if they lack any historical awareness.
【Goal】
As morphology is part of linguistics, the ultimate purpose of this courseis that of linguistics: to help give you some insight toward the aim ofunderstanding how the human mind works.
As for “employability skills”, you’ll get practice in reading comprehension, gathering information and developing hypotheses; and you’ll also
get a heightened and informed sensitivity to language that should help
you in careers as diverse as law and copywriting.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Using weekly slideshows, we’ll go through the textbook, which is neither
long nor hard to read. Rather than encouraging the mere learning offacts (sure soon to be forgotten), textbook and course both emphasize
exercises, so that the reader is a participant in morphology rather thana mere spectator.

【Work to be done outside of class (preparation, etc.)】
Reading the textbook, doing exercises from the textbook, revisingwith the slideshow, finding other examples and real or apparent
counterexamples.
【Textbooks】
Rochelle Lieber, Introducing Morphology, 2nd ed (Cambridge: Cambridge University Press, 2016; ISBN 978-1-107-48015-5)【References】
A short list will be provided.
【Grading criteria】
Two examinations (50% + 50%): both will be “open book”, and will
test real understanding and ability to analyze (as opposed to mere
memorization).
【Changes following student comments】
The slideshows (which were new last year) will be revised for clarity.
【Equipment student needs to prepare】
Students aren’t obliged to bring a computer, tablet, or smartphone. But
their use in class is welcome at particular times and for particular classpurposes (which of course don’t include websurfing, emailing, tweeting,etc).
【Others】
Each class slideshow will be openly available on the web.
slideshows are usable on computers, tablets, and most phones.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction (i)

4
5

6

7

8

9

10

11

12

13

The

【Prerequisite】
An interest in language, of course; also, a basic knowledge of linguistics(word categories, etc).

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2
3

Quick reminders; assessing thedegree to which students haveunderstood the second half of thecourseContents
Morphemes, words, lexemes andother confusables
Introduction (ii)Morphemes in more depth
Words, Dictionaries,
Conventions of publishedand the Mental Lexicon dictionaries versus the
hypothesized architecture of themental lexicon; the publisheddictionary as resource
Lexeme Formation (i)Morphemes, prefixes and suffixes,
compounding (i)Lexeme Formation (ii)Compounding (ii), conversion,
infixes, internal stem changes,
reduplication, etc
Productivity andHow a prefix or suffix may be newly
Creativity
added to a word or stem
inconspicuously and successfully;
how new words are created jokily(but rarely with lasting success)
Quick Revision;
Quick reminders; assessing theMid-semester
degree to which students have
Examination
understood the first half of thecourseInflection
What inflection is, inflection in
English and other languages,
inflection versus derivation
Typology
How languages differ inmorphology, and how they resemble
each otherWords and Sentences
The relationship between
morphology and syntax in certain
kinds of construction, clitics,
phrasal verbs
Sounds and
The relationship between
Morphemesmorphology and phonology inallomorphs; lexical strata (different
phonological and morphologicalrules for different large sets ofwords)
Theories of Morphology What morphological rules are,(i)“lexical integrity” (the immunity ofmorphology from syntactic rules)
Theories of Morphology Blocking, affix ordering, bracketing(ii)(tree) paradoxes, affixal polysemy— 177 —

発行日：2019/5/1
12LIN300ZA

13English Dialects around the WorldNew Zealand English
IISingapore English

Yutai Watanabe
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 2/Tue.2【Outline and objectives】
No language has ever been so extensively used on Earth as English istoday. However, the language, spoken by well over 400 million people
as a mother tongue, has developed a wide range of variations due toregional and social factors. This course aims to survey the phonetic,
lexical and syntactic features of some varieties of standard English in
the UK, North America and Australasia, with frequent reference totheir historical and cultural backgrounds. Special attention is paid toAustralian and NZ English, considering the increased significance ofthe southern hemisphere countries in business and education. It is
often predicted that L2 speakers of English in Asia alone will likely
outnumber monolingual English speakers of the Inner Circle within thiscentury. Mention is made of Singapore English as an example of New
Englishes.
【Goal】
By the end of the course, students will:(1) better understand the richness and diversity of the English
language,(2) get familiar with the IPA vowel and consonant charts,(3) be able to identify major English accents in the world, and(4) become more familiar with the lexical/syntactic features of Canadian,Australian and NZ English in particular.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is a combination of lectures and discussions about
pre-assigned topics. The lectures are delivered using PowerPoint
slides and Internet sources. Students have to address review andapplication questions given in advance. Attendance at the first classis mandatory.

14【Textbooks】
No textbooks are used. All handouts are posted on the course website
while additional materials will be provided in the classroom.
【References】
Detailed references and suggestions for further reading are listed oneach chapter handout. The following books will be helpful as a general
introduction.
Melchers, G., & Shaw, P. (2011). World Englishes (2nd ed.). London:
Hodder Education.
Trudgill, P., & Hannah, J. (2017). International English: A guide tovarieties of English around the world (6th ed.). Abingdon: Routledge.
【Grading criteria】
Evaluation will be based on in-class quizzes and take-home tasks (20%),
a mid-semester exam (40%) and a final exam (40%). More than two
unexcused absences will result in failure of the course.
【Changes following student comments】
This course was not offered in 2018.
【Equipment student needs to prepare】
The handouts are downloadable in PDF format.
【Others】
It is recommended that students have completed 100/200-level
linguistics courses with good grades.
This course is cross-listedwith the Global Open Program. Non-GIS students may join if they
demonstrate solid background in linguistics and meet the minimum
English proficiency requirement: TOEFL iBT® 80 or IELTS 6.0.
【Prerequisite】
No prerequisite is required.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Overview
English Speakers in
the World

3

4
5

6
7

8

9
10
11

(1) Language policy(2) Standard Singapore English
and Singlish(3) Pronunciation(4) Grammar and vocabulary(1) Review(2) Final exam

【Work to be done outside of class (preparation, etc.)】
Students are required to read the handouts beforehand so that they
can actively participate in discussions. They may also need to consult
chapter references or search for relevant online materials to answer
pre-assigned questions satisfactorily.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2

Review and Final
Examination

Vocabulary

Contents(1) Outlining the course content
and instructional methodologies(2) L1 and L2 English speakers(3) Pidgin and creole English
Review of Phonetic and (1) IPA
Phonemic(2) Vowels
Transcriptions(3) Consonants(4) Diacritics(5) Phoneme and allophones
British English I(1) British English(2) Dialect, accent and variation(3) RP (Received Pronunciation)(4) Modified RP
British English II(1) Cockney English(2) Estuary English
US English I(1) History(2) Regional varieties(3) Eastern New England type(4) New York City type(5) Southern type
US English II(1) GA (General American)(2) Midland type
US English III(1) Northern typeMid-semester(2) US English and British English
Examination(3) Mid-semester exam
Canadian English(1) History(2) Pronunciation(3) Grammar and vocabulary(4) Spelling
Australian English I(1) History(2) Pronunciation
Australian English II
Vocabulary
New Zealand English I (1) History(2) Major linguistic features andattitudes(3) Pronunciation— 178 —

発行日：2019/5/1【Textbooks】
Hughes, A. (2002). Testing for language teachers. (2nd ed.). Cambridge
University Press.
Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment ofstudents. (6th ed.). Pearson.

EDU300ZATESOL IV: Testing and Evaluation
Machiko Kobori
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 5/Thu.5【Outline and objectives】
This course is for student teachers of English. It explains how toevaluate learners and teachers in L2 education. It encourages students
to examine, discuss and assess practices in L2 education.
This course focuses on issues in assessing EFL/ESL learners andteachers: it encourages student teachers to reflect on EFL/ESL learning.
The course provides opportunities to explore a wide range of ideas witha consideration to make consistency in language education from theprimary to secondary levels.
【Goal】
Upon completion of this course, students should be able to demonstrate
the following:
1. Explain the core issues in L2 education testing.
2. Identify testing components.
3. Design testing materials that match educational objectives.
4.
Employ a principled approach to the design, creation andimplementation of materials testing and evaluation.
5. Understand what is required to qualify as an English teacher.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Student teachers will learn how to create English tests, and then makepresentations. They must create their own English tests. The course
finishes with a writing assignment and final examination.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Issues in Assessing
Language Learning (1)3Issues in Assessing
Language Learning (2)4Issues in Assessing
Language Learning (3)

5

6
7
8

9

10

11

12

13

14

【References】
1. Burns, A. (2009). Doing action research in English language teaching:a guide for practitioners. Routledge.
2. Council of Europe. (2001). Common European framework of reference
for languages: learning, teaching, assessment. Cambridge University
Press.
3. Long, M. H., & Doughty, C. J. (2011). The handbook of language
teaching. Wiley-Blackwell.
4. Nitko, A. and Brookhart, S. (2013). Educational assessment ofstudents. Pearson.
5. 白畑智彦・冨田祐一・村野井仁・若林茂則 (著). 2009.『英語教育用語辞典』（改訂版）大修館書店.
6. 神保 尚武 (監修). JACET 教育問題研究会 (編集). 2012.『新しい時代の英語科教育の基礎と実践 成長する英語教師を目指して』三修社.
7. 望月昭彦、磐崎 弘貞、卯城 祐司、久保田 章 (著)．2010.『新学習指導要領にもとづく英語科教育法』大修館.
8. 文部科学省. 2017.『小学校学習指導要領（外国語）』東洋館出版社.
9. 文部科学省. 2017.『中学校学習指導要領（外国語）』開隆堂出版.
10. 文部科学省. 2018.『高等学校学習指導要領（外国語・英語）』開隆堂出版.
【Grading criteria】
Evaluation will be based on:
1.Class participation (10%)
2.Testing & Testing materials (40%)
3.Writing assignment (20%)
4.Examination (30%)
More than 2 unexcused absences will result in failure of this course.
【Changes following student comments】
1. More advanced notice of assigned readings will be given in order toallow students to prepare for class discussions.
2. More detailed information about the testing demonstration andwriting assignment will be provided in advance.
3.
More intensive instruction on how to reflect the testing
demonstration will be provided in advance.
4. More discussion time will be provided.
【Equipment student needs to prepare】
PC

Contents
Course guidanceAims and methods【Prerequisite】
ESL Education Ⅰ, Ⅱ, Ⅲ or TESOL Ⅰ, Ⅱ, Ⅲ

Issues in action research

1. Teaching and testing
2. Kinds of tests and testing
3. Common test techniques
Issues in Assessing
1. Validity
Language Learning (4) 2. Reliability
3. Achieving beneficial backwash
Issues in Assessing
1. Stages of test development
Language Learning (5) 2. Test administration
Issues in Assessing
1. Scoring procedures
Language Learning (6) 2. Criterial level of performanceIssues in Assessing
1. Testing writing
Language Learning (7) 2. Testing oral ability
3. Testing reading
Issues in Assessing
1. Testing listening
Language Learning (8) 2. Testing grammar andvocabulary
3. Testing overall ability
Planning Tests (1)Introduction to testing for the
lower secondary level: checking
contents, materials, procedure andperformance
Planning Tests (2)Introduction to testing for theupper secondary level: checking
contents, materials, procedure andperformance
Demonstration of
Testing for the lower secondary
Testing (1)level: test administration, scoring,evaluation and review
Demonstration of
Testing for the upper secondary
Testing (2)level: test administration, scoring,evaluation and review
Final Exam & Wrap-up Consolidation and review【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.
2. Students are required to create an original test plan before their
testing demonstration.
3. Preparing testing materials is also mandatory.

— 179 —

発行日：2019/5/1

EDU300ZA

L2 Education for Children III
Tomoko Shigyo
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 1/Fri.1【Outline and objectives】
This course is for students who want to know modern approaches basedon second language learning theories regarding children: project-baseand CLIL (Content and Language Integrated Learning). It will also
encourage students to develop a one-year curriculum for an English
class at primary school with a consideration to make a consistency inlanguage education from the primary to secondary levels.
【Goal】
Upon completion of this course, students should be able to do
the following:
1. Understand approaches of foreign language learning for children.
2. Develop curriculum throughout a year.

4. Beckett, G., H. and Inida-Miller, P., C. (2006). Project-based secondand foreign language education: Past, present, and future. Information
Age Publishing.
5. MacDonell, C. (2007). Project-based inquiry units for young children.
Linworth Publishing, Inc.
6.『生きる力を育む初等英語教育ー津田塾大学からの提言』（2015）吉田真理子・田近裕子（編著）朝日出版社
7. 文部科学省（2018）『小学校学習指導要領（平成 29 年告示）解説外国語活動・外国語編』開隆堂 .
【Grading criteria】
Evaluation will be based on:
1. Class participation (30%)
2. Lesson demonstration (30%)
3. Final assignment (40%)
More than 2 unexcused absences will result in failure of thiscourse.
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
PC【Prerequisite】
Either L2 Education for Children or
L2 Education for Children I and L2 Education for Children II【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】This course looks at the relation between language learning theories andteaching approaches (project-based and CLIL) and investigates what
activity is appropriate, how each activity constitutes a project to attain agoal, and how children’s learning should be assessed in primary school.
Each student is to create and submit lesson plans and demonstrate itin class. Their effectiveness will be reflected on by all students in class.
The final assignment for the completion of this course is revising theselesson plans.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

8
9
10
11

Issues in Children
Learning L2 (1)Issues in Children
Learning L2 (2)Issues in Children
Learning L2 (3)Issues in Children
learning L2 (4)Issues in Children
Learning L2 (5)Issues in Children
Learning L2 (6)Lesson Planning (1)Lesson Planning (2)Lesson Planning (3)Micro-teaching (1)12Micro-teaching (2)13

Micro-teaching (3)14Consolidation of L2
Education for Children
III

3
4
5
6
7

Contents
Course guidance on L2 Education
for Children III
Project-based learning
Project-based learning andassessment
Development of Children’s
literacy–noticing
Development of Children’s
literacy–picture books
CLIL at elementary school
CLIL and assessment
Curriculum development (1)Curriculum development (2)Curriculum development (3)Demonstration/Observation,
review and discusssion(1)Demonstration/Observation,
review and discussion(2)Demonstration/Observation,
review and discussion(3)Reflection & Summary【Work to be done outside of class (preparation, etc.)】
Every week before attending class, students are expected to havecompleted the assigned readings. Students must choose a topic, preparea presentation, and write a reflective paper.
【Textbooks】
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge
University Press.
Curtain, Helen & Dahlberg, Ann Carol. (2005) Languages and children:
Making the match. Pearson.
【References】
1. Dale, L. and Tanner, R. (2012). CLIL Activities: A resource for subject
and language teachers. Cambridge University Press.
2. Mehisto, P. (2008). Uncovering CLIL: Content and language
integrated learning in bilingual and multilingual education. MacMillan
Education, Limited
3. Helm, J., H. and Kats, L., G. (2011).Young investigators: The projectapproach in the early years. Teachers College Press.

— 180 —

発行日：2019/5/1【Textbooks】
No textbook will be used. The teacher will provide handouts, readingmaterial, and links to online data.

LIN300ZA

Language Policy
Geraldo Faria
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 1/Tue.1【Outline and objectives】
In this course, you will learn how Language Policy is defined as
an academic subject. This course will cover major concepts behindlanguage policies. By drawing on various topics related to language
variation (e.g. social class and gender), this course will provide anaccessible and engaging overview of Language Policy.

【References】
Crystal, David. The Cambridge Encyclopedia of Language. Third
Edition. Cambridge University Press, 2010 ISBN 9780521516983
Finegan, Edward. Language: Its Structure and Use. Harcourt Brace
Jovanovich, 1992 ISBN 0729512681
Johnson, David. Language Policy. Palgrave MacMillan, 2013 ISBN
9781403911858
Pereltsvaig, Asya. Languages of the World. Cambridge University
Press, 2014 ISBN 9780521175777
Yule, George. The Study of Language. Fifth Edition. Cambridge
University Press, 2014 ISBN 9781107044197
The teacher will suggest material appropriate to the students’ projects
and interests through either the Internet or reference books available
at the library.

【Goal】The understanding of language policies that cause and result in
linguistic mechanisms utilized by particular members of a given society
so as to distinguish themselves from societal members. The broad goalof this course is to promote social understanding and justice in schools,
communities, and corporations.

【Grading criteria】
Grades will be based on exams (mid-term 30% and final 30%), tasks
10%, presentation 10%, participation 10%, and notetaking 10%.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3” and “DP 4”.

【Prerequisite】
None
An enthusiasm to investigate (in)formal language policies that affectsocial justice globally.

【Method(s)】After an introduction to the topics in the form of mini-lectures, examplesof policies or general concepts will be presented for discussion, activity,
and analysis. This course will contain assignments and writings outsideof class, which may be presented in class. The suggested topics may varyslightly depending on the number of students and their interests.

【Changes following student comments】
No feedback yet received.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

3

4
5
6

7

8

9
10

11

12

13
14

Contents
Overview of the course andrequirements
Concepts
Language overview and policies
that affect its use by members of agiven society
Language Planning
Language policies prescribed bygovernments to standardize
language use
Language and Social
Social stratification and linguisticClass
differentiation within a society
Language andNational languages (standard
Geography
registers) versus dialects
Designing a ProjectPreparation for a study
Related to Language(requirements, data, analysis, text
Policyproduction, and presentation)
Language and Gender Constraints (types, consequences,and formation of gender-neutral
language) imposed by the gender of
speakers.
Mid-term review quiz
National Policies on
Implications of governmental
Foreign Language
regulations on the choice of foreign
Studieslanguage studies
Multilingualism
The language of minority groups
within a larger society
Endangered Languages Assimilation, language death,and Fieldwork Studies linguistic and societal implications/ Language policy research models
Migrations andHuman migration and its effects on
Pidginization of
language (second language,
Languages
linguistic transition, and thelanguage of the next generation)
Profession-specific
Specialized language as a means toRegisters
distance groups from
non-specialists
Presentations of group Students will give short academic
projects
presentations, followed by feedback
Consolidation
End-of-course assessment andwrap-up【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly reading assignments before
class and review previous handouts before the following class. They
should also organize their notes in the form of a notebook or a computer
file. Students must choose a topic, and prepare a presentation with ahandout, which will be delivered in class.

— 181 —

発行日：2019/5/1
3 or more unexcused absences will result in an incomplete grade(marked “E” on grading sheet). Please provide documentation if you
need to be absent from class for medical reasons, job interviews andfamily emergency. If you arrive late or leave early, each will be counted
as one ½ absence. 5 absences will result in "not passing."

CUA300ZA

Ethnographic Methods
Kyung Hee Ha【Changes following student comments】
Weekly assignments have been updated.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 6/Tue.6【Outline and objectives】
This course will introduce you to a variety of theories and practicesof ethnographic research.
Part I will survey recent history of
ethnographic methods and explore primary research methods involvedin ethnographic fieldwork, such as participant observation, structured
and semi-structured interviews and data analysis, paying particularattention to questions of knowledge, location, evidence, ethics, power,translation, and representation. In Part II, students will work on afieldwork project of their own choice. Students will decide a researchsite by Week 4 and present their research proposals on Week 6. Final
paper is due on Week 14 in class.

【Equipment student needs to prepare】
None. You may use laptop or tablet to take notes.
【Others】
Slight modifications may be expected. Our goal in this class will not be
to memorize or master a series of clear-cut answers; rather, by engaging
in lively discussions, we aim to hone our ability to ask critical questions
so as to further develop our skills as writers, readers and thinkers. In
order to create such a learning environment, students should speak toeach other and the instructor with respect. Abusive and harsh language
will not be tolerated. Students with special needs should notify the
instructor as early as possible, no later than the third week of thesemester.
【Prerequisite】
None.

【Goal】
Each student will be able to create her/his own research questions,decide a research site/community, and conduct original research.
Students are encouraged to continue the work they have done before,or start a new project.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Although the instructor will provide the basic framework in a lectureformat, students are expected to actively participate in and contributeto class discussion. This includes asking questions, seeking clarificationand offering your critical ideas and interpretation about student
projects, practical fieldwork issues, and lectures on other fieldworktechniques.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
What is Ethnography?
3
Designing
Ethnographic Research
4
Library Practicum
5
Literature Review
6
Writing Research
Proposal
7
Presentation

8
9
10
11

Fieldwork I
Fieldwork II
Semi-structured
interview/Survet
Fieldwork III

12

Student Presentation I

13

Student Presentation
II
Writing Workshop

14

Contents
Course description
Methods, techniques, ethics
Beginning of individual project
Learning how to conduct research
Reviewing existing scholarly work
Research questions, site, methods,
contribution
Research proposal presentation(summary of existing literature &introduction of research question)Work on individual projectDiscuss fieldwork, share challenges
Create and discussinterview/survey questions
Continue working on individual
project
Student presentations on final
research projectStudent presentations on final
research project
Submit final paper【Work to be done outside of class (preparation, etc.)】
Students should come to class having read and prepared to discuss
assigned readings. The course will also require students to conduct
participant-observational fieldwork outside of class.
【Textbooks】
No official textbook will be used for the course. Readings will be
provided through the online course management system.
【References】
References will be shared in class.
【Grading criteria】
Participation20%
Small Assignments30%
Research Proposal/Presentation 15%
Semi-Final Presentation 15%
Final Paper 20%— 182 —

発行日：2019/5/1

Media Research【Grading criteria】
Participation (40%); reaction statements (10%); in-class presentations(10%); independent research project (40%)

Shunsuke Nozawa【Changes following student comments】
Grading criteria have been revised to place more emphasis on student
participation.

CUA300ZA

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 2/Fri.2【Prerequisite】
Media Studies or Media Studies I/II

【Outline and objectives】
As our contemporary social and political life is increasingly mediatedthrough a diversity of communication technologies - television, print,social media, cloud computing, etc. - it is all the more imperativethat we be able to critically analyze diverse roles and effects of ourengagement with media practice. Do we have an understanding of"media"/ "mediation" adequate for such critical analysis? How should
we go about analyzing it? What kind of evidence should we rely on?
This course introduces you to a range of methods and theories in the
study of media, and invites you to conduct focused independent research
on a topic of significance to media studies. Drawing on communication
studies, history, cultural studies, anthropology and related fields, thecourse considers how to study media content, media practice and media
technology in relation to the mediation of power, desire, and social
relations in contemporary society.
【Goal】
1. Introduce research methods and theories in the study of media.
2. Offer learning environment for developing independent research
projects.
3. Familiarize students with the field of scholarship to contextualize thevalue of their research and their acquired knowledge.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Classes consist mainly of lectures, discussion, and presentations. One
layer of our activity involves the review of theories and methods, aswell as case studies. On another layer, this review of the literature
is combined with the preparation for student research projects, which
will culminate as a research paper and a conference-style in-classpresentation.
Throughout the semester, the course is highly dependent on discussion
in class, which means each student must prepare the assigned readings
ahead of class, formulate individual opinions on readings and topics,
and respond to others’ ideas in a productive manner. The course isdesigned to facilitate such sharing of ideas and collaborative learning
environment through breakout sessions and group presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
Media’s Many
Meanings
3
Media and Truth
4
Media Ideology
5Media Effects and“Reality”
6
Research Workshop
7
Content and Contact
8
Celebrity andCapitalism I
9Celebrity andCapitalism II
10Media and Aesthetics I
11Media and Aesthetics
II
12
Materiality I
13
Materiality II
14
Final Presentations

Contents
Scope of the course
Media representation
News media, propaganda“New” media
Case study: Slender Man
Research questions and methods“Phatic culture”
FandomInstitutions
Instagram
Online video culture
Infrastructure
Media as things
Conference-style student
presentations【Work to be done outside of class (preparation, etc.)】
Students should complete assigned readings before each class. They
should organize their semester schedule so as to secure sufficientamount of time for preparing and conducting their independent project.
【Textbooks】
There will be no specific textbook. Readings will be distributed
electronically through H’etudes or via email.
【References】
Campbell, Richard, Christopher R. Martin, and Bettina Fabos. Mediaand Culture: An Introduction to Mass Communication. Tenth edition.
Bedford/St. Martin’s, 2016.

— 183 —

発行日：2019/5/1【Textbooks】
No textbook will be used. Handouts, readings and other materials will
be distributed in class and uploaded on H’Etudes.

SOC300ZA

Race, Class and Gender II: Global Inequalities
Kyung Hee Ha
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 6/Thu.6【Outline and objectives】
This class builds on what students have learned in Race, Class andGender I to look at how various inequalities are connected to one
another through examining global issues. Students will learn to analyze
how race, class, gender, and sexuality are connected to each other asintersecting inequalities in a society and the world, and on that basis,consider the possibility of an equal but diverse world.
【Goal】A major goal is to develop students’ sensitivity towards issues ofinequality and skills in social analysis and critical thinking. By
exploring issues related to family, employment, violence, prostitution,and human and sex trafficking, in an international and global context,
students will learn to see how any global issue is multidimensional,
and specifically, how inequalities are complex and constituted by theinterconnection of race, class, gender, sexuality, and other bases ofinequality.

【References】
Alcoff, Linda Martín and Eduardo Mendieta. Eds. 2003. Identities:
Race, Class, Gender, and Nationality. Oxford: Blackwell Publishing.
Weber, Lynn. 2010. Understanding Race, Class, Gender, and Sexuality:
A Conceptual Framework. 2/e. Oxford: Oxford University Press.
【Grading criteria】
Participation: 20%
Small Assignments: 30%
Presentation on Weekly Reading: 20%
Group Project/Presentation: 30%【Changes following student comments】
Students have found the class useful and thought-provoking, but somehave found the workload too heavy. The instructor has reduced andrevised the assignments so as to allow students to delve more deeply
into the topics in each.
【Prerequisite】
To take this class, students are expected to have passed Race, Classand Gender I. This prerequisite may be waived if a student has theequivalent academic background. In any event, all students who intend
to take this course must attend the first class session. A screening test
based on the lecture will be conducted.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course is taught through a combination of lectures, video-viewings,
small-group and class discussions based on readings and videos.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Overview: The
Significance of Race,
Class, Gender, andSexuality (RSGS)
2Intersections

3

Black Feminist
Thought

4Interventions

5

Racialized, Feminized
Labor

6

Reproductive Labor

7

War and Violence

8"War Brides"

9

Sexual Violence - pastand present
Transnational
Feminism

10

11

Imagining Alliance

12Intersectionality
Revisited
Student Presentation I
Student Presentation
II

13
14

Contents
Requirements and topics for RCGII
Discussion of news items andstudents’ experiences with respect
to RCGS“Angela Davis: Reflections on Race,
Class and Gender in the USA,”
interview
with Lisa Lowe
Kimberle Crenshaw,“Intersectionality, Identity Politics,
and Violence Against Women”
Rhonda M. Williams, “Living at the
Crossroads: Explorations in Race,
Nationality, Sexuality and Gender”
Rhacel Salazar. “Migrant Filipina
Domestic Workers and theInternational Division of
Reproductive Labor”
Angela Davis, “Racism, Birth
Control, and Reproductive Rights”
Parrenas,
The "comfort women" issue:
Discussion on the Japan-Korea
agreement on the comfort women
issue
Deconstructing the romance inmarriage & marriage system
Discussion on #metoo movement
Chandra Mohanty, “Under Western
Eyes: Feminist Scholarship andColonial
Discourses” and “Under Western
Eyes Revisited”
Lila Abu-Lughod, “Do Muslim
Women Really Need Saving?”
Revisit readings and discussions
Group Presentation
Group Presentation【Work to be done outside of class (preparation, etc.)】
Students are expected to review class materials after each class, write
down reflections on the videos shown in class, do the prescribed
readings, and prepare for discussions.

— 184 —

発行日：2019/5/1
8SOC300ZA

Migration and Diaspora
9Kyung Hee Ha

10

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：水 2/Wed.2
11【Outline and objectives】
Scholarship on diaspora has drastically increased in the last three
decades, and the issues pertaining to immigration and exile, as wellas nation-state, nationalism, citizenship, identity and belonging havebeen explored and examined through a lens of diaspora in various
academic disciplines. The course will address various issues that
constitute diaspora such as the process of transmigration, settlement,
and creation of diasporic communities, as well as identity formation,
cultural hybridization, and cultural/knowledge productions ‒ all ofwhich are informed by race, gender, sexuality, class, religion, language
and others.
In so doing, the seminar will first locate the roots of diasporas.
As early historical references of the Jewish diaspora and the Black
diaspora suggest, the displacement of people and communities fromthe original homeland often involved both internal and external forcesthat rendered them “exiles” or “slaves” against their will. Similarly,
more recent diasporas emerge as a result of conflicts, wars, colonization,
decolonization and globalization that result dispersion of people as“immigrants,” “refugees” and “adoptees.” Situating diaspora in broader
projects of nation-building and empire-building, the course will ask andcomplicate the questions not simply about who, but also when, how, andunder what circumstances people become disaspora, as well as how they(re)construct diasporic subjectivity and identity. Finally, the course will
have a special focus on women’s experiences and voices.
【Goal】At the end of this course, you should be able to:• Explain such concepts as nationalism, citizenship, identity andbelonging• Explain historical and contemporary issues faced by various
displaced people categorized as “immigrants,” “refugees,” and “adoptees”
in their process of transmigration, settlement, and creation of diasporiccommunities• Analyze various data sources including policies, legislations,
historical facts, popular cultural production and personal narratives• Use intersectionality as a lens of analysis to discuss issues pertaining
to identity formation【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is taught through a combination of lectures, guest
presenters, video, small-group discussions and student presentations.

12
13
14

【Textbooks】
No textbook will be used. Handouts, readings and other materials will be distributed in class and/or uploaded on H’Etudes.
【References】
Espiritu, Y. Home bound Filipino American lives across cultures,
communities, and countries. UC Press, 2003.
【Grading criteria】
Participation: 30%
Reading and Writing Assignments: 20%
Presentation on Weekly Reading: 20%
Group Project: 30%
Students are allowed 2 unexcused absences. 3 or more absences will
result in an incomplete grade. Please provide documentation if you need
to be absent from class for medical reasons, job interviews and family
emergency. If you arrive late or leave early, each will be counted as one½ absence. 5 absences will result in "failure."【Changes following student comments】
NA【Equipment student needs to prepare】
NA【Others】
Changes to the above class schedule may take place.
【Prerequisite】
Students who intend to enrol in this class are expected tohave passed or taken Understanding Society or Introduction toSociology. This prerequisite may be waived through consultation with
the instructor.

【Fieldwork in class】
あり / Yes

2

Definitional Questions:
Diaspora

3

Identity/ies for
Diasporic Subjects

4International Adoption
and Diaspora“Military Wives”:
Japanese Women in
Pluralist America
Remembrance andResistance

5

6

7

“Yanggongju”-Forgotten Diaspora

How were "Vietnamese refugees"
born? What purpose do they serve
for a host society, the UnitedStates?
Homemaking andWhat impacts does migration have
Changing Gender Roles on gender relations?
Roots and Routes
What does it mean for"naturalized" Zainichi Koreans toembrace their ethnic roots andintegration routes?
Caught in Between:
How do Zainichi Korean young
Homeland v. Home
students find balance between
their ancestral homeland and thecountry they were born and raised?
Group Presentation I
Student presentation
Group Presentation II
Student presentation
Diasporic Homecoming How do Nikkei Americans andNikkei Brazilians experience their
homecoming to Japan differently?

【Work to be done outside of class (preparation, etc.)】
In addition to preparing for discussions, students are expected
to review class materials after each class, note down reflections
on the videos shown in class, and do the prescribed readings.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Course Overview &Self-introduction“Refugees” andPerformance of Rescue

Contents
Introduction and course
expectations.
Four migration themes. Global
stocks and flows
Migrant categories, return
migration, migrants to citizens,
diasporas and transnational
communities.
Why the poorest don’t migrate:
examining systems, links, chains,routes, networks and diverse
migrant motivations.
What is international adoption?
How do they constitute diaspora?
Japanese women who married
American GIs and immigrated to
the United States.
How do diasporic subjects constructand maintain memories of thehomeland and build strong
community in a host country?
Diasporic population hidden anderased from immigration history.
Trauma and memory.

— 185 —

発行日：2019/5/1
14SOC300ZA

Law in a Globalizing World

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 5/Fri.5【Outline and objectives】
From the collapse of a garment factory producing clothes for Western
corporations in Bangladesh, to working conditions of migrant workers
and international marriage and divorce, in today‘s rapidly globalizing
society, legal issues faced by individuals have become increasingly
complex. We will discuss specific issues and topics relating to the roleand challenges of law in today’s highly globalized world, from a broad
spectrum of areas including, but not limited to, international humanrights and conflict of laws.
【Goal】
Upon completion of this course, students should be able to discuss andanalyze the legal aspect of specific problems in a globalizing world.
Through individual presentations, students will develop their ability tocollect, analyze and logically present information. Through the writingof a final report, students will enhance their ability to develop andlogically present their ideas in writing, while reflecting on peer feedback
and diverse opinions. Through discussion and debate, students willdevelop their ability to grasp and analyze different opinions, as wellas predict counter-arguments.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course will be taught through a combination of lecture- andseminar-style classes. Students are required to come to class preparedand participate in class activities. Students are also required to makeone main and one or more smaller presentations and submit a final
report on the topic of their main presentation, which should reflect classdiscussion and peer feedback.

【Textbooks】
No textbook will be used. The readings will be distributed in class.
【References】
J. Eekelaar and R. George (eds.) (2014). Routledge Handbook of Family
Law and Policy. Abington (UK) and New York (USA): Routledge.
B. Rainey, E. Wicks, C. Ovey (2017). Jacobs, White, and Ovey - The
European Convention on Human Rights (7th ed.). Oxford: Oxford Univ.
Press.
A. Brysk, M. Stohl (eds.) (2018). Expanding Human Rights. 21stCentury Norms and Governance. Cheltenham (UK) and Massachusetts(USA): Edward Elgar Publishing.
【Grading criteria】
Detailed requirements concerning assignments, participation, presentations and report will be given in class. The final grade is calculatedon the basis of assignments (including preparation sheets) (20 %),participation (including mock legislative debate) (20 %), individual
presentation (30 %), final report (30 %).
【Changes following student comments】
N/A.
【Equipment student needs to prepare】
None.
【Others】
Slight alterations might be made to this syllabus, taking into accountthe number and specific interests of students who decide to take thiscourse.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

2

3

4

5

6
7

8
9
10

11

12

13

The Globalization ofBusiness and the Law
1
The Globalization ofBusiness and the Law
2
The Globalization ofBusiness and the Law
3
The Rights of MigrantWorkers 1

The Rights of MigrantWorkers 2
Law and the Family ina Globalizing WorldGroup discussion and peer
feedback on final reports.

【Work to be done outside of class (preparation, etc.)】
Students are required to complete the reading assignments andpreparation sheets before class. Students are also required to do
independent work for their presentations and the final report.

Maia Roots【Schedule】
No.
Theme
1
Orientation andIntroduction

Wrap-Up andDiscussing Final
Reports

Contents
Course guidance and general
introduction to the role of law in a
globalizing world.
Human rights violations bytransnational corporations.
Watching a topical movie.

Student presentation(s).

Learning about the situation andlegal challenges faced by migrant
workers from South andSouth-East Asia.
Student presentation(s).

International marriage and divorce
and migrating families (with ashort introduction to conflict oflaws aka private internationallaw).
Multi-Cultural
Japanese Filipino children and theFamilies and the Law 1 law.
Multi-CulturalStudent presentation(s).
Families and the Law 2
How Supranational
The European Court of Human
Human Rights Courts
Rights, the right to marry, and theDeal with National
diverse regulation of same-sex
Diversity
unions.
Cross-Border
The diversity of regulations
Surrogacy and the Law concerning surrogacy
arrangements. The legal (andother) issues with cross-bordersurrogacy.
Mock Legislative
Debate-discussion on the legal
Debate (Surrogacy)
regulation of cross-bordersurrogacy.
Movie Viewing
Watching a topical movie.

— 186 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to download and complete weekly readings, prior
to the lecture, introducing the next theme (see class schedule) so thatthey have a better grasp of the subject matter and can participate inclass discussions. After each lecture/seminar, the instructor will givethe students short assignments, e.g. 1-2 questions to produce a shortessay of 500 words (max).

SOC300ZA

Special Topics I: Sociology of Disaster
Heide Imai
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 2/Thu.2【Outline and objectives】
The objective of this course is to introduce students to the sociologicalexamination of disasters. This course begins with the premise thatdisasters are fundamentally social events that reflect the ways that welive and structure our communities and societies, especially in the ageof urbanization. Furthermore, we will learn about different disastertypes, the varying vulnerabilities to disasters experienced by people indifferent social categories, key policy considerations in preparing fordisasters including the development of formal organizations, the roleof media in shaping disaster responses (e.g. Social Media), how people
behave both individually and collectively as disasters occur, and social
processes associated with human relocation, recovery and reoccurrence
prevention (e.g. resilience, sustainability and self-reliance).
【Goal】
1) to understand the main theoretical shifts in the field of sociology ofdisaster, discussing topics as the history of disaster, theories of risk andmodernity and terms as risk society, disaster response and resilience.
2) to assess and understand some places of risk and disaster focusing
on different nations, cities and case studies asking what are different
responses and approaches to develop resilience.
3) to attempts to describe broader trends in contemporary societies’
strategies for managing, calculating, and, when possible, forestallingrisk and disaster.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course combines lectures, films, field work, in-class discussion andprojects. To ensure that the classes are successful and interesting, makesure that you complete the readings before each day’s class. Students
should be prepared to contribute to the analysis of the readings withspecific and thoughtful reflection. Please bring the week’s readings andcourse material with you to class. We often refer to specific passages,
and you will get more out of the discussion if you can follow along.

【Textbooks】
Kiefer, Susan W. (2013) The dynamics of disaster, Norton.
【References】
McEntire, David A. Disaster response and recovery: strategies andtactics for resilience. Wiley, c2015.
Gill, Tom, Brigitte Steger, David H. Slater. Japan copes with calamity.
Peter Lang, c2015.
Button, Gregory. Disaster culture: knowledge and uncertainty in thewake of human and environmental catastrophe. Left Coast Press, 2010.
Solnit, Rebecca. A paradise built in hell: the extraordinary communities
that arise in disaster. Penguin, 2010.
Fischer, Henry W III. Response to disaster: fact versus fiction and its
perpetuation: the sociology of disaster. University Press of America,c2008.
【Grading criteria】
Students are expected to participate in class discussions.
Participation requires that students complete the assigned readings(download from the weekly reading list). More than 2 unexcusedabsences will result in failure of this course. The course runs for
14 weeks. Students have to deliver 1 presentation and 2 papers (1theoretical, 1 case study report)
1) theoretical paper: specific theoretical topic related to the course,
writing seminar week 5 and submission week 72) case study paper: this is designed to be thoughtful, intellectualreflections on the discussed case studies, writing seminar week 10 and
submission week 14. The presentation and papers count for 60% of the
final course grade. The final grade is based on: Class Participation 10%,
Discussion
10%, Regular Presentation and Assignments 20% and the Final
Presentation and Submission 60%【Changes following student comments】
Schedule and case studies updated.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
History of Disaster
Research
2
Sociology and the
Study of Disasters
3
Myths, Realities, andCultural
Representations ofDisasters
4
Community Impacts ofDisasters andCollective Trauma
5
Writing Seminar 1
6
Theories of Social
Vulnerability
7Social Inequality andDisaster

8

9
10
11

12

13
14

Disasters, Race,
Gender and Social
ClassMedia and Disasters

Contents
Introduction to the course
This class will cover different ways
to study disasters.
During this week we focus on thecultural representation ofdisasters.
We will discuss the impact ofdisasters on the community.
Theoretical Paper
What are different theories andconcepts of vulnerabilities?
We will discuss the connection
between social inequality anddisaster.
How are disasters, race, genderand social class related?
This class will cover how media
represents and shapes disasters.
Paper: Case Study
How are disasters affecting
vulnerable groups?

Writing Seminar 2
Disaster Policy and
Politics/ Children,
Elderly and Disasters
Consequences ofDuring this week we discuss how
Post-Disasterwe can recover from disasters.
Relocation and
Prospects for Recovery
Post-disaster Solidarity The term solidarity will be
discussed.
Final Presentation and Final Presentation and Submission
Submissionof Papers— 187 —

発行日：2019/5/1
12SOC300ZA

Special Topics I: Cultural Geography

13

Heide Imai
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 2/Thu.2【Outline and objectives】
Cultural geography is the study of human cultures found throughout theworld, how they relate to the spaces and places where they originate andhow they evolve as people continually move across various areas. Someof the main social phenomena studied in cultural geography include
religion, power, globalization, different economic and governmental
structures, identity, minority communities and diaspora, and othercultural aspects that explain how and/or why people function as they
do in the areas in which they live.
【Goal】
The course introduces culture from a geographical perspective, focusing
on how cultures work in place and how they are embedded in everyday
life. The course gives students an appreciation for not only how cultures
are geographically expressed, but also how geography is a basic elementin the constitution of culture.
The goals for the course are threefold:1) to understand the main theoretical shifts in the field of culturalgeography and how they evolved throughout the 20th century;2) to assess case studies of some sample cultural landscapes, places, andregions3) to interpret cultural geography as a “power politics” of place.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course combines lectures, films, field work, and in-class discussion
and projects. To ensure that the classes are successful and interesting,make sure that you complete the readings before each day’s class.
Students should be prepared to contribute to the analysis of the readings
with specific and thoughtful reflection. Endeavour to read critically,seeking not only to understand the content of the readings but also
to evaluate the significance and validity of an author’s argument andevidence.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Course Introduction
and Foundations
2
Geography ofLanguage and Culture3
Geographies of Raceand Ethnicity: Melting
Pot or Mosaic
4
Geography of Religion:
Spaces and Places of
Sacredness
5
Monumental
Landscapes

67Nature, Society andCulture: A Sense of
Place
Fieldwork Week

8

Political Geography

9

Culture Landscapes ofConsumption: Food,
Fashion and Fusion

10

Writing Seminar and
Results of Fieldwork

11

Geography of
Economies: Industries,
Services, andDevelopment

14

Urbanization, City
Spaces and Urban
Structures
The Cultural Mosaic
inside the City:
Geographies of
Exclusion
Final Presentations
and Submission

This class will focus on processes ofurbanization and the formation ofdifferent spaces and places.
During this class we will combine
different concepts to understandprocesses of urban inclusion andexclusion.
Students deliver a final
presentation and submit theirpapers.

【Work to be done outside of class (preparation, etc.)】
Students are expected to download and complete weekly readings, prior
to the lecture, introducing the next theme (see class schedule) so thatthey have a better grasp of the subject matter and can participate inclass discussions. After each lecture/seminar, the instructor will givethe students short assignments, e.g. 3-4 questions to produce a shortessay of 500 words (max).
【Textbooks】
Crang, Mike. (2013) Cultural Geography (Routledge Contemporary
Human Geography), London: Routledge【References】
Anderson, Kay and Fay Gale. (1999) Cultural Geographies, Longman.
Smith, Neil. There’s No Such Thing as a Natural Disaster, 2006.
Davis, Mike. Planet of Slums, New Left Review 26, March-April 2004.
Friedman, Thomas. It’s A Flat World, After All, New York Times April
3, 2005.
Florida, Richard. The World Is Spiky, Atlantic Monthly October 2005.
Kaplan, Robert D. The Revenge of Geography, Foreign Policy May/June2009.
Huntington, Samuel P. The Clash of Civilizations? Foreign Affairs
Summer 1993.
【Grading criteria】
Students are expected to participate in class discussions.
Participation requires that students complete the assigned readings(download from the weekly reading list). More than 2 unexcusedabsences will result in failure of this course. The course runs for
14 weeks. Students have to deliver 1 presentation and 2 papers (1theoretical, 1 fieldwork report)
1) theoretical paper: specific theoretical topic related to the course,
submission week 72) fieldwork paper: this is designed to be thoughtful, intellectualreflections on the class fieldwork, integrating your own observations,reading assignment(s), and lectures. Fieldwork week 7, writing seminar
week 10, submission week 14. The presentation and papers count for
60% of the final course grade. The final grade is based on: Class
Participation 10%, Discussion
10%, Regular Presentation and Assignments 20% and the Final
Presentation and Paper 60%.
【Changes following student comments】
Schedule and case studies updated.

Contents
We will talk about basic concepts ofcultural geography.
This class will cover topics oflanguage and culture.
We will discuss topics of race andethnicity in relationship togeography.
The topic of this week is religion tounderstand how spaces and placesof sacredness are createdThis class will focus on topics ofrepresentation, imagination,
memory and gendered spaces.
During this week we will discuss
terms as behaviour, perception,
personal space and sense of place.
This week we will conduct
fieldwork in groups, topics
discussed in class.
This class will focus on concepts ofglobalization, politic, place making
and territory.
During this week will discuss
processes and results ofconsumption focusing especially onfood and fashion.
This week we conduct a writing
seminar to analyse/ compare
fieldwork results and prepare final
papers.
We will discuss the broad conceptof economy in relation to industry
and worldwide production.

【Prerequisite】
None— 188 —

発行日：2019/5/1【References】
Heine, S. J. (2015). Cultural Psychology. New York: Norton.
Cohen, D. & Kitayama, S. (2019). Handbook of cultural psychology.
Second edition. New York: Guilford Press.
Both reference books will be available in the library and the GIS
Reference Room for those who wish to learn about each topic in moredetail. Handouts and reading materials are on the course website.

PSY300ZA

Cultural Psychology
Yu Niiya
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 1/Fri.1【Outline and objectives】
This course introduces the perspectives and major research findingsof cultural psychology. The course will introduce general theories andperspectives underlying cultural psychology, explore cultural influences
on a wide range of psychological processes, including socialization,
self-concept, motivation, emotion, and cognition. The course will also
explain the mechanisms underlying cultural differences and examine
the process of acculturation and biculturalism in an increasingly diverseworld. Throughout the course, students will learn how culture (i.e.,
institutions, social interactions, and cultural ideas) shapes the way wethink and behave and how we, at the same time, shape these cultures.
【Goal】
One of the aims of this course is to introduce students to theperspectives, research methods, and findings of cultural psychology.
Another equally important aim of this course is cultivating students’abilities to understand and deal with variations in psychologicalprocesses across cultural and ethnic groups, as well as to gain anunderstanding of the cultural groundings of their own experiences andactions. By the end of the course, students will be able to demonstrateunderstanding of how cultural systems influence individuals’ psychological processing, including development, self-concepts, motivation,
emotion, and cognition. They will also critically engage and analyze
cultural products, such as books, films, and advertisements.

【Grading criteria】
Final grades are based on two exams (25% each), reaction papers for
assigned readings (30%) , presentation over a cultural product (10%) ,and class participation (10%).
【Changes following student comments】
Students found this class difficult but appreciated the challenge. A
lot of the class materials have been updated to address the dynamics
of culture and individuals, going beyond the comparisons between
cultures.
【Prerequisites】
Students must have taken and received credits in at least one(preferably both) of the following courses: Social Psychology I, Social
Psychology II. Exception applies to those who have gone study abroad
the previous year(s). Please ask the instructor for permission on thefirst day of class.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Instructional methods include lectures, films, discussion over assigned
readings, and small group activities.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3
4
5
6
7
8
9
10
11
12
13
14

Contents
What is culture? Why is cultural
psychology important?
Models of Person, Self, How are different “selves”
and Agency I
constructed?
Models of Person, Self, What are the independent models
and Agency II
and their consequences?
Models of Person, Self, What are the interdependent
and Agency III
models and their consequences?
Culture and Cognition How does culture shape what weI
perceive in the world?
Culture and Cognition How does culture shape how weIImake sense of others’ behaviors?
Culture and Cognition Where do these cultural differencesIII
come from?
Review and Midterm
What have we learned so far?
ExamMultiple choice and short-essays
Socialization I
How do cultural practices shapeus?
Socialization II
How does education shape us?
Culture and Emotion I How does culture shape ouremotions?
Culture and Emotion II How does culture shape how weshould feel?
Acculturation and
How do we navigate the
Biculturalism
multicultural world?
Review and Final
What have we learned so far?
ExamMultiple choice and short-essays【Work to be done outside of class (preparation, etc.)】
Students should review their notes before each class and be prepared
to explain the major concepts and theories they have learned. Students
must download and print out the handouts before each class and bringthem to class to take notes. Students are required to do the assigned
readings and submit reaction papers during the term. Each student will
be asked to find and share an example of a cultural product or practiceand connect it to the course material.
【Textbooks】
Markus, H. R., & Conner, A. (2013). Clash! 8 cultural conflicts thatmake us who we are. New York: Hudson Street Press.

— 189 —

発行日：2019/5/1

PSY300ZA

Clinical Psychology
Keiko Ito
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 6/Thu.6【Outline and objectives】
Through a series of lectures, readings, exercises, films, and groupprojects, this course introduces and provides a broad overview of the
field of clinical psychology. Major topics include definition, psychologicalassessment methods, psychotherapy approaches, along with the historyof treatment and the role of science in clinical psychology. The course
also explores some of the most common mental illnesses.
【Goal】
Major Course Objectives.
By the end of the course, you should be able to:·
Demonstrate an understanding of how clinical psychologists
approach mental health from a biological, cognitive, and social
perspective.
· Explain the importance of the scientist-practitioner model of clinicalpsychology.
· Describe the types of questions clinical psychologists ask and realizethat appropriate research methods must be employed in order to answer
them.
· Identify the major tasks and responsibilities of clinical psychologists
as health care professionals.
· Engage with the ethical framework for the practice of psychology.
· Identify diversity issues as they relate to clinical psychology.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】1.Group Project -presentation
The project is to be completed in small groups of students (if you
want to do it individually, you must clear it with myself). The
goal of the final project is for students to research and present
information about the topic of clinical psychology in class by using
power-point slides. Projects will focus on and cover the specifictopic of clinical intervention.
Possible examples of the projects
include: Person-centered therapy, Psychodynamics therapy, Humanistic& Existential Psychotherapies, Behavior therapy, Cognitive-Behavioral
therapy, Child & Family therapy, Couple therapy, Psychopharmacology,etc.
The topic could be a specific issues in clinical psychology other thanintervention, but those who wants to do so must consult myself inadvance.
2.Movie Report: A list of movies will be provided in class.
3. Exams: There will be no exam, but a brief final paper will be assigned.
4. Research Article Summary: In order to help you develop yourunderstanding of psychological findings and methodology, you will be
required to complete a brief (2 to 5 pages) summary of a research article.
Articles appropriate for this paper can be found on the website or inlibrary. Use an article of interest to you as long as it is appropriate to
the course content and relevant to the field of clinical psychology.

8

Developmental
Disorders

9

Culture Issues inClinical Psychology

10
11

Stress management
Group Project
Presentation (1)Group Project
Presentation (2)Group Project
Presentation (3)The Road to Becominga Clinical Psychologist

12
13
14

【Work to be done outside of class (preparation, etc.)】
・Class Preparation: An active learning approach requires students to
prepare the readings and assignments BEFOFE class.
・Group Project: Students should expect to allocate time outside ofclass to meet with their group members to discuss/ prepare project
assignment.
・Movie assignments: Write reflection essays on the movie.
【Textbooks】
None.
【References】
・Class handouts will be provided in class.
・Supplemental readings will be provided in class.
・There will be an instructions session for how to find the research article
assignment and articles to use in class.
・The APA Ethics Code including 2010 amendments can be downloaded
for free directly from the APA website: http://www.apa.org/ethics/code/index.aspx.
【Grading criteria】
Participation: 15%
Reaction Papers: 10%
Movie Report (2): 10%
Group (or individual) Project: 35%
Research Article Summary: 20%
Final Report: 10%
Total: 100%
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
Not in particular (there will be a power point presentation in class).
【Others】
Dates and contents of a class may change somewhat depending on our
progress in covering the material.
Office hours (contact by email).
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &Guidance.
2
History

3

4

5
6
7

Group project
discussion / Libarary
research
Overview ofAssessment (1)Overview ofAssessment (2)Major Psychiatric
Disorder (1)Major Psychiatric
Disorder (2)Major Psychiatric
Disorder (3)ADHD
Learning disorder
Autisic syndrome
Multicultural counseling
Therapists’ culture identity
development
Stress and its coping methods
Topics in clinical psychology and its
intervension (1)Topics in clinical psychology and its
intervension (2)Topics in clinical psychology and its
intervension (3)Wrap upContents
What do clinical psychologists
think and what models do we use?
The history of psychiatry andclinical psychology.
Assessment of psychopathology
and personality
Projective tests personality test

Intelligence testing
Neuropsychological assessment,
behavioral assessment
DSM & ICD 10
Anxiety disorder(includes panic/
OCD / PTSD)
Mood disorder (depression /bipolar)Schizophrenia— 190 —

発行日：2019/5/1
10

PSY300ZA

11

Psychology of Morality

12

Gen ItoCredit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 5/Fri.5【Outline and objectives】
Thinking about good and evil seems to be the essential characteristic of
human beings. We often discuss the rights and wrongs of another person
and their acts in everyday life. Novels, comics, TV shows and movies arenearly always about ‘good guys’ and ‘bad guys.’ Why are we so moral all
the time? What are the psychological properties of our moral sense?
Is moral sense a genetically determined innate instinct, independent of
culture? Alternatively, does it depend on socialization? Why are there
disagreements about what is right and wrong?
Recently there has been a renaissance of scientific research abouthuman morality. This course will provide an introductory overview
of the major theoretical debates and empirical findings in the areaof moral psychology.
They will be from a variety of disciplines
including philosophy, neuroscience, economics, animal behavior, andalmost every field of psychology (cognitive psychology, social psychology,
developmental psychology, and evolutionary psychology).
The aim of this course is to offer an introduction to the psychology ofmorality. At the same time, we want to discuss with you: “What canscientific facts about human morality tells us about how we should live.”【Goal】
By the end of the course, students should be able to do the following:・ Recognize and recall major terms and concepts in psychology ofmorality,・ Describe and explain major methods and theories,
・ Compare and contrast alternative theories or approaches,・ Apply theories or findings to everyday life and personal situations.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is mainly lecture-style. However, students are expected toparticipate, to comment, and to discuss with classmates.
Reaction paper: Students are expected to submit reaction papers in
response to contents and questions posed in each lecture (i.e., You arerequired to submit reaction papers after each lecture).
Essay Assignment: Each student will be required to choose one
topic from the lecture topic, or formulate your own topic. Papers
should present a thesis and support for that thesis rather thanreview/summarize the literature. At least one academic journal paper(which is on the lecture homepage) should be carefully read and cited inyour essay.
Final exam: The final exam will consist of questions that will evaluate
what you have learnt from this course. You are obliged to be available
throughout the final exam period. Do not make any vacation, travel, orother commitments during this time.

13
14【Textbooks】
None.
【References】
Joshua Greene (2014). Moral Tribes: Emotion, Reason and the Gap
Between Us and Them (English Edition), Penguin Books.
【Grading criteria】• Participation (10%): Participation is worth 10% of your grade.
Your participation grade will depend on quality as well as a quantity ofyour involvement in class sessions (including punctuality, eagerness toparticipate and comment, showing respect to others’ presentations anddiscussions, paying careful attention to classmates’ presentations).
• Reaction Papers (10%): Your reaction paper grade will depend on
quality as well as a quantity in your reaction papers.
• Essay Assignment (40%): Your essay grade will depend on thequality of your essay.
• Final Exam (40%)• Social Media Bonus (up to 5%): This is your opportunity to bolster
your grade. You should email a link or a copy of your bonus assignments
by the due date to ensure you receive credit.
Twitter (1%): Compose and post one tweet about a published article
related to the content we have treated in class (which is presented in thecourse calendar). Your tweet must include the core point of the paper,provide a link to the paper, and include the hashtag#HoseiMoralPsych
Blog (1 to 2%): Compose and email me a blog post about a publishedarticle related to the content we have treated in class (which ispresented in the course calendar). Your blog posts must include thecore point of the paper, provide a link to the paper. You get one point for
doing a decent job, two points for doing a great job.
【Changes following student comments】
None.
【Prerequisite】
None.

【Fieldwork in class】
なし / No67
8
9

Evolutional andDevelopmental Origins
of Morality
Morality andPunishment
Morality, Sacredness,and Religion
Mind Perception and
Moral Judgment

Do we politically diverge because of
morality?
Can politically different people
discuss and get along?
Do we judge morality by others’
action or by their personality? Do
we judge by actors’ intention or byconsequences of their acts?
From brain to everyday life about
morality.
You are obliged to be available
throughout the final exam period.

【Work to be done outside of class (preparation, etc.)】
At the end of each lecture, students will receive 10 questions regarding
the content of that class. For the final exam, 20 of these questions
will be randomly selected. Also, students are required to prepare fora presentaion in the class (once per person).

【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Schedule】
No.
Theme
1
Introduction to
Psychology of Morality
and Course Overview
2
Moral Rationalism andIntuitionism
3
Dual Process Theory of
Moral Judgement
4
Emotion (especiallydisgust) and its
Influence on Moral
Judgement
5
Moralization

Morality and Politics(1)
Morality and Politics(2)
Acts vs. Person,
Intention vs.
Consequences ofMorality
Moral Neuroscienceand Everyday Morality
Final Examination &Wrap-upContents
Introduction to backgrounds andoverview of this course and review
of syllabus.
Is morality rational or intuitive?
How rationality and intuition
co-work in moral judgment?
What is the emotional basis ofmoral judgment?

When does something become
moral?
Where does morality come from?

Do we act moral if afraid of
punishment?
Is morality a foundation of religion?
Is mind perception essential tomorality?

— 191 —

発行日：2019/5/1
11

PSY300ZA

Community Psychology

12

Toshiaki Sasao

13

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：水 3/Wed.3

14【Outline and objectives】
This course has been designed to provide a rigorous undergraduate-level
introduction to the theories and methods of community psychology. Community psychology is concerned with person-environment
interactions and the ways society impacts individual and community
functioning. The field focuses on social issues, social institutions, andother settings that influence individuals, groups, and organizations.
Community psychology aims to optimize the well-being of individuals
and communities with innovative alternative interventions designed incollaboration with affected community members and with other related
disciplines inside and outside of psychology. Students are expected togain a comprehensive understanding of working knowledge and skills
in community psychology, as practiced around the world.
【Goal】
Upon completion of the course, students are expected to achieve thefollowing goals:(a) to develop an understanding of the role of social-historical factors
in the development of community psychological perspectives while
dispelling the popular myth about the field;(b) to gain a working knowledge of different theoretical approaches forprevention of social and psychological problems in the community andbegin to think about how these can be practically implemented andevaluated;(c) to critically analyze the community psychological literature; and(d) to appreciate professional careers and practices in community
psychology.

Prevention, Strengths& Promotion
Approaches (2)Stress & Coping
Approaches

Introduces “best practices” inprevention interventions

Compare and contrast several
clinical approaches to stress andcoping with CP approaches
Social Justice
Introduces the idea of social justiceApproaches
for community psychology
Emerging Trends inEnds the course with discussion on
Community Psychology several recent trends and future
directions in CP research andpractice【Work to be done outside of class (preparation, etc.)】
Students are expected to complete all the reading assignments (if any),
and are prepared to engage in class activities and discussion. The course
requirements and assignments are explained above in the Method(s)section, but depending on the level of students’ preparation and interest,chances are that some of the requirements may be subject to changeslightly, if not entirely.
【Textbooks】
Class readings will be available online. Some of the chapters will bedrawn from the following textbooks, and from American Journal ofCommunity Psychology, American Psychologist, Journal of Community
Psychology, etc.
Kelly, J.G. et al. (2004). Six community psychologists tell their stories:
History, contexts, and narratives. Binghamton, NY: Haworth Press.
Kloos, B. et al.(2012). Community psychology: Linking individuals andcommunities (3rd ed.). Belmont, CA: Wadsworth.
【References】
Additional references will be introduced in class.
【Grading criteria】
The following show approximate activity-by-activity percentage points
toward your final course grade: (a) Active Participation, Preparation,
and Engagement (10%); (b) “Experiencing A Different Ecology” (30%);(c) Biography Paper (20%); and (d) In-class Reflection Papers (10%), and(e) Take-Home Final (30%).

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.

【Changes following student comments】
N/A【Method(s)】This course combines several different kinds of pedagogical strategies
including lectures, class discussion, film discussion, and small group
work. The requirements of the course include: (a) active participation,
preparation, and engagement in class, (b) “Experiencing a Different
Cultural Ecology (a field exercise)”, (c) a Biography Paper, (d) occasional
in-class reflection papers, (e) a take-home final.
Required Readings
Students are expected to come to class fully prepared to participate inclass discussion and other activities. In order to do so, students are
required to have read the readings for each module prior to coming toclass sessions.

【Equipment student needs to prepare】
None.
【Others】
Please note that successful completion of general psychology, social
psychology, clinical psychology, and/or a few psychology-related courses
may be desirable, but not required.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction &Overview
2
Community Psychology(CP): History, Values, &Assumptions

3
4

Embracing Social
ChangeEmpowerment

5

Community andCitizen Participation

6

Ecological andEnvironmental
Approaches (1)Ecological andEnvironmental
Approaches (2)Midterm Review

7

8
9

10

Appreciating and
Affirming Human andCultural Diversity
Prevention, Strengths& Promotion
Approaches (1)Contents
Provides a course overview,expectations, & requirements
Introduces and discusses key
historical events, values andassumptions in CP practice andresearch
Discusses the nature of socialchange and theories
Introduces several empowerment
models and theories of
empowerment
Discusses theoretical frameworks
for community and citizen
participation
Introduces ecological models forunderstanding life space
Discusses ecological interventions
and a video presentation
In-Class Review and/or Film
Review
Discusses models of humandiversity and interventions aroundthe world
Discusses key concepts inprevention science— 192 —

発行日：2019/5/1

ARS300ZA

13Sport and Cultural
Heritage

14

Review
End-term Examination

Contemporary British Culture
Mitsutoshi Somura
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 2/Tue.2【Outline and objectives】
This course will provide a perspective on contemporary British culture.
With Britain as a case theme, we also understand the diversityof cultures around the world and the significance of enhancing
communication with people from other cultural backgrounds.
【Goal】(1) Students will study the latest developments of, and arguments
on, culture in Britain after WWII, particularly after the 1980s.
During this period, British society and culture changed rapidly andwere fragmented and reshaped. (2) Students will think of themin social, political, economic and historical contexts, and also study
factors such as nation, ethnicity, gender, youth culture, commercialism,
entertainments, and the internet. (3) Accumulating knowledge andhaving a map concerning contemporary British culture will contributeto students’ understanding of interdisciplinary discourses in media andacademia. (4) This course will help build skills of acquiring information,
analyzing materials, and writing reports.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Students will learn the words, concepts, and proper nouns of every
week’s theme.
While giving consideration to the tradition, theconventions, and Britishness in culture, these themes will be analysedin the context of 21st-century Britain. The recent studies of culture will
make debate issues more understandable to foreign students. Pictures,
films, and music will be used in the class. For students’ further study,
materials will be distributed, as well as related books and websites
introduced.

【Work to be done outside of class (preparation, etc.)】
Students are required to read the assigned materials and prepare forclass.
【Textbooks】
Textbooks will not be used. Handouts and reading materials will be
provided by the lecturer.
【References】
David Christopher (2015). British Culture: An Introduction (3rd edn).
London: Routledge.
Michael Higgins, Clarissa Smith and John Storey (eds.)(2010). The
Cambridge Companion to Modern British Culture.
Cambridge:
Cambridge University Press.
Peter Childs and Michael Storry (1999). Encyclopedia of Contemporary
British Culture. London: Routledge.
The BBC History website (The Making of Modern Britain): http://bbc.
co.uk/british/modern/overview_1945_present_01.shtml【Grading criteria】
Evaluation will be based on class participation (30%), a writing
assignment (20%), and exam (50%). More than two unexcused absences
will result in failure of the course.
【Changes following student comments】
Nothing in particular.
【Prerequisite】
Students should have completed UK: Society and People or have somebasic knowledge about British society and culture.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
A Survey of Post-war
Britain 1950-79
3A Survey of Post-war
Britain 1980-present
4English Language

5

Journalism and the
Media

6
7

Literature (Poetry andNovel)
Theatre8

Cinema9Internet andCyberculture

10

TV and Radio

11

Art, Architecture and
Design

12

Popular Music andFashionGentlemen, the home nations,leisure, gender, disability,
government, commerce
The country house, the National
Trust, festivals, sectarianism
The class is expected to compare
Britain and Japan in these aspects,
discussing with international
students
Students’ inquiries and discussion,
written examination

Contents
Outlining the course
Timeline and the economic,
political and social context
Timeline and the economic,
political and social context
English and the society, RP, PC, theCeltic languages
Newspaper, magazine, alternative
publications
The class compares Britain andJapan with regard to theconservation of culture
Experiments, women, ethnic
minority, children, publication
Realism, absurdity, musical, newdramas, comedy, theatre after
ThatcherSocial realism, pop style, Heritage
films, Ken Loach, Independent
films
Trends in social media, video
games, the web and the law
The class is expected to compare
Britain and Japan in these aspects,
discussing with international
students
BBC, commercial TV, politicalsatire, soap opera, reality TV
Francis Bacon, Damien Hirst,
Tracey Emin, Modernist andpost-modernist architects
Rock’n’roll, Mods, Beatles, Punk,
post-Punk, club, Britpop, thebusiness of music— 193 —

発行日：2019/5/1

ARS300ZA

New Zealand Culture and History
Yutai Watanabe

10World War I

11World War II and After

12

Policies

13

Pioneers I

14

Pioneers II

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 2/Tue.2【Outline and objectives】
New Zealand (NZ) is one of the most popular destinations fornature-lovers and fans of world-acclaimed movies such as The Lord of
the Rings and The Hobbit. At the same time, its flourishing economy
and relaxing lifestyle has attracted immigrants and long-term stayers
from all over the world. It is little known, however, that this small
country with a population of fewer than five million has been leading theworld on social issues, particularly with regard to women’s suffrage, theanti-nuclear movement and caring for the underprivileged. This course
is concerned with the significant historical figures and events of NZ
from the early contact between the Maori and Europeans to some great
backyard inventors. With NZ as a case theme, we also understand thediversity of cultures around the world and the significance of enhancing
communication with people from other cultural backgrounds.
【Goal】
By the end of the course, students will:(1) acquire substantial understanding of the major facts and issues ofNZ,(2) develop the skills needed to collect and analyse data for research
purposes, and(3) learn to make an effective presentation about selected topics.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Each student does research on an assigned topic independently andgives a 20-minute talk on it, while the other students are expected
to contribute to the discussion with questions and comments. The
instructor is more of a facilitator to assist students by providing aframework for study and inviting lively discussion and response. By
the last class, students will complete an essay on one of their chosen
subjects, addressing the suggestions they receive at the time of theirpresentation. Attendance at the first class is mandatory.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2
3

Introduction
European Explorers

4

Indigenous People

5

Maori Culture

6

Early Visitors

7

Racial Relations

8

Movie Time

9

Settlement【Work to be done outside of class (preparation, etc.)】
Students are required to download the references and presenters’
handouts from the course website, and to read them carefully in advanceso that they can actively participate in discussions.
【Textbooks】
No textbooks are used. All handouts are posted on the course website
while additional materials will be provided in the classroom.
【References】
The following websites will be useful as comprehensive introductions.
Ministry for Culture and Heritage. (2019). New Zealand history.
Retrieved from http://www.nzhistory.net.nz/
Ministry for Culture and Heritage. (2019). Te Ara: The encyclopedia of
New Zealand. Retrieved from http://www.teara.govt.nz/en【Grading criteria】
Evaluation will be based on class discussion (20%), presentation (40%)
and a submitted essay (40%). More than two unexcused absences will
result in failure of the course.
【Changes following student comments】
This course was not offered in 2018.
【Equipment student needs to prepare】
The reference materials are downloadable in PDF format.
【Others】
It is recommended that students have completed Australia: Society and
People and/or UK: Society and People with good grades.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Overview(1) ANZAC (Gallipoli)(2) Relation with Japan (HIJMS
Ibuki)(1) Featherston Incident(2) Anti-nuclear policy (Rainbow
Warrior, USS Buchanan)(1) Women’s suffrage (KateSheppard)(2) Endangered birds (yellow-eyed
penguin, black robin)[The class is expected to compare
NZ and Japan in these aspects,
discussing with international
students.](1) Richard Pearse (Wright
brothers)(2) Burt Munro (The World’s
Fastest Indian)(3) Bungy jumping (AJ Hackett,
Henry van Asch)(4) Peter Jackson (The Lord of theRings)

Contents(1) Outlining the course content
and instructional methodologies(2) APA style guide
A quick look at NZ geography
For each topic, key words inparentheses should be referred to ina student’s presentation.
(1) Abel Tasman (Batavia, Terra
Australis)(2) James Cook (HMS Endeavour,
Jean-Francois-Marie de Surville)(1) Maori (Kupe, Hawaiki,
Aotearoa, iwi)
(2) Moriori (Tommy Solomon)(1) Buildings (marae, pa)(2) Moko[The class compares NZ and Japan
with regard to the conservation ofindigenous culture.](1) Seal hunters (NZ seals, Dusky
Sound)(2) Whalers (NZ whales, Kaikoura)(1) Treaty of Waitangi (Bay of
Islands, lieutenant-governor)(2) Waitangi Tribunal (Maori as an
official language)
NZ culture and history through a
film[The class is expected to compare
NZ and Japan in these aspects,
discussing with international
students.](1) Gold rush (Otago, West Coast)(2) Sheep farming past and present【Prerequisite】
No prerequisite is required.

— 194 —

発行日：2019/5/1

CUA300ZA【Prerequisite】
None.

Comparative Media【】

Stevie Suan
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 2/Fri.2【Outline and objectives】
In this class we will explore how different media operate, exploring how
various mediums ̶ such as animation, cinema, visual art, theater,
comics, and literature ̶ allow us to see and understand the world
in different ways. By using theories and methods developed for each
media, we will gain a better understanding of how each media operates,
and what it allows us to see or hides from our view. In order to keep somecommon ground, we will compare each of these media to a particular
type of animation: anime. While comparing and contrasting these
media, we will be analyzing specific anime works, detailing how they
touch on topics such as societal critique, politics, gender, technology,
spectatorship, geopolitics, and consumerism. Throughout the classwe will be using Christopher Bolton’s book, which compares anime todifferent media, to guide the course.
【Goal】In addition to teaching the students about contemporary media andsociety, this class aims to develop critical thinking and analytical skills.
Throughout the semester students will: 1) learn methodologies toanalyze various media; 2) examine the specific operations of each media;
3) learn how to analyze the media’s relationship to society; 4) explore
how to conduct in-depth analyses of specific media works.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will be lecture based, with visual material such as clips of films
and animation. Students will be asked to have group discussions oncertain themes. Each week students will be assigned a section from
Bolton’s book. This reading will be important background information
and/or will be directly addressed as the topic of the lecture anddiscussion. Lectures will explain in detail and through examples the
topic for that class. Discussions based off of the lecture will be facilitatedby questions from the instructor to help the students explore anddevelop their critical and analytical skills for that topic. Students will
be assessed on their understanding of the lectures and readings throughtheir exams.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Reading Anime
3
Visual Art
4
Comics5
Cinema I
6
Cinema II
7
Review & Mid-term
Exam
8
Seriality
9
Theater I
10Theater II
11
Theater III
12
Spectatorship
13
Literature
14
Wrap-up & Final ExamContents
Comparing media
Methods for interpretation
Post-modernity
Manga vs. anime versions
Realism and cinema
Media and warfare
Overview of first section
Episodic narratives
Noh theater
Bunraku
Puppets and cyborgs
Gender and viewership
Fantasy and self-hood
Overview of comparing media【Work to be done outside of class (preparation, etc.)】
Students should complete the assigned readings before each class andstudy the notes they take in class.
【Textbooks】
Bolton, Christopher.
Press, 2018.

Interpreting Anime.

University of Minnesota【References】
References to different online articles and other media will be provided
in class.
【Grading criteria】
Participation 20%
Mid-term exam 40%
Final exam 40%【Changes following student comments】
Not applicable.

— 195 —

発行日：2019/5/1【References】
Anderson, Benedict. Imagined Communities: Reflections on the Origin
and Spread of Nationalism. Verso Ed., 1985.

CUA300ZAMedia and the Nation
Stevie Suan
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 1/Thu.1【Outline and objectives】
In this class, we will explore how various media intersect with theidea of the nation in Japan. This will include engaging with theintersection of different media during the formation of the modern
Japanese nation-state in the late 1800s. From this point of departure,
we will move forward through Japanese history, exploring different
media and how they operated in Japanese society at different times.
We will examine print culture, from newspapers and wood-block prints,
to comics and magazines, as well as moving-image media such asanimation and live-action TV and film. Exploring their history, we will
analyze some of their shifts over time, and how they reflect changes intheir relationship to images of the nation in Japan. This includes how
subcultural “otaku” media became official symbols of Japanese national
culture, both locally and globally. After addressing this topic in detail,we will then return to more mainstream media, such as films and TV
dramas and their relationship to shifts in Japanese society.

【Grading criteria】
Participation 20%
Mid-term exam 40%
Final exam 40%【Changes following student comments】
Not applicable.
【Prerequisite】
None.
【】

【Goal】In addition to teaching the students about modern Japanese history,society, and media, this class aims to develop critical thinking andanalytical skills. Throughout the semester students will: 1) learn
methodologies to examine various media and their connection to
Japanese society; 2) examine the specific dynamics of each media andtheir connection with the nation of Japan on a local and global scale; 3)
develop how to analytically engage with the history of Japan and these
media through the methodologies learned in class.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will be lecture-based, with visual material such as clips offilms and animation. Students will be asked to have group discussions
on certain themes. Each week students will be provided with anacademic reading relevant to the topic. These readings will be importantbackground information and/or will be directly addressed as the topic of
the lecture and discussion. Lectures will explain in detail and throughexamples the topic for that class. Discussions based off of the lecture
will be facilitated by questions from the instructor to help the students
explore and develop their critical and analytical skills for that topic.
Students will be assessed on their understanding of the lectures andreadings through their exams.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Imagined Communities
3
Making National Arts
4
Taisho and Showa
Media
5
Post-war Shifts
6
From Niche to Mass

7
8
9
10
11
12
13
14

Review & Mid-term
Exam
Otaku and Media
FrenzyOtaku in Transition I
Otaku in Transition II
National Visibility ofFujoshiPost-Bubble TV

Contents
Nations and media
Newspapers and the nation-state
Theater and hanga in Meiji Japan
Beginnings of characters in popular
media
Identity changes in popular genres
Anime and manga rise to nationalfame
Overview of first section of classCreating an image of otaku
Friendly otaku in film
Different types of consumption
Rise of female otaku consumers

Celebrity and lifestyle in TV
dramasMaking Japan’s Food
Food, culture, and nation
Wrap-up & Final Exam Concluding remarks on nations
and media【Work to be done outside of class (preparation, etc.)】
Students should complete the assigned readings before each class andstudy the notes they take in class.
【Textbooks】
No textbook will be required as readings will be provided by the
instructor.

— 196 —

発行日：2019/5/1

Media and Globalization【Work to be done outside of class (preparation, etc.)】
Students should complete the assigned readings before each class andstudy the notes they take in class.

Stevie Suan

【Textbooks】
No textbook will be required as readings will be provided by the
instructor.

CUA300ZA

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 3/Thu.3【Outline and objectives】
With Disney films and anime becoming popular all over the world, it ishard not to see animation as a dominant form of global media. But how
can we explore animation in its global position? Focusing on animationfrom the U.S., Japan, as well as Europe and parts of Asia, in thisclass we will closely examine the particularities of animation, exploring
different thematic topics that intersect with globalization. Throughout
the semester we will be engaging with the aesthetics of animation,
analyzing its history, production processes, and global presence. In
the first section of the class, we will learn how animation functions
as a certain type of technology, how it operates transnationally, andhow this is representative of contemporary globalization. In the second
section of the class, we will examine specific topics that are relevant toglobalization, including the spread of culture, the ethics of globalization,and global environmental destruction. Utilizing the methods learned in
the first section of the class, we will analyze how specific animations andgenres grapple with these topics.

【References】
Appadurai, Arjun. Modernity at Large: Cultural Dimensions of
Globalization. University of Minnesota Press, 1996.
【Grading criteria】
Participation 20%
Mid-term exam 40%
Final exam 40%【Changes following student comments】
Not applicable.
【Prerequisite】
None.
【】

【Goal】In addition to teaching students information about animation andglobalization, this class aims to develop critical thinking and analyticalskills. Throughout the semester students will: 1) learn methodologies to
examine animation as a particular type of media; 2) explore many of the
problems of globalization through the example of animation; 3) learn
how to apply those methodologies to analyze how certain animations
engage with the problems of globalization.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Classes will be lecture-based, with visual material such as clips offilms and animation. Students will be asked to have group discussions
on certain themes. Each week students will be provided with anacademic reading relevant to the topic. These readings will be importantbackground information and/or will be directly addressed as the topic of
the lecture and discussion. Lectures will explain in detail and throughexamples the topic for that class. Discussions based off of the lecture
will be facilitated by questions from the instructor to help the students
explore and develop their critical and analytical skills for that topic.
Students will be assessed on their understanding of the lectures andreadings through their exams.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Media Flows

3
4
5
6
7
8
9
10
11
12
13
14

Transnational
Production
Global History
Global Expansion
Animation as Global
Technology
Review and Mid-term
Exam
Globalized Aesthetics

Contents
Media’s part in globalization
Different ways of thinking about
globalization
Animation production acrossnational borders
Transnational influences
Differences in consuming media
globally
Effects of technology
Overview of first section

Anime’s globally recognizable
stylistics
Animating Actions
Disney’s techniques vs. anime’s
techniques
Local-Global Conflicts I Ethics of global actions
Local-Global Conflicts
Local folklore gone global
II
Local-Global Conflicts
Environmentalism as global
III
problem in animation
Local-Global Conflicts
Imagining a global world inIVcyberpunk animation
Wrap-up & Final Exam Overview of animation and global
media— 197 —

発行日：2019/5/1【Textbooks】
There is no assigned textbook for this course. Students are required toread the journal articles and the book chapters specified in the readinglist.

POL300ZA

International Relations of the Asia-PacificTakeshi Yuzawa
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 2/Thu.2【Outline and objectives】
This course will explore the nature of international relations in the AsiaPacific. It will mainly examine and discuss the following: (1) factors forstability and peace in the Asia-Pacific region after the end of the Cold
War; (2) roles for the great powers in the region: the United States,
China, and Japan; (3) problems and prospects for regional security andeconomic cooperation; (4) the evolution of regional institutions; (5) theprospects for regional order.
【Goal】
The course objectives are: (1) to develop students’ ability to effectively
use IR theories to analyze and explain developments in regional affairs;(2) to enable students to analyze the foreign policies of the major powers
and selected regional countries; (3) to enable students to assess thedevelopments of regional institutions; (4) to enable students to examine
and assess the status and prospects for regional order.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is composed of twelve lectures. In each class, a backgroundlecture on a pre-selected topic will be provided to students. After alecture, there will be a discussion. While the lectures will provide an
overview of the topics in question, the discussions will give students anopportunity to examine policies in more depth.

【References】
Shambaugh, David and Yahuda, Michael (eds), International Relationsof Asia. Second edition. Rowman & Littlefield Publishers, 2014.
Connors, Michael K., Davison Rémy and Dosch, Jorn (eds), The New
Global Politics of the Asia-Pacific. Third edition. Routledge, 2017.
Pekkanen, Saadia, Ravenhill, John and Foot, Rosemary (eds), The
Oxford Handbook of the International Relations of Asia. Oxford
University Press, 2014.
Wallis, Joanne and Carr, Andrew (eds.)Asia-Pacific Security: An
Introduction.Georgetown University Press, 2016.
Yahuda, Michael. The International Politics of the Asia Pacific. Fourthand revised edition. Routledge, 2018.
Beeson, Mark and Richard Stubbs (eds), Routledge Handbook of AsianRegionalism. Routledge, 2012.
Dent, Christopher M. East Asian Regionalism. Second edition.
Routledge, 2014.
【Grading criteria】
Contribution to discussion (20%), Examinations (80%)
【Changes following student comments】
Handouts to be provided in a timely manner.
【Prerequisite】
GIS students wishing to take part in this course are required
to have completed "Introduction to International Relations orWorld Politics".
Non-GIS students wishing to take part in this course shouldhave a basic knowledge of International Relations theories
and adequate English skills to complete the course work andassignments.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
The Significance of theUnited States

3

The Rise of China I

4

The Rise of China II

5Japan and theAsia-Pacific I

6Japan and theAsia-Pacific II

7

Mid-term Exam andReview
The Development of
ASEAN
Korea and Australia

8
9

10

11

12

13

14

Economic Cooperation
and Integration in the
Asia-Pacific
Security Cooperationand Multilateralism in
the Asia-Pacific
Prospects for Regional
Order in the
Asia-Pacific I
Prospects for Regional
Order in the
Asia-Pacific II
Final Exam andWrap-upContents
Course outline
Examining the role of the UnitedStates in maintaining regional
order in the Asia-Pacific region
Examining the rise of China and its
implications for regional order
Examining the rise of China and its
implications for regional order
Investigating Japan’s foreign andsecurity policies in the post-Cold
War era with special reference to
the Asia-Pacific region
Investigating Japan’s foreign andsecurity policies in the post-Cold
War era with special reference to
the Asia-Pacific region
Written test and review of major
topics covered by week 2 to 6
Investigating the processes behindthe development of ASEAN
Discussing issues relating to the
Korean Peninsula and toAustralian foreign policy
Investigating the problems andprospects for regional economic
cooperation
Investigating the problems andprospects for regional security
cooperation
Examining prospects for regionalorder
Examining prospects for regional
order
Written test and wrap-up【Work to be done outside of class (preparation, etc.)】
Students are required to have pored over assigned readings before
attending the lectures.

— 198 —

発行日：2019/5/1
14

POL300ZA

Peace & Conflict Studies I

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 5/Fri.5【Outline and objectives】
Despite widespread euphoria following the end of the U.S.-Soviet rivalry,
the post-Cold War era has since witnessed an eruption of civil wars,
from the Balkans to the Middle East and Africa. These phenomena
are dangerous, not only because they bring increased bloodshed, butthey lead to the collapse of the nation-state. Given the disorderthat follows in the wake of a state’s failure, today’s conflict resolution
entails significant difficulties for the international community. Why
has there been an increase in civil conflicts since the end of the Cold
War? How can we prevent civil wars? To answer these questions, wewill examine contemporary conflict resolution, with particular attention
paid to peacekeeping operations.
This is the first half of a year-long exploration in Peace and Conflict
Studies. Students who want to develop a deeper understanding of the
field should also enroll in Peace and Conflict Studies II.

【Textbooks】
A. J. Bellamy and P. D. Williams Understanding Peacekeeping, 2nd ed.,(Cambridge: Polity, 2010).
【References】
None【Grading criteria】
Class participation (14%)
Reaction papers (3x12=36%)
Presentation (20%)
Term paper (30%)
【Changes following student comments】
Student requests and comments will be taken into consideration.
【Equipment student needs to prepare】
Internet.
【Others】
Week 1 attendance is mandatory to register for this class.
【Prerequisite】
None.

【Goal】
Upon completion of Peace and Conflict Studies I, students should havea better developed understanding of conflict resolution analysis.
This course improves student employability in two ways: First, by doing
writing assignments, students learn how to put their ideas into words.
Second, by making class presentations, students learn how to collect,
screen, and present important information.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】(1) During weeks 2-5, there will be lectures on the fundamentals
of peacekeeping. (Students are expected to submit reaction papers
following each lecture.)(2) During week 6, we will review theories.
(3) During weeks 7-13, students will make half-hour presentations on
designated UN peace-building operations.
(4) At the end of the course, students will submit the term paper.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

7

8

9

10

11

12

13

Presentation (1):
Cyprus (traditional
peacekeeping)
Presentation (2):Somalia (peace
enforcement)
Presentation (3):Cambodia (assistingtransitions)
Presentation (4):Rwanda (wider
peacekeeping)
Presentation (5):Bosnia (wider
peacekeeping)
Presentation (6): East
Timor (transitional
administrations)
Presentation (7):Afghanistan (peace
support operations)

Term paper【Work to be done outside of class (preparation, etc.)】
Students need to do assigned readings, reaction papers, and presentation preparation.

Hiromi Fujishige【Schedule】
No.
Theme
1
Course Guidance
2
Introduction to Peace& Conflict Studies
3
Lecture (1) Peace
Operations in History
4
Lecture (2): Peace
Operations during the
1990s
5Lecture (3): Peace
Operations in the 21stCentury
6
Review & Discussion:
Lecture Review

Examination &Wrap-upContents
How will the course be taught?
What will we study in the course?
Focusing on peace operaions
How did peace operations emerge
during the Cold War?
How did peace operations evolveafter the Cold War?
How have peace operations
developed since the Cold War?
Reviewing the lecture contents anddiscussing the presentationquestions
What are the major features andproblems of traditional
peacekeeping in Cyprus?
What are the major features andproblems of peacekeeping in
Somalia?
What are the major features andproblems of multi-dimensional
peacekeeping in Cambodia?
What are the major features andproblems of wider peacekeeping in
Rwanda?
What are the major features andproblems of wider peacekeeping in
Bosnia?
What are the major features andproblems of transitional
peacekeeping in East Timor?
What are the major features andproblems of peace support
operations in Afghanistan?

— 199 —

発行日：2019/5/1
11

POL300ZA

Peace & Conflict Studies II

12Hiromi Fujishige

13

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 5/Fri.5【Outline and objectives】
This course explores peace-building operations that follow after
civil wars. Building lasting peace following internal conflicts is,in effect, meant to rebuild states that have fallen into disrepair.
Peace-building operations are typically conducted under the auspicesof the international community, which is eager to import liberal vales(e.g. democracy, human rights, a market economy) as the basis forreconstruction in post-conflict states. In reality, the international
emphasis on liberal ideologies often meets resistance in war-torn
nations, which tend to have conservative cultures and traditional
values. This raises a crucial question, whether it is appropriate andeffective to apply liberal ideas to a conflicted nation. In this class, we willconsider the ramifications of this question, applying theoretical meansand case studies.
This course is the second half of a year-long exploration in Peace andConflict Studies.
【Goal】
Upon completion of this fall semester course, students should have abetter understanding of what is involved in peace-building, especially interms of theoretical analysis.
This course improves student employability in two ways: First, by doing
writing assignments, students learn how to put their ideas into words.
Second, by making class presentations, students learn how to collect,
screen, and present important information.

14

Employing the comparative
analysis of Namibia andMozambique
How should we evaluate thevalidity of Wilsonianism?

What have we studied in thecourse?
Term Exam & Wrap-up Take-home exam

【Work to be done outside of class (preparation, etc.)】
Students need to do assigned readings, reaction papers, and presentation preparation.
【Textbooks】
Roland Paris, At War’s End: Building Peace after Civil Conflict,(Cambridge: Cambridge UP, 2004).
【References】
Relevant materials will be distributed or designated in class.
【Grading criteria】
Class participation (20%)
Preparation papers (10x3=30%)
Paper for the Guest Speaker Lecture (5%)
Presentation (20%)
Term exam (25%).
【Changes following student comments】
Student requests and comments will be taken into consideration.
【Others】
Week 1 attendance is mandatory to register for this class. Completionof Peace and Conflict Studies I is highly recommended. For those whohave not taken it, instructor permission is required.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】(1) During weeks 2-4, students will participate in theoretical
discussions. (Doing the assigned readings and preparations papers is
compulsory for participation in group discussions.)(2) During week 5, we will review theories.
(3) During weeks 6 and 12, students will be engaged in reading anddiscussing case studies. (Same as (1) above.)(4) During weeks 7-11, students will make half-hour presentations on
designated UN peace-building operations. (When students are notpresenting, they will be expected to read the given materials and submit
preparation papers.)(5) At the end of the course, studnets will submit a take-homeexamination.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Guidance2
Reading andDiscussion (1): The
Basics of Peace
Operations
3
Reading andDiscussion (2): The
Origins ofPeacebuilding
4
Reading andDiscussion (3): The
Liberal Peace Thesis
5
Review & Discussion:
Reviewing the Lecturesduring Week 2-4
6
Reading & Discussion(4): Introduction to
Cases
7
Presentation (1):Angola and Rwanda
8
Presentation (2):Cambodia and Liberia
9
Presentation (3):Bosnia and Croatia
10
Presentation (4):
Nicaragua, El Salvadorand Guatemala

Presentation (5):Namibia andMozambique
Reading andDiscussion (5): The
Limits of Wilsonianism
Reviewing the Course

Contents
How will the course be taught?
What are peace operations? Why
are they important?

How has peacebuilding evolved inhistory?

Criticizing liberal peace thesis

Reviewing the theoretical part

Examining the presentationquestions
Employing the comparative
analysis of Angora and Rwanda
Employing the comparative
analysis of Cambodia and Liberia
Employing the comparative
analysis of Bosnia and Croatia
Employing the comparative
analysis of Nicaragua, El Salvadorand Guatemala— 200 —

発行日：2019/5/1
12

POL300ZA

Global Political Economy
Nathalie Cavasin

13

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 1/Wed.1【Outline and objectives】
We will examine the structure of the contemporary global political
economy. Students will be introduced to the theories, debates andparadigms using case studies to develop an understanding of the global
political economy. Specific attention will be put on the role of China andits increased participation in the global political economies and also on
the recent trends regarding India’s political economy.
【Goal】
Students, through the discussions and debates in class, with backup from recent news will be able to learn to express their opinions
and develop their critical thinking skills. Groups discussions will beorganized as well, so students can improve their speaking skills throughteamwork.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Each class includes lectures and discussions related to the classcontents. Students are expected to participate in the class discussion.
Each student will also do one or two mini presentations on a topic
from the news in relation with the course contents topics.
In
addition, at the end of the semester, there will be on individual essay
project presentation (topic to decided later with the supervision of theprofessor). Students will provide oral and/or written feedback to each
students regarding their presentation and written assignments.
The professor will provide oral and written feedback to each student.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview of the Course
2
Understanding theevolution of the world
economy3
Post-war global
economy4
International tradepatterns
5Group Discussion on
the impact oftransnational
corporations
6
How the global
financial system
operates
Decision on the topics
for theessay-presentation
project
7
Discussion with cases
studies on China andIndia Labor in the
global economy
8
Women in the world
economy9
Understanding thenotion of development
10
Environmental issues
today in the world
Discussion and debate
Submission of the
Essay (for the groups
that will present inclass 11)
11
Presentation (group)
Global political
economySubmission of the
Essay (for the groups
that will present inclass 12)

14

Security
Presentation (group)
Submission of the
Essay (for the groups
that will present inclass 13)
Presentation (group)
Discussion
Review and Final
Exam
Submission of the Book
Review

Security (Chap. 14)

Governing the global political
economy (Chap. 15)
Review and Final exam in class【Work to be done outside of class (preparation, etc.)】
Be always ready by preparing the pages of the readings given in advance
before coming to the next class. Additional homework will be assigned
such as preparing an update with a current affair in the world related
to the discussion/class contents. It is expected to read newspapers andnews magazines several times a week. Students will need to updatethemselves with currents news to stay informed about key issues anddebate both within Japan and in the world. Students should prepare
the work for the essay and presentation (group presentation) and bookreview at the date defined in the course agenda table.
【Textbooks】
O’Brien R., and Williams M., Global political economy: evolution anddynamics, London, Red Globe Press, 2016.
Additional materials will be distributed in class by the professor.
【References】
Examples of on-line websites to access the news:- The New York Times- The Guardian- The Economist- Foreign Affairs- The Wall Street Journal- Time- Foreign Policy【Grading criteria】
Participation and attitude(20%)
Discussion participation in group (10%)
Essay (20%) and Presentation Project (10%)
Book Review (10%)
Final Exam
(30%)
【Changes following student comments】
N/A

Contents
Theories of global political economy(Chap. 1&2 of the Textbook)
Evolution of the world economy
from the industrial revolution(Chap.3&4)
The global economy: from 1945 totoday (Chap.5)
International trade (Chap.6)
Transnational production(Chap.7)【Equipment student needs to prepare】
The professor may request that you use a computer, tablet or
smartphone in order to access the Internet to prepare for the discussion
or fact-check during the class. Otherwise such devices cannot be used.
【Others】
Taking photos in class (the slides or notes on the board or in the class)is not allowed unless requested by Hosei University. Recording in classis not allowed.
【Prerequisite】
N/A

The global financial system (Chap.
8)

The international division of labor(Chap.9)

Gender (Chap. 10)
Economic development (Chap. 11)
Global environmental changes(Chap. 12)

Theoretical perspectives on global
political economy (Chap. 13)— 201 —

発行日：2019/5/1

POL300ZA

International Development Policy
Ippeita Nishida
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 2/Tue.2【Outline and objectives】
International development policies have been formulated along two
domains, one by the donor coordination group (i.e. providers of Official
Development Aid), traditionally represented by the OECD-DAC andanother at the multilateral agenda setting forum such as the United
Nations. While both serve the purpose of advancing the lives of people
and discussions are mutually-related, each has distinct interests andconstraints. In this course, we aim to understand how international
development policy/agenda is being formulated and what the current(and future) issues are. Specifically, students will explore (1) the
rationale and evolution of development policies by the donor community,(2) the more holistic and people-centered agenda setting at the United
Nations and (3) current policy debates on Sustainable Development
Goals (SDGs) that will govern development agenda till 2030.
【Goal】
The course objectives are:1) To enable students to assess the development policy debates frommultiple aspects.
2) To make students able to differentiate development agenda
formulation process at different stakeholder groups.
3) To equip students with the holistic understanding of the SDGs andtheir implications through groupwork.

Lancaster, Carol (2007), Foreign Aid: Diplomacy, Development,
Domestic Politics, University of Chicago Press
UN Document, A/RES/70/1, 21 October 2015 Transforming our world:the 2030 Agenda for Sustainable Development (available online at http://
www.un.org/sustainabledevelopment/sustainable-development-goals/ )Sachs, Jeffrey D (2015), The Age of Sustainable Development, Columbia
University Press
Wickstead, Myles A. (2015) Aid and Development: A Brief Introduction,
Oxford University Press
Hynes, W. and S. Scott (2013), The Evolution of Official Development
Assistance: Achievements, Criticisms and a Way Forward, OECD
Development Co-operation Working Papers, No. 12, OECD Publishing(available at http://dx.doi.org/10.1787/5k3v1dv3f024-en)【Grading criteria】
Class Participation: 20%
Occasional Assignment Papers: 25%
Group Presentation: 20%
Final Exam: 35%【Changes following student comments】
Constructive comments and feedback from students are always
welcomed and will be taken into consideration.
【Equipment student needs to prepare】
None in the class.
【Others】
Week 1 attendance is mandatory to register for this class.
【Prerequisite】
In order for students to successfully complete the class, basic
understandings of the development thoughts as well as international
relations are needed.
Thus, GIS students wishing to registerfor this class are recommended to have taken “Introduction to
Development Studies” and/or “Development Studies”. Also, knowledgeof international relations, international organizations and foreign policy
will be of benefit.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This class will have lectures and interactive discussions, as well asgroup presentations. Active participation is expected. Students will
undertake a final exam and have occasional short papers to write.
The course is composed of two parts. The first part (weeks 3-6) will
have lectures on debates among traditional donors. In the second part
(weeks 7-13), lectures will cover key discourses of the United Nations’adaptation of the Sustainable Development Goals, and students will
make group presentations on selected topics from the SDG 17 goals.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Overview of Discourse
3
Foreign Aid

4
5
6
7
8
9
10
11
12
13
14

Contents
Course outline, facts and trends
History and institutions
Use of “aid” in foreign policy /tasking group presentation
ODA
Concept of “Official Development
Assistance (ODA)”
Donor’s Debate
OECD-DAC, aid financing, Shaping
development debate
New Issues
Rise of new donors, state fragilityand “securitization”, etc.
United Nations
UN for development, People-centric
approach
SDGs
Formulating the “Sustainable
Development Goals (SDGs)”
Synthesis Discussion
Reconciling states’ interests andglobal agenda
Group Presentation 1
SDGs / selected topics
Group Presentation 2
SDGs / selected topics
Group Presentation 3
SDGs / Selected topics
Group Presentation 4
SDGs / selected topics
Final Exam & Wrap-up In-class or take home

【Work to be done outside of class (preparation, etc.)】
Reading and writing assignments. Groupwork for presentation.
【Textbooks】
There is no assigned textbook for this course. Students are required toread handouts and suggested articles/chapters from the references.
【References】
Students are encouraged to read following references to further theirunderstandings.
OECD (2006), DAC in Dates: The History of OECD’s Development
Assistance Committee(available online at www.oecd.org/dac/1896808.pdf )— 202 —

発行日：2019/5/1
Malcolm Evans.(2018). International Law. Fifth edition. Oxford: OUP.
Vaughan Lowe. (2008). Interntional Law, Oxford: OUP.
Ian Brownlie. (2012). Principles of International Law. Eighth edition.
Oxford: OUP.
Malcolm D. Evans.(2017). Blackstone’s Interantional Law Documents.
13th edition. Oxford: OUP .

POL300ZA

International Law
Naoko Obi
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 1/Fri.1【Outline and objectives】
This course aims to explain the basic principles of law, and thevarious roles and practices and limitations of international law inmodern international society.
Students will acquire multifacetedknowledge of international law and international society throughreadings, discussions and group work.
【Goal】
Upon completion of this course, students should have a better
understanding of the practices, theories and limitations of internationallaw.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】(1) The first phase of this course will be lectures on the basic principles
and theories related to (national) law in general and international law.
Students are asked to read the provided readings before the lecture.
Every class there will be quizzes and/or short essays to check whether
the students have understood the topic. Also, short presentations will
be asked of the students regarding certain topics. At the end of the firstphrase, a mid term exam will be given. Students are required to actively
participate in the discussions during class.
(2) In the second phase of this course, particular topics in internationallaw will be chosen, such as international human rights law, international refugee law, international environmental law, international lawof the sea or others which may be of interest to the students. Each
topic will be assigned to individual student and/or group of students(depending on the size of the class), and student(s) is (are) asked to makepresentations. The details will be provided in class.
(3) In the final week, students will be asked to hand in reports. The
topic will be notified during class.

【Grading criteria】
Class participation, quizes and other small assignments including
reaction papers (20%)
Individual and/or group presentation (25%)
End term paper (25%)
Mid term exam (30%)
【Changes following student comments】
Students’ requests and comments will be taken into consideration.
【Equipment student needs to prepare】
Internet access.
【Others】
The course will be offered by a teacher who has 30 years of experiencein the work of the United Nations. The course therefore will therefore
provide an opportunity for the students to learn how international law
is applied in reality.
Week 1 attendance is mandatory to register for this class. If the numberof students wishing to take this course exceeds the limit, the lecturer
will make a selection based on the questionnaire in the first class.
【Prerequisite】
Students are asked to have taken courses related to international
relations, international organizations etc.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Contents
1
Guidance
Course guidance and introduction
2
Basic Principles of Law What are the basic principles of
law in general?
3What is International
The nature of international law
Law? (1)and the international society
4What is International
The sources of international law
Law? (2)5What is International
The law of treaties
Law? (3)6
Law Related to States
Personality, statehood, recognition,
immunities
7
Jurisdiction underJurisdiction of States
International Law
8
Review & Mid-term
In class midterm exam
Exam
9International Human
Presentation by students
Rights Law
10International Refugee
Presentation by students
Law
11International
Presentation by students
Environmental Law
12International Law ofPresentation by students
the Sea
13
International Law and Presentation by students
Peace and Security
14
Wrap up
International law in the modern
international society【Work to be done outside of class (preparation, etc.)】
Students will be required to read the assigned readings and prepare forthe presentation.
【Textbooks】
Relevant materials will be distributed in class.
【References】
Martin Dixon. (2013). Textbook on International Law. Seventh edition.
Oxford: OUP.

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発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Before class, students should study the required readings and work on
any written assignments that may have to be submitted. After class,and especially before an exam, students should review their notes, aswell as check the notes provided by the instructor.

POL300ZA

Advanced Comparative Politics
Nathan Gilbert Quimpo
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：水 5/Wed.5【Outline and objectives】
This course seeks to broaden and deepen the students’ knowledge ofcomparative politics. Integrating theories, concepts and approaches
in comparative politics and case studies, the course blends countryto-country and thematic approaches. Comprehensive country studies
help students in seeing similarities and differences among states
and regimes around the world and in grasping and applying key
theories and concepts. The course also provides students with a morethorough understanding of the contemporary discourses and debates
on key topics studied in “Introduction to Comparative Politics,” suchas states, democratic and authoritarian regimes; political economy anddevelopment; nationalism and ethnicity; political violence; and theimpact of globalization. The course also offers deeper discussions onsome important issues or themes that may have been only cursorily
covered in introductory politics or comparative politics courses, suchas theories and approaches in comparative politics; public policy andpolicymaking; political culture; political parties and electoral systems;
and civil society and social movements.
【Goal】
The course aims to raise the students’ knowledge and understandingof comparative politics to a more advanced level; to help them gaina stronger and more thorough grasp of the theories, concepts andapproaches in comparative politics; and to help them develop their skills
in examining real-world problems and issues more incisively and inpresenting their positions more cogently, using theories and methods
in comparative politics.

【Textbooks】
G. Bingham Powell, Jr., Russell J. Dalton and Kaare Strom, 2015.
Comparative Politics Today: A World View, 11th Edition, Global Edition,
London: Pearson.
【References】• Andrew Heywood, 2019, Politics, 5th edition, Houndmills, UK: Red
Globe Press.
• John T. Ishiyama & Marijke Breuning (eds.), 2011.21st Century
Political Science: A Reference Handbook, Thousand Oaks: Sage
Publications.
• J. Tyler Dickovick & Jonathan Eastwood, 2016, Comparative Politics:
Integrating Theories, Methods, and Cases, 2nd edition, Oxford: Oxford
University Press.
• Articles from journals, newspapers or magazines and chapters fromother books.
【Grading criteria】
Participation in discussions: 40% of overall course mark.
Midterm exam: 30%
Final exam: 30%.
【Changes following student comments】
Not applicable.
【Prerequisite】
No prerequisites. It is recommended, however, that participants havetaken at least a basic course in politics or an introductory course incomparative politics in previous semesters.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course will consist mainly of lectures and open discussion. Students
will be asked as well as encouraged to express their views on the topic
being discussed. Audio-visual aids such as short video clips, photos,
maps and illustrations will be used to help make issues and events much
more concrete and vivid to students, and to help stimulate or enliven
discussion and debate.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

System and Process

3
4

Public Policy; Politics
in Japan
Politics in Britain

5

Politics in Germany

68

Politics in the UnitedStates
Review & Midterm
Exam
Politics in Russia

9

Politics in China

10

Politics in Brazil

11

Politics in India

12

Politics in Iran

13

Politics in Nigeria

14

Final Exam &Wrap-Up

7

Contents
Comparative political systems;
political culture and politicalsocialization (Powell et al., ch. 2-3)
Interest representation; interest
aggregation: political party
systems; the art of governance(Powell et al., ch. 4-6)
Public policy; politics in Japan(Powell et al., ch. 7, 11)
Politics in Britain (Powell et al., ch.
7)
Politics in Germany (Powell et al.,ch. 9)
Politics in the United States(Powell et al., ch. 18)
Midterm Exam
Politics in Russia (Powell et al., ch.
11)
Politics in China (Powell et al., ch.
12)
Politics in Brazil (Powell et al., ch.
14)
Politics in India (Powell et al., ch.
16)
Politics in Iran (Powell et al., ch.
15)
Politics in Nigeria (Powell et al., ch.
17)
Final exam

— 204 —

発行日：2019/5/1【Prerequisite】
Foundations of Finance

ECN300ZA

Investment
Shiaw Jia Eyo
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 2/Tue.2【Outline and objectives】
Stock investing. This is an intermediate level finance course that
focuses on the concepts of stock investing: characteristics of stocks,
stock valuation and dividend policy. Students will also apply investment
theories into practice based on a virtual stock market simulation.
【Goal】The end goal of the class is to apply the strategies of stock investing into
an actual stock portfolio based on a virtual stock market simulation.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is taught primarily through lectures and discussions.
Interactive class participation is encouraged.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
The Language of Stock
Setting up your virtual
account
3
Investment Strategies(1)4Market Analysis (1)

5
6
7
8
9
10
11
12
13
14

Investment Strategies(2)
Market Analysis (2)Financial Markets andInstitutions
Market Analysis (3)Stocks and their
Valuations (1)Stocks and their
Valuations (2)Market Analysis (4)Contents
Introduction to the course
Why stocks are good investment
and how to invest in stocks
Fundamental and technicalanalysis
Discuss virtual portfolio trading
strategies
Learn from the masters
Discuss virtual portfolio trading
strategies
Understand different financial
markets and products
Discuss virtual portfolio trading
strategies
Constant growth model
Non-constant growth model
Discuss virtual portfolio trading
strategies
Dividends versus capital gains

Distribution to
Shareholders (1)Distribution to
Dividend policy
Shareholders (2)Final Exam & Wrap-up Assessing the degree to which you
understand the subject【Work to be done outside of class (preparation, etc.)】
Read the chapters in the assigned reference book as well as textbook.
Update and monitor your stock portfolio constantly.
【Textbooks】
No particular textbook.
【References】
Kelly, Jason. The Neatest Little Guide to Stock Market Investing,Penguin Group, 2012.
Brigham, Eugene, Houston, Joel F. Essentials of Financial Management,
3rd Edition, Cengage Learning Asia Pte Ltd, 2014.
Keown, Arthur J, Martin, John D and Petty, William J. Foundations ofFinance: The Logic and Practice of Financial Management, 7th Edition,
Prentice Hall, 2011.
【Grading criteria】
Students will be evaluated based on class participation (20%), quizzes(15%), portfolio simulation (30%), and final exam (35%).
【Changes following student comments】
Not applicable.
【Others】
Students who are interested in taking this course must attend the firstweek of class. A selection process will be conducted during the first weekprior to the enrollment of this course.

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発行日：2019/5/1【Grading criteria】
Students will be evaluated based on class participation (20%),
assignments (25%), case presentation (10%) and final exam (45%).

MAN300ZA

International Business【Changes following student comments】
Not applicable.

Shiaw Jia Eyo
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 2/Fri.2【Others】
Students who are interested to take this course, must attend the firstweek of class. A selection process will be conducted during the firstweek prior to the enrollment of this course.
【Prerequisite】
Knowledge of business or economics【Outline and objectives】
Learning and applying principles of international business.
Globalization will continue to impact international activities andinfluence local outcomes.
A major driver of globalization is thecontinuous growth of international business. In this course, students
will learn concepts, processes and strategies of international business
management. Emphasis will be on issues impacting international
business and how companies conduct business to compete successfullyin the global market.
【Goal】The goal of this course is to understand the environment of international
business, and its advantages and disadvantages, while developing
critical thinking skills by analyzing the practicality of issues relating
to international business.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is taught primarily through lecture and discussions.
Interactive class participation is encouraged.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
Key Concepts ofInternational Business
3
Globalization ofMarkets andInternationalization of
the Firm
4
The Environment ofInternational Business
5
Case Studies: HarleyDavidson and Siemens
6
Government
Intervention
7
Case Studies: Airbus,
Boeing and Russell
Corporation
8
Emerging Markets,
Developing Economies
and Advanced
Economies (1)9Emerging Markets,
Developing Economies
and Advanced
Economies (2)10International
Monetary and
Financial Environment
11
Strategy andOrganization in theInternational Firm
12
Case Studies: Lenovo
and Nissan
13International Business
Issues14
Final Exam & Wrap-up

Contents
Introduction to the course
What is international business?
Dimensions and drivers of market
globalization

Ethics and cultural environment ofinternational business
Discussion of case studies
Rationale and instruments ofgovernment intervention
Discussion of case studies

Understanding emerging markets

Potential, risks and challenges of
emerging markets

Exchange rates, currencies,
monetary and financial system.
Integration-responsivenessframework.
Discussion of case studies
Debates of current issues ininternational business
Assessing the understanding of thesubject【Work to be done outside of class (preparation, etc.)】
Download and print out the handouts before each class. Read theassigned chapters in the textbook and complete any assignments given.
【Textbooks】
Cavusgil, Tamer S., Knight, Gary and Riesenberger, John. International
Business: The new Realities, 4th Edition, Prentice Hall, 2016.
【References】
Further materials will be provided by the instructor.

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発行日：2019/5/1
13MAN300ZA

Services Marketing
14

John Melvin
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 1/Thu.1【Outline and objectives】
The purpose of this course is to provide students with an in-depth
understanding of the theoretical and practical processes of marketing
services, with a particular focus on tourism. Organisations’ marketing
and relationships with customers have been evolving rapidly, driven
particularly by globalisation and advances in technology.
It isincreasingly important to understand the impact of these changes inorder to gain competitive advantage.
This course will consider strategic issues in services marketing; we will
also consider micro-marketing issues relating to service design, tourist
behavior and the challenges and opportunities for managers presented
by technological developments.
Students will engage in additional learning opportunities such as group
discussions and presentations. We will analyse a number of tourismrelated case studies in addition to other service sectors.
【Goal】
This course aims to give students insights into the particularcharacteristics of marketing services such as tourism. After exploring
current marketing theory on consumer value creation and the consumer
experience, the course will apply these to the management andmarketing of services. From the consumer perspective, students
will learn about consumer behaviour, the impact of the service
environment and forming relationships with service providers. Froman organisational perspective, we will consider managing the service
environment, innovation and developing service brands in order tofacilitate consumer value creation.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.

【References】
McCabe, S. (2014) The Routledge Handbook of Tourism Marketing.
London: Routledge
Palmer, A. (2014) (7th Edition) Services Marketing. London: McGraw
Hill
Pine, J. and Gilmore, J. (2011) (Updated Edition). The Experience
Economy. Harvard: Harvard University Press【Grading criteria】
Evaluation will be based on
1. Class and online participation (30%)
2. Group presentation and report (30%)
3. Exam (40%)
The group work is assessed on an individual basis.
Students are expected to complete all the assigned reading andhomework to enable them to get the most benefit from the lectures.
【Changes following student comments】
N/A【Others】
I can draw from my experience in organizing events and as marketing
director of a tourism business in the UK to help pro- vide students with
examples and to illustrate issues.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course Content andClass Format
2
Consumer Value
Creation

5

6

7

8
9
10

11

12

End of semester examination【Textbooks】
There is no set textbook. Weekly handouts and reading materials will
be distributed in class and/or available on H’etudes.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

4

Analyze organizational approaches
towards sustainability and more
responsible business approaches【Work to be done outside of class (preparation, etc.)】
Students will be assigned reading as preparation for classes. Students
are expected to download and preview the lecture slides before eachclass.

【Method(s)】Lectures will take place in an interactive environment, with students
contributing through group discussions and a presentation. In groupprojects, students will gain an in-depth understanding of a particularorganization/destination and must then present the results of theiranalysis.

3

Marketing,
Sustainability &Corporate Social
Responsibility (CSR)
Examination &Wrap-upContents
Setting the context: introducing
the characteristics of services andthe challenges of service marketing
Considering theories relating to thenew marketing paradigm of value
co-creation
The Experience
Analysing the seminal text by Pine
Economyand Gilmore and the implications
for service providers
Managing the
Exploring different influences on
Consumer Experience
the service experience, and thevarious stages of service delivery
Service Systems andExploring the design of the service
the Servicescapeenvironment and the impact onservice consumption
Buyer Decision Making Examining the influences on
decision-making and howorganizations can manage these
Innovation and New
Considering the challenges andService Development
opportunities that new service
developments offer organizations
Developing Service
Investigating branding and
Brandsdifferentiation
Service Quality
Examining consumer perceptions ofquality and organizational strategy
Service Delivery
Examining the role of employees
and self-serving technology infacilitating consumer value
creation
Relationships andExploring the importance of
Networks
organizational and customer
networks and how they canfacilitate service consumption
Group Presentations
Student group presentations— 207 —

発行日：2019/5/1

MAN300ZA

11

Case Study -2

12

CSR in the Workplace

13

Case Study -3

14Case Study -4
Final Exam
(Presentation)

Corporate Social Responsibility
Sairan Hayama
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 2/Mon.2【Outline and objectives】
This course is designed to introduce and explore the diversified
perspectives and understandings on Corporate Social Responsibility(CSR). We are going to develop an understanding of CSR in the global
context and learn why and how modern corporations are managing
CSR in their business activities. The major topics dealt with in thiscourse will be Defining CSR, CSR Concepts and Theories, Cases For andAgainst CSR, Responsibilities to Stakeholders, CSR in the Marketplace,
CSR in the Workplace, and etc.
【Goal】The goal of this course is to help students build the basic understandingof CSR, know how CSR is applied in different arenas of business andexplore CSR management in companies. Students will be able to define
CSR and explain the meanings of CSR strategic practices in modern
corporations after taking this course.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The class format consists of lecture and discussion, group work, classpresentation, assignments, quizzes, and exams. In order to develop a
global vision and analytical thinking, students will be encouraged to
discuss their findings from the course materials and compare their own
personal cultural views with those of their peers. Therefore, regularattendance is required for this course.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &Introduction

2

CSR in a Global
Context

3

The Cases for andagainst CSR -1

4

The Cases for andagainst CSR-2

5

CSR Concepts andTheories -1

6

CSR Concepts andTheories -2

7

Responsibilities to
Stakeholders -1

8

Responsibilities to
Stakeholders -2

9Case Study -1
Mid-term Exam

10

CSR in theMarketplace

Contents
Confirm the course syllabus andgive instructions regarding
readings and preparation for classmeetings.
Introduce the key concepts incorporate social responsibility, theessential issues relevant to the
responsible management ofbusinesses. Textbook: pp.3-25(lecture & discussion)
Discuss different perspectives forand against CSR. Textbook:
pp.27-65 (lecture & discussion)
Discuss different perspectives forand against CSR. Textbook:
pp.27-65 (lecture & discussion)
Explore the concepts and theories
of CSR. Textbook: pp.66-96 (lecture& discussion)
Explore the concepts and theories
of CSR. Textbook: pp.104-127(lecture & discussion)
Who are the stakeholders? Howshould companies respond to thesestakeholders? Textbook:
pp.133-164 (lecture & discussion)
What are the responsibilities ofcompanies for stakeholders?
Textbook: pp.168-198 (lecture &discussion)Company A regards employees as
No.1 stakeholders and adopt
stakeholder-oriented management
philosophy and implement CSR
positively.
How to improve the bottom line byimplementing an engaging,authentic, and business-enhancing
CSR program that helps staff andbusiness thrive. Textbook:
pp.213-250 (lecture & discussion)Company B- BOP business inAfrica. A case study on thebusiness designed for people wholive at the bottom of the basepyramid.
Discuss human rights andwork-life balance issues in theworkplace. Textbook: pp.253-289(lecture & discussion)Company C - family friendly
company. A case study on thework-life balance implementations.
Company D - corporate citizenshipin the community. A case study on
corporate citizenship andsustainable development.

【Work to be done outside of class (preparation, etc.)】
Students are required to have their own text material copies andprepare for each class by reading through the materials to be covered
before coming to class. The textbook is available in the library but you
are recommended to have your own textbook.
【Textbooks】
Andrew Crane, Dirk Matten and Laura J. Spence (2014), Corporate
Social Responsibility: Readings and Cases in a Global Context,
Routledge.
【References】
1. Andrew Crane & Dirk Matten (2016), Business Ethics: Managing
Corporate Citizenship and Sustainability in the Age of Globalization,
Oxford Univ. Printing.
2. Charlotte Walker & John D. Kelly edited (2015), Corporate Social
Responsibility? : Human Rights in the New Global Economy , Universityof Chicago Press.
3. Jeremy Moon (2015), Corporate Social Responsibility: A Very ShortIntroduction, Oxford Univ. Printing.
4. J.Okpara & S.O. Idowu edited (2016), Corporate Social Responsibility:
Challenges, Opportunities and Strategies for 21st Century Leaders (CSR,
Sustainability, Ethics & Governance), Springer.
5. Peter Baines (2015), Doing Good By Doing Good: Why Creating
Shared Value is the Key to Powering Business Growth and Innovation,
Wrightbooks.
【Grading criteria】
Participation and attitude 30%, presentation and report / homework
30%, mid-term exam 20%, final exam 20%【Changes following student comments】
Students taking this course are required to have basic business
management knowledge.
【Others】
A formal document of proof is necessary when you are absent fromthe class meetings because of recruiting interviews which are on anassigned date by the company. Absences for free selection groupinterviews will not be given consideration since the class has priority.
【Prerequisite】
None.

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発行日：2019/5/1

ECN300ZA

International Economics
George Y Wang
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 1/Mon.1【Outline and objectives】
In this course, we will discuss fundamental concepts and principles
in international trade and open macroeconomics. The first half ofthe course will focus on international trade, particularly trade models
and trade policies. The second half of the course will examine foreignexchange markets and balance of payments. Economic vulnerabilities
leading to financial crises as well as monetary policy choices will also be
examined.
【Goal】The intention of this course is to integrate theory and application. At
the end of the course, students should grasp and be able to discuss
fundamental concepts in international trade and finance i.e. what drives
countries to trade and how economies are linked through prices andmacroeconomic quantities. Students should be able to discuss pertinentissues related to international macroeconomics, including trade policy,
financial crises and policy responses.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course is comprised mainly of lectures, in-class activities, anddiscussions. In-class activities, such as discussions or answering
problem sets may be conducted individually, in pairs, in small groups
or with the entire class. Students are expected to participate actively
and present their answers in class. Finally, students form groups tomake a presentation at the end of the semester about financial crises
and policy responses. (The lecture schedule may be adjusted dependingon the pace of the class or at the discretion of the instructor. Any changes
will be announced in class.)【Fieldwork in class】
なし / No

2

International Trade
Theory (1)3International Trade
Theory (2)4International Trade
Theory (3)567International Trade
Theory (4)Mid-term Exam
Financial Crises

8

Exchange Rates (1)9Exchange Rates (2)10Exchange Rates (3)11Balance of Payments(1)

12

Balance of Payments(2)

13

Course Consolidation
and Final ExamStudent Group
Presentations

14【Textbooks】
Krugman, Paul, Maurice Obstfeld and Marc Melitz, International
Economics: Theory & Policy , 10th ed. (Essex: Pearson Education
Limited, 2015)【References】
For additional reading, the student may refer to the following materials:
Reinhart, Carmen and Kenneth S. Rogoff, This Time is Different: Eight
Centuries of Financial Folly. (Princeton: Princeton University Press,
2009)
International Monetary Fund. 2009. World Economic Outlook: Crisisand Recovery. Washington, April.
International Monetary Fund. 2011. World Economic Outlook: Slow
Growth, Rising Risks. Washington, September.
Other materials, if any, will be given by the instructor or shall beannounced in class.
【Grading criteria】
Class Participation (attitude, assignments, and recitation): 30%
Quizzes: 20%
Midterm Exam: 25%
Final Exam: 25%【Changes following student comments】
Students are encouraged to provide feedback and suggestion regarding
the course. Constructive suggestion is appreciated and may be taken forcourse adjustment.
【Others】
This course requires students to have a good understanding ofmathematics and graphic analysis.
【Prerequisite】
Macroeconomics I.
Students who have taken other economics course need to discuss with
the instructor for permission.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Introduction

2. Short assignments: Students are at times given assignments
to strengthen their understanding of the application of the concepts.
Students are expected to hand in their homework in the following class.
In case of absence, students should hand in homework during the nextclass.
3. Familiarization with current issues: Students are encouraged toread newspaper articles related to course contents, such as international
trade and international finance.
4. Student Group Presentation: Students may be asked to form into
small groups to discuss with group members and to make a casepresentation on assigned topics.

Contents
Introduction to the course (Chapter
1)
The Ricardian model
Labor productivity andcomparative advantage (Chapter 3)
The specific factors model
Income distribution, labor mobility(Chapter 4)
The Heckscher-Ohlin model
Relative prices and the pattern oftrade (Chapter 5)
The standard trade model (Chapter
6)
In class written exam
A history of financial crisis andpolicy responses
Exchange rates and the foreignexchange market (Chapters 14, 15)
Monetary approach in the long run(Chapter 16)
Asset approach in the short run(Chapter 17)
National income accounting andthe balance of payments (Chapter
13)
The open economy trilemma
Exchange rate regimes (Chapters
18, 19)In-class written exam
Financial crises, recessions, andpolicy responses【Work to be done outside of class (preparation, etc.)】
1. Readings: Students are expected to read the textbook chapterscarefully and to prepare for the lecture. Special attention should be
paid to understanding the tables and the graphs.

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発行日：2019/5/1

MAN300ZA

Advanced Accounting
Noriaki Okamoto
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 4/Fri.4【Outline and objectives】
The aim of "Accounting (A6282)" is to understand what corporate
financial statements are and how to prepare them. In this "Advanced
Accounting" course, the main objective is to learn how to readand analyze corporate financial statements. As all corporations aresupposed to follow the same set of accounting standards (GAAP), theresultant outcome (accounting information) is objectively compared.
The technique of financial statement analysis is useful not only
to investors but also accountants, financial analysts and businessconsultants. In addition to how to read basic corporate financial
statements (balance sheet, income statement, and cash flow statement),
this course briefly covers some advanced accounting topics such as
auditing and financial valuation.
【Goal】
Students will be able to become familiar with reading and analyzing
corporate financial statements. Real corporate financial statements
are often used for the case studies in this course. Therefore, students
can gain experiences of practically using ratios to analyze corporate
financial numbers. Also, students can gain knowledge of related fields
such as auditing.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.

13

Final Presentation ①

14

Final Presentation ②【Work to be done outside of class (preparation, etc.)】
Students are expected to read the assigned textbook chapters before
each class. Also, in addition to the preparation for the final presentation,
there will be homework during the course.
【Textbooks】
Wayne A. Label (2013), Accounting for Non-Accountants 3rd edition,
Sourcebooks.
【References】
Wayne A. Label, Cheryl Kennedy Henderson (2015), Study Guide
and Workbook for Accounting for Non-Accountants 3rd edition, Solana
Dreams Publishing Company.
Jae K. Shim, Joel G. Siegel, Nick Dauber, Anique A. Qureshi (2014),
Dictionary of Accounting Terms 6th edition, Barrons Educational Series.
Thomas R. Robinson, Elaine Henry, Wendy L. Pirie, and Michael
A. Broihahn (2015), International Financial Statement Analysis 3rdedition, CFA Institute, Wiley.
【Grading criteria】
Projects / homework 20%,
Class participation / discussion 20%, Mid-term exam 30%，and final
presentation 30%【Changes following student comments】
None【Equipment student needs to prepare】
A calculator【Prerequisite】
Students are expected to have basic kowledge of accounting (e.g.
Accounting: A6282).

【Method(s)】This course is taught through lectures, discussions and exercises. At
my discretion, I may assign one or more mini-projects to be completed
during, or outside of, the class. In the final presentation, students are
required to choose one listed company, analyze its financial statements,
and recommend its stock. Students are encouraged to ask questions andto request that particular points be explained if they remain confused or
uncertain about items discussed during the class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

3

4

5

6

7

8
9

10

11
12

Individual presentations about
each corporate financial statement
analysis
Individual presentations about
each corporate financial statement
analysisContents
Learn and discuss how financial
statement analysis is conducted(handouts and sides)
Three Basic Financial
Review and discuss the basic
Statements
financial statements (Ch. 3-5,
handouts and slides)
Using Financial
Learning some ratios for a
Statements for
short-term financial analysis (Ch.
Short-Term Analysis ① 8, handouts and slides)
Using Financial
Apply the technique of short-term
Statements forfinancial analysis to the real
Short-Term Analysis ② corporate financial numbers (Ch. 8,
handouts and slides)
Using Financial
Learning some ratios for a
Statements forlong-term financial analysis (Ch. 9,
Long-Term Analysis ① handouts and slides)
Using Financial
Apply the technique of long-term
Statements forfinancial analysis to the realLong-Term Analysis ② corporate financial numbers (Ch. 9,
handouts and slides)
Review of Short andComprehensive review of short andLong-Term Analysis
long-term financial ratio analysis(Ch.8 and 9, handouts and slides)
Review & Mid-Term
Mid-term exam (Ratios)
Exam
Analysis of Cash Flows Learn how to analyze the numbers①
on the cash flow statement (Ch. 5,
handouts and slides)
Analysis of Cash Flows Learn how to analyze the numbers②
on the cash flow statement (Ch. 5,
handouts and slides)
Auditing
Understand the significance andthe overview of auditing (Ch. 10)
Corporate Valuation
Learn more practical corporate
valuation techniques (e.g., Du Pont
analysis)— 210 —

発行日：2019/5/1
11MAN300ZA

International Finance
12

Manish Sharma
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：水 4/Wed.4【Outline and objectives】
Increasingly, the global financial system plays a pivotal role in theeconomic world order. This course covers the movements and the trendsof the global financial markets and the working of the multinationalfirms. Furthermore, it explains the necessary conceptual apparatus in
a way that is both challenging and interesting. For this purpose, theconcepts and the cases are presented in a lively, and relevant fashion byfocusing on topical financial issues.
【Goal】
The course intends to explain:
1. Theory and application of techniques of finance, in the internationalsetting.
2. The big picture of international finance and thereby explaining how
various pieces fit together.
3. That finance is fun.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The class is designed to be:
1.Interactive: With a strong emphasis on student participation.
2. Up-to-date: With the real-time explanation of unfolding events.
3. Critical and Analytical: Understanding the whys and hows of the
global financial system.
4. Accessible: Breaking down the complex jargon in simple terms.

13

14【Work to be done outside of class (preparation, etc.)】
Students are expected to review class material, complete assignments,and find relevant material.
【Textbooks】
Krugman P. R., Obstfeld M. and Melitz M. (2018). International
Finance: Theory and Policy (11th Edition). Pearson Education.
【References】
Pilbeam K. (2013).
Macmillan.

【Changes following student comments】
Not applicable.

【Schedule】
No.
Theme
1
International Finance:
Let the Fun Begin

4

5

6

7

8

9

10

Palgrave【Grading criteria】
Contribution to the class discussion 30% (An indicator of classparticipation)
Class Presentations 20% (Includes the short presentation)
Short Tests 30% (There will be two short tests given during the class)Short Report 20% (Each student is required to submit a short report)【Fieldwork in class】
なし / No

3

International Finance (4th Edition).

【Prerequisite】
Basic understanding of economics.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2

Global Financial Crises - Banking fragility- Rise of contagion- Algebra of moral hazard- The idea of decoupling- Relevant cases
Optimum Currency- The case of the Euro
Areas
- The theory of optimum currency
areas- Euro crisis
Emerging Market- The growth trends- Income inequality- Structural reforms- Relevant cases
The Digital Disruption - Cryptocurrencies(Future of Finance)- AI and automation- Universal Income- Brexit

Contents- Overview of the course- Overview of the international
financial markets
International Trade- National income accounting
Flows- Gross domestic product- The balance of payments
Exchange Rates- Foreign exchange markets- An asset approach to the FOREX
market- Currency wars
- Relevant cases
Money, Inflation and- Basics of monetary policy
Interest Rates- Determinants of interest rates- Philips curve- Relevant cases
World Economy- Classification- Understanding the developedworld- Developing world- Relevant cases
Global Corporation- Understanding the multinational
Corporations (MNC)- Global sourcing- Born Global firms- Relevant cases
Fixed Exchange Rates - Central Bank interventions
and FOREX- Stabilization policy
Interventions- Capital flight- Relevant cases
International- Gold standard
Monetary System: A- Bretton woods system and theHistorical Perspective
IMF- Relevant cases
Financial Globalization - International capital market andgains from trade- Challenges of regulatinginternational banking- Relevant cases
Growth of the- Overview of the futures/forward
Derivative Markets
and options market- Rise of commodities trade- The price of hedging- Relevant cases— 211 —

発行日：2019/5/1

MAN300ZA

Financial Statement Analysis

9

Analysis of Cash Flows10

13Further Analysis ofCash Flows (1)Further Analysis ofCash Flows (2)Corporate Fraud,Internal Controls andSustainability
Reporting
Final Presentation (1)14Final Presentation (2)11May May HoCredit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 2/Wed.2【Outline and objectives】
The aim of the Financial Statement Analysis course is to understandwhat corporate financial statements are, analyze them through to how
to prepare Financial Statements. As all corporations are supposed
to follow the same set of accounting standards (Generally Accepted
Accounting Principles or GAAP), the resultant outcome (accounting
information) can be objectively compared. The technique of financial
statement analysis is useful not only to investors but also accountants,
financial analysts and business consultants. In addition to learn how
to read basic corporate financial statements such as the Statement of
Financial Position, Statement of Financial Income and Statement ofCashflow, this course covers some advanced accounting topics such as
auditing as well as contemporary issues such as corporate fraud, impact
on financial statements when there is a change in accounting standards
and Sustainability Reporting.

12

Prepare the cash flow statementand discuss importance of cash flow
statement and working capital.
Analyse the numbers on theStatement of Cashflows.
Question Practice.
Corporate Fraud, Internal Controls
and Sustainability Reporting.

Group presentations about eachcorporate financial statement.
Final course examination.

【Work to be done outside of class (preparation, etc.)】
Students are expected to read the assigned readings and slides of thenext class before each class. Also, in addition to the preparation for the
final presentation, there will be homework during the course.
【Textbooks】
None. Electronic handouts will be provided.
【References】
None【Grading criteria】
Projects / homework 20%,
Class participation / discussion 15%, Mid-term exam 35%，and final
presentation 30%【Goal】
Students will be able to become familiar with reading and analyzing corporate financial statements. Real-world corporate financial statements
are used for case studies in this course allowing students to see practicaluses of ratios to analyze corporate financial numbers. Furthermore,
students will gain knowledge of related fields such as fraud, internal
controls and sustainability reporting.

【Changes following student comments】
N/A【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.

【Prerequisite】
Students are expected to have basic knowledge of accounting (e.g.
Accounting: A6282).

【Method(s)】This course is taught through lectures, discussions and exercises.
Students may be assigned one or more mini-projects to be completed
during, or outside of, the class. In the final presentation, students are
required to choose one listed company, analyze its financial statements,
and give their recommendations. Students are encouraged to ask
questions and to request that particular points be explained if theyremain confused or uncertain about items discussed during the class.
The lecture schedule may be adjusted depending on the pace of the classor at the discretion of the instructor. Any changes will be announced inclass.

【Equipment student needs to prepare】
None.
【Others】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

Contents
Discuss how financial statement
analysis is performed.
Review and discuss the basic
financial statements - Statement of
Financial Position, Statement of
Financial Income and Statement ofCashflows.
Apply ratios for a short-term
financial analysis.
Apply the technique of short-term
financial analysis to the real
corporate financial numbers.
Question practice.

2

Three Basic Financial
Statements

3

Using Financial
Statements for
Short-Term Analysis(1)

4

Using Financial
Statement for
Short-Term Analysis(2)
Using Financial
Apply ratios for a long-term
Statements forfinancial analysis.
Long-Term Analysis (1) Apply the technique of long-term
financial analysis to the real
corporate financial numbers.
Using Financial
Question practice.
Statements forLong-Term Analysis (2)Revisit Financial
Question practice.
Statement for Both
Short and Long Term
Analysis
Review & Mid-Term
Mid-term examination.
Exam

5

6

7

8

— 212 —

発行日：2019/5/1

LIT400ZA

Seminar: British Culture and Literature I
Mitsutoshi Somura
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 3/Fri.3, 金 4/Fri.4【Outline and objectives】
Study in this seminar is interdisciplinary. Literature, society, andculture are directly or indirectly associated with each other. Culture
is about the way of living for a particular group of people or society,including their ideas, customs and social behavior. Politics and economy
in society affect culture very much, and vice versa. Britain is ‘aforeign country - they do things differently,’ so comparison will bemade between two cultures, British and Japanese. Cultural issues
in Britain concerning nation, migration, globalisation, family, religion,
gender, ethnicity, class, and so on always become more political andcontroversial because of the plurality of their identities. Bearing thesein mind, students will understand Britain in human terms, read modern
literary works closely by referring to critical terms and theories, andcultivate an appreciation for literature. Students will read literaryworks, study modern British culture, conduct research, and write an
essay.

【References】
Higgins, Michael, Clarissa Smith and John Storey. (eds.) (2010). The
Cambridge Companion to Modern British Culture. Cambridge: CUP.
Abercrombie, Nicholas and Alan Warde. (2000). Contemporary British
Society (3rd edn.). Cambridge: Polity Press.
Oakland, John. (2016). British Civilization: An Introduction (8th edn.).
London: Routledge.
Stevenson, R. (2004). The Oxford English Literary History Series, v.12.
1960-2000: The Last of England?. Oxford: OUP.
Davies, Alistair and Alan Sinfield. (eds.) (2000). British Culture of the
Postwar: An Introduction to Literature and Society 1945-1999. London:
Routledge.
Childs, Peter and Mike Storry. (eds.) (1999). Encyclopedia ofContemporary British Culture. Abingdon: Routledge.
For detailed timeline in Britain 1947-2005 : http://www.bbc.co.uk/
history/british/timeline/present_timeline_noflash.shtml【Grading criteria】
Grades are based on class participation (50%), and a writing assignment(50%). More than two unexcused absences can result in failure of thecourse.
【Changes following student comments】
More time will be given for class discussion.
【Prerequisite】
Students should have completed Introduction to English Literature ,UK: Society and People and Contemporary British Culture. If you
haven’t, contact the instructor.

【Goal】
Students will (1) further knowledge of the developments of society andculture in Britain after the 1980s, (2) learn how to read and appreciate
literature in English, and (3) improve research and writing skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The seminar consists of lectures, students’ presentations and discussion.
Students are required to read the materials, make preparations forclass, and deliver PowerPoint presentations both on the assignments
and his/her essays in progress. Students will continue to research into
a topic he/she chooses and complete an essay at the end of the academic
year.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
Britain after the 1980s
Reading Literature
3
Country and People 1
Reading Literature
4
Country and People 2
Reading Literature
5
Religion
Reading Literature
6
Politics
Reading Literature
7
Government andRegions
Reading Literature
8
Economy
Reading Literature
9
Class
Reading Literature
10
WelfareReading Literature
11
Education
Reading Literature
12
FamilyReading Literature
13
Media
Reading Literature
14
Course Review
Reading Literature

Contents
Course overview
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ Presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Course review,
students’ inquiries, and discussion【Work to be done outside of class (preparation, etc.)】
Students are expected to complete assignments as instructed andprepare for class. Continue to research into his/her topic and write an
essay.
【Textbooks】
Christopher, David. (2015). British Culture: An Introduction (3rd. edn.).
London: Routledge.
Another textbook and reading materials will be specified at the
beginning of the seminar.

— 213 —

発行日：2019/5/1【Textbooks】
Christopher, David. (2015). British Culture: An Introduction (3rd. edn.).
London: Routledge.
Other textbooks and reading materials will be specified at the beginningof the seminar.

LIT400ZA

Seminar: British Culture and Literature II
Mitsutoshi Somura
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 3/Tue.3, 火 4/Tue.4【Outline and objectives】
Study in this seminar is interdisciplinary. Literature, society, andculture are directly or indirectly associated with each other. Culture
is about the way of living for a particular group of people or society,including their ideas, customs and social behavior. Politics and economy
in society affect culture very much, and vice versa. Britain is ‘aforeign country - they do things differently,’ so comparison will bemade between two cultures, British and Japanese. Cultural issues
in Britain concerning nation, migration, globalisation, family, religion,
gender, ethnicity, class, and so on always become more political andcontroversial because of the plurality of their identities. Bearing thesein mind, students will understand Britain in human terms, read modern
literary works closely by referring to critical terms and theories, andcultivate an appreciation for literature. Students will read literaryworks, study modern British culture, conduct research, and write an
essay.
【Goal】
Students will (1) acquire knowledge of the developments of society andculture in Britain after the 1980s, (2) learn how to read and appreciate
literary works in English, and (3) improve research and writing skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.

【References】
Higgins Michael, Clarissa Smith and John Storey. (eds.) (2010). The
Cambridge Companion to Modern British Culture. Cambridge: CUP.
Abercrombie, Nicholas and Alan Warde. (2000). Contemporary British
Society (3rd edn.). Cambridge: Polity Press.
Oakland, John. (2016). British Civilization: An Introduction (8th edn.).
London: Routledge.
Stevenson, R. (2004). The Oxford English Literary History Series, v.12.
1960-2000: The Last of England? Oxford: OUP.
Davies Alistair and Alan Sinfield. (eds.) (2000). British Culture of the
Postwar: An Introduction to Literature and Society 1945-1999. London:
Routledge.
Childs Peterand Mike Storry.
(eds.)(1999).
Encyclopedia ofContemporary British Culture. Abingdon: Routledge.
For detailed timeline in Britain 1947-2005: http://www.bbc.co.uk/
history/british/timeline/present_timeline_noflash.shtml【Grading criteria】
Grades are based on class participation (50%), and the academic essay(50%). More than two unexcused absences can result in failure of thecourse.
【Changes following student comments】
More time will be given for class discussion.
【Prerequisite】
Students should have completed Introduction to English Literature ,UK: Society and People and Contemporary British Culture. If you
haven’t, contact the instructor.

【Method(s)】The seminar consists of lectures, students’ presentations and discussion.
Students are required to read the materials, make preparations forclass, and deliver PowerPoint presentations both on the assignments
and his/her essays in progress. Students will continue to research into
a topic he/she chooses and complete an essay at the end of the academic
year.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction
Reading Literature
2
Cultural Timeline after
the 1980s 1
Reading Literature
3
Cultural Timeline after
the 1980s 2
Reading Literature
4
Heritage andBritishness
Reading Literature
5
Literature 1
Reading Literature
6
Literature 2
Reading Literature
7
Literature 3
Reading Literature
8
Literature 4
Reading Literature
9
CinemaReading Literature
10
Television and Radio
Reading Literature
11
Popular Music
Reading Literature
12
Art, Fashion andArchitecture
Reading Literature
13
SportsReading Literature
14
Course Review

Contents
Course overview
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Course review,
students’ inquiries, and discussions【Work to be done outside of class (preparation, etc.)】
Students are expected to complete assignments as instructed and makepreparations for class. Continue to research into his/her topic and write
an essay.

— 214 —

発行日：2019/5/1
2. Schunk, D. H. (2016). Handgook of self-regulation of learning andperformance. (2nd ed.). Routledge.

EDU400ZA

Seminar: Language Teaching and Learning I
Machiko Kobori
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 4/Tue.4, 火 5/Tue.5【Outline and objectives】
The course is for students wanting to explore effective teaching andlearning methods in L2 education. It explains how to elicit and maintainlearners’ motivation. It encourages students to examine, reflect on anddiscuss significant aspects of successful teaching and language learning.
This course focuses on issues affecting learner motivation in thelanguage classroom. It provides different approaches for understanding
L2 motivation. It encourages students to consider how they cancontribute to learner achievement.
It provides opportunities fordeveloping practical techniques that motivate language learners.

【Grading criteria】
Evaluation will be based on:
1. Class participation (30%)
2. Presentation (40%)
3. Writing assignment (30%)
More than 2 unexcused absences will result in failure of thiscourse.
【Changes following student comments】
More advanced notice of assigned readings will be given in order to allow
students to prepare for class discussions.
【Equipment student needs to prepare】
PC【Prerequisite】
ESL Education Ⅰ, Ⅱ, Ⅲ or TESOL Ⅰ, Ⅱ, Ⅲ

【Goal】
The course provides opportunities to:
1. Explore challenging issues in language teaching and learning.
2. Acquire knowledge and methods for teaching languages.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】1. Students learn basic ideas for effective teaching.
2. Students are required to make topic presentations and complete areflective essay.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
What is Motivation? (1)3What is Motivation? (2)

4
5
6
7
8
9
10
11

12

13

14

Contents
Course guidance on seminar Ⅰ
Exploring motivation (1)Theories of motivation in
psychology (1)What is Motivation? (3) Theories of motivation in
psychology (2)What is Motivation? (4) Motivation to learn aforeign/second language (1)What is Motivation? (5) Motivation to learn aforeign/second language (2)Motivation andMotivation in practice (1)Language Teaching (1)Motivation andMotivation in practice (2)Language Teaching (2)Motivation andMotivation in context(1)Language Teaching (3)Motivation andMotivation in context(2)Language Teaching (4)Presentation (1)Focuses on L2 motivational
theories and research studies:
Demonstration/Observation,
review and discussion (1)Presentation (2)Focuses on L2 motivational
theories and research studies:
Demonstration/Observation,
review and discussion (2)Presentation (3)Focuses on L2 motivational
theories and research studies:
Demonstration/Observation,
review and discussion (3)Consolidation
Review and discussion【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.
2. Students are required to choose a topic, prepare a presentation, andwrite a reflective paper.
【Textbooks】
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation.
Pearson Education.
【References】
1. Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity andthe L2 self. Multilingual Matters.
2. Dörnyei, Z. (2005). The psychology of the language learner. Lawrence
Erlbaum.

— 215 —

発行日：2019/5/1
2. Creswell, W. J. & Creswell, J. D. (2018). Research Design. (5th ed).
SAGE.

EDU400ZA

Seminar: Language Teaching and Learning II
Machiko Kobori
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 3/Thu.3, 木 4/Thu.4【Outline and objectives】
The course is for students wanting to explore effective teaching andlearning methods in L2 education. It explains how to elicit and maintainlearners’ motivation. It encourages students to examine, reflect on anddiscuss significant aspects of successful teaching and language learning.
This course focuses on issues affecting learner motivation in thelanguage classroom. It provides different approaches for understanding
L2 motivation. It encourages students to consider how they cancontribute to learner achievement.
It provides opportunities fordeveloping practical techniques.
【Goal】
The course provides opportunities to:
1. Explore challenging issues in language teaching and learning.
2. Acquire knowledge and methods for teaching languages.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】1. Students learn basic ideas for effective teaching.
2. Students are required to make topic presentations and complete areflective essay.

【References】
1. Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language
research: construction, administration, and processing. Routledge.
2. Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity andthe L2 self. Multilingual Matters.
3. Schunk, D. H. (2016). Handgook of self-regulation of learning andperformance. (2nd ed.). Routledge.
【Grading criteria】
Evaluation will be based on:
1. Class participation (30%)
2. Presentation (40%)
3. Writing assignment (30%)
More than 2 unexcused absences will result in failure of thiscourse.
【Changes following student comments】
More advanced notice of assigned readings will be given in order to allow
students to prepare for class discussions.
【Equipment student needs to prepare】
PC【Others】
1. Students are required to conduct their own research investigation tocomplete their seminar paper.
2. Students are required to practice L2 teaching targeting L2 learners
at different ages and levels for assuring L2 motivational theories andstrategies.
【Prerequisite】
Seminar: Language Teaching and Learning Ⅰ
ESL Education Ⅰ, Ⅱ, Ⅲ or TESOL Ⅰ, Ⅱ, Ⅲ

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
Exploring L2
Motivation ResearchStudies (1)3Exploring L2
Motivation ResearchStudies (2)4Exploring L2
Motivation ResearchStudies (3)5Exploring L2
Motivation ResearchStudies (4)6Exploring L2
Motivation ResearchStudies (5)7Exploring L2
Motivation ResearchStudies (6)8Exploring L2
Motivation Researchstudies (7)9Exploring L2
Motivation ResearchStudies (8)10Exploring L2
Motivation ResearchStudies (9)11Exploring L2
Motivation ResearchStudies (10)12
Exploring L2
Motivation ResearchStudies (11)13
Consolidation (1)14Consolidation (2)Contents
Course guidanceOriginal text reading (1): Review ofthe historical overview of L2
motivation
Original text reading (2): Review of
the theories of L2 Motivation
Original text reading (3): L2
motivation and language teaching
Researching L2 motivation (1)Researching L2 motivation (2)Essay writing: topics and methods(1)
Essay writing: topics and methods(2)
Essay writing: topics and methods(3)
Essay writing: presentation anddiscussion (1)Essay writing: presentation anddiscussion (2)Essay writing: presentation anddiscussion (3)L2 motivational theories andresearch studies: review anddiscussion
L2 motivation and language
teaching: review and discussion【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.
2. Students are required to choose a topic, prepare a presentation, andwrite a reflective paper.
【Textbooks】
1. Dörnyei, Z., & Ushioda, E. (2011).
motivation. Pearson Education.

Teaching and researching— 216 —

発行日：2019/5/1【Equipment student needs to prepare】
Bring to class: a notebook, the reading material on a laptop or a tablet,or bring a hard copy of the material. Further information will be
provided by the instructor.

LIT400ZA

Seminar: Writing and Magazine Production I【Others】
Enrollment is limited to 3rd and 4th year students.

Michael Bettridge
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 4/Thu.4, 木 5/Thu.5【Prerequisite】
Permission from the instructor to enroll in the course.

【Outline and objectives】
Journal/article writing, magazine design and production.
【Goal】
The course goal is twofold: (1) to produce well-written pieces
of nonfiction and creative writing; (2) to design and produce amagazine-journal of the students’ course work.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course guides students through specific model examples andexercises for writing and magazine production. The students willproduce original works and edit said works for inclusion in the seminarmagazine-journal. Reading, writing, rewriting and creativity are thetools of success in the class. As such, this course will improve thestudents’ employability skills of critical and creative thinking, written
and oral communication, self-innovation and motivation, as well as
those of collecting, analyzing, and producing information.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Course Requirements

2

The Magazine Concept341) The Mini-Profile
2) Magazine Concept:
Writing Topics
The Personal Essay (1)5The Personal Essay (2)67

Course work review
and correction
The Issue Essay (1)8The Issue Essay (2)9The Scene Story (1)10The Scene Story (2)11Course work review
and correction
Writing for the Trades(1)
Writing for the Trades(2)
Course work review
and correction

12
13
14

Contents
Overview of this term’s writing
projects, goals and responsibilities
An examination of a range ofmagazines and journals for styleand design
Identifying the demographic ortarget market
1) Biographical writing: getting toknow your subject
2) Theme and writing assignments
The non-fiction story: writing about
a personal event
The non-fiction story: writing about
a personal event
Editing and rewriting
Commentary: writing opinion
piecesCommentary: writing opinion
piecesExercises in observation: writing
about time and place
Exercises in observation: writing
about time and place
Editing, rewriting and designing
The feature article: writing about
what you know best
The feature article: writing about
what you know best
Reviewing, editing and rewriting【Work to be done outside of class (preparation, etc.)】
Students must do required writing, research and reading for each class.
【Textbooks】
No textbook will be used. The instructor will provide handouts, as wellas access to course reading materials.
【References】
Stilman, Anne. Grammatically Correct: The Essential Guide to Spelling,
Style, Usage, Grammar, and Punctuation. Writers Digest Books, 2010.
【Grading criteria】
Evaluation will be based on class participation (50%) and written andgroup work (50%).
【Changes following student comments】
Students requested more in-class time to work on individual writing anddesign projects.

— 217 —

発行日：2019/5/1【Equipment student needs to prepare】
Bring to class: a notebook, the reading material on a laptop or a tablet,or bring a hard copy of the material. Further information will be
provided by the instructor.

LIT400ZA

Seminar: Writing and Magazine Production II【Others】
Enrollment is limited to 3rd and 4th year students.

Michael Bettridge
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 3/Fri.3, 金 4/Fri.4【Prerequisite】
Writing and Magazine Production I【Outline and objectives】
Writing, magazine design and production.
【Goal】
The course goal is twofold: (1) to produce well-written pieces
of nonfiction and creative writing; (2) to design and produce amagazine-journal of the students’ course work.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The course guides students through specific model examples andexercises for writing and magazine production. The students willproduce original works and edit said works for inclusion in the seminarmagazine-journal. Reading, writing, rewriting and creativity are thetools of success in the class. As such, this course will improve thestudents’ employability skills of critical and creative thinking, written
and oral communication, self-innovation and motivation, as well as
those of collecting, analyzing, and producing information.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Course Requirements

2
3

4

5
6
7
8

9
10
11
12
13
14

Contents
Review of work done in the firstterm Overview of this term’s
writing projects, goals andresponsibilities
The Magazine DesignGroup work on design of themagazine for the target readership
The Interview (1)Discovering and describing
character, personality andmotivation through the interview
The Interview (2)Discovering and describing
character, personality andmotivation through the interview
Writing About Culture Reading and writing about themedia and popular culture
Flash Fiction andCreative writing in brief: narrative
Poetry (1)and verse
Flash Fiction andCreative writing in brief: narrative
Poetry (2)and verse
Ads and Advertising (1) Print advertisement analysis
exercises and worksheet: visuals,
captions, headlines, target
audience
Ads and Advertising (2) Design and presentation of an
original ad with catch phrase
The Review Essay (1)Writing non-fiction: the restaurant
and movie review
The Review Essay (2)Writing non-fiction: the restaurant
and movie review
Course work review
Editing and rewriting
Finishing touches
First draft of the magazine
Corrections and revisions
Finished magazine
Final corrections and revisions【Work to be done outside of class (preparation, etc.)】
Students must do required writing, research and reading for each class.
【Textbooks】
No textbook will be used. The instructor will provide handouts, as wellas access to course reading materials.
【References】
Stilman, Anne. Grammatically Correct: The Essential Guide to Spelling,
Style, Usage, Grammar, and Punctuation. Writers Digest Books, 2010.
【Grading criteria】
Evaluation will be based on class participation (50%) and written andgroup work (50%).
【Changes following student comments】
Students requested more in-class time to work on individual writing anddesign projects.

— 218 —

発行日：2019/5/1
13

SOC400ZA

14

Seminar: Intersectionality: Multiple Inequalities I
Diana Khor
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 4/Mon.4, 月 5/Mon.5【Outline and objectives】
Race, class, gender and sexuality, nation and so on constitute ouridentities, shape our experiences, and constrain as well as enrich ourlives. Importantly, they constitute interconnecting sources of inequality
in society and in the world today. In this seminar, students will readand critique social theories and research informed by an intersectional
perspective that aims at understanding the complex, intersecting
nature of social inequalities. In the process, they will acquire tools anddevelop perspectives to apply to their own research.
【Goal】The main goal of this seminar is to develop students’ sensitivity
towards issues of inequality, including, but not limited to, race,class, gender, sexuality, and nationality, and expose them to the
cutting-edge theoretical and empirical works in the developing field of“intersectionality". Another goal is to develop students’ skills in social
research, discussion, presentation, and writing. Learning to evaluate
and critique ideas and research is a particularly important goal in thisseminar.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】Since this course is a seminar, it is taught primarily throughpresentations and discussions. Students give presentations on selected
readings as well as on their own research. Further, they also engage indiscussions based on critical reading of extant research and theories, aswell as on current relevant social issues.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Overview

2

3

Doing Social Research
Critiquing Academic
Works
Reading on
Intersectionality (1)4Reading on
Intersectionality (2)5Research Proposal

6

Research Reading andDiscussion (1)7Research Reading andDiscussion (2)8Research Reading andDiscussion (3)9Research Reading andDiscussion (4)10Research Reading andDiscussion (5)11Research Reading andDiscussion (6)12Research Workshop
and Consultation

Contents
Getting acquainted
Discussion of the goals of thisseminar and the responsibility ofeach seminar member
Explanation of seminar research,decision on topic, and individual
research
Overview of social research
Learning to critique a journal
articleStudent presentation anddiscussion of a reading relevant tointersectionality
Student presentation anddiscussion of a reading relevant tointersectionality
Student presentation of researchinterests and topics
Learning to use library resourcesin researchPresentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’research
Individual consultations on
research project

Research Paper
Presentations (1)Research Paper
Presentations (2)Student presentations anddiscussion of researchStudent presentations anddiscussion of research【Work to be done outside of class (preparation, etc.)】
Every week, there is work to do: reading, preparation for presentation,
and/or conducting research. Students are expected to keep up with all
this work to make the seminar work for them and one another.
【Textbooks】
No textbook will be used. Copies of journal articles and book chapterswill be distributed in class and uploaded on H’etudes.
【References】
Collins, P. H., & Bilge, S. (2016). Intersectionality. Cambridge: Polity
Press.
Grzanka, Patrick R. (ed.) (2014). Intersectionality: A foundations andfrontiers reader. Boulder, CO: Westview Press.
Berger, M. T., & Guidroz, K. (eds.) (2009). The intersectional approach:Transforming the academy through race, class and gender. Chapel Hill,
NC: University of North Carolina Press.
Dill, B. T., & Zambrana, R. E. (eds.) (2009). Emerging intersections:Race, class, gender in theory, policy, and practice. New Brunswick, NJ:
Rutgers University Press.
Lykke, Nina. 2012. Feminist Studies: A Guide to Intersectional Theory,
Methodology and Writing. London: Routledge.
Jónasdóttir, Anna G., Valerie Bryson, and Kathleen B. Jones (eds).
2011. Sexuality, Gender and power: Intersectional and Transnational
Perspectives. London: Routledge.
【Grading criteria】
Clear instructions and goals are set for every assignment. The grade
will be calculated as follows: participation in class discussion (10%),reading presentations and critique (20%), research topic presentation
and research paper presentation (20%), and a research paper (50%).
【Changes following student comments】
Students have been fully satisfied with the course, saying that it was
intense but worthwhile. However, the instructor will check constantlywith students to keep the workload reasonable.
【Prerequisite】
Students are expected to have passed Race, Class and Gender I.
However, this prerequisite may be waived if a student has theequivalent academic background.
Students are expected to take both Intersectionality I and Intersectionality II, and in principle, they are expected to continue for two years.
Special arrangements will be made for students who study abroad forone or two semesters.

— 219 —

発行日：2019/5/1【Work to be done outside of class (preparation, etc.)】
Every week, there is work to do: reading, preparation for presentation,
and/or conducting research. Students are expected to keep up with all
this work to make the seminar work for them.

SOC400ZA

Seminar: Intersectionality: Multiple Inequalities II【Textbooks】
No textbook will be used. Copies of journal articles and book chapterswill be distributed in class and uploaded on H’etudes.

Diana Khor
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 4/Mon.4, 月 5/Mon.5【Outline and objectives】
Continuing with what they have learned in the spring semester in"Seminar: Intersectionality I", students will read and critique social
theories and research informed by an intersectional perspective thataims at understanding the complex, intersecting nature of social
inequalities. In the process, they will acquire tools and develop
perspectives to apply to their own research.
【Goal】The main goal of this seminar is to develop students’ sensitivity
towards issues of inequality, including, but not limited to, race,class, gender, sexuality, and nationality, and expose them to the
cutting-edge theoretical and empirical works in the developing field of“intersectionality".
Another goal is to develop students’ skills in social research, discussion,presentation, and writing. Learning to evaluate and critique ideas andresearch is a particularly important goal in this seminar.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This is a continuation of the seminar in the Spring semester, with thesame emphasis but more time devoted to student research. The seminar
research and readings, as much as possible, will be based on students’
individual research interests.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Overview

2

Research Workshop (1)3Research Workshop (2)4Research Reading andDiscussion (1)5Research Reading andDiscussion (2)6Research in Progress

7

Seminar Reading (1)8Seminar Reading (2)9Research Reading andDiscussion (3)10Research Reading andDiscussion (4)11Research Reading andDiscussion (5)12Research Workshop
and Consultation
Research Paper
Presentations (1)Research Paper
Presentations (2)1314【References】
Collins, P. H., & Bilge, S. (2016). Intersectionality. Cambridge: Polity
Press.
Grzanka, Patrick R. (ed.) (2014). Intersectionality: A foundations andfrontiers reader. Boulder, CO: Westview Press.
Berger, M. T., & Guidroz, K.(eds.) (2009). The intersectional approach:Transforming the academy through race, class and gender. Chapel Hill,
NC: University of North Carolina Press.
Dill, B. T., & Zambrana, R. E. (eds.) (2009). Emerging intersections:Race, class, gender in theory, policy, and practice. New Brunswick, NJ:
Rutgers University Press.
Lykke, Nina. 2012. Feminist Studies: A Guide to Intersectional Theory,
Methodology and Writing. London: Routledge.
Jónasdóttir, Anna G., Valerie Bryson, and Kathleen B. Jones (eds).
2011. Sexuality, Gender and power: Intersectional and Transnational
Perspectives. London: Routledge.
【Grading criteria】
Clear instructions and goals are set for every. The grade will becalculated as follows: participation in class discussion (10%), reading
presentations and critique (20%), research topic presentation andresearch paper presentation (20%), a research paper (50%).
【Changes following student comments】
Students have been fully satisfied with the course, saying that it isintense but worthwhile. However, the instructor will check constantlywith students to keep the workload reasonable.
【Prerequisite】
Students are expected to have passed Seminar: Intersectionality I.
Students are expected to take both Intersectionality I and Intersectionality II, and in principle, they are expected to continue for two years.
Special arrangements will be made for students who study abroad forone or two semesters.

Contents
Getting re-acquainted
Reflection on what students havelearned in the Spring semester
Students will do in-class exercisesand discuss published research toprepare them to conduct their own
research
Students will do in-class exercisesand discuss published research toprepare them to conduct their own
researchPresentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’researchResearch paper progress report andhelp session
Decision on individual researchreadings in the second half of theseminarStudent presentation anddiscussion on a reading relevant tointersectionality
Student presentation anddiscussion on a reading relevant tointersectionality
Presentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’research
Individual consultation and peer
critique on research project
Research paper presentations anddiscussions
Research paper presentations anddiscussions— 220 —

発行日：2019/5/1
12LIN400ZA

13

Seminar: The Diversity of English I

14

Yutai Watanabe
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 4/Tue.4, 火 5/Tue.5【Outline and objectives】
The English language, once only spoken in the British Isles, hasspread around the world with an estimated 1.5 billion people as native
or non-native speakers. At the same time, the language has beendeveloping a wide range of variations, depending on the social andcultural contexts in which it has been transplanted and used. Thisseminar is mainly concerned with the phonetic and lexical featuresof English(es) both in the Inner and Expanding Circles. We startout the spring semester by confirming our conceptual framework
based on Kachru’s (1985) three-circle model and Schneider’s (2007)
dynamic model of postcolonial Englishes. Then we focus on the"lesser-known" varieties of the Inner Circle English, including New
Zealand English (NZE) and Canadian English; how they are similar toand distinguishable from Australian and US English, respectively.
【Goal】
By the end of the course, students will:(1) understand the evolution and diversity of the English language,(2) recognise the phonetic and lexical features of NZE and CanadianEnglish, and(3) get used to analysing sound recordings for research purposes.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This seminar is presentation and discussion oriented: Students taketurns to review a book chapter or journal article assigned by the
instructor, noting key terms and concepts, which could be proactively
studied by consulting reference books. The other students in the classcontribute to the discussion with their questions and observations. We
also identify distinctive phonetic features in the films produced for local
viewers. In the seminar, the instructor is more of a facilitator, available
to assist and advise students when necessary.

【Textbooks】
Hay, J., Maclagan, M., & Gordon, E. (2008). New Zealand English.
Edinburgh: Edinburgh University Press.
The accompanying audio files are available at the following URL. http://www.lel.ed.ac.uk/dialects/nz.html【References】
Detailed references are listed on the website, while the following books
will be helpful as a general introduction.
Crystal, D. (2003). The Cambridge encyclopedia of the English language(2nd ed.). Cambridge: Cambridge University Press.
Melchers, G., & Shaw, P. (2011). World Englishes (2nd ed.). London:
Hodder Education.
Trudgill, P., & Hannah, J. (2017). International English: A guide tovarieties of English around the World (6th ed.). Abingdon: Routledge.
【Grading criteria】
Evaluation will be based on class discussion (30%) and presentation(70%). More than two unexcused absences per semester will result in
failure of the course.
【Changes following student comments】
The schedule and contents may be modified based on students’interests
and needs.
【Equipment student needs to prepare】
The reference materials are downloadable in PDF format.
【Others】
Successful applicants must be knowledgeable and enthusiastic about
the seminar themes. It is essential that they have completed 200-level
linguistics courses, particularly Sociolinguistics and English as a
Lingua Franca, with good grades.
【Prerequisite】
No strict prerequisite is required.

【Fieldwork in class】
なし / No

2

Introduction

3

Formation of NZE andSchneider’s Dynamic
Model (Part 1)
Formation of NZE andSchneider’s Dynamic
Model (Part 2)
Formation of NZE andSchneider’s Dynamic
Model (Part 3)
Sound Change of NZE
in Progress (Part 1)

4

5

6

7

Sound Change of NZE
in Progress (Part 2)

8

Sound Change of NZE
in Progress (Part 3)

9

NZ Accents in Films

10

NZE Vocabulary

11

Canadian English(Part 1)

(1) Phonology(2) Lexicon
Other lesser-known varieties of the
Inner Circle English(1) Review and final discussion(2) Preparation for projects【Work to be done outside of class (preparation, etc.)】
Students are required to read in advance the references posted on thecourse website and the handouts emailed by presenters. They may
also need to spend considerable time listening to and analysing soundrecordings.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Course Overview

Canadian English(Part 2)Other Varieties ofEnglishConclusion

Contents(1) Outlining the course content
and instructional methodologies(2) APA style: In-text and reference
citations(3) Hosei and GIS libraries, andonline databases(1) Phonemes and allophones(2) Kachru’s three-circle model ofEnglish(1) Outline of the model(2) Phase I (1790s-1840)(3) Phase II (1840-1907)
Phase III (1907-1973)(1) Phase IV (1973-1990s)(2) Phase V (1990s-)(1) Rhoticity(2) /l/ vocalisation(3) TR-affrication(4) Flapping /t/(1) TH-fronting(2) Short front vowels(3) The NEAR/SQUARE merger(1) Closing diphthongs(2) Grown or ‘growen’(3) Less stress-timed English
Phonetic features observed in NZ
films(1) Maori loan words(2) Australian and American
influence(1) History(2) Multilingualism— 221 —

発行日：2019/5/1
14

LIN400ZA

Seminar: The Diversity of English II
Yutai Watanabe
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 4/Tue.4, 火 5/Tue.5【Outline and objectives】
English is the language most commonly used in international business,
education and mass media, and is spoken by more than one billion
people in the world as non-native users alone. The fall semester isdedicated to examining English in the Expanding Circle, particularlyin the mainland Europe and Japan. While analysing the features ofL2-accented English, we compare the two regions in the users’ ideologies
and attitudes towards English as a lingua franca (ELF). In the processof individual and/or collaborative research, we also discuss a number ofsociolinguistic issues: the dichotomy between L1 and L2 speakers, thenative-speakerism, plurilingual individuals in multilingual societies,
etc.
【Goal】
By the end of the course, students will:(1) learn the diversity of English in the Expanding Circle,(2) recognise the features of L2-accented English,(3) understand the use and status of ELF around the world, and(4) get used to analysing sound recordings for research purposes.

【Work to be done outside of class (preparation, etc.)】
Students are required to read in advance the references posted on thecourse website and the handouts emailed by presenters. They may
also need to spend considerable time listening to and analysing soundrecordings.
【Textbooks】
Swan, M., & Smith, B. (Eds.). (2001). Learner English: A teacher’s guideto interference and other problems (2nd ed.). Cambridge: Cambridge
University Press.
【References】
Detailed references are listed on the website, while the following books
will be helpful as a general introduction.
Galloway, N., & Rose, H. (2015).
Introducing global Englishes.
Abingdon: Routledge.
Jenkins, J. (2015). Global Englishes: A resource book for students (3rded.). Abingdon: Routledge.
【Grading criteria】
Evaluation will be based on class discussion (10%), presentation (30%)
and a submitted essay (60%). More than two unexcused absences persemester will result in failure of the course.

【Equipment student needs to prepare】
The reference materials are downloadable in PDF format.

【Method(s)】This seminar is presentation and discussion oriented: Students taketurns to review a book chapter or journal article assigned by the
instructor, noting key terms and concepts, which could be proactively
studied by consulting reference books. The other students in the classcontribute to the discussion with their questions and observations. Eachstudent is expected to write a short and extended essay on their chosen
topic towards the end of the 3rd and 4th year, respectively.

【Others】
Successful applicants must be knowledgeable and enthusiastic about
the seminar themes. It is essential that they have completed 200-level
linguistics courses, particularly Sociolinguistics and English as a
Lingua Franca, with good grades.
【Prerequisite】
No strict prerequisite is required.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

3

4

5

6

7

8

9

10
11
12
13

(1) Final discussion and future
perspectives(2) Submission of the essays【Changes following student comments】
The schedule and contents may be modified based on students’ interests
and needs.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.

2

Conclusion

Contents(1) The world’s major languages(2) Indo-European language family(3) Ideas about research projects
English in the(1) Limitations of Kachru’s (1985)
Expanding Circle
model(2) English proficiency
Other Models of World (1) McArthur (1987)
English(es)(2) Modiano (1999)(3) Svartvik & Leech (2006)
English in Mainland(1) Dutch-accented English andEuropeEnglish in the Netherlands(2) Swedish-accented English andEnglish in Sweden(3) European attitudes towards
EnglishEnglish in Japan(1) Japanese-accented English(2) Japanese attitudes towards
EnglishEnglish as a Lingua(1) ELF and reconceptualisation ofFrancaEnglish (Seidlhofer, 2011)(2) EFL vs. ELF (Seidlhofer, 2011)Native-speakerenss(1) Characteristics of the nativeand Native-speakerism speaker (Davies, 2003)(2) Pedagogical issues
International English(1) English and EU(2) English and ASEAN nations(3) English as a medium of
instruction (EMI) in Europe
Current Use of English (1) Educationin Japan(2) Business and employment(3) Media and show business(4) Linguistic landscapePreparation for
For 3rd-year students
Projects (Part 1)
Preparation for
For 4th-year students
Projects (Part 2)
Students’ Presentation Review and questions(Part 1)Students’ Presentation Review and questions(Part 2)

— 222 —

発行日：2019/5/1【References】
The weekly readings and other resources will be posted on the course
website.

PSY400ZA

Seminar: Self and Culture I
Yu Niiya
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 4/Mon.4, 木 3/Thu.3【Outline and objectives】
The focus of this year’s Seminar I (spring) and II (fall) is on a deeper
understanding and analysis of how the self and culture relate tohappiness, drawing on the empirical literature in social and cultural
psychology. Throughout the year, the seminar will meet twice a week.
In the spring, one class will be devoted to group discussions on assigned
readings and the other to designing and implementing an evidence
based, empirical research that examines happiness as an outcome
variable. Students will gain a comprehensive knowledge on the multiple
meanings of happiness, their antecedents and consequences, and theirsociocultural underpinning.
【Goal】
Upon completion of the course, students are expected toachieve the following goals:(a) to learn how the self and culture determine the meanings and formsof happiness via literature review and in-depth discussion;(b) to develop a working knowledge of different approaches and methodsof social and cultural psychology;(c) to develop a deeper understanding of our own lives, using
knowledge and wisdom gained through the Seminar; and(d) to develop research skills and knowledge to apply
selected social psychological theories to a real-life context.

【Grading criteria】
Students are evaluated based on weekly reaction papers (20%), active
participation in class discussion (15%), leading the discussion (15%),
quality of research project (30%), and a final research paper (20%).
【Changes following student comments】
The seminar used to meet two periods in a row, but research suggeststhat human concentration cannot last for 200 minutes even with abreak in between. The seminar now meets twice a week, alternating
between discussions and hands-on preparation of empirical research. I
expect students to keep their full concentration and to show their peak
performance throughout the 100 minutes.
【Equipment student needs to prepare】
Students must get the login information for PyscINFO database fromthe library.
【Others】
Students must take a statistics course prior to, or in conjunction with,this seminar.
【Prerequisites】
Students must have successfully completed Social Psychology
I or II (preferably both) and Social Research Methods. Instructor
permission is required.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course combines several different kinds of pedagogical strategies
including student-led weekly class discussion, presentations, and small
group projects.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
Defining Happiness
3
Cultural Variations in
Happiness
4
Money
5
Time

6

Self-Esteem

7Self-Compassion

8

Amae

9

Midterm Synthesis

10

Relationships I

11

Relationships II

12
13
14

Happiness ExperimentHappiness Revisited
Final Synthesis

Contents
Shares a course overview,expectations, & requirements
What is happiness?
How do sociocultural contexts
determine our happiness?
Can money buy happiness?
How does time influencehappiness?
Are people with higher self-esteem
happier?
Being kind to oneself in the face ofadversities
Showing weaknesses and relying
on others
Taking stock of what we havelearned so far
Social support, relatedness, andhappiness
Compassionate goals andself-image goals
Reporting the results
Is happier better?
What have we learned and what
are the next steps?

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete all the reading assignments, write
weekly reaction papers, and post them on the course website by thedesignated date. Those assigned to lead the discussion will further
prepare discussion questions. Students will also formulate a researchquestion and a hypothesis, review relevant literature on the topic,
design an experimental study, collect and analyze data, and write upa final report.
【Textbooks】
Harris, S. R. (2014). How to critique journal articles in the social
sciences. Los Angeles, CA: Sage.

— 223 —

発行日：2019/5/1【References】
Readings and other resources will be provided on the course website.
Additional references will be introduced in class.

PSY400ZA

Seminar: Self and Culture II
Yu Niiya
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 4/Mon.4, 金 3/Fri.3【Outline and objectives】
The focus of this year’s Seminar I (spring) and II (fall) is on a deeper
understanding and analysis of how the self and culture relate tohappiness, drawing on the empirical literature in social and cultural
psychology. Throughout the year, the seminar will meet twice aweek. In the fall, both days will be devoted to group discussions on
student led research. Third year students will design and prepare an
experiment to be conducted the following year; fourth year students will
analyze their data and write a research paper in APA-style. Students
will receive guidance on each step of research, from identifying andrefining a research question, conducting a literature review, to creating
a questionnaire, analyzing data, and reporting the results.
【Goal】
Upon completion of the course, students are expected to achieve thefollowing goals:(a) to design and implement a small-scale empirical study on the basisof previous research and skills learned during the Spring Term;(b) to analyze and interpret collected data using statistical software (e.g.,
SPSS, R); and(c) to write up a research proposal or a research paper formatted in APA
style.

【Grading criteria】
Students are evaluated based on active participation in class discussion(30%), progress on their research project (30%), and a research proposal
for third year students or a final research paper for fourth year students.
For the latter, students are required to go through at least three roundsof revisions, graded as follows: 5% for the first draft, 10% for the second
draft, 25% for the final draft.
【Changes following student comments】
The seminar used to meet two periods in a row, but research suggeststhat human concentration cannot last for 200 minutes even with a breakin between. The seminar now meets twice a week. I expect students
to keep their full concentration and to show their peak performancethroughout the 100 minutes.
【Equipment student needs to prepare】
Students must get the login information for PyscINFO database fromthe library.
【Others】
Students must take a statistics course prior to, or in conjunction with,this seminar.
【Prerequisites】
Students must have successfully completed Social Psychology
I or II (preferably both) and Social Research Methods. Instructor
permission is required.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】This course combines several different kinds of pedagogical strategies
including student-led weekly class discussion, presentations, and small
group projects.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
Developing a Research
Proposal: A Review
3
Refining Your Research
Proposal (1)4Refining Your Research
Proposal (2)5Preparing for Research
Implementation
6
Research Debriefing &Feedback (1)7Research Debriefing &Feedback (2)8Analyzing andInterpreting Data (1)9Analyzing andInterpreting Data (2)10Analyzing andInterpreting Data (3)11Writing and Presenting
an APA Research
Paper (1)12
Writing and Presenting
an APA Research paper(2)
13
Writing and Presenting
an APA Research paper(3)
14
Research Fair on“Selfand Culture”

Contents
Shares course expectations andgoals
Reviews the process of developing a
research proposal
Reviews and shares student
research proposals
Reviews and shares student
research proposals
Discusses the procedural mattersfor implementing research
Shares and gets feedback on the
progress of student research
Shares and gets feedback on the
progress of student research
Shares and gets feedback on data
analyses
Shares and gets feedback on data
analyses
Shares and gets feedback on data
analyses
Reviews APA writing and engages
in peer review
Reviews APA writing and engages
in peer review
Reviews APA writing and engages
in peer review
Reviews the entire semester, andshares research findings【Work to be done outside of class (preparation, etc.)】
Students are expected to prepare their research outside class and bringmaterials to discuss in class. Third students will formulate researchquestions and hypotheses, review relevant literature on the topic, design
an experimental study, prepare research materials, and write up a
research proposal; fourth year students will collect and analyze data,
and write up a research paper.
【Textbooks】
None.

— 224 —

発行日：2019/5/1
10

POL400ZA

11

Seminar: International Relations A I

12Hiromi Fujishige
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 3/Fri.3, 金 4/Fri.4【Outline and objectives】
This is the first-quarter of the two-year seminar for graduation theses
writing. After registering for this seminar, students will be expected towrite up a thesis during their fourth semester (this usually coincides
with the fourth-year fall semester). When students can only register for
three semesters or less and they have a valid reason for doing so (e.g.,
studying aboard), they may complete an alternative extended essay;that is, the shorter version of a thesis.
This seminar is designed especially for students who are interested
in international security-related issues. The instructor will apply acomprehensive definition to security. In doing so, the scope of thisseminar will cover a wide variety of issues, ranging from traditional
military/defense-related problems to unconventional security agendas(e.g., human security, environmental security, development issues.)
More broadly, other topics may also be pursued, provided they relate to
the discipline of International Relations.
These possibilities include, for example, diplomatic issues (e.g., USJapan relations), institutional problems (e.g., UN Reform), historical
topics (e.g., US-Soviet relations during World War II), ethical issues(e.g., moral justification of nuclear bombing) and theoretical questions(e.g., human rights as the international norm).

13

Presentation

14

Review【Textbooks】
Relevant materials will be distributed in class【References】
Brian Paltridge and Sue Starfield, Thesis and Dissertation Writing in
a Second Language: A Handbook for Supervisors [new ed.], Routledge,
2007.
【Grading criteria】
Class participation (15%)
Weekly assignments [week 3-10] (40%)
Presentation (15%)
Research proposal (30%).
【Changes following student comments】
Student requests and comments will be taken into consideration.
【Others】
Week 1 attendance is mandatory to register for this class.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】(1) In week 2-12, the instructor will provide the fundamental
knowledge/skills required for thesis writing. Accordingly, students
are expected to complete their research proposal step by step. Each
two-period class will be composed of the following elements: lectures,individual works (e.g., finding topics), group discussions and brief
individual tutorings. The instructor will put the most emphasis
on student progress.
Student work will be checked every week
and comments and advice will be given to help to improve his/her
preparation.
(2) In week 13-14, students will be expected to make an individual
presentation based on their research proposal. This will reflect feedback
from the instructor and their classmates.
(3) At the end of the semester, the students will be requested to submit
their written research proposal.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

4
5
6
7
8
9

Exploring the Existing
Materials
Collecting the Existing
Materials
Information Gathering
Reviewing / Criticizing
the Existing Materials
Finding your Question
Finding yourHypothesis

Organizing the flow of yourargument
How can you attest to yourhypothesis?
Topic / literature review / question /hypothesis / importance /methodology / limits
Making a presentation on yourresearch proposal
Reviewing your progress during
the spring semester / Setting youragenda for the autumn semester【Work to be done outside of class (preparation, etc.)】
Completing the research proposal.

【Goal】
Upon the completion of this course, students are expected to haveacquired the basic knowledge and planning skills required to write athesis.
The class will enhance student employability skills in several ways:
First, collecting materials will improve information gathering skills.
Second, reviewing materials will promote critical thinking skills. Third,
writing a research proposal will develop the ability to analyze materials
and time management skills. Finally, making a class presentation will
sharpen oral skills so that students may properly deliver their ideas andpersuade an audience.
During the first semester, students will be expected to complete theirresearch proposals.

【Schedule】
No.
Theme
1
Guidance2
Essentials for Thesis
Writing3
Finding your Topic

Organizing theStructure
Finding the Way of
Analysis / Methodology
Writing your Research
ProposalContents
Course guidance / screening
Purpose / procedure / coherence /originality / research proposal
What are you interested in? Is it
worthwhile doing research?
Library tour: mastering the use oflibrary resources
Listing the materials relevant toyour topic
Information gathering / Ordering
What are the existing arguments?
How do you criticize them?
What questions should be asked?
How can you attest to yourhypothesis?

— 225 —

発行日：2019/5/1
14

POL400ZA

Seminar: International Relations A II

Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 3/Fri.3, 金 4/Fri.4【Outline and objectives】
This is the first-quarter of the two-year seminar for graduation theses
writing. After registering for this seminar, students will be expected towrite up a thesis during their fourth semester (this usually coincides
with the fourth-year fall semester).
When students can only register for three semesters or less and they
have a valid reason for doing so (e.g., studying aboard), they may
complete an alternative extended essay; that is, the shorter version of athesis.
This seminar is designed especially for students who are interested
in international security-related issues. The instructor will apply acomprehensive definition to security. In doing so, the scope of thisseminar will cover a wide variety of issues, ranging from traditional
military/defense-related problems to unconventional security agendas(e.g., human security, environmental security, development issues.)
More broadly, other topics may also be pursued, provided they relate
to the discipline of International Relations. These possibilities include,for example, diplomatic issues (e.g., US-Japan relations) , institutional
problems (e.g., UN Reform), historical topics (e.g., US-Soviet relations
during World War II), ethical issues (e.g., moral justification of
nuclear bombing) and theoretical questions (e.g., human rights as theinternational norm).

【Textbooks】
Relevant materials will be distributed in class.
【References】
Brian Paltridge and Sue Starfield, Thesis and Dissertation Writing in
a Second Language: A Handbook for Supervisors [new ed.], Routledge,
2007.
【Grading criteria】
Class participation (10%)
Writing an introduction (40%)
Writing a case (40%)
Presentation (10%)
【Changes following student comments】
Student requests and comments will be taken into consideration.
【Prerequisite】
Successfull completion of Seminar I (International Relations
A) is a PREREQUISTE to take this seminar. Also, Week 1
attendance is mandatory to register for this class.

【Goal】
Upon completion of the course, students are expected to have the basic
knowledge and skills required for thesis writing. They are also supposed
to have acquired solid preparation and planning skills for their thesis
writing.
The class will enhance student employability skills in several ways:
First, collecting materials will improve information gathering skills.
Second, reviewing materials will promote critical thinking skills. Third,
writing a research proposal will develop the ability to analyzematerials
and time management skills. Finally, making a class presentation will
sharpen oral skills so that students may properly deliver their ideas andpersuade audiences.
In the second semester, students are expected to complete theirintroduction and one of cases.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】(1) In week 2-12, the instructor will provide the necessary knowledge/skills required for thesis writing.
(2) Students are expected to complete and submit their introduction by
week 6.
(3) In week 13-14, students will be expected to make an individual
presentation on their case chapter.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

5
6

Writing an
Introduction (2)Analyzing Materials

7

Persuasive Argument

89Reaching a Tentative
Conclusion
Writing a Case (1)1011Writing a Case (2)Charts and Diagram

12

Citation

13

Presentation

Reviewing your progress in the fallsemester / setting your agenda forthe next year

【Work to be done outside of class (preparation, etc.)】
Completing an introduction and a case for the thesis,

Hiromi Fujishige【Schedule】
No.
Theme
1
Guidance
2
Examining yourHypothesis Again
3
Titling your Thesis
4
Writing an
Introduction (1)ReviewContents
Course guidance
Is your hypothesis sustainable?
What is an “attractive” title?
Topic / literature review / question /hypothesis / importance /methodology / limits
Completing your introduction
How can you analyze yourmaterials?
How can you persuade yourreaders?
What is your tentative conclusion?
Collecting relevant materials /note-taking
Analyzing the case
Effectively using charts anddiagrams
Citation method / avoiding
plagiarism
Presenting your case— 226 —

発行日：2019/5/1
5

POL400ZA

6

Seminar: International Relations B I

7Takeshi Yuzawa

8

Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 4/Thu.4, 木 5/Thu.5【Outline and objectives】
This is an annual seminar course, examining major questions ininternational relations (IR). The theme of the 2019 seminar is"Prospects for a World Order in the 21st Century".
The first two decades of the 21st century have witnessed dramaticchanges in international relations. It has become increasingly obviousthat "wealth and power are moving from the North and the West to theEast and the South, and the old order dominated by the United Statesand Europe is giving way to one increasingly shared with non-Westernrising states"(Ikenberry 2010). At the same time, the legitimacy ofWestern liberal norms and values (such as democracy, the rule of law,and human rights) that have constituted an important feature of an
American-led order are being challenged by the rise of alternative
norms and values, supported by those rising states, most notably
China. Moreover, the international political stage, which was previously
dominated by states, has increasingly featured non-state actors,
including non-government organizations, transnational corporations,and terrorist groups. These drastic changes pose the question: What
will be the shape of the world order in the 21st century?
In order to address this question, this seminar will examine thefollowing:
1) Shifts in power distribution among major states, including the UnitedStates, China, Japan, India, and the major European countries.
2) Prospects for international institutions and global governance.
3) The rise of non-state actors: the role of NGOs and multinational
corporations in world politics.
4) Competition among differing norms and values: disputes overdemocracy, capitalism, human rights, and self-determination in the
Middle East, Africa, and East Asia.
Seminar participants will examine these critical issues by utilizing
major theories of IR.

9
10
11
12
13
14

Discussion and debate
Discussion on the assigned
topic/Research methods
Discussion and debate
Presenting preliminary research
proposal
Discussion on the assigned topic
Discussion and debate
Discussion on the assigned topic
Discussion and debate
Discussion on the assigned topic
Presenting a research topic (and a
research proposal)【Work to be done outside of class (preparation, etc.)】
Students are expected to engage in detailed independent and groupstudy in order to achieve their seminar tasks.
【Textbooks】
Students are required to pore over assigned readings specified by thelecturer.
【References】
Information relating to references will be provided during the course.
【Grading criteria】
Third year students: Essays (40%), Presentations and Discussions(35%), Debate (25%). Fourth year students: Mid-Term and Final
Presentations (50%), Research Proposals (50%).
【Changes following student comments】
None【Prerequisite】
Students wishing to take this seminar are required to havecompleted "Introduction to International Relations" or "World
Politics" .

【Goal】
The course objectives are:1) To provide students with a background for eventual careers in fields(including work in government, international organizations, business,and the media) which require articulate, clear-thinking individuals witha grasp of contemporary international relations (IR);2) To enable students to establish a firm foundation for studying IR at
graduate level;3) To enable students to demonstrate mastery of the subject matter ofthe course through the expression of relevant factual knowledge and thecomprehension of relevant theory, deployed with appropriate analyticalskill, as evidenced in discussion, oral presentation and written work.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The first semester will have detailed discussion on topics relating to themain theme of this seminar. Extensive review of IR theories will also be
conducted in the early weeks of the semester.
During the second semester (and the summer camp), students will
undertake their own research projects. Seminar members will also
engage in some group work relating to their research topics, role-play,and simulation studies).
Students will be required to write several short essays and one research
paper during the course. Students can choose any topics within thediscipline of IR. Minimum length for the research paper is 4,000 words.
Fourth-year students will concentrate on their dissertation projects
during the year. Dissertation subjects can be on anything within the
IR discipline. Minimum length is 8,000 words, excluding bibliography,
but including notes, any appendices and tables.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Review of IR Theories
3
Review of IR Theories/
Research Methods I
4Seminar Topic 1/
Research Methods II

Seminar Topic
2/Debate
Seminar Topic 3/
Research Methods III
Seminar Topic 4/
DebateThe Mid-term
Presentation (4th year
students)
Seminar Topic 5
Seminar Topic
6/Debate
Seminar Topic 7
Seminar Topic
8/Debate
Seminar Topic 9
Research Topic
Presentation

Contents
Course outline
Reviewing IR theories
Reviewing IR theories/
Research methods
Discussion on the assigned
topic/Research methods— 227 —

発行日：2019/5/1
6

POL400ZA

7

Seminar: International Relations B II

8

Takeshi Yuzawa
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 4/Thu.4, 木 5/Thu.5【Outline and objectives】
This is an annual seminar course, examining major questions ininternational relations (IR). The theme of the 2019 seminar is"Prospects for a World Order in the 21st Century".
The first two decades of the 21st century have witnessed dramaticchanges in international relations. It has become increasingly obviousthat "wealth and power are moving from the North and the West to theEast and the South, and the old order dominated by the United Statesand Europe is giving way to one increasingly shared with non-Westernrising states"(Ikenberry 2010). At the same time, the legitimacy ofWestern liberal norms and values (such as democracy, the rule of law,and human rights) that have constituted an important feature of an
American-led order are being challenged by the rise of alternative
norms and values, supported by those rising states, most notably
China. Moreover, the international political stage, which was previously
dominated by states, has increasingly featured non-state actors,
including non-government organizations, transnational corporations,and terrorist groups. These drastic changes pose the question: What
will be the shape of the world order in the 21st century?
In order to address this question, this seminar will examine thefollowing:
1) Shifts in power distribution among major states, including the UnitedStates, China, Japan, India, and the major European countries.
2) Prospects for international institutions and global governance.
3) The rise of non-state actors: the role of NGOs and multinational
corporations in world politics.
4) Competition among differing norms and values: disputes overdemocracy, capitalism, human rights, and self-determination in the
Middle East, Africa, and East Asia.
Seminar participants will examine these critical issues by utilizing
major theories of IR.

9
10
11

12
13
14

Reporting progress on research
papersReporting progress on research
papersIndividual consultation on research
project
Debate on the assigned topic
Role play
Reporting progress on research
papersDebate on the assigned topic
Simulation and role play exercise
Presenting research papers【Work to be done outside of class (preparation, etc.)】
Students are expected to engage in detailed independent and groupstudy in order to achieve their seminar tasks. For this reason, students
are expected to organize study groups (sub-seminars) outside of class.
This seminar will host a summer camp.
【Textbooks】
Students are required to pore over assigned readings specified by thelecturer.
【References】
Information relating to references will be provided during the course.
【Grading criteria】
Third year students: Research Papers (50%), Presentations andDiscussions (25%), Role Play (25%).
Fourth year students: Dissertations (including Mid-Term and Final
Presentations (100%).
【Changes following student comments】
None【Prerequisite】
Students wishing to take this seminar are required to havecompleted either "Introduction to International Relations " or"World Politics."【Goal】
The course objectives are:1) To provide students with a background for eventual careers in fields(including work in government, international organizations, business,and the media) which require articulate, clear-thinking individuals witha grasp of contemporary international relations (IR);2) To enable students to establish a firm foundation for studying IR at
graduate level;3) To enable students to demonstrate mastery of the subject matter ofthe course through the expression of relevant factual knowledge and thecomprehension of relevant theory, deployed with appropriate analyticalskill, as evidenced in discussion, oral presentation and written work.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The first semester will have detailed discussion on topics relating to themain theme of this seminar. Extensive review of IR theories will also be
conducted in the early weeks of the semester.
During the second semester (and the summer camp), students will
undertake their own research projects. Seminar members will also
engage in some group work relating to their research topics and classsimulation studies (role play game).
Students will be required to write several short essays and one research
paper during the course. Minimum length for the research paper is
4,000 words. Fourth-year students will concentrate on their dissertation
projects during the year. Minimum length is 8,000 words, excluding
bibliography, but including notes, any appendices and tables.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Revised Research
Proposal I
2
Revised Research
Proposal II
3
Mid-term Presentation(4th year students)
4
Debate I
5
Role play I

Mid-term PresentationI
Mid-term Presentation
II
Research ProjectWorkshop
Debate II
Role play II
Semi-final
Presentation(4th year students)
Debate III
Role Play III
Final Presentation on
Research Papers

Contents
Presenting revised research
proposals
Presenting revised research
proposals
Reporting progress on research
papersDebate on the assigned topics
A simulation and role play exercise— 228 —

発行日：2019/5/1

MAN400ZA

Seminar: Entrepreneurship & Innovation I
Shiaw Jia Eyo
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 3/Fri.3, 金 4/Fri.4【References】
Bessant, John and Tidd, Joe. Innovation and Entrepreneurship, 3rdedition. Wiley, 2015
Kuratko, Donald F. Entrepreneurship: Theory, Process, and Practice,
10th edition. Cengage, 2016
Drucker, Peter. Innovation and Entrepreneurship, Harper Business,
2006
Christensen, Clayton. The Innovation Dilemma, Harvard Business
Review, 2013
Grant, Robert. Contemporary strategy analysis: text and cases, , 9thedition, Wiley. 2016
and other case studies and reading materials.

【Outline and objectives】
In this seminar, students will learn theories, concepts and issues related
to entrepreneurship and innovation.

【Grading criteria】
Students will be evaluated based on class participation (20%), casestudy presentations and discussions (60%) and a term paper (20%).

【Goal】The goal of this seminar is to provide students with fundamental
theories, and contemporary practices of entrepreneurship and innovation. Students will learn the importance of entrepreneurship andinnovation to a country’s economic growth. In addition, through casestudies, students will learn how firms use innovation to create new
products, new markets, new organizations, new business model and newindustries.

【Changes following student comments】
Not applicable【Prerequisite】
Students who passed the interview process for the seminar.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】This seminar introduces students to the concept of entrepreneurshipand innovation. This is a growing economic doctrine that positions
knowledge, technology, entrepreneurship, and innovation at the centerof the economic model. Through readings of academic journals andtextbooks, students will learn the concepts, theories and research
being done in this field. Key concepts related to this seminar include
dimensions of innovation (product, process, radical, incremental,
disruptive, open innovation); invention and commercialization of
innovation; entrepreneurship; start-ups and venture capital; diffusionof innovation; and policy towards innovation. This course is taught
primarily through presentations and discussions.
Students givepresentations on selected readings as well as on their own research.
In addition, students will develop a research topic of their interest to
pursue in the following semester.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Innovation
Management (1)3Innovation
Management (2)4National Systems of
Innovation and
Entrepreneurship (1)5National Systems of
Innovation and
Entrepreneurship (2)6Technology Diffusion
and Markets (1)7Technology Diffusion
and Markets (2)8Managing Innovation
Within Firms (1)9Managing Innovation
Within Firms (2)10Operations andProcess Innovation
11
Managing Intellectual
Property
12
Managing
Organizational
Knowledge (1)13Managing
Organizational
Knowledge (2)14Wrap-upContents
Overview of the seminar
Theories of innovation
Dimensions of innovation
Case study and presentations
How the system can influenceinnovation
The role of entrepreneurs
Case study and presentations

Diffusion of technology and market
adoption
Case study and presentations
How firms manage to achieve
success in innovation
Case study and presentations
Innovations in operation
management and product designIntellectual properties andlimitations
Technology life cycles and conceptof learning organizations
Case study and presentations

Reflection on what we have learnt【Work to be done outside of class (preparation, etc.)】
Every week, there is work to do: reading and preparation for discussion/presentation. Students are required to read the assigned readings
adequately to be able to engage in active discussion in class.
【Textbooks】
Trott, Paul. Innovation Management and New Product Development,,
6th edition. Pearson. 2017

— 229 —

発行日：2019/5/1【Grading criteria】
Students will be evaluated based on class participation (20%), casestudy presentations and discussions (60%) and a term paper (20%).

MAN400ZA

Seminar: Entrepreneurship & Innovation II【Changes following student comments】
Not applicable.

Shiaw Jia Eyo
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 3/Tue.3, 火 4/Tue.4【Prerequisite】
Passed Seminar: Entrepreneurship and Innovation I【Outline and objectives】
In this seminar, students will learn theories, concepts and issues related
to entrepreneurship and innovation.
【Goal】
This is a continuation of the seminar from the Spring semester. We willcontinue to learn concepts and theories related to entrepreneurship andinnovation but more emphasis will be placed on case studies. Students
will refine their skills in discussion and presentation. Students will also
conduct their own research related to a theme in this seminar.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2” and “DP 4”.
【Method(s)】Students will further examine the theories, concepts and issues related
to entrepreneurship and innovation through case studies. Students will
read and discuss papers and research conducted in this area. In theprocess, they will acquire tools and perspectives to formulate a researchquestion and to apply what they have learnt to their own research.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Strategic Alliances andNetworks (1)3Strategic Alliances andNetworks (2)4Business Models (1)56Business Models (2)Product and Brand
Strategy (1)7Product and Brand
Strategy (2)New ProductDevelopment (1)New ProductDevelopment (2)New Service
Innovation (1)New Service
Innovation (2)Market Research and
its Influence on New
Product Development
Managing the New
Product Development
Process
Wrap-up

8
9
10
11
12

13

14

Contents
Review of theories we have learnt
Use of strategic alliances, risks andlimitations
Case study and presentation
How firms create value by applying
business model thinking
Case study and presentation
Concept of platforms and brandstrategy in new productdevelopment
Case study and presentation
Different models of new productdevelopment
Case study and presentation
The role of technology in newservice innovation
Case study and presentation
Contributions of market research

Issues of product failures

Reflection on what we have learnt【Work to be done outside of class (preparation, etc.)】
Every week, there is work to do: reading and preparation for discussion/presentation. Students are required to read the assigned readings
adequately to be able to engage in active discussion in class.
【Textbooks】
Trott, Paul. Innovation Management and New Product Development,,
6th edition. Pearson. 2017
【References】
Bessant, John and Tidd, Joe. Innovation and Entrepreneurship, 3rdedition. Wiley, 2015
Kuratko, Donald F. Entrepreneurship: Theory, Process, and Practice,
10th edition. Cengage, 2016
Drucker, Peter. Innovation and Entrepreneurship, Harper Business,
2006
Christensen, Clayton. The Innovation Dilemma, Harvard Business
Review, 2013
Grant, Robert. Contemporary strategy analysis: text and cases, , 9thedition, Wiley. 2016
and other case studies and reading materials.

— 230 —

発行日：2019/5/1

Seminar: Global Strategic Management I【Textbooks】
No textbook will be used in this class. Handouts (journal articles) will
be provided by the instructor.

Takamasa Fukuoka【References】
Harvard business school case studies (details will be provided by the
instructor)

MAN400ZA

Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 3/Fri.3, 金 4/Fri.4【Outline and objectives】
This seminar is designed for students who are interested in international business. As described in the seminar title, students will mainly
learn Global Strategic Management. Global Strategic Management
includes many different academic aspects. In this seminar, we would
like to focus on “Global Marketing Strategy”, including the following
fields: Intercultural Communication, Negotiation, Brand Management,
Advertisement, PR, Decision Making, and Organization.

【Grading criteria】
Participation (presentation / discussion etc.) ― 40%
Assignment ― 20%
Interim Report (3rd year students) ― 40%
Final Report (4th year student) ― 40%【Changes following student comments】
N/A【Prerequisite】
None.

【Goal】
By the end of the seminar, students will: (a) gain academic knowledge ofinternational / global business (b) learn "practical wisdom" by pursuing
the reality (c) learn the ability to see the entire picture and a wide
variety of perspectives with strategic thinking (d) learn logical / criticalthinking and effective presentation skills (e) develop and enhancestrategic business planning skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】To achieve the goal, this seminar is mainly conducted through: (a)learning theoretical studies and case studies, (b) visiting companies
and local areas, (c) doing joint research and collaboration withcompanies and local governments (product development, focus group,etc.), (d) conducting on-site survey (questionnaire, interview, etc.), (e)approaching from manager’s perspective, (f) making presentations anddiscussion based on “facts and data” and “experience”, (g) participatingin business contests.
In addition, we sometimes use case methods being currently used by theMBA program in western countries.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Overview

2

Research Method35

Analysis ofManagement Strategy(1)Analysis ofManagement Strategy(2)Case Study (1)6Case Study (2)7Case Study (3)8Library Tour

9

Prior Research (1)10Prior Research (2)11Prior Research (3)12Presentation for
Research Proposal (1)Presentation for
Research Proposal (2)Wrap-up

4

13
14

Contents
Confirmation of the goals of thisseminar and the responsibility ofeach seminar member
Understanding of the Qualitativeand Quantitive approach withvarious samples
Understanding of the analysis
methods for management strategy
Understanding of the analysis
methods for management strategy
Discussion on the case study fromthe strategic view point
Discussion on the case study fromthe strategic view point
Discussion on the case study fromthe strategic view point
Learning of how to use the library
database
Presentation and discussion on theprior researchPresentation and discussion on theprior researchPresentation and discussion on theprior researchPresentations and discussion on
the individual research proposal
Presentations and discussion on
the individual research proposal
Wrap-up【Work to be done outside of class (preparation, etc.)】
・Students are expected to engage in sub-seminar to deepen understanding of the management strategy, analysis methods, business model, etc.
・Students need to make good preparations for individual / group study
・Students are encouraged to join the summer training camp

— 231 —

発行日：2019/5/1
12MAN400ZA

Seminar: Global Strategic Management II

13

Takamasa Fukuoka

14

Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 3/Fri.3, 金 4/Fri.4【Outline and objectives】
This is a continuation of the seminar from the Global Strategic
Management I, but putting more emphasis on planning and conducting
independent research based on what students learn in the Springsemester. Furthermore, students are expected to participate in abusiness contest in the course, work with companies / local governments,
and conduct a field study.
This seminar is designed for students who are interested in international business. As described in the seminar title, students will mainly
learn Global Strategic Management. Global Strategic Management
includes many different academic aspects. In this seminar, we would
like to focus on “Global Marketing Strategy”, including the following
fields: Intercultural Communication, Negotiation, Brand Management,
Advertisement, PR, Decision Making, and Organization.
【Goal】
By the end of the seminar, students will: (a) gain academic knowledge ofinternational / global business (b) learn "practical wisdom" by pursuing
the reality (c) learn the ability to see the entire picture and a wide
variety of perspectives with strategic thinking (d) learn logical / criticalthinking and effective presentation skills (e) develop and enhancestrategic business planning skills.

【Work to be done outside of class (preparation, etc.)】
・Students are expected to engage in sub-seminar to deepen understanding of the management strategy, analysis methods, business model, etc.
・Students need to make good preparations for individual / group study
・Students are encouraged to join the summer training camp
【Textbooks】
No textbook will be used in this class. Handouts (journal articles) will
be provided by the instructor.
【References】
Harvard business school case studies (details will be provided by the
instructor)【Grading criteria】
Participation (presentation / discussion etc.) ― 40%
Assignment ― 20%
Interim Report (3rd year students) ― 40%
Final Report (4th year student) ― 40%【Changes following student comments】
N/A【Prerequisite】
Global Strategic Management I【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】To achieve the goal, this seminar is mainly conducted through : (a)learning theoretical studies and case studies, (b) visiting companies
and local areas, (c) doing joint research and collaboration withcompanies and local governments (product development, focus group,etc.), (d) conducting on-site survey (questionnaire, interview, etc.), (e)approaching from manager’s perspective, (f) making presentation anddiscussion based on “facts and data” and “experience”, (g) participatingin business contests.
In addition, we sometimes use case methods being currently used by theMBA program in western countries.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Overview and Review

2
3
4
5

6

Preparation of theField Study
Field Study (Outside
the Campus)
Presentation andDiscussion
Guest Lecture andWork Shop10

Preparation ofBusiness Plan
Competition (1)― Marketing Analysis
Preparation ofBusiness Plan
Competition (2) ―Planning
Preparation ofBusiness Plan
Competition (3) ―Presentation andDiscussion
Preparation ofBusiness Plan
Competition (4) ―Final Presentation andDiscussion
Case Study (1)11Case Study (2)

7

8

9

Oral Presentation for
Presentation and discussion on the
Individual Research (1) research conducted by eachmember of the seminar
Oral Presentation for
Presentation and discussion on the
Individual Research (2) research conducted by eachmember of the seminar
Wrap-up
Wrap-upContents
Overview of the course guidelines
for the fall semester and review ofwork done in the Spring semester
Preparation of field study based on
students’ interest
Conduct of field study based on
students’ interest
Presentation and Discussion basedon the findings in the field study
Guest lecture and workshop are
conducted by business persons or
the persons concernedMarketing analysis (analysis of thestatus quo)

Planning from a strategic viewpoint

Presentation and discussion

Revised presentation anddiscussion

Discussion on the case study fromthe strategic view point
Discussion on the case study fromthe strategic view point— 232 —

発行日：2019/5/1
12

TRS400ZA

Seminar: Tourism Management I

13John Melvin

14

Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 4/Mon.4, 月 5/Mon.5【Outline and objectives】
While governments are quick to laud the economic benefits that
tourists can bring, there are growing concerns about the impact ofrelentless growth of global tourism on the environment as well as
the socio-cultural wellbeing of host communities. Driven largely
by deregulation, globalisation and technological developments, theoverarching focus on growth that has driven post-WW2 development isbeing increasingly challenged and questioned.
Adopting a lens of sustainability, this semester considers the
management and marketing of tourism. Combining analysis of seminal
research with illustrative and up-to-date case studies from a range ofdomestic and international destinations, students will gain insights into
the factors driving tourism development. Students will be introduced
to different research methods, and will acquire the tools to criticallyinvestigate tourism in a context of their choice. This will form the basisof an extended research paper that will be the completed during thesecond year of the semester.
【Goal】The goal of this seminar is to provide students with academic andpractical knowledge relating to management and marketing that canfacilitate their progression into the world of work.
Upon completion of this course, students will have acquired enhanced
research and analytical skills. They will develop their ability to design,organise and manage an original tourism-related research project.
Additionally, through in-class discussions and presentations, students
will gain valuable experience in persuasively expressing and defending
their opinions on a range of issues relating to business management andmarketing.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.
【Method(s)】The seminar consists of in-depth analysis of various issues related tosustainable tourism management. In the spring semester, students are
introduced to some core texts and research and are encouraged to start
to consider which areas they intend to focus on. In the fall semester,
students will begin to refine their topic and develope a firm research
proposal.
In the second year of the seminar, students will research and write theirextended research paper.
While some seminars will be instructor-led, students will play anincreasing role in leading discussions on the Core Readings. As
students’ own research develops, they will give presentations on theirresearch, and share their growing expertise with others.

Seminar Reading 1

3

Seminar Reading 2

4

Seminar Reading 3

5

Research Methods

6

Seminar Reading 4

7

Seminar Reading 5

8

Research Project9

Seminar Reading 6

10

Seminar Reading 7

11

Research Workshop
and Consultation

Presentations and discussions on
students’ own research
Roundtable discussion on
first-semester progress andexpectations for the second
semester【Textbooks】
There is no set textbook. Weekly handouts and reading materials will
be distributed in class and/or available on the course website.
【References】
Brotherton, B. (2015 2nd Edition) Researching Hospitality and Tourism.
London: SAGE
McCabe, S. (2014) The Routledge Handbook of Tourism Marketing.
London: Routledge
Palmer, A. (2014) (7th Edition) Services Marketing. London: McGraw
Hill【Grading criteria】
Third year students: Class Participation (30%), Assignments andPresentation (30%) and Final Paper (40%).
Fourth year students: Class Participation (40%) and Final Paper (60%).
【Changes following student comments】
Case studies will vary year to year depending on students’ interests.
【Equipment student needs to prepare】
Students should bring a laptop or tablet PC to class.
【Others】
I can draw from my experience in organizing events and as marketing
director of a tourism business in the UK to help provide students with
examples and to illustrate issues.
【Prerequisite】
Seminar students should have taken some of the following Business& Economy courses: Introduction to Tourism Studies; Introduction
to Business; Principles of Marketing; Marketing in Japan; Tourism
Development in Japan; Event Management; Sustainable Tourism
Management; Marketing Management.
Seminar students are strongly encouraged to concurrently enrol in
Services Marketing (300-level course).

【Fieldwork in class】
あり / Yes

2

Presentations and discussions on
students’ own research【Work to be done outside of class (preparation, etc.)】
Students must complete the assigned reading as preparation for classes.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Introduction

Presentations on
Student Research
Proposal 1
Presentations on
Student Research
Proposal 2
Final Discussion

Contents
Overview of the seminar;
The importance of adopting
sustainable approaches.
Considering first case study on
tourism management
Considering second case study on
destination management andmarketingConsidering third case study on
tourism marketing
Introduction to research methods
in business
Considering fourth case study on
the tourist experience
Considering fifth case study on
destination management
Discussion on students’ topics andresearch questions
Considering sixth case study on
service quality
Considering seventh case study on
differentiation
Individual consultations on
students’ research projects— 233 —

発行日：2019/5/1
14

TRS400ZA

Seminar: Tourism Management II

Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 4/Mon.4, 月 5/Mon.5【Outline and objectives】
This seminar continues from the Tourism Management I seminar,
though with a greater focus on students’ independent research projects.
In addition to a field trip, students are expected to conduct investigative
research that will form the basis of an extended research paper to be thecompleted during the second year of the semester.
Building on knowledge acquired in the Spring seminar on the
management and marketing of tourism, the class content will continue
to blend analysis of seminal research with illustrative and up-to-datecase studies from a range of domestic and international destinations on
tourism management.
【Goal】The goal of this seminar is to provide students with academic andpractical knowledge relating to management and marketing that canfacilitate their progression into the world of work.
Upon completion of this course, students will have acquired enhanced
research and analytical skills. They will develop their ability to design,organise and manage an original tourism-related research project.
Additionally, through in-class discussions and presentations, students
will gain valuable experience in persuasively expressing and defending
their opinions on a range of issues relating to business management andmarketing.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3” and “DP 4”.

【Textbooks】
There is no set textbook. Weekly handouts and reading materials will
be distributed in class and/or available on the course website.
【References】
Brotherton, B. (2015 2nd Edition) Researching Hospitality and Tourism.
London: SAGE
McCabe, S. (2014) The Routledge Handbook of Tourism Marketing.
London: Routledge
Palmer, A. (2014) (7th Edition) Services Marketing. London: McGraw
Hill【Grading criteria】
Third year students: Class Participation (30%), Assignments andPresentation (30%) and Final Paper (40%).
Fourth year students: Class Participation (40%) and Final Paper (60%).
Students are expected to complete all the assigned reading andhomework to get the most benefit from the seminar.
【Changes following student comments】
Case studies will vary year to year depending on students’ interests.
【Equipment student needs to prepare】
Students should bring a laptop or tablet PC to class.
【Others】
I can draw from my experience in organizing events and as marketing
director of a tourism business in the UK to help pro- vide students with
examples and to illustrate issues.
【Prerequisite】
Seminar students should have passed Seminar: Tourism Management
I and take the new Services Marketing course in the Fall semester.

【Method(s)】Following on from the Spring semester, the seminar will continue
to feature in-depth analysis of various issues related to sustainable
tourism management in the form of discussion, presentation andwriting. In the Fall semester, students will begin to refine their topic
and develop a firm research proposal.
In the second year of the seminar, students will research and write theirextended research paper.
In order to get the most from each seminar, students must commit toundertake the reading assignments. Students will play an increasingrole in leading discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes

2

Research Topic
Presentation

3

Seminar Reading andResearch Themes
Seminar Reading 1459Field Study
Preparation
Field Study(off-campus)
Field Study Feedback
Research Project
Progress Update
Seminar Reading 2

10

Seminar Reading 3

11

Research Workshop
and Consultation
Presentations on
Student Research
Projects 1
Presentations on
Student Research
Projects 2

6
7
8

12

13

Roundtable discussion on
second-semester progress andexpectations for the second year

【Work to be done outside of class (preparation, etc.)】
Students must complete the assigned reading as preparation for classes.

John Melvin【Schedule】
No.
Theme
1
Introduction

Final Discussion

Contents
Overview of the Fall seminar;
reflection on what students havelearned in the Spring semester
Based on the research conducted in
the Spring semester and over thesummer break, students will
present their research proposals(3rd year students) or researchplans (4th year students) for thissemester
Discussion on the focus of thissemester’s reading
Considering first case study on
tourism management
Preparation for the field study
based on students’ interests
Conducting the field study at a
tourism-related site
Considering the field study findings
Research project progress report;
discussion of readings
Considering second case study on
tourism management
Considering third case study on
tourism management
Individual consultations on
students’ research projects
Presentations and discussions on
students’ individual research
projects
Presentations and discussions on
students’ individual research
projects— 234 —

2019年度
法学部講義概要︵シラバス︶

2019年度

法学部講義概要（シラバス）