2023年度

グローバル教養学部（GIS）
講義概要（シラバス）

科目一覧［発行日：2023/5/1］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。
凡例

その他属性

〈他〉
：他学部公開科目〈グ〉：グローバル・オープン科目〈優〉：成績優秀者の他学部科目履修制度対象科目〈実〉：実務経験のある教員による授業科目〈Ｓ〉：サーティフィケートプログラム_SDGs〈ア〉：サーティフィケートプログラム_アーバンデザイン〈ダ〉：サーティフィケートプログラム_ダイバーシティ〈未〉：サーティフィケートプログラム_未来教室——————————————————————————————————————————————————————【A6001】Academic Writing Skills I (Class 3) ［Mark Birtles］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6002】Academic Writing Skills I (Class 4) ［Mark Birtles］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6003】Academic Writing Skills I (Class 5) ［Brian Sayers］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6004】Academic Writing Skills I (Class 6) ［Geraldo Faria］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6005】Academic Writing Skills I (Class 7) ［Olesya Shatunova］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . .
【A6006】Academic Writing Skills I (Class 8) ［Marcus Lovitt］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6007】Academic Writing Skills II (Class 1) ［Robert Paterson］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . .
【A6008】Academic Writing Skills II (Class 2) ［Sarah Allen］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6009】Academic Writing Skills II (Class 3) ［Mark Birtles］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6010】Academic Writing Skills II (Class 4) ［Mark Birtles］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6011】Academic Writing Skills II (Class 5) ［Brian Sayers］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6012】Academic Writing Skills II (Class 6) ［Geraldo Faria］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6013】Academic Writing Skills II (Class 7) ［Robert Paterson］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6014】Academic Writing Skills II (Class 8) ［Marcus Lovitt］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6015】Reading Skills I (Class 7) ［Heike Hoffer］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6016】Reading Skills I (Class 8) ［Olesya Shatunova］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6017】Reading Skills II (Class 1) ［Heike Hoffer］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6018】Reading Skills II (Class 2) ［Daiki Hiramori］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6019】Reading Skills II (Class 3) ［Olesya Shatunova］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6020】Reading Skills II (Class 4) ［Olesya Shatunova］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6021】Reading Skills II (Class 5) ［Naomi Hirota］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6022】Reading Skills II (Class 6) ［Naomi Hirota］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6023】Reading Skills II (Class 7) ［Naomi Hirota］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6024】Reading Skills II (Class 8) ［Olesya Shatunova］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6025】Freshman English I ［Kazuki Hata］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6026】Freshman English I ［Heike Hoffer］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6027】Freshman English II ［Kazuki Hata］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6028】Freshman English II ［Heike Hoffer］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6033】Debate and Discussion ［Kazuki Hata］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6034】Debate and Discussion ［Kazuki Hata］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6035】Presentation and Public Speaking (Advanced) ［Mark Birtles］春学期授業/Spring . . . . . . . . . . . . . . . . . .
【A6036】Presentation and Public Speaking (Advanced) ［Mark Birtles］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . .
【A6037】Presentation and Public Speaking (Standard) ［Alan Meadows］春学期授業/Spring . . . . . . . . . . . . . . . .
【A6038】Presentation and Public Speaking (Standard) ［Alan Meadows］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . .
【A6039】English Test Preparation for IELTS ［Marcus Lovitt］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6040】English Test Preparation for TOEFL ［Marcus Lovitt］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6041】Professional Communication ［Mark Birtles］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6042】Statistics ［Yuji Ogihara］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6043】Translation ［Sarah Allen］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6045】Information Technology I ［May Kristine Jonson Carlon］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . .
【A6048】Introduction to Programming ［Youyung Hyun］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6100】Introduction to Literary Theory ［Gregory Khezrnejat］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6101】Introduction to Literary Theory ［Gregory Khezrnejat］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6102】Introduction to English Literature ［Christopher【A6103】Introduction to English Literature ［Christopher

Edward John
Edward John

Simons］春学期授業/Spring .
Simons］秋学期授業/Fall . . . .

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グローバル教養学部【A6105】Studies in Popular Fiction ［CatherineMarie

Munroe Hotes］春学期授業/Spring . . . . . . . . . . . . . . . . .

【A6106】【休講】Readings in Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6107】Drama Survey ［John Wescott Oglevee］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6108】Introduction to Philosophy ［Joel Van Fossen］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6109】Religious Studies ［Robert Sinclair］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6110】History of Modern Europe ［Markus Winter］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6111】History of Modern East Asia ［Chris H Park］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6112】Japanese Art History ［Sarah Allen］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6113】Music Appreciation ［Cathy Cox］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6114】Drama Workshop ［John Wescott Oglevee］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6115】Australia: Society and People ［Marcus Lovitt］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6116】UK: Society and People ［Brian Sayers］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6117】UK: Society and People ［Brian Sayers］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6120】Introduction to Media Theory ［Stevie Suan］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6121】Manga Studies ［Stevie Suan］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6123】Visual Arts ［Aquiles Hadjis］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6124】Topics in Arts: Fine Arts ［Suzanne Mooney］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6125】Topics in Arts: Visual Communication Design ［Gary McLeod］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . .
【A6126】Introduction to Linguistics ［Yutai Watanabe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6127】Introduction to Linguistics ［Nobumi Nakai］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6128】Contrastive Linguistics ［Geraldo Faria］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6129】【休講】English Grammar: The Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6130】TESOL I: Introduction ［Machiko Kobori］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6131】Language Education in the Digital Era ［Robert Paterson］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . .
【A6132】Second Language Acquisition ［Tomoko Shigyo］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6133】Comparative Education ［Machiko Kobori］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6134】History of Philosophy ［Joel Van Fossen］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6136】Introduction to Ethics ［Joel Van Fossen］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6140】French A I ［Masamichi Suzuki］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6141】French A II ［Masamichi Suzuki］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6142】French B I ［Tamio Okamura］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6143】French B II ［Tamio Okamura］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6144】Spanish A I ［Taiga Wakabayashi］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6145】Spanish A II ［Taiga Wakabayashi］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6146】Spanish B I ［Yoshifumi Onuki］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6147】Spanish B II ［Yoshifumi Onuki］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6148】Chinese A I ［Yuko Takada］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6149】Chinese A II ［Yuko Takada］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6150】Chinese B I ［Shota Watanabe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6151】Chinese B II ［Shota Watanabe］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6152】【休講】English in the Movies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6161】Introduction to Sociology ［Daiki Hiramori］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6162】Introduction to Sociology ［Daiki Hiramori］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6163】Cultural and Ethnic Diversity in Japan ［Keiko Nishimura］春学期授業/Spring . . . . . . . . . . . . . . . . . . . .
【A6164】Introduction to Cultural Anthropology ［Simon

Robert Glynn Petre］秋学期授業/Fall . . . . . . . . . . .

【A6165】Introduction to Psychology I ［Takafumi Sawaumi］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6166】Introduction to Psychology II ［Dexter Da Silva］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6167】Developmental Psychology ［Sayaka Aoki］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6168】Media Studies ［Muge Igarashi］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6169】Introduction to International Relations ［Takeshi Yuzawa］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . .
【A6170】Introduction to International Relations ［Takeshi Yuzawa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . .
【A6171】Introduction to Political Science ［Miwa Nakajo］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6172】【休講】Introduction to Political Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6173】【休講】Introduction to Comparative Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6174】Introduction to Development Studies ［NorioUsui］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . .

【A6175】【休講】Introduction to Environmental Science 春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6176】Introduction to Social Research Methods ［Daiki Hiramori］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . .
— II —

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グローバル教養学部【A6180】Introduction to Business ［Shiaw Jia Eyo］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6181】Introduction to Business ［Karen Lai Kai Lin］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6182】【休講】International Business and Employability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6184】Macroeconomics I ［Alberto Iniguez］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6185】Microeconomics I ［AugustoRicardoDelgadoNarro］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6186】Microeconomics I ［AugustoRicardoDelgadoNarro］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6187】【休講】Principles of Business Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6190】Information Studies ［Alfons Josef Schuster］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6192】Information and Society ［May Kristine Jonson Carlon］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . .
【A6202】Comparative Literature ［Gregory Khezrnejat］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6203】Studies in Poetry ［Christopher Edward John Simons］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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【A6204】Topics in Japanese Literature: History of Japanese Literature in Translation［Gregory Khezrnejat］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6205】American History and Society ［Robert Sinclair］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6206】European History ［Brian Sayers］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6207】【休講】History of English Studies in Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6208】Cultural Studies ［Muge Igarashi］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6209】【休講】Intercultural Ethics 秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6210】Philosophy and Political Thought ［Joel Van Fossen］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6211】Topics in Philosophy ［Joel Van Fossen］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6212】Sociology of Work and Employment ［Allen Kim］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6213】Sociology of Law ［Kelesha Nevers］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6214】【休講】Sociology of Violence 秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6215】Crime and Society ［Kelesha Nevers］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6216】Race, Class and Gender I: Concepts & Issues ［Daiki Hiramori］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . .
【A6217】Gender, Sexuality and Society ［Daiki Hiramori］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6218】Asian America ［Kukhee Choo］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6219】Media Effects ［Muge Igarashi］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6220】Gender, Sexuality and Society ［Daiki Hiramori］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6222】Art History ［Sarah Allen］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6223】Asian Popular Culture ［Kukhee Choo］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6224】Japanese Popular Culture ［Jason Cody Douglass］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6225】Music and Culture ［Cathy Cox］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6226】Performance Studies ［Stevie Suan］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6227】History of Photography ［Aquiles Hadjis］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6228】Film Theory and Analysis ［Jason Cody Douglass］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6229】Digital Writing and Publication ［Mark Birtles］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6230】Digital Writing and Publication ［Mark Birtles］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6231】Language, Social Media and Society ［Mark Birtles］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6232】Science and Technology Studies ［Youyung Hyun］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6233】Art and Design ［Suzanne Mooney］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6236】Social Psychology I ［Yu Niiya］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6237】Social Psychology II ［Yu Niiya］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6238】Educational Psychology ［Dexter Da Silva］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6239】Applied Psychology ［Sayaka Aoki］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6240】Quantitative Research Methods ［Yu Niiya］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6241】Big Data and Analytics ［Youyung Hyun］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6243】Macroeconomics II ［Alberto Iniguez］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6244】Microeconomics II ［AugustoRicardoDelgadoNarro］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6245】Foundations of Finance ［Karen Lai Kai Lin］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6246】Accounting ［Noriaki Okamoto］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6247】Data Visualization ［Youyung Hyun］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6248】Data Visualization ［Youyung Hyun］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6249】Phonetics and Phonology ［Yuriko Yokoe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6250】Teaching Pronunciation ［Katsuya Yokomoto］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
— III —

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グローバル教養学部【A6251】Semantics and Pragmatics ［Nobumi Nakai］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6252】【休講】English Grammar Extended . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6253】【休講】The Words of English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6254】Psycholinguistics ［Mako Ishida］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6255】Sociolinguistics ［Yutai Watanabe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6256】Sociolinguistics ［Yutai Watanabe］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6257】English as a Lingua Franca ［Yutai Watanabe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6258】English as a Lingua Franca ［Yutai Watanabe］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6259】Topics in Applied Linguistics A: Linguistic Landscapes ［Chie Saito］秋学期授業/Fall . . . . . . . . . . . . . .
【A6262】Business Negotiation ［Takamasa Fukuoka］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6263】General Topics II: Business Ethics ［Maurizio Raffone］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6264】Organizational Behavior ［Junko Shimazoe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6266】Brand Management ［Takamasa Fukuoka］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6267】Event Management ［John Melvin］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6268】Principles of Marketing ［Shiaw Jia Eyo］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6269】Marketing Research ［Kayhan Tajeddini］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6272】【休講】Entrepreneurship and New Ventures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6273】【休講】Creative Industries 秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6274】Tourism Development in Japan ［John Melvin］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6275】General Topics II: Japanese Taxation ［Toshiki

Onozuka］春学期授業/Spring . . . . . . . . . . . . . . . . . . . .

【A6277】TESOL II: Teaching Methodology ［Machiko Kobori］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6278】TESOL III: Syllabus and Teaching Materials ［Machiko Kobori］秋学期授業/Fall . . . . . . . . . . . . . . . . . . .
【A6279】English Teaching in Primary School ［Machiko Kobori］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6280】Education and Society ［Christopher D. Hammond］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6281】【休講】General Topics II: American Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6283】【休講】Political Theory 秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6284】Japanese Politics ［Heiko Lang］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6285】【休講】American Politics and Foreign Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6286】China’s Domestic Politics and Foreign Policy ［Zhihai Xie］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . .
【A6287】Politics of Southeast Asia ［Nguyen Hoang Than ｈ Danh］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . .
【A6288】Politics of Africa ［Kinyua Laban Kithinji］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6289】World Politics ［Takeshi Yuzawa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6290】Religion and Politics ［Christopher Michael

Kavanagh］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . .

【A6291】International Security ［Takeshi Yuzawa］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6292】International Organizations ［Heiko Lang］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6293】Development Studies ［NorioUsui］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

【A6294】Public Policy ［Benjamin SAN JOSE］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6295】Foreign Policy Analysis ［Takeshi Yuzawa］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6296】Japan’s Foreign Policy ［Heiko Lang］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6297】Development Economies ［Augusto Ricardo

Delgado Narro］春学期授業/Spring. . . . . . . . . . . . . . . . . .

【A6298】Environment and Development ［Gregory Toth］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6299】【休講】Society and Environmental Change 秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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【A6301】Advanced Topics in American Literature: US Southern Literature ［Gregory Khezrnejat］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6302】Modern Japanese Fiction in Translation ［Gregory Khezrnejat］春学期授業/Spring . . . . . . . . . . . . . . . .
【A6306】Readings in Philosophy ［Robert Sinclair］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6307】Advanced Topics in Philosophy I ［Joel Van Fossen］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6308】Advanced Topics in Philosophy II ［Joel Van Fossen］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6309】Advanced Topics in Contemporary Art ［Utako Shindo］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6310】Art in the Real World ［Suzanne Mooney］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6311】Film Studies ［CatherineMarie

Munroe Hotes］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

【A6312】Existentialism ［Joel Van Fossen］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6314】Contemporary British Culture ［Brian Sayers］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6315】【休講】New Zealand Culture and History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6318】【休講】Social Theory: Perspectives on Inequality 秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6319】Race, Class and Gender II: Global Inequalities ［Daiki Hiramori］春学期授業/Spring . . . . . . . . . . . . . .
【A6320】Migration and Diaspora ［Chris H Park］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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グローバル教養学部【A6321】Feminist Theory ［Daiki Hiramori］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6322】Advanced Topics in Critical Theory ［Daiki Hiramori］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6323】Special Topics I: Photography and Culture ［Gary McLeod］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . .
【A6324】Fact and Fiction in the Movies ［CatherineMarie

Munroe Hotes］秋学期授業/Fall . . . . . . . . . . . . . . .

【A6325】Comparative Media ［Kukhee Choo］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6326】Media and Globalization ［Stevie Suan］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6327】Media and the Nation ［Stevie Suan］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6328】Media Research ［Kukhee Choo］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6329】【休講】Impact of Artificial Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6332】Cultural Psychology ［Takafumi Sawaumi］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6333】Community Psychology ［Toshiaki Sasao］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6334】Clinical Psychology ［Keiko Ito］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6335】Psychology of Morality ［Christopher Michael

Kavanagh］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . .
【A6336】Qualitative Research Methods ［Allen Kim］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6337】Advanced Topics in Social Psychology ［Yu Niiya］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6338】Database Utilization ［Youyung Hyun］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6339】【休講】Syntactic Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6340】【休講】Morphology: Building Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6341】English Dialects around the World ［Yutai Watanabe］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6342】【休講】English in Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6343】Language Policy ［Geraldo Faria］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6346】International Business ［Shiaw Jia Eyo］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6347】【休講】International Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6348】International Finance ［Keiichiro Omae］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6349】Digital Transformation ［Youyung Hyun］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6350】Digital Transformation ［Youyung Hyun］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6351】Digital Marketing ［Youyung Hyun］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6352】Supply Chain Management ［Kayhan Tajeddini］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6353】Services Marketing ［John Melvin］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6354】【休講】Corporate Social Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6355】Corporate Social Responsibility ［Sairan Hayama］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6356】Cultural Tourism ［John Melvin］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6357】Digital Marketing ［Youyung Hyun］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6359】English Teaching in Primary School: Advanced ［Tomoko Shigyo］春学期授業/Spring . . . . . . . . . . . . . .
【A6360】TESOL IV: Testing and Evaluation ［Machiko Kobori］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6363】International Relations of the Asia-Pacific ［Takeshi Yuzawa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . .
【A6364】Advanced Comparative Politics ［Kana Inata］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6365】Globalization and Political Change ［Jenny Balboa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6366】Peace Building ［Aigul Kulnazarova］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6369】International Development Policy ［Ippeita Nishida］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6370】International Environmental Policy ［Gregory Toth］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6371】Global Political Economy ［Nathalie Cavasin］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6374】International Law ［Kiyoshi Adachi］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6375】Law in a Globalizing World ［Kelesha Nevers］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6378】【休講】Financial Statement Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6379】Advanced Accounting ［Noriaki Okamoto］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6380】【休講】Stock Investment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6405】Seminar: Diversity of English I ［Yutai Watanabe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6406】Seminar: Diversity of English I ［Yutai Watanabe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6407】Seminar: Diversity of English II ［Yutai Watanabe］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6408】Seminar: Diversity of English II ［Yutai Watanabe］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6409】Seminar: Language Teaching and Learning I ［Machiko Kobori］春学期授業/Spring . . . . . . . . . . . . . . .
【A6410】Seminar: Language Teaching and Learning I ［Machiko Kobori］春学期授業/Spring . . . . . . . . . . . . . . .
【A6411】Seminar: Language Teaching and Learning II ［Machiko Kobori］秋学期授業/Fall . . . . . . . . . . . . . . . . . .
【A6412】Seminar: Language Teaching and Learning II ［Machiko Kobori］秋学期授業/Fall . . . . . . . . . . . . . . . . . .
【A6413】Seminar: Intersectionality: Multiple Inequalities I ［Diana Khor］春学期授業/Spring . . . . . . . . . . . . . .
【A6414】Seminar: Intersectionality: Multiple Inequalities I ［Diana Khor］春学期授業/Spring . . . . . . . . . . . . . .
—V—

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グローバル教養学部【A6415】Seminar: Intersectionality: Multiple Inequalities II ［Diana Khor］秋学期授業/Fall . . . . . . . . . . . . . . . .
【A6416】Seminar: Intersectionality: Multiple Inequalities II ［Diana Khor］秋学期授業/Fall . . . . . . . . . . . . . . . .
【A6417】Seminar: Self and Culture I ［Yu Niiya］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6418】Seminar: Self and Culture I ［Yu Niiya］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6419】Seminar: Self and Culture II ［Yu Niiya］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6420】Seminar: Self and Culture II ［Yu Niiya］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6421】Seminar: International Relations I ［Takeshi Yuzawa］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6422】Seminar: International Relations I ［Takeshi Yuzawa］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6423】Seminar: International Relations II ［Takeshi Yuzawa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6424】Seminar: International Relations II ［Takeshi Yuzawa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6425】Seminar: Tourism Management I ［John Melvin］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6426】Seminar: Tourism Management I ［John Melvin］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6427】Seminar: Tourism Management II ［John Melvin］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6428】Seminar: Tourism Management II ［John Melvin］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6429】Seminar: Entrepreneurship & Innovation I ［Shiaw Jia Eyo］春学期授業/Spring . . . . . . . . . . . . . . . . . . .
【A6430】Seminar: Entrepreneurship & Innovation I ［Shiaw Jia Eyo］春学期授業/Spring . . . . . . . . . . . . . . . . . . .
【A6431】Seminar: Entrepreneurship & Innovation II ［May May Ho］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . .
【A6432】Seminar: Entrepreneurship & Innovation II ［May May Ho］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . .
【A6433】Seminar: Global Strategic Management I ［Takamasa Fukuoka］春学期授業/Spring . . . . . . . . . . . . . . .
【A6434】Seminar: Global Strategic Management I ［Takamasa Fukuoka］春学期授業/Spring . . . . . . . . . . . . . . .
【A6435】Seminar: Global Strategic Management II ［Takamasa Fukuoka］秋学期授業/Fall . . . . . . . . . . . . . . . . .
【A6436】Seminar: Global Strategic Management II ［Takamasa Fukuoka］秋学期授業/Fall . . . . . . . . . . . . . . . . .
【A6437】Seminar: Literature in Theory and Practice I ［Gregory Khezrnejat］春学期授業/Spring . . . . . . . . . . .
【A6438】Seminar: Literature in Theory and Practice I ［Gregory Khezrnejat］春学期授業/Spring . . . . . . . . . . .
【A6439】Seminar: Literature in Theory and Practice II ［Gregory Khezrnejat］秋学期授業/Fall . . . . . . . . . . . . .
【A6440】Seminar: Literature in Theory and Practice II ［Gregory Khezrnejat］秋学期授業/Fall . . . . . . . . . . . . .
【A6441】Seminar: Media Across Borders I ［Stevie Suan］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6442】Seminar: Media Across Borders I ［Stevie Suan］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6443】Seminar: Media Across Borders II ［Stevie Suan］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6444】Seminar: Media Across Borders II ［Stevie Suan］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6500】French A I ［Masamichi Suzuki］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6501】French A II ［Masamichi Suzuki］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6502】French B I ［Tamio Okamura］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6503】French B II ［Tamio Okamura］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6504】Spanish A I ［Taiga Wakabayashi］春学期授業/Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6505】Spanish A II ［Taiga Wakabayashi］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6506】Spanish B I ［Yoshifumi Onuki］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6507】Spanish B II ［Yoshifumi Onuki］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6508】Chinese A I ［Yuko Takada］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6509】Chinese A II ［Yuko Takada］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6510】Chinese B I ［Shota Watanabe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6511】Chinese B II ［Shota Watanabe］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6537】Race, Class and Gender I: Concepts & Issues ［Daiki Hiramori］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . .
【A6539】Sociolinguistics 秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6540】International Security ［Takeshi Yuzawa］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6542】International Relations of the Asia-Pacific ［Takeshi Yuzawa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . .
【A6550】General Topics I: Visual Communication Design ［Gary McLeod］秋学期授業/Fall . . . . . . . . . . . . . . . . . .
【A6551】General Topics I: Fine Arts ［Suzanne Mooney］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6552】Social Research Methods ［Yu Niiya］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6553】Topics in Contemporary Art ［Utako Shindo］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6554】Ethnographic Methods ［Allen Kim］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6555】【休講】Investment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6557】The Psychology of Language ［Mako Ishida］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6616】Law (Constitution of Japan) ［Masayoshi KANEKO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6617】Law (Constitution of Japan) ［Masayoshi KANEKO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6618】Law (Constitution of Japan) ［Yohei MOGI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6619】Law (Constitution of Japan) ［Yohei MOGI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
— VI —

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295
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304
305
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308
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314
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316
317
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320
321
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335
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343
344
345
346
347

グローバル教養学部【A6621】Physical Education ［Atsuhiko TAKEI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6622】Introduction to Hosei Studies ［Fumiko KOBAYASHI, Masayoshi KANEKO］春学期授業/Spring .
【A6623】Hosei Studies A ［Toshio TAKAYANAGI, Yumi KITAGUCHI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . .
【A6624】Hosei Studies B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6631】French C I ［Kenichiroh EZAWA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6632】French C I ［Kenichiroh EZAWA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6633】French C I ［Isao HIROMATSU］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6634】French C II ［Isao HIROMATSU］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6635】French C II ［Mio NAKAMURA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6636】French C II ［Mio NAKAMURA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6637】French D I ［Gaillard NICOLAS］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6638】French D II ［Gaillard NICOLAS］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6639】Chinese C I ［Koon ko］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6640】Chinese C II ［Koon ko］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6641】Chinese D I ［Kebing LIU］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6642】Chinese D II ［Kebing LIU］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6643】Spanish C I ［Osno Illanes DE SASAKUBO H］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6644】Spanish C I ［Osno Illanes DE SASAKUBO H］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6645】Spanish C I ［Osno Illanes DE SASAKUBO H］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6646】Spanish C II ［Osno Illanes DE SASAKUBO H］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6647】Spanish C II ［Etsuko MIYATA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6648】Spanish C II ［Etsuko MIYATA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6649】Spanish D I ［Aurora URITANI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6650】Spanish D II ［Aurora URITANI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6662】Modern and Contemporary History of Japan ［Marco TINELLO］秋学期授業/Fall . . . . . . . . . . . . . . . . . .
【A6663】Families and Sexualities in Japan ［Saori KAMANO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6664】Japanese Social Problems ［David Slater］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6665】Global and Transnational Japan ［Kei TAKATA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6666】Journalism in Japan I ［Robert SAKAI-IRVINE］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6667】Journalism in Japan II ［Robert SAKAI-IRVINE］秋学期授業/Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6668】Media Representations ［Müge IGARASHI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6669】East Asian Media ［Kukhee CHOO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6670】Corporate Finance ［Nobuya TAKEZAWA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

348
350
352
354
355
356
357
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
382
384
385
387

【A6673】Marketing in Japan ［Y.SUZUKI,Assefa TEMESGEN, T.SASAKI, K.HISHIDA, R.ITO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6675】Global Governance ［Masako YONEKAWA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6676】Advanced Economics ［Samuel OFORI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6677】Hospitality Management in Japan ［Masako SHIOZAKI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . .

— VII —

388
389
390
391

グローバル教養学部 発行日：2023/5/1*This is the primary text for the course and must be purchased by
students. Please do so as soon as possible.

BSP100ZA

Academic Writing Skills I (Class 3)
Mark Birtles
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4
その他属性：【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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Paragraph
Topic, supporting, and concluding
Organization
sentences
3
Unity and Coherence
Consistency and logicalorganization
4
Evidence, Quotations,
Referencing; fundamentals of
In-text Citations
citations; discussion on plagiarism
5
Bibliography andStudents will learn one referencing
Citation Styles
system (MLA, APA and others)
Review and discussion
6
Essay Structure I
Organization; introductions andthesis statements
7
Essay Structure II
Body paragraphs; conclusions
8
Essay Practice I
Process essay
9
Editing I
Proofreading, peer critique,self-editing
Review and discussion
10
Essay Practice II
Cause and effect essay
11
Essay Practice III
Comparative/contrast essay
12
Essay Practice IV
Argumentative essay
13
Editing II
Reorganization and rewriting
Review and discussion
14
Final Presentations
Final paper presentations【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly writing assignments andregular vocabulary exercises. Preparatory study and review time forthis class are 2 hours each.
【Textbooks】
Oshima, A., & Hogue, A. (2017). Longman Academic Writing Series: 4 Essays (Fifth ed.). New York: Pearson Longman. ISBN: 9780134663319—1—

グローバル教養学部 発行日：2023/5/1*This is the primary text for the course and must be purchased by
students. Please do so as soon as possible.

BSP100ZA

Academic Writing Skills I (Class 4)Mark Birtles
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 1/Fri.1
その他属性：【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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Paragraph
Topic, supporting, and concluding
Organization
sentences
3
Unity and Coherence
Consistency and logicalorganization
4
Evidence, Quotations,
Referencing; fundamentals of
In-text Citations
citations; discussion on plagiarism
5
Bibliography andStudents will learn one referencing
Citation Styles
system (MLA, APA and others)
Review and discussion
6
Essay Structure I
Organization; introductions andthesis statements
7
Essay Structure II
Body paragraphs; conclusions
8
Essay Practice I
Process essay
9
Editing I
Proofreading, peer critique,self-editing
Review and discussion
10
Essay Practice II
Cause and effect essay
11
Essay Practice III
Comparative/contrast essay
12
Essay Practice IV
Argumentative essay
13
Editing II
Reorganization and rewriting
Review and discussion
14
Final Presentations
Final paper presentations【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly writing assignments andregular vocabulary exercises. Preparatory study and review time forthis class are 2 hours each.
【Textbooks】
Oshima, A., & Hogue, A. (2017). Longman Academic Writing Series: 4 Essays (Fifth ed.). New York: Pearson Longman. ISBN: 9780134663319—2—

グローバル教養学部 発行日：2023/5/1*This is the primary text for the course and must be purchased by
students. Please do so as soon as possible.

BSP100ZA

Academic Writing Skills I (Class 5)
Brian Sayers
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 1/Wed.1
その他属性：【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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Paragraph
Topic, supporting, and concluding
Organization
sentences
3
Unity and Coherence
Consistency and logicalorganization
4
Evidence, Quotations,
Referencing; fundamentals of
In-text Citations
citations; discussion on plagiarism
5
Bibliography andStudents will learn one referencing
Citation Styles
system (MLA, APA and others)
Review and discussion
6
Essay Structure I
Organization; introductions andthesis statements
7
Essay Structure II
Body paragraphs; conclusions
8
Essay Practice I
Process essay
9
Editing I
Proofreading, peer critique,self-editing
Review and discussion
10
Essay Practice II
Cause and effect essay
11
Essay Practice III
Comparative/contrast essay
12
Essay Practice IV
Argumentative essay
13
Editing II
Reorganization and rewriting
Review and discussion
14
Final Presentations
Final paper presentations【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly writing assignments andregular vocabulary exercises. Preparatory study and review time forthis class are 2 hours each.
【Textbooks】
Oshima, A., & Hogue, A. (2017). Longman Academic Writing Series: 4 Essays (Fifth ed.). New York: Pearson Longman. ISBN: 9780134663319—3—

グローバル教養学部 発行日：2023/5/1*This is the primary text for the course and must be purchased by
students. Please do so as soon as possible.

BSP100ZA

Academic Writing Skills I (Class 6)
Geraldo Faria
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 1/Fri.1
その他属性：【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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Paragraph
Topic, supporting, and concluding
Organization
sentences
3
Unity and Coherence
Consistency and logicalorganization
4
Evidence, Quotations,
Referencing; fundamentals of
In-text Citations
citations; discussion on plagiarism
5
Bibliography andStudents will learn one referencing
Citation Styles
system (MLA, APA and others)
Review and discussion
6
Essay Structure I
Organization; introductions andthesis statements
7
Essay Structure II
Body paragraphs; conclusions
8
Essay Practice I
Process essay
9
Editing I
Proofreading, peer critique,self-editing
Review and discussion
10
Essay Practice II
Cause and effect essay
11
Essay Practice III
Comparative/contrast essay
12
Essay Practice IV
Argumentative essay
13
Editing II
Reorganization and rewriting
Review and discussion
14
Final Presentations
Final paper presentations【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly writing assignments andregular vocabulary exercises. Preparatory study and review time forthis class are 2 hours each.
【Textbooks】
Oshima, A., & Hogue, A. (2017). Longman Academic Writing Series: 4 Essays (Fifth ed.). New York: Pearson Longman. ISBN: 9780134663319—4—グローバル教養学部 発行日：2023/5/1*This is the primary text for the course and must be purchased by
students. Please do so as soon as possible.

BSP100ZA

Academic Writing Skills I (Class 7)
Olesya Shatunova
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：土 1/Sat.1
その他属性：【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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Paragraph
Topic, supporting, and concluding
Organization
sentences
3
Unity and Coherence
Consistency and logicalorganization
4
Evidence, Quotations,
Referencing; fundamentals of
In-text Citations
citations; discussion on plagiarism
5
Bibliography andStudents will learn one referencing
Citation Styles
system (MLA, APA and others)
Review and discussion
6
Essay Structure I
Organization; introductions andthesis statements
7
Essay Structure II
Body paragraphs; conclusions
8
Essay Practice I
Process essay
9
Editing I
Proofreading, peer critique,self-editing
Review and discussion
10
Essay Practice II
Cause and effect essay
11
Essay Practice III
Comparative/contrast essay
12
Essay Practice IV
Argumentative essay
13
Editing II
Reorganization and rewriting
Review and discussion
14
Final Presentations
Final paper presentations【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly writing assignments andregular vocabulary exercises. Preparatory study and review time forthis class are 2 hours each.
【Textbooks】
Oshima, A., & Hogue, A. (2017). Longman Academic Writing Series: 4 Essays (Fifth ed.). New York: Pearson Longman. ISBN: 9780134663319—5—

グローバル教養学部 発行日：2023/5/1*This is the primary text for the course and must be purchased by
students. Please do so as soon as possible.

BSP100ZA

Academic Writing Skills I (Class 8)
Marcus Lovitt
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2
その他属性：【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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Paragraph
Topic, supporting, and concluding
Organization
sentences
3
Unity and Coherence
Consistency and logicalorganization
4
Evidence, Quotations,
Referencing; fundamentals of
In-text Citations
citations; discussion on plagiarism
5
Bibliography andStudents will learn one referencing
Citation Styles
system (MLA, APA and others)
Review and discussion
6
Essay Structure I
Organization; introductions andthesis statements
7
Essay Structure II
Body paragraphs; conclusions
8
Essay Practice I
Process essay
9
Editing I
Proofreading, peer critique,self-editing
Review and discussion
10
Essay Practice II
Cause and effect essay
11
Essay Practice III
Comparative/contrast essay
12
Essay Practice IV
Argumentative essay
13
Editing II
Reorganization and rewriting
Review and discussion
14
Final Presentations
Final paper presentations【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly writing assignments andregular vocabulary exercises. Preparatory study and review time forthis class are 2 hours each.
【Textbooks】
Oshima, A., & Hogue, A. (2017). Longman Academic Writing Series: 4 Essays (Fifth ed.). New York: Pearson Longman. ISBN: 9780134663319—6—

グローバル教養学部 発行日：2023/5/1

BSP100ZA

Academic Writing Skills II (Class 1)
Robert Paterson
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 1/Wed.1
その他属性：【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’ 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.

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly assignments and research forfinal paper. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
No textbook will be used.
【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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Research I
Choosing a topic & organizing aschedule
3
Research II
Creating a reading list
4
Research III
Research skills (library visit toresearch online databases)
5
Research IV
Collecting andsummarizing sources (review
citation styles if needed)
Review and discussion
6
Essay Structure I
Writing a review of your sources
7
Essay Structure II
Research questions and narrowing
your focus
8
Essay Structure III
Introductions and thesis
statements
Review and discussion
9
Special Working
Report on progress
Session10
Essay Structure IV
Working with data (how to matchdata with thesis; “they say/I say”
paradigm)
11
Essay Structure V
Conclusions and situating future
research
Review and discussion
12
Editing I
Organization
13
Editing IIPeer editing
14
Final presentations
Presentations of final paper—7—グローバル教養学部 発行日：2023/5/1

BSP100ZA

Academic Writing Skills II (Class 2)
Sarah Allen
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3
その他属性：【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’ 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.

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly assignments and research forfinal paper. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
No textbook will be used.
【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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Research I
Choosing a topic & organizing aschedule
3
Research II
Creating a reading list
4
Research III
Research skills (library visit toresearch online databases)
5
Research IV
Collecting andsummarizing sources (review
citation styles if needed)
Review and discussion
6
Essay Structure I
Writing a review of your sources
7
Essay Structure II
Research questions and narrowing
your focus
8
Essay Structure III
Introductions and thesis
statements
Review and discussion
9
Special Working
Report on progress
Session10
Essay Structure IV
Working with data (how to matchdata with thesis; “they say/I say”
paradigm)
11
Essay Structure V
Conclusions and situating future
research
Review and discussion
12
Editing I
Organization
13
Editing IIPeer editing
14
Final presentations
Presentations of final paper—8—グローバル教養学部 発行日：2023/5/1

BSP100ZA

Academic Writing Skills II (Class 3)
Mark Birtles
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2
その他属性：【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’ 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.

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly assignments and research forfinal paper. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
No textbook will be used.
【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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Research I
Choosing a topic & organizing aschedule
3
Research II
Creating a reading list
4
Research III
Research skills (library visit toresearch online databases)
5
Research IV
Collecting andsummarizing sources (review
citation styles if needed)
Review and discussion
6
Essay Structure I
Writing a review of your sources
7
Essay Structure II
Research questions and narrowing
your focus
8
Essay Structure III
Introductions and thesis
statements
Review and discussion
9
Special Working
Report on progress
Session10
Essay Structure IV
Working with data (how to matchdata with thesis; “they say/I say”
paradigm)
11
Essay Structure V
Conclusions and situating future
research
Review and discussion
12
Editing I
Organization
13
Editing IIPeer editing
14
Final presentations
Presentations of final paper—9—グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly assignments and research forfinal paper. Preparatory study and review time for this class are 2 hours
each.

BSP100ZA

Academic Writing Skills II (Class 4)【Textbooks】
No textbook will be used.

Mark Birtles
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 1/Fri.1
その他属性：【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’ 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】
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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Research I
Choosing a topic & organizing aschedule
3
Research II
Creating a reading list
4
Research III
Research skills (library visit toresearch online databases)
5
Research IV
Collecting andsummarizing sources (review
citation styles if needed)
Review and discussion
6
Essay Structure I
Writing a review of your sources
7
Essay Structure II
Research questions and narrowing
your focus
8
Essay Structure III
Introductions and thesis
statements
Review and discussion
9
Special Working
Report on progress
Session10
Essay Structure IV
Working with data (how to matchdata with thesis; “they say/I say”
paradigm)
11
Essay Structure V
Conclusions and situating future
research
Review and discussion
12
Editing I
Organization
13
Editing IIPeer editing
14
Final presentations
Presentations of final paper— 10 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly assignments and research forfinal paper. Preparatory study and review time for this class are 2 hours
each.

BSP100ZA

Academic Writing Skills II (Class 5)【Textbooks】
No textbook will be used.

Brian Sayers
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 1/Wed.1
その他属性：【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’ 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】
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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Research I
Choosing a topic & organizing aschedule
3
Research II
Creating a reading list
4
Research III
Research skills (library visit toresearch online databases)
5
Research IV
Collecting andsummarizing sources (review
citation styles if needed)
Review and discussion
6
Essay Structure I
Writing a review of your sources
7
Essay Structure II
Research questions and narrowing
your focus
8
Essay Structure III
Introductions and thesis
statements
Review and discussion
9
Special Working
Report on progress
Session10
Essay Structure IV
Working with data (how to matchdata with thesis; “they say/I say”
paradigm)
11
Essay Structure V
Conclusions and situating future
research
Review and discussion
12
Editing I
Organization
13
Editing IIPeer editing
14
Final presentations
Presentations of final paper— 11 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly assignments and research forfinal paper. Preparatory study and review time for this class are 2 hours
each.

BSP100ZA

Academic Writing Skills II (Class 6)【Textbooks】
No textbook will be used.

Geraldo Faria
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 1/Fri.1
その他属性：【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’ 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】
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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Research I
Choosing a topic & organizing aschedule
3
Research II
Creating a reading list
4
Research III
Research skills (library visit toresearch online databases)
5
Research IV
Collecting andsummarizing sources (review
citation styles if needed)
Review and discussion
6
Essay Structure I
Writing a review of your sources
7
Essay Structure II
Research questions and narrowing
your focus
8
Essay Structure III
Introductions and thesis
statements
Review and discussion
9
Special Working
Report on progress
Session10
Essay Structure IV
Working with data (how to matchdata with thesis; “they say/I say”
paradigm)
11
Essay Structure V
Conclusions and situating future
research
Review and discussion
12
Editing I
Organization
13
Editing IIPeer editing
14
Final presentations
Presentations of final paper— 12 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly assignments and research forfinal paper. Preparatory study and review time for this class are 2 hours
each.

BSP100ZA

Academic Writing Skills II (Class 7)【Textbooks】
No textbook will be used.

Robert Paterson
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 2/Wed.2
その他属性：【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’ 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】
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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Research I
Choosing a topic & organizing aschedule
3
Research II
Creating a reading list
4
Research III
Research skills (library visit toresearch online databases)
5
Research IV
Collecting andsummarizing sources (review
citation styles if needed)
Review and discussion
6
Essay Structure I
Writing a review of your sources
7
Essay Structure II
Research questions and narrowing
your focus
8
Essay Structure III
Introductions and thesis
statements
Review and discussion
9
Special Working
Report on progress
Session10
Essay Structure IV
Working with data (how to matchdata with thesis; “they say/I say”
paradigm)
11
Essay Structure V
Conclusions and situating future
research
Review and discussion
12
Editing I
Organization
13
Editing IIPeer editing
14
Final presentations
Presentations of final paper— 13 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly assignments and research forfinal paper. Preparatory study and review time for this class are 2 hours
each.

BSP100ZA

Academic Writing Skills II (Class 8)【Textbooks】
No textbook will be used.

Marcus Lovitt
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 3/Mon.3
その他属性：【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’ 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】
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.
Instructors will provide general feedback in class, and students will
receive written feedback on submitted assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
Research I
Choosing a topic & organizing aschedule
3
Research II
Creating a reading list
4
Research III
Research skills (library visit toresearch online databases)
5
Research IV
Collecting andsummarizing sources (review
citation styles if needed)
Review and discussion
6
Essay Structure I
Writing a review of your sources
7
Essay Structure II
Research questions and narrowing
your focus
8
Essay Structure III
Introductions and thesis
statements
Review and discussion
9
Special Working
Report on progress
Session10
Essay Structure IV
Working with data (how to matchdata with thesis; “they say/I say”
paradigm)
11
Essay Structure V
Conclusions and situating future
research
Review and discussion
12
Editing I
Organization
13
Editing IIPeer editing
14
Final presentations
Presentations of final paper— 14 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students must read the required material and do required exercises foreach class. Preparatory study and review time for this class are 2 hours
each.

BSP100ZA

Reading Skills I (Class 7)
Heike Hoffer【Textbooks】
Brenda Wegman and Miki Knezevic, New Interactions: Reading andWriting 4, 1st ed. (McGraw-Hill Education, 2020).

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 1/Wed.1【References】
As specified by the instructor.

その他属性：【Outline and objectives】
This course introduces students to the basic reading skills andstrategies that are needed for academic success at the university level.

【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.
Students will receive written and spoken feedback in class for both HWand exams that address areas needing improvement.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course2
Reading Selection:
Scanning for specific information:
Chapter 1
expressions and set phrases;
evaluating websites.
3
Reading Selection:
Completing a summary; internet
Chapter 2
research.
4
Reading Selection:
Previewing a reading; making
Chapter 3inferences.
5
Reading Selection:
Examining debates; considering
Chapter 4
the specifics of an issue.
6
Reading Selection:
Understanding issues in context;
Chapter 5
connecting themes and topics.
7
Quick Survey;
Revision Q&A; reading skills
Mid-term Examination examination covering material andexercises from weeks 1 to 6.
8
Reading Selection:
Breaking down a complex issue;
Chapter 6internet research.
9
Reading Selection:
Considering central points;
Chapter 7
supporting or challenging ahypothesis.
10
Reading Selection:
Underlining and marginal glossing;
Chapter 8paraphrasing.
11
Special Academic
Lecture on the academic topic
Topic: Topic
chosen by the specific instructor;
Introduction
discussion activities; introductory
reading.
12
Special Academic
Exploring an academic paper;
Topic: Academic Paper focusing on introduction;(i)
considering the paper in its
immediate academic context.
13
Special Academic
Body and conclusion of the
Topic: Academic Paper academic paper, with(ii)
comprehension activities anddiscussion.
Review of the second half of thecourse; discussion.
14
Quick Survey; Final
Revision Q&A; reading skills
Examination
examination covering material andexercises from weeks 8 to 13.

— 15 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students must read the required material and do required exercises foreach class. Preparatory study and review time for this class are 2 hours
each.

BSP100ZA

Reading Skills I (Class 8)
Olesya Shatunova【Textbooks】
Brenda Wegman and Miki Knezevic, New Interactions: Reading andWriting 4, 1st ed. (McGraw-Hill Education, 2020).

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：土 2/Sat.2【References】
As specified by the instructor.

その他属性：【Outline and objectives】
This course introduces students to the basic reading skills andstrategies that are needed for academic success at the university level.

【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.
Students will receive written and spoken feedback in class for both HWand exams that address areas needing improvement.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course2
Reading Selection:
Scanning for specific information:
Chapter 1
expressions and set phrases;
evaluating websites.
3
Reading Selection:
Completing a summary; internet
Chapter 2
research.
4
Reading Selection:
Previewing a reading; making
Chapter 3inferences.
5
Reading Selection:
Examining debates; considering
Chapter 4
the specifics of an issue.
6
Reading Selection:
Understanding issues in context;
Chapter 5
connecting themes and topics.
7
Quick Survey;
Revision Q&A; reading skills
Mid-term Examination examination covering material andexercises from weeks 1 to 6.
8
Reading Selection:
Breaking down a complex issue;
Chapter 6internet research.
9
Reading Selection:
Considering central points;
Chapter 7
supporting or challenging ahypothesis.
10
Reading Selection:
Underlining and marginal glossing;
Chapter 8paraphrasing.
11
Special Academic
Lecture on the academic topic
Topic: Topic
chosen by the specific instructor;
Introduction
discussion activities; introductory
reading.
12
Special Academic
Exploring an academic paper;
Topic: Academic Paper focusing on introduction;(i)
considering the paper in its
immediate academic context.
13
Special Academic
Body and conclusion of the
Topic: Academic Paper academic paper, with(ii)
comprehension activities anddiscussion.
Review of the second half of thecourse; discussion.
14
Quick Survey; Final
Revision Q&A; reading skills
Examination
examination covering material andexercises from weeks 8 to 13.

— 16 —

グローバル教養学部 発行日：2023/5/1
11

BSP100ZA

Reading Skills II (Class 1)

12

Heike Hoffer
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 2/Wed.2

Special Academic
Topic: Academic Paper(i)
Special Academic
Topic: Academic Paper
(ii)

13

Special Academic
Topic: Academic Paper
(iii)

14

Quick Survey; Final
Examination

その他属性：【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 the use of such communicative
methods as discussion and presentation in pairs, groups and at classlevel. This will ensure students actively communicate in English,
helping them to enhance skills in listening and speaking as well as inreading and writing.
【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.
Students will receive written and spoken feedback in class for both HWand exams that address areas needing improvement.
*Class 1 (Professor Evans) will be held online.

Lexical preview of the academic
paper; abstract and structure.
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.

【Work to be done outside of class (preparation, etc.)】
Students must read the required material and do required exercises foreach class. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
As specified by the instructor.
【References】
Brenda Wegmann and Miki Knezevic, Mosaic 2: Reading, 6th ed.
(McGraw-Hill Education, 2014).
【Grading criteria】
Homework (30%), in-class assignments (30%) and exams (40%).
【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course2
Reading Selection: The Summarizing from a different point
Tell-Tale Heart
of view; internet research (memory
biases).
3
Reading Selection: The Finding the bases for inferences;
San Francisco Sculptor comparisons from two texts (twoWho Created Nicolas
sculptors compared).
Cage’s “Dreadful
Dragon”
4
Reading Selection:
Finding evidence to disprove false
Trees for Democracyarguments; analyzing the author’s
point of view.
5
Reading Selection: A
Separating fact from opinion;
Revolution in Medicine critical opinions (charities in thedeveloping world).
6
Reading Selection:
Identifying false inferences;
What Makes Van Gogh paraphrasing.
So Great?
7
Reading Selection:
Analyzing cause and effect;
Contrite Makes Right
internet research (a pair of bookreviews).
Review of the first half of thecourse; discussion.
8
Quick Survey;
Revision Q&A; reading skills
Mid-term Examination examination covering material andexercises from weeks 1 to 7.
9
Special Academic
Lecture on the academic topic
Topic: Topic
chosen by the specific instructor;
Introduction (i)discussion activities; introductory
reading.
10
Special Academic
Further introductory reading on
Topic: Topic
the topic; major structural patterns
Introduction (ii)of academic papers.

— 17 —

グローバル教養学部 発行日：2023/5/1
11

BSP100ZA

Reading Skills II (Class 2)

12Daiki Hiramori
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 1/Thu.1

Special Academic
Topic: Academic Paper(i)
Special Academic
Topic: Academic Paper
(ii)

13

Special Academic
Topic: Academic Paper
(iii)

14

Quick Survey; Final
Examination

その他属性：【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 the use of such communicative
methods as discussion and presentation in pairs, groups and at classlevel. This will ensure students actively communicate in English,
helping them to enhance skills in listening and speaking as well as inreading and writing.
【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.
Students will receive written and spoken feedback in class for both HWand exams that address areas needing improvement.
*Class 1 (Professor Evans) will be held online.

Lexical preview of the academic
paper; abstract and structure.
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.

【Work to be done outside of class (preparation, etc.)】
Students must read the required material and do required exercises foreach class. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
As specified by the instructor.
【References】
Brenda Wegmann and Miki Knezevic, Mosaic 2: Reading, 6th ed.
(McGraw-Hill Education, 2014).
【Grading criteria】
Homework (30%), in-class assignments (30%) and exams (40%).
【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course2
Reading Selection: The Summarizing from a different point
Tell-Tale Heart
of view; internet research (memory
biases).
3
Reading Selection: The Finding the bases for inferences;
San Francisco Sculptor comparisons from two texts (twoWho Created Nicolas
sculptors compared).
Cage’s “Dreadful
Dragon”
4
Reading Selection:
Finding evidence to disprove false
Trees for Democracyarguments; analyzing the author’s
point of view.
5
Reading Selection: A
Separating fact from opinion;
Revolution in Medicine critical opinions (charities in thedeveloping world).
6
Reading Selection:
Identifying false inferences;
What Makes Van Gogh paraphrasing.
So Great?
7
Reading Selection:
Analyzing cause and effect;
Contrite Makes Right
internet research (a pair of bookreviews).
Review of the first half of thecourse; discussion.
8
Quick Survey;
Revision Q&A; reading skills
Mid-term Examination examination covering material andexercises from weeks 1 to 7.
9
Special Academic
Lecture on the academic topic
Topic: Topic
chosen by the specific instructor;
Introduction (i)discussion activities; introductory
reading.
10
Special Academic
Further introductory reading on
Topic: Topic
the topic; major structural patterns
Introduction (ii)of academic papers.

— 18 —

グローバル教養学部 発行日：2023/5/1
11

BSP100ZA

Reading Skills II (Class 3)

12

Olesya Shatunova
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：土 1/Sat.1

Special Academic
Topic: Academic Paper(i)
Special Academic
Topic: Academic Paper
(ii)

13

Special Academic
Topic: Academic Paper
(iii)

14

Quick Survey; Final
Examination

その他属性：【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 the use of such communicative
methods as discussion and presentation in pairs, groups and at classlevel. This will ensure students actively communicate in English,
helping them to enhance skills in listening and speaking as well as inreading and writing.
【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.
Students will receive written and spoken feedback in class for both HWand exams that address areas needing improvement.
*Class 1 (Professor Evans) will be held online.

Lexical preview of the academic
paper; abstract and structure.
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.

【Work to be done outside of class (preparation, etc.)】
Students must read the required material and do required exercises foreach class. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
As specified by the instructor.
【References】
Brenda Wegmann and Miki Knezevic, Mosaic 2: Reading, 6th ed.
(McGraw-Hill Education, 2014).
【Grading criteria】
Homework (30%), in-class assignments (30%) and exams (40%).
【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course2
Reading Selection: The Summarizing from a different point
Tell-Tale Heart
of view; internet research (memory
biases).
3
Reading Selection: The Finding the bases for inferences;
San Francisco Sculptor comparisons from two texts (twoWho Created Nicolas
sculptors compared).
Cage’s “Dreadful
Dragon”
4
Reading Selection:
Finding evidence to disprove false
Trees for Democracyarguments; analyzing the author’s
point of view.
5
Reading Selection: A
Separating fact from opinion;
Revolution in Medicine critical opinions (charities in thedeveloping world).
6
Reading Selection:
Identifying false inferences;
What Makes Van Gogh paraphrasing.
So Great?
7
Reading Selection:
Analyzing cause and effect;
Contrite Makes Right
internet research (a pair of bookreviews).
Review of the first half of thecourse; discussion.
8
Quick Survey;
Revision Q&A; reading skills
Mid-term Examination examination covering material andexercises from weeks 1 to 7.
9
Special Academic
Lecture on the academic topic
Topic: Topic
chosen by the specific instructor;
Introduction (i)discussion activities; introductory
reading.
10
Special Academic
Further introductory reading on
Topic: Topic
the topic; major structural patterns
Introduction (ii)of academic papers.

— 19 —

グローバル教養学部 発行日：2023/5/1
11

BSP100ZA

Reading Skills II (Class 4)

12

Olesya Shatunova
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：土 2/Sat.2

Special Academic
Topic: Academic Paper(i)
Special Academic
Topic: Academic Paper
(ii)

13

Special Academic
Topic: Academic Paper
(iii)

14

Quick Survey; Final
Examination

その他属性：【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 the use of such communicative
methods as discussion and presentation in pairs, groups and at classlevel. This will ensure students actively communicate in English,
helping them to enhance skills in listening and speaking as well as inreading and writing.
【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.
Students will receive written and spoken feedback in class for both HWand exams that address areas needing improvement.
*Class 1 (Professor Evans) will be held online.

Lexical preview of the academic
paper; abstract and structure.
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.

【Work to be done outside of class (preparation, etc.)】
Students must read the required material and do required exercises foreach class. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
As specified by the instructor.
【References】
Brenda Wegmann and Miki Knezevic, Mosaic 2: Reading, 6th ed.
(McGraw-Hill Education, 2014).
【Grading criteria】
Homework (30%), in-class assignments (30%) and exams (40%).
【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course2
Reading Selection: The Summarizing from a different point
Tell-Tale Heart
of view; internet research (memory
biases).
3
Reading Selection: The Finding the bases for inferences;
San Francisco Sculptor comparisons from two texts (twoWho Created Nicolas
sculptors compared).
Cage’s “Dreadful
Dragon”
4
Reading Selection:
Finding evidence to disprove false
Trees for Democracyarguments; analyzing the author’s
point of view.
5
Reading Selection: A
Separating fact from opinion;
Revolution in Medicine critical opinions (charities in thedeveloping world).
6
Reading Selection:
Identifying false inferences;
What Makes Van Gogh paraphrasing.
So Great?
7
Reading Selection:
Analyzing cause and effect;
Contrite Makes Right
internet research (a pair of bookreviews).
Review of the first half of thecourse; discussion.
8
Quick Survey;
Revision Q&A; reading skills
Mid-term Examination examination covering material andexercises from weeks 1 to 7.
9
Special Academic
Lecture on the academic topic
Topic: Topic
chosen by the specific instructor;
Introduction (i)discussion activities; introductory
reading.
10
Special Academic
Further introductory reading on
Topic: Topic
the topic; major structural patterns
Introduction (ii)of academic papers.

— 20 —

グローバル教養学部 発行日：2023/5/1
11

BSP100ZA

Reading Skills II (Class 5)

12

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

Special Academic
Topic: Academic Paper(i)
Special Academic
Topic: Academic Paper
(ii)

13

Special Academic
Topic: Academic Paper
(iii)

14

Quick Survey; Final
Examination

その他属性：【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 the use of such communicative
methods as discussion and presentation in pairs, groups and at classlevel. This will ensure students actively communicate in English,
helping them to enhance skills in listening and speaking as well as inreading and writing.
【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.
Students will receive written and spoken feedback in class for both HWand exams that address areas needing improvement.
*Class 1 (Professor Evans) will be held online.

Lexical preview of the academic
paper; abstract and structure.
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.

【Work to be done outside of class (preparation, etc.)】
Students must read the required material and do required exercises foreach class. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
As specified by the instructor.
【References】
Brenda Wegmann and Miki Knezevic, Mosaic 2: Reading, 6th ed.
(McGraw-Hill Education, 2014).
【Grading criteria】
Homework (30%), in-class assignments (30%) and exams (40%).
【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course2
Reading Selection: The Summarizing from a different point
Tell-Tale Heart
of view; internet research (memory
biases).
3
Reading Selection: The Finding the bases for inferences;
San Francisco Sculptor comparisons from two texts (twoWho Created Nicolas
sculptors compared).
Cage’s “Dreadful
Dragon”
4
Reading Selection:
Finding evidence to disprove false
Trees for Democracyarguments; analyzing the author’s
point of view.
5
Reading Selection: A
Separating fact from opinion;
Revolution in Medicine critical opinions (charities in thedeveloping world).
6
Reading Selection:
Identifying false inferences;
What Makes Van Gogh paraphrasing.
So Great?
7
Reading Selection:
Analyzing cause and effect;
Contrite Makes Right
internet research (a pair of bookreviews).
Review of the first half of thecourse; discussion.
8
Quick Survey;
Revision Q&A; reading skills
Mid-term Examination examination covering material andexercises from weeks 1 to 7.
9
Special Academic
Lecture on the academic topic
Topic: Topic
chosen by the specific instructor;
Introduction (i)discussion activities; introductory
reading.
10
Special Academic
Further introductory reading on
Topic: Topic
the topic; major structural patterns
Introduction (ii)of academic papers.

— 21 —

グローバル教養学部 発行日：2023/5/1
11

BSP100ZA

Reading Skills II (Class 6)

12

Naomi Hirota
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 5/Fri.5

Special Academic
Topic: Academic Paper(i)
Special Academic
Topic: Academic Paper
(ii)

13

Special Academic
Topic: Academic Paper
(iii)

14

Quick Survey; Final
Examination

その他属性：【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 the use of such communicative
methods as discussion and presentation in pairs, groups and at classlevel. This will ensure students actively communicate in English,
helping them to enhance skills in listening and speaking as well as inreading and writing.
【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.
Students will receive written and spoken feedback in class for both HWand exams that address areas needing improvement.
*Class 1 (Professor Evans) will be held online.

Lexical preview of the academic
paper; abstract and structure.
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.

【Work to be done outside of class (preparation, etc.)】
Students must read the required material and do required exercises foreach class. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
As specified by the instructor.
【References】
Brenda Wegmann and Miki Knezevic, Mosaic 2: Reading, 6th ed.
(McGraw-Hill Education, 2014).
【Grading criteria】
Homework (30%), in-class assignments (30%) and exams (40%).
【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course2
Reading Selection: The Summarizing from a different point
Tell-Tale Heart
of view; internet research (memory
biases).
3
Reading Selection: The Finding the bases for inferences;
San Francisco Sculptor comparisons from two texts (twoWho Created Nicolas
sculptors compared).
Cage’s “Dreadful
Dragon”
4
Reading Selection:
Finding evidence to disprove false
Trees for Democracyarguments; analyzing the author’s
point of view.
5
Reading Selection: A
Separating fact from opinion;
Revolution in Medicine critical opinions (charities in thedeveloping world).
6
Reading Selection:
Identifying false inferences;
What Makes Van Gogh paraphrasing.
So Great?
7
Reading Selection:
Analyzing cause and effect;
Contrite Makes Right
internet research (a pair of bookreviews).
Review of the first half of thecourse; discussion.
8
Quick Survey;
Revision Q&A; reading skills
Mid-term Examination examination covering material andexercises from weeks 1 to 7.
9
Special Academic
Lecture on the academic topic
Topic: Topic
chosen by the specific instructor;
Introduction (i)discussion activities; introductory
reading.
10
Special Academic
Further introductory reading on
Topic: Topic
the topic; major structural patterns
Introduction (ii)of academic papers.

— 22 —

グローバル教養学部 発行日：2023/5/1
11

BSP100ZA

Reading Skills II (Class 7)

12

Naomi Hirota
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 6/Fri.6

Special Academic
Topic: Academic Paper(i)
Special Academic
Topic: Academic Paper
(ii)

13

Special Academic
Topic: Academic Paper
(iii)

14

Quick Survey; Final
Examination

その他属性：【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 the use of such communicative
methods as discussion and presentation in pairs, groups and at classlevel. This will ensure students actively communicate in English,
helping them to enhance skills in listening and speaking as well as inreading and writing.
【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.
Students will receive written and spoken feedback in class for both HWand exams that address areas needing improvement.
*Class 1 (Professor Evans) will be held online.

Lexical preview of the academic
paper; abstract and structure.
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.

【Work to be done outside of class (preparation, etc.)】
Students must read the required material and do required exercises foreach class. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
As specified by the instructor.
【References】
Brenda Wegmann and Miki Knezevic, Mosaic 2: Reading, 6th ed.
(McGraw-Hill Education, 2014).
【Grading criteria】
Homework (30%), in-class assignments (30%) and exams (40%).
【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course2
Reading Selection: The Summarizing from a different point
Tell-Tale Heart
of view; internet research (memory
biases).
3
Reading Selection: The Finding the bases for inferences;
San Francisco Sculptor comparisons from two texts (twoWho Created Nicolas
sculptors compared).
Cage’s “Dreadful
Dragon”
4
Reading Selection:
Finding evidence to disprove false
Trees for Democracyarguments; analyzing the author’s
point of view.
5
Reading Selection: A
Separating fact from opinion;
Revolution in Medicine critical opinions (charities in thedeveloping world).
6
Reading Selection:
Identifying false inferences;
What Makes Van Gogh paraphrasing.
So Great?
7
Reading Selection:
Analyzing cause and effect;
Contrite Makes Right
internet research (a pair of bookreviews).
Review of the first half of thecourse; discussion.
8
Quick Survey;
Revision Q&A; reading skills
Mid-term Examination examination covering material andexercises from weeks 1 to 7.
9
Special Academic
Lecture on the academic topic
Topic: Topic
chosen by the specific instructor;
Introduction (i)discussion activities; introductory
reading.
10
Special Academic
Further introductory reading on
Topic: Topic
the topic; major structural patterns
Introduction (ii)of academic papers.

— 23 —

グローバル教養学部 発行日：2023/5/1
11

BSP100ZA

Reading Skills II (Class 8)

12

Olesya Shatunova
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：土 3/Sat.3

Special Academic
Topic: Academic Paper(i)
Special Academic
Topic: Academic Paper
(ii)

13

Special Academic
Topic: Academic Paper
(iii)

14

Quick Survey; Final
Examination

その他属性：【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 the use of such communicative
methods as discussion and presentation in pairs, groups and at classlevel. This will ensure students actively communicate in English,
helping them to enhance skills in listening and speaking as well as inreading and writing.
【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.
Students will receive written and spoken feedback in class for both HWand exams that address areas needing improvement.
*Class 1 (Professor Evans) will be held online.

Lexical preview of the academic
paper; abstract and structure.
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.

【Work to be done outside of class (preparation, etc.)】
Students must read the required material and do required exercises foreach class. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
As specified by the instructor.
【References】
Brenda Wegmann and Miki Knezevic, Mosaic 2: Reading, 6th ed.
(McGraw-Hill Education, 2014).
【Grading criteria】
Homework (30%), in-class assignments (30%) and exams (40%).
【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course2
Reading Selection: The Summarizing from a different point
Tell-Tale Heart
of view; internet research (memory
biases).
3
Reading Selection: The Finding the bases for inferences;
San Francisco Sculptor comparisons from two texts (twoWho Created Nicolas
sculptors compared).
Cage’s “Dreadful
Dragon”
4
Reading Selection:
Finding evidence to disprove false
Trees for Democracyarguments; analyzing the author’s
point of view.
5
Reading Selection: A
Separating fact from opinion;
Revolution in Medicine critical opinions (charities in thedeveloping world).
6
Reading Selection:
Identifying false inferences;
What Makes Van Gogh paraphrasing.
So Great?
7
Reading Selection:
Analyzing cause and effect;
Contrite Makes Right
internet research (a pair of bookreviews).
Review of the first half of thecourse; discussion.
8
Quick Survey;
Revision Q&A; reading skills
Mid-term Examination examination covering material andexercises from weeks 1 to 7.
9
Special Academic
Lecture on the academic topic
Topic: Topic
chosen by the specific instructor;
Introduction (i)discussion activities; introductory
reading.
10
Special Academic
Further introductory reading on
Topic: Topic
the topic; major structural patterns
Introduction (ii)of academic papers.

— 24 —

グローバル教養学部 発行日：2023/5/1
14

LANe100ZA

Freshman English I

Final Exam & Wrap-up Exam with a following review of
the course【Work to be done outside of class (preparation, etc.)】
In order to participate well, students must complete weekly assignments before the class. Preparatory study and review time for each week
are at least 1 hour.

Kazuki Hata
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 1/Mon.1【Textbooks】
Chazal, E., & Moore, J. (2016). Oxford EAP: A course in English for
Academic Purposes (Advanced/C1). Oxford: Oxford University Press.
(Primary resource; thus, must be purchased)【References】
Other resources (e.g. academic papers and newspaper articles) will also
be distributed or made available in our online system.

その他属性：【Outline and objectives】
Freshman English I aims to enhance students’ academic prospects andcultivate language proficiency through reading a range of authentic
academic texts.
In particular, the students are provided solid
understanding of common academic practices at the international
standard, which they can apply to university-level debates anddiscussions; including micro-/macro-level reading, critical thinking andspontaneous discussion activities. The course also offers various tips forindependent study, suggesting how to make a good transfer from themodule 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) Reading strategies for extensive and multiple textsb) Good note-taking skills in readingc) Critical thinking skills in coherent and logical argumentation【Grading criteria】
The final grade for this course will take into account grades awarded on
all assignments in the following proportions:a) Module-final exam: 50%b) Weekly assignments: 40%c) Active engagememnt: 10%【Changes following student comments】
The textbook is changed from the previous years, in alginment with amajor revision made in Freshman English II.
【Equipment student needs to prepare】
None.
【Others】
Analogous to other courses in GIS, your attendance is strictly monitored.
Those who have three or more unauthorised absences will automaticallyreceive a failing grade; it should also be noted that late attendance withno prior notice will end up downgrading your final mark significantly.
【Prerequisite】
None.

【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 course will be conducted via informal and interactive lectures witha combination of in-class exercises and take-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 roundtablediscussions; and reflective writing tasks.
All attendees are expected to actively participate, in which they mediate
their understanding by producing language, and make every effort tocontribute meaningfully to both planned and spontaneous activities.
Feedback will be offered to students in due course, or as soon as possible
after each assessment via an online learning management system.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Induction
Induction
2
Academic Texts
Focusing on genre, audience,
purpose, and perspective in texts
3
Argumentative Texts
Identifying arguments, stance, andand supporting evidence
4
Journal Articles (1)Features and structure of’abstracts’5
Textbooks (1)Objectivity in texts (the main
points for a summary, and cohesive
words to confirm themes)
6
Journal Articles (2)Arguments and supporting
evidence from sources (types ofcitation and comment)
7
Reports
Structure and objectivity of areport (asssumption and criticalquestions about a text)
8
Expository Texts
Evaluating data sources and subtle
evaluation in an expository text (perspective and stance across texts)
9Complex Texts
Cause, effect, and association
connections in a complex text
(confident and tentative
connections)10
Different Genres
Narrative in source texts and levelof formality and marked language
11
Textbook (2)Problems and solutions in different
texts (perspective and stance of
writers and readers)
12
Case Studies
Understanding generic language toexpress relationships, and taking
detailed notes to use for writing
13
Independent Reading
Appropriate reading techniques(establishing reading purpose, andreporting on reading in spoken andwritten form)— 25 —

グローバル教養学部 発行日：2023/5/1
14

LANe100ZA

Freshman English I

Final Exam & Wrap-up Exam with a following review of
the course【Work to be done outside of class (preparation, etc.)】
In order to participate well, students must complete weekly assignments before the class. Preparatory study and review time for each week
are at least 1 hour.

Heike Hoffer
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 1/Tue.1【Textbooks】
Chazal, E., & Moore, J. (2016). Oxford EAP: A course in English for
Academic Purposes (Advanced/C1). Oxford: Oxford University Press.
(Primary resource; thus, must be purchased)【References】
Other resources (e.g. academic papers and newspaper articles) will also
be distributed or made available in our online system.

その他属性：【Outline and objectives】
Freshman English I aims to enhance students’ academic prospects andcultivate language proficiency through reading a range of authentic
academic texts.
In particular, the students are provided solid
understanding of common academic practices at the international
standard, which they can apply to university-level debates anddiscussions; including micro-/macro-level reading, critical thinking andspontaneous discussion activities. The course also offers various tips forindependent study, suggesting how to make a good transfer from themodule 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) Reading strategies for extensive and multiple textsb) Good note-taking skills in readingc) Critical thinking skills in coherent and logical argumentation【Grading criteria】
The final grade for this course will take into account grades awarded on
all assignments in the following proportions:a) Module-final exam: 50%b) Weekly assignments: 40%c) Active engagememnt: 10%【Changes following student comments】
The textbook is changed from the previous years, in alginment with amajor revision made in Freshman English II.
【Equipment student needs to prepare】
None.
【Others】
Analogous to other courses in GIS, your attendance is strictly monitored.
Those who have three or more unauthorised absences will automaticallyreceive a failing grade; it should also be noted that late attendance withno prior notice will end up downgrading your final mark significantly.
【Prerequisite】
None.

【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 course will be conducted via informal and interactive lectures witha combination of in-class exercises and take-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 roundtablediscussions; and reflective writing tasks.
All attendees are expected to actively participate, in which they mediate
their understanding by producing language, and make every effort tocontribute meaningfully to both planned and spontaneous activities.
Feedback will be offered to students in due course, or as soon as possible
after each assessment via an online learning management system.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Induction
Induction
2
Academic Texts
Focusing on genre, audience,
purpose, and perspective in texts
3
Argumentative Texts
Identifying arguments, stance, andand supporting evidence
4
Journal Articles (1)Features and structure of’abstracts’5
Textbooks (1)Objectivity in texts (the main
points for a summary, and cohesive
words to confirm themes)
6
Journal Articles (2)Arguments and supporting
evidence from sources (types ofcitation and comment)
7
Reports
Structure and objectivity of areport (asssumption and criticalquestions about a text)
8
Expository Texts
Evaluating data sources and subtle
evaluation in an expository text (perspective and stance across texts)
9Complex Texts
Cause, effect, and association
connections in a complex text
(confident and tentative
connections)10
Different Genres
Narrative in source texts and levelof formality and marked language
11
Textbook (2)Problems and solutions in different
texts (perspective and stance of
writers and readers)
12
Case Studies
Understanding generic language toexpress relationships, and taking
detailed notes to use for writing
13
Independent Reading
Appropriate reading techniques(establishing reading purpose, andreporting on reading in spoken andwritten form)— 26 —

グローバル教養学部 発行日：2023/5/1
14

LANe100ZA

Freshman English II

Final Exam andWrap-up

Final exam with a follow-up
discussion to wrap up the course【Work to be done outside of class (preparation, etc.)】
Students are required to complete all assigned materials before the classand demonstrate good understanding from each class to their writing
practices. Preparatory study and review time for each week are at least
1 hour.

Kazuki Hata
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2【Textbooks】
Chazal, E., & Moore, J. (2016). Oxford EAP: A course in English for
Academic Purposes (Advanced/C1). Oxford: Oxford University Press.
(Primary resource; thus, must be purchased)

その他属性：【References】
Other resources (e.g. academic papers and newspaper articles) will
also be distributed or made available in the online class management
system.

【Outline and objectives】
This course is designed in accordance with Freshman English I,
which focuses on lectures and participating in informal discussion andpresentations. Students will grasp how to understand key informationand langauge in shoft, video-based extracts from authentic lectures, aswell as applying general language and critical thinking skills to express
perspective and stance on the provided topics. Students will also be
provided opportunities to utilise what has been learnt in other modules.

【Grading criteria】
The final grade for this module will take into account grades awardedon all assignments in the following proportions:a) Module-final exam (listening): 50%b) Weekly assignments: 40%c) Active engagement: 10%【Goal】
Students are expected to become competent at basic academic abilities
of organising information and effective note-taking for follow-up
discussions. This course also aims at helping students cultivate criticalthinking skills in argumentation that can be applied to university-level
debates and discussions.

【Changes following student comments】
Considering that GIS students (freshers, Class 7 and 8) have ample
opportunities to improve writing skill sets in their first year, but shouldgrasp more regarding how to survive from lectures in all-in-English
environmnet, Freshman English II changes its pedagogical focus fromwriting (since 2022) to listening and note-taking.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1” and “DP 4”.

【Equipment student needs to prepare】
None.

【Method(s)】In this course, students will be engaged in a wide variety of interactive
practices, as follows: a) in-class discussions/debates; b) individualand group presentations; c) small-group meetings; and d) reflective
writing tasks. This module will thus be conducted via informal
and interactive lectures, with a combination of in-class exercises andtake-home assignments. Students are expected to actively participate
and make every effort to contribute meaningfully to both planned andspontaneous activities.
Feedback will be offered to students in due course, or as soon as possible
after each assessment via an online learning management system.

【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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Induction
Trial activities for note-taking
2
Lectures (1)Active listening (evaluating
different note-taking techniques)3
Lectures (2)Evaluating an argument, checking
signposting, and contributing to a
discussion (interrupting andturn-taking)4
Lectures (3)Keywords and themes from theintroduction, and summarisingideas from written sources (plus,
different note-taking techniques)
5
Presentation (1)Key components in a poster(questioning and answering in a
poster presentation)
6
Lectures (4)Notes on chronological sequence(citation and references in lectures,plus conducting team/grouppresentation)
7
Lectures (5)Summarising key points of a single
lecture, and combining informationfrom two lectures
8
Presentation (3)Visual data in a presentation(distinguishing evidence orevaluation)
9
Lectures (6)Listening for facts, association, andevaluation
10
Lectures (7)Techniques for dealing withdifferent lectures (using notes andslides effectively)
11
Presentations (5)Recognising known or new
information (reading ’abstract’ forbetter comprehension)
12
Lectures (8)using visuals to understand andexplain key concepts (taking noteson multiple processes)
13
Lectures (9)Matching note-taking to purpose oflistening (from listening topresentation)— 27 —

グローバル教養学部 発行日：2023/5/1
14

LANe100ZA

Freshman English II

Final Exam andWrap-up

Final exam with a follow-up
discussion to wrap up the course【Work to be done outside of class (preparation, etc.)】
Students are required to complete all assigned materials before the classand demonstrate good understanding from each class to their writing
practices. Preparatory study and review time for each week are at least
1 hour.

Heike Hoffer
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 2/Tue.2【Textbooks】
Chazal, E., & Moore, J. (2016). Oxford EAP: A course in English for
Academic Purposes (Advanced/C1). Oxford: Oxford University Press.
(Primary resource; thus, must be purchased)

その他属性：【References】
Other resources (e.g. academic papers and newspaper articles) will
also be distributed or made available in the online class management
system.

【Outline and objectives】
This course is designed in accordance with Freshman English I,
which focuses on lectures and participating in informal discussion andpresentations. Students will grasp how to understand key informationand langauge in shoft, video-based extracts from authentic lectures, aswell as applying general language and critical thinking skills to express
perspective and stance on the provided topics. Students will also be
provided opportunities to utilise what has been learnt in other modules.

【Grading criteria】
The final grade for this module will take into account grades awardedon all assignments in the following proportions:a) Module-final exam (listening): 50%b) Weekly assignments: 40%c) Active engagement: 10%【Goal】
Students are expected to become competent at basic academic abilities
of organising information and effective note-taking for follow-up
discussions. This course also aims at helping students cultivate criticalthinking skills in argumentation that can be applied to university-level
debates and discussions.

【Changes following student comments】
Considering that GIS students (freshers, Class 7 and 8) have ample
opportunities to improve writing skill sets in their first year, but shouldgrasp more regarding how to survive from lectures in all-in-English
environmnet, Freshman English II changes its pedagogical focus fromwriting (since 2022) to listening and note-taking.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1” and “DP 4”.

【Equipment student needs to prepare】
None.

【Method(s)】In this course, students will be engaged in a wide variety of interactive
practices, as follows: a) in-class discussions/debates; b) individualand group presentations; c) small-group meetings; and d) reflective
writing tasks. This module will thus be conducted via informal
and interactive lectures, with a combination of in-class exercises andtake-home assignments. Students are expected to actively participate
and make every effort to contribute meaningfully to both planned andspontaneous activities.
Feedback will be offered to students in due course, or as soon as possible
after each assessment via an online learning management system.

【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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Induction
Trial activities for note-taking
2
Lectures (1)Active listening (evaluating
different note-taking techniques)3
Lectures (2)Evaluating an argument, checking
signposting, and contributing to a
discussion (interrupting andturn-taking)4
Lectures (3)Keywords and themes from theintroduction, and summarisingideas from written sources (plus,
different note-taking techniques)
5
Presentation (1)Key components in a poster(questioning and answering in a
poster presentation)
6
Lectures (4)Notes on chronological sequence(citation and references in lectures,plus conducting team/grouppresentation)
7
Lectures (5)Summarising key points of a single
lecture, and combining informationfrom two lectures
8
Presentation (3)Visual data in a presentation(distinguishing evidence orevaluation)
9
Lectures (6)Listening for facts, association, andevaluation
10
Lectures (7)Techniques for dealing withdifferent lectures (using notes andslides effectively)
11
Presentations (5)Recognising known or new
information (reading ’abstract’ forbetter comprehension)
12
Lectures (8)using visuals to understand andexplain key concepts (taking noteson multiple processes)
13
Lectures (9)Matching note-taking to purpose oflistening (from listening topresentation)— 28 —

グローバル教養学部 発行日：2023/5/1
14

BSP100ZA

Group Discussion 3
and Wrap-up

Debate and Discussion
Kazuki Hata

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

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3【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.
Preparatory study and review time for this class are 2 hours each.

その他属性：【Textbooks】
Class materials will be provided by the instructor and distributed inclass or uploaded on H’etudes.

【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.

【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.

【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”.

【Changes following student comments】
None.

【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.
Submission of assignments and feedback will either be in-class or via
the Learning Management System.

【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】授業形態：対面/face to face
No.
Theme
Contents
1
Overview
Overview
2
Analysis
Meaning of analysis
Propositions and argument
3
Use of Evidence
Finding and evaluating sources ofevidence
4
Identifying Flaws in
Causal links
Arguments I
Correlations and false correlations
5
Identifying Flaws in
Necessary and sufficient conditions
Arguments II
Analogies
6
Refutation
Meaning of refutation
Ways of refuting an argument
7
Debate: An Overview
Techniques and structure of debate
Choice of topics for debates in class
8
Moving Towards
Roundtable discussions to prepare
Debatefor debates
9Team Debate 1
Team debate on a topic previously
agreed uponPeer evaluation
10
Team Debate 2
Team debate on a topic previously
agreed uponPeer evaluation
11
Team Debate 3
Team debate on a topic previously
Moving Towards Group agreed upon
Discussion
Preparation for group discussion
12Group Discussion 1
Discussion on topics previously
agreed uponPeer evaluation of discussion
13
Group Discussion 2
Discussion on topics previously
agreed uponPeer evaluation of discussion— 29 —

グローバル教養学部 発行日：2023/5/1【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.
Preparatory study and review time for this class are 2 hours each.

BSP100ZA

Debate and Discussion【Textbooks】
Class materials will be provided by the instructor and distributed inclass or uploaded on H’etudes.

Kazuki Hata
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 3/Mon.3
その他属性：【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.
Submission of assignments and feedback will either be in-class or via
the Learning Management System.

【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】授業形態：対面/face to face
No.
Theme
Contents
1
Overview
Overview
2
Analysis
Meaning of analysis
Propositions and argument
3
Use of Evidence
Finding and evaluating sources ofevidence
4
Identifying Flaws in
Causal links
Arguments I
Correlations and false correlations
5
Identifying Flaws in
Necessary and sufficient conditions
Arguments II
Analogies
6
Refutation
Meaning of refutation
Ways of refuting an argument
7
Debate: An Overview
Techniques and structure of debate
Choice of topics for debates in class
8
Moving Towards
Roundtable discussions to prepare
Debatefor debates
9Team Debate 1
Team debate on a topic previously
agreed uponPeer evaluation
10
Team Debate 2
Team debate on a topic previously
agreed uponPeer evaluation
11
Team Debate 3
Team debate on a topic previously
Moving Towards Group agreed upon
Discussion
Preparation for group discussion
12Group Discussion 1
Discussion on topics previously
agreed uponPeer evaluation of discussion
13
Group Discussion 2
Discussion on topics previously
agreed uponPeer evaluation of discussion
14
Group Discussion 3
Discussion on topics previously
and Wrap-up
agreed uponPeer evaluation of discussion
Debate and discussion revisited:the significance ofargument,reasoning and criticalthinking— 30 —

グローバル教養学部 発行日：2023/5/1【Grading criteria】
Class participation (20 %), assignments (10%), self introduction speech(10%), analysis paper (10%), informative speech (25%), persuasive
speech (25%).
The grading of speeches will take into accountpreparation, visuals, delivery and performance.

BSP100ZA

Presentation and Public Speaking (Advanced)
Mark Birtles
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3
その他属性：〈優〉【Outline and objectives】
Being able to take command of a room and speak confidently in front ofother people is a vital skill, but one many people have difficulty with.
The primary aim of this course is to build confidence and competence inpublic speaking, with the main focus on the preparation and delivery of
two kinds of speech: informative and persuasive. This course will not
only have relevance in an academic sense, but the skills learned can also
be applied in both business and social settings.
【Goal】
Upon completing this course, students will have gained:• Competency in identifying and analysing basic communication theory• The ability to put this theory into practice• Confidence in presentation and public speaking on a variety of topics• Key skills in both verbal and non-verbal aspects of public speaking• The ability to be an active listener and ask meaningful questions.

【Changes following student comments】
Some students were mistaken in thinking that the Presentation andPublic Speaking course had two parts, but that is incorrect. The"Standard" and "Advanced" levels have the same course content andstudents can only take this course once. Please see the "Others" section
for more details.
【Equipment student needs to prepare】
A laptop will be required in many sessions. If access to a laptop
computer is difficult, please inform the instructor.
【Others】
This course has two levels, "Standard" and "Advanced." This is nota two-part course: the two levels are designed to separate students
based on English proficiency, so the instructors can tailor the content
for different skill levels. Think carefully about which level is right foryou before selecting the course. For the Advanced level course, students
are expected to meet or exceed one of the following scores: TOEFL ITP
550, TOEFL iBT 80, IELTS 6.5 or IB Diploma (English as Language A).
【Prerequisite】
None.

【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)】Although there is some theoretical analysis, Presentation and Public
Speaking is primarily a practical, skills-based course, with students
producing meaningful class content. Submission of assignments andfeedback will either be in-person or via the Learning Management
System. Students will prepare and deliver speeches and learn essential
skills along the way: how to select, organize and use materials to
support an idea, delivery techniques, and how to effectively utilise
multimedia tools in presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Personal Introduction
The basics of public speaking
Speech3
Analysing an
Identifying key concepts andInformative Speechmodels of communication
4
Analysing an
Identifying key concepts andInformative Speech IImodels of communication
5
Informative Speech
Preparing an informative speech ofPreparation
your own
6
Delivery Strategies I
Practice using verbal cues
7
Delivery Strategies II
Practice using non-verbal cues
8
Informative SpeechStudent presentations
Performances
9
Exploiting Visuals I
Making engaging presentation
slides in PowerPoint
10
Exploiting Visuals II
Infographics and visual
representations
11
Asking and Dealing
How to be an active listener andwith Questions
engage in Q&A
12
Persuasive Speech
Preparing a persuasive speech ofPreparation
your own
13
Persuasive Speech
Preparing a persuasive speech ofPreparation
your own
14
Persuasive SpeechStudent presentations
Performance【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No single textbook will be used; the instructor will provide materials.
【References】
Anderson, C. (2018). Ted talks: the official TED guide to public speaking.
London, UK: Nicholas.
Stafford, M. (2012). Successful presentations: an interactive guide.
Tokyo, Japan: Cengage Learning.

— 31 —

グローバル教養学部 発行日：2023/5/1【Grading criteria】
Class participation (20 %), assignments (10%), self introduction speech(10%), analysis paper (10%), informative speech (25%), persuasive
speech (25%).
The grading of speeches will take into accountpreparation, visuals, delivery and performance.

BSP100ZA

Presentation and Public Speaking (Advanced)
Mark Birtles【Changes following student comments】
Some students were mistaken in thinking that the Presentation andPublic Speaking course had two parts, but that is incorrect. The"Standard" and "Advanced" levels have the same course content andstudents can only take this course once. Please see the "Others" section
for more details.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 5/Fri.5
その他属性：〈優〉【Outline and objectives】
Being able to take command of a room and speak confidently in front ofother people is a vital skill, but one many people have difficulty with.
The primary aim of this course is to build confidence and competence inpublic speaking, with the main focus on the preparation and delivery of
two kinds of speech: informative and persuasive. This course will not
only have relevance in an academic sense, but the skills learned can also
be applied in both business and social settings.
【Goal】
Upon completing this course, students will have gained:• Competency in identifying and analysing basic communication theory• The ability to put this theory into practice• Confidence in presentation and public speaking on a variety of topics• Key skills in both verbal and non-verbal aspects of public speaking• The ability to be an active listener and ask meaningful questions.

【Equipment student needs to prepare】
A laptop will be required in many sessions. If access to a laptop
computer is difficult, please inform the instructor.
【Others】
This course has two levels, "Standard" and "Advanced." This is nota two-part course: the two levels are designed to separate students
based on English proficiency, so the instructors can tailor the content
for different skill levels. Think carefully about which level is right foryou before selecting the course. For the Advanced level course, students
are expected to meet or exceed one of the following scores: TOEFL ITP
550, TOEFL iBT 80, IELTS 6.5 or IB Diploma (English as Language A).
【Prerequisite】
None.

【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)】Although there is some theoretical analysis, Presentation and Public
Speaking is primarily a practical, skills-based course, with students
producing meaningful class content. Submission of assignments andfeedback will either be in-person or via the Learning Management
System. Students will prepare and deliver speeches and learn essential
skills along the way: how to select, organize and use materials to
support an idea, delivery techniques, and how to effectively utilise
multimedia tools in presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Personal Introduction
The basics of public speaking
Speech3
Analysing an
Identifying key concepts andInformative Speechmodels of communication
4
Analysing an
Identifying key concepts andInformative Speech IImodels of communication
5
Informative Speech
Preparing an informative speech ofPreparation
your own
6
Delivery Strategies I
Practice using verbal cues
7
Delivery Strategies II
Practice using non-verbal cues
8
Informative SpeechStudent presentations
Performances
9
Exploiting Visuals I
Making engaging presentation
slides in PowerPoint
10
Exploiting Visuals II
Infographics and visual
representations
11
Asking and Dealing
How to be an active listener andwith Questions
engage in Q&A
12
Persuasive Speech
Preparing a persuasive speech ofPreparation
your own
13
Persuasive Speech
Preparing a persuasive speech ofPreparation
your own
14
Persuasive SpeechStudent presentations
Performance【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No single textbook will be used; the instructor will provide materials.
【References】
Anderson, C. (2018). Ted talks: the official TED guide to public speaking.
London, UK: Nicholas.
Stafford, M. (2012). Successful presentations: an interactive guide.
Tokyo, Japan: Cengage Learning.

— 32 —

グローバル教養学部 発行日：2023/5/1【Grading criteria】
Class participation (20 %), assignments (10%), self introduction speech(10%), analysis paper (10%), informative speech (25%), persuasive
speech (25%).
The grading of speeches will take into accountpreparation, visuals, delivery and performance.

BSP100ZA

Presentation and Public Speaking (Standard)
Alan Meadows
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 3/Wed.3
その他属性：〈優〉【Outline and objectives】
Being able to take command of a room and speak confidently in front ofother people is a vital skill, but one many people have difficulty with.
The primary aim of this course is to build confidence and competence inpublic speaking, with the main focus on the preparation and delivery of
two kinds of speech: informative and persuasive. This course will not
only have relevance in an academic sense, but the skills learned can also
be applied in both business and social settings.
【Goal】
Upon completing this course, students will have gained:• Competency in identifying and analysing basic communication theory• The ability to put this theory into practice• Confidence in presentation and public speaking on a variety of topics• Key skills in both verbal and non-verbal aspects of public speaking• The ability to be an active listener and ask meaningful questions.

【Changes following student comments】
Some students were mistaken in thinking that the Presentation andPublic Speaking course had two parts, but that is incorrect. The"Standard" and "Advanced" levels have the same course content andstudents can only take this course once. Please see the "Others" section
for more details.
【Equipment student needs to prepare】
A laptop will be required in many sessions. If access to a laptop
computer is difficult, please inform the instructor.
【Others】
This course has two levels, "Standard" and "Advanced." This is nota two-part course: the two levels are designed to separate students
based on English proficiency, so the instructors can tailor the content
for different skill levels. Think carefully about which level is right foryou before selecting the course. For the Advanced level course, students
are expected to meet or exceed one of the following scores: TOEFL ITP
550, TOEFL iBT 80, IELTS 6.5 or IB Diploma (English as Language A).
【Prerequisite】
None.

【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)】Although there is some theoretical analysis, Presentation and Public
Speaking is primarily a practical, skills-based course, with students
producing meaningful class content. Submission of assignments andfeedback will either be in-person or via the Learning Management
System. Students will prepare and deliver speeches and learn essential
skills along the way: how to select, organize and use materials to
support an idea, delivery techniques, and how to effectively utilise
multimedia tools in presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Personal Introduction
The basics of public speaking
Speech3
Analysing an
Identifying key concepts andInformative Speechmodels of communication
4
Analysing an
Identifying key concepts andInformative Speech IImodels of communication
5
Informative Speech
Preparing an informative speech ofPreparation
your own
6
Delivery Strategies I
Practice using verbal cues
7
Delivery Strategies II
Practice using non-verbal cues
8
Informative SpeechStudent presentations
Performances
9
Exploiting Visuals I
Making engaging presentation
slides in PowerPoint
10
Exploiting Visuals II
Infographics and visual
representations
11
Asking and Dealing
How to be an active listener andwith Questions
engage in Q&A
12
Persuasive Speech
Preparing a persuasive speech ofPreparation
your own
13
Persuasive Speech
Preparing a persuasive speech ofPreparation
your own
14
Persuasive SpeechStudent presentations
Performance【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No single textbook will be used; the instructor will provide materials.
【References】
Anderson, C. (2018). Ted talks: the official TED guide to public speaking.
London, UK: Nicholas.
Stafford, M. (2012). Successful presentations: an interactive guide.
Tokyo, Japan: Cengage Learning.

— 33 —

グローバル教養学部 発行日：2023/5/1【Grading criteria】
Class participation (20 %), assignments (10%), self introduction speech(10%), analysis paper (10%), informative speech (25%), persuasive
speech (25%).
The grading of speeches will take into accountpreparation, visuals, delivery and performance.

BSP100ZA

Presentation and Public Speaking (Standard)
Alan Meadows【Changes following student comments】
Some students were mistaken in thinking that the Presentation andPublic Speaking course had two parts, but that is incorrect. The"Standard" and "Advanced" levels have the same course content andstudents can only take this course once. Please see the "Others" section
for more details.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 4/Wed.4
その他属性：〈優〉【Outline and objectives】
Being able to take command of a room and speak confidently in front ofother people is a vital skill, but one many people have difficulty with.
The primary aim of this course is to build confidence and competence inpublic speaking, with the main focus on the preparation and delivery of
two kinds of speech: informative and persuasive. This course will not
only have relevance in an academic sense, but the skills learned can also
be applied in both business and social settings.
【Goal】
Upon completing this course, students will have gained:• Competency in identifying and analysing basic communication theory• The ability to put this theory into practice• Confidence in presentation and public speaking on a variety of topics• Key skills in both verbal and non-verbal aspects of public speaking• The ability to be an active listener and ask meaningful questions.

【Equipment student needs to prepare】
A laptop will be required in many sessions. If access to a laptop
computer is difficult, please inform the instructor.
【Others】
This course has two levels, "Standard" and "Advanced." This is nota two-part course: the two levels are designed to separate students
based on English proficiency, so the instructors can tailor the content
for different skill levels. Think carefully about which level is right foryou before selecting the course. For the Advanced level course, students
are expected to meet or exceed one of the following scores: TOEFL ITP
550, TOEFL iBT 80, IELTS 6.5 or IB Diploma (English as Language A).
【Prerequisite】
None.

【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)】Although there is some theoretical analysis, Presentation and Public
Speaking is primarily a practical, skills-based course, with students
producing meaningful class content. Submission of assignments andfeedback will either be in-person or via the Learning Management
System. Students will prepare and deliver speeches and learn essential
skills along the way: how to select, organize and use materials to
support an idea, delivery techniques, and how to effectively utilise
multimedia tools in presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Personal Introduction
The basics of public speaking
Speech3
Analysing an
Identifying key concepts andInformative Speechmodels of communication
4
Analysing an
Identifying key concepts andInformative Speech IImodels of communication
5
Informative Speech
Preparing an informative speech ofPreparation
your own
6
Delivery Strategies I
Practice using verbal cues
7
Delivery Strategies II
Practice using non-verbal cues
8
Informative SpeechStudent presentations
Performances
9
Exploiting Visuals I
Making engaging presentation
slides in PowerPoint
10
Exploiting Visuals II
Infographics and visual
representations
11
Asking and Dealing
How to be an active listener andwith Questions
engage in Q&A
12
Persuasive Speech
Preparing a persuasive speech ofPreparation
your own
13
Persuasive Speech
Preparing a persuasive speech ofPreparation
your own
14
Persuasive SpeechStudent presentations
Performance【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No single textbook will be used; the instructor will provide materials.
【References】
Anderson, C. (2018). Ted talks: the official TED guide to public speaking.
London, UK: Nicholas.
Stafford, M. (2012). Successful presentations: an interactive guide.
Tokyo, Japan: Cengage Learning.

— 34 —

グローバル教養学部 発行日：2023/5/1
9

LAN100ZA

English Test Preparation for IELTS
Marcus Lovitt

10

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 4/Wed.4
その他属性：〈優〉

11【Outline and objectives】
English Test Preparation for IELTS is designed to teach language
skills, effective test-taking techniques, and strategies for the IELTS
examination.
【Goal】
This course is designed for students who are interested in improving
their English test scores or who want to study in the United Kingdom,
Australia or New Zealand in the future. Its purpose is to help you attainadvanced command of English, which shall be reflected in your IELTS
test scores.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 4”.
【Method(s)】Students will learn effective strategies for increasing scores in eachsection of the IELTS through class discussion and exercises throughout
the course. These include becoming familiar with the test format,
understanding question types, and learning how to expand speaking
and writing responses. Personal advice on methods of individual study(which is strongly recommended) will be given as required. As this isa skills-based course, emphasis will be placed on practical skills rather
than class lectures. To this end, students will also participate in regularvocabulary and idiom quizzes, as peer review activities. Feedback on
coursework will be given during class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

12
13
14・The class will do exercises for thereading section and practicetechniques such as skimming andscanning
・Vocabulary and idiomatic
expression quiz
Writing III; Speaking
・Practice for writing task 2. The
III
class will study opinion techniques,paraphrasing etc.
・Practice for speaking parts 2 & 3・Vocabulary and idiomatic
expression quiz
Listening III; Reading ・Practice for listening tasks 3 & 4
III・Practice for reading section(timed exercises, etc.)
・Vocabulary and idiomatic
expression quiz
Writing IV; Speaking
・Review of the writing andIVspeaking sections
Listening IV; Reading ・Review of the listening andIVreading sections
Final Examination and Assessing the degree to which
Wrap-Up
students understand the subject

Reading II【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
1. Pauline Cullen, Amanda French, et al. The Official Cambridge Guide
to IELTS Student’s Book with Answers with DVD-ROM. Cambridge
English (Feb 27, 2014)【References】
1. Essential Words for the IELTS: With Downloadable Audio by Lin
Lougheed Ph.D. Barrons Educational Series. Third edition (December
1, 2016)
2. Cambridge Univ Press. IELTS 14 Academic Student’s Book with
Answers with Audio: Authentic Practice Tests (Jun 20, 2019)【Grading criteria】
Assessment will be based on the following:
1. Class participation and homework (30%)
2. Mid-term exam / practice test (30%)
4. Final exam (40%)
【Changes following student comments】
Not applicable【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Writing I
・Introduction to the writing
section. The class will look atquestion types, scoring and test
strategies
・Vocabulary and idiomatic
expression quiz3
Speaking I
・Introduction to the speaking
section. The class will study
question types, scoring and test
strategies
・Practice for Speaking Part 1
・Vocabulary and idiomatic
expression quiz
4
Listening I
・Introduction to the listening
section. We will cover questions
types, scoring and test strategies
・Vocabulary and idiomatic
expression quiz
5
Reading I
・Introduction to the reading
section. The class will coverquestion types, scoring andstrategies
・Vocabulary and idiomatic
expression quiz
6
Writing II・Practice for writing task 1. The
class will study language forsummarizing data.
・Vocabulary and idiomatic
expression quiz
7
Mid-term examination; ・This class will consist of a short
Speaking II
exam to test student progress・Practice for speaking part 2
8Listening II・The class will undertake listening
and summarizing exercises
・Vocabulary and idiomatic
expression quiz

【Equipment student needs to prepare】
Not applicable【Prerequisite】
None.

— 35 —

グローバル教養学部 発行日：2023/5/1
7

Speaking (II)8

Listening (II)9

Writing (II)【Goal】
This course is designed for students who are interested in improving
their English test scores or who want to study abroad in the future. Its
purpose is to help you attain advanced command of English, which shallbe reflected in your scores on the TOEFL iBT. The course is designed tohelp you express your own ideas in English on practical/academic topics.

10

Reading (II)【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 4”.

11

Speaking (III)12

Writing (III)13
14

Final practice test
Wrap-up and Review
the Course

LAN100ZA

English Test Preparation for TOEFL
Marcus Lovitt
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3
その他属性：【Outline and objectives】
ETP is designed to teach language skills, effective test-taking
techniques, and strategies for the TOEFL iBT (computer-based test).
The course will take into account test changes which came into effectAugust 1st 2019.

【Method(s)】Students will learn effective strategies for increasing scores in eachsection of the TOEFL iBT by lecture and exercises throughout thecourse.
These include becoming familiar with the test format,
understanding question types, and learning how to expand speaking
and writing responses. Personal advice on methods of individual study(which is strongly recommended) will be given as required.
As this is a skills-based course, emphasis will be placed on practicalskills rather than class lectures. To this end, students will also
participate in regular vocabulary and idiom quizzes, as peer review
activities.
Comments on activities will be given in class.
Submission of
assignments and feedback will be on the Learning Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Diagnostic test
・Abridged test in class fordiagnostic purposes
3
Speaking (I)・Vocabulary and idiomatic
expression quiz（V&I quiz)
・Review diagnostic test
・Strategy for the Speaking section;question types
・Speaking exercises: Independenttasks
・Typical speaking topics: urban
life, university life4
Listening (I)
・V&I quiz
・Review Speaking (I)・Strategy for the Listening section;question types
・Listening exercises: academic
lectures・Typical lecture topics: arts, life
science, physical science, social
science5
Writing (I)
・V&I quiz
・Review Listening (I)・Strategy for the Writing section
・Writing exercises: integratedtasks
・Typical writing topics: school life,
university life,
6
Reading (I)
・V&I quiz
・Review Writing (I)・Strategy for the Reading section;question types
・Reading exercises
・Typical reading topics: arts, life
science, physical science, social
science・V&I quiz
・Review Reading (I)・Speaking exercises: Integratedtasks
・Typical speaking topics: school
life, civic responsibilities,
university life
・V&I quiz
・Review Speaking (II)・Listening exercises: conversations
・Typical conversation topics: officehours, service encounters
・V&I quiz
・Review Listening (II)・Writing exercises: independenttasks
・Writing based on knowledge andexperience, giving opinions
・Typical writing topics: school life,
university life
・V&I quiz
・Review Writing (II)・Reading exercises
・Typical reading topics: arts, life
science, physical science, social
science・V&I quiz
・Review Reading (II)・Speaking exercises: both question
types
・V&I quiz
・Review Speaking (III)・Writing exercises: both questions
types
・Abridged version of the test
・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. Preparatory study and review
time for this class are 2 hours each.
【Textbooks】
1) Vocabulary and idiomatic expressions
Barron’s Essential Words for the TOEFL ® by Steven J. Matthiesen,
7th Edition (2017)
2) Exercises
The Official Guide to the TOEFL Test with DVD-ROM, 6th Edition,(Official Guide to the Toefl iBT), Educational Testing Service (2020)【References】
1) Barron’s TOEFL ® iBT with CD ROM by Pamela J. Sharpe, 15th
Edition (2016)【Grading criteria】
Assessment will be based on the following:
1. Class participation (30%)
2. Final practice test (40%)
3. Homework assignments (30%)
【Changes following student comments】
Not applicable【Prerequisite】
None.

— 36 —

グローバル教養学部 発行日：2023/5/1【References】
Anderson, J. & Dean, D. (2014). Revision decisions: talking throughsentences and beyond. Portland, US: Stenhouse Publishers.
Garner, B. (2012). Harvard Business Review guide to better businesswriting. Boston, US: Harvard Business Review Press.
Marsen, S. (2020). Professional writing (fourth edition). London, UK:
Palgrave Macmillan.
Strunk, W & White, E. (1999). The elements of style (fourth edition).
Boston, US: Allyn & Bacon.

CAR100ZA

Professional Communication
Mark Birtles
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 3/Fri.3【Grading criteria】
Class participation (10%), assignments (25%), CV and cover letter(20%), mock interview (20%), final exam (25%).

その他属性：〈優〉【Outline and objectives】
Communication is one of the key skills employers look for in potential
employees. The rapid diversification of global communications andthe collapse of traditional professional working practices in the firsttwo decades of the twenty-first century have made these skills evenmore salient; modern employers increasingly demand transferrable
skills, interdisciplinary knowledge and an ability to address a diverse
audience. At their very heart, these competencies are enhanced by anability to understand, construct and manipulate written information inorder to use them in a variety of situations.
【Goal】
Graduates with a good command of English are likely to end up in the
global job market, so this course aims at giving students a competitiveedge when embarking upon their chosen career path. This course will
help students prepare for the English-language job hunting process
and provide an overview of the key professional communication styles,
as well as a chance to see how these have a real application in theprofessional world.

【Changes following student comments】
The mock interviews will be conducted via Zoom as the medium
allows students to be immersed in an authentic-looking interview
environment. The interviews are recorded and shared with the student
for self-reflection and critical analysis.
【Equipment student needs to prepare】
A laptop will be required in most sessions. If access to a laptop computer
is difficult, please inform the instructor.
【Prerequisite】
None.

【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 first half of the course will look at the English-language job hunting
process, from analysing a job advertisement to creating a CV (résumé)and cover letter. Students will learn how to make their application
documents stand out from the crowd and then participate in a mockinterview for the job. These documents and skills can be used in areal-life job, or internship, application. The second half of the course
then aims to build familiarity in some of the key forms of professional
communication, such as press releases, emails and business documents.
Submission of assignments and feedback will be via the Learning
Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction2
Job Hunting: Writing a Explanation of the features of a
CV I
good CV (résumé)3
Job Hunting: Writing a Producing an English language CV
CV II(résumé)4
Job Hunting: The
Explanation of the features of a
Cover Letter I
good cover letter
5
Job Hunting: The
Writing an original cover letter
Cover Letter II
6Professional Writing:Putting ideas into words quickly
Style and Toneand concisely
7
Job Hunting:
What will they ask?
Preparing for an
Interview
8
Mock Job Interviews
Students will participate in a mockjob interview with the instructor
9
Formal Emails
Striking the right tone incommunication
10
Editing
Common errors and ways toimprove written English
11
Press Releases
The basics of how to prepare
information for publication
12
Reports
Communicating businessinformation
13
Agendas and Minutes
Outlining standard layouts ofeveryday documents
14
Final Exam and Wrap Written examination and summary
Up【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No single textbook will be used; the instructor will provide materials.

— 37 —

グローバル教養学部 発行日：2023/5/1
Those who take and pass this course may be given priority in theenrollment of some of the psychology courses.

PRI100ZA

Statistics【Prerequisite】
None.

Yuji Ogihara
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 3/Thu.3
その他属性：〈優〉【Outline and objectives】
In this course, students learn basic concepts and skills of statisticalmethods and data analysis.
【Goal】The objective of this course is twofold. First, students learn basic
concepts in statistics (e.g., mean, standard deviation, standard error,
normal distribution, t-test and regression analysis). Second, practicalskills for visualizing data and conducting appropriate statistical tests
are introduced and students practice them using statistical software.
【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 is an introductory course on statistical methods and data analysis.
It explains the basic ideas behind statistical testing and covers various
statistical methods for survey and experimental data. Each classcombines a lecture with hands-on exercises (free statistical software areused). In addition, an assignment is given after every class. At the
beginning of class, feedback for the previous class is given using somecomments from submitted assignments. Students are encouraged to ask
questions and to be actively involved in the class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Descriptive Statistics
Introducing basic descriptive(1)
statistics (e.g., mean, median,mode)
3
Descriptive Statistics
Introducing basic descriptive(2)
statistics (e.g., standard deviation,
variance, standard error)
4
Correlation
The relationship between two
variables
5
Population and Sample Random sampling and distributionof population
6
Probability
Probability distribution and Z-score
Distribution
7
Hypothesis Testing and Testing your hypothesis using
Statistical Tests
statistical tests and sampling
distribution
8
Regression Analysis (1) Single regression analysis
9
Regression Analysis (2) Multiple regression analysis
10
T-test (1)Testing if the difference issignificant
11
T-test (2)Related and unrelated t-tests
12
Analysis of Variance
Introducing ANOVA
13
Categorical Data
Introducing categorical data
Analysisanalysis14
Summary & In-classOverall summary and in-class
Exam
exam
【Work to be done outside of class (preparation, etc.)】
Students are encouraged to review their lecture notes and handouts
after each class. Preparatory study and review time for this class are
2 hours each.
【Textbooks】
No textbook will be used.
provided by lecturer.

Handouts and reading materials will be【References】
References will be introduced in class.
【Grading criteria】
Students will be evaluated on the basis of assignments given in eachclass (50%) and in-class exam (50%). No credit will be given to students
with more than two unexcused absences.
【Changes following student comments】
None.
【Others】
This course is strongly recommended for students interested in various
disciplines in social sciences.

— 38 —

グローバル教養学部 発行日：2023/5/1【Changes following student comments】
Not applicable.

LANe100ZA

Translation【Equipment student needs to prepare】
Dictionary

Sarah Allen【Prerequisite】
None.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 4/Fri.4
その他属性：〈優〉【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) choose the appropriate English whentranslating from Japanese to English (2) use natural, idiomatic English(3) convey information and meaning accurately, logically, and in theproper 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 and academic texts. Feedback
on homework assignments will also be given in class in the form of
discussion and examples.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation
Orientation
2
What is a Translation? Background & history ofJapanese-to-English translation;short practice3
Sight Translation (1)In-class oral translation (1);identifying difficult areas
4
Sight Translation (2)In-class oral translation (2);transitions
5
Translation Skills
What skills constitute competence?
6
Peer Review
Evaluating and editing; criteria
7
Kinds of Meaning (1)Review; mid-term take-home exam
8
Sight Translation (3)In-class oral translation (3);sentence structure
9
Sight Translation (4)In-class oral translation (4);grammar
10
Kinds of Meaning (2)Types of meaning and ambiguity;
register11
Sight Translation (5)In-class oral translation (5);idiomatic usage
12
Sight Translation (6)In-class oral translation (6); editing
decisions
13
Discourse Genres
Tenses, clauses, complex sentences,
style, structure
14
Summary
In-class final exam and wrap-up【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. Preparatory study and review time
for this class are 2 hours each.
【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%— 39 —

グローバル教養学部 発行日：2023/5/1

FRI100ZA

Information Technology I
May Kristine Jonson Carlon
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：土 1/Sat.1
その他属性：【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.
【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.

【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.
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.
【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.

【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.
(1) For student presentations, feedback will be given after eachpresentation.
(2) For responses to the general quiz near the end of the semester,
feedback will be given in the final class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to
Introduction to Information
Information
Technology
Technology
2
Hardware andIntroduction to computer hardware
Softwareand operation systems (OS)3
Using Windows
Introduction to Windows OS
Functions4
Different Types of Files Handling text, audio, video andand Storage Mediaother file types; storage media(HDs, USB memory, CDs, DVDs,
etc.)
5
Files and Folders
Controlling and using your OS
6
Upgrading and Adding Hardware drivers, software
New Devices andapplications
Software
7
Internet Connections
Alternative ways of connecting to
the net; types of networks: LAN,
WAN, WiFi, etc.
8
Routine Maintenance,
Cleaning, defragmentation, disk
Troubleshooting
verification, and recovery strategies
9Internet Search
Basic and advanced use of Google,
Techniques
Bing, Yahoo, and other searchengines
10Internet Software
Introduction to some convenient
tools
11Internet Security
Privacy, data protection,
intellectual property issues
12More Internet
Free and subscription based apps
Applications
13
Future Trends
Where the Internet is headed
14
Presentations
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. Preparatory study andreview time for this class are 2 hours each.
【Textbooks】
Notes and online tutorial links will be provided during class.
Tutorials: https://www.gcflearnfree.org
Advanced topics: https://techrepublic.com— 40 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each. For
example, students need to solve some practice problems assigned inclass or summarize the assigned chapters for understanding Python.

FRI100ZA

Introduction to Programming
Youyung Hyun

【Textbooks】
Handouts and reading materials will be provided by lecturer.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2【References】
Python Basics: A Practical Introduction to Python 3 (English
Edition)David Amos, Dan Bader, Joanna Jablonski, Fletcher Heisler,
Real Python (2022/1/24),【Grading criteria】
Participation (20%); Mini test (20%);
Simulation (20%); Final exam (40%).

その他属性：〈優〉【Outline and objectives】
In this class, students will learn the role of programming within thecontext of data science and IT and practicing basic and intermediatelevel of programming with various examples.
【Goal】
Students will 1)learn main components of programming, 2) use major
programming patterns, 3) learn and practice knowledge a popular
programming language Python, and 4) be prepared for the moreadvanced programming courses such as Big Data and Analytics as well
as Database Utilization.

【Changes following student comments】
Not applicable【Equipment student needs to prepare】
Laptop (*downloaded with ’anaconda’ and ’jupyter notebook’)【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 will proceed with lectures, practice learning and Q&A
sessions (including individual instructions). Students are required toreview what they have learned in the last class and take a mini test
every week for about 10 minutes.
At the beginning of every class, feedback for the previous class will begiven, and a brief review will be conducted.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction of Course Introduction of Course
2
Chapter 1. The Overall Students will learn the role ofPicture of
programming within the context ofProgramming
data science and IT
3
Chapter 2.
Students will learn basic
Programming
programming language used in
Language & Software
Python and familiarize with how to
use software (e.g., anaconda &Jupyter notebook).
4
Chapter 3. Data Type
Students will learn types of data,& Variables
how to make variables, and how to"print" some results using Python.
5
Chapter 4.Data
Students will learn data structures
Structureand practice format & print
6
Chapter 5.
Students will learn "if" coding in
Coding"If"function
Python and practice print "if"coding in various examples.
7
Chapter 6. Coding
Students will learn "string," "list,""String," "List," & "If"
& "if" codings with advanced
examples.
8
Review & Simulation
Students will review what the class
has covered during the first half ofthe semester and take a simulation
test.
9
Chapter 7. Coding
Students will learn coding "while,""While," & "For" (1)and "for" and practice them with
examples.
10
Chapter 8. Coding
Students will learn coding "while,""While," & "For" (2)and "for" with advanced utilization& examples.
11
Chapter 9. PracticeStudents will learn a set ofDiverse Functions
functions and get used to using
them with examples.
12
Chapter 10. A Variety
Students will learn tuple,of Data Structures (a)dictionary, and set coding.
13
Chapter 11. A Variety
Students will practice tuple,of Data Structures (b)dictionary, and set coding by using
multiple examples.
14
Final Exam & Wrap-up The instructor will summarize
what we have learned throughout
the semester, and students willtake a final exam.

— 41 —

グローバル教養学部 発行日：2023/5/1【Changes following student comments】
None.

LIT100ZA

Introduction to Literary Theory【Prerequisite】
None.

Gregory Khezrnejat
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2
その他属性：【Outline and objectives】
What is literature? What happens when we are reading a novel orstudying a text? At its base, the study of literature is an ongoing
conversation about these questions. This course prepares students
to take part in that conversation by introducing the major concepts,
tools, and theories of literary research. Students will broadly explore
the historical issues that shape the field and cultivate an approach to
critical reading that can be utilized in upper-level literature classes. In
particular, this course will cover concepts of canonization, genre, close
reading, and historical and comparative 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 and research followed by group discussions. Students will alsoutilize the methods we cover through reading and responding to selected
texts. In-class feedback will be given for daily reaction papers andwritten assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
What is Literature?
Canonization and changing
definitions of literature3
Reading for Authorial
Approaching literature as a
Intentmessage from the author
4
Reading for Historical
Literature as an artifact of aContext
historical moment
5
Reading for Cultural
Literature as the representation ofContext
a specific culture
6
Reading for
Comparative studies of literature
Comparison
7
Review and Midterm
A review of the content covered in
Examination
the first half of the course
8Structuralism
Structural approaches to literaryinterpretation
9
Poststructuralism
Deconstructing the elements of atext
10
Cultural Studies
Reading a text within social andpolitical discourses
11
Writing About
The fundamentals of academic
Literature (1)writing about literature
12
Writing About
Tools and techniques for writing
Literature (2)13Writing Workshop
Students edit, revise, andworkshop final papers
14
Final Synthesis
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.
Preparatory study and review time for this class are 2 hours each.
【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 (20%), midterm examination (25%),
final essay (25%)— 42 —

グローバル教養学部 発行日：2023/5/1【Prerequisite】
None.

LIT100ZA

Introduction to Literary Theory
Gregory Khezrnejat
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 1/Tue.1
その他属性：【Outline and objectives】
What is literature? What happens when we are reading a novel orstudying a text? At its base, the study of literature is an ongoing
conversation about these questions. This course prepares students
to take part in that conversation by introducing the major concepts,
tools, and theories of literary research. Students will broadly explore
the historical issues that shape the field and cultivate an approach to
critical reading that can be utilized in upper-level literature classes. In
particular, this course will cover concepts of canonization, genre, close
reading, and historical and comparative 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 and research followed by group discussions. Students will alsoutilize the methods we cover through reading and responding to selected
texts. In-class feedback will be given for daily reaction papers andwritten assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
What is Literature?
Canonization and changing
definitions of literature3
Reading for Authorial
Approaching literature as a
Intentmessage from the author
4
Reading for Historical
Literature as an artifact of aContext
historical moment
5
Reading for Cultural
Literature as the representation ofContext
a specific culture
6
Reading for
Comparative studies of literature
Comparison
7
Review and Midterm
A review of the content covered in
Examination
the first half of the course
8Structuralism
Structural approaches to literaryinterpretation
9
Poststructuralism
Deconstructing the elements of atext
10
Cultural Studies
Reading a text within social andpolitical discourses
11
Writing About
The fundamentals of academic
Literature (1)writing about literature
12
Writing About
Tools and techniques for writing
Literature (2)13Writing Workshop
Students edit, revise, andworkshop final papers
14
Final Synthesis
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.
Preparatory study and review time for this class are 2 hours each.
【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 (20%), midterm examination (25%),
final essay (25%)
【Changes following student comments】
None.

— 43 —

グローバル教養学部 発行日：2023/5/1【Textbooks】
No textbooks will be used. Handouts and reading materials will be
provided by the lecturer.

LIT100ZA

Introduction to English Literature
Christopher

Edward John

SimonsCredit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 1/Wed.1
その他属性：【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.
【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 may be an unfamiliar subject to many 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 bemade on various related aspects about Britain, including geography,
race, religion, society, politics, 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 when many Britishcolonial states became independent. During this period, the UK went
through drastic shifts and changes, and became more multi-racial andmulti-cultural. Reference will be made to critical theory and topics
including nationalism, post-colonialism, globalisation, and ethnicity.
Students will read literary works, see film adaptations, and havediscussions.
Feedback will be given through Hoppii.

【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.
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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
English Literature for
Merits of learning English
Students of the English literature. How the English
Language
language is indebted to English
literature.
3
History
Timeline of English literature
4
Genre 1: Poetry
The definition of poetry. How toread poems.
5
Genre 2: Drama
The differences between drama andother literary forms
6
Genre 3: The NovelThe novel, from its origins topostmodernism
7
Course Review
Course review,
Mid-term Examination student inquiries, and discussion
Written examination
8
Epic Poetry
An important form in English
literature, with an overview ofmajor epic poems from Beowulf to
The Canterbury Tales
9
Film Adaptations ofAn appreciation of literary works
English Literature
in British films
10
William Shakespeare
His plays and their place in thehistory of literature
11
John Milton
Puritanism and Paradise Lost
12
Romanticism andLiterature in the age of the
Literature in the
Industrial Revolutions andVictorian Ageimperialism
13
Modern and
From T. S. Eliot to Hilary Mantel
Postmodern Literature
14
Course Review
Course review,
End-term Examination 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. Preparatory study and review time for this class are 2 hours each.

— 44 —

グローバル教養学部 発行日：2023/5/1【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.
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
Christopher

Edward John

SimonsCredit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 1/Wed.1
その他属性：【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.
【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”.

【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.

【Method(s)】English Literature may be an unfamiliar subject to many 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 bemade on various related aspects about Britain, including geography,
race, religion, society, politics, 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 when many Britishcolonial states became independent. During this period, the UK went
through drastic shifts and changes, and became more multi-racial andmulti-cultural. Reference will be made to critical theory and topics
including nationalism, post-colonialism, globalisation, and ethnicity.
Students will read literary works, see film adaptations, and havediscussions.
Feedback will be given through Hoppii.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
English Literature for
Merits of learning English
Students of the English literature. How the English
Language
language is indebted to English
literature.
3
History
Timeline of English literature
4
Genre 1: Poetry
The definition of poetry. How toread poems.
5
Genre 2: Drama
The differences between drama andother literary forms
6
Genre 3: The NovelThe novel, from its origins topostmodernism
7
Course Review
Course review,
Mid-term Examination student inquiries, and discussion
Written examination
8
Epic Poetry
An important form in English
literature, with an overview ofmajor epic poems from Beowulf to
The Canterbury Tales
9
Film Adaptations ofAn appreciation of literary works
English Literature
in British films
10
William Shakespeare
His plays and their place in thehistory of literature
11
John Milton
Puritanism and Paradise Lost
12
Romanticism andLiterature in the age of the
Literature in the
Industrial Revolutions andVictorian Ageimperialism
13
Modern and
From T. S. Eliot to Hilary Mantel
Postmodern Literature
14
Course Review
Course review,
End-term Examination 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. Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No textbooks will be used. Handouts and reading materials will be
provided by the lecturer.

— 45 —

グローバル教養学部 発行日：2023/5/1

LIT100ZA

9Romance 3: Bridgerton

10

Fantasy 1: A Song ofIce and Fire

11

Fantasy 2: Game ofThrones

12

Science Fiction 1:
Nausicaä of the Valleyof the Wind

13

Science Fiction 2:
Castle in the Sky

14

Concluding Lecture
and Discussion

Studies in Popular Fiction
CatherineMarie

Munroe Hotes

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 6/Wed.6
その他属性：【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.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Crime Genre 1:
Introduction to the tropes of theIntroduction
crime genre and its various forms
Topics: film noir, film adaptation,
cross-cultural adaptation of genre
Lecture and discussion.
3
Crime Genre 2:
Transnational genre flows andSherlock Holmes &internet streaming
Arsène Lupin
Topic: the use of revisionist genre
fiction to explore issues of race,class, and religion
Lecture, group work.
4
Crime Genre 3: Arsène Manga and anime iterations of the
Lupin and Japanesecrime genre.
CultureLecture, group work.
Essay thesis proposal due.
5
Horror 1: Vampire
Introduction to the horror genre
fictionTopics: gender and sexuality,
racism and anti-Semitism
Lecture and discussion.
6
Horror 2: Vampires inAn overview of the genre from theFilm
18th century to the present
Topics: political interpretations,
gothic subcultures, sexuality &taboos
Lecture, group work.
Annotated Bibliography due.
7
Romance 1: Defining
An overview of the genre from the
Romancemedieval chivalric romance to thepresent
Topics: contemporary prejudicesagainst “women’s fiction”, feminist
interpretations of the genre,
introduction to the Regency
Romance subgenre
Lecture and discussion.
8
Romance 2: Jane
Topics: classical historical romance
Austen Adaptations
tropes, feminist & post-colonial
re-visions. Lecture, group work.

Topics: the debate over Bridgerton
and race
Key terms: the female gaze,colour-blind casting, revisionist
fiction, gender-blind casting,escapist fiction, alternate timeline.
Lecture, group work.
Essay outline due. Essay
workshop, Peer Review assigned.
An overview of the fantasy genre,
its origins and genre tropes
Topics: genre fandom, the influenceof medieval European history
Lecture and discussion.
The Art of Adaptation: how to
strike a balance between fan
expectations and the conventions of
the televisual medium
Topics: Comic-con, Cosplay, and fan
cultureLecture and discussion.
Peer Review of Essays Due.
An overview of the science fiction
genre, its origins and genre tropes
Topic: use of genre diction to
explore existential crises incontemporary culture (i.e. fears
surrounding climate change andnuclear energy)
An exploration of science fiction
subgenres
Lecture and discussion.
An overview of other genres notdiscussed in depth in class
A class discussion about current
genre trends and predictions forthe future
Lecture and discussion.
Final Essay due.

【Work to be done outside of class (preparation, etc.)】
Readings and Preparation (2-4 hours each week), the preparation time
includes watching video clips.
【Textbooks】
This is a paperless class. The novels and short stories are all available indigital formats. The lecturer will provide excerpts of the novels for classuse. You only need to purchase novels or rent copies of films if you areplanning to write your essay on the topic. Secondary sources, videos,
and other materials will be made available using online resources orshared files.
【References】
Bordwell, David. The Way Hollywood Tells It: Story and Style in Modern
Movies. Berkeley: U of California P, 2006.
Fowler, Alastair. Kinds of Literature: An Introduction to the Theory of
Genres and Modes. Oxford: Oxford UP, 1982.
Neale Steve. Genre and Hollywood. New York: Routledge, 1999.
【Grading criteria】
Participation (30%), essay thesis proposal (10%), annotated bibliography (10%), essay outline and partner feedback (20%), final essay (30%)
【Changes following student comments】
Not applicable.
【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】
None.

— 46 —

グローバル教養学部 発行日：2023/5/1【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. Preparatory study andreview time for this class are 2 hours each.

LIT100ZA【休講】Readings in Drama【Textbooks】
Material will be provided by the instructor or can be accessed online.
【References】
To be announced.

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

その他属性：【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.

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

【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.
【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.
In the final class, comments and explanations are given for assignments(tests and reports, etc.) for all classes taken/held during the semester.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introductions
Introductions
2
Samuel Beckett 1
Waiting for Godot by SamuelBeckett. Short lecture on the life
and work of Samuel Beckett withreference to the Theatre of theAbsurd.
3
Samuel Beckett 2
Samuel Beckett: A continuation of
the study of Waiting for Godot.
4Arthur Miller 1
Death of a Salesman by Arthur
Miller. Short lecture on the life andwork of Arthur Miller withreference to social realism.
5
Arthur Miller 2
Arthur Miller: A continuation of
the study of Death of a Salesman.
6
Edward Albee 1
Who’s Afraid of Virginia Woolf? by
Edward Albee. Short lecture on thelife and work of Edward Albee withreference to his personal andliterary background.
7
Edward Albee 2
Edward Albee: A continuation of
the study of Who’s Afraid of
Virginia Woolf?.
8Class Essay Number 1 Class Essay Number 1
9Percy Bysshe Shelley
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.
10
William Wycherley 1
The Country Wife by William
Wycherley. Short lecture on the life
and work of William Wycherleywith reference to the Restoration
period in English history.
11
William Wycherley 2
William Wycherley: A continuationof the study of The Country Wife.
12
William Shakespeare 1 Romeo and Juliet by William
Shakespeare. Short lecture on thelife and work of William
Shakespeare with reference toEnglish Renaissance theatre.
13
William Shakespeare 2 William Shakespeare: A
continuation of the study of Romeoand Juliet.
14
Class Essay Number 2 Class Essay Number 2— 47 —

グローバル教養学部 発行日：2023/5/1
9

ART100ZA

Drama Survey
John Wescott Oglevee
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 1/Thu.1
その他属性：

10

11【Outline and objectives】
Students will learn about the history and aesthetic conventions ofJapanese traditional performing arts, presented as living traditionsin the context of contemporary Japanese society, using a combinationof textual and audiovisual materials. The course will provide ample
opportunities to watch videoed performances as well as information
regarding live performances. The first half of the semester will focus
on nohgaku. In the second half we look at kabuki, bunraku andcontemporary theatre. This class will also feature guest lectures frommaster craftsman and performers depending on their availability.
To complement the academic background about the arts this class will
also feature a direct, hands-on approach to the topics covered as well.
【Goal】
By the end of this course, students will have a good overview of how theperforming arts in Japan is continually evolving from tribal ritual, tomodern stage performance.
【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. This course will employ a number of teaching methods relevantto the subject, ranging from activity based classes, group discussions,research assignments and culminating in a final project that can beeither literary (traditional essay, original script in a style learned inclass) or performative (students can stage an original performance of
their choosing)
2. Submission of assignments and feedback will be via the Learning
Management System and/or Google Classroom.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to
Introduction, Overview ofJapanese performing
syllabus.Timeline of performing
arts
arts in Japan
2
Ritual and performing Students look at the research onpractices of Early
early Japanese ritual andJapanperformance.
3
History of nohgaku
Overview of the history of nohgaku
from its origins until today.
4
Noh focus: Hayashi the Students will discuss eachheartbeat of noh
instrument of noh and go over the
how they interact with each other.
5
Noh and kyōgen masks Students will examine noh andkyōgen masks within the history ofJapanese
performing arts. Possible visit frommaster carver and mask makerKitazawa Hideta
6
Noh focus: the flow ofStudents will watch a noh on video,noh.
taking notes during the viewing.
Students will go through the notes
taken, exchange opinions, ask
questions, and investigate noh
further. Possible visit byprofessional noh performer.
7
Introduction to kabuki: Overview of the thriving
origins and history
performance culture in the late
sixteenth century, which brought
the birth of kabuki, and of kabuki’s
development afterwards.
8
The kabuki actor
Students will examine kabuki as
an actor’s theatre, the close
relationship between
actors and spectators, and its
influence on the stage construction
and conventions.

12

13

14

Bunraku puppet
theatre: history andperformance

Overview of the development ofbunraku and the elements ofperformance:
puppets, puppeteers, music
accompaniment and chanted
narration, stage
conventions and effects.
Meiji to the war:
Students look at Japan’s embrace
Mid-1800’s to earlyand experimentation with new
1940’sforms of stage art and how
traditional arts helped fuelimperial hopes.
Post-war Japan:
Students will look at Japan’s rich
Re-entering global
period of theatricalperformance 1945-1975 experimentation.
The Bubble to Now:
Students look at the boom of
1975-2023
theatre, the building of arts
centers, and the continued
evolution of Japanese performing
art both the traditional andcontemporary.
Final presentations
Students will be required to makepart 1a presentation based either on an
essay they have written or an
original script,
Final presentations
Students will be required to makepart 2a presentation based either on an
essay they have written or an
original script,【Work to be done outside of class (preparation, etc.)】
Students must complete any homework tasks given prior to or following
certain classes.
Reading assignments must be read before each class. Students will
watch some video in class, but there will also be assignments to watch
online content outside the classroom.
In addition, students must keep a viewing journal which describes one
performative event they witness each week. Whether it is an actual
live performance or an everyday interaction (such as: transaction at aconvenience store, observing a couple arguing, someone reading sleepingon public transport etc.)
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Material - when necessary - will be provided by the instructor anddistributed in class or online.
【References】
A list of related references - when necessary - will be provided by the
instructor.
【Grading criteria】
Participation / Attendance 40%
Weekly live event journal 30%
Final assignment (paper or performance): 30%【Changes following student comments】
As this is my first semester teaching here, I look forward to student
comments.
【Others】
Watching on screens is a weak substitute for the live event. While itis not required or possible for the whole class to attend performances,
I believe students will benefit immeasurably from going to see thetraditional arts in person. For students interested in going on theirown to performances around Tokyo, the instructor can give further
information on the best ways to attend.
【Prerequisite】
None.

— 48 —

グローバル教養学部 発行日：2023/5/1

4

PHL100ZA

Introduction to Philosophy

5

Joel Van Fossen

6

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

78

その他属性：

9【Outline and objectives】
You are reading a syllabus for Introduction to Philosophy rightnow, or at least you believe so. But how do you justify sucha belief when you think of the possibility that you are infact sleeping and just having a dream about reading thesesentences? This might sound like a stupid question, but it
actually leads us to explore more important questions about
the world and ourselves that we cannot reject as nonsense.
Philosophy tells you how to tackle those fundamental questions
in comprehensive and systematic ways.
This course aims at being an introduction to philosophy
and helping you become familiar with major branches inphilosophy: you will learn how to work on 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 havesurvived 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 that every university student should have.
【Goal】
Upon completion of this course, students should have: 1)
gained an understanding of major philosophical questions,views, and arguments; 2) learnt general critical thinking andwriting skills; 3) become confident in delivering and discussing
their own thoughts; and 4) cultivated an ability 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 a difficult problem even when there is no guarantee ofattaining one single answer.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】Each class consists of a lecture with a discussion or debate tofollow. The last class is a tutorial session for the final essay.
Good comments in reaction papers will be introduced in
the class and used for further discussions. Comments andfeedback on assignments will be given on the online Learning
Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction (Online)(Online)2
Epistemology 1
Skepticism: Can we haveknowledge?
3
Epistemology 2
The Analysis of Knowledge:
What is knowledge?

10
11
12
13
14

Epistemology 3

Testimony: When should wetrust others?
Epistemology 4
Other Minds: How do we know
we aren’t alone?
Metaphysics 1
God and Religion: Does God
exist?
Metaphysics 2
Mind and its place in theworld: What is the nature ofthinking?
Metaphysics 3
Free will: Is everything
destined in our life?
Metaphysics 4
Personal Identity: What doesit mean to be the same person
over time?
Ethics 1
Applied Ethics: Is abortion
morally permissible?
Ethics 2
Metaethics: Is morality merely
subjective?
Ethics 3
Meaningfulness: What does itmean to live a meaningful life?
Ethics 4
Aesthetics: Are games a formof art?
Review and Tutorial Review of the course andtutorial for final paper【Work to be done outside of class (preparation, etc.)】
In addition to completing reading assignments and preparing
for discussion beforehand, students are expected to review
class materials after each class. Preparatory study and review
time for this class are 2 hours each.
【Textbooks】
There are no textbooks for this course. Class materials,
including weekly handouts and other reading materials (typically excerpts from major philosophical works or introductory
books), will be uploaded on Hoppii or distributed in class.
【References】
No texts are required. A full bibliography will be given to
students at the beginning of the course.
【Grading criteria】
Evaluation will be based on class participation including
writing reaction papers (40%), in-class/take-home tasks (30%),
and final essay (30%). More than 2 unexcused absences will
result in failure of this course.
【Changes following student comments】
Students have generally evaluated the class positively in theprevious years, so the topics and styles will remain basicallythe same, but more effective measures are to be implemented
to facilitate classroom discussions. Also, different types ofassignments will be given through the course to promotestudent’s creative ability as well as formal/academic writing
skills.
【Equipment student needs to prepare】
Students should register their email address on Hoppii
immediately after they decide to take this course, or before
the second class of the semester at the latest. Visit Hoppii
regularly for updates and class resources, as well as for thesubmission of assignments. Please also bring a computer toclass for in-class surveys.
【Prerequisite】
There is no prerequisite for this course. Students who intend
to register for this course are required to attend the first class(online). A screening will be conducted in the class if necessary.

— 49 —

グローバル教養学部 発行日：2023/5/1
10

PHL100ZA

Religious Studies
Robert Sinclair

11

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 3/Wed.3
その他属性：〈優〉

12【Outline and objectives】
The primary purpose of this course is to expose students to some of the
major questions in the scholarly study of religion. What is religion?
What do religious symbols mean? Why do religions exist? How should
we account for the differences among religions? Can or should we makejudgments about religions, especially given our own commitments andbiases? How does or should religion relate to morality? What is therelation of religion to culture? The selected readings will provide an
introduction to the many approaches found in the study of religion, andprovide examples of the various theories that arise when considering
the complexity of religious experience. We will further discuss theearly development of religion, and provide overviews of major and minor
religions from Islam to Scientology.
【Goal】
The course aims to:
1. promote an enquiring, critical and sympathetic approach to the studyof religion.
2. introduce students to the challenging and varied nature of religion,and to the ways in which this is reflected in experience, belief andpractice
3. help students to identify and explore questions about the meaning oflife, and to consider such questions in relation to religious traditions【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. Feedback on completed assignments will be given
in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

13

14

Buddhism

History and Teachings of
Buddhism, The Four Noble Truths,
The Core of All Buddhist
Traditions Theravada (Hinayana),
Mahayana, Vajrayana, Buddhist
Rituals
Confucianism, Taoism, The History of Chinese Religious
and Buddhism inThought, Confucius, Taoism,
China
Buddhism in China, Chan (Zen)
Buddhism, Rituals in Chinese
Traditions
Zoroastrianism, Shinto, Zoroastrian Rituals, History andBaha’i, Scientology,
Teachings of Shinto, History andWicca, and Seneca
Teachings of Baha’i, Wiccan
Traditions
Rituals, History and Teachings of
the Seneca
Conclusions
Defining Religion, Secularization,
Contemporary Atheist Views,
Resurgent Islam, Medical Scienceand Religion, Religion and Mental
HealthFinal Exam & Wrap-up Assessing the degree to which
students understand the subject【Work to be done outside of class (preparation, etc.)】
Students will attend lectures, read related materials, and have two
written examinations. Preparatory study and review time for this classare 2 hours each.
【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.
【References】
The Religion Toolkit: A Complete Guide to Religious Studies by John
Morreall and Tamara Sonn, 2011, Wiley-Blackwell. (RT)
【Grading criteria】
Selection exam worth 10%: conducted during the first class.
Midterm exam worth 30%: The midterm exam will test your knowledgeof the chapters discussed in the first half of class.
Final Exam worth 45%: The final exam will test your knowledge of thechapters discussed in the second half of class.
Continuous Assessment worth 15%: Class Participation and Group
Discussion of Exercises【Changes following student comments】
None.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview
Course Overview
2
Religion: An Overview Suffering and Evil, Explaining
Death, Importance of Order andRitual.
3
The Early
Philosophy, Theology, and Religious
Development ofStudies, Biblical Criticism,
Religious Studies
Anthropology and Religion,
Negative Views of Religion
4
Recent Approaches to
Phenomenology and Religious
Religious Studies
Studies, Philosophy of Religion,
Anthropology of Religion, Sociology
of Religion, Psychology of Religion,
Theories and Methods
5
Early Traditions
Prehistoric Religions, Animism andAnthropomorphism, Death andHunting Rituals, Oral Traditions,and Religion, The Neolithic
Revolution and the Rise of Historic
Religions6
Jewish and Christian
The History and Teachings of
Traditions
Judaism, The Rituals of Judaism,
Judaism Today, The History andTeachings of Christianity, The
Institutionalization and
Politicization of Christianity, The
Protestant Reformation, ChristianRituals, Christianity Today
7
Review & Midterm
Assessing the degree to whichExam
students understand the subject
8
Islamic Religious
The History and Teachings of
Traditions
Islam, The Life of Muhammad andthe Rashidun Caliphs, The Modern
Period: Reform and Recovery,
Islamic Rituals
9
Hinduism
History and Teachings ofHinduism, Classical Hinduism,
Hinduism Today, Rituals【Equipment student needs to prepare】
Students are expected to bring readings to class in either paper orelectronic formats.
【Prerequisite】
None.

— 50 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
1) Please conduct background research in preparation for the in-classdiscussion on each week’s assigned topic. 2) In the case of no final
exam: Brief presentation, due at the end of the term: Pick any European
country you like and write about one specific aspect of its historicaldevelopment that we address in this class. Preparatory study andreview time for this class is ca. 4 hours per week.

HIS100ZA

History of Modern Europe
Markus WinterCredit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 1/Mon.1【Textbooks】
Merriman, John. (2010). A History of Modern Europe (Volume Two):
From the French Revolution to the Present. New York: Norton &Company.

その他属性：〈優〉【Outline and objectives】
The world we live in is a world of sovereign (nation-)states. It seems as if
those countries we know today have always been there, at least in someform. This course will critically examine this view and look at the major
developments in Western history from the 18th to the 20th century thatshaped modern Europe:
The emergence of modern states, 1789, the idea of the nation andnationality; 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 origin of European
state-and-nation-building, its impact on the world, and how it still
shapes our perceptions today; 2) Identify the major intellectual,
economic, and political developments from 1789-1945; 3) understandhow ’modernity’ and ’modern life’ took shape in Western Europe andwhy; 4) Train your academic writing and speaking skills.

【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: 25%; Mid-term exam: 25%; Final Presentation or Final
Exam (depending on number of students): 50%【Changes following student comments】
Each lecture will start with a ca. 20 minute pre-discussion of the main
themes of the week.
【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)】Each class has three components: 1) The main component of the classis a series of lectures. 2) Each class will begin with a discussion part
where students will pre-discuss the week’s topic. 3) Lastly, at the end of
the course, depending on the number of students, you will be asked tosit a final exam or give a brief presentation.
Feedback will be given to each individual student’s graded work in
writing.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
A State in the Middle
A State in the Middle Ages? Early
Ages?
modern states in Europe
2
Absolutism’Absolute’ rule? The Tilly Thesis;
the court of Versailles
3
1789: the French
The Watershed: causes, triggers
Revolution
and ramifications
4
1789: the Aftermath & The triumph of absolutism after
the rise of Napoleon
1789? Napoleon’s rise
5
The Concert of Europe Europe’s order post Napoleon: the- a first system ofsystem of Balance of Power
EuropeanInternational Relations
6
The Industrial
Europe - an Anomaly? Modernity
Revolution
and capitalism
A short exam on the topics covered
7
Review & Mid-term
Examso far8
Nationalism and the
The idea of the nation &Nation-Statenationalism
9
Heart of Darkness:
Colonisation; Imperialism;
European Imperialism Orientalism;
10
Social Change: gender, A look at the social changes createdfamily, consumer
by the previously studied
developments
11
The Collapse of the
The Road to War: the German
Concert of Europe
Question & nationalism
12’The Great War’: World ’Total War’; uncertain outcomes;
War I
Treaty of Versailles
13
The Rise of
The disenchantment of the world:
Totalitarianism &the Holocaust
World War II
14
Final Exam
A final exam covering the topics ofthe class— 51 —

グローバル教養学部 発行日：2023/5/1
8

HIS100ZA

History of Modern East Asia

9

Chris H Park
10

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 3/Thu.3
その他属性：〈優〉

11【Outline and objectives】
This course employs two perspectives to understand the histories ofmodern China, Japan, Korea, and Taiwan in the context of tradition
and globalization from the late 19th century to the present. It examines
the struggles of these four countries to preserve or establish theirboundaries, identities, and cultures in a rapidly emerging modern worldorder. The course also looks at how individuals respond to and areshaped by the variety of modernity(ies).
The main questions that will be asked and addressed are:
What and why does the history of East Asia matter where capitalism
has reached into all corners of the world and the term ‘globalization’ has
become a cliché?
What are the major transformations and lines of continuity in East
Asian history?
What factors in the historical development of modern China, Japan,
Korea, and Taiwan explain changes and continuity?
【Goal】
This course has some basic goals including: 1) To familiarize
students with some fundamental concepts of reconciliation, peace, andcoexistence in a range of historical contexts; 2) To encourage students
the capacity to analyze and to interpret historical theories and casestudies in the local and global context of East Asia (China, Japan,
Korea(s), and Taiwan) to ensure a transnational perspective; and3) To help students develop an in-depth understanding of national,
regional, and global dimensions in the makings of modern East Asiaand interactions by shedding particular lights on human agency,
nongovernmental organization, and local dynamics in East Asia to thinkcritically about historical narratives.
【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 highly encourages students to engage in discussion anddebate, and the capacity to interpret historical theories and case studies
in the local and global context.
In addition, it is possible that some comments from the reaction papers
may be introduced in class to elaborate on each lecture and to facilitate
discussions.
Comments for assignments and the final reports are given throughemail.
Please check your university email account and Hoppii regularly to keep
yourself updated.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the course & selfcourse & self
introduction
introduction
2
Space and time in the
Theories and concepts
making of East Asia:
Decline of Chinese
hegemony and rise ofworld capitalism
3
Nationalism,
Lecture and discussion
modernization &reform I
4
Nationalism,
Lecture and discussion
modernization &reform II
5
Japan builds an
Lecture and discussion
empire: Revolution orreactionary reform?
6
Colonial modernity and Lecture and discussion
Imperial Subjects I:
Settler’s colonialism
7
Colonial modernity and Review essay due
imperial Subjects II:
Diaspora(s) and
Migrants

12

13

14

Contested histories:
The Pacific War and its
legacies
Marxist-Leninist
revolution in East Asia
I: North Korea (casestudies)Marxist-Leninist
revolution in East Asia
II: Mao’s revolution in
China (case studies)
East Asia and U.S.
Hegemony: Postwar
and postcolonial nationbuilding I
East Asia and U.S.
Hegemony: Postwar
and postcolonial nationbuilding II
East Asia and U.S.
Hegemony: Postwar
and postcolonial nationbuilding III
Conclusion: A historyof East Asia in Global
Perspective

Lecture and discussion

Lecture and discussion

Lecture and Discussion: "Edgar
Snow, Red Star Over China: The
Classic Account of the Birth ofChinese Communism."
Lecture and discussion

Lecture and discussion

Lecture and discussion

Group presentation and discussion【Work to be done outside of class (preparation, etc.)】
It is important to note that all assignments must be completed to pass
the course, and all assignments must be completed on time or be marked
down accordingly (for papers, five points per day late).
In addition to preparing for discussions, students are expected
to read and review class materials before each class. It requires at least
2-3 hours to prepare for this class.
【Textbooks】
The additional readings will be distributed before class.
【References】
Rebecca E. Karl, Mao Zedong and China in the Twentieth-Century
World: A Concise History (Durham: Duke University Press, 2010)
Anita Chan, Richard Madsen, & Jonathan Unger, Chen Village:
Revolution to Globalization (Berkeley: University of California Press,
2009)
Leo T.S. Ching, Becoming Japanese: Colonial Taiwan and the Politics ofIdentity Formation (Berkeley: University of California Press, 2001)
Andrew Gordon, A Modern History of Japan from Tokugawa Times to
the Present (New York: Oxford UP, 2014)
John W. Dower, Embracing Defeat: Japan in the Wake of World War II(New York: W.W. Norton & Company, 1999)
Bruce Cumings, Korea’s Place in the Sun: A Modern History (New York:W.W. Norton, 2005)【Grading criteria】
Class Participation and Discussion: 30%, Presentation & Review Essay:
30% (in class presentation 15%, and a review essay 15%), Final Group
Project: 40% (a group presentation 15%, and a final group report 25%)
【Changes following student comments】
n/a【Equipment student needs to prepare】
None.
【Others】
The additional readings will be distributed before class.
【Prerequisite】
None.

— 52 —

グローバル教養学部 発行日：2023/5/1
Mid-term Exam: 30%
Presentation: 20%
Final paper: 20%

ART100ZA

Japanese Art History【Changes following student comments】
Not applicable.

Sarah Allen【Equipment student needs to prepare】
USB for class presentation.

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

その他属性：【Outline and objectives】
This course examines the history of art in Japan from the prehistoric era
to the contemporary period. For each historical period, we will consider
the social and political context of images, practices of art-making, andthe role of art in society at the time.
【Goal】
Students will learn to critically analyze various forms of art. They will
also learn the terminology for discussing works of art and visual culture
in Japan. They will also be encouraged to view the subject of art andart-making in the context of their other academic interests, applying
questions and issues raised by interdisciplinary viewpoints.
【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.
Regular assignments are also intended to relate art and art history toother topics of academic interest, and feedback will also be given in classin the form of discussion. 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】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Asuka & Nara Periods Introduction of Buddhism to Japan
3
Heian Period
Rise of yamato-e
4
Kamakura Period
Realism in sculpture & painting;decorative arts
5
Muromachi Period
Tea ceremony, Zen-influenced art,
Nanban screens6
Momoyama and Edo (1) Castle architecture, Rinpa
7
Edo Period (2)Ukiyo-e & Edo period painting,take-home mid-term exam
8
Meiji Period
Japonisme, museums; nihonga andyōga
9Taishō and Pre-war
Mingei movement, moga/mobo,
Shōwa Periods
shin-hanga, war painting
10
Post-war Era
Post-war art (Okamoto Taro, Gutai,
photography)
11
Presentations &Student presentations of final
Critique (1)paper projects & feedback
Student presentations of final
12
Presentations &Critique (2)paper projects & feedback
13
Presentations &Student presentations of final
Critique (3)paper projects & feedback
14
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.
Preparatory study and review time for this class are 2 hours each.
【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%— 53 —

グローバル教養学部 発行日：2023/5/1
14ART100ZA

Review and Wrap-Up

Review of topics and materials【Work to be done outside of class (preparation, etc.)】
Students are expected to read assigned texts, listen to assigned
recordings, and complete assigned writing and creative tasks. Students
are also expected to find music examples to share with the class.
Preparatory study and review time for this class are 2 hours each.

Music Appreciation
Cathy Cox
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 5/Wed.5
その他属性：〈優〉【Outline and objectives】
What is music, how is it made, and what does it mean to ’appreciate’ it?
In this course we will investigate these and other questions surrounding
music-making and musical experiences. Each week students will
participate in directed listening and music-making activities as we
explore various genres of music with an emphasis on Western music
traditions.
【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.
【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, guided listening
sessions, musical activities, and group discussions. The course will
facilitate self-learning through required weekly reading and listening
assignments that will be assessed through short writing assignments, aswell as collective learning through a final group presentation. Feedback
will be given collectively in class or through the Learning Management
System (Google Classroom), depending on the nature of the assignment.

【Textbooks】
Required weekly reading and listening assignments will be madeavailable by the instructor.
【References】
GOTHAM, Mark et al. (2021). Open Music Theory, version 2 (https://viva.pressbooks.pub/openmusictheory)
MOUNT, Andre. (2020). Fundamentals, Function, and Form: Theory
and Analysis of Tonal Western Art Music (https://milneopentextbooks.
org/fundamentals-function-and-form/)【Grading criteria】
In-Class Discussion and Activities: 30%,
Questionnaires for Weekly Reading and Reflection: 30%
Short Essay Assignments: 20%,
Group Presentation: 20%【Changes following student comments】
Integrated opportunities for music-making activities.
【Equipment student needs to prepare】
Some in-class activities may require the use of computers, tablets or
smartphones for the creation and/or playback of sound.
Recommend GarageBand for Mac OS; Studio One for Windows OS.
【Others】
Class materials and assignments can be accessed through Google
Classroom.
【Prerequisite】
None【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Overview of the course andrequirements
2Time and Rhythm
Music as a time-based artform.
Introduction to concepts of tempo,
beats, meter and rhythm.
3
MelodyAdding pitch to rhythm.
Investigating how melodies movefrom one pitch to the next.
Abstracting scales and modes frommelodies.
4
TextureHow different voices or instrument
parts are woven together to create
the fabric of music, layers ofdifferent sounds.
5
Harmony
A focus on the use of chords andchord progressions in homophonictextures. Investigating harmonic
rhythm and the interaction ofharmony and meter. Discuss ideasof dissonance and consonance.
6
TimbreDescribing the ’sound’ of sound:
differences among instruments,
voices, playing styles.
7
Mid-term review
Review of topics and materials
from weeks 1-6. Selection of groupprojects.
8
Studio production
Hearing and understanding
contemporary sound production
techniques.
9
Repetition and Form
Understanding various approaches
to large-scale musical structure
10
The Art of Performance Improvisation, interpretation,
cover-versions and mashups.
11Music Analysis 1
Student-led discussions andpresentations of music analysis
projects
12Music Analysis 2
Student-led discussions andpresentations of music analysis
projects
13Music Analysis 3
Student-led discussions andpresentations of music analysis
projects— 54 —

グローバル教養学部 発行日：2023/5/1
Experience journal 20%
Final performance 20%

ART100ZA

Drama Workshop【Changes following student comments】
This is the first offering of this class, I look forward to student reaction.

John Wescott Oglevee【Equipment student needs to prepare】
Students must come to class if possible in white indoor tabi. If
the student has trouble acquiring them, please ask the teacher forassistance. If it is impossible to purchase tabi, students must come toclass in socks. Another essential tool for practicing noh is a noh fan.
Orders for fans will be taken on the first day of class. For students notable to purchase one, alternatives will be suggested.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 3/Tue.3
その他属性：【Prerequisite】
None.

【Outline and objectives】
This course is a practical, semester-long practice of nohgaku.
We will have hands on experience of the following:
1. Noh dance
2. Noh chant
3. Noh instruments
4. Kyogen style speech【Goal】
By the end of this course, students will have:
1. Memorized the movement and chant for one shimai (short dance).
2. Be familiar with the flute, and hand drums of noh.
3. Be able to chant in a group of a short excerpt from a full noh.
4. Be able to differentiate between noh and kyogen.
【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)】1. This course will use traditional teaching methods of hands on
experiental practice.
2. Students will be using their voices and bodies to repeat the techniqueslearned in class and express themselves.
3. Traditional techniques of noh instruction will be utilized. For
instance, students will be required to sit on the floor (seiza) (exemptions
will be made for those with physical limitations).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview of
Overview
syllabus as well as brief history of
nohgaku.
2
Shimai / utai day 1
Shimai / utai day 1
3
Shimai / utai day 2
Shimai / utai day 2
4
Shimai / utai day 3
Shimai / utai day 3
5
Shimai / utai day 4
Shimai / utai day 4
6
Hayashi day 1
Hayashi day 1
7
Hayashi day 2
Hayashi day 2
8
Hayashi day 3
Hayashi day 3
9
Kyogen day 1
Kyogen day 1
10
Kyogen day 2
Kyogen day 2
11
Shimai / utai final
Students will prepare for in-classpractices
recital (happyokai)
12First Set of
The first group of students will
Performances
perform to the class
13
Second Set of
The second group of students will
Performances
perform to the class14
Self and Peer Group
Wrap-up & review. Students will
Evaluations
have the opportunity to share theirself and peer group evaluations
with their fellow students andteacher in class. The evaluations
will then be submitted at theconclusion of the class【Work to be done outside of class (preparation, etc.)】
Students must practice what they have learned in class on their own.
The physical movement and chant style of noh takes time to develop
and only comes with repetition. Students should be prepared to practicenoh a minimum of 15 minutes EACH DAY.
Students will be required to keep an "experience journal" an example ofwhich will be distributed on the first day of class.
Total preparatory study and review time/practice for this class are 2hours each.
【Textbooks】
Material will be provided by the instructor and distributed in class.
【References】
A list of related references - when and if necessary - will be provided by
the instructor.
【Grading criteria】
Attendance and participation 60%— 55 —

グローバル教養学部 発行日：2023/5/1

ARS100ZA

13

Culture Wars

14

Australia and Asia

Australia: Society and People
Marcus Lovitt
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 4/Wed.4
その他属性：【Outline and objectives】
The purpose of this course is to familiarize students with contemporary
Australian society. With Australia as a case study, we also understandthe diversity of cultures around the world and the significance ofenhancing communication with people from other cultural backgrounds.
【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.
Comments on activities will be given in class.
Submission of
assignments and feedback will be on the Learning Management System.

An examination of the culturaldebates of the 2000s(republicanism, reconciliation
immigration, etc.)
Class presentations (II)[The class is expected to compare
Australia and Japan in thecontents of Weeks 10 to 13,
discussing with international
students.]
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
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No textbooks are assigned for this course.
provided.

Weekly reading will be【References】
To be announced.
【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.
【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Aboriginal Australia
Who were the first Australians?
3European Exploration
New South Wales: British penal
and Colonizationcolony4Bushrangers, The Gold What did the discovery of gold
Rush and Early
mean for Australia?
Immigration[The class is expected to compare
Australia and Japan in thecontents of Weeks 1 to 4, discussing
with international students.]
5
A New Australia:
Australia gains its independence
Federation andfrom Britain, but is drawn into theAustralia’s Role in"Great War"
WWI
6"The Lucky Country"
The post-war boom
7
Review & Mid-term
Exam will cover the first half of theExamcourse8Australian Literature
An overview of contemporary
Australian literature
9
The Australian Stage
Theatre and dance in Australia[The class is expected to compare
Australia and Japan in thecontents of Weeks 5 to 9, discussing
with international students.]
10
Australia on Film Part This class will examine theI
beginnings of the Australian film
industry, and consider where it istoday
11Australia on Film Part The class will discuss a film shownIIin class
Class presentations (I)12
Popular Music andHow has popular music contributed
Australia’s
to Australia’s international profile?
International Profile— 56 —

グローバル教養学部 発行日：2023/5/1

ARS100ZA

13

Culture14

Course Review
End-term Examination

UK: Society and People
Brian Sayers
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 4/Tue.4
その他属性：〈グ〉〈ア〉【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.
【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.

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【Work to be done outside of class (preparation, etc.)】
Students are expected to read the materials as instructed and prepare
for class. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
No textbooks will be used.
reading materials.

The 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.
【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.
Feedback will be given through Hoppii.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
An Introduction
An Introduction
2
The Country
Geography, climate and history
3
British Attitudes
Characteristics of its people
4
Ethnicity and Identity The English, the Celts and ethnic
minorities
The class compares UK and Japan
with regard to the conservation ofculture5
Politics
The British Constitution and its
government
6
Religion
Christians and non-Christians
7
Course Review andCourse review, students’ inquiries
Mid-term Examination and discussions
Written examination
8
Monarchy and Class
History and changing attitudes
Society
The class is expected to compare
UK and Japan in these aspects,
discussing with international
students
9
Britain in Films
People, society and culture in films
10
The Economy
The economy after Thatcher
11
Britain in the World
Foreign policy and its relations
with the US and EU
12
Family Life
Changing mores, education andsocial services— 57 —

グローバル教養学部 発行日：2023/5/1
14

ARS100ZA

UK: Society and People

Course Review
End-term Examination

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. Preparatory study and review time for this class are 2 hours
each.

Brian Sayers
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4【Textbooks】
No textbooks will be used.
reading materials.

その他属性：〈グ〉〈ア〉【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.

The 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.
【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.
Feedback will be given through Hoppii.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
An Introduction
An Introduction
2
The Country
Geography, climate and history
3
British Attitudes
Characteristics of its people
4
Ethnicity and Identity The English, the Celts and ethnic
minorities
The class compares UK and Japan
with regard to the conservation ofculture5
Politics
The British Constitution and its
government
6
Religion
Christians and non-Christians
7
Course Review andCourse review, students’ inquiries
Mid-term Examination and discussions
Written examination
8
Monarchy and Class
History and changing attitudes
Society
The class is expected to compare
UK and Japan in these aspects,
discussing with international
students
9
Britain in Films
People, society and culture in films
10
The Economy
The economy after Thatcher
11
Britain in the World
Foreign policy and its relations
with the US and EU
12
Family Life
Changing mores, education andsocial services
13
CultureSport, leisure, and the arts
The class is expected to compare
UK and Japan in these aspects,
discussing with international
students— 58 —

グローバル教養学部 発行日：2023/5/1【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. Preparatory study and review time
for this class are 2 hours each.

CUA100ZA

Introduction to Media Theory【Textbooks】
No textbook will be required as readings will be provided by the
instructor.

Stevie Suan
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 2/Thu.2【References】
Durham, Meenakshi Gigi., and Douglas Kellner. Media and Cultural
Studies: Keyworks. Blackwell, 2006.

その他属性：【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.

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

【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 clips offilms and images. Students will be asked to have group discussions
and analyses on certain themes. Each week students will be provided
with an academic reading relevant to the topic. These readings will be
important background information and/or will be directly addressed as
the topic of the lecture and discussion. Lectures will explain in detailand through examples the topic for that class. Discussions based on thelecture will be facilitated by questions from the instructor to help thestudents explore and develop their critical and analytical skills for that
topic. Students will be assessed on their understanding of the lecturesand readings through their presentations and papers. Students will
receive feedback in class and in written form, based on a grading rubric.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Modernity and MediaHow media are part of historicalshifts3
Semiotics
Examining signs and signification
4
Ideology
Interrogating the systems ofworldview in media
5
Post-modernity
Analyzing the beginnings of thecontemporary era and changes inmedia
6
Material Components
What media is made out of and its
effects
7
Media Ecology
Interactions between media andsociety
8
Networked Media
Structures and practices ofinterlinking media
9Media Platforms
New media production andconsumption dynamics
10
Media Reproductions
Mechanical vs. digital reproduction
and their differing implications
11
Convergence of MediaIntersections across media andtheir interactions
12
Virtual Media
Examining the simulated and thereal in everyday life
13
Student Presentations Feedback and preparations for final
I
paper
14
Student Presentations Feedback and preparations for final
II
paper, wrap-up of semester— 59 —

グローバル教養学部 発行日：2023/5/1【Textbooks】
No textbook will be required as readings will be provided by the
instructor.

ART100ZA

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

Stevie Suan
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2
その他属性：〈優〉【Grading criteria】
Participation 20%
Presentation 40%
Final exam 40%【Changes following student comments】
Not applicable.

【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, analyzing
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 thatallows us to delve into its particularities. This includes examining how
manga mediated different shifts in Japanese society, as we explore thedifferences in the major manga genres, and how they cover various
topics, from gender to memory. Beyond the local, we will ask whatmanga made outside of Japan can tell us about global the spread of
media. We will also ask what manga, a media form that developed
from paper and print, can tell us about other issues regarding thedigitalization of our world as it moves into new formats for the 21st
century.

【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 andanalyses 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 on 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 presentations
and papers. Students will receive feedback in class and in written form,
based on a grading rubric.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Manga’s Visuals
Manga’s visual language
3
Making Manga’s
Are there pre-modern manga?
History4Pre-war Manga
Manga in Meiji and Taisho Japan
5
Post-war Manga
Tezuka Osamu’s legacy
6Media Influences
Manga, cinema, and anime’s
interactions
7
Genres I
Industrial genres: mainstreammanga
8
Genres II
Shōjo manga and gendered
expression
9
Genres III
Gekiga and existential themes
10
Genres IV
Alternative manga
11
Digital Manga
Effects of changing formats
12
Global Manga
Manga made outside of Japan
13
Student Presentations Feedback and preparations for final
I
paper
14
Student Presentations Feedback and preparations for final
II
paper, wrap-up of semester【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. Preparatory study and review time
for this class are 2 hours each.

— 60 —

グローバル教養学部 発行日：2023/5/1

4

ART100ZA

Visual Arts
5

Aquiles Hadjis
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 3/Wed.3

6

その他属性：〈優〉【Outline and objectives】
The advent of digital photography and the present ubiquity ofhigh speed internet and camera phones has sent most of us
into a frenzy of image production and consumption. We simply
recognize when a particular picture or video “hits the spot”, but
how is that effect achieved? Is everyone a photographer now?
Are our memes real art?
This course invites participants to answer those questions
through a practice-based inquiry into image making in both"documentary" and "artistic" modalities.
【Goal】
What special conditions make an image get closer to being seen
as "art" or at least "artistic"? Is the way we document our daily
life on social media the same as a "real" documentary? How
often do you look at the images you post online afterwards, andhave you ever printed them?
This course aims to foster a critical eye towards camera use andthe imagery it generates. Among other topics, it will explore
basic techniques in image making which the participants will
experience practically during the semester, including camera
operation (full manual operation) and the basic handling of
subjects and locations (lighting, composition, editing) gaining
insight into what documentary or art photography is/isn’t.
Students will learn the basics of ’making’ photographs andgain practical experience in working with real-life subjects.
Drawing upon these experiences, students will prepare a final
project based on a theme and methodology to be decided inclass.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course uses a practice-based learning approach centeredaround the production of still photography with some video.
Workshops, assignments and supporting lectures are employed
to develop students’ basic understanding of image making
using examples from many eras and contexts. Students create
an Instagram account for the course and post one photographdaily in response to a weekly class project. Final submission
comprises a project portfolio, a written project statement,
and evidence of participation (i.e., weekly assignments, classdiscussion).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
What Can your
Learning about sensors,
Camera Really Do? compression, and manual
camera settings.
3
Lighting, Lenses
Seeing how lighting,and Beautification. composition and art direction
sculpt scenes and subjects andthe effects of lenses.

7

8

9

10

11

12

13

14

Photography andFilm as Documents

Discussing early instances ofphotography as a documentary
medium and a source of legal
evidence.
The Genesis andExploring photography’s
Afterlife of Images
relationship withappropriation, influence andiconography and symbolic
frameworks
Is the Document the Discussing the relationships
Work Itself? Images between documentary
as Things.
photography and art and thephysical qualitites of photo
prints and book art
Past &
Discussing the evolution of theContemporary
themes and methods ofDocumentary
documentary photography
Photographersthrough key practitioners.
Past &
Discussing the evolution of theContemporary
themes and methods of fine art
Art Photographers
photography through key
practitioners.
Project Proposals
Discussing and preparing
project proposals. First
Presentation.
The Logic of Images Exploring and developing
strategies for addressing atheme throughout multiple
images across time.
Editing is Key
Discovering the power ofediting as a second moment ofcreation where we recognize(or falsify) patterns, narratives
and motivations.
Peer Review: The
Assembling and reviewing ofGaze of Others
project drafts with peergroups.
Final Project Review Reviewing final portfolios andand Submission
technical challenges prior to
submission.
Final Presentation
Final students’ presentationand Wrap-up
on their projects and feedback
session.

【Work to be done outside of class (preparation, etc.)】
Students must regularly take photographs and or videos, andconcentrate on organizing them coherently in groups. Everyweek students are expected to participate in a camera-based
assignment, which will be discussed in class. In order to trackprogress, students are expected to create a new Instagram
account and post a single image taken daily (7 days x 12 weeks= 84 images). They are also expected to use the photobook
resource in the library and do assigned readings. Preparatory
study and review time for this class are about 2 hours each.
【Textbooks】
No textbook will be used. Handouts and reading materials will
be distributed in class.
【References】
Barthes, Roland (1993) Camera Lucida: Reflections on
Photography, Vintage Classics.
Batchen, Geoffrey (2011) Photography Degree Zero: Reflections
on Roland Barthes’s Camera Lucida, MIT Press.
Berger, John (2013) Understanding a Photograph, Penguin
Books.
Fontcuberta, Joan (2014) Pandora’s Camera, Mack.
Gibson, David (2014) The Street Photographer’s Manual,
Thames & Hudson.
Heng, Terence (2016) Visual Methods in the Field: Photography
for the Social Sciences, Routledge.
Lubben, Kristen (2014) Magnum Contact Sheets, Thames &Hudson.

— 61 —

グローバル教養学部 発行日：2023/5/1

Meyerowitz, Joel and Westerbeck, Colin (2017) Bystander: A
History of Street Photography, Lawrence King.
Sontag, Susan (1977/2008) On Photography, Penguin Classics.
Krivine, Andrew (2020) Too Fast to Live Too Young to Die: Punk
& Post Punk Graphics 1976-1986, Pavilion.
Additional references will be provided by the instructor inclass.
【Grading criteria】
Participation: this applies to daily posts (or multiple image
posts for a project) to Instagram for weekly photo projects(minimum of 84 images total for projects). More than 2
unexcused absences will result in failure of this course.
Main Project: Each student must produce a portfolio (booklet)of 8-12 images selected from photographs made of one subject(or theme) during the course. Students are free to choose theirsubject but it must be discussed with the instructor and peers.
A written project statement will be required. A template for the
portfolio will be provided but students’ proposals about using
other templates or presenting video (or alternative printed
formats) will be considered by the instructor on a case by casebasis.
Presentation: each student must make short presentations (3-5minutes) when they settle the plan for the project and when
they conclude it. Additional casual presentations connected toassignments may be requested.
The final grade is based on: Participation 30%, Class
Presentations 20%, Main Project 50%.
【Changes following student comments】
Changes have been made to help students to produce
photographs of a higher conceptual and practical skill as well
as design and present their projects.
【Equipment student needs to prepare】
Students will need a laptop, a camera (mobile-phone cameras
are the minimum) and general stationary (e.g. pen, pencil,
glue, tape, paperclips).
Please note that the use of asmartphone camera is acceptable for this course. However,
if you have regular access to a better camera, please bring it
and the instructor will show you how to use it. For severalof the assignments you will need to print out your images as
contact sheets and booklets. Convenience store laser prints are
acceptable.
【Others】
Students are expected to come to class on time, participate andshow interest in class topics, and develop enthusiasm about the
subject of their projects.
The instructor is a practicing artist and filmmaker whose
work across disciplines (visual arts, music, installations, film
and photography) has been shown at venues, publications andexhibitions around the world.
【Prerequisite】
None.

— 62 —

グローバル教養学部 発行日：2023/5/1

ART100ZA

5Drawing in 3D

6

Lines, angles,
mathematics and logic

7

Light as a tool for
drawing

Topics in Arts: Fine Arts
Suzanne Mooney
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 1/Fri.1
その他属性：〈優〉【Outline and objectives】
Drawing is at the root of expression and communication in fine art.
Through this course, students gain a fundamental understanding ofart, while also pushing the boundaries of drawing beyond a traditional
understanding of the medium. The skills being taught start withtraditional drawing methods, and throughout the course, the definitionof drawing is expanded to include elements of photography, digital
imaging, and computer code.
FIne art is often dismissed as purely subjective and beyond comprehension or academic interrogation. Through a structured, methodical
approach to image-making, supported by a comprehensive introduction
to basic theory, and examples of these methods in practice, students will
gain the ability to hone in on an area of interest and apply drawing andimage-making as a means of research or expression.

8

Pixel drawing

9

Vector drawing【Goal】
Learning how to ‘look’ is the biggest obstacle to successful drawing.
Before even considering how to reproduce the appearance of an object orform, one must see beyond the obvious and the expected. Through active
engagement in guided practical class activities and the production of anindividual portfolio, students will gain an understanding of the potentialof fine arts as a communicative tool, in addition to aesthetic experienceand self-expression.

10

Visual coding

11

Portfolio preparation

12

Portfolio review

13

Portfolio review

14

Portfolio review/ The
bigger picture【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 engage in weekly practical exercises supported by lectures
introducing relevant artists and their works. Exercises take theform of drawing activities that ask students to visually explore an
object/subject.
Working towards an individual approach, students produce a portfolioof drawings. In addition to a final portfolio of drawings, students are
required to keep a weekly sketchbook and take part in presentations
and discussions in class.
Students will receive direct feedback and critique in class, combinedwith regular written feedback or grades for assignments submitted
online. For major assignments, a grading rubric will be provided andexplained in detail.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction &Introduction & doodling
doodling
2
Gesture drawing
Observing and rendering a subject
in terms of line and feeling.
Learn how to use quick sketching
techniques.
Ignore details to make drawings
that capture the weight and pose ofan object or person.
Practical exercise: Gesturedrawing.
3Mark-making &Observing and rendering a subject
tactility
in terms of controlled marks.
Instruction on getting the fullrange of marks from your tools.
Practical exercise: Mark-making.
4
Light & dark
Observing and rendering a subject
in terms of light, shade anderasure.
Positive and negative space
Understanding light and form.
Instruction on how to use dark andlight shading to render form.
Practical exercise: Shading.

Exploring three-dimensional spacewith line: Wireframe drawing;
Isometric drawing and linear
perspective. Beginning a drawing
without a drawing surface.
Practical exercise: Perspective
drawing.
Study of the use of mathematics
art. Practical exercise: Two-point
perspective and patterns.
Making drawings using time andlight.
Considering photography indrawing and also the relationshipbetween time and light in drawing
image.
Practical exercise: Drawing withlight and drawing with shadows.
Understand pixels and digital
image data.
Learn about correct scaling forscreen and for print.
Use layers to build complex digital
images.
Practical exercise: Editing scanned
images.
Using computer software/apps formaking scalable drawings in adigital environment.
Understand the difference between
vector graphics and pixels, and theapplication of vector graphics indrawing, illustration and design.
Practical exercise: Basics of vector
drawing.
Code and creative programming in
generative drawing.
Instructional lesson in basic
computer coding for generative
drawing and motion graphics.
Practical exercise: Editing andwriting simple drawing programs.
Group discussions reviewing
drawings produced so far.
In class portfolio presentation andcritique for all students.
Individual presentations to theclass.
In class portfolio presentation andcritique for all students.
Individual presentations to theclass.
Individual
presentations(continued) andconsidering the application ofdrawing beyond this course.
Class discussion.

【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
Students are be required to complete practical activities outside of classtime.
In addition to class activities and regular notebook work, students will
be required to spend time every week working towards their portfolio
before the final review.
Research on an artist selected by the student will also be expected.
【Textbooks】
No textbook will be used
【References】
Winter, Roger (2008) On Drawing Rowman & Littlefield Publishers
Berger, John (1977) Ways of Seeing, Penguin Books. •Dexter, Emma
(2005) Vitamin D: New Perspectives in Drawing. Phaidon Press.
The Drawing Projects: An Exploration of the Language of Drawing.
Black Dog Publishing.
On Drawing , Roger Winter. Rowman & Littlefield Publishers, 2008
【Grading criteria】
Participation and attitude - 25%
Tasks - 30%
Completed portfolio - 30%
Presentation - 15%【Changes following student comments】
More time has been allocated for portfolio review presentations.
【Equipment student needs to prepare】
A sketchbook (A3) and notebook (A5-A4) with plain white paper.
Loose sheets of paper for quick sketching.
Basic drawing materials:— 63 —

グローバル教養学部 発行日：2023/5/1
Pencils (ex. 2B, 4B, 6B)
Black ball-point pen
30cm ruler
Soft eraser
Charcoal or chalk pastels
A computer will be required for some classes.
Additional materials will be specified throughout the course as required.
【Prerequisite】
None.

— 64 —

グローバル教養学部 発行日：2023/5/1【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.

ART100ZA

Topics in Arts: Visual Communication Design
Gary McLeod
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：土 2/Sat.2
その他属性：〈優〉【Outline and objectives】
Images seen on walls and in public spaces are rarely random. Most aredesigned to grab attention and make the viewer want to do something,whether it be desire a car, a drink, a movie, or to share in an idea suchas a political message or charity. If images always carry messages, thiscourse explores such message through the practice of making images.
【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 understanding of
the impact that images have upon contemporary society. In doing so, thecourse aims to encourage students’ critical awareness of surrounding
visual environments.
【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 and why
we “read” images in different ways. The second part looks at supporting
students through the process of designing an advertisement. To develop
a contextual understanding of the subject, students also create a
dedicated Instagram account for collecting advertisements seen aroundTokyo. Final submission comprises a final project (advertisement) andevidence of participation (Instagram posts). Attendance is recorded
weekly using visual media (e.g. photograph). Feedback is given via
dialogue and discussion of work in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【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.
Final Project: each student must produce an advertisement relating toa topic determined by the instructor.
The final grade is based on: Participation 40% and Final Project 60%.
【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 (e.g. Convenience store print machine). Paper and otherbasic art materials may also be requested from time to time.
【Others】
Being naturally creative is not a requirement for this course. However,students are expected to come to class on time, participate anddemonstrate an active interest.
【Prerequisite】
None.

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Sight and Perception
Introducing the the problems ofvisual communication.
2
Visual Cues
Looking at the many cues that thebrain receives when looking at
images and how to use them.
3
Visual Theories
Exploring theories associated withthe act of seeing.
4
Visual Persuasion
Discussing the use of persuasion
and the commonality of
propaganda.
5
Visual Stereotypes
Exploring stereotypes within thecontemporary visual landscape.
6
Visual Analysis
Analyzing images using Lester’s six
perspectives.
7
Visual Literacy
Discussion of advertisements inTokyo.
8
LayoutExploring the value of different
layouts in design.
9
Typography
Exploring the history and use of
typefaces for design.
10
ImagesLooking at ways toreproduce/scale/multiply images
within designs.
11
Colour
Exploring colour as acommunicative decision for design.
12Constructive Feedback Getting feedback on poster designs.
13
Peer Review
Making final amendments andadjustments to designs.
14
Taking Responsibility
Discussing the future ofadvertisements.
【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 dedicated Instagram
account and post a single image taken daily (7 days x 13 weeks = 91
images). The project will require a number of hours spent outside ofclass in order to make the work. Preparatory study and review time forthis class are 2 hours each.

— 65 —

グローバル教養学部 発行日：2023/5/1

LIN100ZA

Introduction to Linguistics
Yutai Watanabe

12

Semantics

13

Linguistic Universals
and Relativity

14

Introduction toSociolinguistics and
ELF
Review and Final
Examination

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 2/Tue.2
その他属性：【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. Students have to address review and applicationquestions given in advance. Submitted assignments and tests arereviewed in detail and commented on in the following week’s lecture.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction I
Introduction I
2Introduction II(1) The world’s major languages(2) History of English(3) Numbers of L1 and L2 English
speakers(4) Regional variations of English
3
Synchronic and(1) Diachronic linguistics
Diachronic Linguistics (2) Synchronic linguistics
I
4
Synchronic and(1) Comparative linguistics
Diachronic Linguistics (2) The Indo-European language
IIfamily(3) Contrastive linguistics
5
Phonetics and(1) Subfields of linguistics
Phonology I(2) Phonetics(3) Phonology(4) Phoneme & allophones(5) Phonetic and phonemictranscriptions
6
Phonetics and(1) Suprasegmentals
Phonology II(2) Mid-semester exam
Mid-semester
Examination
7
Morphology I(1) Morpheme and allomorphs(2) Declension and conjugation(3) Patterns of inflection
8
Morphology II
Word formation
9
Syntax I(1) Sentence(2) Phrase(3) Clause(4) Tense, aspect, mood, and voice(5) Agreement
10
Syntax II(1) Grammatical structure(2) Theme and rheme(3) Given and new information
11
Syntax III(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. Preparatory study and review
time for this class are 2 hours each.
【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 University Press.
Yule, G. (2020). The study of language (7th ed.). 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%). Attendance at
the first class is mandatory. More than two unexcused absences will
result in failure of the course.
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
The lectures are delivered using PowerPoint slides and Internet
resources. The handouts are downloadable in PDF format.
【Prerequisite】
No prerequisite is required.

— 66 —

グローバル教養学部 発行日：2023/5/1

LIN100ZA

Introduction to Linguistics
Nobumi Nakai

12

Semantics

13

Linguistic Universals
and Relativity

14

Introduction toSociolinguistics and
ELF
Review and Final
Examination

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2
その他属性：【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. Submitted assignments and tests are reviewed in detailand commented on in the following week’s lecture.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction I
Introduction I
2Introduction II(1) The world’s major languages(2) History of English(3) Numbers of L1 and L2 English
speakers(4) Regional variations of English
3
Synchronic and(1) Diachronic linguistics
Diachronic Linguistics (2) Synchronic linguistics
I
4
Synchronic and(1) Comparative linguistics
Diachronic Linguistics (2) The Indo-European language
IIfamily(3) Contrastive linguistics
5
Phonetics and(1) Subfields of linguistics
Phonology I(2) Phonetics(3) Phonology(4) Phoneme & allophones(5) Phonetic and phonemictranscriptions
6
Phonetics and(1) Suprasegmentals
Phonology II(2) Mid-semester exam
Mid-semester
Examination
7
Morphology I(1) Morpheme and allomorphs(2) Declension and conjugation(3) Patterns of inflection
8
Morphology II
Word formation
9
Syntax I(1) Sentence(2) Phrase(3) Clause(4) Tense, aspect, mood, and voice(5) Agreement
10
Syntax II(1) Grammatical structure(2) Theme and rheme(3) Given and new information
11
Syntax III(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. Preparatory study and review
time for this class are 2 hours each.
【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. (2020). The study of language (7th 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.
【Prerequisite】
No prerequisite is required.

— 67 —

グローバル教養学部 発行日：2023/5/1

Contrastive Linguistics

They should also organize their notes in the form of a notebook orcomputer file.
Preparatory study and review time for this class are 2 hours each.

Geraldo Faria【Textbooks】
No textbook will be used. The teacher will provide handouts, readingmaterial, and links to online data.

LIN100ZA

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2
その他属性：〈優〉【Outline and objectives】
In this course, you will learn how Contrastive Linguistics is defined
as an academic subject. By drawing on 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%),
assignments 30%, and participation 10%.
【Changes following student comments】
No feedback yet received.
【Equipment student needs to prepare】
Quick researches online are at times required; therefore, a laptop or
smartphone may be used for such searches.
【Others】
A willingness to tackle language-related puzzles.
【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)】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. Note that the suggested topics may vary slightly
depending on the number of registered students and their interests.
Finally, submissions of assignments and their feedback will be via
Google.docs (unless students are notified previously).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Concepts
Contrasts and similarities between
dialects of a language and related
languages
3
Diachronic Changes of Examination of changes (sounda Language/Dialect 1
variations): comparisons andcontrasts
4Diachronic Changes of Examination of changes (lexicala Language/Dialect 2
variations): comparisons andcontrasts
5
Contrastive
From speech sounds to discourse,
Descriptions
seven types of contrasts will be
examined
6
Phonological Contrasts Various techniques will be
introduced to examine intralingualand interlingual data.
Midterm review quiz.
7
Contrasts between
Synchronic and diachronic
Writing Systems
examination of writing systems.
8Morphological
Diachronic and synchronic
Contrasts
comparisons of data will help
students to better understand twovariants of intralingual andinterlingual data
9
Lexicological Contrasts Variations of word meanings
intralingually and interlingually
10
Phraseological
Variations of collocations will beContrasts
examined cross-dialectally
11
Syntactic Contrasts
Structuring sentences acrosslanguages is examined to better
describe and produce well-formed
sentences in a second language
12
Textual Contrasts
Contrasting recorded diachronicoral stories
13
Presentations
Students will give short academicpresentations
14
Consolidation
End-of-course assessment,
feedback, and wrap-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.

— 68 —

グローバル教養学部 発行日：2023/5/1
14

LIN100ZA

Quick Survey; Final
Examination【休講】English Grammar: The Basics

Rapid reminders; assessing thedegree to which students haveunderstood the second half of thecourse【Work to be done outside of class (preparation, etc.)】
Reading the textbook, doing exercises, coming up with examples.
Preparatory study and review time for this class are 2 hours each.

Credit(s)：2 ｜ Semester： ｜ Year：1〜4
Day/Period：
その他属性：【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, Pullum and Reynolds’ textbook, which is basedon (but is very much smaller and simpler than) the earlier book
The Cambridge Grammar of the English Language (CGEL). Bothare 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.
Students both submit work for assignments and get comments on thiswork via “Hoppii”.

【Textbooks】
Rodney Huddleston, Geoffrey K Pullum and Brett Reynolds. A Student’s
Introduction to English Grammar. 2nd ed. Cambridge: Cambridge
University Press, 2021. ISBN 978-1-00-908801-5
We’ll only have time to go through part of this book, but later chapterswill serve for a second course, English Grammar Extended.
【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】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Word Categories
Classification among nouns, verbs,
adjectives, and the rest3
Verbs (i)Verb inflection and paradigms;
finite versus non-finite
4
Verbs (ii)
Auxiliary versus lexical verbs;
perfective interpretation versus
imperfective
5
Verbs (iii)
Primary versus perfect tense;
progressive aspect; mood andmodality; futurity; irrealis
6
Quick Survey;
Rapid reminders; assessing the
Mid-term Examination degree to which students haveunderstood the first half of thecourse7
Clauses (i)Clause structure, complements,
and adjuncts; subjects; objects
8
Clauses (ii)
Predicative complements; canonicalclause structures; adjuncts
9
Nouns and Noun
Nouns, noun phrases, pronouns
Phrases (i)and proper nouns; number andcountability; determiners anddeterminatives; noun complements
10
Nouns and NounInternal modifiers versus external
Phrases (ii)modifiers; fused heads
11
Nouns and Noun
Pronouns; casePhrases (iii)12
Adjective and Adverb
Adjectives as distinguished fromPhrases (i)other categories; gradability
13
Adjective and Adverb
Adjective phrases; postpositional
Phrases (ii)and other adjective use; adverbs;
adverb phrases— 69 —

The

グローバル教養学部 発行日：2023/5/1

EDU100ZATESOL I: Introduction
Machiko Kobori
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3
その他属性：〈グ〉【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. Conduct research on L2 pedagogical approaches integrated with ICT
5. Understand what is needed 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”, “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. They are required to practice their ICT pedagogicalskills through the presentation as well as learning its content. Students
are also required to take a final exam and submit a written assignment
on a related issue.
Submission of the final requirements and feedback will be on thelearning management systems.

【References】
1. Council of Europe. (2001). Common European framework of reference
for languages: learning, teaching, assessment. Cambridge University
Press.
2. Long, M. H., & Doughty, C. J. (2011). The handbook of language
teaching.Wiley-Blackwell.
3. 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.
4. 文部科学省. 2017.『小学校学習指導要領（外国語）』東洋館出版社.
5. 文部科学省. 2017.『中学校学習指導要領（外国語）』開隆堂出版.
6. 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. 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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Language, Learning
Current issues in second language
and Teaching (1)acquisition (1)3Language, Learning
Current issues in second language
and Teaching (2)acquisition (2)4Language, Learning
Schools of thought in second
and Teaching (3)language acquisition (1)5Language, Learning
Schools of thought in second
and Teaching (4)language acquisition (2)6Language, Learning
Schools of thought in second
and Teaching (5)language acquisition (3)7First Language
Issues in first language acquisition
Acquisition
8
Second Language
Building a theory of second
Acquisition (1)language acquisition
9
Second Language
Study of models of second language
Acquisition (2)acquisition (1)10Second Language
Study of models of second language
Acquisition (3)acquisition (2)11Presentation (1)Demonstration/observation, review
and discussion (1)12Presentation (2)Demonstration/observation, review
and discussion (2)13Presentation (3)Demonstration/observation, review
and discussion (3)14Final 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.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Brown, H. D. (2014). Principles of language learning and teaching. (6thed.). Pearson Education.

— 70 —

グローバル教養学部 発行日：2023/5/1

EDU100ZA

8

Mobile Language
Learning

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
その他属性：〈優〉【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.At the beginning of classfeedback for the previous classes homework will be givenby the teacher, All assignments will be done on Google
Docs/Slides/Sites/Blogs and checked online at the start of thenext class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Class Intro & Intro to
Class Intro & Intro to Educational
Educational
Technology
Technology
2
Schools of Thought inThis class will be an overview of
Educational
the different philosophical andTechnology
pedagogical schools of thought on
educational technology in schools
and colleges / universities.
3
Google in Education 1
This course will provide an
overview of Google’s apps and tools
for education and the educational
benefits it offers.
4
Google in Education 2
This course will provide a further
overview of Google’s apps and tools
for education and the educational
qualifications Google offers.
5
Other Ed-tech Players This course will provide anin Education
overview of other 3rd party apps
and tools for education and theeducational qualifications theseother groups offer.
6
Educational
This week we will explore in detailTechnology Pedagogies the first set of pedagogical1
approaches that use some of theapps / tools previously covered.
7
Educational
This week we will continue toTechnology Pedagogies explore in detail the second set of2
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
the weekly blog writing and project work. Preparatory study and review
time for this class are 2 hours each.
【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 performance - 10% / final written blog report - 20%)
【Changes following student comments】
Previous students from the academic 2022 year, gave the course very
good feedback so I plan to keep it much the same.
【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.

— 71 —

グローバル教養学部 発行日：2023/5/1

LIN100ZA

8Explaining Second
Language Learning (2)9Observing Learning
and Teaching in theSecond Language
Classroom (1)Observing Learningand teaching in theSecond Language
Classroom (2)Second Language Acquisition
Tomoko Shigyo
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 4/Fri.4
その他属性：〈優〉
10【Outline and objectives】
The course
providesanoverviewof secondlanguage (L2)learning; in particular, it provides basic studies and theories of how
languages are learned from different perspectives such as first language(L1) acquisition and individual differences (ID).
It
alsocoversissueson characteristics of L2 learners and learning through theobservation of L2 classrooms and discussion about it.
【Goal】
Upon completion of this course, students should be able to do thefollowing:(1) Learn important concepts, perspectives, and theories in second
language learning, including influence by first language acquisition andits studies(2) Understand basic factors influence on of second language learning(3) Explain basic factors that influence building theoretical frameworksof L2 learning.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2” and “DP 4”.

11

12

13

14

【Method(s)】This course looks at how languages are learned: based on the lecture
giving explanation of terms of SLA in the first half of the course,
students are to make a presentation of core issues on L2 learning in
the classroom with their L2 learning experiences in the second half ofthe course.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Course guidance
2
Language Learning in First language acquisition
Early Childhood
Explaining first language
acquisition- The behaviorist perspective- The innatist perspective- Interactionist/ development
perspective
3
Second Language
Learner characteristics
Learning (1)Learning conditions
Studying the language of second
language learners- Contrastive analysis, error
analysis, and interlanguage- Developmental sequences
4
Second Language
More about first language influence
Learning (2)Vocabulary
Pragmatics
Phonology
Sampling learners’ language
5
Individual Differences Research on learner characteristics
in Second Language- Intelligence
Learning (1)- Language learning aptitude- Learning styles- Personality- Attitudes and motivation- Motivation in the classroom- Identity and ethnic groupaffiliation- Learner beliefs
6
Individual Differences Individual differences andin Second Language
classroom instruction
Learning (2)Age and second language learning
Age and second language
instruction
7
Explaining Second
The behaviourist perspective
Language Learning (1) The innatist perspective
The cognitive perspective

Second Language
Learning in theClassroom (1)Second Language
Learning in theClassroom (2)Popular Ideas about
Language Learning
Revisited
Consolidation ofSecond Language
Learning

Second language applications:interacting, noticing, processing,and practising- The interaction hypothesis- The noticing hypothesis- Input processing- Processability theory- The role of practice
Natural and instructional settings
Classroom comparions:Teacher–student interaction
Observation schemes- Classroom comparions:Teacher–student interaction- Classroom comparisons:Student–student interaction- Corrective feedback in theclassroom- Questions in the classroom
Ethnography
1 Get it right from the beginning
2 Just listen … and read3 Let’s talk4 Get two for one
5 Teach what is teachable
6 Get it right in the end
Reflecting on the popular ideas:
Learning from research
Reflection & Summary【Work to be done outside of class (preparation, etc.)】
Preparation 2 hours, review 2 hours, a total of 4 hours.
Students are expected to complete weekly reading assignments【Textbooks】
Lightbown, P. M. & Spada, N. (2013). How languages are Learned. 4th.
Oxford University Press. ¥ 2,099【References】
1.Benati, A. G. & Angelovska, T. (2016). Second Language Acquisition:
A Theoretical Introduction to Real-World Applications. Bloomsbury
Academic.
2.VanPatten, B., Smith, M. & Benati, A. G. (2019). Key Questions inSecond Language Acquisition: An Introduction. Cambridge University
Press.
【Grading criteria】
Evaluation will be based on:
1. Class participation (20%)
2. Presentation (30%)
3. Presentation material (10%)
4. 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】
Use a laptop in class, get lecture materials, etc. in Hoppi.
【Prerequisite】
None.

— 72 —

グローバル教養学部 発行日：2023/5/1
14

EDU100ZA

Comparative Education

Consolidation ofComparative
Education

Final exam and review【Work to be done outside of class (preparation, etc.)】
1. Every week before class, students are required to comprehend theassigned readings and be ready for group discussion on related topics inclass.
2. Students are required to complete daily tasks by choosing the related
topics of lectures.
3. Preparatory study and review time for this class are 2 hours each.

Machiko Kobori
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 2/Thu.2
その他属性：〈優〉【Outline and objectives】
This course is for students intending to explore second language
learning (SLL) focusing on motivational issues within the context ofcomparative education. It provides a basic understanding of different
conceptual frameworks of second language (L2) motivation and ahistorical overview of the development of L2 motivational studies
focusing on social, cognitive and educational aspects of motivational
psychology. Its purpose is to give an insight into the significant
variables of L2 motivation as core elements in L2 education from a
global perspective. It explains how they are affected by globalisation andlocal settings related to L2 learners, such as their ethnic background,age, language preferences, L2 learning conditions, etc., and especiallyby comparing the teaching of English to other foreign languages. This
course also studies how to put related knowledge into practice: itgives an insight into collections of related research studies ranging
worldwide, and it is expected to stimulate debate on how to deal
with motivational aspects of learners, lessons, teaching materials,
evaluation, etc. effectively in L2 education.
【Goal】
Upon completion of this course, students should be able to do thefollowing:(1) Learn different concepts, perspectives, and theories in L2 motivation.
(2) Explain various factors that influence building conceptual frameworks of L2 motivation.
(3) Utilise the theoretical knowledge of L2 motivation to explain
motivational issues of L2 education.
(4) Discuss motivational approaches to deal with controversial issues of
L2 education.
【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)】A presentation, final exam and writing assignment are required for thecompletion of this course; students are required to choose one of thecourse topics, make a presentation and submit a writing assignment on
it. Submission of the final requirements and feedback will be on thelearning management systems (HOPPII, etc.).

【Textbooks】
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation.
Cambridge University Press.
【References】
1. Apple, T. M., Silva, Da D., & Fellner, T. (eds.). (2017). L2 selves andmotivations in Asian contexts. Multilingual Matters.
2. Dörnyei, Z. (2005). The psychology of the language learner. LEA.
3. Dörnyei, Z. (2020). Innovations and challenges in language learning
motivation. Routledge.
4. Dörnyei, Z., & Ushioda, E. (eds.). (2009). Motivation, language
identity and the L2 self. Multilingual Matters.
5. Dörnyei, Z. et al. (2006). Motivation, language attitudes andglobalisation: A Hungarian perspective. Multilingual Matters.
6. Ushioda, E. (2013). International perspectives on motivation:
Language learning and professional challenges. Palgrave Macmillan.
【Grading criteria】
Evaluation will be based on:
1. Class participation (10%)
2. Presentation (30%)
3. Writing assignment (30%)
4. Final Exam (30%)
【Changes following student comments】
More frequent and detailed notifications regarding class activities andtasks will be given in order to 1) avoid causing any difficulties in getting
access to important information about the course, and 2) allow students
to prepare for class discussions, final requirements, etc.
【Equipment student needs to prepare】
Use a laptop in class, get lecture materials, etc. in HOPPII.
【Others】
None.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
The Conceptualisation Issues in defining motivation andof Motivation
its fundamental challenges
3
The Development ofIssues in the classical studies
the L2 Motivational
Studies (1)4The Development ofIssues in the social-psychologicalthe L2 Motivational
periodStudies (2)5The Development ofIssues in the cognitive-situatedthe L2 Motivational
periodStudies (3)6The Development ofIssues in the process-oriented andthe L2 Motivationalsocio-dynamic periods
Studies (4)7
L2 Motivation in
Issues in teaching strategies andPractice
approaches
8
L2 Motivation in
Issues in demotivating influences
Context
9
L2 Motivation
Issues from a perspective of
Research from a Global cross-sectional studies
Perspective (1)10
L2 Motivation
Issues from a perspective of
Research from a Global longitudinal studies
Perspective (2)11Presentation (1)Preparation for presentation:
checking contents, materials,
procedure and performance
12
Presentation (2)Discuss and review (1)13
Presentation (3)Discuss and review (2)— 73 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students should complete weekly readings before coming to class.
Students should also review their own notes and course slides after
every class. Preparatory study and review time for this class are 2 hours
each.

PHL100ZA

History of Philosophy
Joel Van Fossen【Textbooks】
There are no required textbooks for this course. All readings will be
provided by the instructor either in print or online.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 4/Mon.4【References】
The Stanford Encyclopedia of Philosophy is a great resource for delving
further into any topics discussed in class: https://plato.stanford.edu

その他属性：〈優〉【Outline and objectives】
Over 2,000 years ago in ancient Greece, Socrates introduced a newmode of general and abstract inquiry, which he described as "thelove of wisdom" or "philosophy." This course focuses on two areasof the history of philosophical inquiry in ancient Greece and earlymodern Europe: metaphysics and epistemology. Metaphysics deals
with the first principles of being, causation, and identity. Metaphysicalquestions covered in this course include: What is most fundamental
about reality? What does it mean for one thing to cause anotherthing to happen? What does it mean for something to be the samething over time? Epistemology deals with the nature and possibilityof knowledge. Questions surveyed include: What is knowledge? Do weknow anything? If so, what do we know? Philosophers surveyed inthis course include Plato, Aristotle, René Descartes, John Locke, David
Hume, and Immanuel Kant.

【Grading criteria】
Participation 20%
Mid-term exam 35%
Final exam 45%【Changes following student comments】
Not applicable【Others】
Please bring a computer for in-class surveys.
【Prerequisite】
None【Goal】
This course has four primary learning goals. First, students willlearn about various and diverging views throughout the history ofphilosophy with a focus on metaphysics and epistemology. Second,
students will improve critical thinking skills when engaging with
abstract philosophical reasoning. Third, students will improve theirreading skills when confronting nuanced and challenging text. Finally,
students will improve their writing skills to communicate complex ideas
clearly and confidently.
【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)】Roughly one hour of each meeting will consist of an interactive lecturewith slides. Students will then write a short in-class reflective writing
exercise. Finally, each class will conclude with an interactive debate or
discussion. The mid-term and final exams will be a combination of shortand long-form essay questions. These exams will be written in classduring exam days. Students will receive feedback on their exams via
the Learning Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Philosophy before Socrates
2
Ancient Greek
Plato’s Euthyphro and excerpt from
Philosophy 1
Meno
3
Ancient Greek
Plato’s Apology
Philosophy 2
4Ancient Greek
Excerpts from Plato’s Phaedo andPhilosophy 3
Republic
5
Ancient Greek
Excerpts from Aristotle’s
Philosophy 4
Metaphysics
6
Ancient Greek
Excerpts from Aristotle’s Physics
Philosophy 5
and De Anima
7
Midterm
Review and midterm exam
8
Early Modern
René Descartes’s Discourse on
European Philosophy 1 Method, Parts 1 & 2, andMediations, Meditation 1
9
Early Modern
René Descartes’s Mediations,
European Philosophy 2 Meditations 2 & 3
10
Early Modern
Excerpt from John Locke’s an
European Philosophy 3 Essay Concerning Human
Understanding
11
Early Modern
David Hume’s Enquiry Concerning
European Philosophy 4 Human Understanding, §§1-7
12
Early Modern
Immanuel Kant’s Prolegomena toEuropean Philosophy 5 Any Future Metaphysics, Preface
and Preamble
13
Early Modern
Excerpts from Immanuel Kant’s
European Philosophy 6 Prolegomena to Any Future
Metaphysics
14
Final Exam
Review, wrap-up, and final exam— 74 —

グローバル教養学部 発行日：2023/5/1
Peer-review report response 10%
Final paper 45%

PHL100ZA

Introduction to Ethics【Changes following student comments】
Not applicableJoel Van Fossen【Equipment student needs to prepare】
Please bring a computer for in-class surveys.

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

その他属性：〈優〉【Outline and objectives】
We make decisions every day, but some decisions are better than others.
This raises some important questions: Which decisions should we make?
And more generally, what kind of life is worth living? Ethics is therational inquiry into these questions. In this course, we will explore
two central dimensions of ethics. First, we will consider the nature ofwell-being or what it means for one’s life to go well. However, we not only
care about our own well-being. We should also consider other people’sinterests. Therefore, the second main topic we will explore in this classwill be morality. Morality is concerned with making the right decisions
regarding the interests and lives of others.
【Goal】
This course has four primary learning goals. First, students will learn
about various and diverging views on the philosophy of well-being
and moral philosophy. Second, students will improve critical thinking
skills when engaging with abstract reasoning in ethically challenging
scenarios. Third, students will improve their reading skills whenconfronting nuanced and challenging text. Finally, students will
improve their writing skills to communicate complex ideas clearly andconfidently.
【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 sometimes begin with a short quiz to assess comprehensionof weekly readings. Then roughly one hour of each meeting will consistof an interactive lecture with slides. Students will then write a shortin-class reflective writing exercise. Lastly, students will participate in aclass discussion or debate. Before the semester’s final meeting, students
will write a critical and constructive report on a draft of the final essayof the course. In the final meeting, students will discuss these reports
with each other and the instructor. Submissions and feedback for thepeer-review report, peer-review report response, and the final paper will
be provided via the Learning Management System. Quiz feedback will
be provided at the beginning of each class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
What is ethics?
2
Well-being 1
Hedonism3
Well-being 2
Desire fulfillment theory
4
Well-being 3
Objective list theory
5
Well-being 4
Death and happiness6
Well-being 5
Happiness and immortality
7
Morality 1
Happiness and morality
8
Morality 2
Virtue ethics
9
Morality 3
Utilitarianism 1
10
Morality 4
Utilitarianism 2
11
Morality 5
Deontology 1
12Morality 6
Deontology 2
13
Morality 7
Anti-theory
14
Paper Workshop
Workshop final paper & exchange
peer-review reports【Work to be done outside of class (preparation, etc.)】
Students should complete weekly readings before coming to class.
Students should also review their own notes and course slides after
every class. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
There are no required textbooks for this course. All readings will be
provided by the instructor either in print or online.
【References】
The Stanford Encyclopedia of Philosophy is a great resource for delving
further into any topics discussed in class: https://plato.stanford.edu【Grading criteria】
Participation 15%
Quizzes 20%
Peer-review report 10%— 75 —

グローバル教養学部 発行日：2023/5/1
13

LANf100ZA

French A I
14Masamichi Suzuki
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：〈優〉【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 oneself,
and understanding simple texts.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】Mr.Okamura (French BI) and I will use the same textbook (see below)
and conduct the class in relay. The students will learn all basic skills speaking, listening, reading and writing although learning of practicalskills takes precedence in this course. (Mr. Okamura will rather focus
on learning the grammar. It is therefore required that the students
attend both of the courses). Active participation is necessary not only
for the acquisition of communicative skills through various means (e.g.,role-playing), but for an understanding of French culture or that of otherFrench-speaking countries.
The students will get information about the course by way of Learning
Management System (LMS).
During the semester, the students are required to submit several
assignments through LMS. They will get them back equally through
LMS.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation Orientation Initiation 1
Initiation 1
Bonjour.
Greetings.
2
Initiation 2
Self introduction
Je suis français.
3
Lesson 1
Introduction;
Il s’appelle comment?
Asking questions about people
4
Lesson 2
Asking about jobs
Qu’est-ce qu’elle faitdans la vie?
5
Lesson 2
Expressions about jobs
Vous parlez anglais?
6
Lesson 3
Do you know...?
Vous connaissez Omar
Sy?
7
Lesson 3
What language do they speak?
Quelle langue est-cequ’on parle au Canada?
8
Lesson 4
Expressing likes and dislikes
Qu’est-ce que vous
aimez?
9
Lesson 4
Expressing preferences
Qu’est-ce que vous
préférez, la mer ou lamontagne?
10
Lesson 5
Expressing what one likes to do
Qu’est-ce que vous
aimez faire leweek-end?
11
Lesson 5
Expressing what one wants to do
Tu voudrais faire quoi
ce week-end?
12
Lesson 6
Explaining preferences
Vous aimez le golf?

Examination
Lesson 6
Comment est-ce qu’elle
est?
Review of examination
Lesson 6
Elle n’est pas sérieuse.

Examination
Describing a person

Review of examination
Describing a person【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: Preparation for the examination
13th week: Review of description of persons /Preparation for the next lesson
14th week: Total review
Preparatory study and review time for this class are 1 hour.
【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【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
【Grading criteria】
Progress will be assessed by classwork and assignments. A term-end
examination will be held. Continuous assessment: 50%; term-end
examination: 50%. 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 or writing class activities. Active
participation in role-playing is important.
【Changes following student comments】
The covid 19 situation has caused some problems on a larger or smallerscale: confusion of schedule because of the alternation of online classes
and face-to-face classes, awkwardness of class activities especially onoral level because of distance between students in the classroom, etc.
I will try to create an optimum situation which can facilitate students’class performance.
【Others】
Students should also attend Mr.Okamura’s course French BI.
【Prerequisite】
None.

— 76 —

グローバル教養学部 発行日：2023/5/1
11

LANf100ZA

French A II

12

Masamichi Suzuki

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 4/Mon.4
Notes：< GIS students > 2015 年度以前入学者は 2 単位

14

その他属性：〈優〉【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 oneself,
and understanding simple texts.
The students must make an effort to reach the level A1 of CEFER.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】As in the spring semester, Mr. Okamura (French BII) and I will
use the same textbook (see below) and conduct the class in relay.
The students will learn all basic skills - speaking, listening, reading
and writing although learning of practical skills takes precedence inthis course. (Mr. Okamura will rather focus on learning of thegrammar. It is therefore required that the students attend both of thecourses). Active participation is necessary not only for the acquisitionof communicative skills through various means (e.g., role-playing), but
for an understanding of French culture or that of other French-speaking
countries.
The students will get information about the course by way of Learning
Management System (LMS).
During the semester, the students are required to submit several
assignments through LMS. They will get them back equally through
LMS.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation,
Orientation,
Lesson 7
Lesson 7
Quel âge avez-vous?
Asking about someone’s age
2
Lesson 7
University life
Vous avez quels coursle mardi matin?
3
Lesson 8
Describing objects
Est-ce que vous avez
une voiture?
4
Lesson 8
In the class
Excusez-moi, vous avez
un stylo, s’il vous plaît?
5
Lesson 9
Describing sights
Le Louvre, qu’est-ce
que c’est?
6
Lesson 9
Asking for directions
Est-ce qu’il y a un
restaurant italien dansle quartier?
7
Lesson 10
Asking about activities
Madame, qu’est-ce quevous faites demain?
8
Lesson 10
Asking for more details about
Qu’est-ce que vous lisez activities
en ce moment?
9
Lesson 11
Speaking about one’s activities
Est-ce que vous faites
du sport?
10
Lesson 11
Interview
Quels sports est-ce queles hommes font en
général en France?

Lesson 12
Tu habites avec ta
famille?
Lesson 12
Qu’est-ce que vous avez
fait?
Examination
Lesson 13
Où allez-vous ce
week-end?
Review of examination
Lesson 13
Est-ce que vous êtessorti ce week-end?

Speaking about one’s family

Past tense 1

Examination
Asking about one’s plan

Review of examination
Past tense 2【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: Preparation for the examination
13th week: Review of the past tense
14th week: Total review
Preparatory study and review time for this class are 1 hour.
【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
French Demystified: A Self-Teaching Guide, Annie Heminway,
McGraw-Hill, 2007
【Grading criteria】
Progress will be assessed by classwork and assignments. A term-end
examination will be held. Continuous assessment: 50%; term-end
examination: 50%.
The 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. Active participation in role-playing
is important.
【Changes following student comments】
The covid 19 situation has caused some problems on a larger or smallerscale: confusion of schedule because of the alternation of online classes
and face-to-face classes, awkwardness of class activities especially onoral level because of distance between students in the classroom, etc.
I will try to create an optimum situation which can facilitate students’class performance.
【Others】
The students should also attend Mr.Okamura’s course French BII .
【Prerequisite】
None.

— 77 —

グローバル教養学部 発行日：2023/5/1【Changes following student comments】
授業内で復習できなかった宿題を評価後に返却する。

LANf100ZA

French B I
Tamio Okamura
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 2/Wed.2
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：〈優〉【Outline and objectives】
フランス語初級文法を学ぶ。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。

【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。なお BIでは『フランス語トレーニング・コース』も使用する。初回から２
冊の教科書を使用するので、生協で購入しておくこと。
【Prerequisite】
None.
【Outline (in English)】【Course outline】Students study Elementary French grammar.
【Learning activities outside of classroom】After each classmeeting, students will be expected to spend one hour tounderstand the course content【Grading Criteria /Policy】Term-end examination: 50%, in classcontribution: 50%【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 thisclass?】
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】授業形態：対面/face to face
No.
Theme
Contents
1
ガイダンス
ガイダンス
2
Initiation のつづき
-動詞 être-動詞 aller
3
Leçon 1
-動詞 faire-否定文
4Leçon 1
-疑問文
5
Leçon 2-所有形容詞6
Leçon 2
-名詞・形容詞の男性形／女性形
7Leçon 3
-動詞 connaître
-人称代名詞 on-定冠詞
8
Leçon 3
-定冠詞１
9Leçon 4
-動詞 préférer
10
Leçon 4
-定冠詞２
11
Leçon 5-不定法
12Leçon 5-vouloir の条件法現在
13
Leçon 6
-形容詞の男性形／女性形２-trouver の用法
14
期末テストと総括
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をすること。 Preparatory study and review time for thisclass are 1 hour.
【Textbooks】『Spirale
スピラルー日本人初学者のためのフランス語教材
Nouvelle édition』（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 50%＋期末試験 50%
具体的な方法と基準は、FrenchAI と擦り合わせ、学習支援システ
ムで提示する。

— 78 —

グローバル教養学部 発行日：2023/5/1【Learning activities outside of classroom】After each class meeting,students will be expected to spend one hour to understand the course
content【Grading Criteria /Policy】Term-end examination: 50%, in classcontribution: 50%

LANf100ZA

French B II
Tamio Okamura
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 2/Wed.2
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：〈優〉【Outline and objectives】
フランス語初級文法を学ぶ。
We study Elementary French grammar.
【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】授業形態：対面/face to face
No.
Theme
Contents
1
RévisionsRévisions
2
Leçon ７
自分について話す（年齢、学年）
科目について話す
3
Leçon ７
時間の使い方時間割について話す
4
Leçon 8
持っているもの
所有を表す
5
Leçon 8
物を借りる
6
Leçon 9ある場所について説明し、情報を求める
7
Leçon 9
名所について情報を求める
位置づける
8
Review & Test
中間テスト
9Leçon 10
何をするか尋ねる、答える
10
Leçon 10
詳しくきく
11
Leçon 11
趣味・余暇について話す
頻度を表す
12
Leçon 11
習慣について話す
13
Test & Wrap-up
期末テスト
14
Révisions
期末テストの返却と答えあわせ【Work to be done outside of class (preparation, etc.)】
宿題（書く練習をする） Preparatory study and review time for this classare 1 hour.
【Textbooks】『Spirale スピラル−日本人初学者のためのフランス語教材 Nouvelle édition』(アシェット・ジャポン)『新版 ３段階式フランス語トレーニング・コース』（白水社）【References】
授業内で適宜指示する。
【Grading criteria】
授業内評価 50 ％＋期末試験 50 ％具体的な方法と基準は、French BI と擦り合わせ、学習支援システムで提示する。
【Changes following student comments】
授業内で復習できなかった宿題を評価後に返却する。
【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 単位となる。
【Prerequisite】
None.
【Outline (in English)】【Course outline】Students study Elementary French grammar.

— 79 —

グローバル教養学部 発行日：2023/5/1
13LANs100ZA

Spanish A I

14Taiga Wakabayashi
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 5/Fri.5
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：〈優〉【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.
The feedback for homework will be given through Hoppii Learning
Assistant System.
Please note that the first week will be offered online to avoid
overcrowding the classroom. The Zoom URL for the first class will beannounced on Hoppii Learning Assistant System before the semester
begins.

Demonstrative
Adjectives andPronouns
Final Exam & Wrap-up

Demonstrative adjectives (“este/a”,“ese/a”, “aquel/lla”) and pronouns(“esto”, “eso”, “aquello”)
Final exam (written)
Review【Work to be done outside of class (preparation, etc.)】
Preparation and review are necessary. Students should review lesson
vocabulary using a dictionary.
Preparatory study and review time for this class are 1 hour.
【Textbooks】
泉水浩隆『スペイン語キックオフ』（白水社）、2011 年、2,310 円（税込）
ISBN: 978-4-560-01679-4【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。
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Course overview
Alphabet
The Spanish alphabet
2
Pronunciation andRules of Spanish pronunciation
Accentand spelling
3
Gender, Singular and
Masculine, feminine and neuter
Pluralnouns of Spanish
Singular and plural form of nouns
4
Definite and Indefinite Definite (“el”, “la”, “lo”) and
Articlesindefinite (“un”, “una”) articles
Their distinction and singular /plural forms
5
Adjectives I
Inflection of adjectives with vowel
and consonant termination
6
Adjectives II
Inflection of adjectives which
express place-names andnationalities
Adjectives whose termination isomitted by inflection
7
Conjugation of the Verb Conjugation of the verb “ser” which“ser”
expresses nature and quality
8
Mid-term Exam
Practice of self-introduction in
Self-introduction
SpanishAsking and telling the place oforigin9
Conjugation of the Verb Conjugation of the verb “estar”“estar”
which expresses state andExpression of
condition
Existence
The phrase “Hay ...” which
expresses “There is ...”
10
Existence, Quality and How to differentiate among “ser”,
State“estar” and “hay”
Prepositions and pronouns
11
Regular Indicative
Rule of regular indicative
Conjugation of Verbs
conjugation of verbs with “-ar”,(present tense)“-er” and “-ir” terminations
12
Expression of Time I
Expression of time to say “at ...
Numbers I
o’clock”
Numbers from 1 to 12— 80 —

グローバル教養学部 発行日：2023/5/1
14LANs100ZA

Spanish A II

Final Exam & Wrap-up Final exam (written)
Review【Work to be done outside of class (preparation, etc.)】
Preparation and review are necessary. Students should review lesson
vocabulary and use a dictionary. Preparatory study and review time forthis class are 1 hour.

Taiga Wakabayashi【Textbooks】
泉水浩隆『スペイン語キックオフ』（白水社）、2011 年、2,310 円（税込）
ISBN: 978-4-560-01679-4

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 5/Fri.5
Notes：< GIS students > 2015 年度以前入学者は 2 単位

【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

その他属性：〈優〉【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.
The feedback for homework will be given through Hoppii Learning
Assistant System.

【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。
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Class overview
Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the present tense(present tense) I
2
Possessive Adjectives
Prepositive possessive adjectives
Numbers III(“mi”, “nuestro/a”, “tu”, “vuestro/a”,“su”)
Numbers from 31 to 99
3
Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the present tense(present tense) II
Expression of obligation andExpression ofnecessity (“tener que ...”)
Obligation andNecessity
4
Numbers IV
Numbers from 100 to 999
Direct and Indirect
Direct and indirect objective
Objective Pronouns
pronouns (“me”, “nos”, “te”, “os”,“lo/le/la”, “los/les/las”)
5
Verb “gustar”
Use of the verb “gustar” which
expresses “like (to) ...” or “love (to)...”6Other Verbs of “gustar” Verbs of “gustar” type whoseTypesubjective corresponds to things ormatters
7
Reflexive Verbs
Reflexive verbs whose objective
Impersonalcorresponds to the subject
Expressions
Impersonal expressions with thereflexive pronoun “se”
8
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
9Regular Indicative
Regular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)10
Expression of Weather Expression of weather IIII
11Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)
12
MonthsNames of months in Spanish
13
Regular and Irregular
Regular and irregular indicative
Indicative Conjugation conjugation of verbs in theof Verbs (preterite past preterite past tense
tense)— 81 —

グローバル教養学部 発行日：2023/5/1
14LANs100ZA

Spanish B I

Review and Final
Exam

Review and 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. Preparatory study and review time forthis class are 1 hour.

Yoshifumi Onuki
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 4/Tue.4
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：〈優〉【Textbooks】『スペイン語キックオフ』泉水浩隆（白水社）【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【Grading criteria】
Students evaluations are based on class participation (50%) and thefinal exam (50%). Participation and attitude will factor in the final
grade.

【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.
At the beginning of class, feedback for the previous class is given using
some comments from submitted reaction papers.

【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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Guidance to the class
Alphabet
Spanish alphabet
Pronunciation andRules of Spanish pronunciation
Accentand spelling2
Gender, Singular and
Masculine, feminine and neuter
Plural of Nouns
nouns of Spanish
Singular and plural form of nouns
3
Definite and Indefinite Definite (“el”, “la”, “lo”) and
Articlesindefinite (“un”, “una”) articles
Their distinction and singular /plural forms
4
Adjectives I
Inflection of adjectives with vowel
and consonant termination
5
Adjectives II
Inflection of adjectives which
express place-names andnationalities
Adjectives whose termination isomitted by inflection
6
Conjugation of the Verb Conjugation of the verb “ser” which“ser”
expresses nature and quality
7
Self-introduction
Practice of self-introduction in
SpanishAsking and telling the place oforigin8
Conjugation of the Verb Conjugation of the verb “estar”“estar”
which expresses state andExpression of
condition
Existence
The phrase “Hay …” which
expresses “There is …”
9
Existence, Quality and How to differentiate among “ser”,
State“estar” and “hay”
Prepositions and pronouns
10
Regular Indicative
Rule of regular indicative
Conjugation of Verbs
conjugation of verbs with “-ar”,(present tense)“-er” and “-ir” terminations
11
Expression of Time I
Expression of time: “at … o’clock”
Numbers I
Numbers from 1 to 12
12
Demonstrative
Demonstrative adjectives (“este/a”,
Adjectives and“ese/a”, “aquel/lla”) and pronouns
Pronouns(“esto”, “eso”, “aquello”)
13
Numbers II
Numbers from 13 to 30
Questions and concerns about thecontent of the entire semester will
be accepted for the final exam

— 82 —

グローバル教養学部 発行日：2023/5/1

LANs100ZA

13

Differences between
Indefinite andPreterite Past Tenses

14

Review and Final
Exam

Spanish B II
Yoshifumi Onuki

Proper use and differentiation of
the indefinite / preterite tenses
Questions and concerns about thecontent of the entire semester will
be accepted for the final exam
Review and Final Exam (written)

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4
Notes：< GIS students > 2015 年度以前入学者は 2 単位【Work to be done outside of class (preparation, etc.)】
Preparation and review are necessary. Students should review lesson
vocabulary and use a dictionary. Work to be done outside of class":"Preparatory study and review time for this class are 1 hour.

その他属性：〈優〉【Textbooks】『スペイン語キックオフ』泉水浩隆（白水社）【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.
At the beginning of class, feedback for the previous class is given using
some comments from submitted reaction papers.

【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【Grading criteria】
Students evaluations are based on class participation (50%) and thefinal exam (50%). 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.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Class overview
Irregular Indicative
Conjugation of Verbs(present tense) I
2
Possessive Adjectives
Prepositive possessive adjectives
Numbers III(“mi”, “nuestro/a”, “tu”, “vuestro/a”,“su”)
Numbers from 31 to 99
3
Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the present tense(present tense) II
Expression of obligation andExpression ofnecessity (“tener que …”)
Obligation andNecessity
4
Numbers IV
Numbers from 100 to 999
Direct and Indirect
Direct and indirect objective
Objective Pronouns
pronouns (“me”, “nos”, “te”, “os”,“lo/le/la”, “los/les/las”)
5
Verb “gustar”
Use of the verb “gustar” which
expresses “like (to) …” or “love (to)…”6Other Verbs of “gustar” Verbs of “gustar” type whoseTypesubjective corresponds to things ormatters
7
Reflexive Verbs
Reflexive verbs whose objective
Impersonalcorresponds to the subject
Expressions
Impersonal expressions with thereflexive pronoun “se”
8
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
9Regular Indicative
Regular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)10
Expression of Weather Expression of weather IIII
11Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)
Names of months in Spanish
Months12
Regular and Irregular
Regular and irregular indicative
Indicative Conjugation conjugation of verbs in theof Verbs (preterite past preterite past tense
tense)— 83 —

グローバル教養学部 発行日：2023/5/1

14LANc100ZA

Chinese A I
Yuko Takada
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 3/Wed.3
Notes：< GIS students > 2015 年度以前入学者は 2 単位

Examination &Wrap-upGeneralization
Examination【Work to be done outside of class (preparation, etc.)】
Listening to the textbook CD, and doing preparation andreview work. Preparatory study and review time for this classare 1 hour.
【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.

その他属性：〈優〉【Outline and objectives】
This is for learners with little or no prior knowledge of theChinese language, or for those who wish to review basic skills.
【Goal】
You will learn basic skills enabling you to find out informationand to make yourself understood in everyday situations.
【Which item of the diploma policy will be obtained by taking thisclass?】
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 thefollowing skills:• Giving basic personal information• Communicating through simple questions and answers• Basic grammar terminology and structures.
Feedback on assignments will be given during class time or via
email.

【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。
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Introduction andIntroduction and overview.
Overview
2
Lesson 1
Pronunciation of Chinese as
written in P ī ny ī n (拼音) 1
3
Lesson 3
Pronunciation of Chinese as
written in P ī ny ī n (拼音) 3
4
Revision andRevision and consolidation 1
Consolidation 1
5
Lesson 5
Greetings and introducing
oneself
6
Revision andRevision and consolidation 2
Consolidation 2
7
Lesson 7
Basic grammar terminology
and structures 2
8
Lesson 9
Basic grammar terminology
and structures 4
9
Lesson 11
Basic grammar terminology
and structures 6
10
Revision andRevision and consolidation 3
Consolidation 3
11
Lesson 13
Sentences with a predicate
verb “shì” (是) 2
12Lesson 15
Sentences with a predicate
verb “y ǒ u” (有) 2
13
Lesson 17
The action-measurecomplement— 84 —

グローバル教養学部 発行日：2023/5/1【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.

LANc100ZA

Chinese A II
Yuko Takada【Changes following student comments】
Using e-learning every week

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 3/Wed.3
Notes：< GIS students > 2015 年度以前入学者は 2 単位

【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。

その他属性：〈優〉【Outline and objectives】
This is for learners who have already attended the Chinese AI
course.

【Prerequisite】
None.

【Goal】
You will learn basic skills enabling you to find out informationand to make yourself understood in everyday situations.
【Which item of the diploma policy will be obtained by taking thisclass?】
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 thefollowing skills:• Communicating through simple questions and answers• Following instructions in the target language.
Feedback on assignments will be given during class time or via
email.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Lesson 19
Perfect aspect2
Lesson 21
Past experiences
3
Revision andRevision and consolidation 1
Consolidation 1
4
Lesson 23
Adverbs5
Lesson 25
Comparative sentences 26Lesson 27
Nominal predicate sentences 27
Lesson 29
Adjectival clause
8
Revision andRevision and consolidation 2
Consolidation 2
9Lesson 31
Modal complement
10
Lesson 33
Resultative complement
11
Lesson 35
Potential complement
12
Revision andRevision and consolidation 3
Consolidation 3
13
Lesson 37
Imperative sentences
14
Examination &Generalization
Wrap-upExamination【Work to be done outside of class (preparation, etc.)】
Listening to the textbook CD, and doing preparation andreview work. Preparatory study and review time for this classare 1 hour.
【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.

— 85 —

グローバル教養学部 発行日：2023/5/1
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13
14

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
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：〈優〉【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。
This is the Chinese course 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.
【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もち、積極的に異文化を理解することができる。
The goals of this course are as follows:（1）Students can understand the thoughts and information of the otherparty by reading and listening to basic Chinese.
（2）Students can express their thoughts and experiences by writing andspeaking basic Chinese.
（3）Students can pass HSK Level 1 by the end of the spring semester.
（4）Students can have an interest in Chinese culture and language, andbe able to actively understand different cultures.
【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。
・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。
・教員は小テストの添削や質問への回答を準備し、授業時に返却・回答することで随時フィードバックを行う。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
ガイダンス
授業概要の説明
2
第一課あるいは第二課
発音（一）［簡体字とピンイン］、発音
（二）
［声母］
3
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］
4
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？］
5
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］
6
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］
7
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？］8
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？］9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？］10
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？］11
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］

復習
HSK1 級問題
総括

Spring 学期の学習項目の総復習
HSK1 級問題の紹介・解説
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。
・予習／復習の時間は毎回 1 時間を標準とする。
・After every class, students review the items you have already learned.
In particular, in order to get used to the pronunciation and grammar of
Chinese, students are expected to use digital textbooks and e-learningmaterials. （http://fic.xsrv.jp/hosei）
・Preparatory study and review time for this class are 1 hour.
【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】
有用な文法書として以下のものをあげておく。
・劉月華（他）2019『実用現代漢語語法（第三版）』北京：商務印書館
・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
・守屋宏則（他）2019『やさしく くわしい 中国語文法の基礎［改訂新版］』東京：東方書店【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。
The average score of mini tests(100%). No final exam will be held in thiscourse.
【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】
・オンライン授業が実施される場合は、授業計画や成績評価が変更になる可能性がある。そのため、学習支援システムを随時確認すること。
・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.
【Outline (in English)】【Outline】
This is the Chinese course 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.
【Goal】The goals of this course are as follows:（1）Students can understand the thoughts and information of the otherparty by reading and listening to basic Chinese.
（2）Students can express their thoughts and experiences by writing andspeaking basic Chinese.
（3）Students can pass HSK Level 1 by the end of the spring semester.
（4）Students can have an interest in Chinese culture and language, andbe able to actively understand different cultures.
【Work to be done outside of class (preparation, etc.)】
・After every class, students review the items you have already learned.
In particular, in order to get used to the pronunciation and grammar of
Chinese, students are expected to use digital textbooks and e-learningmaterials. （http://fic.xsrv.jp/hosei）
・Preparatory study and review time for this class are 1 hour.
【Grading criteria】
・The average score of mini tests(100%). No final exam will be held inthis course.

— 86 —

グローバル教養学部 発行日：2023/5/1
13
14

LANc100ZA

Chinese B II

HSK2 級問題
総括

HSK2 級問題の紹介・解説
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。
・予習／復習の時間は毎回 1 時間を標準とする。
・After every class, students review the items you have already learned.
In particular, in order to get used to the pronunciation and grammar of
Chinese, students are expected to use digital textbooks and e-learningmaterials. （http://fic.xsrv.jp/hosei）
・Preparatory study and review time for this class are 1 hour.

Shota Watanabe
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：〈優〉【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。
This is the Chinese course 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.
【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もち、積極的に異文化を理解することができる。
The goals of this course are as follows:（1）Students can understand the thoughts and information of the otherparty by reading and listening to basic Chinese.
（2）Students can express their thoughts and experiences by writing andspeaking basic Chinese.
（3）Students can pass HSK Level 1 by the end of the spring semester.
（4）Students can have an interest in Chinese culture and language, andbe able to actively understand different cultures.
【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。
・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。
・教員は小テストの添削や質問への回答を準備し、授業時に返却・回答することで随時フィードバックを行う。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents1
既習項目の復習・確認
既習項目（第一課〜第二十課）の復習と確認
2
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？］3
第二十三課あるいは第二 形容詞述語文（一）［水饺好吃吗？］、十四課
形容詞述語文（二）［明天比今天还热］
4
第二十五課あるいは第二 形容詞述語文（三）［比泰山高一点儿］、
十六課
名詞述語文（一）［今天几月几号？］5
第二十七課あるいは第二 名詞述語文（二）［现在几点？］、名詞
十八課
述語文（三）［这只手表多少钱？］6
第二十九課あるいは第三 連体修飾語［你的这件新毛衣真漂十課
亮！］、連用修飾語［我在饭馆儿辛辛
苦苦地干了一个月］
7
第三十一課あるいは第三 程度補語［谁打得好？］、数量補語［你十二課
打了几年网球？］8
第三十三課あるいは第三 結果補語［对不起，我打错了］、方向補十四課
語［你退回去吧］
9
第三十五課あるいは第三 可能補語［我听不懂］、助動詞［我不想十六課
见他］
10
第三十七課あるいは第三 兼語文［让谁讲好呢？］、受身表現［衣十八課
服都被淋湿了］
11
第三十九課あるいは第四 把構文［我把衬衫弄脏了］、存現文［大十課
楼门口出来了一个高个子］
12
復習
Fall 学期の学習項目の総復習【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】
有用な文法書として以下のものをあげておく。
・劉月華（他）2019『実用現代漢語語法（第三版）』北京：商務印書館
・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
・守屋宏則（他）2019『やさしく くわしい 中国語文法の基礎［改訂新版］』東京：東方書店【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。
The average score of mini tests(100%). No final exam will be held in thiscourse.
【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】
・オンライン授業が実施される場合は、授業計画や成績評価が変更になる可能性がある。そのため、学習支援システムを随時確認すること。
・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.
【Outline (in English)】【Outline】
This is the Chinese course 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.
【Goal】The goals of this course are as follows:（1）Students can understand the thoughts and information of the otherparty by reading and listening to basic Chinese.
（2）Students can express their thoughts and experiences by writing andspeaking basic Chinese.
（3）Students can pass HSK Level 2 by the end of the fall semester.
（4）Students can have an interest in Chinese culture and language, andbe able to actively understand different cultures.
【Work to be done outside of class (preparation, etc.)】
・After every class, students review the items you have already learned.
In particular, in order to get used to the pronunciation and grammar of
Chinese, students are expected to use digital textbooks and e-learningmaterials .（http://fic.xsrv.jp/hosei）
・Preparatory study and review time for this class are 1 hour.
【Grading criteria】
・The average score of mini tests(100%). No final exam will be held inthis course.

— 87 —

グローバル教養学部 発行日：2023/5/1【Textbooks】
Reading assignments and handouts will be provided by the instructor.

LIN100ZA【休講】English in the Movies【References】
N/A (Suggestions for further readings will be provided in class).
【Grading criteria】
The final grade will be based on the following criteria: classparticipation 20%, quizzes 25%, reflection paper 25%, presentation 30%.

Credit(s)：2 ｜ Semester： ｜ Year：1〜4
Day/Period：【Changes following student comments】
N/A

その他属性：【Equipment student needs to prepare】
N/A【Outline and objectives】
Movies are not just a source of entertainment, but can also serve
as a great resource to raise awareness about language as well as its
sociocultural contexts. In this course, you will be introduced to various
aspects of language through movies, drawing examples primarily fromEnglish. Some topics include: language and society, regional dialects,
accent stereotypes, language and gender, and language play, etc.

【Others】
N/A【Prerequisite】
None【Goal】
Upon completion of this course, students will:
1) Be familiar with some basic (socio) linguistic aspects of English andother languages
2 ) Become aware of various dialects of English and how they are usedin movies
3) Have a more analytical perspective on language presented in movies【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)】You will be assigned a set of reading materials in advance, which
will provide some background information about the topic in focus.
A comprehension quiz based on the reading will be given at the
beginning of the class to make sure you have a basic understandingof the topic. Then the topic is explored with an additional lecture
and presentations of selected movie clips, accompanied by pair/group
work and discussions to promote further understanding. Toward theend of the semester, students will analyze a movie of their choice andpresent it in class. Feedback for assignments will be given either
individually (paper/LMS) or shared during the class. Actual lessonplans and contents may be modified based on the number of students
enrolled and their preferences/progress.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation
Orientation2
US vs UK English
Major two dialects of English (e.g.,
Love Actually)
3
Language and Social
Situation in the UK (My Fair Lady)
Class
4
Language and Identity Follow up of lesson 3 (My Fair
Lady)
5
Language andAccent representation in Disney
Stereotypes
movies (e.g, Lion King), race issues
6
Language andWorld Englishes in movies (e.g., My
Ethnicity
Big Fat Greek Wedding)7
Language and Gender Female vs male speech (e.g.,Legally
Blond)
8
Language and Code
Language play, secret message(e.g., Harry Potter series)9
Non-verbal
Gestures, body language (e.g.,
Communication
Inglorious Basterds)
10
Language andArt of translation,
Translation
misunderstanding between
speakers of different languages(e.g., Lost in Translation,
Spanglish)
11
Presentation (1)Students groups will givepresentations
12
Presentation (2)Students groups will givepresentations
13
Presentation (3)Students groups will givepresentations
14
Review
Submitting individual movie
report, overall review of the course
content【Work to be done outside of class (preparation, etc.)】
Students are expected to complete the reading assignments before class.
Much of the preparation for the end of the term presentation, as well as
writing a reflection paper, must be done outside of class. Preparatory
study and review time for this class are 2 hours each.

— 88 —

グローバル教養学部 発行日：2023/5/1
14

SOC100ZA

Introduction to Sociology

Review & Final Exam

What have we learned in thiscourse? Final exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to review the lecture slides and other course
materials after each class. Preparatory study and review time for thisclass are 2 hours each.

Daiki Hiramori
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 1/Mon.1
その他属性：【Outline and objectives】
This course provides an overview of sociology as the scientific studyof society, and in particular, the distinctiveness of the sociologicalperspective.
This course begins by introducing the concept of“sociological imagination,” one of the core sociological tools to analyze
society. Next, the course touches on sociological theory and social
research methods to understand the distinctiveness of the sociologicalperspective in more detail. Then, topics, such as socialization andthe life course, social interaction, networks and groups, organizations,families and intimate relationships, education, social stratification andinequality, race and ethnicity, gender, and sexuality, are covered as
examples of how the sociological imagination can be applied to different
areas of society. Through this course, students will acquire the basic
sociological tools to analyze society by learning the key theories andmethods used in sociology and applying them to a variety of areas ofsociety in written assignments and in-class discussions. More details ofsocial research methods will be covered in the course “Introduction toSocial Research Methods."【Textbooks】
No textbook will be used.
instructor.

Electronic slides will be provided by the【References】
Further reference may be provided based on students’ areas of interest.
【Grading criteria】
Participation: 15%
In-class quizzes: 15%
Midterm paper: 30%
Final exam: 40%【Changes following student comments】
Students have generally evaluated the class positively. The instructor
will be attentive to student feedback and adjust workload and classmaterial, when necessary.
【Equipment student needs to prepare】
None.
Students are encouraged to use computers/tablets forclass-related purposes in class.
【Prerequisite】
There is no prerequisite for this course, but this course is a prerequisite
for intermediate and advanced level sociology courses.

【Goal】
By the end of this course, students will be able to: (1) describe
the key theories and methods used in sociology, (2) explain major
substantive issues discussed in sociology (remembering/understanding),(3) apply the sociological imagination to analyze social issues (applying),and (4) compare and contrast various sociological tools to examine
the association between individuals’ daily lives and social institutions(analyzing).
【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 interactive lectures. A varietyof active learning techniques, such as in-class writing assignments(one-minute papers), neighbor discussions (think-pair-share), andcomment sheets, are used to accommodate the diversity in student
learning styles. In-class quizzes are held occasionally so that students
understand their own level of understanding of the course materials
at the moment. Verbal and written feedback on assignments is given
during class discussions and through using other tools as appropriate.
Also, feedback for the previous class is given at the beginning of eachclass. Students are encouraged to visit the instructor during office hours
for more personalized feedback.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Sociological Theory
What are the three main
theoretical approaches in sociology?
3Social Research
How do sociologists conduct
Methods
research?
4
Socialization and theWhat does it mean and take toLife Course
become a member of society
through socialization?
5
Social Interaction
What is impression management?
6
Networks and Groups
What happens when more than two
people gather?
7
Organizations
What is the difference between
groups and organizations?
8
Families and Intimate What does gender division of labor
Relationships
among married couples look like?
9
Education
Is education a great equalizer ordoes it reproduce social inequality?
10
Social Stratification
What are the key theories ofand Inequality
stratification in capitalist societies?
11
Race and Ethnicity
What is the social construction ofrace?
12
GenderWhat does it mean to study gender
as a social institution?
13
Sexuality
How do sociologists study
inequality based on sexuality?

— 89 —

グローバル教養学部 発行日：2023/5/1
14

SOC100ZA

Introduction to Sociology

Review & Final Exam

What have we learned in thiscourse? Final exam

Daiki Hiramori【Work to be done outside of class (preparation, etc.)】
Students are expected to review the lecture slides and other course
materials after each class. Preparatory study and review time for thisclass are 2 hours each.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 1/Mon.1【Textbooks】
No textbook will be used.
instructor.

その他属性：【Outline and objectives】
This course provides an overview of sociology as the scientific studyof society, and in particular, the distinctiveness of the sociologicalperspective.
This course begins by introducing the concept of“sociological imagination,” one of the core sociological tools to analyze
society. Next, the course touches on sociological theory and social
research methods to understand the distinctiveness of the sociologicalperspective in more detail. Then, topics, such as socialization andthe life course, social interaction, networks, groups, and organizations,families and intimate relationships, education, social stratification andinequality, race and ethnicity, gender, and sexuality, are covered as
examples of how the sociological imagination can be applied to different
areas of society. Through this course, students will acquire the basic
sociological tools to analyze society by learning the key theories andmethods used in sociology and applying them to a variety of areas ofsociety in written assignments and in-class discussions. More details ofsocial research methods will be covered in the course “Introduction toSocial Research Methods."

Electronic slides will be provided by the【References】
The structure of this course relies heavily on the following book:Giddens, Anthony, Mitchell Duneier, Richard P. Appelbaum, andDeborah Carr. 2021. Introduction to Sociology. Seagull 12th ed. New
York: Norton. Further reference may be provided based on students’areas of interest.
【Grading criteria】
Participation: 15%
In-class quizzes: 15%
Midterm paper: 30%
Final exam: 40%【Changes following student comments】
Not applicable. This course is taught for the first time by this instructor.
【Equipment student needs to prepare】
None. You are welcome to use computers/tablets for class-related
purposes in class.
【Prerequisite】
None【Goal】
By the end of this course, students will be able to: (1) describe
the key theories and methods used in sociology, (2) explain major
substantive issues discussed in sociology (remembering/understanding),(3) apply the sociological imagination to analyze social issues (applying),and (4) compare and contrast various sociological tools to examine
the association between individuals’ daily lives and social institutions(analyzing).
【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 interactive lectures. A varietyof active learning techniques, such as in-class writing assignments(one-minute papers), neighbor discussions (think-pair-share), andcomment sheets, are used to accommodate the diversity in student
learning styles. In-class quizzes are held occasionally so that students
understand their own level of understanding of the course materials
at the moment. Verbal and written feedback on assignments is given
during class discussions and through using other tools as appropriate.
Also, feedback for the previous class is given at the beginning of eachclass. Students are welcome to visit the instructor during office hours
for more personalized feedback.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Sociological Theory
What are the three main
theoretical approaches in sociology?
3Social Research
How do sociologists conduct
Methods
research?
4
Socialization and theWhat does it mean and take toLife Course
become a member of society
through socialization?
5
Social Interaction
What is impression management?
6
Networks, Groups, and What is the “McDonaldization” ofOrganizations
society?
7
Review & Midterm
Course review, students’ inquiries,
Paper Submission
and midterm paper submission
8
Families and Intimate What do family formation and
Relationships
dissolution trends look like?
9
Education
What are the social roles of school
education?
10
Social Stratification
What are the key theories ofand Inequality
stratification in capitalist societies?
11
Race and Ethnicity
What is the social construction ofrace?
12
GenderWhat does it mean to study gender
as a social institution?
13
Sexuality
How do sociologists study
inequality based on sexuality?

— 90 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each. Add 1
hour to complete the writing assignment. Complete all readings prior toattending class in order to make meaningful contribution to discussion.
Take notes of any concepts, terms, or sections that are unfamiliar,
formulate questions, and bring them to class.

SOC100ZA

Cultural and Ethnic Diversity in Japan
Keiko Nishimura
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 4/Wed.4
その他属性：〈優〉【Outline and objectives】
This course discusses and examines cultural and ethnic diversity inJapan as institutional, interpersonal and internalized experiences.
【Goal】At the end of this course, you should be able to:• Explain such concepts as race/ethnicity, nationalism, minority anddiversity• Think cross-culturally, critically, and collaboratively about culturesand practices of “Japan” in specific and changing sociocultural contexts.
• Analyze, apply, and extend conceptual material both informally andformally through discussion and writing.
• Think critically about the relationship among cultural difference,
personal experiences, and power dynamics.
• Understand and analyze a complex set of privileges we live with andhow differently we are situated in the society accordingly• Converse civilly with people whose backgrounds, social position, andbeliefs are different from yours.
• Envision different ways to realize equality and equity【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. In addition, a small
group of 3-5 individuals will work on 1 presentation on weekly readings.
Further directions will be given in class. Verbal and written feedback
will be given on assignments.

【Textbooks】
There is no required textbook for this course. Assigned readings will
become available as PDF documents and by other means to be specified
by the instructor.
【References】
Further reference may be provided based on students’ areas of interest.
【Grading criteria】
Active Participation20%
Weekly Reflection Post35%
Worksheets15%
Group Presentation10%
Final Exam20%【Changes following student comments】
The instructor will make a feedback form available to incorporate
students’ feedback.
【Equipment student needs to prepare】
None.
【Others】
Students are allowed 2 absences. These include medical reasons, job
interviews, family emergency and train delays. If you arrive late orleave early, each will be counted as one ½ absence. If you miss 20 minof class time, it will be considered as 1 absence. 3 or more absences will
result in not-passing. You must complete all the assignments to pass
the course. Students with special needs should notify the instructor as
early as possible, no later than the third week of the semester.
Our goal in this class will not be to memorize or master a series of clearcut 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 to each other and the instructor
with respect. Abusive and harsh language will not be tolerated.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
In-class reading: Miner “Body
Rituals Among the Narcirema”
2
Representation
Watch: Hall (1997) Representation& the Media (50 min) & Complete
Worksheet
3
Multiculturalism
Read: Hankins (2014) Working
Skin, Preface & Introduction,
pp.xi-28
4
Language
Read: Sakai (1997) Translation &Subjectivity, Introduction, pp.1-17
5
NationRead: Morris-Suzuki (1998)
Re-Inventing Japan “Japan”
pp.9-34
6
NationRead: Allison (1996) “Japanese
Mothers and Obento ¯ s”
pp.81-103
7
Diaspora
Watch: The Cats of Mirikitani(2006, 1h 14 min) & Complete
Worksheet
8
Diaspora
Read: Lie (2008) Zainichi (Koreansin Japan), Chapter 1, pp.1-31
9
Refugees
Read: Slater & Barbaran (2020)“Refugees in Japan’s detention
centers during the pandemic”
10Precarity
Read: Allison (2013) Precarious
Japan, “The Social Body”
pp.122-165
11
Gender & Sexuality
Watch: Shinjuku Boys (1995, 53min) & Complete Worksheet
12
Gender & Sexuality
Read: Ho “Categories that bind”
pp.1-19
13
Group Presentation
Group presentation and discussion
14
Final Exam
Final review, exam, and final
discussion— 91 —

グローバル教養学部 発行日：2023/5/1
7

CUA100ZA

8Introduction to Cultural Anthropology
Simon

REVIEW AND
MIDTERM EXAM
Boundaries and "Theother"; Class, Caste,
Race and Ethnicity

Robert Glynn Petre

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 5/Thu.5
その他属性：【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】
This course discusses and examines various issues in cultural
anthropology as a discipline. At the end of this course, you will gain
an understanding of:• Historical origin and current issues in cultural anthropology• The concept of culture and human diversity• Participant observation and other methods of anthropologicalfieldwork• Ethics of research in cultural anthropology

9

The Anthropology of
Economic and Social
Relations.

10

The Anthropology of
Political relations andthe Nation State.

11

Globalisation,
Multi-culturalism andTransnationalism.

12

Applied Anthropology:
How Anthropology canhelp you and otherpeople in your life.

13
14

Presentations.
Presentations andWrap-up【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, we will explore a variety of concepts and theories
that help us understand the similarities, differences, connections anddisconnections experienced by world communities. In particular, thiscourse will focus on ’Cultural Anthropology’ as a broad “field” tobetter understand how our culture is constructed, (mis)understood,
maintained and challenged. In doing so, we will collectively deepen
our understanding of society -hopefully in a different way than we areused to ‒ and recognize and appreciate its diversity. Verbal and written
feedback will be given on assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Introduction: What isJohn Monaghan and Peter Just.
anthropology?
2000. Social and Cultural
Anthropology: A Very ShortIntroduction. Oxford, UK: Oxford
University Press. Pp. 13-33.
3What is culture?
John Monaghan and Peter Just.
2000. Social and Cultural
Anthropology: A Very ShortIntroduction. Oxford, UK: Oxford
University Press. Pp. 34-52.
4Language, Thinking
Burling, Robbins 2005. The talking
and Material culture..
ape "What has language done tous?" Oxford University Press
5
Myths, Ritual, Rites of Segal, Robert Alan 2004. Myth: a
Passage and Art invery short introduction.
Anthroplogy.
Oxford University PressOR
Excerpt from Malinowski, Brownislaw.
Malinowsky and the work of Myth.
Princeton, N.J. : Princeton
University Press, [1992]
6
Kinship, Family andVincent Mirza. 2016. “Young
Gender.
Women and Social Change inJapan: Family and Marriage in a
Time of Upheaval” JapaneseStudies, 36:1, pp. 21-37.
OR
Laura Miller. 2008. "Biopwer:
blood, kinship, and eugenic
marriage." Companion to theanthropology of Japan. Blackwell
Publishing Ltd

In-class, "open book" exam.
Michael Weiner 2009. “Chapter 1:‘Self ’ and ‘Other’ in Imperial
Japan” in Japan’s Minorities: The
Illusion of Homogeneity.
London and New York: Routledge.
pp.1-20
OR
Excerpt from John Hutchinson &Anthhony D. Smith ed. 1996.
“Ethnicity”Oxford University
Press.
David H. Slater. 2009 “The ’newworking class’ of urban Japan:
Socialization and contradiction
from middle school to the labormarket” in Social Class in Japan.
London and New York: Routledge.
pp.137-168.
OR
Excerpt from - Aihwa Ong. 1987.
Spirits of Resistance and Capitalist
Discipline: Factory Women in
Malaysia. Albany: State Universityof New York Press
Sian Lazar.
A ’kinship anthropology
of politics’? Interest, thecollective self, and kinshipin Argentine unions
University of Cambridge
Excerpt from - Spencer, Jonathan.
2007. The Anthropology of Politics
and the State: Democracy andViolence in South Asia.
Cambridge University Press. 2007
Megumi Hara - "Rethinking
Nationality Issues ofJapanese-Filipinos from the
Perspectiveof NGOs and Youth" - 2018
Liverpool University Press
Excerpt from - Marc Abélès. 2017.
"Thinking beyond the Nation
State". Cornell University Press.
James L. Peacock. "Reflections on
ethnographic, collaborative andapplied" Colaborative
Anthropologist. 1:163-74. 2008.
Excerpt from - Aaron Podolefsky,
Peter J. Brown, Scott M. Lacy.
2012. Applying Anthropology: An
Introductory Reader 10th Edition.
New York : McGraw-Hill
Final Paper.
Review: Final Paper【Work to be done outside of class (preparation, etc.)】
Students are expected to complete the readings before class andbe prepared to ask questions and contribute to class discussion.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No textbook is required. Readings will be distributed in class anduploaded to the course website.
【References】
John Monaghan and Peter Just.
2000.
Social and Cultural
Anthropology: A Very Short Introduction.
Oxford, UK: Oxford
University Press
Michael Weiner 2009. “Chapter 1: ‘Self ’ and ‘Other’ in Imperial Japan”
in Japan’s Minorities: The Illusion of Homogeneity. London and New
York: Routledge【Grading criteria】
Participation 20%
Midterm30%
Group Presentation 30%
Final Paper 20%【Changes following student comments】
None.
【Equipment student needs to prepare】
None.

— 92 —

グローバル教養学部 発行日：2023/5/1【Others】
Students are allowed 2 absences. These include medical reasons, job
interviews, family emergency and train delays. If you arrive late orleave early, each will be counted as one ½ absence. If you miss 20 minof class time, it will be considered as 1 absence. 3 or more absences will
result in not-passing. You must complete all the assignments to pass
the course. Students with special needs should notify the instructor as
early as possible, no later than the third week of the semester.
【Prerequisite】
None.

— 93 —

グローバル教養学部 発行日：2023/5/1
14

PSY100ZA

Introduction to Psychology I
Takafumi Sawaumi
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2
その他属性：【Outline and objectives】
This is an introductory course in psychology. Students will learn thebasic theories, research methods, and important findings from various
sub-fields 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, state of consciousness,learning, and memory. Introduction to Psychology II will focus on
the question of genes and environment, intelligence, personality, andpsychological disorders. These two classes will complement eachother to provide the basic knowledge for more specialized coursesin psychology (e.g., social psychology, educational psychology, clinicalpsychology).
【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 this 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?

Review and Final
Exam

What have we learned so far?
Multiple choice questions and shortessays【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). Preparatory study and review time
for this class are 2 hours each.
【Textbooks】
Handouts and reading materials will be provided by lecturer.
【References】
Myers, D. G., & DeWall, C. N. (2018). Psychology (12th ed.). New York:Worth Publishers.
Myers, D. G. (2015). Study Guide for Psychology (11th ed.). New York:Worth Publishers.
The first reference book is available in the library and both are available
in the GIS Reference Room for those who wish to learn about each topic
in more detail. Handouts and reading materials will be 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】
Introduction to Psychology I and II can be taken in reverse order (II andthen I), simultaneously, or independently (just I or just II). Students arestrongly encouraged to take this class 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. In these activities,
students will also be asked to reflect on their daily experiences and shareexamples that illustrate these concepts. Quizzes are held occasionallyand returned in the next class so that students understand their own
level of understanding of the course materials at the moment. At the
beginning of class, feedback for the previous class is given using somecomments from submitted slips.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the field ofField of Psychology
psychology
2
Psychological Methods How do we get to know about thehuman mind?
3
Neuroscience andHow do our brains affect our mind
Behavior
and action?
4
Sensation and
What can we see, feel, and smell?
Perception I
5
Sensation and
How do we make sense of thePerception II
world?
6
State of Consciousness How does sleep affect our mind?
I
7
State of Consciousness Can our mind be influencedII
unconsciously?
8
Review and Midterm
What have we learned so far?
ExamMultiple choice questions and shortessays9
Learning I
Classical conditioning: How do welearn that two events are related?
10
Learning II
Operant conditioning: How do welearn the association between abehavior and an outcome?
11
Learning III
Observational learning: How do welearn by watching others?
12
Memory I
How is memory formed? How is theinformation “stored”?
13
Memory II
How accurate are our memories?

— 94 —

グローバル教養学部 発行日：2023/5/1【Changes following student comments】
According to the previous teacher, students found this class challenging
and fast-paced. I will incorporate questions and discussions in class andwill make some time for review.

PSY100ZA

Introduction to Psychology II【Others】
Introduction to Psychology I and II can be taken in reverse order (II andthen I), simultaneously, or independently (just I or just II).
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.

Dexter Da Silva
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 5/Tue.5
その他属性：【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.

【Prerequisite】
None.

【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.
Students are expected to acquire a dynamic perspective of the humanmind, i.e., learn how we constantly react and adapt to the external
world. Through this course, students’ employability skills in assessing
and adapting to new situations are also expected to be improved.
【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 to shapeindividuals and how people respond and adapt to their environment.
Topics covered include human development, personality, intelligence,emotion, psychological disorders and their treatment. Instructional
methods include assigned readings, lectures, videos, small group
activities, and discussions. Occasionally, students are asked to take aquiz, which is graded and returned with comments in the next week.
Feedback to students will be provided mainly by Reflection Papers at
the end of each class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Twin Studies
Disentangling the influence ofgenes and environment3
Development
When and how do we develop?
4Intelligence I
What is intelligence?
5Intelligence II
Why do people differ in
intelligence?
6
EmotionWhat is emotion?
7
Review & Exam 1
Assessing the degree to which
students understand the course
topics8
Personality I
Freudian theory
9
Personality II
Humanistic and trait theories
10
PsychologicalHow do we define psychological
Disorders I
disorders?
11
Psychological
Overview of various psychological
Disorders II
disorders12
PsychologicalHow do we treat psychological
Therapies
disorders?
13
Review & Exam 2
Assessing the degree to which
students understand the course
topics14
Wrap-up
Review of the exam 2 and lecture
about study skills for future classes【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,
print out, and look over the handouts before each class and bring them
to class to take notes. Preparatory study and review time for this classare 2 hours.
【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%).

— 95 —

グローバル教養学部 発行日：2023/5/1【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. Time to spend for preparatory
study, review, and homework completion for this class is 2 hours eachweek.

PSY100ZA

Developmental Psychology
Sayaka Aoki

【Textbooks】
No textbook is used. Reading assignments, including journal articles
and book chapters, along with links to websites, will be uploaded on thecourse website.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 2/Mon.2【References】
Kipp & Shaffer (2013) Developmental psychology:
adolescence, 9th edition. Wardsworth publishing.

その他属性：〈優〉【Outline and objectives】
This course introduces basic topics/theories of developmental psychology, specifically focusing on how “typical” individuals develop from
infancy to adolescence as well as sharing characteristics of individuals
following “atypical” development. Students will also develop skills
for analyzing social phenomena and reflecting their own personal
experiences from the perspective of developmental psychology.
【Goal】
Through this course, students are expected to:- understand how “typical” individuals develop from infancy toadolescence, in different aspects (cognitive and social/emotional)- learn some fundamental theories proposed by developmental psychologists, such as Piaget and Bowlby- acquire some knowledge about developmental disorders and childhood
mental disorders, including autistic spectrum disorders, attention
deficit and hyperactivity disorder (ADHD), learning disorders, Down’s
syndrome, etc.
- develop skills of analyzing social and personal experiences fromperspectives of developmental psychology- build abilities to apply what one learned in classrooms to understandreal-world psychological phenomena- increase skills for expressing ideas about human behavior in English,
through oral discussions and reflection papers

Childhood and【Grading criteria】
Mid-term exam 35%; Final exam 35%;
Reflection paper 20%; Participation and discussion 10%【Changes following student comments】
This class seems to facilitate one’s learning a lot, especially for students
who like to learn from discussion and reflection.
The exam format is somewhat unusual, which seemed to disturb somestudents, though I believe this method is the best in order to make theexam for both who can attend the class and those who need to take theexam online,【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)】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 the lecture as well as their own insightfrom daily life experiences. At the end of each class, students are asked
to write a brief reflection paper, which is graded and returned by the
beginning of the next class, with a comment from the lecturer. In thereflection paper, students are also encouraged to ask questions, which
are shared anonymously and answered in the next class. Exams areheld 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】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
Human’s early
Development in infancy and early
development
childhood3
Cognitive development Piaget’s theory(1)
4
Cognitive development Vygotsky’s theory(2)
5
Cognitive development Development of information(3)
processing
6
Social emotional
Development of social interaction
Development (1)7
Mid-term exam &Assessing the degree to which
Review
students understand the subject
8
Social emotional
Development of emotional
Development (2)recognition and expression
9
Social emotional
Theory of attachment
Development (3)10Development of self
Development of self
11
Atypical development
Intellectual disorder/Learning(1)
disorder12
Atypical development
Attention-deficit and hyperactivity(2)
disorder(ADHD)
13
Atypical development
Autistic Spectrum Disorders(ASD)(3)
and review
14
Final exam & Wrap-up Assessing the degree to which
students understand the subject— 96 —

グローバル教養学部 発行日：2023/5/1【References】
Campbell, Richard, Christopher R. Martin, and Bettina Fabos. 2017.
Media & culture: mass communication in a digital age. 11th edition.
Bedford/St. Martin’s.

CUA100ZAMedia Studies【Grading criteria】
Participation 10%
Assignments 30%
Discussion session 10%
Take home midterm exam 20%
Final Exam (in class) 30%

Muge Igarashi
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 3/Thu.3
その他属性：〈優〉【Changes following student comments】
None.

【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?
The way we interact is mediated by communication technologies. This
class is an introduction to media studies focused on how media has
evolved and how it has come to shape and transform the way wecommunicate.

【Prerequisite】
None.

【Goal】
1.
Introduce the history of major media and communication
technologies.
2. Provide students with theoretical frameworks to understand andinterpret media 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)】Each course begins with a historical introduction for a better
understanding of mass communication and its evolution.
We will discuss a variety of media forms such as print, sound, film,
internet, as well as their evolution, and their impact on culture.
The last few weeks will focus on changing trends in media culture bylooking at topics such as advertising, online gaming, and virtual reality.
Students are always encouraged to share their views and interesting
media content during class or through the Google Classroom stream.
Students are always welcome to send in questions by e-mail, these will
be addressed at the beginning of each class.
Individual feedback on assignments and examinations will be provided
through Google Classroom.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Introduction to Mass
Introduction to the field of mass
Communication
communication.
3
Media Literacy
An introduction and exercises
analyzing various types of media.
4
Texts and Print
The historical evolution of theprinting press and its significance.
5News and Journalism
Early history of news journalism
and its transformation.
6
Sound and Recording
Early history of sound recording
and the music industry.
7Intellectual Property
Piracy and the music industry.
and Piracy
Copyright, fair use, and sampling.
8
Early Film
The history of early film. From
photography to motion pictures.
9
Contemporary Film
Genre theory and productstandardization.
10
The Internet
The history of information
revolution and online cultures.
11
Video Games
Gaming cultures and the virtualworld.
12
Advertising
Brand logic and persuasive
strategies.
13
Discussion Session
1. Internet addiction
2. Relation between democracy andthe internet.
14
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.
Preparatory study and review time for this class is two hours per week.
【Textbooks】
The text book is available at the library but readings as well as relevant
media will be uploaded to Google Drive.

— 97 —

グローバル教養学部 発行日：2023/5/1

POL100ZA

12

Contemporary issue
I(Development andUnderdevelopment)

13

Contemporary issue II(Economic
globalization)
Review and Final-term
essay preparation

Introduction to International Relations
Takeshi Yuzawa
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 3/Tue.3
その他属性：【Outline and objectives】
This course is designed to provide an introduction to the study ofInternational Relations (IR). It mainly examines the major theories ofIR and IPE, including as realism, liberalism, constructivism, economic
liberalism, mercantilism, and (neo)marxism (dependency theory).
【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
enduring questions in IR, such as war and peace, conflict, the riseof non-state actors, the role of international laws and organizations,
economic interdependence and globalization, and development andunderdevelopment in the Third World; (3) To enable students to acquire
the ability to form their own answers to enduring and contemporary
questions in international relations.
【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, economic nationalism, and dependency theory. In order toenhance our knowledge and understanding of the dynamic mechanisms
of international politics, it is necessary to master the key concepts
and theories of IR. This is because IR theories, which are built on theaccumulated knowledge of scholars over many years, offer us a tool tosimplify complicated international phenomena.
Comments for assignments are given during class and office hours.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14

Studying a contemporary issue in
IPE (Development andUnderdevelopment in the Third
World).
Studying a contemporary issue in
IPE (Economic globalization).
Review of major topics covered by
week 10-12【Work to be done outside of class (preparation, etc.)】
Students are required to have pored over the required readings before
attending the lectures. Preparatory study and review time for this classare 2 hours each.
【Textbooks】
Jackson, Robert and Sorensen, George. Introduction to International
Relations: Theories and Approaches, Eighth edition. Oxford University
Press, 2022.
Grieco, Joseph , Ikenberry, John G and Mastanduno, Michael.
Introduction to International Relations: Perspectives, Connections, andEnduring Questions. Third edition, Red Globe Press, 2022,【References】
Dunne, Tim, Kurki, Milja and Smith, Steve. (eds), International
Relations Theories: Discipline and Diversity. Fifth edition, Oxford
University Press, 2021.
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, Eighth
edition. Oxford University Press, 2020.
Martin, Griffiths, Callaghan, Terry O’and Roach, Steven C. International Relations: The Key Concepts, Third edition. Routledge, 2013.
【Grading criteria】
Contribution to class discussion, (10%), Mid-term essay (45%), Finalessay (45%)
【Changes following student comments】
Handouts to be provided in a timely manner.
【Equipment student needs to prepare】
Some course materials will be delivered via Hoppii.
【Others】
None【Prerequisite】
ESOP students wishing to take part in this course should have adequate
English skills to complete the course work and assignments.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction:
Introduction:
What is International
What is International Relations?
Relations?
2
Key Concepts of IR
Presenting major concepts of IR
3
Realism I
Examining the realist tradition in
IR (Classical realism)
4
Realism II + (CaseExamining the realist tradition in
study: International
IR (Neo-realism) and conducting a
relations of East Asia) case study
5
Liberalism I
Examining the liberal tradition in
IR (Utopian liberalism, Sociologicalliberalism) and conducting a casestudy
6
Liberalism II +(CaseExamining the liberal tradition in
study: International
IR (Interdependence liberalism,
relations of Europe)
Institutionalism, Democratic peace
theory)7
Review and Mid-term
Review of major topics covered byessay preparation
week 2-6
8Constructivism + (Case Providing an overview ofstudy)
constructivist approaches to IR and
conducting a case study.
9
IR analysis method
Learning how to use IR theories for(Advanced case study) analyzing major IR issues.
10
Theories of
Examining theories ofInternational Political international political economy
Economy (IPE) I(Mercantilism, Economic
liberalism)
11
Theories of
Examining theories ofInternational Political international political economy
Economy (IPE) II(Neo-Marxism, Dependency theory,
World System theory)— 98 —

グローバル教養学部 発行日：2023/5/1
13

POL100ZA

Introduction to International Relations

14

Contemporary issue II(Economic
globalization)
Review and Final-term
essay preparation

Studying a contemporary issue in
IPE (Economic globalization).
Review of major topics covered by
week 10-12【Work to be done outside of class (preparation, etc.)】
Students are required to have pored over the required readings before
attending the lectures. Preparatory study and review time for this classare 2 hours each.

Takeshi Yuzawa
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4
その他属性：【Outline and objectives】
This course is designed to provide an introduction to the study ofInternational Relations (IR). It mainly examines the major theories ofIR and IPE, including as realism, liberalism, constructivism, economic
liberalism, mercantilism, and (neo)marxism (dependency theory).
【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
enduring questions in IR, such as war and peace, conflict, the riseof non-state actors, the role of international laws and organizations,
economic interdependence and globalization, and development andunderdevelopment in the Third World; (3) To enable students to acquire
the ability to form their own answers to enduring and contemporary
questions in international relations.
【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, economic nationalism, and dependency theory. In order toenhance our knowledge and understanding of the dynamic mechanisms
of international politics, it is necessary to master the key concepts
and theories of IR. This is because IR theories, which are built on theaccumulated knowledge of scholars over many years, offer us a tool tosimplify complicated international phenomena.
Comments for assignments are given during class and office hours.

【Textbooks】
Jackson, Robert and Sorensen, George. Introduction to International
Relations: Theories and Approaches, Seventh edition. Oxford University
Press, 2019.
Grieco, Joseph , Ikenberry, John G and Mastanduno, Michael.
Introduction to International Relations: Perspectives, Connections, andEnduring Questions. Second edition, Red Globe Press, 2018,【References】
Dunne, Tim, Kurki, Milja and Smith, Steve. (eds), International
Relations Theories: Discipline and Diversity. Fourth edition, Oxford
University Press, 2016.
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, Eighth
edition. Oxford University Press, 2020.
Martin, Griffiths, Callaghan, Terry O’and Roach, Steven C. International Relations: The Key Concepts, Third edition. Routledge, 2013.
【Grading criteria】
Contribution to class discussion, (10%), Mid-term essay (45%), Finalessay (45%)
【Changes following student comments】
Handouts to be provided in a timely manner.
【Equipment student needs to prepare】
Some course materials will be delivered via Hoppii.
【Others】
None【Prerequisite】
ESOP students wishing to take part in this course should have adequate
English skills to complete the course work and assignments.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction:
Introduction:
What is International
What is International Relations?
Relations?
2
Key Concepts of IR
Presenting major concepts of IR
3
Realism I
Examining the realist tradition in
IR (Classical realism)
4
Realism II + (CaseExamining the realist tradition in
study: International
IR (Neo-realism) and conducting a
relations of East Asia) case study
5
Liberalism I
Examining the liberal tradition in
IR (Utopian liberalism, Sociologicalliberalism) and conducting a casestudy
6
Liberalism II +(CaseExamining the liberal tradition in
study: International
IR (Interdependence liberalism,
relations of Europe)
Institutionalism, Democratic peace
theory)7
Review and Mid-term
Review of major topics covered byessay preparation
week 2-6
8Constructivism + (Case Providing an overview ofstudy)
constructivist approaches to IR and
conducting a case study.
9
IR analysis method
Learning how to use IR theories for(Advanced case study) analyzing major IR issues.
10
Theories of
Examining theories ofInternational Political international political economy
Economy (IPE) I(Mercantilism, Economic
liberalism)
11
Theories of
Examining theories ofInternational Political international political economy
Economy (IPE) II(Neo-Marxism, Dependency theory,
World System theory)
12
Contemporary issue
Studying a contemporary issue inI(Development andIPE (Development andUnderdevelopment)
Underdevelopment in the Third
World).

— 99 —

グローバル教養学部 発行日：2023/5/1

5

POL100ZA

Introduction to Political Science6

Miwa Nakajo
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3

78

その他属性：【Outline and objectives】
This course introduces the structure and dynamics of politics
in Japan, in the United States, and in the world. Throughout
this course, we ask a variety of research questions: Whatis the purpose of government? Who is more powerful, apresident or a prime minister? How do we count votes in a
democracy? How does media affect politics? What did Trump
do? Does democratization facilitate economic liberalization?
How will global climate change impact international politics?
Capitalism is compatible with democracy, isn’t it? What dobureaucrats do? To answer these questions, students are
expected to learn various theories and models in politicalscience.

9

10

11

12

Constitutions, Law,
and JusticeConstitutions
State of law
The court system
Electoral and Party Parliamentary systems
Systems
Presidential systems
Political parties
Review
Assess to what degree students
understand topics discussed
Political
Role of the media
Communications
Media around the world
The Internet, social media,
and democracy
American Politics
Congress
The Presidency
The Courts
Political behavior
Comparttive Politics The comparative method
Democracy
Authoritarianism
Globalization
International
Realism
Relations
Liberalism
Constructivism
War and Peace
Political Economy
Politics and economy
Types of economic systems
International political
economyPolicymaking process
Public Policy and
Bureaucracy
PublicAdministration
Exam and Wrap-up Assess to what degree
students understand topics
discussed; final exam

【Goal】
What you learn in this course will allow you to become an
informed participant in political discussions and debates inyour life.
Students can be expected to learn the following by the end of
the course:- to use and critique alternative explanatory systems oftheories of political science.
- to analyze the effects of historical, social, political, economic,
cultural, and global forces on the area under study.
- to recognize and assume one’s responsibility as a citizen in a
democratic society by learning to think for oneself, by engaging
in public discourse, and obtaining information through thenews media and other appropriate information sources about
politics and public policy.

【Work to be done outside of class (preparation, etc.)】
Students are expected to keep up with current events byreading a newspaper before class (90 minutes). After class,students should review class materials, find relevant materials
and apply the theory we learned to the current events tocomplete assignments (120 minutes).

【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.

【Textbooks】
Wendy N, Whitman Cobb. (2019). Political Science Today (1stedition), Washington DC: CQ Press.

【Method(s)】The course will consist mainly of lectures. Any and allcomments and questions are welcome throughout the course.
Common questions will be answered in class. We will be using
Google Classroom for assignments, readings, and other class
information.

【References】
Robert Garner, Peter Ferdinand and Stephanie Lawson.
(2020). Introduction to Politics, 4th edition, Oxford: Oxford
University Press.
Andrew Heywood. (2019). Politics, 5th ed, London: Red Globe
Press.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Grading criteria】
Class Participation 20%: Students are expected to attend eachclass and are asked to submit assignments.
In-Class Quizzes 30%: We will have periodic pop-up quizzes inclass.
Final Exam 50%: The final exam will cover all the material
discussed in class throughout the semester. The exam isscheduled to take place on day 14.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
What is political science? How
do we study politics?
2
What is Political
Differences between politics
Scienceand political science
Major concepts of politicalscience3
Research Methods
Questions and answers
Quantitative methods
Qualitative methods
4
Political Theory
The enlightenment
Challenges to liberalism
Contemporary philosophy

13

14【Changes following student comments】
None.
【Equipment student needs to prepare】
This course will be conducted as an online class. Students needto have internet access.
【Others】
The instructor is deaf. Students are asked to type via chat tools
to communicate with the instructor.
I do not accept late submissions under most circumstances
unless a university-approved excuse applies.

— 100 —

グローバル教養学部 発行日：2023/5/1

Plagiarism consists of passing off as one’s own the ideas, words,
writings, etc., which belong to another. In accordance withthe definition, you are committing plagiarism and will receive
a grade E for this course, if you copy the work of anotherperson and turn it in as your own, even if you should havethe permission of the person. Use of AI writing tools such as
ChatGPT is not permitted in assignments and exams,【Prerequisite】
None.

— 101 —

グローバル教養学部 発行日：2023/5/1
5

POL100ZA【休講】Introduction to Political Science
6

Credit(s)：2 ｜ Semester： ｜ Year：1〜4
Day/Period：
7

その他属性：【Outline and objectives】
Politics can be viewed in various ways. For many, it deals with thegovernment or governing of an entity such as a country. Others would
say it has to do with the nature, distribution and dynamics of power.
The authors of the course’s textbook define politics as essentially amechanism for deciding, in Harold Laswell’s words, "who gets what,
when, how.” Political science is the study of the theory and practiceof politics.
The course “Introduction to Political Science” provides a comprehensive
overview of the study of politics. It explores the various meanings ofpolitics, as well as political ideas and ideologies. It analyzes the state,different types of political regimes, and such political concepts as power,
authority, freedom and justice. In introducing comparative politics, it
examines political institutions, constitutions and law, the executive,
legislative and judicial branches or dimensions of government. It
delves into elections and voting, political parties and party systems,
civil society, interest groups and the media. In introducing global
politics, it presents traditional theories as well as critical approaches
in global politics, security, diplomacy and foreign policy, internationalorganizations and global political economy.
【Goal】
The course seeks:• To introduce students to political science as an academic field of study.
• To acquaint students with the fundamental concepts, theories andapproaches used by political scientists in studying political issues,
processes and outcomes in different countries.
• To help students develop a critical awareness of Japanese and worldpolitics and enhance their ability to analyze and discuss important
political issues and events.
At the end of the course, a student• Should have gained a good grasp of the fundamental themes,
concepts, theories and approaches of political science.
• Should have improved her/his skills in analyzing important politicalevents and developments in Japan and in the world.
• Should have acquired a strong foundation for pursuing further
studies in political science and its various subfields.
【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 - and encouraged - to express their views on topics being
discussed. Audio-visual aids (video clips, photos, maps illustrations) will
be used to help make issues and events much more concrete and vivid
to students, and to help stimulate discussion and debate. Feedbackon assignments will be provided during class discussions, by email orthrough individual consultations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction: The
Introduction: The Nature of
Nature of Politics andPolitics and Political Analysis
Political Analysis(Chapter 1)(Chapter 1)
2
Politics and the State;
Political Importance, Role andPolitical Power,
Typology of the State; Power andAuthority and the
Authority; Theories of the State
State(Chapters 2-3)
3
Democracy andWhat is Democracy?
Political Obligation;
Sources of Political Obligation; The
Freedom and JusticeNature of Freedom; Theories of(Chapters 4-5)
Justice4
Traditional Ideologies; What is an Ideology?
Challenges to the
Liberalism, Socialism.
Dominant Ideologies
Conservatism, etc.; Feminism,(Chapters 6-7)
Environmentalism,
Postmodernism, Populism, etc.

8

9

10

11

12

13

14

Institutions and States;
Political Culture and
Non-Western Political
Ideas (Chapters 8-9)
Democracies,
Democratization andAuthoritarian Regimes;
Law, Constitutions andFederalism (Chapters
15 & 10)
Review and Exam

Votes, Elections,
Legislatures andLegislators; Political
Parties (Chapters
11-12)
Executives,
Bureaucracies, Policy
Studies andGovernance; Civil
Society, Interest
Groups and the Media(Chapters 13-14)
Introducing Global
Politics; Traditional
Theories in Global
Politics(Chapters 16-17)
Critical Approaches to
Global Politics;
Security and Insecurity(Chapters 18-19)
Diplomacy and Foreign
Policy; International
Organizations in
Global Politics(Chapters 20-21)
Global Political
Economy; Conclusion:
Towards a Globalizing
Post-WesternDominatedWorld(Chapters 22-23)
Exam and Wrap-up

Institutions; The Rise and Spreadof the State; Strong and Weak
States; Political Culture; Political
Order
The Spread of Democracy;
Democratization; Authoritarian
Regimes;
Law and Politics; Constitutions;
Unitary and Federal Systems
Assess to what degree students
understand topics discussed;
midterm exam
Voting and Elections;Role, Types and Structure ofLegislatures; Functions and Typesof Parties; Party Systems
Executives and Legislatures; Civil
Service; Theories of Bureaucratic
Policy-Making; Civil Society,
Interest Groups, Media andPolitics; New Technologies

Politics in a Globalizing World;
States and Nations inContemporary Global Politics;
Liberalism. Realism, English
School, etc.
Marxism, Green Theory, Feminism,
Constructivism, etc.; Security,
Insecurity and Power Politics;
Other Approaches to Security
Diplomacy in Global History:
Public Diplomacy; Foreign Policy;
What is an International
Organization? IGOs and NGOs;
Social Movements and Global Civil
Society
The Age of Mercantilism; Liberaland Marxist Political Economy; The
Post-War International Economic
Order; The Impact of Globalization;
Politics in a Globalizing World

Assess to what degree students
understand topics discussed; final
exam【Work to be done outside of class (preparation, etc.)】
Before class, students should study the required readings and work on
the assignment (individual or group) to be submitted. After class, andespecially before an exam, students should review their notes, as well
as check the notes provided by the instructor. Preparatory study is 2
hours for each class session, but group work may entail an additional 30
minutes. Review for an exam would take at least 3 hours.
【Textbooks】
Robert Garner, Peter Ferdinand and Stephanie Lawson (2020),
Introduction to Politics, 4th edition, Oxford: Oxford University Press.
(Students must secure a copy of the book or photocopy chapters fromthe library copy.)【References】
Andrew Heywood (2019), Politics, 5th edition, London: Red Globe Press.
Newspaper, magazine and journal articles dealing with more current
events and developments.
【Grading criteria】
Participation in class discussions and debates; assignments: 40% of
overall course mark.
Midterm examination: 30%
Final examination: 30%【Changes following student comments】
None.
【Others】
Use of mobile phones, laptops and other electronic devices during classis prohibited (exceptions only in special cases).
【Prerequisite】
None.

— 102 —

グローバル教養学部 発行日：2023/5/1
6

POL100ZA【休講】Introduction to Comparative Politics

7

Credit(s)：2 ｜ Semester： ｜ Year：1〜4
Day/Period：

8

その他属性：【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.
The course starts off with discussions on key concepts and theoretical
approaches in comparative politics and different comparative methods.
It then examines the state, political regimes and political economy, going
into deeper discussions of democracy and authoritarianism, regimes indeveloped, communist/postcommunist and developing countries. The
course delves into executives, legislatures, judiciaries, bureaucracies,
public policy, and subnational governments. It also explores politicalculture, political participation and political communication. The lastsessions deal with important political processes, organizations andactors (elections, political parties, voters, interest groups, etc.)【Goal】
The course seeks to acquaint students with comparative politics asan academic sub-discipline; to introduce students to key concepts andtheoretical approaches used in studying politics in different countries;
and to help students analyze political developments with a more criticaleye and through a more comparative lens.
【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”.

9

10

11

12

【Method(s)】The course will consist mainly of lectures and open discussion. Students
will be asked - and encouraged - to express their views on topics being
discussed. Audio-visual aids (video clips, photos, maps illustrations) will
be used to help make issues and events much more concrete and vivid
to students, and to help stimulate discussion and debate. Feedbackon assignments will be provided during class discussions, by email orthrough individual consultations.

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

14【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction; KeyIntroduction; Key Concepts (Hague
Concepts (Hague et al., et al., Chapter 1)
Chapter 1)
2
Theoretical
Institutional, Rational Choice,Approaches;
Structural andComparative Methods
Cultural Approaches(Hague et al., Chapters Qualitative,
2-3)
Quantitative andHistorical Methods
3
The State; Democratic What is a State? Its
Rule (Hague et al.,Origins and Evolution
Chapters 4-5)
Nations, Nationalism
Direct and Representative
Democracy
Liberal Democracy
Modernization and Democracy
Democratization
4
Authoritarian Rule
Hybrid Regimes(Hague et al., Chapter Authoritarian Regimes6); Communism andImpact of Corruption
Postcommunism
Communism(O’Neil, Chapter 9)
Revolution
Putting Communism into PracticeCommunist Political Economy
Societal Institutions
5
Communism andCollapse of Communism
Postcommunism
Transformation of Political,(continuation);
Economic and Societal Institutions
Developing Countries
The Developing World(O’Neil, Chapter 10)
Imperialism and Colonialism
Challenges of Post-Imperialism
Democracy and Development

Political Economy;
Constitutions andCourts (Hague et al.,
Chapters 20 and 7);

Understanding Political Economy
Comparative Political Economy
The Welfare State
Development and Global Divisions
Constitutions
Role of Courts
Systems of Law
Review & Exam
Assess to what degree students
understand topics discussed;
midterm exam
Executives;
Heads of State and Government
Legislatures (Hague et Presidential, Parliamentary andal., Chapters 8-9)
Semi-Presidential Executives
Role of Legislatures
One Chamber or Two?
Representatives
Bureaucracies; Public
Bureaucracies: Origins, Evolution
Policy (Hague et al„
E-government
Chapters 10 and 19)
How Bureaucracies are Organized
Models of the Policy Process
Policy Cycle
Policy Diffusion and Convergence
Sub-national
Multi-level Governance
Governments; Political Unitary and Federal Systems
Culture (Hague et al„
Local government
Chapters 11-12)
Understanding Political Culture
From The Civic Culture to
Postmaterialism
Political Trust
A Clash of Civilizations?
Political Participation; Who Participates, and Why?
Political
Public Opinion and Its Dynamics
Communication
Women in Politics(Hague et al„ Chapters Mass Media: Evolution
13-14)
Into the Digital Age
Media Influence
Trends in Political Communication
Elections; Political
Legislative Elections
Parties (Hague et al„
Executive Elections
Chapters 15-16)
Referendums
Political Parties: Origins and Roles
Party Systems
Party Organization
Voters; Interest Groups Party Identification(Hague et al„ Chapters How Voters Choose
17-18)
Voter Turnout
Interest Groups: Origins, Types
and Dynamics
Channels and Ingredients ofInfluence
Exam & Wrap-up
Assess to what degree students
understand topics discussed; final
exam【Work to be done outside of class (preparation, etc.)】
Before class, students should study the required readings and work on
the assignment (individual or group) to be submitted. After class, andespecially before an exam, students should review their notes, as well
as check the notes provided by the instructor. Preparatory study is 2
hours for each class session, but group work may entail an additional 30
minutes. Review for an exam would take at least 3 hours.
【Textbooks】
Rod Hague, Martin Harrop and John McCormick (2019), Comparative
Government and Politics, 11th edition, London: Red Globe Press.
【References】
Patrick H. O’Neil (2020), Essentials of Comparative Politics, 7th edition,
New York: W. W. Norton & Company, Inc.
【Grading criteria】
Participation in class discussions: 40% of overall course mark.
Midterm examination: 30%
Final examination: 30%【Changes following student comments】
Nothing in particular.
【Others】
Use of mobile phones, laptops and other electronic devices during classis prohibited (exceptions only in special cases).
【Prerequisite】
None— 103 —

グローバル教養学部 発行日：2023/5/1
13

POL100ZA

Introduction to Development Studies
Norio

14

Recap: Core features of Diagnostics and Evaluation
the new development(aid policy) paradigm
Final exam & wrap up Final exam & wrap up【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.

Usui

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4
その他属性：〈優〉【Outline and objectives】
Why do we need to extend aid to developing countries? If needed, how
can we support growth and development of recipient countries? Do wereally know what prevents growth and development (poverty reduction)
in developing countries? If not, how can we know them, and then
how to develop aid strategy based on the identified constraints? Ifdevelopment aid contains lending, how can we assess debt repayment
capacity of a recipient country? Can projects financed by our aid
attain expected goals?
How can we measure the impact of anaid-funded project that can be attributed to the project? The course
aims to answer these critical questions in development aid policy.
After reviewing the traditional development paradigms ̶ Structuraladjustments and Washington consensus (confusion), the course focuseson the emerging 3rd generation of development paradigm, whichemphasizes “diagnostics” and “evaluation” in formulating an effective
development aid policy. A unique feature of the course is its intensive
uses of case studies to deepen students’ understanding.
【Goal】
Students who have taken this course should be able to:(1)understand how development aid is designed to resolve challenges indeveloping countries;(2)understand how development paradigms have been evolving andhow the changes in development paradigms have affected development
organizations’ operational strategies;(2)develop analytical skills to analyze development challenges andformulate an effective aid (and development) strategy.
【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 the student to a range of ideas andissues in aid and development policy through an interactive learning
process. Students will be provided an opportunity to learn, think anddiscuss broadly and deeply about aid and development issues throughlectures, discussions, group work, presentations and homework.
Comments will be provided to assignments. Good works will bepresented in class.

【Textbooks】
No textbook will be required, but students are highly recommended
to review readings from the reference listed below. Necessary readingmaterial will be provided during the class.
【References】
Banerjee, A., and E. Duflo (2012), Poor Economics: A Radical Rethinkingof the Way to Fight Global Poverty, PublicAffairs. (for Classes 9-12)
Rodrik, D. (2006), “Goodbye Washington Consensus, Hello Washington
Confusion? A Review of the World Bank’s Economic Growth in the
1990s: Learning from a Decade of Reform. (for Class 4)
Hausmann, R., D. Rodrik, and A. Velasco. (2005), “Growth Diagnostics”,
John F. Kennedy School of Government, Harvard University (for Classes
5).
Felipe, J., N. Usui, and A. Abdon (2011), “Rethinking the Growth
Diagnostics Approach: Questions from the Practitioners”, Journal ofInternational Commerce, Economics and Policy, 2 (2): 251-276. (forClasses 5-7)
N. Usui, “Aid Induced Structural Change in Developing Countries: An
Extension of the Two-Gap Model”, Singapore Economic Review, 41 (2):53-66, 1998. (For Class 8).
N. Usui, “Searching for Effective Poverty Interventions: Conditional
Cash Transfer in the Philippines”. 2011, Asian Development Bank. (forClass 11).
【Grading criteria】
The following criteria will be used to evaluate students:
・Class contribution (ex. Questions, Presentations, Discussions) 30%
・Reaction papers and homework 30%
・Final Exam 40%【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. An overall score of 60% or more is needed
to pass this course.
【Prerequisite】
Non-GIS students wishing to take part in this course should haveadequate English skills to complete the course work and assignments.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Guidance
Guidance2
Why are we so rich but Poverty reduction requires growth,
they so poor? Why iswhich can be constrained by lack ofdevelopment aid
financial resources, recipient’s
needed?
capacity, and poor governance3
Two gap theory (1st’Ghost’ of the financing gap
generation paradigm)
4
Original andIs everything important to growaugmented Washington and develop?
consensus (2ndgeneration paradigm)
5
Growth diagnostics
A new approach focusing on only
(3rd generation
binding constraints
paradigm)
6
How the growth
Case study 1: Pakistan
diagnostics work?
7
How the growth
Case study 2: Philippines
diagnostics work?
8
Aid inflows induce the A dilemma of aid
Dutch disease?
9
How to measure project A dilemma of ’before and after
impact?
comparison
10
Randomized control
How to create treatment andtrials (RCTs)
control groups?
11
How the impact
Case study 1: Philippines’
evaluation work?
conditional cash transfer
12
How the impact
Case study 2: Mosquito nets forevaluation work?
Malaria prevention— 104 —

グローバル教養学部 発行日：2023/5/1
11

SES100ZA

12【休講】Introduction to Environmental Science

13

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3
その他属性：〈優〉【Outline and objectives】
This is an introductory course in environmental studies: the course
introduces students to the basic knowledge of environmental scienceand environmental policy. Students will learn basic principles aroundnatural scientific mechanism of specific environmental problems, suchas water, waste, energy, climate change, and biodiversity, that areconsidered as most pressing of our time. The lectures will alsoemphasize the socio-economic mechanism that are often at the rootof the environmental problems. Through the case studies, the course
also aims to introduce students to the UN 2030 Agenda for sustainable
development on these issues. Mini tours on environmental facilities
on/off campus will be arranged to help students connect the theories
with the reality, if the situation allows.
【Goal】
Students will be able to- explain basic scientific mechanisms of major environmental problems;- explain the root mechanism why such environmental problems occurs;and- gain perspectives needed to critically think about and seek solutions
for these problems and bring sustainable 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)】The course will be conducted in mixture of lecture-based learning andmore active involvement of students in class discussions etc. Mini
discussions, mainly based on the assignments, are conducted in lectures
throughout the course. Feedback on students’ work (on assignments andreflections, etc.) is given in class and/or through the Hosei Learning
Management System. Field work and/or a tour of environmental
facilities is planned, although this many be changed depending on thesituation around Covid-19. Please note that the teaching approach mayvary according to the university/GIS policy.

14

Linking knowledge and Tour of environmental facilities
practices
Environmental
Environmental impact assessment,
assessment
life cycle assessment, andenvironmental valuation
A road to sustainable
Balance between economic, social
development?
and environmental issues
Final exam & wrap-up End of semester examination &course review【Work to be done outside of class (preparation, etc.)】
Students are expected to work on reading and/or research assignments
in preparation for the lectures and to review class materials after eachclass. The standard time required for preparatory study and review forthis class are 2 hours each.
【Textbooks】
There is no set textbook for this course. Handouts and other relevantmaterials will be distributed by the instructor.
【References】
Robertson, Margaret (2021). Sustainability Principles and Practice (3rdedition). Oxon and New York: Routledge.
Cunningham, William, and Cunningham, Mary Ann (2018). Environmental science: a global concern (14th ed.), McGraw-Hill Education【Grading criteria】
Evaluation will be based on
1. Participation and attitude (35%)
2. Evaluation of assignments/quizzes (25%)
3. Final Exam (40%).
Students are required to meet satisfactory grade for each element toreceive a grade.
【Changes following student comments】
・The method of discussion will be changed from groupwork to more
frequent group discussions based on student comments from classquestionnaire.
・The language used during the tour of environmental facilities will
likely be Japanese. Alternative contents will be give for those who chose
not to participate in the tour due to language barriers and/or holding
permission to fully take online lectures for Covid-19 reasons. Details
will be explained in the class.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Guidance
Guidance2
Human activity andOrigin of Environmental pollution
environmental
in Japanproblems
3
General mechanism of From environmental economics
environmental
perspectives
problems
4
Rise of environmental
Environmental policies (in Japan
policiesand abroad)
5
Water issues
Basic scientific mechanism, thecurrent status, and typicalcountermeasures on the topic arecovered6
Land and biodiversity
Basic scientific mechanism, thecurrent status, and typicalcountermeasures on the topic arecovered
7
Waste management
Basic scientific mechanism, thecurrent status, and typicalcountermeasures on the topic arecovered8
Air Pollution
Basic scientific mechanism, thecurrent status, and typicalcountermeasures on the topic arecovered
9
Climate change/Energy Basic scientific mechanism, thecurrent status, and typicalcountermeasures on the topic arecovered10
Environmental
Environmental management
Management
systems and CSR activities bybusiness community— 105 —

グローバル教養学部 発行日：2023/5/1
10

SOC100ZA

Introduction to Social Research Methods
11
12

Daiki Hiramori
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3

13

その他属性：
14【Outline and objectives】
This course is designed to provide an introductory overview of social
research methods. This course begins with conceptual issues in
research, such as how theory is used in the research process and ethicalissues in social science research. Then, building blocks of empiricalresearch, such as hypotheses, measurement, reliability, validity, andsampling, are covered. The course also touches on a variety of research
approaches, such as survey research, experimental research, content
analysis, ethnography, in-depth interviewing, and cognitive interviews.
In this course, students will learn how social scientists design social
research, collect the data, and conduct the analysis. Details of specificresearch methods will be covered in more advanced courses, such as“Qualitative Research Methods” and “Quantitative Research Methods."【Goal】
By the end of this course, students will be able to: (1) identify
and describe the key concepts of social research methods (remembering/understanding), (2) apply those concepts to a context different
from one in which it was learned (applying), (3) compare and contrast
various approaches to social research (analyzing), and (4) choose
appropriate research methods to propose a research project of their own(evaluating/creating).
【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 interactive lectures. A varietyof active learning techniques, such as in-class writing assignments(one-minute papers), neighbor discussions (think-pair-share), andcomment sheets, are used to accommodate the diversity in student
learning styles. In-class quizzes are held occasionally so that students
understand their own level of understanding of the course materials
at the moment. Verbal and written feedback on assignments is given
during class discussions and through using other tools as appropriate.
Also, feedback for the previous class is given at the beginning of eachclass. Students are encouraged to visit the instructor during office hours
for more personalized feedback.

Experimental Research What are the three key features ofexperiments? What are thestrengths and weaknesses ofdifferent types of experiments?
Content Analysis
What is content analysis?
Writing a Research
What are the elements of a
Proposalresearch proposal? Q&A on final
paper
Ethnography
What is ethnography? What are
the four roles that an ethnographer
can adopt when doing fieldwork?
How to conduct an ethnographic
field study?
In-Depth Interviewing How are an in-depth interview andand Cognitivea normal conversation similar, andInterviews
how are they different? What are
cognitive interviews?

【Work to be done outside of class (preparation, etc.)】
Students are expected to review the lecture slides and other course
materials after each class. Preparatory study and review time for thisclass are 2 hours each.
【Textbooks】
No textbook will be used.
instructor.

Electronic slides will be provided by the【References】
Further reference may be provided based on students’ areas of interest.
【Grading criteria】
Participation: 15%
In-class quizzes: 15%
Midterm exam: 30%
Final paper: 40%【Changes following student comments】
Students have generally evaluated the class positively. The instructor
will be attentive to student feedback and adjust workload and classmaterial, when necessary.
【Equipment student needs to prepare】
None.
Students are encouraged to use computers/tablets forclass-related purposes in class.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Linking Social Science What are the purposes for social
Theory to Research (1): scientists to use theory? What are
The Elements ofthe elements of theory?
Theory3
Linking Social Science What is the role of theory in social
Theory to Research (2): research? What are the
The Role of Theory inrequirements for establishing
Social Researchcausality?
4
Ethical Issues in Social What are research ethics? What
Science Researchsteps can researchers take toprotect humans in research?
5
Hypotheses,
How do researchers develop andOperationalization,
test hypotheses? What doand Measurement
conceptualization andoperationalization involve?
6
Reliability and Validity What are reliability and validity?
What is the basic difference
between reliability and validity?
7
Review & Midterm
Course review, students’ inquiries,
Examand midterm exam
8
Sampling Strategies
What are the strengths andweaknesses of different sampling
approaches? How does sampling
work in variable-oriented researchand case-oriented research?
9
Survey Research
What are surveys? How doresearchers administer surveys?
What do they ask and how do theyask it?

— 106 —

グローバル教養学部 発行日：2023/5/1【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 1/Tue.1
その他属性：【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, business structure, entrepreneurship and various
functional areas of a firm such as management, marketing, accounting
and finance. The course is recommended for students with interest in
business as well as students with other fields of study.
【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 lectures. Feedback is given
during class time and through using other tools such as HOPPII or
email. Interactive class participation is encouraged.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
The Environment of
Exploring the world of businessBusinessand economics
3
Business Ownership
Choosing a form of businessand Entrepreneurship ownership(1)
4
Business Ownership
Small business, entrepreneurshipand Entrepreneurship and franchises(2)5Management andUnderstanding the management
Organization (1)process
6
Management andCreating a flexible organization
Organization (2)7Review & Midterm
Assessing the degree to which you
Examunderstand the subject
8
Marketing (1)Building customer relationships
9
Marketing (2)Creating and pricing products
10Marketing (3)Distributing products
11Marketing (4)Promoting products
12
Information,
Understanding financial
Accounting andstatements
Finance (1)13Information,
Exploring social media andAccounting ande-business
Finance (2)14Final Exam & Wrap-up 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. Preparatory study and review
time for this class are 2 hours each.
【Textbooks】
Pride, Hughes and Kapoor, Foundations of Business, 7th edition, SouthWestern College Pub., 2022.
【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.

— 107 —

グローバル教養学部 発行日：2023/5/1【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.

Karen Lai Kai Lin
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 3/Wed.3
その他属性：【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, business structure, entrepreneurship and various
functional areas of a firm such as management, marketing, accounting
and finance. The course is recommended for students with interest in
business as well as students with other fields of study.
【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 lectures. Feedback is given
during class time and through using other tools such as HOPPII or
email. Interactive class participation is encouraged.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
The Environment of
Exploring the world of businessBusinessand economics
3
Business Ownership
Choosing a form of businessand Entrepreneurship ownership(1)
4
Business Ownership
Small business, entrepreneurshipand Entrepreneurship and franchises(2)5Management andUnderstanding the management
Organization (1)process
6
Management andCreating a flexible organization
Organization (2)7Review & Midterm
Assessing the degree to which you
Examunderstand the subject
8
Marketing (1)Building customer relationships
9
Marketing (2)Creating and pricing products
10Marketing (3)Distributing products
11Marketing (4)Promoting products
12
Information,
Understanding accounting
Accounting, andinformation
Finance (1)13Information,
Understanding financial
Accounting, andstatements
Finance (2)14Final Exam & Wrap-up 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. Preparatory study and review
time for this class are 2 hours each.
【Textbooks】
Pride, Hughes and Kapoor, Foundations of Business, 6th edition, SouthWestern College Pub., 2018.
【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.

— 108 —

グローバル教養学部 発行日：2023/5/1【Changes following student comments】
The lecturer will provide more international business and employability
tips.

MAN100ZA【休講】International Business and Employability

Credit(s)：2 ｜ Semester： ｜ Year：1〜4
Day/Period：
その他属性：〈実〉【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.

【Others】
This is an introductory course to international business.
[For GIS students who entered in 2008 - 2015]
This course is regarded as a 100-level General Study Course. If you haveobtained credits for both International Business and Employability I
and II, you can’t register this course. If you have only obtained credits
for either International Business and Employability I or II, or have nottaken either one or both of these courses, you can register this course.
This course is conducted based on academic knowledge and thelecturer’s global business experience.
【Prerequisite】
None.

【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.
Feedback can be given verbally, non-verbally or in written form.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Multinational
Learn about MNCs (definition, role,
Companies
etc.)
3
Global Human
Learn about global human
Resources
resources (definition, required
skills, etc.)
4Internationalization
Learn about internationalization(process, strategy, etc.)
5Companies andLearn about companies andOrganizations (1)organizations (international dept,etc.)
6Companies andLearn about companies andOrganizations (2)organizations (global strategy)
7
HQ and Local Offices
Learn about HQ and local offices(1)(control, function, relation, etc.)
8
HQ and Local Offices
Learn about HQ and local offices(2)(local employees and career, etc.)
9Marketing (1)Learn marketing basics (4P, 3C)
10
Marketing (2)Learn marketing basics (SWOT,
etc.)
11
Global Leadership
Learn about the global businessand leadership
12
Case Study andCase study and discussion
Discussion (1), (2)13Case Study andCase study and discussion
Discussion (3), (4)14Review & Final Exam
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. Preparatory study and review time for this classare 2 hours each.
【Textbooks】
No textbook will be used. Handouts will be provided by the instructor.
【References】
To be announced.
【Grading criteria】
Class participation（20%）
Assignment（20%）
Final exam（60%）— 109 —

グローバル教養学部 発行日：2023/5/1

6

Measuring a
Nation’s Income(Ch23)

Alberto Iniguez

7

Review & midterm
exam

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

8

Measuring the Costof Living (Ch24)

9

Measuring the Costof Living (Ch24)

10

Production and
Growth (Ch25)

11

Production and
Growth (Ch25)
Saving, Investment,
and the Financial
System -1 (Ch26)

12

Saving, Investment,
and the Financial
System -2 (Ch26)
The Monetary
System -1 (Ch29)
The Monetary
The federal reserve system
System -2 (Ch29)
Banks and the money supply
Review & final exam Assess students’ performancefor the 2nd half of the course(week 8-13).

ECN100ZA

Macroeconomics I

その他属性：【Outline and objectives】
This course will provide an overview of macroeconomic issues:
the determination of output, the cost of living and inflation,
production and growth, and the financial and monetarysystems. It introduces basic concepts of macroeconomics andillustrates the principles with the experiences of the developed
and developing economies.
To prepare students for embarking confidently on their journeyin the world of economic analysis and for seriously analyzing
the economic signals and data we all face daily to be able tojustify views and opinions with sound economic reasoning.
【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
and analyze these issues with the tools learned in this course.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course will be mainly conducted through lectures.
Students are expected to read the required material prior
to each lecture to discuss and solve problems in class.
Assignments and related feedback will be given via thelearning-management system.
Additionally, midterm-examand in-class-assignment feedback will be provided in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course (Syllabus)(Syllabus)
Ten Principles of
Ten Principles of Economics
Economics (Ch1)(Ch1)
2Ten Principles ofPrinciples of economics
Economics (Ch1)
The economist as scientist
Thinking Like an
The economists as policy
Economist (Ch2)advisors
Economic models
3
Thinking Like an
The circular-flow diagram
Economist (Ch2)
The production possibilities
frontier
4InterdependenceInternational trade theory
and the Gains from Absolute and comparative
Trade (Ch3)advantages
Case study
5
Measuring a
The economy’s income andNation’s Income
expenditure(Ch23)
The components of GDP

13
14

Real versus nominal GDP
Is GDP a good measure of
economic well-being?
Problems
Assess students’ performancefor the 1st half of the course(week 1-6).
Inflation, the consumer priceindex (CPI), GDP deflator
versus the CPI
Correcting economic variables
for the effects of inflation
Problems
Economic growth
Productivity
Economic growth and public
policyEconomic growth and public
policyThe East-Asian Miracle
Financial institutions in theeconomySaving and investment
The market for loanable funds
Problems
The meaning of money
The federal reserve system【Work to be done outside of class (preparation, etc.)】
Students are expected to read the relevant material (textbook/articles/cases) and to participate in class discussions.
Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
Mankiw, N. Gregory. Principles of Economics, 9th Asia Edition.
Cengage, 2021. (ISBN-13: 9780357562833). Digital version.
You must buy a MindTap access code as well to submit yourassignments. (Required; sold as a bundle by Cengage athttps://www.cengageasiaestore.com/jp/principles-ofeconomics-mindtap-12-months-digital-access.html)
Students should not buy the physical copy of the textbook. You
should buy MindTap, 12-month-digital access, which includes
the eText for "Principles of Economics", from Cengage throughthe link shared above. This is the REQUIRED material
to submit assignments. Cengage provides a 55% discounton the purchase to Hosei University students when using
the following discount code: JPAYU2023FA (Available till
2023/5/31) Special Price: 6,660 JPY (before tax) 7,326 JPY(with tax)
【References】
Blanchard, O. Macroeconomics, 8th Edition, Pearson, 2021.
(ISBN: 978-0-13-489789-9)【Grading criteria】
1. Participation: 10%
2. Homework: 20%
3. Midterm exam: 35%
4. Final exam: 35%【Changes following student comments】
Students are encouraged to provide feedback and suggestion
regarding the course. Constructive suggestion is appreciatedand may be taken for course adjustment.
【Equipment student needs to prepare】
A calculator and a ruler are required.

— 110 —

グローバル教養学部 発行日：2023/5/1【Others】
Students who have completed Understanding Macroeconomics
can not take this course.
【Prerequisite】
None.

— 111 —

グローバル教養学部 発行日：2023/5/1
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.
Preparatory study and review time for this class are 2 hours each.

ECN100ZA

Microeconomics I
AugustoRicardoDelgadoNarro
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 5/Wed.5
その他属性：【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)】At the beginning of class, feedback for the previous class is given using
some comments from submitted reaction papers.
Submission of assignments and feedback will be via the Learning
Management System.

【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: 15% (Attitude, Attendance, Participation)
Problem Set 1: 12.5%
Problem Set 2: 12.5%
Midterm Exam: 30%
Final Exam: 30%【Changes following student comments】
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. Submission of assignments and feedback will be via the Learning
Management System.
【Equipment student needs to prepare】
None.
【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】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
How Markets Work (1) Market and competition
The demand curve
The supply curve
Equilibrium analysis (Chapter 4)
3
How Markets Work (2) Problem sets and practicalapplications (Chapter 1 and 4)
4
How Markets Work (3) Demand elasticity
Supply elasticity (Chapter 5)5Consumers, Producers, Consumer surplus
and Efficiency of
Producer surplus
Markets (1)Market efficiency (Chapter 7)
6
Consumers, Producers, Problem set 1
and Efficiency of(Chapters 5 and 7)
Markets (2)7Review of Class andReview of class and in-class written
In-class Written Exam exam
8
Supply, Demand, andPrice controls and taxes (Chapter
Government Policies
6)(1)
9Supply, Demand, andTaxes (continued)
Government Policies(Chapter 8 and 12)(2)
10
Public Sector (1)Externalities (Chapter 10)
11
Public Sector (2)Public goods and common
resources (Chapter 11)
12
Supply, Demand, andProblem set 2
the Public Sector(Chapters 6, 8, 10, 11, and 12)
13
Discussion and Review Discussion and review.
14
Wrap-up & Final Exam Review of class and in-class written
exam【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.
Students are expected to hand in their homework in the following class.
In case of absence, students should hand in homework during the nextclass.

— 112 —

グローバル教養学部 発行日：2023/5/1

Microeconomics I【Textbooks】
Mankiw, Gregory. N. (2015) Principles of Microeconomics, 7thedition, Cengage Learning.

AugustoRicardoDelgadoNarro【References】
Other materials will be given by the instructor or shall be announced inclass.

ECN100ZA

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 5/Fri.5
その他属性：【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”.

【Grading criteria】【Grading criteria】
Class Participation: 15%(Attitude, Attendance, and Participation)
Problem Set 1: 12.5%
Problem Set 2: 12.5%
Midterm Exam: 30%
Final Exam: 30%【Changes following student comments】
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. Submission of assignments and feedback will be via the Learning
Management System.
【Equipment student needs to prepare】
None.
【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【Method(s)】At the beginning of class, feedback for the previous class is given using
some comments from submitted reaction papers.
Submission of assignments and feedback will be via the Learning
Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
How Markets Work (1) Market and competition
The demand curve
The supply curve
Equilibrium analysis (Chapter 4)
3
How Markets Work (2) Problem sets and practicalapplications (Chapter 1 and 4)
4
How Markets Work (3) Demand elasticity
Supply elasticity (Chapter 5)5Consumers, Producers, Consumer surplus
and Efficiency of
Producer surplus
Markets (1)Market efficiency (Chapter 7)
6
Consumers, Producers, Problem set 1
and Efficiency of(Chapters 5 and 7)
Markets (2)7Review of Class andReview of class and in-class written
In-class Written Exam exam
8
Supply, Demand, andPrice controls and taxes (Chapter
Government Policies
6)(1)
9Supply, Demand, andTaxes (continued)
Government Policies(Chapter 8 and 12)(2)
10
Public Sector (1)Externalities (Chapter 10)
11
Public Sector (2)Public goods and common
resources (Chapter 11)
12
Supply, Demand, andProblem set 2
the Public Sector(Chapters 6, 8, 10, 11, and 12)
13
Discussion and Review Discussion and review.
14
Wrap-up & Final Exam Review of class and in-class written
exam【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.
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.
Preparatory study and review time for this class are 2 hours each.

— 113 —

グローバル教養学部 発行日：2023/5/1【Textbooks】
Reference on reading materials will be provided in class. Electronicslides will be provided.

MAN100ZA【休講】Principles of Business Management【References】
Reference on reading materials will be provided in class.
【Grading criteria】
15% Quizzes
15% Projects / homework
35% Midterm exam
35% Final examination

Credit(s)：2 ｜ Semester： ｜ Year：1〜4
Day/Period：
その他属性：【Outline and objectives】
Principles of Business Management is an introductory course thatbrings students up to date on how business models are structured
through the development of management science in the 21st Century.
In this course we will also look at how companies develop and manage
their strategic goals to meet long-term goals.
【Goal】
Using the critical thinking exercises and class discussions, students
will be able to apply their knowledge to case-studies and group work.
The skills they acquire through this course should prepare them tounderstand key technical terms and give them a better understandingof the world.

【Changes following student comments】
None.
【Equipment student needs to prepare】
None.
【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)】At the beginning of class, feedback for the previous class is given using
some comments from submitted reaction papers.
Submission of assignments and feedback will be via the Learning
Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Principles ofPrinciples ofManagement and Globalization
Management andGlobalization
2
Mission, Strategy,
Discuss the mission, strategy,
Objectives andobjective and organizational
Organizational
structure of a company.
Structure3
Organisational Culture Discuss the different types oforganisation cultures.
4
Leadership
Discuss the different types ofleadership styles.
5
Business Models I
What is disruptive Technology?
Discuss about different businessmodels using case studies ofcompanies.
6
Business Models II
Analyse more examples of how
Design Thinking was applied.
7
Decision Making andDiscuss how decisions are madeControland internal controls are in place tohave a favourable outcome.
8
Review of Class
Review of class materials.
Materials
9
Cashflow Management Discuss the importance of cashflow
and analyse a company’s cashflow
statement.
10
Organisational
Discuss the types of organisational
Behaviour
behaviour in a company.
11
Motivation
How do companies motivate
employees? Discuss the different
theories on how to motivate
employees.
12
Human Resource
Discuss the role of human resource
Managementand discuss the strategies used byhuman resource to manage
employees to meet long-term
strategy.
13
Discussion and Review Review of class materials
14
Wrap-up & Review ofReview of class materials.
Class Materials【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
Additional reading on the daily news and related research articles arehighly recommended. Homework will be given. Slides and related
articles should be read before class.

— 114 —

グローバル教養学部 発行日：2023/5/1

TRS100ZA

8

Tourism andTechnology

9

Event Tourism

10

Tourism Crisis andDisaster Management

11

Tourism in Japan

12

Group Presentations

13

Future Developments
in Tourism

14

Examination &Wrap-upIntroduction to Tourism Studies
John Melvin
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 1/Mon.1
その他属性：〈優〉〈実〉【Outline and objectives】
The purpose of this course is to provide students with an introduction
to the field of tourism. You will gain an overview of the scale, scopeand organization of the tourism sector and consider both the positive
and negative impacts of tourism on destinations. Through a range
of international case studies, we will learn about the development ofdestinations’ natural, built and cultural resources and how these can be
managed and enjoyed sustainably. Students will engage in additional
learning opportunities such as in-class discussions and a group project,focusing on tourism-related issues at a particular destination. This
includes consideration of how tourism may recover from the coronavirus
pandemic in 2023 and beyond. As an introductory 100-level class,students will encounter some of the fundamental issues and theories
relating to the study of tourism.
【Goal】At the completion of this course, students should be able to:
1. Describe the structure and organisation of the tourism sector andthe interrelationships between the various stakeholders (governments,
local communities, companies, NGOs, etc.)
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 bothtourism organizations and tourists【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 discussions and a group presentation.
These are important elements of the course and will aid in your learning.
The group project on a given case study will provide you with in-depth
understanding of the unique challenges facing your group’s destination.
You will be required to analyze this and present your solutions andrecommendations via a report and presentation.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

Considering how tourism has
facilitated the management &organization of tourism. Also,
analyze the impact of technology on
tourism organizations & tourists.
Analyzing the role of events indestination development andmarketingAnalyzing the vulnerability of
tourism and how destinations can
respond to disasters, including
COVID-19
Examining the past, present andfuture development of tourism inJapan
Student group project
presentations (case studies will beassigned earlier in the semester)Considering different scenarios
how tourism may develop in the
future, including post-COVID
End of semester examination &course review【Work to be done outside of class (preparation, etc.)】
Students will be assigned individual and group reading as preparation
for classes. Students are expected to download and preview the lectureslides before each class. More details on evaluation criteria andassignments will be given in class. Preparatory study and review time
for this class are 2 hours each.
【Textbooks】
There is no set textbook. Weekly handouts and reading materials will
be distributed in class and/or available via the online class management
page.
【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 participation & homework assignments (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.
To help develop students’ group-working skills and to encourage andreward cooperation and hard work, the group project is assessed on an
individual basis through peer assessment.
【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 provide students with
examples and to illustrate issues.
【Prerequisite】
None.

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the course content
Course Content andand class format
Class Format
2
The Structure andExploring the structure andOrganization of theorganization of the tourism sector
Tourism Sector
at the local, national &international level3
Tourists: Who, What,
Exploring different typologies of
Where, Why, How
tourists & evolutions in tourists’motivations, decision-making andbehaviors
4
Tourism Impacts in
Investigating how tourism canDeveloped andimpact positively and negatively on
Developing Countries
host communities, economies andenvironments
5
Tourism: Sustainable
Examining the importance ofDevelopment
sustainability & approaches on
how to manage tourism moresustainably
6
Selling Dreams andExamining evolving theories ofExperiences: Tourism
marketing, and the particularMarketingchallenges of marketing services
such as tourism
7
Issues in Destination
Analyzing destination management
Managementfrom a case study on Venice, Italy— 115 —

グローバル教養学部 発行日：2023/5/1

TRS100ZA

8

Tourism andTechnology

9

Event Tourism

10

Tourism Crisis andDisaster Management

11

Tourism in Japan

12

Group Presentations

13

Future Developments
in Tourism

14

Examination &Wrap-upIntroduction to Tourism Studies
John Melvin
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 3/Tue.3
その他属性：〈優〉〈実〉【Outline and objectives】
The purpose of this course is to provide students with an introduction
to the field of tourism. You will gain an overview of the scale, scopeand organization of the tourism sector and consider the positive andnegative impacts of tourism on destinations. Through a range ofinternational case studies, we will learn about the development ofdestinations’ natural, built and cultural resources and how these can be
managed and enjoyed sustainably. Students will engage in additional
learning opportunities such as in-class discussions and a group project,focusing on tourism-related issues at a particular destination. This
includes consideration of how tourism may recover from the coronavirus
pandemic in 2022 and beyond. As an introductory 100-level class,students will encounter some of the fundamental issues and theories
relating to the study of tourism.
【Goal】At the completion of this course, students should be able to:
1. Describe the structure and organisation of the tourism sector andthe interrelationships between the various stakeholders (governments,
local communities, companies, NGOs, etc.)
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 bothtourism organizations and tourists【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 discussions and a group presentation.
These are important elements of the course and will aid in yourlearning. The group project on a given case study will provide you within-depth understanding of the unique challenges facing a destination.
You will be required to analyze this and present your solutions andrecommendations via a report and presentation.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion.

Considering how tourism has
facilitated the management &organization of tourism. Also,
analyze the impact of technology on
tourism organizations & tourists.
Analyzing the role of events indestination development andmarketingAnalyzing the vulnerability of
tourism and how destinations can
respond to disasters, including
COVID-19
Examining the past, present andfuture development of tourism inJapan
Student group project
presentations (case studies will beassigned earlier in the semester)Considering different scenarios
how tourism may develop in the
future, including post-COVID
End of semester examination &course review【Work to be done outside of class (preparation, etc.)】
Students will be assigned individual and group reading as preparation
for classes. Students are expected to download and preview the lectureslides before each class. More details on evaluation criteria andassignments will be given in class. Preparatory study and review time
for this class are 2 hours each.
【Textbooks】
There is no set textbook. Weekly handouts and reading materials will
be distributed in class and/or available via the online class management
page.
【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 participation & homework assignments (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.
To help develop students’ group-working skills and to encourage andreward cooperation and hard work, the group project is assessed on an
individual basis.
【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 provide students with
examples and to illustrate issues.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course Content
Course Content andand Class Format
Class Format
2
The Structure andExploring the structure andOrganization of theorganization of the tourism sector
Tourism Sector
at the local, national &international level3
Tourists: Who, What,
Exploring different typologies of
Where, Why, How
tourists & evolutions in tourists’motivations, decision-making andbehaviors
4
Tourism Impacts in
Investigating how tourism canDeveloped andimpact positively and negatively on
Developing Countries
host communities, economies andenvironments
5
Tourism: Sustainable
Examining the importance ofDevelopment
sustainability & approaches on
how to manage tourism moresustainably
6
Selling Dreams andExamining evolving theories ofExperiences: Tourism
marketing, and the particularMarketingchallenges of marketing services
such as tourism
7
Issues in Destination
Analyzing destination management
Managementfrom a case study on Venice, Italy【Prerequisite】
None.

— 116 —

グローバル教養学部 発行日：2023/5/1(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.
Preparatory study and review time for this class are 2 hours each.

FRI100ZA

Information Studies
Alfons Josef Schuster
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 2/Wed.2
その他属性：〈優〉【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.

【Textbooks】
Luciano Floridi, Information: A Very Short Introduction (Oxford:
Oxford University Press, 2010) ISBN-13: 978-0-19-955137-8.
【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.
【Grading criteria】
Assignments: 50%
Final Exam: 50%【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】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Information Society
A brief introduction to information
and Informationsociety and the information
Revolution (1)revolution.
3
Information Society
A brief introduction to information
and Informationsociety and the information
Revolution (2)revolution.
4
The Language ofUnderstanding data, information
Informationand knowledge. A roadmap of
information concepts.
5
Mathematical Theory
Shannon’s interpretation ofof Information
information.
6
Physical Information
Life and entropy.
7
Biological Information Genetic code and genetic(1)
engineering.
8
Biological Information Brains and artificial neural(2)
networks.
9
Economic Information
Interpretations of information fromthe point of view of game theory.
10
Information Ethics
Responsibility in information
environments.
11
Modern Information
Complex systems, the Internet,
Environments (1)cyberspace.
12
Modern Information
Big data, machine learning, andEnvironments (2)artificial intelligence.
13
Information Future
Possible directions of information
culture and information society.
Outlook.
14
Examination &Final tips; final exam.
Wrap-up【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.

— 117 —

グローバル教養学部 発行日：2023/5/1

FRI100ZA

10Information Security

11

Digital Footprint

12

Future of Information

13

Responsible Digital
Citizenship

14

Final Examination andWrap-up

Information and Society
May Kristine Jonson Carlon
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：土 2/Sat.2
その他属性：〈優〉【Outline and objectives】
Information is now a fundamental feature of the human experience:
we consume, produce, and use it to make important decisions. In
this course, we will be approaching information studies from the lensof human-computer interaction, data visualization, and analytics. We
will be introducing the students to various aspects of information andsociety: our changing views, how we utilize it, the effects of technologicaladvancements, and our responsibility.
【Goal】At the end of this course, the students are expected to apply criticalthinking to exercise responsible digital citizenship. They should be able
to discuss how information affects them as individuals and as a society,evaluate information credibility, and exercise caution in presenting
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)】Course materials will be provided at least a week in advance via thelearning management system. Each class will be kicked off with ashort review from the previous week. This will be followed by lectures,
discussions, and activities covering the topics given in the weekly
schedule. Each class will close with a short retention quiz that students
can choose to work on individually or collaboratively. A reminder of theassigned study materials and other announcements for the following
week will also be given.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction: briefing on the course
coverage and setting expectations.
2
Evolution of
A historical overview of theInformation
evolution of information will bepresented: how was it disseminatedand how has it grown through time.
3
Information
Custodianship, ownership, andStakeholders
access will be discussed.
4
Argumentation andCritical thinking concepts such as
Information
fallacies will be reviewed.
Examples where information wasused for faulty argumentation will
be presented.
5
Human Factors of
Cognitive biases will be reviewed
Informationand methods on how these biases
Consumption
were used to influence information
consumption will be presented.
6Information and Public Landmark cases where information
Opinionhas swayed public opinion, both forthe good and for the bad, will be
discussed.
7Midterm Reflection
Students will write a shortreflection paper in advance on thelessons learned thus far and will begiven a few minutes to explain
portions of their reflections in a
guided discussion manner.
8
Big Data and AI
Big data in key sectors such as
healthcare, education, and national
security will be introduced.
Enablers of big data (e.g., increased
computing power, internet) will
also be discussed.
9
Data and AI Ethics
Examples of algorithms andpractices used with informationand how they can potentiallythreaten the society will bepresented.

Information security(confidentiality, integrity, andaccessibility) along with its related
concepts (cybersecurity,
cryptography) will be introduced.
Landmark cases where digital
footprints were used, both for thegood and for the bad, will be
discussed.
Expert predictions on how the
future will change as we advance inthe knowledge economy will be
explored.
Protective and ethical measures toprevent misinformation andpromote healthy information
activism will be debated.
An open-book closed-response
timed exam will be administered.

【Work to be done outside of class (preparation, etc.)】
Students are expected to read the relevant material for the week prior
to class to promote lively discussion. Students may optionally prepare
short reports for knowledge sharing in advance. Preparatory study andreview time for this class are 2 hours each.
【Textbooks】
All reference materials will be made available at the start of the term.
【References】
These texts are recommended but not required:
Tufte, E. R. (1990). Envisioning information. Graphics Press.
Mackenzie, I. S. (2013). Human-Computer Interaction. An Empirical
Perspective.
O’Neil, C. (2016). Weapons of Math Destruction: How Big Data
Increases Inequality and Threatens Democracy.
【Grading criteria】
Quizzes: 40%
Participation: 20%
Midterm Reflection: 20%
Final Examination: 20%【Changes following student comments】
Grading criteria were adjusted to lessen the percentage of participation.
The contents for Introduction and Midterm Reflection were clarified.
The Methods section was additionally modified to reflect how the class
was actually conducted the previous year.
【Prerequisite】
None— 118 —

グローバル教養学部 発行日：2023/5/1【Grading criteria】
Class contribution (30%), quizzes (20%), midterm examination (25%),
final paper (25%)

LIT200ZA

Comparative Literature【Changes following student comments】
None.

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

その他属性：〈グ〉【Outline and objectives】
What is world literature? Why do some books become global bestsellers
while others are deemed untranslatable? How does literature relate
to other forms of art such as movies or music? This course will
introduce the fundamental issues of modern comparative literarystudies, including national canons, world literature, translation, andadaptation. We will discuss how comparing works with other texts
across genres, languages, time periods, or forms of media can give usa fuller understanding of not only the text itself, but also how systemsof literature combine to influence our impression of the 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 occasionally be given to assess
comprehension of weekly readings. Students will also be evaluatedthrough a midterm examination and final paper. In-class feedback will
be given for daily reaction papers and written assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
What is Comparative
Basic terms and concepts of the
Literature?
field
3Interliterary Theory
Relationships between national
and world literature canons
4
World Literature
Development of the concept ofworld literature
5
Global Writing
Writing strategies within world
literature
6
Literature andColonialism and the world
Colonialism
literature system
7
Decoloniality
Postcolonial voices in world
literature
8
Review and Midterm
A review of topics covered in the
Examination
first half of the course
9
Themes and Images (1) Relationships between language
and interpretation
10
Themes and Images (2) Specific examples of themes andimages used in literature
11
Literature and
The invisibility of translation
Translation (1)12Literature and"Untranslatable" literature
Translation (2)13Interartistic
Modernity, hypertextuality, and theComparison
relationship between literature andother forms of media
14
Final Synthesis
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.
Preparatory study and review time for this class are 2 hours each.
【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.

— 119 —

グローバル教養学部 発行日：2023/5/1【Textbooks】
No textbook will be used. The instructor will provide handouts, as wellas access to course reading materials.

LIT200ZA

Studies in Poetry
Christopher Edward John SimonsCredit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 3/Wed.3
その他属性：【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.
【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 soon. By studying how poets see, think, and write about themselves
and the world, 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 thecourse. Submission of assignments and feedback will be via the
Learning Management System.

【References】
For term paper formatting:owl.english.purdue.edu/owl/resource/747/01/
Childs, Peter, and Roger Fowler, editors. The Routledge Dictionary of
Literary Terms. 3rd ed., Routledge, 2006.
Eagleton, Terry. How to Read a Poem. Blackwell Publishers, 2007.
Hollander, John. The Work of Poetry. Columbia University Press, 1997.
*Hollander, John. Rhyme’s Reason: A Guide to English Verse. 4th ed.,Yale University Press., 2014.
*Hurley, Michael D., and Michael O’Neill. Poetic Form: An Introduction.
Cambridge University Press, 2012.
Leighton, Angela. On Form: Poetry, Aestheticism, and the Legacy of aWord. Oxford University Press, 2007.
Leitch, Vincent B., editor. The Norton Anthology of Theory andCriticism. 1st ed., Norton, 2001.
Vendler, Helen, editor. Poems, Poets, Poetry: An Introduction andAnthology. Bedford Books, 1997.
Wolfson, Susan J. Formal Charges: The Shaping of Poetry in British
Romanticism. Stanford University Press, 1997.
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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【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【Others】
Enrollment is limited to 2nd - 4th year students.

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction of Course Introduction of Course
2
Meter and Scanning 1
Selected poetry: analysis andinterpretation (accentual meter,syllabic meter)
3
Meter and Scanning 2
Selected poetry: poetry worksheet;reading and identifying poetic
techniques and terminology: stress,
feet, image, tone, theme
4
Rhyme Schemes
Selected poetry: analysis andmarking of rhyme schemes
5
Figures of Speech:
Review of poetic techniques learned
Metaphor, Simile
weeks 2 - 4
Selected poetry; poetry worksheet;reading and identifying poetic
techniques (denotation,
connotation)
6
The Sonnet
Selected poetry; analysis andmarking of the sonnet form
7
Review & Mid-term
Examination on material read andExampoetic techniques learned weeks 2 68
Dramatic Narrative
Review of mid-term exam materialand Monologue
Reading and analysis of selectednarrative and monologue poetry
9
Lyrical Poetry
The ballad; poetry worksheet
Reading and identifying poetic
techniques
10
Lyrics as Poetry
Selected works: analysis andinterpretation
11
Free and Blank Verse 1 Review of poetic techniques learned
weeks 8 - 11
Selected works: analysis andinterpretation
12
Interpretation andIntroduction of selected poet andRecital 1
poem; recital or presentation of
poem; peer feedback
13Interpretation andIntroduction of selected poet andRecital 2
poem; recital or presentation of
poem; peer feedback
14(1) Interpretation and
3-5 page term paper on recital
Recital 3 (2) Term
poem plus one other poem by that
paper duesame poet【Prerequisite】
None.

【Work to be done outside of class (preparation, etc.)】
Students must read the material, do required research and study
questions for each class. Preparatory study and review time for thisclass are 2 hours each.

— 120 —

グローバル教養学部 発行日：2023/5/1【Prerequisite】
None.

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 2/Mon.2
その他属性：〈グ〉〈優〉【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 images 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. In-class feedback will
be given for daily reaction papers, and students will receive personal
feedback on written assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Images of Japanese
A comparison of early translations
Literatureof Japanese literature into English
3
The Postwar
Knopf and the Japanese literature
Translation Project
publication project4
Osaragi Jiro andOsaragi, Homecoming
Postwar Narratives inTranslation
5
Traditional Aesthetics Tanizaki, In Praise of Shadowsin Translation
6
Tanizaki andTanizaki, In Praise of Shadows
Orientalism
7
Visions of Japan in the Loti, Madame Chrysantheme
Postwar US
8
Review and Midterm
A review of topics covered in the
Examination
first half of the course
9
Reconsidering theTanizaki, Some Prefer Nettles"Return to Japan"
10
Orientalism andTanizaki, Some Prefer Nettles
Self-Orientalism
11
O-Hisa and Images of
Tanizaki, Some Prefer Nettles"Traditional" Beauty
12
Kawabata Yasunari
Kawabata, Japan, the Beautiful,and the Nobel Prize
and Myself
13
Contemporary Trends
Contemporary authors intranslation
14
Final Synthesis
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. Preparatory study
and review time for this class are 2 hours each.
【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】
None.

— 121 —

グローバル教養学部 発行日：2023/5/1【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.

SOC200ZA

American History and Society
Robert Sinclair
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 4/Mon.4
その他属性：〈優〉【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.

【References】
A ‒ Z of Modern America, Alicia Duchak, 1999, Routledge.
Oxford Guide to British and American Culture, Jonathan Crowther,
2005, Oxford University Press.
【Grading criteria】
Evaluation will be based on a selection exam (10%) class participation(15%) and two exams (75%).
【Changes following student comments】
Some of the topics and readings covered in the class have been changed.
【Prerequisite】
None.

【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. Concerning assignments, students will receive
feedback in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
History (1)Birth of a Nation, American
Revolution and Constitution, Civil
War, Reconstruction, Gilded Age
3History (2)Progressive Era, The New Deal,rise as a superpower, The Cold War,
recent developments
4Land and People
Native Americans, African
Americans, immigration
5
US Political
The US Constitution, Federal
Institutions
Government, branches ofgovernment
6
US Religious Culture
US religions, church and state,
religion and education
7
Review & Midterm
Assessing the degree to whichExam
students understand the subject
8
US Education
The American education system,
education and democracy, recent
problems
9
US Economy
Economic Liberalism, social classand economy, the contemporary
economy10
US Foreign Policy (1)Current attitudes, history ofAmerican foreign policy until WWI
11
US Foreign Policy (2)History of American foreign policy
to recent times
12
US Social Services
History of social services,
organization, public vs. private
services
13
US Culture: Arts,
History, the arts, sporting activities
Sports and Leisureand leisure
14
Final Exam & Wrap-up Assessing the degree to which
students understand the subject【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. Preparatory study and review
time for this class are 2 hours each.

— 122 —

グローバル教養学部 発行日：2023/5/1

HIS200ZA

6Interpreting Visual
Evidence seminar:
Conflict and Consent

7

Exchanges andExpansions in North
America

8

The Slave Trade andAfrica9Interpreting Visual
Evidence seminar: A
World of Goods

10

The Enlightenment inEurope11Consequences of the
Enlightenment

12Interpreting Visual
Evidence seminar:
Envisioning the World

13

Revolutionary
Transformations andthe New Language ofFreedom

14

Interpreting Visual
Evidence seminar:
Framing the Subject

European History
Brian Sayers
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 2/Wed.2
その他属性：【Outline and objectives】
As the world becomes an increasingly globalized place, the study ofhistory is more relevant than ever to understand the forces that haveshaped our society. This course will chart some of the major political,
social, and economic changes that took place in Europe from thefourteenth to the nineteenth century and assess their impact upon therest of the world. It will adopt a thematic and broadly chronologicalapproach.
【Goal】
The aim of this course is to enable students to reach a deeper
understanding of the key events in European History from thefourteenth to the nineteenth century. In doing so they will enhancetheir ability to think critically about historical events. Students will
also develop their interpersonal skills through group discussions in theclassroom.
【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 held in both lecture and seminar style. PowerPoint
lectures will be followed by small group discussions in which students
will compare their answers (written in note form, and submitted to thelecturer on Hoppii, before class) to questions on the assigned readings
for each lecture. The discussion findings will then be reported by amember of each group and students from the other groups will be
encouraged to contribute to the class discussion. Finally, feedback
will be given by the lecturer to each group. Students will also receive
individual feedback on Hoppii. Please note that the teaching approach
may vary according to which covid threat level we are at.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
The Catholic Church,
The Catholic Church, State
State Building, andBuilding, and Economic Recovery
Economic Recovery
after the Black Deathafter the Black Death
2
The Renaissance
As Europeans rebuilt after thedevastation of the plague, amovement called the Renaissancerevived Europe’s connections with
its Greek and Roman past andproduced masterpieces of art,architecture, and other forms ofthought.
3Interpreting Visual
The fourteenth century witnessed
Evidence: Marking
the emergence of dynastic states
Boundaries, Inspiring
across Afro-Eurasia that endured
Loyaltyfor centuries. Rulers used a careful
mixture of privilege andpunishment to create a sense ofunity among their subjects while atthe same time justifying their own
right to rule and reinforcing
traditional social hierarchies.
4
European Exploration
By opening new sea-lanes in theand Expansion
Atlantic, European explorers set
the stage for a majortransformation in world history:
the establishment of overseas
colonies for the purpose ofenriching themselves and theirmonarchs.
5
The Reformation
In sixteenth century Europe
frequent warfare centered on
purely European concerns, above
all on a religious split within the
Roman Catholic Church, known as
the Reformation.

— 123 —In the fifteenth and sixteenth
centuries, European overseas
empires came into conflict withindigenous societies, decimating
the Amerindian population anddrafting African slaves to perform
labor the remaining Amerindians
refused. This resulted in societies
in the Americas that initially had
extremely pronounced culturaldifferences.
Although the search for precious
metals or water routes to Asia had
initially spurred British, French,and Dutch efforts to establish New
World colonies, colonizers soon
learned that only by exploiting
other resources could they generate
profits.
Although the slave trade began in
the mid-fifteenth century, only inthe seventeenth and eighteenth
centuries did the numbers ofhuman exports from Africa begin tosoar. By 1820, four slaves had
crossed the Atlantic for every
European. Those numbers were
essential to the prosperity ofEurope’s American colonies.
As overseas trade generated new
wealth, elites displayed this wealthin diverse ways. Ranging from thepurely ornamental to the modest
and practical, material objects
reflected the identities of the people
who bought and displayed them, as
well as the identities of the
producers who made them.
The Enlightenment was an
extraordinary cultural flowering,
driven by trade and internal
commerce, which blossomed inEurope during the seventeenth andeighteenth centuries. This era
encompassed broader
developments, such as the
expansion of literacy, the spread of
critical thinking and the decline ofreligious persecution.
The Enlightenment - or, more
properly, Enlightenments, as there
was much variation across Europe was a movement with numerous
ambivalent consequences, both forreligious and political institutions
and for Europe’s relationship withthe rest of the world.
Although maps give the impressionof objectivity and geographic
precision, the arrangement ofnames and locations, as well as theareas placed at the center and themargins, reveal the mapmakers’views of the world. In mostcultures, official maps located theirown major administrative andreligious sites at the center of theuniverse and reflected local elites’
ideas about how the world wasorganized.
Late in the eighteenth century,
revolutionary ideas spread acrossthe Atlantic world following thetrail of Enlightenment ideas about
political freedom and reason. The
slogans of independence, freedom,liberty, and equality seemed topromise an end to oppression,
hardship, and inequities.
Important currents ofEnlightenment thought stressed
the autonomy of the individual.
Painters sought to capture andreflect an independent, external,
stable reality - this in a period
before photography. It was aconfident but also a self-centeredview of the world.

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
Students are expected to complete weekly reading assignments.
【Textbooks】
No textbook will be used.
Handouts and reading materials will be provided by lecturer.
【References】
Students will receive information about essential reading for this course
at the first session.
【Grading criteria】
Marks will be allocated on exercises submitted before class (20%),
participation in class (20%), a quiz (20%) and two short essays (40%)
【Changes following student comments】
Students will submit exercises on Hoppii before the class. They will
also answer a quiz and write two short essays, to ensure that they get
continuous feedback about their performance in class during the course.
【Equipment student needs to prepare】
Please bring reading materials provided by the lecturer together withcompleted assignments each week to class.
【Prerequisite】
None.

— 124 —

グローバル教養学部 発行日：2023/5/1

HIS200ZA【休講】History of English Studies in Japan

Credit(s)：2 ｜ Semester： ｜ Year：2〜4
Day/Period：
その他属性：【Outline and objectives】
The objective of this course is an introduction of the history of English
Studies in Japan in relation to culture,politics and society.
【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.
【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”.

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.
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 and small tests(30%),
a writing assignment and presentation(20%), and exams (50%). Morethan two unexcused absences will result in failure of the course.
【Changes following student comments】
Not applicable.
【Prerequisite】
None.

【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. Feedback is given mainly by Hoppii.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Encounters with
A survey of Japan from the arrival
Britain and America
of Perry to globalisation
3
The Journal of Iwakura Japan in the age of imperialism
Embassyand survival of the fittest
4
The Starting Point of
From Dejima to Edo: fromEnglish Studies ininterpretation to academia
Japan
5
Fukuzawa YukichiWestern Civilization and theprogressive thought
6
Natsume Soseki
An archetype of the English
teacher in Japan
7
English Studies andNationalism, English and its
the Wareducation
8
Course Review
Course review,
Mid-term examination students’ inquiries, and discussion
written examination
9
English Studies andPost-war American society andFilms
culture in films
10
The Age of America
From its hegemony in 1950s to
and Japan
Counterculture
11
Pros and Cons of the
English and the left intellectuals in
Anglo-American Way
Japan
12Controversy overThe grammar-translation method
English Educationand the communicative method.
Students’ presentation
13
Globalisation and
The age of English and linguistic
imperialism.
English as a lingua
francaStudent’s presentation
14
Course Review
Students’ inquiries, and discussion
End-term Examination written examination【Work to be done outside of class (preparation, etc.)】
Students will have to read or review the materials as instructed.
Preparatory study and review time for this class are 2 hours each.
【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.

— 125 —

グローバル教養学部 発行日：2023/5/1【Grading criteria】
Participation10%
Assignments30%
Midterm30%
Final exam30%

CUA200ZA

Cultural Studies
Muge Igarashi
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 2/Thu.2【Changes following student comments】
None.
【Prerequisite】
None

その他属性：【Outline and objectives】
Cultural studies analyzes the relationship between representation andpower. It provides a variety of theoretical perspectives to understandhow culture in the form of movies, advertising, fashion, music, everyday
commodities, and other mediums combines with institutions of powerin shaping how we communicate with others, interpret our social world,and formulate our identities.
In this class we will analyze things such as how music becomes acommunication tool; how the clothes you wear communicate your social
status to others; and how discourse and ideologies formulate your ideasof race, gender, and beauty.
【Goal】
Equip students with a variety of theories through which to interpret andcritique the language, symbols, and visual images that we encounterand unconsciously internalize in our everyday lives.
To examine how economics, politics, and culture exert power over what
and how we think.
【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】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Theory I:
Examination of different
Representation
understandings of this keyword.
3
Theory II: Language
Ferdinand de Saussure and theand Linguistics
language of signs (the signifier andthe signified).
4
Theory III: Semiotics
Roland Barthes and semiotics.
Four Steps to analyzing culturalobjects.
5
Theory IV: Discourse
Michel Foucault and discourse.
6
Culture and Ideology
Louis Althusser and interpellation.
7
Capitalism, Economy,
Basics of Marxist theory.
Marxism
8Consumption and
Relation between consumption and
Identity
identity formation.
9
Review and midterm
Summary, review, and midterm
10Ethnicity, Race, Nation Self identity and social identity.
Typing and stereotyping.
11
Sex, Gender, Body I:
Social construction of femininity
Femininities
and its reflection in the media.
12Sex, Gender, Body II:
Social construction of masculinity
Masculinities
and its reflection in the media.
13
Kawaii Fashion and
What is "kawaii"? What
Culturedoes"kawaii" do?
14
Final exam & Wrap-up Concluding remarks and final exam
【Work to be done outside of class (preparation, etc.)】
Students are required to read before each lesson and come to classprepared to discuss them. Preparatory study and review time for thisclass are two hours per week.
【Textbooks】
Readings as well as relevant media will be uploaded to Google Drive.
【References】- Hall, Stuart, Jessica Evans, and Sean Nixon. 1997. Representation:
Culture Representation and Signifying Practice, First Edition. Sage
Publications Ltd. ISBN: 9780761954323.
- Barker, Chris. 2012. Cultural Studies: Theory and Practice, Fourth
Edition. Sage Publications Ltd. ISBN: 9780857024800.
- Lewis, Jeff. 2008. Cultural Studies: The Basics. 2nd edition. Sage
Publications Ltd. ISBN: 1412922305— 126 —

グローバル教養学部 発行日：2023/5/1
14

PHL200ZA

Conflict Resolution

The creation of "third cultures"【Work to be done outside of class (preparation, etc.)】
Photocopies of the relevant materials will be made by the professor anddistributed to students. Preparatory study and review time for this classare 2 hours each.

【休講】Intercultural Ethics

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：
その他属性：【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.

【Textbooks】
There are no textbooks for this course.
【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 HOPPII immediately
after they decide to take this course. Visit HOPPII regularly for updates
and class resources, as well as for the submission of assignments.
【Others】
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.
【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 class will use a lecture-discussion method, with some assigned /recommended readings.
Good comments in the reaction paper will be introduced in the class andused in deeper discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course andCourse and Overview
Overview of The UN Projectof The UN Project"Dialogue Among Civilizations""Dialogue Among
Civilizations"2
Case Studies
Universal human rights; religious
conflict; climate change; whaling
3
Methodological Issues
Empirical, theoretical, andnormative approaches tointercultural ethics
4
Theories of
Unilinear model of cultural
Globalization evolution; modernism;
Convergence Theory
universalism
5
Theories ofMultilinear model of cultural
Globalization evolution; postmodernism;
Divergence Theory
particularism
6
Theories of
Ecological model of cultural
Globalization - Dual
evolution; post-postmodernism;
Theoryconstructivism
7
Theoretical Approaches Examples and objections;in Interculturalconnections with universalism
Communication Objectivism
8
Theoretical Approaches Examples and objections;in Interculturalconnections with relativism
Communication Subjectivism
9
Theoretical Approaches Situatedness; relationalism;in Intercultural
constructivist models
Communication Interactive
10
Cross-cultural
Anomic intercultural situations
Dialogue: InterculturalSituations
11
Cross-cultural
Gun control in the US; hiring
Dialogue: Examples
practices in Japan
12
Cross-cultural
Avoidance; adaptation;
Dialogue: Possible
confrontation; domination; dialogue
Resolutions
13
Cross-cultural
Ethnocentric, internal,
Criticismcross-cultural, and integrative
criticism— 127 —

グローバル教養学部 発行日：2023/5/1【Changes following student comments】
Not applicable

PHL200ZA

Philosophy and Political Thought【Equipment student needs to prepare】
Please bring a computer for in-class surveys.
【Prerequisite】
None

Joel Van Fossen
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 4/Tue.4
その他属性：〈優〉【Outline and objectives】
Humans are deeply social creatures. Unlike other social creatures,
humans create and exist within complex and dynamic politicalarrangements with laws, customs, institutions, and designated sourcesof authority. This situation presents us with the question of how
we should arrange ourselves politically. The rational inquiry into
this question is the primary task of political philosophy. In thiscourse, we will explore a variety of topics in political philosophy with
an emphasis on the social contract tradition and theories of justice.
Philosophers surveyed in this course include Thomas Hobbes, John
Locke, Jean-Jacques Rousseau, John Stuart Mill, Emma Goldman, andKarl Marx.
【Goal】
This course has four primary learning goals. First, students will
acquire knowledge about the various and diverging views on politicalphilosophy. Second, students will improve critical thinking skills whenengaging with abstract reasoning about political philosophy. Third,
students will improve their reading skills when confronting nuanced
and challenging text. Finally, students will improve their writing skills
to communicate complex ideas clearly and confidently【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 begin with a one-hour lecture with interactive slides. In
many meetings, an in-class activity will accompany the lecture. These
activities are interactive and require active participation. Finally, eachclass will end either (1) with a discussion or debate about the course
content or (2) an open discussion about the in-class activity for that day.
There are two in-class exams. These exams will include multiple choice,short answer, and essay questions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
What is political philosophy?
2
The Social Contract 1
The need for a state
3
The Social Contract 2
The legitimacy of politicalauthority
4
The Social Contract 3
The nature of consent
5
The Social Contract 4
Religion and the state
6
The Social Contract 5
The corrupting influence of thestate
7
The Social Contract 6
Political pessimism
8
Midterm
Review and midterm exam
9
The State and Justice 1 The limits of state intervention
10
The State and Justice 2 The nature of justice11
The State and Justice 3 Gender, race, and justice12
The State and Justice 4 Anarchism
13
The State and Justice 5 Stateless society
14
Final Exam
Wrap-up, review, and final exam
【Work to be done outside of class (preparation, etc.)】
Students should complete weekly readings before coming to class.
Students should also review their own notes and course slides after
every class. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
There are no required textbooks for this course. All readings will be
provided by the instructor either in print or online.
【References】
The Stanford Encyclopedia of Philosophy is a great resource for delving
further into any topics discussed in class: https://plato.stanford.edu【Grading criteria】
Participation 15%
In-class activities 15%
Midterm exam 30%
Final exam 40%— 128 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students should complete weekly readings before coming to class.
Students should also review their own notes and course slides after
every class. Preparatory study and review time for this class are 2 hours
each.

PHL200ZA

Topics in Philosophy
Joel Van Fossen
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 1/Mon.1
その他属性：〈優〉【Outline and objectives】
Philosophy & Aesthetics
Whether in nature or art, humans love beauty. In fact, appreciating
and taking pleasure in beautiful things seems central to what it means
to be a human. But what is beauty? What is art? Does art need
to be beautiful? What is the value of art and beauty? What’s therelation between the value of beauty and other values, like moral
value? Why is art so important to us? These questions are theprimary concern for the branch of philosophy called “aesthetics.” In
this course, we will investigate these questions in depth by exploring
various texts on aesthetics from the history of philosophy. Philosopherssurveyed in this course include Plato, Aristotle, Francis Hutcheson,
David Hume, Immanuel Kant, G.W.F. Hegel, Arthur Schopenhauer,Friedrich Nietzsche, Leo Tolstoy, and Clive Bell.

【Textbooks】
There are no required textbooks for this course. All readings will be
provided by the instructor either in print or online.
【References】
The Stanford Encyclopedia of Philosophy is a great resource for delving
further into any topics discussed in class: https://plato.stanford.edu【Grading criteria】
Participation 20%
Presentations 30%
Final Exam 50%【Changes following student comments】
Not applicable【Equipment student needs to prepare】
Please bring a computer for in-class surveys.
【Prerequisite】
None【Goal】
This course has four primary learning goals. First, students will learn
about various and diverging views on aesthetics. Second, students will
improve critical thinking skills when engaging with abstract reasoning.
Third, students will improve their reading skills when confronting
nuanced and challenging text. Finally, students will improve theircommunication skills to present complex ideas clearly and confidently
in written and spoken forms.
【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 begin with a one-hour lecture with interactive slides.
For the first four meetings, a class discussion will follow the lecture.
For meetings 5-13, student presentations will follow the lecture.
Each student must present once throughout the semester. Student
presentations apply the course’s various theoretical topics and ideas toanalyze the students’ choice of some piece(s) of art. The instructor will
provide more detailed instructions on the online learning management
system. In addition to presentations, there will be a final exam in
the last meeting. The final exam will consist of short and long essay
questions. Students will receive written feedback on the presentationand exam.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
What is aesthetics?
2
The value of beauty 1
Plato, Hippias Major and Ion
3
The value of beauty 2
Plato, excerpts Republic, Books II,
III, & X
4
The value of beauty 3
Aristotle, Poetics
5
Aesthetic Pleasure 1
Francis Hutcheson, excerpts fromvarious works
6
Aesthetic Pleasure 2
David Hume, “Of the Standard of
Taste”
7
Aesthetic Pleasure 3
Immanuel Kant, excerpts from theCritique of Judgment
8
Aesthetic Pleasure 4
Immanuel Kant, excerpts from theCritique of Judgment (cont.)
9
Beauty Beyond
G.W.F. Hegel, excerpts from
Pleasure 1
Introductory Lectures on
Aesthetics
10
Beauty Beyond
Arthur Schopenhauer, excerpts
Pleasure 2
from The World as Will andRepresentation
11
Beauty Beyond
Friedrich Nietzsche, excerpts from
Pleasure 3
Twilight of the Idols
12
What is art? 1
Leo Tolstoy, excerpts from What isArt?
13
What is art? 2
Clive Bell, excerpts from Art
14
Final Exam
Review, wrap-up, and final exam

— 129 —

グローバル教養学部 発行日：2023/5/1【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. Preparatory study
and review time for this class are 2 hours each.

SOC200ZA

Sociology of Work and Employment
Allen Kim
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 4/Fri.4
その他属性：〈優〉【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 gettingup, 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 sociological study 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 and the balance between work and family. We will
examine broad topics including: education, the social organization ofwork, employment trends, inequalities at work, and the purpose ofwork as it relates to opportunity and rewards. Critical reading of texts,
cogent writings, articulate oral presentations, and full participationin dialogue are all mandatory. Class assignments will measure yourability to grasp and apply the sociological perspective from readings andfrom information emerging from class discussions. Analytical projects
provide opportunities to pursue interests in greater depth.

【Textbooks】
Class materials and reading materials will be uploaded or distributed
via email.
【References】
TBA【Grading criteria】
The grade will be calculated as follows: Mini-think Journal (50%),
Occupational Analysis Poster (25%), Interview a Professional Report
and Presentation (25%).
【Changes following student comments】
NA【Equipment student needs to prepare】
NA【Others】
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.
【Prerequisite】
None.

【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. Submissionof assignments and feedback will be via the Learning Management
System【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
The “Sociological
The “Sociological Imagination”
Imagination”
2
Basic Concepts &Major sociological perspectives
Theories (1).
3
Contours of Work
Broad changes and trends of work
4
Industrialization and
Rapid social and economic changes
its Consequences
5
Bureaucratic
Mcdonaldization and stratification
Organizations &Globalization
6
New Ways of Working“Gigged society”?
7
Workplace Culture and Professionalization
Socialization
8
Rewards, Perils andConcerns of workers
Pressures of Work
9
Income Inequality
Economic and social wellbeing
10
Unemployment andDisappearance of work andIncomemeaning
11
Gender, Family andBalancing work and lifeWork
12
Presentations
Class presentations
13
Money and Work
Financial literacy and retirement
14
Occupational Analysis Interview reports— 130 —

グローバル教養学部 発行日：2023/5/1

SOC200ZA

13

Presentations andWrap-up

14

Final Exam andWrap-upSociology of Law
Kelesha Nevers
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 6/Mon.6
その他属性：〈優〉【Outline and objectives】
Every aspect of our lives is directly or indirectly regulated by various
laws. In this course, students are introduced to the study of law andsociety from a multidisciplinary and comparative perspective. We will
discuss why people (and corporations and other institutions) obey or
do not obey laws, and how they act when resolving disputes. We will
also study in-depth the ways in which law shapes society, how society
influences law, and effectively bringing about social changes.
【Goal】
Upon completion of this course, students should have a better
understanding of the role of law in society, and its impact (or lackof it) on individuals as well as society as a whole. Students willlearn to analyze and apply abstract principles, and organize new
information and their thoughts. Through group discussion and student
presentations, students will develop their skills of communication andcooperation, as well as experience the importance of 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)】Throughout the semester, we will discuss specific topics related tolaw and social change, and the impact of law on society. Students
will be expected to read materials concerning the basic concepts
and ideas in sociology of law, attend and participate in classroom
discussions, and complete assignments based on the readings. Students
will also be required to make presentations, and engage actively inclass discussion. Students also demonstrate their acquisition andmastery of the course content upon completion of the assessments. For
assignments, discussions, and exams feedback is given in the form ofcomments which is available on the classroom online dashboard; during
the lectures, students will also receive feedback to further clarify anddevelop conversations that arise from the lectures.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation
Orientation
2
Learning the Basics
What is law? Sources and types oflaw. Functions of law. What issociology of law concerned with?
3
Why Do (or Don’t) We
Incentive, Punishments and their
Obey the Law?
effects; Evolution of Law
4
Theoretical
Functionalism; Marxist/Conflict;
Perspectives
Critical Legal Studies
5
LawmakingWhat is the relationship between
law and society? What is therelationship between social
structure, culture, and law?
6
Midsemester ExamThis proctored exam consists of a
shortessay, multiple choice, and fill-in
the blank questions.
7
Sanctions and Social
Is law a tool for domination? How
Control
and why the law is mobilized
8
Conflict Resolution and The process through which legal
Litigation
disputes emerge? Court and Social
Change9
Law and Social Change How does law impact society?
Should social change precede law
reform?
10
Topics on Law and
Law as the cause of social change.
Social Change
Can we solve social ills by changing
the law?
11
Topics on Law and
Can legal change effectively bringSocial Change
about social change?
12
Presentations
Student presentation(s) and classdiscussion. Topic to be decided
based on the interests of thestudents.

Student presentation(s) and classdiscussion. Topic to be decided
based on the interests of thestudents. We will also use this time
to address any questions.
The proctored exam will consist ofmultiple choice, fill-in the blank,and short essay type questions.

【Work to be done outside of class (preparation, etc.)】
Students are required to do the reading assignments before coming toclass. In addition, reviewing class materials after every class will be agreat benefit to your learning. Students should also allocate sufficient
time to preparing for their assessments and presentations. Preparatory
study and review time for this class are 2 hours each.
【Textbooks】
Class materials will be provided by the instructor and distributed inclass. Readings will be taken from the following book(which you are notrequired to purchase): Vago, Steven and Barkan, Steven E. (2018). Law
and Society (11th edition). New York, NY: Routledge.
【References】
Readings: These materials are posted on the classroom dashboard; anychanges to this list will be announced during class and online.
Encyclopedia of Law & Society: American and Global Perspectives‒ Sociology of Law, Sage Publication, Inc.; The Common Place of
Law ‒ Transforming Matters of Concern into the Objects of Everyday
Life, Susan S. Silbey and Ayn Cavicchi; Why People Obey the Law,
Tom R. Tyler, Yale University Press; Law in Classical Social Theory Durkheim and Marx; Contemporary Social Theory and Law - Critical
Legal Theory; Lawmaking - Making Hate a Crime - Social Movement
to Law Enforcement; Law and Social Change - Social Control; Law andSocial Change - Discrimination, the Law - and Blacks in America【Grading criteria】
Attendance and Preparation for class: 10%
Attendance will be taken each day. A preparation sheet is online select a topic that interests you and sign-up for when you will lead thediscussion for that topic of the day.
Participation: 25 %Individual and group reflections during class, short written responses
where you are asked to define key concepts and/or provide commentaries
on videos and article excerpts on the discussion forum, feedback on thepresentations
Midsemester Exam: 20 %This exam covers all the materials discussed up until that point of thesemester/midsemester assessment. A review of critical materials will be
discussed prior to the exam.
Presentation: 20 %This is a real-world current event analysis presentation. Students will
work with a team to select and present on a topic of interest. The goal is
to expand on theories and research discussed throughout the semester
to take a position on an issue and discuss the impact on society.
What you need to submit:
Submit PowerPoint slides (10-15 slides maximum) that summarizes/current event, the class material that relates to the topic/current
event, and any new research you discovered.
The PowerPoint
presentation should have a reference page with citations/links of thosereferences (e.g. journal articles, newspaper articles, video links). Your
presentations will be recorded and upload online, and will receive
feedback from the instructor and students.
Final exam: 25 %This exam covers all the materials discussed throughout the semester.
A review of critical materials will be discussed prior to the exam.
【Changes following student comments】
In order to diversify opportunities for learning, a variety of approaches
for the different learning styles are integrated throughout the semester.
Feedback from the students will also be incorporated into the lessons
and assignments.
【Equipment student needs to prepare】
Internet access (smartphone, tablet, computer).
【Others】
The schedule and format for this course is subject to adjustments (given
the number of students who will eventually enroll in this class, students’interests, and/or university policies, etc.).
【Prerequisite】
None.

— 131 —

グローバル教養学部 発行日：2023/5/1

SOC200ZA

11The Lesser Evil

12

Perpetrators, Victims
and Bystanders

13

The Problem of
Accountability

14

Final Exam andConclusion【休講】Sociology of Violence

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 4/Fri.4
その他属性：〈優〉【Outline and objectives】
In theory and in practice, it is necessary to understand violence to grasp
the essential aspects of how individuals and societies work. Violence
will be presented as social phenomena to explain the structural andindividual aspects of it. The course will examine the different levelsof violence through the theories of Zygmunt Bauman, Norbert Elias,
Michel Foucault and Johan Galtung among others. It will focus onclassical and contemporary sociological theories to familiarize students
with traditional topics of concern as well as contemporary key issues.
【Goal】
Students will learn how to connect the methodologies and theories
introduced in class by connecting them to current political issues andtopics. As members of society, it is indispensable for students tounderstand themselves and their surroundings. Therefore, the main
aim of the course will be to develop in students what C. Wright Mills
called the “sociological imagination.”【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 will be divided into two parts: the introduction of the topic
and the active learning section. By the end of the course, students will
have developed the ability to connect social theories with real world
problems.
Feedback will be given directly to every student after each task in verbal
and/or written form.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Sociological Theory ofViolence will be analyzed from theViolence: Functionalist functionalist perspective
Theory3Sociological Theory ofViolence will be analyzed from theViolence: Interactionist interactionist perspective
Theory4Sociological Theory ofViolence will be analyzed from theViolence: Control
perspective of Control Theory in
TheorySociology
5
Modernity, State
Norbert Elias’ and Max Weber’s
Monopoly and thework will be briefly discussed to
Civilizing Process
show how processes ofmodernization enable the state tosystematically control violence
6
Structural Violence
Social injustice andand Perpetrator-lessperpetrator-less crimes will be
Crimespresented as a form of structural
violence throughout the theories
developed by Johan Galtung
7
Bureaucracy and
Bureaucracy and the Milgram
Violenceexperiment will be discussed toshow how certain social
mechanisms enable large-scale
atrocities
8
The Problem of Agency Reinterpretations of the Milgram
experiment that emphasize
individual action and its
unintended consequences will be
reviewed
9
Review and Mid-term
Review and Mid-term Examination
Examination
10
Case Study: Homicide
Recent developments andin Honduras
consequences of the high murderrate in Honduras will be analyzed
with the theories and ideas thatwere presented during the first halfof the course

Depending on the method andcircumstance, counter-measures forcrime, terrorism, war andinequality may also be considered
as violence. Academic arguments
supporting the “lesser evil” view
will be addressed
The relationship between
perpetrators, victims andbystanders will be explored byanalyzing how social interactions
change depending on the situation
The concept of “structure of
unaccountability” developed by
Masao Maruyama will be presented
in relation to the way violence isdone in large-scale organizations
Final Exam and Conclusion【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
Read the materials explained during class.
【Textbooks】
The instructor will prepare materials to be distributed in class or
downloaded from the university portal.
【References】
Arendt, Hannah. Eichmann in Jerusalem: A Report on the Banality ofEvil. New York: Penguin, 2006.
Baert, Patrick. Social Theory in the Twentieth Century. Polity Press,
2004.
Bauman, Zygmunt. Liquid Evil. Malden, MA: Polity, 2016.
―――――. Modernity and the Holocaust. Cambridge: Polity, 1989.
Foucault, Michel. Discipline and Punish: The Birth of the Prison.
Vintage, 2009.
Galtung, Johan. “Violence, Peace, and Peace Research” Journal of Peace
Research. Vol. 6, No. 3: pp. 167-191. Sage Publications, 1969.
Goldhagen, Daniel Jonah. Hitler’s Willing Executioners: Ordinary
Germans and the Holocaust. New York: Vintage, 1997.
Kekes, John. Against Liberalism. Ithaca: Cornell UP, 1997.
Vetlesen, Arne Johan. Evil and Human Agency: Understanding
Collective Evildoing. Cambridge, UK: Cambridge UP, 2005.
Zimbardo, Philip. The Lucifer Effect: How Good People Turn Evil.
Rider, 2009.
Zizek, Slavoj. Violence: Six Sideways Reflections. New York: Picador,
2008.
【Grading criteria】
40% mid-term exam, 40% final exam, 20% participation and course work
【Changes following student comments】
None【Others】
Students are recommended to have taken other courses on sociology.
【Prerequisite】
None— 132 —

グローバル教養学部 発行日：2023/5/1

SOC200ZA

12

Presentations

13

Presentations andSemester Wrap-up

14

Final Exam andSemester Wrap-up

Crime and Society
Kelesha Nevers
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 6/Tue.6
その他属性：【Outline and objectives】
The course will help students develop an understanding of therelationship between crime and society. The course explores how crimes
are defined, explained, and controlled in society. An overview of thecomponents of justice systems, their development, and processes are
explored to offer a comparative approach. The topics in this course
include crime trends, theories of crime and behavior, law enforcement,
courts, corrections, and crime policy and prevention.
【Goal】
After completing this course students will be able to: Understandthe relationships between crime and society; Identify significant
crime and victimization patterns; demonstrate the role of theory inunderstanding crime; explore theoretical hypotheses and researchsupport; Identify and define the roles and functions of law enforcement,
the effectiveness of law enforcement strategies and challenges;
Demonstrate an understanding of the importance of court systems,
including the organization and processes of courts, and the participantsin courtroom matters; Describe methods of sentencing and the goals of
punishment and rehabilitation; describe the nature of incarceration andcommunity corrections; Discuss the extent of juvenile crimes; describe
the treatment of juveniles in the justice system; Comprehend crime
policies and prevention initiatives and challenges.
【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 lecture-based course that integrates activities to elicit student
interaction. Throughout the semester, participation and discussion
activities are also used to actively engage students. Students also
demonstrate their knowledge of the content of the course uponcompletion of the assessments. Each assignment will receive gradedfeedback and comments on strengths and weaknesses of the submission(this will be available on the classroom online dashboard). Duringlectures, comments are given on students’ insights to further clarify anddevelop our conversations.

Student presentation and classdiscussion. Topic to be decided
based on the interests of thestudents. We will also use this time
to address any questions.
Student presentation and classdiscussion. Topic to be decided
based on the interests of thestudents. We will also use this time
to address any questions.
The proctored exam will consist ofmultiple choice, fill-in the blank,and short essay type questions.

【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
There is no required textbook. The instructor used these books andother materials to develop the course content. Bui, L. and Farrington,
D.(2019). Crime in Japan: A Psychological Perspective. Palgrave
Macmillan. Liu, J. and Miyazawa, S.(Eds.). Crime and Justicein Contemporary Japan. Springer International Publishing, 2018.
Schmaelleger, F. (2017). Criminal Justice Today: An Introductory Text
for the 21st Century (14th Edition). Pearson Publishing. Readingmaterials will be provided by the instructor from books excerpts, journal
articles, newspapers, and video footage.
【References】
Reading materials are available online.
Outline of Criminal Justice in Japan, Supreme Court of Japan; Does
Japan Have a Low Crime? Crime and Deviance in Japan; White-Collar
Crime in US and Japan; Criminological Theories; Outline of Criminal
Justice in Japan, Supreme Court of Japan. Any changes to this list will
be announced online and during class..
【Grading criteria】
Attendance and Participation: Attendance will be taken each day.
Participation involves informal talks that take place throughout thesemester. Students will tell the class about an interesting (novel,
strange) fact that you learned and how the topic relates to a class topic,
current or historical events (12.5%).
Discussions: These short-written responses cover weekly topics (e.g.
commentary on videos and/or article excerpts) and involve individual
and/or group work (25%).
Midsemester exam: Multiple-choice,open-ended, and/or fill in the blank questions that cover the lecturesand readings (25%). Presentation: This is a real-world current event
analysis presentation. Students will select and present on a topic ofinterest. The goal is to expand on theories and research discussed
throughout the semester to address current events (12.5%). Final Exam:
Covers all the materials discussed throughout the semester. A review ofcritical materials for the final will be discussed prior to the exam (25%).
【Changes following student comments】
Each semester feedback from students is taken into account to develop
and change the content and method of instruction given the students’interests and an assessment of students’ knowledge and skill levels.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
Learning theWhat is a Crime? Criminal Law
fundamentals
and the Nature and Elements ofCrime
3
Crime Trends andWhat do we know about patterns ofRates
violent and property crimes andvictimization in Japan and the US?
4
Crime Trends andWhat is organized and corporate
Rates
crimes and how accurate is thedata?
5
Theoretical Insights
How do we attempt to explain
crime with Classical, Structuraland Social Process theories
6
Midsemester ExamThis proctored exam consists of ashort essay, multiple choice, andfill-in the blank questions.
7
Law Enforcement
Crime and Law Enforcement rolein discovery and control
8
Law Enforcement
Law of Arrest, Search, and Seizure
9
Court Systems andPretrial and Trial Activities inProcesses
Japan and the US
10
Court Systems andCourt Methods and Challenges
Process
11
Corrections
Goals of Punishment andRehabilitation; Community
corrections and Reintegration【Equipment student needs to prepare】
Internet access a with smartphone, tablet, and/or computer.
【Others】
None【Prerequisite】
Understanding Society or Introduction to Sociology— 133 —

グローバル教養学部 発行日：2023/5/1【References】
Further references may be provided based on students’ areas of interest.

SOC200ZA

Race, Class and Gender I: Concepts & Issues【Grading criteria】
Participation: 10%
Discussion facilitation: 20%
Weekly reading responses: 40%
Final paper: 30%

Daiki Hiramori
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 1/Tue.1
その他属性：〈グ〉〈Ｓ〉〈未〉【Outline and objectives】
This class sees our society through the lens of race, class and gender
to understand how privilege and inequality are produced, maintained,
naturalized and challenged. The course will look at how various
inequalities are connected to one another through examining global,
national and local issues. Students will learn to analyze how race,class, gender, and sexuality are connected to each other as intersecting
inequalities in a society and the world, and on that basis, consider the
possibility of an equal but diverse world.
【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.

【Changes following student comments】
Students have generally evaluated the class positively. The instructor
will be attentive to student feedback and adjust workload and classmaterial, when necessary.
【Equipment student needs to prepare】
None.
Students are encouraged to use computers/tablets forclass-related purposes in class.
【Others】
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 be given admission priority to the seminar"Intersectionality: Multiple Inequalities."【Prerequisite】
Students who intend to enroll in this course are expected to have passed"Introduction to Sociology."【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 based on a combination of short lectures by
the instructor and student-led class discussions. Verbal and written
feedback on assignments is given during class discussions and throughusing other tools as appropriate. Students are encouraged to visit the
instructor during office hours for more personalized feedback.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Foundation:
What do we mean by inequality?
“Inequality”
3
Foundation: “Social
How do Marx and Weber
Class”
conceptualize social class?
4
Social Class in Japan
What does social stratification in
Japan look like?
5Foundation:
What are the main theoretical“Race and Ethnicity”
approaches to race and ethnicity?
6
Critical Race Theory
What are the key premises of
Critical Race Theory?
7
Defining Japaneseness Film viewing: "Hafu: The
Mixed-Race Experience in Japan"
8Foundation:
What are the main theoretical“Gender”
approaches to gender?
9
Gender Inequality in
What does gender inequality inJapan
Japan look like?
10Foundation:
What are the main theoretical“Sexuality”
approaches to sexuality?
11
Sexuality Inequality in What does labor market
the Labor Market
discrimination based on sexual
orientation look like?
12Foundation:
What is intersectionality?
“Intersectionality”
13
Practicing
What does it mean for sociologists
Intersectionality into practice intersectionality as aSociological Researchtheoretical and methodologicalapproach to inequality?
14
Review & Final Paper
What have we learned in thisPreparation
course? Preparing and submitting
the final paper【Work to be done outside of class (preparation, etc.)】
Students are expected to complete the weekly readings and prepare forclass discussion. Please note that the assigned readings for this course
tend to be dense. As such, I recommend giving yourself ample time tocomplete them, even if the number of pages assigned at any given time
appears small. Preparatory study and review time for this class are 2hours each.
【Textbooks】
No textbook will be used. All readings will be provided by the instructor.

— 134 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to review the lecture slides and other course
materials after each class. Preparatory study and review time for thisclass are 2 hours each.

SOC200ZA

Gender, Sexuality and Society
Daiki Hiramori【Textbooks】
No textbook will be used.
instructor.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 1/Fri.1【References】
Further reference may be provided based on students’ areas of interest.

その他属性：〈優〉【Outline and objectives】
This course serves as an introduction to the sociology of gender andsexuality. The first half of the course covers the sociology of gender, andthe second half of the course covers the sociology of sexuality. Whilea range of issues relevant to gender and sexuality will be taken up,
this course focuses on the perspectives offered by relevant social science
theories and concepts to interpret findings from social science research.
In this course, students will learn to look at gender and sexuality issues
critically and understand the subtle social processes through whichtaken-for-granted ideas and practices about gender and sexuality are
created.

Electronic slides will be provided by the【Grading criteria】
Participation: 15%
In-class quizzes: 15%
Midterm exam: 30%
Final exam: 40%【Changes following student comments】
Students have generally evaluated the class positively. The instructor
will be attentive to student feedback and adjust workload and classmaterial, when necessary.
【Equipment student needs to prepare】
None.
Students are encouraged to use computers/tablets forclass-related purposes in class.
【Prerequisite】
None.

【Goal】
By the end of this course, students will be able to: (1) identify thedifference between sex, gender, and sexuality, (2) define the key theories
and concepts of gender and sexuality (remembering/understanding), (3)apply those concepts to understand how gender and sexuality affectindividuals’ experiences embedded in structures of power (applying),and (4) analyze the ways in which sex, gender, and sexuality are sociallyconstructed (analyzing).
【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 interactive lectures. A varietyof active learning techniques, such as in-class writing assignments(one-minute papers), neighbor discussions (think-pair-share), andcomment sheets, are used to accommodate the diversity in student
learning styles. In-class quizzes are held occasionally so that students
understand their own level of understanding of the course materials
at the moment. Verbal and written feedback on assignments is given
during class discussions and through using other tools as appropriate.
Also, feedback for the previous class is given at the beginning of eachclass. Students are encouraged to visit the instructor during office hours
for more personalized feedback.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Sexing the Body
How is sex determined in humanbeings?
3
Sex Differences
Is sex difference nature, culture, orboth?
4
Gender Theory
What are major gender theories?
5
Gender and Family
What does gender division of labor
among married couples look like?
6
Gender and Labor
What do we know about genderinequality at work?
7
Review & Midterm
Course review, students’ inquiries,
Examand midterm exam
8
The Invention ofWhat is the “social construction” of
Sexuality
sexuality?
9
History of LGBTQ
How do LGBTQ movements
movements
advocate for the human rights of
LGBTQ people in society?
10Same-Sex Marriage
How might same-sex marriage
oppress those who are mostmarginalized within the LGBTQ
community?
11
Discrimination against What social-institutional barriers
Transgender People
do transgender people face?
12
Sexual/Gender
Is Japan "tolerant" of
Minorities and Social
non-normative gender andAttitudes
sexuality?
13
Demography of Sexual How many people are LGBTQ? Do
Orientation and
LGBTQ people earn more or less
Gender Identity
than non-LGBTQ people?
14
Review & Final Exam
What have we learned in thiscourse? Final exam

— 135 —

グローバル教養学部 発行日：2023/5/1

SOC200ZA

Asian America
Kukhee Choo
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 5/Tue.5
その他属性：【Outline and objectives】
This course looks at Asian Americans and their experiences in the USA
beyond the image of the economically successful "model minority".
Focusing on the two oldest Asian minority groups, Japanese andChinese Americans, but paying attention also to the many other groups
included in the category “Asian Americans,” students will study thehistory of Asian immigration to the United States and trace the process
and extent of integration of Asian Americans into mainstream society
by exploring a range of topics, including the history of immigrationand exclusion, the “model minority” thesis, discrimination at work
and in education, media images, gender and sexuality, hate crime andviolence, relations with other minority groups, and social activism.
Through these topics, students will consider critically the meaningof assimilation, citizenship, and “American” as an identity and aclassificatory category.
【Goal】
Students will learn the multifaceted history and current situations ofAsian Americans, and as a result acquire a deeper and more nuanced
understanding of American society. Students can expect to develop
skills of written communication and reading comprehension throughengaging in critical thinking, analysis, writing, and discussion in thiscourse.
【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”.

13

Presentation andDiscussion III

14

Asian America:
Revisited

Student presentations on one ofthese topics: hate crimes, activism,
and interracial relations
What have we learned about Asian
America?
Review of take-home examination【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No textbook will be used. Handouts, readings, and other materials will
be distributed in class.
【References】
Fong, Timothy P. 2007. The Contemporary Asian American Experience:
Beyond the Model Minority. 3/e. Upper Saddle River, New Jersey:
Pearson/Prentice-Hall.
Zhou, Min and J.V. Gatewood. 2016. Contemporary Asian America: A
Multidisciplinary Reader. 3/e. New York: New York University Press.
【Grading criteria】
The grade is calculated on the basis of two reflection presentations(20%), one final presentation (20%), one take-home examination (50%),and participation (10%).
Clear instructions and goals are set for each of the tasks to be completed.
To excel, students need to meet the goals as well as maintain excellent
records of attendance and punctuality.
【Changes following student comments】
Students evaluated the course very positively. Reflecting on the course,
the instructor realized that it’s necessary to have stricter control overthe length of the presentation and leave more time for discussion
afterwards, and will endeavor to do so this year.
【Prerequisite】
The usual prerequisite is any 100-level or 200-level sociology course.
This prerequisite may be waived if a student has the equivalentacademic background. All students who intend to take this course must
attend the first class.

【Method(s)】This course is taught through a combination of lectures interwoven withshort discussions, presentations and post-presentation discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Overview
Overview
2
From “Different
Early immigration and exclusion
Shores”
Current Asian immigration
3
The Significance of the The causes and consequences of theInternment Experience internment of Japanese residents
and Japanese-American citizens
during WWII
4
Orientalism in
The meaning of “Orientalism”
America: MediaHistory of portrayals of Asians andImagesAsian Americans
5
Presentation andStudent presentations on one ofDiscussion I
these topics: immigration,internment, media portrayals
6
The (Asian) American
The historical context in which “theDream? The (Myth ofmodel minority thesis” emergedthe) Model Minority (1)7The (Asian) American
A factual investigation of the thesis
Dream? The (Myth of
Implications of the popularity ofthe) Model Minority (2) “the model minority thesis”
8
Families and Identities Interracial marriage: patterns andimplications
Problems in Asian American
families
The issue of “identity”
9
Gender and Sexuality
The “missing women” in the
narrative
Exoticized Asian femininity andfeminized Asian masculinity?
Queer and Asian (Americans)
10
Presentation andStudent presentations on one ofDiscussion II
these topics: model minority,
families and identities, and genderand sexuality
11
Racism, Hate Crimes
Racism and violence: history andand Inter-racial
facts
RelationsTension and hostility in inter-racial
relations
12
Activism and AsianSocial movements and mainstream
Americanspolitics— 136 —

グローバル教養学部 発行日：2023/5/1【Textbooks】
There is no single textbook required for this course. Readings as well as
relevant media will be uploaded to Google Drive.

SOC200ZAMedia Effects
Muge Igarashi
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 2/Mon.2
その他属性：〈優〉【Outline and objectives】
Media such as news, movies, and the Internet affect us both individuallyand socially. On the one hand media shapes our everyday lives at theindividual level through our inspirations, career goals, and consumption
patterns. On the other hand, at the social level, media can influence ourperceptions on political decisions, leaders, economic performance, ourglobal allies and/or enemies.
This course examines both of these individual and social effects ofmedia, offering students a toolbox of terms and theories in order torecognize, analyze, and personally manage the pervasive effects ofmedia in our lives.

【References】- Jennings Bryant, Susan Thompson, and Bruce Finklea. (2013).
Fundamentals of Media Effects. Second Edition. Waveland: Illinois.
- Potter, James. (2012). Media Effects. Sage Publications: UK, India,
Singapore.
【Grading criteria】
Participation 10%
Presentation 10%
Group Discussion 10%
Assignments 45%
Final Exam 25%【Changes following student comments】
None.
【Prerequisite】
None.

【Goal】
1) Introduce basic terms and theories of media effects research.
2) Provide case studies on major topics in media effects research such as
violence, consumer desire, nationalism, gender, and culture industries.
3) Equip students with basic skills to recognize and manage media
effects on a personal level.
【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
and society. An overview of the history of media effects research will
be presented and dominant theories in the field will be introduced.
Classes will also often include the textual reading of a particular media
such as advertisements, TV shows, films, or web pages.
Students should be eager to participate in class discussion and share
their ideas and experiences.
Students are required to submit three assignments and to participate ina group presentation.
Feedback will be provided through Google Classroom.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Media as Medium"The medium is the message"(McLuhan)
3Media Effects
Introduction to media effects.
4Media Influence
Brief historical overview of media
influence on individuals andsociety.
5
Media Theory I
Cultivation Theory - Student
presentations.
6Media Effect: Case
Effect of media: violence andStudy I
sexuality - Student Presentations.
Assignment #1 due.
7
Media Theory II
Agenda setting and framing Student presentations.
8Media Theory III
Uses and gratifications - Student
presentations.
Assignment #2 due.
9Media Effect: CaseMedia Effects of Gaming and the
Study IIInternet - Student presentations.
10Media Effect: Case
Anime, manga, and gaming inStudy III
Japan - Student presentations.
11
Society, Culture, andCulture industries.
Mass Media
12Media Effect in Japan
Idols and Japanese entertainment
industry - Student presentations.
13Group Discussion
Group discussion on media effects.
Assignment #3 due.
14
Wrap-up and Final
Wrap-up and Final Exam
Exam【Work to be done outside of class (preparation, etc.)】
Students are expected to review class materials, complete assignments,and find relevant material. Preparatory study and review time for thisclass are two hours per week.

— 137 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to review the lecture slides and other course
materials after each class. Preparatory study and review time for thisclass are 2 hours each.

SOC200ZA

Gender, Sexuality and Society【Textbooks】
No textbook will be used.
instructor.

Daiki Hiramori
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 1/Fri.1
その他属性：〈優〉

Electronic slides will be provided by the【References】
The structure of this course relies heavily on the following books:
Connell, Raewyn. 2021. Gender: In World Perspective. 4th ed. Medford:
Polity. Weeks, Jeffrey. 2016. Sexuality. 4th ed. New York: Routledge.
Further reference may be provided based on students’ areas of interest.

【Outline and objectives】
This course serves as an introduction to the sociology of gender andsexuality. The first half of the course covers the sociology of gender, andthe second half of the course covers the sociology of sexuality. Whilea range of issues relevant to gender and sexuality will be taken up,
this course focuses on the perspectives offered by relevant social science
theories and concepts to interpret findings from social science research.
In this course, students will learn to look at gender and sexuality issues
critically and understand the subtle social processes through whichtaken-for-granted ideas and practices about gender and sexuality are
created.

【Grading criteria】
Participation: 15%
In-class quizzes: 15%
Midterm exam: 35%
Final exam: 35%【Goal】
By the end of this course, students will be able to: (1) identify thedifference between sex, gender, and sexuality, (2) define the key theories
and concepts of gender and sexuality (remembering/understanding), (3)apply those concepts to understand how gender and sexuality affectindividuals’ experiences embedded in structures of power (applying),and (4) analyze the ways in which sex, gender, and sexuality are sociallyconstructed (analyzing).

【Prerequisite】
None.

【Changes following student comments】
Not applicable. This course is taught for the first time by this instructor.
【Equipment student needs to prepare】
None. You are welcome to use computers/tablets for class-related
purposes 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 is taught primarily through interactive lectures. A varietyof active learning techniques, such as in-class writing assignments(one-minute papers), neighbor discussions (think-pair-share), andcomment sheets, are used to accommodate the diversity in student
learning styles. In-class quizzes are held occasionally so that students
understand their own level of understanding of the course materials
at the moment. Verbal and written feedback on assignments is given
during class discussions and through using other tools as appropriate.
Also, feedback for the previous class is given at the beginning of eachclass. Students are welcome to visit the instructor during office hours
for more personalized feedback.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Sex Differences andIs sex difference nature, culture, orGendered Bodies
both?
3
Gender Theory andWhat are major gender theories?
Theorists
4
Gender Relations
What does it mean to consider
gender as a social structure?
5
Personal Life
What is gender identity?
6
Work, Economy andWhat do we know about genderGlobalization
inequality at work?
7
Review & Midterm
Course review, students’ inquiries,
Examand midterm exam
8
The Invention ofWhat is the “social construction” of
Sexuality
sexuality?
9
The Challenge ofHow do perversity and diversity
Diversity
relate to sexuality?
10
Sexuality, Intimacy,
When does who you sleep withand Politics
become political?
11
Private Pleasures andWhat is sexual democracy?
Public Policies
12
LGBTQ in Japan by
Is Japan "tolerant" of
the Numbers
non-normative gender andsexuality?
13
Latest Research in the How to measure gender and
Demography of Sexual sexuality on surveys? What can
Orientation andresearchers do once they measure
Gender Identity
gender and sexuality on surveys?
14
Review & Final Exam
What have we learned in thiscourse? Final exam

— 138 —

グローバル教養学部 発行日：2023/5/1【References】
Material will be provided by the instructor.

ART200ZA

Art History【Grading criteria】
Class participation: 20%
Homework assignments: 30%
Presentation: 30%
Essay: 20%

Sarah Allen
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 4/Thu.4
その他属性：【Outline and objectives】
20th-century art history, appreciation and interpretation. Students willlearn to critically analyze various forms of art within their social andhistorical context.

【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
USB for presentation【Prerequisite】
None.

【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 give a presentation on a 20th-century
artist, group, or movement of their choice. Regular assignments arealso intended to relate art and art history to other topics of academic
interest, and feedback will also be given in class in the form of
discussion. Students will apply these skills and perspectives in a final
paper and presentation.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Ways of Seeing I
Discussion of Berger’s ideas inrelation to images presented inclass
3
Post-Impressionism to History and influences of late
De Stijl
19th-early 20th-century
movements
4
Ways of Seeing II
Discussion of Berger’s ideas inrelation to images presented inclass
5Dada, Surrealism
History and influences of
20th-century movements
6
Ways of Seeing III
Discussion of Berger’s ideas inrelation to images presented inclass
7
Wartime Propaganda
History and influences ofArt, Abstract
20th-century movements andExpressionism
developments
8
Advertising, Pop Art
History and influences of
20th-century visual culture anddevelopments
9
Contemporary Art and History and influences ofPopular Culture
20th-century movements anddevelopments
10
Post-modernism,History and influences ofArchitecture
20th-century movements anddevelopments
11
Student Presentations Presentations about an artist,I
work(s), group, or movement
12
Student Presentations Presentations about an artist,
IIgroup, work(s), or movement
13
Student Presentations Presentations about an artist,IIIgroup, work(s), or movement
14
Art spaces and events
Art spaces and events of cultural
significance【Work to be done outside of class (preparation, etc.)】
Reading assigned material, completing worksheets and other written
assignments, postings on the class website, preparation for group
discussion, and research. Preparation for class presentation and essay.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Not required.
website.

Weekly reading material will be posted on the class— 139 —

グローバル教養学部 発行日：2023/5/1【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. Preparatory study and review time
for this class are 2 hours each.

ART200ZA

Asian Popular Culture
Kukhee Choo

【Textbooks】
No textbook will be required as readings will be provided by the
instructor.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 5/Tue.5【References】
Various articles will be uploaded on Hoppii

その他属性：〈優〉【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, students will gain insight into
connections beyond the countries they are usually associated with. In
other words, this class will analyze the links between these countries
that are facilitated by the media. With this in mind, this class will
ultimately consider how media flows across national boundaries andengages with cultural regionalism.

【Grading criteria】
Minimum absences 10%
Speaking up during class discussions 40%
Presentation 50%【Changes following student comments】
Not applicable.
【Prerequisite】
None.

【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 discussion-based, with visual material such as clips offilms and animation. 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 class content and discussion. Discussions based off of the readingmaterial will be facilitated by questions from the instructor to help
the students explore and develop their critical and analytical skills forthat topic. Feedback will be given throughout the course via discussion
topics. Students will be assessed on their understanding of the readings
and discussions through their presentations and exam.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Theories of Popular
Readings on what popular culture
Cultureis
3
Nationalism andReadings on how popular culture
Popular Culture
influences our everyday lives
4
Early Asian Film
Wartime/postwar film industries inPracticesAsia
5
Film Adaptation
Global Hong Kong films
Across Borders
6
Powtwar Western
American culture in Japan
Influences in Asia
7
Japanese Popular
Manga and Jpop across Asia
Culture in Asia
8
Online Fan Practices of Online circulation of JapaneseAsian popular Culture popular media
9
New Develoments the
Changes in the Asian
21st Century
entertainment industries
10
Korean Wave/Korean
Transnational Korean culture
Drama
11
Globalization of Cool
Cultural policy changes in Asia
Japan
12
Hybrid Asian Popular
New developments in
Culturerace/gender/national identities
13
Student Presentations Feedback and Discussion
14
Student Presentations Feedback and Discussion— 140 —

グローバル教養学部 発行日：2023/5/1

10

ART200ZA

Japanese Popular Culture

11

Jason Cody Douglass

12

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 3/Fri.3

13
14

その他属性：〈優〉【Outline and objectives】
When asked to speak about Japan, individuals often turn topop-cultural phenomena, such as manga, anime, or cosplay.
This implies a link between culture and nation that is vital,
yet ambiguous. What do folks mean when they say they like
Japanese culture? Why has Japan become so popular?
Drawing on cultural and media studies, this course will explore
the historical and theoretical study of Japanese popular
culture. Lectures and discussions will engage with media
forms and case studies from many eras, covering topics ranging
from Takarazuka theater and pre-war radio culture to anime
fandom and the so-called “golden age of Japanese cinema.” Thecourse culminates with students delivering a presentation andsubmitting an essay on a pop-cultural phenomenon not covered
in depth during a class session.
【Goal】
Students will learn many of the key theories, terms, andarguments of cultural studies, especially as those ideas relate
to Japan. Students will practice analyzing, historically contextualizing, and writing about specific pop-cultural phenomena.
Students should leave the course with a refined ability to define
and discuss abstract concepts such as nation, culture, and what
it means for something to be “Japanese.”【Which item of the diploma policy will be obtained by taking thisclass?】
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 theoreticaltexts, students are expected to experience, or refer back totheir past experiences with, cultural objects and practices inquestion, and analyze them in a global context in their final
papers. Students will also conduct research for the final
paper. Submission of assignments and feedback will be via the
Learning Management System. In-class oral feedback will be
provided for presentation assignments.

Topics in Japanese
Popular Culture 6
Topics in Japanese
Popular Culture 7
Research Workshop
1
Research Workshop
2
Summary

Anime and its global fandom
Games, AR, VR, and beyond
Student presentations
Student presentations
Is Japan still popular?

【Work to be done outside of class (preparation, etc.)】
Students are required to complete reading assignments so thatthey are ready for class discussions. Students will regularly
be asked to summarize and reflect upon the weekly articles.
Students will conduct research, deliver a presentation, andsubmit a final paper. Preparatory study and review time forthis class are 2 hours each.
【Textbooks】
No textbook will be used. Reading materials will be provided
by lecturer in PDF format.
【References】
Tsutsui, William. Japanese Popular Culture and Globalization.
Ann Arbor, MI: Association for Asian Studies, 2010.
Ko, Mika. Japanese Cinema and Otherness: Nationalism,
Multiculturalism and the Problem of Japaneseness. New York:
Routledge, 2010.
Storey, John. Cultural Theory and Popular Culture: An
Introduction. Ninth Edition. New York: Routledge, 2021.
Morris-Suzuki, Tessa. Re-inventing Japan: Time, Space,Nation. New York: M. E. Sharpe, 1998.
【Grading criteria】
Assessments of student performance will be based upon
preparedness for, and participation in, discussions (25%), an
in-class presentation (25%), and a final paper (50%).
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
Not applicable.
【Others】
Do not miss the first class as a selection process may occur.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
How, and why, might we study
popular culture?
2
Critical Concepts 1 "Japanese" and nihonjinron
3
Critical Concepts 2 "Popular"
4
Critical Concepts 3 "Culture"5
Topics in Japanese
Theater
Popular Culture 1
6
Topics in Japanese
FilmPopular Culture 2
7
Topics in JapaneseRadio and TV
Popular Culture 3
8
Topics in Japanese
Manga
Popular Culture 4
9Topics in JapaneseAnimation before anime
Popular Culture 5— 141 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to read assigned texts, listen to assigned
recordings, and complete assigned writing tasks. Students are also
expected to find music examples to share with the class. Preparatory
study and review time for this class are 2 hours each.

ART200ZA

Music and Culture
Cathy Cox
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 5/Wed.5
その他属性：〈優〉【Outline and objectives】
What is the relationship between music and culture? How does culture
shape music? How does music express culture? In this course we will
investigate these and other questions surrounding music as a culturally
defined phenomenon. Each week students will participate in directed
listening or music-making activities related to a specific topic, drawing
on examples from various musical traditions and practices from aroundthe world.
【Goal】
Students will be able to:(1) develop vocabulary to talk about music;(2) develop an awareness and appreciation of various musics of theworld;(3) develop an ability to recognize the role of music in their own cultural
identity;(4) think critically about the complex cultural workings within a pieceof music or musical practice.
【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, 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. Feedback will be given
collectively in class or through the Learning Management System(Google Classroom), depending on the nature of the assignment.

【Textbooks】
Required weekly reading and listening assignments will be madeavailable by the instructor.
【References】
Bakan, M. (2007). World Music: Traditions and Transformations,
Second Edition. New York: McGraw-Hill.
Cornelius, S. and M. Natvig. (2018). Music: A Social Experience, Second
Edition. New York: Routledge.
Milioto Matsue, J. (2016). Music in Contemporary Japan. New York:
Routledge.
【Grading criteria】
Class Discussion and Activities: 30%,
Questionnaires for Weekly Reading and Reflection: 30%,
Short Essay Assignments: 20%,
Group Presentation: 20%【Changes following student comments】- More time added for learning and review of technical terminology;- Number of topics decreased to allow for deeper focus;- More opportunities added for practical music-making.
【Equipment student needs to prepare】
Some in-class activities may require the use of computers, tablets or
smartphones for the creation and/or playback of sound.
【Others】
Class materials and assignments can be accessed through Google
Classroom.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction: Music
Introduction: Music and Culture /and Culture / Music
Music and Identity
and Identity
2
Basic Concepts ofApproaches to understanding
Music 1
melody, modes and scales.
3
Basic Concepts ofWays of thinking about rhythm,
Music 2
timbre, texture
4Music and Ritual 1
The role of music in religious
rituals and traditions; Music as an
expression of spirituality
5Music and Ritual 2Music and modern-day rituals;
reflections on personal uses orexperiences of music as ritual.
6
Music and Ethnicity 1
Expression of ethnic identity
through traditional forms ofmusic-making
7
Music and Ethnicity 2
Complex expressions of ethnic
identity or national culture
through contemporary forms ofmusic-making
8Music and Gender 1
Traditional gender roles formusic-making; Culturally definedroles of ’masculine’ and ’feminine’
as expressed in music.
9Music and Gender 2Counter-cultures, subcultures andculture-clashes involving music
and gender.
10
Music and
Impacts of global trade and humanGlobalization 1
migration on music; musicaldiasporas.
11
Music andMusic as an expression of local
Globalization 2
traditions and community vs.
music as a global commodity.
12Group A Presentations Final presentations by students inGroup A with follow-up discussions
13
Group B Presentations Final presentations by students inGroup B with follow-up discussions
14
Final Review andreview of topics and materials
Wrap-Up— 142 —

グローバル教養学部 発行日：2023/5/1
14

LIT200ZA

Performance Studies

Student Presentations
II

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. Preparatory study and review time
for this class are 2 hours each.

Stevie Suan
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 3/Thu.3
その他属性：〈優〉【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.

【Textbooks】
Schechner, Richard. Performance Studies: An Introduction. 3rd ed.,Routledge, 2013.
【References】
Bial, Henry. The Performance Studies Reader. 3rd ed., Routledge, 2013.
【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
and images. 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’sbook. This reading will be important background information and/or
will be directly addressed as the topic of the lecture and discussion.
Lectures will explain in detail and through examples the topic for thatclass. Discussions based on the lecture will be facilitated by questions
from the instructor to help the students explore and develop theircritical and analytical skills for that topic. Students will be assessedon their understanding of the lectures and readings through theirpresentations and papers. Students will receive feedback in class andin written form, based on a grading rubric.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
What is Performance?
Performance beyond the theatricalstage
3Conceptualizing
Ways of examining performances
Performancearound us
4
Ritual Practices
Types of rituals across cultures
5
Modern Rituals
Regular practices in modern society
6
Playing andThinking about "playing" beyond
Performancegames
7
Philosophies of Play
Gradients of playfulness in various
contexts
8
Performativity of
How are words active on us
Language9
Performativity ofHow gender is constituted as
Genderpractice
10
Ways of Performing
Types of acting and theirimplications on us
11
Shifting Frames ofStages in everyday life and how
Reference
they effect us
12Intercultural
Performance on the global stage
Performances
13
Student Presentations Student presentationsI— 143 —

グローバル教養学部 発行日：2023/5/1

4

DIY Cameras-1

History of Photography

5

DIY Cameras-2

Aquiles Hadjis

6

Painting with Light

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

7

Consumer Cameras
and the
Democratization of
Photography
Objects ofRemembrance,
Evidences of
Identities
The End of Blind
Faith

ART200ZA

その他属性：

8【Outline and objectives】
How old is photography? Can you imagine visually recording
your lunch without a mobile-phone camera? Will you do iteven if each shot cost you serious money? How can you
share a photograph without Instagram, Twitter, or LINE?
Photography was born out of a desire to capture moments,
people and landscapes, but to many people, the details of theprocess are still ’magic’ that happens behind a lens. This course
looks at the history of photography to help us re-evaluate how
digital images evolved and came to be an integral part of ourlives.
【Goal】
Photography was developed through a process of scientificstudy and creative experimentation. This course will give
students an insight into the problems that a large number ofphotographers overcame to make images. Knowledge gainedof methods and approaches during the course will also help
students better understand the production of images today,
helping them to become more informed consumers/producers.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course uses a practice-led learning approach to guidestudents through a history of photographic processes and theireffect in modern societies. Each week, a workshop is conductedthat evokes technological and sociological developments in themedium. These are supported with periodic lectures relating toexamples of past and contemporary photographers. Students
document class activities and self-directed research projects
using a workbook. Working towards an individual approach,students are required to make their own photographic projects,
and to present them in the form of portfolio books (booklets). To
create a portfolio book, students are expected to use an online
book printing service(suggestions will be given). To evidence
the creative process, students are also expected to document
the classes and activities in a workbook.
Submission of assignments and mutual feedback are expected
to be part of a continuous offline/online dialogue. Feedback
regarding student work progress will provided in two ways:
direct guidance from the instructor, and peer-review sessions
including classmates.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
The Desire to Leave Class introduction anda Traceexamples of work by previous
students and the instructor.
2
I was HereRecording memories visually
without a camera before andafter photography.
3
Light Burns, Colors Discussing the history ofFadephotography from a technology
perspective.

9

10
11
12
13
14

Photo Project:
Research
Photo Project:
Proposal
Photo Project: Peer
Review
Photo Project: Final
Submission
Photo Project: Final
Review

Making pinhole cameras /camera obscura at home.
Making pinhole cameras /camera obscura at home.
Discussing the history ofphotography as a recognizedfine art medium.
Learning about 35mm and
120mm film processes, as wellas instant photography.
Discussing the cultural historyof photography.

Exploring a notion of
post-truth and a history of’fake’ imagery
Conducting research for photoprojects.
Reviewing proposals for photoprojects.
Peer review of photo projects
prior to submission.
Review and submission ofphoto project.
Presentation of photo projects
and wrap-ups.

【Work to be done outside of class (preparation, etc.)】
Students are expected to prepare required materials forclass (instructions will be given each week), as well as
download and do assigned readings. The final project (photoproject) and most assignments will require students to makephotographs outside of class hours. In addition, students
must maintain a workbook that keeps track of questions for
self-directed research assignments and describes/reflects upon
their creative activities across the semester (no strict format
will be enforced, but seriousness is expected and will be
rewarded). Preparatory study and review time for this classare 2 hours each.
【Textbooks】
No textbook will be used. Handouts and reading materials will
be distributed in class.
【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.
Blight, Daniel C. (2019) The Image of Whiteness: Contemporary
Photography and Racialization, Spbh Editions.
Hockney, David (2006) Secret Knowledge: Rediscovering theLost Techniques of the Old Masters, Thames & Hudson.
Pinney, Christopher (2003) Photography’s Other Histories(Objects/Histories), Duke University Press.
Willes Tucker, Anne et al (2003) The History of JapanesePhotography, Yale University Press.
Additional references will be provided by the instructor inclass.
【Grading criteria】
Participation: This applies to taking part in the weekly
activities, as well as weekly assignments at class. More than 2
unexcused absences will result in failure of this course.

— 144 —

グローバル教養学部 発行日：2023/5/1

Workbook: Weekly contribution to their workbooks will startat a minimum of 2 pages per week including documentation ofclass activities and self-directed research works.
Final Project: Each student must produce a personal photoproject (min. of 10 solid (self-curated) images). Please note thateach student will be asked to pay for an online book printing
service to produce his/her portfolio book. Printing may costaround 4,000 yen according to size, number of pages, and print
quality. Further details will be explained in class.
The final grade is based on: Participation 20%, Workbook 30%,and Final Photo Essay Project 50%.
【Changes following student comments】
The course has been modified to encourage more practicalengagement with the history of photography.
【Equipment student needs to prepare】
Students will need a laptop, a smartphone, a camera(mobile-phone camera will do), a workbook (e.g.
blanksketchbook/notebook), and general stationary (e.g. pen, pencil,
glue, tape, scissors). Students will also need access to a printer(either at home, on campus, or at a convenience store). Detailsof other items required will be given each week.
【Others】
Students are expected to come to class on time, participate andshow interest.
The instructor is a practicing artist and filmmaker whose work
across different disciplines (starting with photography) has
been shown at international exhibitions and media.
【Prerequisite】
None.

— 145 —

グローバル教養学部 発行日：2023/5/1
9ART200ZA

Film Theory and Analysis

10
11

Jason Cody Douglass
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 2/Fri.2
その他属性：【Outline and objectives】
Cinema and its study stand at a crossroads. According to thoseskeptical about the future viability of theatrical exhibition, cinema
is nearing the end of its lifecycle as an artform. Enthusiasts
retort that we have only just begun to uncover film’s many
forgotten histories, hidden archives, and possible futures. Somecritics suggest that the very category of “film” has become
obsolete; cinema has blended with other audiovisual media such as
television, games, and advertisements so as to enclose us, becoming
omnipresent within our lived environments. Yet, many continue
to watch movies on a regular basis, either in a theater or on any
manner of screen. With so many conflicting theories, how might we
begin to make sense of the impact of film upon us and our societies?
This course introduces students to the terms and theories theyneed to know in order to think critically and write analytically
about film. Lectures, in-class discussions, and assignments aredesigned to help students grapple with pressing questions within
film studies, and make sense of the films they encounter in theireveryday lives. Each week will focus upon a different criticalconcept within film studies and instruct students on how toapply that topic to individual texts. Along the way, students
will familiarize themselves with crucial films, filmmakers, filmic
technologies, and filmmaking traditions by studying cinema fromvarious eras, genres, and industries.
【Goal】
Students will learn many of the key theories, terms, andarguments of film studies; will practice closely viewing, discussing,researching, and writing about films; and will utilize films to think
through issues such as class, race, gender, sexuality, disability, thebody, and mediality.

12
13
14

Approaches to
Writing About Film 1
Approaches to
Writing About Film 2Approaches to
Writing About Film 3
Research Workshop 1
Research Workshop 2
Summary

Genre
Auteurs and festivals
National cinema
Student presentations
Student presentations
Film futures【Work to be done outside of class (preparation, etc.)】
Students will view films, take viewing notes, and read essays in
preparation for class sessions. Students will conduct research,deliver a presentation, and submit a final paper. Preparatory study
and review time for this class are 2 hours each.
【Textbooks】
No textbook will be used. Reading materials will be provided bylecturer in PDF format.
【References】
Corrigan, Timothy and Patricia White. The Film Experience: An
Introduction. Sixth edition. Boston: Bedford/St. Martin’s, 2021.
Braudy, Leo and Marshall Cohen, eds. Film Theory and Criticism:
Introductory Readings. Seventh edition. New York: Oxford
University Press, 2009.
【Grading criteria】
Assessments of student performance will be based upon preparedness for, and participation in, discussions and exercises (25%), an
in-class presentation (25%), and a final paper (50%).
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
Not applicable.
【Others】
Do not miss the first class as a selection process may occur.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking thisclass?】
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 willconduct research projects.
As the history of cinema covers
approximately 130 years and involves many regions, the list of thefilms examined in this course is eclectic. Some examples are as
follows: Pauvre Pierrot (1892), A Trip to the Moon (1902), Paprika(2006), Shoes (1916), The Cabinet of Dr. Caligari (1920), Battleship
Potemkin (1925), Daises (1966), Boy and the World (2013), The
Battle of Algiers (1966), Enter the Dragon (1973), Black Girl (1966),
Rashomon (1950), and Spider-Man: Into the Spider-Verse (2018).
Written and oral feedback will be provided for assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Overview, objectives, andlimitations
2
Key Terms
Experiencing and responding tofilm
3Film Topics 1
Narrative
4
Film Topics 2
Mise-en-scène
5Film Topics 3
Editing6Film Topics 4
Cinematography
7
Film Topics 5
Sound
8
Film Topics 6
Document— 146 —

グローバル教養学部 発行日：2023/5/1
13

LAN200ZA

14

Digital Writing and Publication

AI and the Future of
Writing
Final Presentations
and Assessment

Will the machines take over?
Student presentations andtake-home assessment【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.

Mark Birtles
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 3/Fri.3
その他属性：〈優〉【Outline and objectives】
Technological advances have pushed society toward an ever-moreparticipatory global culture; we both consume and create vast quantitiesof the written word on our phones, laptops and tablets. These digitaltexts have expanded the definition of what we call writing and what we
can do with it. This course will look more closely at how this kind ofdigital copy is produced and the way it impacts our daily life. Together,
we will examine the planning, writing and publication stages of digitalcontent creation, as well as the practical and ethical issues that are
involved.
【Goal】
Frederich Nietzsche once said, “it is my ambition to say in 10 sentences
what others say in a whole book,” and that is what we will aim todo: produce clear and concise written communication. As part of thisprocess, we will:• Examine how technology has profoundly altered traditional writing
practices• Learn how to deliver content to a brief, within set style guidelines• Be engaged in the analysis and production of digital writing, bothindividually and as part of a team
• Consider the fundamentally new set of ethical issues the online world
has created.

【Textbooks】
No textbook will be required in class, materials will be supplied by the
instructor.
【References】
Alexander, J., & Rhodes, J. (2018). The Routledge handbook of digital
writing and rhetoric. New York, US: Routledge.
Anderson, J. & Dean, D. (2014). Revision decisions: talking throughsentences and beyond. Portland, US: Stenhouse Publishers.
Beach, R. (2014). Understanding and creating digital texts: an activitybased approach. Lanham, US: Rowman & Littlefield.
Carroll, B. (2017). Writing and editing for digital media (third edition).
New York: Routledge.
DeVoss, D., Eidman-Aadahl, E. and Hicks, T. (2010). Because digital
writing matters. San Francisco, US: Jossey-Bass.
Strunk, W & White, E. (1999). The elements of style (fourth edition).
Boston, US: Allyn & Bacon.
【Grading criteria】
Class participation 15%, assignments 15%, midterm exam 20%,collaborative project 25%, final exam 25%.
【Changes following student comments】
The collaborative working sessions have been split to allow students
more out-of-class working time on the project.
【Equipment student needs to prepare】
Please bring a laptop computer to every class. If access to a laptop
computer is difficult, please inform the instructor.
【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)】Digital Writing and Publication has a focus on quality rather thanquantity; in today’s digital world, information must be conveyed quickly
and attractively. An assignment may be as short as 50 words, but
students will learn how to make those 50 words count. Submissionof assignments and feedback will be via the Learning Management
System. We will look at practices that promote a collaborative approach
toward a common goal via technology.
Students will also learn
industry-standard practices, such as writing to a specific style guide andfor a specific audience.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction2
Principles of Good
The foundation of good copywriting
Writingpractices3
Identifying the
Before we write a single word, we
Audienceneed to answer three questions:who is our audience? What do they
need? What is our purpose?
4
Choosing a Voice and
The importance of tone andWriting to a Brief
examples of the kind of brief awriter may be given
5
AP Style
A close look at the importance ofwriting to a specific style, using thestandard AP stylebook
6
Editing
A dive into the world of content
editing
7
Review and Midterm
Review and written examination ofExamcontent thus far
8
Visual Style andAn examination of the interplay
Publication
between text, images, video andcolour9
Digital Ethics I
Current debates regarding
ownership, copyright and fair use
10
Collaborative Working Over the two sessions, students
Practices I
will work as a team to create
original digital content
11
Digital Ethics II
Current debates regarding
standards and ethical codes
12
Collaborative Working Over the two sessions, students
Practices II
will work as a team to create
original digital content— 147 —

グローバル教養学部 発行日：2023/5/1
14

LAN200ZA

Digital Writing and Publication

Final Presentations
and Assessment

Student presentations andtake-home assessment【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.

Mark Birtles
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 5/Thu.5
その他属性：〈優〉【Outline and objectives】
Technological advances have pushed society toward an ever-moreparticipatory global culture; we both consume and create vast quantitiesof the written word on our phones, laptops and tablets. These digitaltexts have expanded the definition of what we call writing and what we
can do with it. This course will look more closely at how this kind ofdigital copy is produced and the way it impacts our daily life. Together,
we will examine the planning, writing and publication stages of digitalcontent creation, as well as the practical and ethical issues that are
involved.
【Goal】
Frederich Nietzsche once said, “it is my ambition to say in 10 sentences
what others say in a whole book,” and that is what we will aim todo: produce clear and concise written communication. As part of thisprocess, we will:• Examine how technology has profoundly altered traditional writing
practices• Learn how to deliver content to a brief, within set style guidelines• Be engaged in the analysis and production of digital writing, bothindividually and as part of a team
• Consider the fundamentally new set of ethical issues the online world
has created.

【Textbooks】
No textbook will be required in class, materials will be supplied by the
instructor.
【References】
Anderson, J. & Dean, D. (2014). Revision decisions: talking throughsentences and beyond. Portland, US: Stenhouse Publishers.
Beach, R. (2014). Understanding and creating digital texts: an activitybased approach. Lanham, US: Rowman & Littlefield.
Carroll, B. (2017). Writing and editing for digital media (third edition).
New York: Routledge.
DeVoss, D., Eidman-Aadahl, E. and Hicks, T. (2010). Because digital
writing matters. San Francisco, US: Jossey-Bass.
Strunk, W & White, E. (1999). The elements of style (fourth edition).
Boston, US: Allyn & Bacon.
【Grading criteria】
Class participation 15%, assignments 15%, midterm exam 20%,collaborative project 25%, final exam 25%.
【Changes following student comments】
The collaborative working sessions have been split to allow students
more out-of-class working time on the project.
【Equipment student needs to prepare】
Please bring a laptop computer to every class. If access to a laptop
computer is difficult, please inform the instructor.
【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)】Digital Writing and Publication has a focus on quality rather thanquantity; in today’s digital world, information must be conveyed quickly
and attractively. An assignment may be as short as 50 words, but
students will learn how to make those 50 words count. Submissionof assignments and feedback will be via the Learning Management
System. We will look at practices that promote a collaborative approach
toward a common goal via technology.
Students will also learn
industry-standard practices, such as writing to a specific style guide andfor a specific audience.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction2
Principles of Good
The foundation of good copywriting
Writingpractices3
Identifying the
Before we write a single word, we
Audienceneed to answer three questions:who is our audience? What do they
need? What is our purpose?
4
Choosing a Voice and
The importance of tone andWriting to a Brief
examples of the kind of brief awriter may be given
5
AP Style
A close look at the importance ofwriting to a specific style, using thestandard AP stylebook
6
Editing
A dive into the world of content
editing
7
Review and Midterm
Review and written examination ofExamcontent thus far
8
Visual Style andAn examination of the interplay
Publication
between text, images, video andcolour9
Digital Ethics I
Current debates regarding
ownership, copyright and fair use
10
Collaborative Working Over the two sessions, students
Practices I
will work as a team to create
original digital content
11
Digital Ethics II
Current debates regarding
standards and ethical codes
12
Collaborative Working Over the two sessions, students
Practices II
will work as a team to create
original digital content
13
AI and the Future ofWill the machines take over?
Writing— 148 —

グローバル教養学部 発行日：2023/5/1

LAN200ZA

Language, Social Media and Society
Mark Birtles
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 4/Fri.4
その他属性：【Outline and objectives】
The world of social media has led to a revolution in how we
express ourselves and interact with others; the way we consume anddisseminate information grows ever more complex. This increased useof computer-mediated communication means that analysis is now morecritical than ever. This course aims to make sense of our digital lives by
joining the dots between language, the parts of the web we use in daily
life and its impact on our world.
【Goal】
By the end of the course, students will be able to:• Understand the use of social media from an academic perspective• Engage in scholarly discussion about social media, using appropriate
ideas and terminology• Interpret linguistic analysis on social media discourse• Consider the wider social implications of the lives we lead online【References】
Crystal, D. (2006). Language and the Internet (Second Edition).
Cambridge, England: Cambridge University Press.
Jones, R. H., & Hafner, C. A. (2021). Understanding digital literacies:
A practical introduction (Second edition). London, England: Routledge,
Taylor & Francis Group.
Page, R. E., Barton, D., Unger, J., & Zappavigna, M. (2014). Researching
language and social media: A student guide. London, England:
Routledge, Taylor & Francis Group.
Tagg, C. (2015). Exploring digital communication: Language in action.
London, England: Routledge, Taylor & Francis Group.
Tagg, C., Seargeant, P., & Brown, A. A. (2017). Taking offence onsocial media: Conviviality and communication on Facebook. Cham,
Switzerland: Palgrave Macmillan.
Zappavigna, M. (2015). Discourse of Twitter and social media: How
we use language to create affiliation on the web. London, England:
Bloomsbury.
【Grading criteria】
Class participation 15%, assignments 15%, midterm exam 30%, final
exam 40%【Changes following student comments】
Following student suggestions, there will be more time allocated forgroup discussions to facilitate a sharing of ideas and experiences.
【Equipment student needs to prepare】
Please bring a laptop computer to every class. If access to a laptop
computer is difficult, please inform the instructor.
【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 classes will be a mixture of lecture-based teaching and discussion,
with students invited to share their own experiences. Each week wewill actively engage with a social, political or ethical question regarding
social media use and how it shapes our world. We will also look at
the theoretical approaches scholars use to investigate the impact of thelanguage we use on the web. Submission of assignments and feedback
will be via the Learning Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
From Myspace to
How did social media evolve? What
TikTokis its place in the wider historicalcontext of computer-mediatedcommunication?
3
Social Media andHow does a linguist approach social
Linguistics
media and the different aspects oflanguage?
4
Netspeak: Changes in
From LOL to the emoji ‒ how has
Languagethe internet shaped the way inwhich we communicate?
5Communicating IRL
Is social media "ruining" language?
6
The Power of Social
What part did social media play inMedia
the Capitol Hill riots?
7
Review and Midterm
In-class review and midterm task
midterm assessment
based on content thus far
8
English as a Lingua
Does the internet further the global
Franca and Codedominance of English?
Switching
9
From Anonymity to
Are we ever ourselves on social
Self-promotion
media?
10
The Great Privacy
What are the implications of social
Debatemedia on privacy?
11
Anti-social Social
What can be done about trolls andMedia
online bullying?
12
Constructing Virtual
How do we use language to form
Communities
groups?
13
The End of Society
Is social media making us lesssocial offline?
14
Final Exam and Wrap End-of-course assessment andUpreview【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No textbook will be required in class, materials will be supplied by the
instructor.

— 149 —

グローバル教養学部 発行日：2023/5/1
9

SHS200ZA

Science and Technology Studies
10

Youyung Hyun
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 2/Tue.2

11

その他属性：〈優〉
12【Outline and objectives】
This course aims at helping students to learn the confluence of major
technological forces–cloud computing, big data, artificial intelligence,and the Internet of Things–in driving a new digital society. In doing so,
students will understand how digital-age companies such as Amazon,
Google, Netflix, and Spotify are creating whole new industries andbusiness models.
【Goal】
Students will understand the role of digital technologies in determining
the capabilities of both incumbents and digital-born companies. To
do so, students will learn how companies have transformed theirbusiness models and how they have embedded new technologies intheir organizational fabric. This will be covered from the era ofpost-industrial society to the digital society.
Also, using multiple case studies, students will be able to explore
and analyze how specific organizations have led their own digitaltransformation.
【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 proceed with lectures, readings, group presentations,and group discussion. Students are required to read each chapter of atextbook in advance that will be covered during the class and submit
a summary of it. After partial lectures from an instructor, students
will participate in group presentations and subsequent discussions.
The subject of group presentations will be divided into two types – (1)the content of each chapter based on rigorous understanding, (2) casestudies of the modern companies that can deepen understandings ofeach chapter and develop students’ own critical perspective on the cases.
At the beginning of class, feedback for the previous class is given using
some comments from submitted weekly papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

13

14

Chapter (4b): The
Elastic Cloud and Case
StudiesThis class covers specific companies
that have made exponential growthwith using cloud computing andexamines risks involved in cloudcomputing via discussions.
Chapter (5a): Big Data This class covers the definition /and Analytics
size/ speed/ structure of big data
and a brief history behind it.
Chapter (5b): Big Data This class covers specificand Analytics and Case applications of big data using caseStudiesstudies and discusses challenges inhandling big data for modern
enterprises.
Chapter (6, 7a): The AI This class covers the definition of
and IoT
AI / Internet of Things (machinelearning, neural networks)and theoverall field of AI today.
Chapter (6, 7b): The AI This class covers how AI and IoT
and IoT and Caseare deployed and improved an
Studiesorganization’s workflow using casestudies and discusses somechallenges associated with them.
Wrap-up and
The final class will briefly wrap up
Finalizing chapter 1-6
what we have learned by an
instructor, and students will dosmall group presentations.

【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Digital Transformation: Survive and Thrive in an Era of Mass Extinction (English Edition), Thomas M. Siebel, RosettaBooks (2019/7/9),
3,257yen (hardcover).
【References】
1. Rogers, D. (2016). The digital transformation playbook. Columbia
University Press.
2. Marr, B. (2016). Big data in practice: how 45 successful companies
used big data analytics to deliver extraordinary results. John Wiley &Sons.
【Grading criteria】
Participation (20%); Weekly paper (20%);
Group presentations (40%); Group discussions (20%).
【Changes following student comments】
Not applicable【Equipment student needs to prepare】
Bring to class: a notebook, the textbook on a laptop or a tablet, or bringa hard copy. Further information will be provided by the instructor.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction of Course Introduction of Course
2
Post- andThe class first covers how thePre-Industrial Society
pre-and post-industrial societies
had emerged. The class pays
particular attention to the role ofdata processing, data-bases inleading the development of
manufacturing.
3
Chapter (1):This class covers the impact of
Punctuatedscience and technology on economic
Equilibrium andsystems, and how it creates
Economic Disruption
economic disruption and new
stability in a society.
4
Chapter (2a): DigitalThis class covers the definition,
Transformation
scope, and applications of digitaltransformation.
5
Chapter (2b): DigitalThis class covers digitalization andTransformation andthe impact of the Internet using
Case Studies
case studies and compares how
incumbents and digital-borncompanies deal with digitaltransformation.
6
Chapter (3a): The
This class will cover technology
Information Ageinnovations (e.g.,cloud computing,big data, artificial intelligence,machine learning, deep learning,the Internet of Things).
7
Chapter (3b): The
We will cover how modern
Information Age andcompanies incorporate new digital
Case Studies
technologies to create/modify their
new business model.
8
Chapter (4a): The
This class covers the rise of cloud
Elastic Cloudcomputing, its business value,
benefits, and risks.

— 150 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.

ART200ZA

Art and Design【Textbooks】
No textbook will be used.
The instructor will provide digital notes through Google Classromm, as
well as access to reading materials.

Suzanne Mooney
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 1/Fri.1
その他属性：〈優〉【Outline and objectives】
Art and design play important roles in society. This is true not only forthe 21st century, as art and design have been formative in the shapingof the history of societies throughout the world for centuries.
This course introduces students to the fields of art and design,identifying and exploring the differences and the overlaps between
them.
【Goal】
Through this course, students will learn about the relationship between
art and design and society, while also gaining an understandingof concepts relating to aesthetics, media studies, art history andcontemporary art and design. Through the ideas introduced in thiscourse, students will become more aware of the impact of art and designin the world around them, and equip them with the knowledge andvocabulary to engage in discussions related to the topics raised.
【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 on art and design, students will engage
in weekly tasks in response to the subjects of the lectures. As the firsthalf of the course concludes, the students are expected to choose a topic
for their final presentation.
The presentation of the project will be a combination of oralpresentation, slides(optional) and presentation of preparatory notebook
work.
Submission of assignments and feedback will be via the Learning
Management System.
Feedback on presentations will be given in class. Separate feedback will
be given via email or the Learning Management System if required.

【References】
Manoich, Lev (2002) The Language of New Media, MIT Press. Berger,
John (2012/1972) Ways of Seeing, Penguin. Lidwell, William, et al.
(2010) Universal Principles of Design, Rockport. Meggs, Philip, Purvis,
Alston (2016) Meggs’ History of Graphic Design, Wiley.
【Grading criteria】
Participation:
Includes classroom activities, assigned readings, weekly submitted
tasks/response.
Final Presentation: Students choose examples of "innovative" art ordesign they have experienced or engaged with directly. The presentation
should include key points such as innovation, value, authorship, theuser/viewer experience, and also logically reason the work’s appeal tothem and to the general public. In addition to the presentation itself,
preparatory work in a notebook will be assessed to form the final grade.
Students are free to choose their topic, but must present the chosen topic
in class during the first half of the semester.

Final assessment is based on:
Active participation 60% (including weekly tasks submitted through
Google Classroom = 50% and mid-term presentation/discussion = 10%),
Final Project 40% (Presentation = 30% preparatory notebook work =10%)【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
Students will need a computer, a notebook (e.g. sketchbook/notebook),
and general stationary (e.g. pen, pencil, glue, tape). A digital
notebook/tablet is also acceptable.
Students will need access to a camera or scanner to submit digital
images of their notebook work online.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
The functions of art
What does/should art do? Whatshould art not do? Considering
aesthetics, entertainment politics,
ritual and other functions of art insociety.
3
The functions of design The purpose of design and thevarious roles within its production.
Considering branding, products,
and their impact on society.
4Authorship in art andFrom the author as genius to thedesignanonymous company designer,considering the importance ofauthorship in art and design5
Art objects
Exploring art objects ascommodities
6
Beyond function
Creativity in design and how
design is not always functional
7
Mid-term
Students present their proposed
presentations
topic in a group and discuss how todevelop each person’s topic towards
the final presentation.
8
Focus on media art
Art beyond the art object:technology in art
9Focus on technology in Cutting-edge technology and new
designmaterials in design
10
Innovation
Innovation in art and design in the
21st century:
11Entertainment
Examples in computer games,
becomes art
cinema, etc.
12Consumer culture
Understanding what we want andwhy we want it
13
Final Presentations
End of term presentations anddiscussion 1
14
Final Presentations
End of term presentations anddiscussion 2— 151 —

グローバル教養学部 発行日：2023/5/1【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). Preparatory study and review time
for this class are 2 hours each.

PSY200ZA

Social Psychology I
Yu Niiya
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 1/Thu.1
その他属性：〈グ〉【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 helping and aggression,group influence, self, emotion, 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. (2022). Social Psychology (14th 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 Statistics and introductory coursesin psychology (e.g., Introduction to Psychology I/II, Developmental
Psychology) may be given priority in the selection. Students are strongly
encouraged to take this class if they intend to enroll in Self and Culture
seminar or Advanced Topics in Social Psychology (300-level)【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. Feedback for thequizzes and midterm exams will be given in class. Students are also
encouraged to take advantage of the office hours should they wish to get
more personalized feedback on how to improve their performance.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Methods in Social
How do social psychologists study
Psychology
behaviors?
3
Social Cognition I
How do we perceive our socialworld?
4
Social Cognition II
How do we make sense of our socialworld?
5
Attitudes andWhen do attitudes predict
Behaviors I
behaviors?
6
Attitudes andWhen do behaviors predict
Behaviors II
attitudes?
7
Attitudes andHow much is the social world “outBehaviors III
there” vs. “in our head”?
8
Review & Midterm
What have we learned so far?
ExamMultiple choice and short-essays
9
Conformity I
Why do people conform?
Informational social influence
10
Conformity II
Why do people conform? Normativesocial influence
11
Obedience
What leads to attitude change
12Persuasion I
When do people get convinced?
Elaboration likelihood model
13
Persuasion II
How can you persuade others?
Persuasion technique
14
Review & Final Exam
What have we learned so far?
Multiple choice and short-essays— 152 —

グローバル教養学部 発行日：2023/5/1

PSY200ZA

Social Psychology II
Yu Niiya
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 3/Fri.3
その他属性：〈グ〉【Outline and objectives】
This is an introductory course in social psychology, the scientific studyof how we view and influence one another. Students are introduced
to the theories, research methods, and seminal findings of social
psychology. Social Psychology II will focus on social relations andintergroup dynamics, covering topics such as close relationships, helping
and aggression, group influence, prejudice, and peacemaking. Social
Psychology I and II will complement each other to 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 fail? Why are people sometimes helpful,
but at other times aggressive or even cruel? How does the presence ofothers influence individual performance and decision? What leads toprejudice and what can be done about this problem?

【Work to be done outside of class (preparation, etc.)】
Students should review their notes and read the assigned readings
before each class and be able to explain the major concepts and theories
they have learned. To test their understanding of the material, students
must complete short online quizzes. If there are any parts they do not
fully understand, students are encouraged to consult the lecturer duringclass, post a question/comment online, or go through related references.
They must also download and print out handouts prior to each classand bring them to class to take notes. Occasionally, students will also
be assigned homework (worksheets, questionnaires, etc). Preparatory
study and review time for this class are 2 hours each.
【Textbooks】
No textbook will be used.
【References】
Myers, D. G. & Twenge, J. (2022). Social Psychology (14th 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 by means of two exams (25% each), in-class activities/online quizzes (20%), group work (20%), and class participation(10%).
【Changes following student comments】
Not applicable, due to change in lecturer.
【Others】
Social Psychology I and II can be taken in reverse order (II and then I).
Students who have taken and passed Statistics and introductory coursesin psychology (e.g., Introduction to Psychology I/II, Developmental
Psychology) may be given priority in the selection. Students are strongly
encouraged to take this class if they intend to enroll in Self and Culture
seminar or Advanced Topics in Social Psychology (300-level).
【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. Student will receive
feedback from the lecturer in the form of in-class comments, feedback
to comments/questions posted online, and written comments to any
assignments that are handed in.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Attraction
What increases liking?
3
Close Relationships 1
What causes relationships to begin
or fail?
4
Close Relationships 2
Group Work I
5
Prosocial Behavior
When and why we help (or don’thelp)?
6
Aggression
What are the determinants ofaggression?
7
Review and Midterm
Review and midterm exam (weeks
Exam
1-6)
8
Group Influence 1
Task performance in groups
9Group Influence 2Group Work II
10Group Influence 3
Decision-making in groups
11
Stereotyping andWhat causes stereotypes andPrejudice 1
prejudice?
12
Stereotyping andGroup Work III
Prejudice 2
13
Conflict andWhat causes conflict? How can wePeacemaking
encourage peacemaking?
14
Review and Final
Review and final exam (weeks 8-13)
Exam— 153 —

グローバル教養学部 発行日：2023/5/1
10

PSY200ZA

Educational Psychology
Dexter Da Silva

11

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 6/Tue.6
その他属性：
12【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.
I respond to students’ questions, comments, concerns, ideas they writeon the Reflection Papers weekly / regularly.
I see quizzes and mid-term exams as learning opportunities forstudents, so ask students for input and for their reactions afterwards.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to
Introduction to Educational
Educational
Psychology and to the Course
Psychology and to the
Course2
Learning
Theories and definitions oflearning; classical, operant andinstrumental conditioning; social
learning theory;
principles of good teaching andlearning
3
Human Development
The nature vs nurture argument;
Development throughout thelifespan;
Theories of human development ‒Piaget; Vygotsky; Erikson
4Intelligence
IQ; multiple intelligences; testing;EQ;
practical / social intelligence;
Dweck’s ‘Mindset’
5
Language
Learning our first language ‒Development andstages and processes; foreign or
Language Learning
second language learning theories;bilingualism.
6
MemoryMemory and learning; short-term
memory, long-term memory andworking memory; memory
strategies;
7
Retrieval Practice
Week 1 ‒ week 6
Student presentations
8
Review &Multiple choice questions and shortMid-semester Exam
essays on content from weeks 1 ‒ 7
9Motivation
Goal theory; theoretical models of
motivation;
intrinsic / extrinsic;
self-determination theory (SDT);
personal investment;

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. Preparatory
study and review time for this class are 2 hours each.
【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.

— 154 —

グローバル教養学部 発行日：2023/5/1
Beck, J.S. (2021). Cognitive behavior therapy, Basics and beyond, 3rded. Guilford Press.

PSY200ZA

Applied Psychology【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 and assignment (40%); (c)Final exam (in-class report) (50%)

Sayaka Aoki
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 2/Mon.2
その他属性：〈優〉【Outline and objectives】
This course focuses on how psychology is applicable to our own life.
Students will acquire new perspectives to analyze and conceptualize
themselves and world. They will also acquire various psychologicalskills that can be useful to improve the quality of their daily life.
【Goal】
Upon completion of this course, students will have(1) learned some psychological concepts and theories that are applied totackle the issues in various settings in our life, including schools andworkplaces(2) acquired a basic knowledge about how one’s psychological characteristics are assessed and mental and behavioral problems are treated,and(3) developed an array of skills that can be used to understand
one’s psychological characteristics and handle mental and behavioral
problems in daily life

【Changes following student comments】
For the final exam, students are expected to start preparation well inadvance, as they need to develop their own answers through experiencesof practicing what they learned in the classes in 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 primarily through lectures and in-class activitiesstudents are expected to be engaged in. At the end of each class,students complete a brief reflection paper, which will be graded andreturned with feedback comments from the lecturer by the beginningof the next class. In the middle of the course, students are also asked towork on a small project, which is directly related to the contents of the
final exam.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction of theIntroduction of the course
course2
Assessment (I)Overview of psychologicalassessment - How do we know
ourselves?
3
Assessment (II)Psychological tests (i)4Assessment (III)
Psychological tests (ii)5
Assessment (IV)Questionnaire
6
Assessment (V)Interview
7
Assessment (VI)
Observation
8
Intervention (I)Overview of psychologicalintervention - How do we change
ourselves?
9Intervention (II)Cognitive behavior therapy
10Intervention (III)
Dialectic behavior therapy
11Intervention (IV)
Emotional control
12Intervention (V)Behavioral management
13
Intervention (VI)
Motivation control
14
Final Exam & Wrap-up Review and Final exam
【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. Preparatory study and review time for thisclass are 2 hours each.
【Textbooks】
No specific textbooks are used; class materials are uploaded in the classwebsite.
【References】
Braden, J. P. (2013). Psychological assessment in school settings. In J. R.
Graham, J. A. Naglieri, & I. B. Weiner (Eds.), Handbook of psychology:
Assessment psychology (pp. 291 ‒ 314). John Wiley & Sons, Inc..
Spiegler, M. D., & Guevremont, D. C. (2015). Contemporary behavior
therapy, 6th ed. Belmont, CA, : Wadsworth/Cengage Learning.

— 155 —

グローバル教養学部 発行日：2023/5/1

PSY200ZA

Quantitative Research Methods
Yu Niiya
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 2/Thu.2
その他属性：〈グ〉〈優〉【Outline and objectives】
The goal of this course is to introduce the students to various
quantitative research methods used in the social sciences. When making
important decisions, be it choosing a strategy to increase the salesof a product, implementing an intervention program to boost people’s
well-being, or selecting a school program to increase students’ learning,people can rely on their intuition and experience, or they can basetheir decisions on facts: data. In this course, students will develop
skills to obtain valid and reliable data through experimental and survey
methods. The course will also cover topics related to research ethics,
some basic statistics, and APA-style writing.
【Goal】
This course provides an overview of the ’how’s and ’why’s of quantitative
research in social sciences, and it covers such topics as design, ethics,
and APA-style writing and such strategies as field experiments andsurveys. Students will develop the ability to design, conduct, evaluate,
and report empirical studies. By developing hypotheses and criticallyassessing information, students will improve on their critical thinking
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. Feedback for research will be given during class time.
Comments for papers will be given via the Learning Management
System.

【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 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. Preparatory study and review time for this class are 2hours each.
【Textbooks】
No textbooks required.
【References】
Morling, B. (2021). Research methods in psychology: Evaluating a worldof information (4th ed.). New York, NY: W.W. Norton & Company.
Hacker, D. & Sommers, N. (2020).A pocket style manual. (8th ed.). APA
Version.
The 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.
【Grading criteria】
Final grades are based on two research papers (20% and 30%), a poster
presentation (20%), and the quality and timeliness of group work done
outside class (30%).
【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.
【Prerequisite】
none【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
What is research? Why should wecare?
2
The Fundamentals of
How do we define variables? How
Research
do we measure them? What is good
research? How do I know if I cantrust the findings?
3
Common Experimental Evaluating causal claims with
Designsexperiments: random assignmentand control
4
Understanding
Understanding the structure of a
Research Paper
research paper
5
Experimental Research Presentation of the researchIquestion, hypotheses, and theories
6
Experimental Research Identifying the various threats toIIinternal validity
7
Data Analyses I
Understanding the basics ofinferential statistics
8
Correlational Research How are the two variablesI
associated? How can we write clear
questions?
9
Correlational Research Presentation of the researchIIquestion, hypotheses, and theories
10
Correlational Research Creating a questionnaireIII
11
Sampling Issues and
How generalizable are my findings?
Validities
12
Data Analyses II
Computing reliabilities andcorrelations
13
Data Analyses III
Data analysis workshop using astatistical software
14
Students Poster
Poster presentations of group
Presentations
research— 156 —

グローバル教養学部 発行日：2023/5/1
10

FRI200ZA

Big Data and Analytics
11

Youyung Hyun
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 2/Thu.2

12

その他属性：【Outline and objectives】
This class aims at building a strong understanding of big data andanalytics in terms of its concept and real-world cases. Also, this classincludes practical learning of big data and analytics at a basic level, sothat students can experience data analysis on their own.
【Goal】
Students will understand "what big data and analytics is," "howbig data and analytics are utilized within organizations," and "whatchallenges modern companies have to embed big data analytics into
their organizational fabric." These topics are timely and emerging issues
to grasp an overall picture of business landscape in a digital society.
Also, by practically learning how to analyze data, students will havepractical learning experiences in data 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 will proceed with lectures, readings, group presentations,and practical learning. Students are required to read each chapterof references distributed by an instructor in advance and submit asummary of it.
For the first half of the semester, the class starts with partial lecturesfrom an instructor, and students will participate in group presentations
and subsequent discussions.
Also, for another half of the semester, the class starts with lecturesfrom an instructor about programming, and students will do practicallearning on their own. During practical learning sessions, an instructor
will lead Q&A for each group or try to give individual instructions if
possible.
At the beginning of class, feedback for the previous class is given using
some comments from submitted weekly papers.

13

14

Chapter 9: Web
Crawling

This class reviews web structuresand practically learns web crawlingbased on the understanding of web
structure.
Chapter 10:
This class aims at understanding
Understanding Web
web structure & CSS and
Structure & CSS
practically learning web crawlingbased on the understanding ofHTML & CSS.
Chapter 10: Web
This class provides some technical
Crawling_Intermediate tips regarding web crawling andPractices
practically learns web crawlingusing CSS selector
Chapter 11: PracticeThis class practically learns web
Web Crawling_Realcrawling using real-world cases
World Cases
like a shopping mall site & a portal
web site.
Wrap-up & Final Exam This class reviews what we havecovered throughout the semester
and takes the final exam.

【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Handouts and reading materials will be provided by lecturer.
【References】
1. Rogers, D. (2016). The digital transformation playbook. Columbia
University Press.
2. Marr, B. (2016). Big data in practice: how 45 successful companies
used big data analytics to deliver extraordinary results. John Wiley &Sons.
3. Python Basics: A Practical Introduction to Python 3 (English
Edition)David Amos, Dan Bader, Joanna Jablonski, Fletcher Heisler,
Real Python (2022/1/24),【Grading criteria】
Participation (20%); Weekly assignment (20%);
Group presentation (30%); Final exam (30%).
【Changes following student comments】
Not applicable【Equipment student needs to prepare】
1.A notebook, the references provided by an instructor
2.Laptop (*downloaded with ’anaconda’ and ’jupyter notebook’)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
It is highly recommended to take "Introduction to Programming" first
before taking this class.

【Fieldwork in class】
なし / No【Prerequisite】
None.

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction of Course Introduction of Course
2
Chapter 1: Big Data
This class covers the definition ofand Analytics
big data (in terms of data structure,
volume, velocity) and studies toolsthat can make data into assets.
3
Chapter 2: Big Data in This class covers how modern
Businessenterprise turns big data intobusiness value.
4
Chapter 3: Big Data in This class is focused on
Practice (Amazon &understanding real-world examples
Etsy)
of modern companies thatsuccessfully utilize big data
including Amazon and Etsy.
5
Chapter 4: Big Data in This class is focused on
Practice (Ralph Lauren understanding real-world examples& Apixio)of modern companies thatsuccessfully utilize big data
including Ralph Lauren andApixio.
6
Chapter 5: Big Data in This class is focused on
Practice (Uber &understanding real-world examples
Transport for London) of modern companies thatsuccessfully utilize big data
including Uber and Transport for
London.
7Chapter 6: Python
This class covers basic
Programming_Class & programming concept (Class &ObjectObject) and practice learning.
8
Chapter 7: Python Pro- This class covers crawling code
gramming_Crawling
patterns and practice.
9
Chapter 8:
This class helps students learn
Understanding Web
Web structure & HTML.
Structure— 157 —

グローバル教養学部 発行日：2023/5/1

ECN200ZA

4Open-economy
macroeconomics(Ch31)

5

International
economics(Wheelan, 2019)
Theory of the open
economy (Ch32)

6

Theory of the open
economy (Ch32)

7

Review & midterm
exam

8

Money Growth andInflation -1 (Ch30)
Money Growth andInflation -2 (Ch30)
Aggregate demand
and aggregate
supply -1 (Ch33)
Aggregate demand
and aggregate
supply -2 (Ch33)

Macroeconomics II
Alberto Iniguez
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 5/Fri.5
その他属性：〈優〉【Outline and objectives】
This course will provide students with more knowledge of thecore theories in macroeconomics, particularly on the economics
of open economies, unemployment, monetary growth andinflation, and the model of aggregate demand and supply.
Moreover, the role of fiscal and monetary policy to stimulate
the economy will be discussed.
To prepare students for embarking confidently on their journeyin the world of economic analysis and for seriously analyzing
the economic signals and data we all face daily to be able tojustify views and opinions with sound economic reasoning.
【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 thetheoretical perspectives.
3. Assess macroeconomic theories in terms of their policy
implications.
4.
Articulate macroeconomic debates clearly, using bothanalytical tools and an intuitive approach.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course will be mainly conducted through lectures, withanalysis of appropriate case studies related to each topic.
Students are expected to read the required material prior to thelecture to discuss and solve problems in class. Assignments andrelated feedback will be given via the learning-management
system. Additionally, midterm-exam and in-class-assignment
feedback will be provided in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course (Syllabus)(Syllabus)InterdependenceInterdependence and theand the Gains from Gains from Trade (Ch3)
Trade (Ch3)2
Consumers,
Consumer surplus
Producers, and theProducer surplus
Efficiency ofMarket efficiency
Markets (Ch7)The determinants of trade
Application:
The winners and losers fromInternational Trade trade(Ch9)3
Application:
The effects of a tariff
International Trade How did a nice country like
(Ch9)
Iceland go bust?
International(Ch11,p.250-257)
economics(Wheelan, 2019)

9
10

11

12

13

14

The international flows ofgoods and capital
The prices for internationaltransactions
A first theory of exchange-rate
determination
How did a nice country like
Iceland go bust?
(Ch11,p.257-265)
Supply and demand forloanable funds and theforeign-currency exchange
Equilibrium in the open
economyHow policies and events affectan open economy
Assess students’ performancefor the 1st half of the course(week 1-6).
The classic theory of inflation
The cost of inflation
Case study
Economic fluctuations
The aggregate demand curve
The aggregate supply curve
The aggregate supply curve
Two causes of economic
fluctuations
Problems
How monetary policy
influences aggregate demand

The influence ofmonetary and fiscal
policy on aggregate
demand (Ch34)
The influence ofHow fiscal policy influences
monetary and fiscal aggregate demand
policy on aggregate
demand (Ch34)
Review & final exam Assess students’ performancefor the 2nd half of the course(week 8-13).

【Work to be done outside of class (preparation, etc.)】
Students are expected to read the relevant material (textbook/articles/cases) and to participate in class discussions.
Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
Mankiw, N. Gregory. Principles of Economics, 9th Asia Edition.
Cengage, 2021. (ISBN-13: 9780357562833). Digital version.
You must buy a MindTap access code as well to submit yourassignments. (Required; sold as a bundle by Cengage athttps://www.cengageasiaestore.com/jp/principles-ofeconomics-mindtap-12-months-digital-access.html)
Students should not buy the physical copy of the textbook. You
should buy MindTap, 12-month-digital access, which includes
the eText for "Principles of Economics", from Cengage throughthe link shared above. This is the REQUIRED material
to submit assignments. Cengage provides a 55% discounton the purchase to Hosei University students when using
the following discount code: JPAYU2023FA (Available till
2023/5/31) Special Price: 6,660 JPY (before tax) 7,326 JPY(with tax)
【References】
Blanchard, O. Macroeconomics, 8th Edition, Pearson, 2021.
(ISBN: 9780-13-489789-9)
Wheelan, C. Naked Economics: Undressing the Dismal Science,
Fully
revised and updated, WW Norton & Company, 2019. (ISBN:
978-0-393-35649-6)— 158 —

グローバル教養学部 発行日：2023/5/1【Grading criteria】
1. Participation: 10%
2. Homework: 20%
3. Midterm exam: 35%
4. Final exam: 35%【Changes following student comments】
Students are encouraged to provide feedback and suggestion
regarding the course. Constructive suggestion is appreciatedand may be taken for course adjustment.
【Equipment student needs to prepare】
A calculator and a ruler are required.
【Others】
None【Prerequisite】
Macroeconomics I (except for students who entered 2012 2015. All students who entered 2012 - 2015 can take thiscourse.)Students who have taken other economics courses need to
discuss with the instructor for permission.

— 159 —

グローバル教養学部 発行日：2023/5/1
2. Short assignments - Students are at times given assignments
to strengthen their understanding of the application of the concepts.
Assignments will be presented and discussed in class.
Preparatory study and review time for this class are 2 hours each.

ECN200ZA

Microeconomics II
AugustoRicardoDelgadoNarro
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 4/Wed.4
その他属性：〈優〉【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.

【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: 15%
Problem Set 1: 12.5%
Problem Set 2: 12.5%
Midterm Exam: 30%
Final Exam: 30%【Changes following student comments】
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.
【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.

【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)】At the beginning of class, feedback for the previous class is given using
some comments from submitted reaction papers.
Submission of assignments and feedback will be via the Learning
Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the Course
Course
Review of Microeconomic I.
2
Producer Theory (1)Producer Theory (1)3Producer Theory (2)Firms in competitive markets(Chapters 13 and 14)
4
Producer Theory:
Monopoly (Chapter 15)
Firms inNon-competitive
Markets (1)5Producer Theory:
Monopolistic competition (Chapter
Firms in16)
Non-competitive
Markets (2)6Producer Theory:
Oligopoly (Chapter 17)
Firms inNon-competitive
Markets (3)7Producer Theory:
Problems set 1
Firms in
(Chapters 15, 16, and 17)
Non-competitive
Markets (4)8Review & Mid-term
Review & In-class written exam
Exam
9Consumer Theory
Preferences and optimization(Chapter 21)
10
Labor Economics
Labor demand and supply
Equilibrium in the labor market(Chapter 18); Determinants ofwages Economics of discrimination(Chapters 19, 20)
11
Pareto Efficiency
Pareto Efficiency and Welfare
Theorems
12
TopicsProblem set 2(
Chapters 18, 19, and 20)
13
Discussion and Review Discussion and review
14
Final Exam & Wrap-up Review & In-class written exam
【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.

— 160 —

グローバル教養学部 発行日：2023/5/1【Others】
This course requires students to like “numbers” because it involves
calculations.

ECN200ZA

Foundations of Finance【Prerequisite】
None

Karen Lai Kai Lin
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 2/Wed.2
その他属性：〈グ〉〈未〉【Outline and objectives】
Learning the fundamental concepts of finance. This is a financecourse that focuses on the core principles of finance, including financial
statements, financial performance, time value of money financial assets
such as bonds, stocks, and risk analysis. Even if you are not planninga career in finance, a working knowledge of finance will help you tounderstand and interpret financial information around you.
【Goal】
This course presents the fundamental concepts of finance to students.
The goal of this class is to understand corporate finance analyses thatare used in business. At the end of this course, students will learn how
to construct financial statements, calculate various financial ratios, andunderstand financial assets such as bonds and stocks. Students will
acquire the analytical skills necessary to make good financial decisions.
【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 lectures. Feedback is given
during class time and through tools such as HOPPII or email.
Interactive class participation is encouraged.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
Financial Statements
Construct the Income statement(1)
3
Financial Statements
Construct the Balance sheet and(2)cash flow statement
4
Financial Performance Calculate financial ratios(1)
5
Financial Performance Analyzing financial ratios(2)
6
The Time Value ofCalculate present value, future
Money (1)value ,and annuity
7
The Time Value ofUnderstand interest rate andMoney (2)uneven cash flow
8
Review & Midterm
Assessing the degree to which you
Examunderstand the subject
9
Financial Assets (1)Understand the determinants ofinterest rate
10
Financial Assets (2)Understand different types ofbonds
11
Financial Assets (3)Bonds valuation and rating
12
Financial Assets (4)Understand and calculate
stand-alone risk
13
Financial Assets (5)Understand and calculate risk in a
portfolio context
14
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. Preparatory study and review
time for this class are 2 hours each.
【Textbooks】
Brigham, Eugene, Houston, Joel F. Essentials of Financial Management,
3rd Edition, Cengage Learning Asia Pte Ltd, 2014.
You are not required to buy the textbook. There are copies available in
the library.
【References】
Further materials will be provided by the instructor.
【Grading criteria】
Students will be evaluated based on class participation (10%),assignments (20%), midterm exam (35%) and a final exam (35%).
【Changes following student comments】
Not applicable.

— 161 —

グローバル教養学部 発行日：2023/5/1【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. Preparatory study and review time for this class are 2 hours
each.

MAN200ZA

Accounting
Noriaki Okamoto
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 5/Fri.5
その他属性：【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.

【Textbooks】
Wayne A. Label (2013), Accounting for Non-Accountants 3rd edition,
Sourcebooks.
【References】
Wayne A. Label, Cheryl Kennedy Henderson (2019), Study Guide
and Workbook for Accounting for Non-Accountants 4th 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 and Homework 40%, Class Participation and Discussion 20%,
Final Exam 40%【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.
Feedback on the students’ performance in the assignments during thecourse will be given regularly.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
Basics of Accounting
Learn the basic structure offinancial accounting (Ch. 1,
handouts and slides)
3
Accounting and
Learn the framework of accounting
Financial Statements
and basic financial statements (Ch.
1, handouts and slides)
4
Accounting Principles
Learn the generally accepted①
accounting principles: GAAP (Ch.
2, handouts and slides)
5
Accounting Principles
Learn the generally accepted②
accounting principles (Ch. 2,
handouts and slides)
6
The Balance Sheet ①
Understand the basics of thebalance sheet (Ch. 3, handouts andslides)7
The Balance Sheet ②
Learn how to analyze the numberson the balance sheet (Ch. 3,
handouts and slides)
8
The Income Statement Learn the basic structure of the①
income statement (Ch. 4, handouts
and slides)
9
The Income Statement Learn how to analyze the numbers②
on the income statement (Ch. 4,
handouts and slides)
10
The Cash Flow
Learn the basic structure of theStatement
cash flow statement (Ch. 5,
handouts and slides)
11
The System of
Learn the double-entry
Bookkeeping
bookkeeping (Ch. 7, handouts andslides)12
Posting and Trial
Understand the important steps inBalancethe process of double-entry
bookkeeping (Ch. 7, handouts andslides)13
Wrap-up Discussion
Comprehensive review
14
Final Exam
Final exam

— 162 —

グローバル教養学部 発行日：2023/5/1

8Chapter 7: Tableau
practice

Youyung Hyun

9

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 3/Tue.3

10

Chapter 8:
Multivariate
visualization
Chapter 9: Order ofoperations

FRI200ZA

Data Visualization

その他属性：〈優〉

11【Outline and objectives】
This course aims at learning why and how contemporaryorganizations perform data visualization from a businessperspective and practicing a data visualization tool, called
Tableau.
【Goal】
By participating in lectures and group projects, students will
(1) understand the basic of data visualization in contemporaryorganizations, (2) learn to analyze and critically evaluate ideas,
arguments, and perspective, and (3) develop skills on a datavisualization tool needed by business professionals in the field
most closely related to this course.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course will proceed with lectures, group presentations,and group projects to practically learn how to use a datavisualization tool. For the first half of the semester, the classinvolves lectures and group presentations that are aimed atunderstanding the basics of data analytics use (in this course,
data visualization tool) in contemporary organizations andhow it affects the paradigm of core business processes in thecompany.
In the second half of the semester, the class involves practicallearning of Tableau and group projects. Students will learn
how to use software called Tableau from an instructor and workon group projects with using Tableau. An instructor will give
feedback and address major questions from students at the endof every class.

13

Chapter 10:
Dashboard andstorytelling (1)Chapter
11:Dashboard andstorytelling (2)Group project (1)14Group project (2)12This class focuses on learning
data analytics with Tableau(for example, chart,
scatterplot, and map).
This class helps learn
multivariate visualization andcreate one’s own chart.
This class covers set withvarious topics and order ofoperations.
This class focuses on
structuring dashboard.
This class helps practices
Tableau dashboard and createsstorytelling.
This class proceeds with groupprojects (using Tableau) andsubsequent discussion.
This class proceeds with groupprojects (using Tableau) andsubsequent discussion.

【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
Cole Nussbaumer Knaflic (2015). Storytelling with Data: A
Data Visualization Guide for Business Professionals. Wiley.
【References】
1. Cole Nussbaumer Knaflic (2015). Storytelling with Data: A
Data Visualization Guide for Business Professionals. Wiley.
2. Sarikaya, A., Correll, M., Bartram, L., Tory, M., &Fisher, D. (2018). What do we talk about when we talkabout dashboards?. IEEE transactions on visualization andcomputer graphics, 25(1), 682-692.
3. Szafir, D. A. (2018). The good, the bad, and the biased:
five ways visualizations can mislead (and how to fix them).
interactions, 25(4), 26-33.
【Grading criteria】
Participation (20%); Weekly assignment (20%); Group presentation(30%); Group project (30%)
【Changes following student comments】
Not applicable【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
Chapter 1: The
This class is focused on
basics of data
learning the basics of datavisualization
visualization.
3
Chapter 2: Use ofThis class covers why and how
data visualization
organizations use datavisualization for businessobjectives.
4
Chapter 3:This class aims at learning
Functionalities ofdifferent functionalities of data
data visualization
visualization.
5
Chapter 4: Use ofThis class covers the use cases
data visualizationof data visualization tools.
tools (1)6Chapter 5: Use ofThis class practices
data visualization
storytelling with data.
tools (2)7
Chapter 6:
This class provides basic
Introduction toknowledge of how to use
Tableau
Tableau.

【Equipment student needs to prepare】
1.A notebook, the references provided by an instructor
2.Laptop (*downloaded with Tableau)【Others】
None.
【Prerequisite】
None.

— 163 —

グローバル教養学部 発行日：2023/5/1

FRI200ZA

Data Visualization
Youyung Hyun
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 2/Tue.2
その他属性：〈優〉【Outline and objectives】【Goal】【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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
3
4
5
6
7
8
9
10
11
12
13
14
【Work to be done outside of class (preparation, etc.)】【Textbooks】【References】【Grading criteria】【Changes following student comments】— 164 —

グローバル教養学部 発行日：2023/5/1
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.

LIN200ZA

Phonetics and Phonology
Yuriko Yokoe【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
その他属性：【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.

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

【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.
Comments for assignments (tests and reports, etc.) are given duringclass or via email.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Speech Production 1
What kind of articulatory organs
do humans have?
3
Speech Production 2
Consonants (IPA)4
Speech Production 3
Vowels (IPA)
5
Speech Production 4
Connected speech
6
Acoustics of Speech 1
Sound waves and propagation
7
Acoustics of Speech 2
Vowels8
Acoustics of Speech 3
Consonants
9
Acoustics of Speech 4
Connected speech / midterm exam
10
Speech Perception 1
What kind of hearing organs dohumans have?
11
Speech Perception 2
Pitch, loudness, timbre
12
Speech Perception 3
Accent, rhythm, intonation
13
Speech Perception 4
Perceptual restoration: how dohumans understand speech?
14
Speech Perception 5
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 the course
instructor about lecture notes and assignments. Preparatory study andreview time for this class are 2 hours each.
【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%).

— 165 —

グローバル教養学部 発行日：2023/5/1
13

LIN200ZA

Teaching Pronunciation

14

Katsuya Yokomoto
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 5/Thu.5
その他属性：〈優〉【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.
【Goal】At the end of this course, students will be able to:(1) Understand and explain the articulation of individual sounds in
English,(2) Understand and explain the basic rules about the connected speech,rhythm, and intonation in English,(3) Understand the common challenges that learners encounter inlearning pronunciation in English, and(4) Apply the knowledge about the English pronunciation and learners’
difficulties into pronunciation teaching.
【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 offered through lectures and discussions in class.
Handouts are provided in class, and students are expected to participate
in all class activities actively. Individual members’ contributions togroup work are vital to successful learning. Please make sure tocomplete preparatory study to maximize your contributions to classmembers and therefore learning outcomes. Good comments in group
discussions will be introduced to the class for further discussions, andcomments and explanations for tests will be given either in class or in arecording. Written feedback on microteaching will be given to individual
students.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

Practice teachingprominence andintonation
Review: teaching
beyond individual
soundsMicroteaching: Prominence andintonation
Review and final exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to read handouts thoroughly and think about
the questions and issues in the handouts before class. Students arealso expected to refer to recommended readings when necessary as
preparatory study for class discussion. If you miss a class, please
make sure to contact your classmates or the instructor about lectures,
discussions, and assignments. Students are expected to spend 2 hours
for preview and 2 hours for review.
【Textbooks】
No textbook will be used.
【References】
Levis, J. M. (2018). Intelligibility, oral communication, and the teachingof pronunciation. Cambridge University Press.
Murphy, J. (2013). Teaching pronunciation. TESOL International
Association.
Murphy, J. (Ed.). (2017). Teaching the pronunciation of English: Focus
on whole courses. University of Michigan Press.
Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2010).
Teaching pronunciation: A course book and reference guide. Cambridge
University Press.
【Grading criteria】
Participation (20%), Microteaching (20%), Midterm exam (30%), andFinal exam (30%)
Students are expected to attend every class. When you have legitimate
reasons for being absent, please notify your instructor of your absence
prior to class. Being absent three times without reasonable notice will
result in the failure of this course. Students will choose a teaching focus(e.g., consonants) for microteaching, and rubrics for microteaching will
be provided in advance.
【Changes following student comments】
Not applicable【Equipment student needs to prepare】
Not applicable【Others】
Students who are interested in teaching English and/or teachingpronunciation are welcome.
【Prerequisite】
None【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction:
Introduction: Pronunciation and
Pronunciation andpronunciation teachingpronunciation teaching
2
The consonant system
Phonetic symbols of English
consonants
How to pronounce consonants in
English3
The vowel system
Phonetic symbols of English vowels
How to pronounce vowels in
English4
Teaching English
Practical issues in teaching English
consonants and vowels vowels
5
Practice teaching
Microteaching: Consonants andEnglish consonants
vowelsand vowels
6
Review: Teaching
Review and midterm exam
consonants and vowels
7
Connected speech andWhat is connected speech?
teaching connected
Practical issues in teaching
speechconnected speech
8
Practice teaching
Microteaching: Connected speechconnected speech
9Stress and teaching
Word stress and sentence stress instress in English
EnglishPractical issues in teaching stressin English
10
Practice teaching
Microteaching: Word stress andstresssentence stress
11
Prominence andRoles of prominence in English
teaching prominence
Practical issues in teachingprominence in English
12
Intonation and
What is intonation in English?
teaching intonation
Practical issues in teachingintonation in English— 166 —

グローバル教養学部 発行日：2023/5/1

LIN200ZA

Semantics and Pragmatics
Nobumi Nakai
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 2/Fri.2
その他属性：〈優〉【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”.

13

Practice (2)14Examination &Wrap-up

Provides exercises, discussion
questions, and activities.
Semester-end exam

【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. Preparatory study and review
time for this class are 2 hours each.
【Textbooks】
No textbooks are used. All reading materials and exercises will be
provided in class or/and through Hoppii.
【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 (30%), in-classassignments (30%), and a final exam (40%). More than two unexcusedabsences will result in failure of the course. Attendance at the first classis mandatory.

【Method(s)】This course begins by covering some essential issues of semantics.
In subsequent lectures, we will discuss how the identification of 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. Feedback will begiven during class discussions as necessary.

【Changes following student comments】
Not applicable.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Equipment student needs to prepare】
The handouts are downloadable in PDF format.

【Fieldwork in class】
なし / No【Others】
None.

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
An Overview of
Describes the components of
Semantics
linguistic meaning and introduces
lexical and compositionalsemantics.
3
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.
4
Lexical Semantics (2):Discusses the kinds of meaning
Word Relations
relationships that exist between
words.
5Compositional
Introduces propositions, truth
Semantics (1): The
values, and truth conditions, andMeanings of Sentences discusses relationships between
propositions.
6
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.
7
Practice (1)Provides exercises, discussion
questions, and activities.
8
Language in Context
Explores several ways in which
context can affect the meaning ofutterances, and introduces the ideaof felicity in discourse.
9
Rules of Conversation
Discusses why conversation needs
to follow rules, and introduces
Grice’s maxims for cooperative
conversation.
10
Drawing Conclusions
Shows ways in which languageusers may employ context to convey
or derive meaning that is not partof an utterance’s entailed meaning.
11
Speech Acts
Outlines many of the jobs thatspeakers accomplish with language
and the ways in which they
accomplish them.
12
Presupposition
Discusses another precondition for
felicity.

【Prerequisite】
None.

— 167 —

グローバル教養学部 発行日：2023/5/1

LIN200ZA

6

Relative
Constructions (ii)7Comparatives andSuperlatives

8

Non-finite Clauses(i)9

Non-finite Clauses
(ii)

10

Coordinations (i)11Coordinations (ii)12Information
Structure (i)13Information
Structure (ii)14

Information
Structure (iii)【休講】English Grammar Extended

Credit(s)：2 ｜ Semester： ｜ Year：2〜4
Day/Period：
その他属性：【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 tobe able to teach English more effectively, but also in order tounderstand how the words of English go where they go, andthereby to sensitize yourself to what distinguishes good written
style from bad (and thus to write better).
Furthermore, your improved metalinguistic knowledge islikely to be of some help in the acquisition of other languages,
not only English.
As for “employability skills”, the first edition of the textbook
described several applications, notably 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 orparagraph will or won’t support under standard conceptions ofEnglish 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.”【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
【Method(s)】Before each class, everyone should read and digest ten or sopages of the textbook. During class time, a lecture explains:often simplifying but sometimes elaborating.
Students’questions, apparent counterexamples and so forth are mostwelcome. After the class (and usually after a start during
the class), students do assignments, some of which are
the textbook’s own exercises and all of which require hard
thinking.
Students both submit work for assignments and get commentson this work via “Hoppii”.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Negation
Negation
2
Clause Type (i)Asking, exclaiming, directing:speech acts; interrogatives andquestions
3
Clause Type (ii)
Exclamatives; imperatives anddirectives
4
Subordinate
Subordinate content clauses:
Clausesdeclarative, interrogative andexclamative
5
Relative
Relative clauses (RCs) as noun
Constructions (i)modifiers; RCs versus content
clauses; wh-, that and bare
RCs

Integrated versus
supplementary relatives; who,
whose, whom; fused relatives
Grade inflection; more, most,less and least; different kindsof comparisons; comparative
clausesFour kinds of non-finite clauses(to- and bare infinitivals,
gerund-participials, past
participials); forms andfunctions of theseTransparent and ordinary
verbs; raised subjects andobjects; verbless clauses
Headless coordinate structure;symmetry (or not) incoordination; correlative
coordination
Layered (nested) coordination;
distributive versus joint
coordination; modified andgapped coordinates; movement
in coordination
Passives: when passives are
preferred; short passives;prepositional passives; getpassives; adjectival passives
Extraposition; existentials;
presentationals; it-clefts;
pseudo-clefts
Dislocation; preposing;
postposing; inversion;
reduction【Work to be done outside of class (preparation, etc.)】
Reading the relevant pages of the textbook, doing weekly
assignments. (As an example, an exercise might ask whether
each of a number of subordinate clauses is a relative clauseor a content clause; this decision must be based on evidence
that must be supplied.) Allow four hours a week to cover theassignment plus preparation.
【Textbooks】
Rodney Huddleston, Geoffrey K Pullum and Brett Reynolds,
A Student’s Introduction to English Grammar, 2nd ed(Cambridge: Cambridge University Press, 2022; ISBN
978-1-00-908801-5). (NB This is not the previous textbook forthe course English Grammar: The Basics.)【References】
Rodney Huddleston and Geoffrey K Pullum, The Cambridge
Grammar of the English Language (Cambridge: Cambridge
University Press, 2002).
Bas Aarts, Sylvia Chalker and Edmund Weiner, The Oxford
Dictionary of English Grammar, 2nd ed (Oxford: Oxford
University Press, 2014).
(Do not use any grammar book intended for, or routinely
recommended to, language learners or high-school students.)【Grading criteria】
Work done for assignments: 100%
【Changes following student comments】
Evaluation not by examination but instead by weekly
assignments. This frees up much class time, thereby allowing
the course content to expand to cover not only coordination
but also a syntactic variety of ways (such as passive clauses)of expressing information.
【Others】
http://tinyurl.com/pe-grammar makes each class slideshow
available to anyone, anywhere.

— 168 —

グローバル教養学部 発行日：2023/5/1【Prerequisite】
Normally, English Grammar: The Basics. Other students may
be allowed in at the teacher’s discretion (but during the firstfew weeks will have to work exceptionally hard on the material
in the first eight chapters of the textbook in order to catch up).

— 169 —

グローバル教養学部 発行日：2023/5/1

LIN200ZA

8Morphological
Oddities (ii)9

Lexical Semantics(i)

10

Lexical Semantics(ii)
Child Word
Acquisition (i)Child Word
Acquisition (ii)

【休講】The Words of English

Credit(s)：2 ｜ Semester： ｜ Year：2〜4
Day/Period：
Notes：< GIS students > 2008-2015 年度入学者は配当年次 1〜4 年
その他属性：

11
12【Outline and objectives】
A better understanding of the words of English: primarily theiruse within the English of today, but also a little about their
origins.
【Goal】
The course deals with phonology, lexicology, morphology, lexical
semantics, lexical acquisition and the history of English; as allof these are areas within linguistics, the ultimate purpose ofthis course is that of linguistics: to help give you some insight
toward the aim of understanding how the human mind works.
(It’s likely that the course will extend your vocabulary, but thisis true for most university courses. “Learning more English
words” is not a 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 tolanguage 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 thisclass?】
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
【Method(s)】A mixture of straightforward lectures (with responses fromstudents), and word-related exercises. Active participation ishighly encouraged.
Students both submit work for assignments and get commentson this work via “Hoppii”.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Words: An
Words: An Introduction
Introduction
2
The Phonology ofSpelling and pronunciation;
Englishthe International Phonetic
Alphabet
3
Phonological Words Phonotactics; the syllable;
parsing the speech stream
4
Word Origins (i)Affixation, compounding, andminor morphological processes
5
Word Origins (ii)
Widening, narrowing, andother semantic change;
conversion; borrowing; coining
6
Prefixes andCompositionality; function vs
Suffixes
content; the free vs the bound;roots vs stems; inflection vsderivation; affixal syntax andphonology; allomorphy;
productivity
7
Morphological
Multiple morphemes for the
Oddities (i)same job; root alterations;remnants from the past

13
14

The History ofEnglish Vocabulary
The History ofEnglish Phonology

Stress shifting and theGermanic/Latinate distinction;
suppletion; retention/loss of
irregular forms
Entailment; meanings of“function” words; meanings of“content” words
Meaning and grammar;argument structure
Factors in deciding what aword refers toSyntactic frames and semanticroles; influence of function
words
Historical sources of the words
of English
Sound change (and spellingstasis)【Work to be done outside of class (preparation, etc.)】
After each class, reread and think about the class slideshow.
Also, reading and carefully digesting the relevant pages of
Heidi Harley’s book English Words (see below) is strongly
recommended.
Students do exercises as weekly assignments. (As an example,
between the fifth and sixth classes in 2021, the students wereasked to look at the verbs abuse, advise, believe, devise, grieve,
halve, house, prove, shelve, thieve and use; and the nouns abuse,advice, belief, device, grief, half, house, proof, shelf, thief anduse; to comment on any general pattern or patterns in theconversions, and to say what might be researched additionally
if time permitted.)
Allow four hours a week to cover the assignment plus
preparation.
【Textbooks】
Students are not obliged either to buy any book or to bring any
book to class every week. (But see below.)【References】
Heidi Harley, 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 some chapters is dealt with in more depth than that inothers. Whether you want to (i) check that you really did
understand something correctly, (ii) read up on somethingthat you realize you didn’t understand, or (iii) get a 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:● Mark Davies, English Corpora https://www.english-corpora.
org● Google Books Ngram Viewer https://books.google.com/
ngrams● Oxford English Dictionary https://www.oed.com (free access
via the Hosei LAN)
【Grading criteria】
Work done for assignments: 100%
【Changes following student comments】
Evaluation not by examination but instead by weekly
assignments. This frees up a lot of class time, thereby allowing
us to cover the course material in less of a rush.
【Equipment student needs to prepare】
Students aren’t obliged to bring a computer, tablet, or
smartphone. But their classroom use is welcome at particular
times and for particular class purposes (which of course don’t
include websurfing, emailing, tweeting, etc).
【Others】
http://tinyurl.com/gis-words makes each class slideshow available to anyone, anywhere.

— 170 —

グローバル教養学部 発行日：2023/5/1【Prerequisite】
None.

— 171 —

グローバル教養学部 発行日：2023/5/1
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

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

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 2/Mon.2
その他属性：〈優〉【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, pop-quizzes, andmidterm/final reviews. Handouts and worksheets are provided in class.
Students are expected to actively participate in class: take notes, be
responsive to questions, and work in pairs and groups. Feedback forcourse contents and assignments will be provided in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Language Acquisition
How did we acquire a first
language?
3
Speech Communication The basic components of language
11
4
Speech Communication The basic components of language
225
Speech Communication The basic components of language
33
6
Speech Communication The basic components of language
4
4
7
Checkpoint
Review and midterm exam
8
Speech Chain 1
Speech Production
9
Speech Chain 2
Physical and Psychological
Properties
10
Speech Chain 3
Speech Perception
11
Neuroscience 1
Basic brain anatomy and function
12
Neuroscience 2
Audiory Illusions
13
Neuroscience 3
Optical illusions
14
Checkpoint
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 the course
instructor about lecture notes and assignments. Preparatory study andreview time for this class are 2 hours each.
【Textbooks】
No textbook will be used. Handouts and worksheets are provided inclass.
【References】
Berninger, V.W., & Richards, T.L. (2002). Brain literacy for educatorsand 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%).

— 172 —

グローバル教養学部 発行日：2023/5/1

LIN200ZA

10

Language Attitudes(Part 1)

11

Language Attitudes(Part 2)

12

Bilingualism andMultilingualism

13Standard andNon-standard English
Elaborated andRestricted codes
Pidgin and Creole

14

Summary and Final
Exam

Sociolinguistics
Yutai Watanabe
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 5/Tue.5
その他属性：【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 classic research of William Labov,one of the founding figures of quantitative sociolinguistics.
Later lectures focus on how and where a language or dialect
is socially placed and ranked within a community, including multilingual/dialectal countries such as Singapore. Students who are or are
becoming bilingual will find the discussion on bilingualism especiallyinteresting when they learn that its implications not merely vary fromone society to another, but have been significantly changing recently.
Another major topic is language attitudes. They are not based on purely
linguistic considerations, but connected with how people perceive andevaluate different dialects or accents.
【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 class discussions. Based ona flipped learning model, students have to read chapter handouts andanswer assigned questions prior to attending each lecture. Submitted
assignments and tests are reviewed in detail and commented on in thefollowing week’s lecture.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview(1) Outlining the course contents
Linguistics andand instructional methodologies
Sociolinguistics(2) Definitions of linguistics andsociolinguistics(3) Interaction between linguistic
and social variables
2
Languages and(1) How many languages are there
Dialects
in the world?
(2) Languages and dialects
3
Regional and Social(1) Dialect, accent and variation
Variations(2) Regional and social variations
4
William Labov’s(1) The social stratification of theStudies
non-prevocalic /-r/ in NYC(2) Centralized diphthongs in
Martha’s Vineyard
5
Language and Gender (1) Genderlect(2) Sexism and PC(3) Gender and attitudes
6
Language and(1) AAVE
Ethnicity(2) Ethnic markers in utterances(3) Australian accents and ethnic
groups in Sydney(4) Features of Maori English
7
Mid-semester Exam
(1) Mid-semester examination
Language and Social(2) Three Australian accentsClass (Part 1)
8
Language and Social(1) Three New Zealand accentsClass (Part 2)(2) H-dropping in Bradford andNorwich9
Linguistic Features(1) Indicators, markers andand Indexicality
stereotypes(2) Indexicality(3) Enregisterment(1) Language attitudes(2) Preston’s (1989) study(3) New Zealanders’ attitudes
towards a variety of accents(1) Rubin’s (1992) study(2) Approaches to language
attitudes(1) Bilingualism andmultilingualism(2) Types of bilinguals(3) Singapore as a multilingual
country(4) Code-switching and code-mixing(5) Diglossia(1) The standard variety of alanguage(2) Non-standard English(3) Elaborated and restricted codes(4) Pidgin and creole English(5) Pidgin Japanese(1) Review(2) 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 resources. Preparatory
study and review time for this course are 2 hours each.
【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.
Holmes, J., & Wilson, N. (2022). An introduction to sociolinguistics (6thed.). Routledge.
Wardhaugh, R., & Fuller, J. M. (2021).
An introduction tosociolinguistics (8th ed.). 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%). Attendance at thefirst class is mandatory. More than two unexcused absences will resultin failure of the course.
【Changes following student comments】
Students have been positive about the contents and method of
instruction. Hyperlinked video clips are updated every year.
【Equipment student needs to prepare】
The lectures are delivered using PowerPoint slides and Internet
resources. The handouts are downloadable in PDF format.
【Others】
It is highly recommended that students have completed 100-level
linguistics courses with a good understanding.
This course iscross-listed with the Global Open Program. Non-GIS students may
join if they demonstrate solid background in linguistics and meet theminimum English proficiency requirement: TOEFL iBT 80 or IELTS
6.0.
【Prerequisite】
No prerequisite is required.

— 173 —

グローバル教養学部 発行日：2023/5/1

LIN200ZA

10

Language Attitudes

11

Bilingualism andMultilingualism

12Standard andNon-standard English
Elaborated andRestricted codes
Pidgin and Creole

13

World Englishes

14

Summary and Final
Exam

Sociolinguistics
Yutai Watanabe
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 2/Tue.2
その他属性：〈グ〉【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 classic research of William Labov,one of the founding figures of quantitative sociolinguistics.
Later lectures focus on how and where a language or dialect
is socially placed and ranked within a community, including multilingual/dialectal countries such as Singapore. Students who are or are
becoming bilingual will find the discussion on bilingualism especiallyinteresting when they learn that its implications not merely vary fromone society to another, but have been significantly changing recently.
Another major topic is language attitudes. They are not based on purely
linguistic considerations, but connected with how people perceive andevaluate different dialects or accents.
【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 class discussions. Basedon a flipped learning model, students have to read chapter handouts
and address questions asked there prior to attending each lecture.
Submitted assignments and tests are reviewed in detail and commented
on in the following week’s lecture.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview
Course Overview
2
Linguistics and(1) Definitions of linguistics andSociolinguistics
sociolinguistics(2) Interaction between linguistic
and social variables
3
Languages and(1) How many languages are there
Dialects
in the world?
Regional and Social(2) Languages and dialects
Variations(3) Regional and social variations
4
William Labov’s(1) The social stratification of theStudies
non-prevocalic /-r/ in NYC(2) Centralized diphthongs in
Martha’s Vineyard
5
Language and Gender (1) Genderlect(2) Sexism and PC(3) Gender and attitudes
6
Language and(1) AAVE
Ethnicity(2) Ethnic markers in utterances(3) Australian accents and ethnic
groups in Sydney(4) Features of Maori English
7
Mid-semester Exam
(1) Mid-semester examination
Language and Social(2) Three Australian accentsClass (Part 1)
8
Language and Social(1) Three New Zealand accentsClass (Part 2)(2) H-dropping in Bradford andNorwich9
Linguistic Features(1) Indicators, markers andand Indexicality
stereotypes(2) Indexicality(3) Enregisterment(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 as a multilingual
country(4) Code-switching and code-mixing(5) Diglossia(1) The standard variety of alanguage(2) Non-standard English(3) Elaborated and restricted codes(4) Pidgin and creole English(5) Pidgin Japanese(1) Three circles of English(2) Hierarchy of Englishes(1) Review(2) 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 resources. Preparatory
study and review time for this course are 2 hours each.
【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.
Holmes, J., & Wilson, N. (2017). An introduction to sociolinguistics (5thed.). Routledge.
Wardhaugh, R., & Fuller, J. M. (2021).
An introduction tosociolinguistics (8th ed.). 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%). Attendance at thefirst class is mandatory. More than two unexcused absences will resultin failure of the course.
【Changes following student comments】
Students have been positive about the contents and method of
instruction. Hyperlinked video clips are updated every year.
【Equipment student needs to prepare】
The lectures are delivered using PowerPoint slides and Internet
resources. The handouts are downloadable in PDF format.
【Others】
It is recommended that students have completed 100-level linguistics
courses with a good understanding. This course is cross-listed with
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.

— 174 —

グローバル教養学部 発行日：2023/5/1
8

LIN200ZA

English as a Lingua Franca
9

Yutai Watanabe
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 3/Tue.3

10

その他属性：【Outline and objectives】
The ratio of L1 to L2 users of English in the world is roughly
estimated to be 1 to 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 samples of L2-accented speech. It also refers to
the limitations in the traditional models of World Englishes 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 the perspective of ELF. The
course is concluded with an analysis of status and function of English inpresent-day Japan.
【Goal】
By the end of the course, students will:(1) understand key terminology and concepts in ELF and World
Englishes,(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 class discussions. Based ona flipped learning model, students have to read chapter handouts andanswer assigned questions prior to attending each lecture. Submitted
assignments and tests are reviewed in detail and commented on in thefollowing week’s lecture.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview(1) Outlining the course contents
World Englishes (Partand instructional methodologies
1)(2) The three-circle model of World
Englishes
2
World Englishes (Part(1) The diasporas of English
2)(2) Development of postcolonial
Englishes3
Limitations of the(1) The limitations of Kachru’s
Three-circle Model(1985) model(2) Other models of World
Englishes
4
Introduction to ELF(1) What is a lingua franca?
(2) English as a lingua franca(ELF)(3) ELF users
5
English in(1) English in Europe
International Contexts (2) English in international(Part 1)organisations(3) English in business(4) English media for L2 English
speaking viewers
6
English in(1) English in aviation
International Contexts (2) English in pop culture(Part 2)7
Mid-semester Exam
(1) Mid-semester examination
Phonetic Features of(2) German-accented English
L2 English (Part 1)(3) Spanish-accented English

11

12

13

14

Phonetic Features of
L2 English (Part 2)
Core Features of ELF(Part 1)
Core Features of ELF(Part 2)Native Speakerness
and Critical Period
Hypothesis (Part 1)(1) Chinese-accented English(2) Japanese-accented English(3) Lingua Franca Core

(1) Common grammatical featuresof ELF(2) Interlanguage(3) The characteristics of the native
speaker(4) NS/NNS dichotomy
Native Speakerness(1) The critical period hypothesis
and Critical Period(2) The sensitive period hypothesis
Hypothesis (Part 2)(3) L1 English speakers’ perceptionof L2 English(4) Passing for native speakers(5) 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(1) History of English as aninternational language in Japan(2) The Suggested Course of Studyin English(3) Assistant Language Teachers(4) English in public transport(5) Language choice on university
websites
Summary and Final(1) Review
Exam(2) 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 resources. Preparatory
study and review time for this course are 2 hours each.
【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.
Routledge.
Jenkins, J. (2015). Global Englishes: A resource book for students (3rded.). 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%). Attendance at thefirst class is mandatory. More than two unexcused absences will resultin failure of the course.
【Changes following student comments】
Students have been positive about the contents and method of
instruction. Hyperlinked video clips are updated every year.
【Equipment student needs to prepare】
The lectures are delivered using PowerPoint slides and Internet
resources. The handouts are downloadable in PDF format.
【Others】
It is highly recommended that students have completed 100-level
linguistics courses with a good understanding.
This course iscross-listed with the Global Open Program. Non-GIS students may
join if they demonstrate solid background in linguistics and meet theminimum English proficiency requirement: TOEFL iBT 80 or IELTS
6.0.
【Prerequisite】
No prerequisite is required.

— 175 —

グローバル教養学部 発行日：2023/5/1
9

LIN200ZA

English as a Lingua Franca
Yutai Watanabe

10Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 3/Tue.3
その他属性：〈グ〉【Outline and objectives】
The ratio of L1 to L2 users of English in the world is roughly
estimated to be 1 to 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 samples of L2-accented speech. It also refers to
the limitations in the traditional models of World Englishes 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 the perspective of ELF. The
course is concluded with an analysis of status and function of English inpresent-day Japan.
【Goal】
By the end of the course, students will:(1) understand key terminology and concepts in ELF and World
Englishes,(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 class discussions. Based ona flipped learning model, students have to read chapter handouts andanswer assigned questions prior to attending each lecture. Submitted
assignments and tests are reviewed in detail and commented on in thefollowing week’s lecture.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview(1) Outlining the course contents
World Englishes (Partand instructional methodologies
1)(2) The three-circle model of World
Englishes
2
World Englishes (Part(1) The diasporas of English
2)(2) Development of postcolonial
Englishes3
Limitations of the(1) The limitations of Kachru’s
Three-circle Model(1985) model(2) Other models of World
Englishes
4
Introduction to ELF(1) What is a lingua franca?
(2) English as a lingua franca(ELF)(3) ELF users
5
English in(1) English in Europe
International Contexts (2) English in international(Part 1)organisations(3) English in business(4) English media for L2 English
speaking viewers
6
English in(1) English in aviation
International Contexts (2) English in pop culture(Part 2)7
Mid-semester Exam
(1) Mid-semester examination
Phonetic Features of(2) German-accented English
L2 English (Part 1)(3) Spanish-accented English
8
Phonetic Features of(1) Chinese-accented English
L2 English (Part 2)(2) Japanese-accented English
Core Features of ELF(3) Lingua Franca Core(Part 1)

11

12

13

14

Core Features of ELF(Part 2)Native Speakerness
and Critical Period
Hypothesis (Part 1)(1) Common grammatical featuresof ELF(2) Interlanguage(3) The characteristics of the native
speaker(4) NS/NNS dichotomy
Native Speakerness(1) The critical period hypothesis
and Critical Period(2) The sensitive period hypothesis
Hypothesis (Part 2)(3) L1 English speakers’ perceptionof L2 English(4) Passing for native speakers(5) 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(1) History of English as aninternational language in Japan(2) The Suggested Course of Studyin English(3) Assistant Language Teachers(4) English in public transport(5) Language choice on university
websites
Summary and Final(1) Review
Exam(2) 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 resources. Preparatory
study and review time for this course are 2 hours each.
【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.
Routledge.
Jenkins, J. (2015). Global Englishes: A resource book for students (3rded.). 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%). Attendance at thefirst class is mandatory. More than two unexcused absences will resultin failure of the course.
【Changes following student comments】
Students have been positive about the contents and method of
instruction. Hyperlinked video clips are updated every year.
【Equipment student needs to prepare】
The lectures are delivered using PowerPoint slides and Internet
resources. The handouts are downloadable in PDF format.
【Others】
It is highly recommended that students have completed 100-level
linguistics courses with a good understanding.
This course iscross-listed with the Global Open Program. Non-GIS students may
join if they demonstrate solid background in linguistics and meet theminimum English proficiency requirement: TOEFL iBT 80 or IELTS
6.0.
【Prerequisite】
No prerequisite is required.

— 176 —

グローバル教養学部 発行日：2023/5/1
14

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 1/Thu.1
その他属性：〈優〉【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 salienceof 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
Japanese society as multilingual. However, when you look at language
use on public signs, you will realize that you are surrounded by morethan just one language. Because the function of linguistic landscapes is
not only an informational indicator but also a symbolic marker, you canobserve our ever-changing society through an investigation of language
use in signs. In the course, students will learn about the basic conceptsof linguistic landscapes through lectures and literature reviews anddeepen their understanding by conducting 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 landscapes,(3) Becoming familiar with the basic theories and methodologies of
linguistic landscapes, and(4) Applying the knowledge to conduct individual research projects.

Student presentations(3)
Summary

Student in-class presentations
Review the course【Work to be done outside of class (preparation, etc.)】
Students are expected to read the handouts beforehand for classparticipation and discussion. For giving presentations in class andwriting end-term reports, students are required to conduct field researchoutside of class. Preparatory study and review time for this class are 2hours each.
【Textbooks】
All handouts are posted on the course website.
【References】
Backhaus, P. (2007). Linguistic landscapes. A comparative study ofurban multilingualism in Tokyo. Clevedon: Multilingual Matters.
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: 20%
Reflection paper: 20%
Presentation: 30%
Research report: 30%【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, all the literature and extra materials are provided in classor on the course website. The students are encouraged to read theliterature before attending a class. Interactive class participation ishighly encouraged. Students will be required to carry out small-scale
research projects in the field of linguistic landscapes and share theirfindings in class at the end of the course. Feedback is given both in classand through e-mail. 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】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Signage in Tokyo (1)Terminology (what is linguistic
landscapes?)3
Signage in Tokyo (2)Methodology (how to classify andanalyze signs)
4Signage in Tokyo (3)Tendency of LL in Tokyo(Multilingual or monolingual?)
5
Previous research (1)Linguistic landscapes in Seoul,
Korea
6Previous research (2)Linguistic landscapes in Bangkok,
Thailand7
Previous research (3)Linguistic landscapes in Kuala
Lumpur, Malaysia
8
Previous research (4)Linguistic Landscapes in Brussels,
Belgium
9Previous research (5)Linguistic Landscapes in Montreal,
Canada10
New perspectives on
The use of Japanese in LL inlinguistic landscape (1) overseas
11
New perspectives on
Errors in the use of English in LL
linguistic landscape (2)12Student presentations Student in-class presentations(1)
13
Student presentations Student in-class presentations(2)— 177 —

グローバル教養学部 発行日：2023/5/1【Changes following student comments】
The lecturer will provide more business negotiation tips.

MAN200ZA

Business Negotiation【Prerequisite】
None.

Takamasa Fukuoka
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 3/Mon.3
その他属性：〈優〉【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. Feedback can be given verbally in class,non-verbally or in written form.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
What is Negotiation?
Learn the definition of negotiation.
3
Negotiation andLearn how negotiation is a method
Conflict
to resolve conflicts.
4
Win-Lose Negotiation
Learn Win-Lose negotiation (theory(distributive
and techniques).
bargaining)
5
Case Study (1)Read and discuss case studies of
Win-Lose negotiation.
6
Win-Win Negotiation
Learn Win-Win negotiation (theory(integrative
and techniques).
bargaining)
7
Case Study (2)Read and discuss case studies of
Win-Win negotiation.
8
Pareto-Optimal
Learn how to search for
Solution
Pareto-Optimal solutions innegotiation.
9
Negotiation Strategy
Learn why BATNA is important inand BATNA
negotiation.
10
Case Study (3)Read and discuss BATNA casestudies.
11
Case Study (4)Read and discuss BATNA casestudies.
12
Consensus Building
Learn how to build consensus whilenegotiating complex issues.
13
Intercultural
Learn cultural differences and
Negotiation
effective intercultural negotiation
methods.
14
Review and Final
Review and final exam.
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. Preparatory study and review time
for this class are 2 hours each.
【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 (20%), a writing
assignment (20%), and the final exam (60%).

— 178 —

グローバル教養学部 発行日：2023/5/1

MAN200ZA

11

Business Ethics inTechnology

12

Fraud & Greed

13

Discussion and Review

14

Wrap-up and Final
Exam

General Topics II: Business Ethics
Maurizio Raffone
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 1/Wed.1
その他属性：〈優〉

How do technological advances,such as big data, artificial
intelligence, and cryptocurrencies
impact business ethics.
A history of corporate fraud,
highlighting common themes anddifferences.
Quiz.
Review of overall course andin-class discussion of key course
topics.
Wrap-up, review of class & in-classwritten exam.

【Outline and objectives】
Business Ethics covers a variety of contemporary case studies which
demonstrates the dynamics between what could be called opportunity
and misconduct. Over the years this has led to conflicts of interest, evenmore regulation to try and separate rule-makers from the rule-enforcers
and the players and, where that fails, often catastrophic results ensue.
This course aims to provide students with a framework to understandand deal with the fundamentals of ethics applied to the business world.
We will look at various case studies to observe how companies operate
within the grey area and/or have not acted responsibly in a highly
competitive environment. This course will delve into specific areas thattouch upon business ethics such as sustainability, ESG and technology.
Students are encouraged to gain awareness of the interconnectedness oforganizations and nations in a globalized world and how their actions
as managers will affect different stakeholders, nations and the world asa whole.

【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
Additional reading on the daily news and related research articles ishighly recommended. Three "at home" assignments to be done asindicated in the course schedule. Review of the textbook chapters
indicated but the instructor is necessary after each class.

【Goal】
Using the critical thinking assignments and class discussions, students
will be able to apply their knowledge to case-studies and group
work. Skills they acquire through this course should prepare them tounderstand key technical terms and give a better understanding of thebusiness world.

【Changes following student comments】
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)】Lessons will be structured with an initial lecture covering key themes
and then a discussion of one or two case studies and examples. Students
will be assigned three graded assignments, will sit two quizzes and one
final exam.
Written feedback will be provided to the student individually on each
graded assignment, quiz results will be shared also individually. The
grades of the last exam will be sent back after grading, inclusive of
personalized comments.

【Textbooks】"Ethics and Business. An Introduction", second edition. Author: Kevin
Gibson. Publisher: Cambridge University Press【References】
Reading references will be provided in class.
【Grading criteria】
20% Quizzes (2x 10%)
30% Homework (3x 10%)
50% Final examination (1x 50%)

【Equipment student needs to prepare】
None.
【Others】
None.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to
An Overview of Business Ethics.
Business Ethics
Case Study review and Discussion.
2
Insights from Ethical
Exploration of various ethical
Theorytheories and how they can beapplied to business situations.
3
Capitalism & its
Introduction to ethical issues that
ethical implications
arise from the capitalist economic
model.
4
Corporate Social
Introduction to the concept of
Responsibility
corporate social responsibility(CSR).
5
ESG
Introduction to the concept of ESG
and how it’s emerged over time.
6
Regulations andAnalysis of different regulatory
regulatory failures
regimes across countries andindustries, and discussion of somenotable failures.
Quiz.
7
Human Resources and Discussion of ethical issues that
Hiringpredominantly arise in the field of
human resources.
8
Rights and Consumer
Exploration of how ethics affects
Protection
business advertising and the sales
process.
9
Corporate engagement Expanding from lecture 5 on CSR,
discussion on how companies
proactively engage with positive
impact causes.
10
Ethics andDiscussion of how sustainability
Sustainability
can be tackled ethically bybusinesses.

— 179 —

グローバル教養学部 発行日：2023/5/1
6

MAN200ZA

Organizational Behavior

7

Junko Shimazoe
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 5/Thu.5
その他属性：〈優〉【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 understandthe scientific approach to study organizations. For example, what
does it mean to study organizational behavior in a scientific manner?
What are the objects of studying, organizational structure, performance,
routines, or interactions among people and organizations? How is it
possible to explain the relationship between behavior of people andorganizational behavior? Second, students are expected to understand“organic aspects” of organizations.
Organizations are more thanmachines whose structures and rules repeatedly generate intended
results. Members interact with each other and in organizational
contexts, from which unintended outcomes may emerge. In addition,organizations are influenced from temporal, geographical, and otherenvironmental conditions. It is important for students to understandorganizations as evolving and interactive actors with members andother organizations. Finally, students are expected to become able
to explain problems caused by modern organizations in their own
words. Regardless of their career after graduation, organizations are
everywhere in modern life, and students may encounter minor to major
issues caused both in and by organizations. It is essential for students toapply concepts that they learn in this course to organizational behavior
that they observe in real 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 is 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.
Students will receive feedback on their presentations in class.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Diversity in an- Diversity and its challenges
Organization
3
Individual Differences - Values#1- Personality
4
Individual Differences - Perception#2- Work attitudes and behaviors
Attitudes and- Psychological contract
Behaviors- Relationships at work
- OCB
5
Motivating Work
- Job design
Environment- Goal setting- Performance appraisals- Performance incentives

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 Presentations- 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 nextclass. Students have to finish them before they come to the class.
Students are also required to understand distributed materials in theclass. Preparatory study and review time for this class are 2 hours each.
【Textbooks】
University of Minnesota Libraries.
(2017).
Organizational
Behavior (University of Minnesota Libraries Publishing Edition).
Minneapolis: online textbook available at https://open.lib.umn.edu/
organizationalbehavior/. (Original author removed at request of original
publisher.)【References】
N/A【Grading criteria】- Class participation (15%)- Group presentation (40%)- Final paper (45%)
【Changes following student comments】
N/A【Equipment student needs to prepare】
N/A【Prerequisite】
None— 180 —

グローバル教養学部 発行日：2023/5/1【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. Preparatory study and review time
for this class are 2 hours each.

MAN200ZA

Brand Management【Textbooks】
No textbook will be used. Handouts will be provided by the instructor.

Takamasa Fukuoka
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 3/Mon.3
その他属性：〈グ〉〈優〉〈実〉【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.
【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.

【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.
【Grading criteria】
Class participation（20%）
Assignment（20%）
Final exam（60%）
【Changes following student comments】
The course structure and content was favorably evaluated.
【Others】
This course is conducted based on academic knowledge and thelecturer’s global business experience.
【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)】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.
Feedback can be given verbally, non-verbally or in written form.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction
Course Introduction
2
What is a Brand?
Learn how the definition of"brand".
3
Brand Equity
Learn how new brand equity is aset of assets.
4
Brand Loyalty
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.
5
Brand AwarenessLearn new brand awareness andthe strength of a brand’s presencein the consumer’s mind.
6
Perceived Quality
Learn about how new perceived
quality is a brand association thatis elevated to the status of a brandasset.
7
Brand Associations
Learn how new brand equity is
supported in great part byassociations that consumers makewith a brand.
8
Name, Symbol andLearn how the new name, symbol
Sloganand slogan are the basic core
indicators of a brand.
9
Brand Extension
Learn about line extensions, brandstretching, brand extensions, andco-branding.
10
Brand Identity
Learn the definition of brandidentity and related concepts.
11
Brand Personality
Learn how new brand personality
is a set of human characteristics
associated with a given brand.
12
Brand Strategies overLearn the reason why consistencyTimeis good.
13
Managing Brand
Learn how to manage brands in a
Systemscomplex environment.
14
Review and Final
Review of what students haveExamlearned from this course and final
exam.

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グローバル教養学部 発行日：2023/5/1
8

Event Case Study 1

9

Risk Management,
Licensing and Healthand Safety

John Melvin

10

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 5/Tue.5

Financial Management
and Budgeting

11

Event Case Study 2

12

Event Case Study 3

13Group Presentations

14

Post Event Evaluationand the Event Legacy& Wrap-up

TRS200ZA

Event Management

その他属性：〈実〉【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 incredible
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
the field of event management. Students will learn both important
theoretical considerations as well as applied knowledge relating to thefactors for the successful planning, promotion, implementation andevaluation of events within different contexts.
Upon completion of this course, you should be able to:1) Understand the range of factors behind the successful conceptualization and design of events
2) Understand the range of socio-cultural, economical & environmental
impacts events can have on host destinations & inhabitants3) Understand different sources of event funding and support and apply
appropriate risk management practices4) Understand the role and management of event volunteers
5) Appreciate the varied aims and objectives of different events andconsider strategies to achieve a positive longer-term 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 lecture-based, though you will have a number ofopportunities 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.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the course content
Course Content andand class format
Class Format
2
Event
The various influences on
Conceptualization
developing an event concept andthe issues to be included in theplanning process
3
The EventExamining the unique context andEnvironment
stakeholder networks that events
must negotiate and how thisinfluences the event design andmanagement process4
Designing the Event
Developing the attendee experience
Experience(theme, program, venue, etc.) tobest achieve an event’s particular
objectives
5
Event Funding &Analyzing how events can utilize
Supportvarious forms of support (e.g.
grants and sponsorship) to more
effectively realize aims andobjectives
6
Event Marketing andAnalyzing contemporary
Promotion
approaches to event marketing andthe challenges of marketing an
intangible experience
7
HumanManaging human resources for the
Resource/Volunteer
event including volunteer
Management
recruitment, motivation andretainment

Analysing event impacts from aninternational case study
Planning and preparing fornegative incidents to ensure thesafe and smooth delivery of theevent
Financial management processes
including sourcing funding,managing cashflow and evaluation
Analysing aspects of event
management from an internationalcase study
Analysing aspects of event
management from an internationalcase study
Groups will give a presentation on
their original event
Considering the importance ofplanning for an event’s legacy andstrategies to achieve this【Work to be done outside of class (preparation, etc.)】
Students will be assigned individual and group reading as preparation
for classes. Students are expected to download the lecture slides topreview before class. Groups will be assigned selected case studies andtasked with developing discussion questions and leading group & classdiscussions.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
There is no set text for this course. Weekly handouts and readingmaterials will be distributed in class and/or available via the online classmanagement page.
【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
Brittain, I., Bocarro, J., Byers, T. and Swart, K. (eds) (2017) Legacies
and Mega Events: Fact or Fairy Tales? London: Routledge【Grading criteria】
Evaluation will be based on:
1. Class participation & homework assignments (30%)
2. Group presentation and report (30%)
3. Term paper (40%)
Students are expected to complete all the assigned reading andhomework to enable them to get the most benefit from the lectures.
To improve students’ group-working skills and encourage and reward
cooperation and hard work, the group project is assessed on an
individual basis.
【Changes following student comments】
To enhance students’ group working and analytical skills, groups will
be given more responsibility for leading discussions on assigned casestudies.
【Equipment student needs to prepare】
N/A【Others】
There are no prerequisites, though students are recommended to havetaken, or concurrently take, the 100-level Introduction to Tourism
Studies course.
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.

— 182 —

グローバル教養学部 発行日：2023/5/1【Changes following student comments】
Not applicable.

MAN200ZA

Principles of Marketing
Shiaw Jia Eyo
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 2/Tue.2【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.
Students are recommended to have taken Introduction to Business orother business courses.
【Prerequisite】
Introduction to Business

その他属性：〈グ〉【Outline and objectives】
This is a marketing course that focuses on the concepts and approaches
that constitute the contemporary marketing theory as well as its
applications in practical business circles. The objective of this course
is to introduce students to the concepts of marketing, its functions andorganizations, marketing strategies used by companies and the role ofmarketing in the society.
【Goal】At the end of this course, students will learn about the marketplace,customer value, target and segment the market, customer relationshipmanagement, 4Ps of marketing and marketing tools for successful
marketing strategies.
【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.
Feedback is given during class time and through using other tools suchas HOPPII or email. Interactive class participation is encouraged.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and overview of theOverview
course2
Understanding theWhat is marketing?
Marketplace
Analyzing the marketing
environment3
Understanding
Consumer markets and consumer
Consumers (1)buying behavior
4
Understanding
Case studies and presentations
Consumers (2)5Designing a
Creating value for target customer
Customer-Driven
Strategy (1)6Designing a
Case studies and presentations
Customer-Driven
Strategy (2)7New ProductProducts, services and brands
Development (1)8
New ProductProduct life-cycle strategies
Development (2)9Understanding Pricing New product pricing strategies
and its Strategies (1)10Understanding Pricing Case studies and presentations
and its Strategies (2)11Promotion Mix (1)Retailing and Wholesaling
12
Promotion Mix (2)Advertising and Public Relations
13
Competitive Marketing Case study and discussion
Strategies
14
Final Exam & Wrap-up 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. Preparatory study and review
time for this class are 2 hours each.
【Textbooks】
Kotler, Phillip and Armstrong, Gary. Principles of Marketing, 17th
Edition, Pearson Education, 2017.
You are not required to buy the textbook. There are copies available in
the library.
【References】
Further materials will be provided by the instructor.
【Grading criteria】
Students will be evaluated based on class participation (15%),
assignments (20%), group presentations (20%), and one final exam(45%).

— 183 —

グローバル教養学部 発行日：2023/5/1
7

MAN200ZA

Marketing Research
8

Kayhan Tajeddini

9Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 5/Thu.5
10

その他属性：〈優〉【Outline and objectives】
This course will provide an introduction to market research as abusiness decision-making tool. The primary goal of this course is toequip students with an understanding of how market research can help
them make business decisions and how they can transform researchfindings into actionable business insights. The course also aims to help
students gain the ability to evaluate and interpret research designed
and conducted by outside providers. During the course, we will discussa wide range of research methods, including in-depth interviews, focus
groups, surveys and modeling, and their application to the services andnon-profit sectors. We will also discuss data sources and data collection
methods. Students will have the opportunity to define a businessproblem, develop a research plan, collect and analyze data and present
findings and their implications as a class project.
This course aims to help students:(1) Discuss what market research is and how, why, and when it’s useful.
(2) Identify a range of market research tools (e.g., focus groups,
interviews, surveys), consider their strengths and weaknesses, anddiscuss when it would (and wouldn’t) make sense to use each.
(3) Use these tools to solve business problems and craft businessstrategies.
【Goal】At the completion of this course, students are expected to be able to:(1) Understand the importance of marketing research(2) Formulate a research problem(3) Design a questionnaire(4) Collect respondent data
(5) Enter respondent data into a computerized spreadsheet(6) Analyze respondent data with statistical software(7) Write a research report(8) Make a in-class presentation about the findings

11

12

13
14

Midterm Exam
Basic Statistics

Midterm exam
This session offers a crash course
in basic statistics useful inmarketing research.
Statistical SoftwareThis session offers a crash course
in how to use SPSS effectively.
Analyzing andThis session introduces methods inInterpreting Data
analyzing and interpreting data:(1) Preparation and description(2) Exploring and displaying.
Analyzing andThis is a follow up session of week
Interpreting Data
9 and introduces methods inanalyzing and interpreting data:(1) Hypothesis testing(2) Measures of association.
Presenting Findings
This session discusses how topresent findings by oralpresentation and written report.
Review and Case Study This session reviews the course
contents by studying a complete
case.
Student Presentation
Reserved for students to present
their work.
Course Review
Course Review
Final Written Exam & Final written exam
Wrap-up【Work to be done outside of class (preparation, etc.)】
Attendance is required at all scheduled class sessions, presentation andexaminations. Students are expected to conduct their own project, writea report, and make a presentation. The project should begin after
lecture 3. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】- Naresh K. Malhotra (2015) Essentials of Marketing Research: A
Hands-On Orientation, Prentice Hall, New Jersey.
- Alvin C. Burns, Ann Veeck, Ronald F. Bush (2016) Marketing Research(8th Edition), Prentice Hall, New Jersey.
Students will be advised in the first week on whether they need topurchase the textbook(s).
【References】
Burns A. C. & Bush, R. F. (2014): Marketing Research (7th Edition)
Prentice Hall, New Jersey.

【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 lecture, case, and discussion based. The assignments
are designed to help students build skills that cover scientific,
information, and communication literacy. Effort will be made to makethe class both challenging and exciting.
We will use a combination of text and cases to explore and apply the
topics. It is vitally important that you come to class prepared andready to discuss the topics. If you read and prepare the materials you
will learn more during the discussions and will be successful at theassignments.
Regarding the presentation and case studies, it will be explained in
the first class with all guidelines, expectations and standards. The
strengths and weaknesses of each presentation and reports will be
discussed individually.

【Grading criteria】
Quiz: 20%
Presentation: 20%
Midterm Exam: 20%
Final Exam: 40%【Changes following student comments】
Not applicable【Others】
This course is self-contained. Basic knowledge in statistics is desirable
but not necessary.
【Prerequisite】
None【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Overview of Marketing This session gives an overview of
Research Process
the process of marketing research
and an introduction on research
design.
3
Secondary Data andThis session explains the role ofResearch Question
secondary data and how to clarify
research question from secondarydata.
4
Measurement
This session discusses
measurement and measurement
scales.
5
Data Gathering
This session introduces two
Instrument
important groups of data gathering
instrument:(1) Survey and interview(2) Questionnaire.
6
SampleThis session discusses sample
method and sample size.

— 184 —

グローバル教養学部 発行日：2023/5/1

MAN200ZA

7

Design Thinking &New ProductDevelopment

8

Lean Start-Ups & The
Business Model
Canvas9

Customer Experience

10

Leveraging the Cloudand Integrations

11

Go-To-Market Strategy

12Social Media
Marketing and SearchEngine Optimization

13

Counterfeiting &System D

14

Course Wrap Up【休講】Entrepreneurship and New Ventures

Credit(s)：2 ｜ Semester： ｜ Year：2〜4
Day/Period：
その他属性：【Outline and objectives】
This is an active learning course centered on the fundamentals ofentrepreneurship and entrepreneurial management. It is positioned as
an entry point for students who think that they might want to start theirown business “someday,” and want to learn about the startup process
now. Specifically, the course is designed to help students develop a better
understanding of how to generate and identify business opportunities,
define potential business concepts, refine the business concepts throughcreativity and business modeling, translate the business concepts intominimum viable product definitions informed by design thinking andlean startup customer development approaches, and then prepare todrive sales of the product through an online presence.
【Goal】The learning goal of this course is to acquire academic andpractical knowledge about the fundamentals of entrepreneurship andentrepreneurial management.
The primary learning objective of
this course is to develop an entrepreneurial mindset. Additional
learning objectives for this course include developing critical thinking,communication, leadership, teamwork, and ethical reasoning 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 is lecture and discussion-based, has an assigned reading
every week, requires the use of an online journal, and uses group-driven
experiential exercises to reinforce key concepts.
Preparation. Students must complete the assigned reading and write ajournal entry about the reading before each class.
Class. In the first half of each class, there is a lecture. After thelecture, students break into groups in order to complete experiential
exercises that are aimed at applying key concepts from the lecture andthe assigned reading.
Review. After each class students are required to complete a journal
entry describing their key takeaways from the class.
The Final Deliverable in the course is a Business Model Canvas andExecutive Summary.
Feedback.
Feedback is provided via the grade book feature in
the Learning Management System (LMS) used by the Professor.
Additionally, when warranted, comments are provided by the Professor
via the LMS.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
The Fundamentals of
The Fundamentals of
Entrepreneurship
Entrepreneurship2
Nuts & Bolts andIn this session we will discuss the
Hypotheses Associated basic requirements for registeringwith Registering aa business in Tokyo. We will also
Business in Tokyo
consider the hypotheses founders
must develop as they go throughthe registration process.
3
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.
4
Creativity &In this session we will consider
Entrepreneurshipwhen creativity is essential for an
organization, and when it isunwelcome.
5
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.
6
Business Models
In this session we will discussbusiness models.

In this session we will discuss thedesign thinking process as it isapplied to new productdevelopment.
The reading on Lean Startups forthis session changed the way that
entrepreneurship is taught andpracticed.
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 and web
services automation andintegration.
In this session we will consider the
go-to-market strategy which is "anaction plan that specifies how acompany will reach customers andachieve competitive advantage."In this session we will use a casestudy to explore the potential forusing social media marketing andsearch engine optimization tocompete against large enterprises.
In this session we will discuss thelogic of counterfeiters and thechallenge of competing againstthem and System D (the informal
economy).
This session is a review of thecourse.

【Work to be done outside of class (preparation, etc.)】
Before each class, participants complete the assigned reading(s) andthen write their journal entry in the online journal tool provided by theprofessor. After each class, students summarize their key takeaways inanother online journal entry. In accordance with MEXT guidelines for
2-credit courses, I recommend allocating at least 150 minutes to read theassigned reading, reflect, and write the pre-class journal entry before
each class, and at least 150 minutes to review, reflect, and write thepost-class journal entry after each class.
【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: REQUIREDClass participation & attitude: 39 points (29%)
Journal entries: 48 points (36%)
Group Experiential Exercises: 22 points (16%)
Final deliverable: 25 points (19%)
Total available points: 134 (100%)(% is rounded)【Changes following student comments】
N/A【Equipment student needs to prepare】• A credit or debit card to pay for the online coursepack.
• A PC & internet connection.
【Others】• IMPORTANT: This course does not use HOPPII. Instead, this course
uses CANVAS, a global Learning Management System (LMS). If you
would like an invitation to join this course on CANVAS, then, as a firststep, please complete the APPLICATION FORM which is located athttps://hackettlabs.com/gis/• 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— 185 —

グローバル教養学部 発行日：2023/5/1【Textbooks】
No textbook will be required as readings will be provided by the
instructor.

MAN200ZA【休講】Creative Industries

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 4/Thu.4
その他属性：〈優〉【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%
Presentation 40%
Final paper 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 of films
and animation. Students will be asked to have group discussions andanalyses on certain themes. Each week students will be provided withan academic reading relevant to the topic. These readings will be
important background information and/or will be directly addressed as
the topic of the lecture and discussion. Lectures will explain in detailand through examples the topic for that class. Discussions based on thelecture will be facilitated by questions from the instructor to help thestudents explore and develop their critical and analytical skills for that
topic. Students will be assessed on their understanding of the lecturesand readings through their presentations and papers. Students will
receive feedback in class and in written form, based on a grading rubric.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Anime’s BusinessHistory and technology
Structure
3
Media-mix andCase study I
Marketing I
4Media-mix andCase study II
Marketing II
5Media-mix andAnime tourism
Marketing III
6(Re)Conceptualizing
Creativity and branding
Creativity I
7(Re)Conceptualizing
Robots and creativity
Creativity II
8Smartphone Games
Production and problematics
9
Kawaii Culture
Local and global branding
successes
10
Fashion I
Fashion and lifestyle branding
11
Fashion II
Branding Japanese Americana
12
Student Presentations Feedback and Discussion
13
Student Presentations Feedback and Discussion
14
Student Presentations Feedback and Discussion【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. Preparatory study and review time
for this class are 2 hours each.

— 186 —

グローバル教養学部 発行日：2023/5/1

TRS200ZA

7

Tourism Resources:
Events8

Tourism Resources:
Natural, Built andCultural9

Inbound Tourism

10

Case Study

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：月 2/Mon.2
その他属性：〈優〉〈実〉【Outline and objectives】
Up until the end of 2019, inbound tourism to Japan was experiencing
unparalleled growth. An increasingly diverse range of tourists hadbrought opportunities and challenges to tourism managers, yet from2020 there has been a refocus on domestic tourism due to the global
coronavirus pandemic.
After a consideration of historical tourism development, this course will
examine a range of topical issues, including relations with South Korea,
the Tokyo Olympics in 2021 and the impact of UNESCO World Heritage
Site designation of Mt. Fuji. We will analyze different management
and marketing approaches of tourism in different prefectures. We willconsider the factors behind the remarkable recovery of inbound tourism
after the 2011 Great East Japan Earthquake and how Japanese tourism
may develop in 2023 and beyond.
【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 stakeholders involved in planning tourism
in Japan3) Consider destination management and how to harness the social andeconomic potential of tourism for revitalizing Japan at prefectural level
4) Critically analyze prefectural and national government tourism
management and 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)】The course is primarily lecture-based, though students will have anumber of opportunities to have group and class discussions. A range ofcase studies can help students consolidate their learning by illustrating
the lecture content with real examples.
In groups, students will conduct an in-depth analysis of tourism in aparticular prefecture, which will provide an opportunity to apply thetheories and concepts from the lectures and enhance understanding of
key issues.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the course content
Course Content andand class format
Class Format
2
The Roots of Japanese Exploring the historical
Travel Culture anddevelopment and evolution of the
Tourism Development
tourism sector in Japan
3
Destination
Analysis of destination
Management
management theory, and an
introduction to some of the key
organizations involved in tourism
management and planning inJapan
4Tourism as Economic
Exploring destination management
and Social Lifeline
and tourism sustainability. Also
the economic potential of tourism
for local and regional development’off the beaten track’ to tackle
serious demographic problems.
5
Tourism Marketing
Consider different approaches totourism marketing and analyzing
examples of prefectural marketing
6
Japan and Asia. Case
Examining the current & historical
Study: Japan andconnections with some of Japan’sSouth Korea
close neighbors, with a particularfocus on South Korea. We will also
consider how Japan isdifferentiating itself amid growinginternational competition for
inbound tourists.

Analysing how Japan’s rich event
calendar provides competitive
advantage at local andinternational levels
Analyzing the tangible andintangible resources in Japan, witha particular focus on World
Heritage Sites and how they are
utilized for tourism purposes
Historical and current trends ininbound tourism. Also a
consideration of the management
challenges of varying motivations
and behaviors of different visitor
groups.
In-depth focus on sustainable
destination management through acase study
Analyzing how destinations canmanage disasters. The response to
the Great East Japan earthquake
in 2011 will be considered, as will
the potential recovery from thecoronavirus pandemic.
Presentations on tourism inselected prefectures
Considering different forms of
tourism including ecotourism,
gastronomical tourism and cultural
tourism related to anime, movies
and TV shows
End of semester examination &course review【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.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
There is no set textbook. Weekly handouts and reading materials will
be distributed in class and/or available via the online class management
page.
【References】
Various reference books are available in the library and in the GIS
Reference Room, including:Funck, C. and Cooper, M. (2013) Japanese Tourism: Spaces, Places andStructures. Berghahn: New York
Sharpley, R. and Kato, K. (2020) Tourism Development in Japan:
Themes, Issues and Challenges (Contemporary Geographies of Leisure,
Tourism and Mobility). Routledge: London【Grading criteria】
1. Class participation & homework assignments (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. To improve students’ group-working skills and encourage andreward cooperation and hard work, the group project is assessed on an
individual basis.
【Changes following student comments】
In light of greater interest and awareness, the course will have a greater
focus on sustainable tourism management.
【Equipment student needs to prepare】
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 provide students with
examples and to illustrate issues.
Although not essential, students are encouraged to have taken (orconcurrently take) the 100-level ’Introduction to Tourism Studies’
course.
【Prerequisite】
None.

— 187 —

グローバル教養学部 発行日：2023/5/1

MAN200ZA

3Formal and Effective
Incidence of Tax

4Introduction to Income
Tax

5

Introduction to
Corporate Tax

6Introduction to
Consumption Tax

7Introduction toInheritance Tax and
Other Tax-related
Topics8

Review and Mid-term
Examination
Tax Evasion and Tax
Avoidance (1)General Topics II: Japanese Taxation
ToshikiOnozuka

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 2/Thu.2
その他属性：〈優〉【Outline and objectives】
Taxation plays a crucial role in the functioning of the modern state. Tax
revenues pay for public services, e.g., education, roads, defense, welfare,water supply and so on. People cannot live a healthy and cultured life
without public services funded by tax revenues. In this course, we study
such taxation in Japan.
In the first half of this course students will study the basics of taxationfrom various angles; 1) what is the history of taxation? 2) what is the
structure of taxation? 3) what type of taxes do we have? 4) who bears
the burden of tax? Then, in the latter half of this course, with thebasic knowledge acquired so far, they will study the real social issues
involved in taxation, which include; 1) what is the difference between
the tax evasion and the tax avoidance? 2) what is the qualified invoicesystem for consumption tax that the government plans to introduce from
October 2023? 3) what is “the 100-million-yen wall” problem?
The lecturer will explain the above items from the general point of view
and in a simple and easy manner. Students will also study the basic
terminology and mechanics of how corporate and personal taxation is
calculated for a basic understanding of taxation.
【Goal】
By the end of this course, students should have a fundamental masteryof:a.Basic structure of Japanese taxation systems
b.History of Japanese taxation vis-a-vis other countries
c.Current issues surrounding Japanese taxation
d.Global issues surrounding taxation
The knowledge they acquire through this course will help them todevelop the ability to identify and solve social problems they may
encounter, and provides the means to solve them.
【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)】During the course, each class is composed of a partial lecture on
key concepts and in-class exercises including quizzes, small group
discussions and class presentations to help students learn and apply
the concepts. Students will obtain feedback through Hoppii when theysubmit their work.

9【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
History of Taxation
Students will learn the brief global
history of taxation from the earliest
taxes in Mesopotamia to thepresent day taxation. Also, they
will discuss the history of taxationin Japan, focusing on how it haschanged after World War II.
Through this study, they will learn
the meaning of taxes to us, i.e., “Istax for us an obligation, a donation,
a right, or a membership fee?”2
Overview of Taxation
Students will look at the overall
in Japanpicture of Japanese taxation. The
items to be learnt are; 1) theunderlying principles of taxation 2)
the type of tax 3) the structure oftaxation 4) historical trend ofnational revenues andexpenditures. 5) Japan’s tax
burden ratio in comparison withother countries.

10— 188 —Tax Evasion and Tax
Avoidance (2)Students will study who bears thetax burden from legal and economic
standpoints. The economic
perspective of taxation
distinguishes "formal" and"effective" (or economic) incidencesof tax. While formal incidence is amatter of who is legally liable to
pay tax, effective incidence
concerns the more fundamental
question of who ultimately bears
the burden of tax from a micro
economic view point.
Students will study income tax (所得税). There are 10 types of income
subject to income tax, which arewage income, interest income,dividend income, etc. We will
briefly look at how to calculate tax
for each income. Then, two tax
return filing processes will be
explained, which are; 1) the tax
return by a company employee, and2) the tax return by a sole
proprietorship (個人事業主）.
Students will study corporate tax(法人税). The items to be covered
are; 1) what kind of tax is corporate
tax? 2) who is legally liable forcorporate tax? 3) what is corporate
tax levied on? 4) Is the Japan’s
statutory tax rate competitive withother countries? 5) what is the tax
return filing process?
Students will study the general
consumption tax (一般消費税）. The
items to be covered are; 1) what is
this tax? 2) what is the history ofthis tax? 3) Who is liable for thistax, and who pays it to thegovernment? 4) what are tax
exempt businesses (免税事業）?
Students will study inheritance tax(相続税）and other tax related
topics. The other tax related topics
include 1) tax audits by thenational tax agency (国税局による税務調査）2) tax accountant
qualification （税理士資格）3) the"Furusato" tax (ふるさと納税).
Review and in-class written
examination.
Tax evasion（脱税）is an illegal act
that is against the law. On theother hand, tax avoidance (節税）islegal as long as it is done within
the limits of the law. However,there are times when the line
between tax evasion and tax
avoidance is vague. Using a simple
case of a tax return filing (税務申告）
by a small family corporation, we
will confirm the difference between
tax evasion and tax avoidance.
The content of the class is the sameas class #9. In this class, our focus
will shift from a domestic small
corporation to a large corporation
which is running its businessglobally. The points to be covered
are what it is doing to reduce theamount of tax it has to pay within
legal means. Similar to class #9, a
simple case will be used tounderstand the tax planning
activities by a global corporation.

グローバル教養学部 発行日：2023/5/1
11

12

13

14

Invoice System forConsumption Tax

Effective October 1, 2023, theinvoice system will be introduced
for the general consumption tax (一般消費税. The implementation of
the invoice system puts tax exempt
businesses (免税事業）at a financial
disadvantage. Thus, tax-exempt
businesses have been campaigningagainst it for the past two years. In
this class, in the context of thehistory of the consumption tax, we
will learn why this causes such an
opposition movement.
The Wealth Disparity
Globally, the gap between rich andand Tax
poor is widening. As Thomas
Piketty, a French economist, points
out, this disparity is expected towiden further in the future. With
this trend, we will look at thesituation in Japan, and think about
the way to narrow the gap throughtaxation.
Discussion and Review. We will review the contents learnt
in the classes, and wrap up theimportant points throughdiscussion before the final
examination.
Final Examination and Wrap-up and in-class written
Wrap-up.
examination.

【Work to be done outside of class (preparation, etc.)】
a. Readings ‒ Students are expected to read the reading materials
carefully and to prepare for lectures.
b. Short assignments ‒ Students are at times given assignments tostrengthen their understanding of the application of the concepts. They
are expected to hand in their homework in the following class. In thecase of absence, they must hand in homework during the next class.
c. 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.
Preparatory study and review time for each class is two hours each.
【Textbooks】
No textbooks will be used. Handouts and reading materials will be
provided by the lecturer.
【References】
Smith, Stephen (2011), Taxation: A Very Short Introduction. London:OXFORD
Hama, Yuko (2020), Why do people pay taxes? Tokyo: Toyo Keizai
Shinpo-sha
Piketty, Thomas (2014), Capital in the 21st Century. London: Harvard
University Press
Scheve, Kenneth (2016), Taxing the Rich. New Jersey: Princeton
University Press【Grading criteria】
a. Attitude 10%
b. Assignments 15%*c. Case Study Analysis 15%
d. Mid-term Examination 30%
e. Final Examination 30%*The two lowest graded assignments are not included into thecalculation of the final grade.
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
None.
【Others】
My business experience at international companies will be taught inpart in class.
【Prerequisite】
None.

— 189 —

グローバル教養学部 発行日：2023/5/1
11

EDU200ZATESOL II: Teaching Methodology
Machiko Kobori

12

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

13

その他属性：〈グ〉【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 as well as L2
pedagogy through ICT 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 arealso required to create the related teaching materials including ICT
along with the 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.
Submission of the final requirements and feedback will be on thelearning management systems.

14

Micro-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.
Preparatory study and review time for this class are 2 hours each.
【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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Introduction to
Historical overview of language
Language Teachingteaching methods and approaches
Methods
3
Language Teaching
The Grammar-Translation Method
Methods and/ The Direct Method (DM)Approaches (1)4Language Teaching
The Audio-Lingual Method / The
Methods andSilent Way
Approaches (2)5Language Teaching
Dissugestopedia / Community
Methods andLanguage Learning (CLL)
Approaches (3)6Language Teaching
Total Physical Response (TPR) /Methods andCommunicative Language
Approaches (4)Teaching (CLT)7
Language Teaching
Content-based Instruction /Methods andContent and Language Integrated
Approaches (5)Learning (CLIL)
8
Language Teaching
The Participatory Approach /Methods andCooperative Learning
Approaches (6)9Micro-teaching (1)Creating a lesson plan: checking
contents, materials, procedure andperformance
10
Micro-teaching (2)1. The Grammar-Translation
Method
2. The Direct Method
3. The Audio Lingual Method
4. The Silent Way【Equipment student needs to prepare】
PC【Prerequisite】
ESL Education Ⅰ or TESOL Ⅰ— 190 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.
2. Before conducting micro-teaching, students are required to prepare
for their lesson by creating a lesson plan and teaching materials.
Preparatory study and review time for this class are 2 hours each.

EDU200ZATESOL III: Syllabus and Teaching Materials
Machiko Kobori
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 4/Thu.4
その他属性：〈グ〉【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 as well as L2
pedagogy through ICT 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 including
ICT 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 awriting assignment and a final examination that reflects their work onteaching plans, performance and lesson materials.
Submission of the final requirements and feedback will be on thelearning management systems.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Textbooks】
Cohen, L., Manion, L., & Wyse, D. (2010). A guide to teaching practice.
(5th ed.). Routledge.
【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】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Syllabus Design (1)Aims and objectives: concepts andclassification
3
Syllabus Design (2)Outcomes: concepts andclassification
4
Syllabus Design (3)The context and levels of planning:
curriculum and teaching procedure
5
Syllabus Design (4)The context and levels of planning:
lesson plans for the lower andupper secondary levels
6Issues in Teaching
Aims and objectives: concepts andMaterials (1)classification
7
Issues in Teaching
Selecting and creating teaching
Materials (2)materials: sounds to structure
8
Issues in Teaching
Selecting and creating teaching
Materials (3)materials: language functions,cultures and communication
9
Issues in Teaching
Selecting and creating teaching
Materials (4)materials: using audio-visual aids
and ICT
10
Lesson Planning
Creating a lesson plan: checking
contents, materials, procedure andperformance
11
Micro-teaching (1)Lower secondary level:
demonstration/observation, review
and discussion
12
Micro-teaching (2)Upper-secondary level:
demonstration/observation, review
and discussion
13
Micro-teaching (3)Team-teaching:demonstration/observation, review
and discussion
14
Final Exam & Wrap-up Consolidation and review— 191 —

グローバル教養学部 発行日：2023/5/1

English Teaching in Primary School

2. Students are required to complete daily tasks by choosing the related
topics of lectures.
3. Preparatory study and review time for this class are 2 hours each.

Machiko Kobori【Textbooks】
1.
Cameron, L. (2001).
Teaching languages to young learners.
Cambridge University Press.

EDU200ZA

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 3/Thu.3
その他属性：〈グ〉〈優〉【Outline and objectives】
This course is for students intending to teach English to young learners
as primary pupils. It provides an overview of second language learning(SLL) for such young learners, with reference to primary modern foreign
languages (PMFL), in particular, English as a foreign language (EFL)
within the global context. Its purpose is to give an insight into a
range of SLL theories to primary pupils from psychological, educational
and linguistic perspectives. It also explores modern second language(L2) pedagogy for them with consideration to make consistency in L2
education from the primary to secondary levels. It looks at practicalissues of their SLL, such as the global movement towards primary L2education, differences in teaching and assessing primary pupils andother L2 learners at higher levels of education, etc. Students will be
encouraged to develop their own perspectives on the teaching of English
in primary school.
【Goal】
Upon completion of this course, students should be able to do thefollowing:
1. Understand the core issues of SLL theories of young learners.
2. Explain different perspectives of the core issues of L2 education inprimary school.
3. Examine the connection between the core issues of young learners’
SLL and L2 pedagogy in primary school.
4. Utilise the theoretical knowledge of L2 education for young learners
to give an insight into cultivating L2 pedagogy in primary school.
【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)】A presentation, final exam and writing assignment are required for thecompletion of this course; students are required to choose one of thecourse topics, make a presentation and submit a writing assignment on
it. Submission of the final requirements and feedback will be on thelearning management systems (HOPPII, etc.).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【References】
1. Annamaria Pinter. (2006). Teaching young language learners. Oxford
University Press.
2. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language
integrated learning (1st ed.). Cambridge University Press.
3. Curtain, H. & Dahlberg, A. C. (2005). Languages and children:
Making the match. Pearson.
4. Jalongo, M. Young children and picture books. (2004). National
Association for the Education of Young Children.
5. Ellis, G., Brewster, J., & Girard, D. (2002). The primary English
teacher’s guide. (New). Penguin English Guides.
6. Nikolov, M. (2009). Early learning of modern foreign languages:
Process and outcomes. Oxford University Press.
7. VanPatten, B., Smith, M., & Benati, A. (2020). Key questions insecond language acquisition. Cambridge UP.
8.『創造的な学びを育む初等英語教育ー時代を超えて生き続ける理論と実践ー』（2022）津田塾大学言語文化研究所早期英語教育研究会（編）朝日出版社.
9. 文部科学省（2017）『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 (10%)
2. Presentation (30%)
3. Writing assignment (30%)
4. Final Exam (30%)
【Changes following student comments】
More frequent and detailed notifications regarding class activities andtasks will be given in order to 1) avoid causing any difficulties in getting
access to important information about the course, and 2) allow students
to prepare for class discussions, final requirements, etc.
【Equipment student needs to prepare】
Use a laptop in class, get lecture materials, etc. in HOPPII.
【Others】
Recommended to complete at least one of the courses presented below:
1. TESOL Ⅰ
2. Second Language Acquisition
3. Comparative Education
4. Language Education in the Digital Era【Prerequisites】
none.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Rationales of English
Issues in the placement of primary
Teaching in Primarymodern foreign languages (PMFL)
Schoolin the primary curriculum
3
SLL of Young Learners Issues in learning and development(1)
4
SLL of Young Learners Issues in learning languages(2)
5
SLL of Young Learners Issues in teaching four skills: the(3)
spoken language
6
SLL of Young Learners Issues in teaching four skills:
(4)
words
7
SLL of Young Learners Issues in teaching four skills:(5)
grammar8
Primary L2 Education Issues in teaching learning to learn(1)9Primary L2 Education Issues in pedagogical approaches(2)
for primary pupils
10
Primary L2 Education Issues in assessing primary pupils(3)
11
Presentation (1)Preparation for presentation:
checking contents, materials,
procedure and performance
12
Presentation (2)Discuss and review (1)13
Presentation (3)Discuss and review (2)14Consolidation of
Final exam and review
English Teaching inPrimary School【Work to be done outside of class (preparation, etc.)】
1. Every week before class, students are required to comprehend theassigned readings and be ready for group discussion on related topics inclass.

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グローバル教養学部 発行日：2023/5/1

SOC200ZA

Education and Society
Christopher D. Hammond
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 4/Thu.4
その他属性：【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. Taking asociological 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 academic achievement and student well-being throughinternational comparisons- Explore debates on diversity, inclusion and decoloniality in educational
contexts- Critically examine the intersections of education and technology- Explore debates about social mobility and reproduction througheducation in the context of gender, race and social class, and consider
the role of cram schools in contributing to social inequality- Explore the influence of culture on educational pedagogy in earlychildhood education
In addition to the acquisition of content knowledge, students willdevelop skills for critical online reasoning, understanding lectures given
in English, and improve their communication skills through criticalengagement 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.

12

Cram Schools

13

School Uniforms

14

Final reports due

Shadow education and its social
influence
Lecture and discussion on the
purposes of school uniforms• Student presentations of final
reports【Work to be done outside of class (preparation, etc.)】
Preparatory reading for class and willingness to engage in discussion is
expected. Students will be required to research specific topics, engage ingroup and whole class discussions and write a researched-based report
citing high-quality sources. Preparatory study and review time for thisclass are 2 hours each.
【Textbooks】
There is no textbook for this class【References】
Brooks, Rachel. (2018). Education and Society: Places, Policies,
Processes. London. Macmillan International.
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】
40% (weekly written assignments)
20% (active in-class participation)
40% (final research-based report)【Changes following student comments】
not applicable【Equipment student needs to prepare】
NA【Others】
NA【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 primary mode of instruction will be through pre-recorded lecturesand readings and in-class discussions. Emphasis will be placed on
critical thinking, group and whole-class discussions, and independent
research. Assessment will take the form of written assignments andin-class participation.
Feedback will be given by rubric-based grading of weekly reflective
assignments, and a final research paper.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction to sociology ofeducation
2
What Should be
The grand challenges of education:
Taught in Schools? For participation, relevance, quality,
what Purpose?
flexibility and funding
3
Measuring Education
The PISA test and student
Success: Excellencewell-being in East Asia
and Well-Being inInternational
Comparison
4
Diversity, Inclusion
Issues and theories of inequalities
and Decoloniality infacing gender/sexual minorities,
Education
people with disabilities, and
non-Western knowledge systems
5
Academic Freedom,
Exploring tensions and constraints
Science and Society
on freedom in teaching andresearch
6
Education and Social
Access, achievement, identities,Class
and issues
7
Final Reports
Information and literature
Workshop (1)searching; media literacy
8
Final Reports
Writing research questions
Workshop (2)9Sociology of Education Privacy, Big Data, AI, surveillance,
and Technology
personalized learning and thede-centering of schools
10
Student Activism
Comparing student-led social
movements
11
Education and Culture Preschool in three cultures: China,
Japan and the USA— 193 —

グローバル教養学部 発行日：2023/5/1
7

POL200ZA【休講】General Topics II: American Government

Credit(s)：2 ｜ Semester： ｜ Year：
Day/Period：

89Political Parties,
Campaign andElections
Review and Midterm
Presidency I

10Presidency II

11Federalism and the
Bureaucracy

12

Judiciary

13

Civil Liberties

14

Final Exam andWrap-up

その他属性：【Outline and objectives】
In this course, students will be introduced to the principles which
undergird the American regime. This includes the major structuraland operating features of the American system of government, andwhat legitimizes their basic rights and privileges in a representative
democracy. It is essential to begin by examining first principles
that are foundational to the American administrative state. These
principles are set forth in the Declaration of Independence, proceedingby degrees thereafter to a consideration of the Confederation period,
the Constitutional Convention, the ratification debates (The Federalist
Papers), and other prominent legal events that decisively shaped therepublic during its opening decades. With these foundations firmly
in mind, we will then examine in greater detail the structure andhistory of the nation’s uniquely constituted form of government, withparticular emphasis on the importance of federalism and the separationof powers. Each of the federal branches will be studied, including
the operations of the federal system, and students will understandhow the U.S. Constitution establishes the separation powers and how
these powers are simultaneously cooperative and competitive. U.S.
Constitution protects civil liberties of American citizens.
【Goal】
This course will provide students with a comprehensive study of theUnited States of America government institutions and the politicalprocess.
Students will be able to trace and identify the historical development of
the U.S. Constitution. Upon completion of the course, students will:• List important dates of the Founding era (Declaration of Independence, Constitutional Convention, Federalist Papers, Constitution
ratification);• Learn the development and significance of the Declaration, theFederalist Papers, and the Constitution by locating the arguments, aswell as the development of federalism;• Compare the principles of government developed by the Framers withpre-existing establishments of the Founding era.
Students will be able to identify how the U.S. Constitution establishes
the separation of powers. Upon completion of the course, students will
be able to:• Compare the powers of the three branches of government as set forthin the Constitution;• Learn the structure and functions of Congress, the judiciary, theExecutive;• Describe the checks and balances that exist among Congress, thejudiciary, and the Executive.

Evolution or parties, campaigns
and elections, public opinion andmedia
Multiple choice and short-essays
Constitutional foundations of the
Executive (Article II)
Precedent and administration, war
powersConstitutional explanation ofFederalism, structure andfunctions of the bureaucracy,
government waste
Constitutional foundations of the
judiciary (Article III), the Federal
court structure
The First Amendment, Crime and
Due Process
Multiple choice and short essays【Work to be done outside of class (preparation, etc.)】
Prior to class meetings, students are expected to review their notesfrom previous classes and do the assigned readings. Students will
be assigned homework (current event preparation). Before an exam,
students should review their notes. Preparatory study is four hours foreach class session. Review for an exam takes a minimum of two to threehours.
【Textbooks】
None.
【References】
Reading materials are on the course website.
Wall Street Journal subscription.
【Grading criteria】
Students are evaluated based on the following:
Participation in class discussions: 10%
Assignments and Quizzes: 20%
Midterm examination: 35%
Final examination: 35%【Changes following student comments】
None.
【Others】
Use of mobile phones, laptops, and other electronic devices during classis prohibited.
Students are expected to have passed Introduction to Political Science.
However, this prerequisite may be waived if a student has theequivalent academic background.
【Prerequisite】
None.
【Outline (in English)】
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 course will consist of lectures, open and group discussion, andindividual and group activities. Students will be required to utilize
critical thinking skills to formulate arguments and analyze concepts andprinciples in both oral and written form. Feedback for the quizzes andmidterm exams will be given in class. Students are also encouraged totake advantage of office hours should they wish to get more personalized
feedback on how to improve their performance.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
The American
Roots of the American
Founding I
constitutional debate, American
Revolution, Declaration of
Independence
3
The American
Confederation era and theFounding II
Constitution
4
The American
Ratification of the Constitution,
Founding III
Federalists, and Anti-Federalists
5
Congress I
Constitutional foundations of thelegislature (Article I)
6
Congress II
The legislative process,congressional ethics— 194 —

グローバル教養学部 発行日：2023/5/1

POL200ZA

11Socialism

12

Contemporaries I

13

Contemporaries II

14

Wrap-up【休講】Political Theory

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：
その他属性：〈優〉【Outline and objectives】
In this course we explore major political thoughts from
antiquity to the present in view to gaining a comprehensive
knowledge and understanding of historical developments ofkey political ideas that have shaped the world we live in.
【Goal】
Upon completion of this course, students should: 1) havea basic understanding of political thoughts by major figuresin the Western history; 2) have familiarity with important
political ideas and theories in connection with their historicalbackgrounds; and 3) have an ability to look at issues in current
world politics in a historical perspective.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】In this course we begin with the legacy of the ancient Greeks
and proceed through contemporary political theories mostly
in chronological order.
Each class consists of a lecture
and class/group discussion to follow. There will be somein-class/take-home tasks to facilitate students’ understandingof the topic. Good comments in reaction papers will be
introduced in the class and used for further discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction2
Ancient Greek
Polis and politics: Plato andAristotle
3
Hellenistic to
From Republic to Empire:
Roman
Cicero, Seneca, and otherHellenistic philosophers
4
Early and Medieval Corpus Christianum:
Christian Thoughts Augustine and Aquinas
5
Renaissance andCivic humanism and fall of theReformation
Catholic church: Machiavelli,
Luther, and Calvin
6
Absolutism versus
Rise of modern political
Social Contract
principles: Bodin, Hobbes,
Theories
Locke, and Rousseau
7
Enlightenment,
Formation of modern political
Liberalism, andprinciples: Harrington,
Republicanism in
Bentham, Hume, and MillEngland andScotland
8
Enlightenment,
Development of modern
Liberalism, andpolitical principles:
Republicanism inMontesquieu and Voltaire
France9AmericanTurn of modern political
Independence andprinciples: Jefferson,
French Revolution
Hamilton, Burke, andTocqueville
10
German Philosophy Ethical life: Kant, Fichte, andand Nationstate
Hegel

The age of ideologies: Marx,
Lenin, Trotsky, Stalin, andBernstein
Egalitarian Liberalism: Rawls,
Nozick, and Sandel
Libertarianism andCommunitarianism: Nozick
and Sandel
Assessing the degree to which
students understand thesubject【Work to be done outside of class (preparation, etc.)】
In addition to completing reading assignments and preparing
for discussion beforehand, students are expected to review
class materials after each class. Preparatory study and review
time for this class are 2 hours each.
【Textbooks】
There are no textbooks for this course. Class materials,
including weekly handouts and other reading materials(typically excerpts from major classic texts or introductory
books), will be uploaded on Hoppii.
【References】
Klosko, G. (2012). History of political theory: An introduction
Volume I: Ancient and Medieval (2nd ed.). Oxford: Oxford
University Press.
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
the course.
【Grading criteria】
Evaluation will be based on class participation including
quizzes, discussions, and reaction papers (40%), in-class/takehome tasks (30%), and final essay (30%). More than 2
unexcused absences will result in failure of this course.
【Changes following student comments】
More detailed instructions will be given for assignments sothat students do not misunderstand the scope and focus ofthem. Also, more effective measures are to be implemented
to facilitate classroom discussions.
【Others】
Students who intend to take this course are required to attend
the first class. A screening survey will be conducted in theclass if necessary. Students should register their email address
with Hoppii immediately after they decide to take this course,
or before the second class of the semester at the latest. Visit
Hoppii regularly for updates and class resources, as well as forthe submission of assignments.
【Prerequisite】
There is no prerequisite for this course.

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グローバル教養学部 発行日：2023/5/1
Students are expected to closely read the assigned texts before class,submit discussion points on the readings before each class, and toengage in discussion.

POL200ZA

Japanese Politics
Heiko Lang
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 1/Thu.1
その他属性：〈優〉【Outline and objectives】
This course is designed as an introduction to Japanese politics.
The first part traces the historic development of Japan’s politics since
the Second World War, focusing on the main turning-points and choices.
In the second part, we look at the principal actors and structuresthat inform Japan’s political system. The third part will focus oncontemporary political issues.
【Goal】
Students who have completed this course will be able to-understand the basics of Japan’s political system,-understand the main issues in contemporary Japanese politics,-develop informed opinions on these issues, and-critically assess the policies taken by the Japanese Government inresponse to these 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 be based on a combination of lectures and discussion.
You will be encouraged to engage in critical debate, thorough textual
analysis, and group work.
In each class, a lecture by the instructor will introduce the main aspectsof the session’s topic. This will be followed by discussion activities which
will give you the chance to ask questions and share your opinions withthe class.
You will be given timely feedback on your contributions in class or
through Hoppii.

【Textbooks】
The weekly readings will mainly rely on the following two books:- Neary, Ian (2019): The State and Politics in Japan, Cambridge etc.:
Polity Press- Pekkanen, Robert J. and Pekkanen, Saadia M. (eds.) (2022): The
Oxford Handbook of Japanese Politics, Oxford: Oxford University Press.
【References】
A detailed list of required and recommended readings, and further
materials for reference, will be distributed in class.
All required texts will be uploaded to the online course management
system.
【Grading criteria】
Participation and discussion: 30%
Mid-term exam: 30%
Final exam: 40%
In this course, 30% of your grade will depend on your participation andcontribution to the class discussion.
You will also be required to submit two essays; this will form 70% of
your grade: An in-class essay in the 8th week, and a take-home essay atthe end of the semester.
The topics of the essays and a detailed instruction on how to write themwill be given in class. You will be given timely feedback.
【Changes following student comments】(not applicable)【Others】
Students who have completed General Topics II: Japanese Politics can
not take this course.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introducing the main issues inJapanese politics
2
Occupation Reforms
Analyzing the emergence ofand Constitution
Japan’s post-war political system
3
Historic Overview I
Analyzing the turning points inJapanese politics from the early
postwar period to the end of theCold War
4
Historic Overview II
Analyzing the turning points inJapanese politics since the 1990s
5
Diet and Electoral
Analyzing the electoral system andSystemthe workings of the Japanese
Parliament
6
Political Parties
Analyzing the LDP and otherparties7
Bureaucracy andAnalyzing the roles of public
Prime Ministerservants
8
Review and Mid-Term Exam and summary of the course
Examcontent so far
9
Civil Society
Analyzing the influence of
non-state actors on Japanesepolitics
10
War Memory andAnalyzing the influence of history
Responsibility
on Japanese politics
11
Immigration
Analyzing policies regarding
immigration and otherdemographic challenges
12
National Security andAnalyzing recent changes in
Foreign Policy
Japan’s foreign policy
13
Environmental
Analyzing the role ofProtection
environmental issues in Japanesepolitics
14
Conclusion
Wrap-up of the course content anddiscussion of challenges for Japan’s
politics in the near future【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each week.

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グローバル教養学部 発行日：2023/5/1

POL200ZA

11

Politics in America
today / Documentary 1

12Politics in America
today / Documentary 2

13

Trump’s America

14

Biden as President【休講】American Politics and Foreign Policy

Credit(s)：2 ｜ Semester： ｜ Year：2〜4
Day/Period：
その他属性：【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.
The contents of each week may be changed from the syllabus, especiallyin the case of unexpected or important political events that take place
during the semester (such as an election or Supreme Court decision).
【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.
There will also be discussion questions for each week’s lecture topic.
Although time will be given in class to answer these questions, thequestions will be posted on Hoppii each week. Students will be expected
to post answers to these questions.
Feedback: Assignments will submitted on Hoppii, and feedback will be
included.

A short discussion of political
campaigning in America today. We
will view a documentary about
presidential campaigns.
A focus on present day politics inAmerica, with the viewing of adocumentary about smaller scale
politics.
Discussion of the 2016 election
America under President Trump
We will look at Biden’s presidency
so far, and what to expect in the
future.

【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. Preparatory study andreview time for this class are 2 hours each.
【Textbooks】
All course reading materials will be uploaded to the course website.
【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】
Weekly Written Discussion Responses (Submitted on Hoppii): 40%
Midterm exam: 30%
Final exam(report to be submitted on the course website): 30%【Changes following student comments】
Documentary responses will replace reading responses to reduce thereading load for two weeks.
【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.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Foundations
The United States Constitution ‒The Federalists and debates overtyranny & democracy
3
Historical Background Explaining the functioning of theof American Political
U.S. government through historical
System 1
examples.
4
Historical Background Explaining the functioning of theof American Political
U.S. government through historical
System 2
examples.
5
Historical Background Explaining the functioning of theof American Political
U.S. government through historical
System 3
examples.
6
Review & Midterm
Assessing the degree to whichExam
students understand the subject
and Exam: short-answer questions
and a short-essay (online test via
Hoppii)
7
Civil Rights and Racial A discussion of the civil rights
Discrimination
movement in the United States andcontinuing issues
8
America as a SuperA discussion of America’s domestic
Power - The Cold War
and foreign policy in the Cold War
period9
America’s Role in Asia Focus on relations with Japan and
the Cold War in Asia
10
The end of the Cold
A discussion of America’s politics
War - a Unipolar
after the Cold War.
world?

— 197 —

グローバル教養学部 発行日：2023/5/1
11

POL200ZA

China’s Domestic Politics and Foreign Policy
12

Zhihai Xie
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 2/Tue.2
その他属性：【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 to Chinese
foreign policy including nationalism, maritime ambition, the Beltand Road Initiative (BRI) strategy, and finally provide some detailed
analysis on China’s most two important bilateral foreign relations:
China-US relations and China-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 to prepare for classes
in advance. There will be also time for team discussion in class.
Students are also required to do the assignments weekly. Feedbacks andcomments for assignments of previous class are given at the beginningof class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Orientation
Orientation
2
Chinese Political
This theme deals with the role of
Ideology and the
Marxism-Leninism in Chinese
Party-State Structure
politics and party-state system.
3
The Collective
This theme deals with the so-called
Leadership andcollective leadership and theChinese Politicaloperating political institution.
Institution
4
Factions in CPC:
This theme deals with the power
Princelings VS
struggle among different politicalCommunist Youthfactions in Chinese Communist
League; Beijing VS
Party.
Shanghai
5
The Anti-Corruption
This theme covers theCampaign and Chinese anti-corruption campaign and its
Political Struggle
relationship with China’s politicalstruggle.
6
The Agenda of Chinese This theme deals with China’s
Economic and Political economic and political reforms.
Reform7
Chinese Social
This theme deals with China’s
Structure andsocial structure and hierarchy.
State-Social Relations
8
The Black Box ofThis theme deals with the
Chinese Foreign Policy decision-making process of foreign
Decision-Making
policy.
9Nationalism, PublicThis theme deals with China’s
Opinions and Chinese
nationalism and its influence on
Foreign Policy
foreign policy.
10
China’s RisingThis theme deals with China’s
Maritime Strategy and maritime strategy and ambitions.
Territorial Disputes in
the Seas13

14

Belt and Road
Initiative (BRI), AsianInvestment Bank(AIIB), and China’s
New Foreign Strategy
New Type of GreatPower Relations?:
China-US Relations
Two Tigers Can’t Share
One Mountain? :China-Japan Relations
China’s Growing Rolein International
Organizations &Course Wrap-up;
Term Paper
Submission Deadline

This theme deals with China’s
newly initiated BRI project, AIIB
and its related foreign strategy.

This theme deals with China-US
relations.
This theme deals with
China-Japan relations.
This theme deals with China’s
diplomacy related to internationalorganizations.

【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. Students arealso required to do weekly assignments and submit by the due time.
Preparatory study and assignment time for this course is about threehours per week.
【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.
Week 14: Xie (2011), Zhihai, The Rise of China and Its Growing Rolein International Organizations, ICCSJournal of Modern China Studies,Vol. 4(1), pp85-96.
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 20%; Weekly Assignments 40%; Term Paper 40%.
【Changes following student comments】
Not applicable.
【Prerequisite】
None— 198 —

グローバル教養学部 発行日：2023/5/1
11

POL200ZA

Politics of Southeast Asia

12

Nguyen Hoang Than ｈ Danh

13

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 1/Tue.1
その他属性：

14【Outline and objectives】
This course aims to introduce to undergraduate students thepolitics of Southeast Asia, one of the most politically, culturally, andeconomically diverse regions in the world. A major theme running
through this course is the relations between the current state ofpolitical affairs in Southeast Asia and its colonial legacy and theprospects of democratization in the region.
【Goal】The main objectives of this course are: (1) To provide the students
with a basic introduction into the Southeast Asian states andtheir current political system; (2) To give the students a glimpse
into the link between the colonial period and current Southeast
Asia and the dynamics of Southeast Asian countries with eachother; (3) To help the students to improve their critical thinking
by asking questions related to the current state of political affairs
in Southeast Asia, its problems, and suggesting solutions.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course covers a number of topics about Southeast Asia througha historical lens. During the first segment of the course (Week 1to 4), an overall introduction to Southeast Asia and its history isprovided. This serves as the historical context for the next segment(Week 5 to 10), which further discusses nationalism and ethnicity,
politics and religions in Southeast Asia. The last segment of thecourse (Week 11 to 13) examines the establishment and the role of
ASEAN, outside political influence over Southeast Asia, and nontraditional security threats facing the region.
Submission of assignments and feedback will be via the Learning
Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / YesSoutheast Asia andRegionalism
The U.S., China, andJapan’s Involvement
to South East Asia
Modern Non-military
Security Threats

Final Exam andReview/Wrap Up

The establishment and the roleof ASEAN
The U.S., China, and Japan’s
involvement toSouth East Asia
Climate change, resource
depletion, cross-borderenvironmental degradation,
terrorism, and infectious
diseases
Final Exam and Review/Wrap
Up【Work to be done outside of class (preparation, etc.)】
There will be a quiz before each lesson to test the students’preparedness and basic knowledge about the subject taught
during the previous class. This short test will also serve as a formof attendance taking. The students are required to review thematerials distributed to them the previous week to do the test eachweek. Preparatory study and review time for this class are 2 hours
each.
【Textbooks】
Handouts and reading materials will be provided by the lecturer.
【References】
The below textbooks are for references only, students are notrequired to purchase them or read them beforehand.
Ba, Alice D., and Mark Beeson, eds. Contemporary Southeast Asia:
the politics of change, contestation, and adaptation. Macmillan
International Higher Education, 2017.
Rush, James R. Southeast Asia: A very short introduction. Oxford
University Press, 2018.
Case, William. Politics in Southeast Asia: democracy or less.
Routledge, 2013.
【Grading criteria】
Weekly test (30%), class activities participation (20%), final
examination (50%)
【Changes following student comments】
Student comments will be considered for course management.
【Equipment student needs to prepare】
None【Others】
None【Prerequisite】
None【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andA brief introduction about the
Course Outline
course2
An Introduction to
An overall introduction to
Southeast Asia
Southeast Asia
3
History of Southeast Pre-colonial history of Southeast
Asia I
Asia
4
History of Southeast History of Southeast Asia from
Asia II
colonial period until modern
times
5
Nationalism andNationalism and Ethnicity in
Ethnicity I
Southeast Asia I
6Nationalism andNationalism and Ethnicity in
Ethnicity II
Southeast Asia II
7
Nationalism andPolitical systems in modern
Ethnicity II
Southeast Asia
8
Politics in Modern
The political economy ofSoutheast Asia II
Southeast Asia
9
Politics in Modern
The coexistence of democracy
Southeast Asia III
and authoritarianism inSoutheast Asia
10
Religions inIslam, Buddhism, Catholicism
Southeast Asia
and regional religions inSoutheast Asia

— 199 —

グローバル教養学部 発行日：2023/5/1

POL200ZA

Politics of Africa
Kinyua Laban Kithinji

10

Politics of conflicts andrevolts in Africa II

11

The politics of identity
in Africa

12

Regionalization andglobalization in Africa.

13

Japan and China in
Africa14

Conclusion and
End-term

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 4/Fri.4
その他属性：【Outline and objectives】
This course aims to introduce students to key concepts, themes, andapproaches to African politics using the interdisciplinary methodsof global studies. The course has, among others, objectives suchas: a) to create awareness and an understanding of major issues inAfrican politics; and b) to familiarise the students with the approaches
and theories applied by political scientists in analysing the politicaldevelopment in Africa.
【Goal】
This course will focus on building academic skills by encouraging
students to acquire analytical skills on a variety of issues in thediscipline of global studies through the study of politics in Africa.
Furthermore, students will be exposed to readings and discussions thatwill develop and improve academic reading and writing skills in thesocial sciences, with the goal of sparking an interest in conducting social
research. Overall, this course will also encourage students to develop
an interest in and inclinations towards Africa-related issues, including
areas beyond politics, in order to expand their capacity for wider course
selection and career prospects.
【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 focus on building an academic exchange and having
discussions on each week’s thematic areas.
As an exercise tohelp students acquire reading and comprehension skills for academic
articles, students will be expected to submit five key terms and one
thesis statement from each assigned reading. The key terms and thesis
statement will form the basis for in-class discussions. Students arealso expected to familiarise themselves with the contemporary political
discourse in Africa via BBC Focus on Africa. Although the instructor
will use most of the time to explain the content of the class, students
are encouraged to keep in mind that the style of the class is not amonologue but a discussion format. Students’ input will be throughclass discussions and a research-based essay to be submitted for final
evaluation. For all written assignments, students will receive written
feedback with corrections and recommendations from the instructor.
Students are also encouraged to consult the instructor after the classsession (the instructor will be available for 30 minutes after class) ormake an appointment through email.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction Ia) Introduction to the course.b)
Africa is not a country: states,
capitals, people groups, languages.
2
Introduction II
Africa in global political discourse(reading James Ferguson’s Global
Shadows and Binyavanga
Wainaina’s How to Write About
Africa).
3
Nation building in
Emergence and crisis of theAfricanation-state and its trajectories.
4
The politics of state in Nationalism, one-party states, andAfrica I
military rule.
5
The politics of state in Federalism, decentralization,
Africa II
neopatrimonialism, and politicalregimes.
6
Democracy andMultiparty democracy, clientelism,
electoral politics I
and ethnicity.
7
Democracy andElections and electoralelectoral politics II
authoritarianism.
8
Review & Mid-term
In-class formulation of researchquestions and issues, context, andbackground.
9
Politics of conflicts and African civil wars and military
revolts in Africa I
coups d’état in post-independent
states.

Post-conflict resolution,
peacebuilding, power sharing, andtransitional justice.
Class, ethnicity, politics ofbelonging, religion and politics, andwomen in politics.
The African Union (AU), theCommon Market for Eastern andSouthern Africa (COMESA), theEast African Community (EAC),
the Economic Community ofCentral African States (ECCAS),
the Economic Community of West
African States (ECOWAS), theIntergovernmental Authority on
Development (IGAD), and theSouthern African Development
Community (SADC).
The African resource question; theTokyo International Conference for
Africa Development (TICAD)
process; and the Forum on
China-Africa Cooperation(FOCAC).
Reflections on Africa in global
political discourse & End-term
evaluation report (an improved
version of the mid-term report inessay format).

【Work to be done outside of class (preparation, etc.)】
In order for the students to participate and express their thoughts
in class and in writing, they need to make adequate preparations.
Students are advised to set aside 2-3 hours of preparatory study andreview time for this class. The instructor will issue guiding questions at
the end of every class for the next reading. Attempting to answer thesequestions will help the students grasp the main theme of the assigned
readings. At least twice in the semester, students will be asked to watch
recommended news items and documentaries outside of class.
【Textbooks】
The following text books will be reserved in the library for students’reference. Those who can manage to purchase the books are encouraged
to do so. Cheeseman, N., Anderson, D., & Scheibler, A. (Eds.). (2017).
Routledge Handbook of African Politics, Routledge.
【References】
A wide range of diverse materials and recommended readings may beprovided in class for every session. Nevertheless, these two texts arehighly recommended. a) Thomson, A. (2016). An Introduction to African
Politics (4th ed.). London: Routledge. b) Englebert, P., & Dunn, K.
(2014). Inside African politics. Cape Town: UCT Press.
【Grading criteria】
20%: Identification of key terms and the main claim of the assigned
readings.
20%: Pop Quizzes.
20%: Mid-Term Report.
40%: End-Term Evaluation Report (an improved version of the midterm report).
The purpose of pop quizzes is to enhance students’ comprehension of key
concepts covered in the class. There will be five pop quizzes. The dates
and timing of the pop quizzes will not be disclosed to the students. Outof the five pop quizzes, only the top four will be used for grading. Pop
quizzes will be ten short answer identification questions that will cover
the contents discussed in the class.
Both the midterm and end-term evaluations will be a reflection on
the topics we have covered in class, emphasising the context, causes,
and consequences of political themes from the lecture materials andrequired readings. While previewing the questions is not encouraged,
the themes for essays may be provided ahead of time to allow students
to conduct prior research.
【Changes following student comments】
N/A【Equipment student needs to prepare】
Students’ personal learning materials such as A4 folders, pens, andpencils.
【Prerequisite】
None.

— 200 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students are required to have pored over assigned readings before
attending class lectures. Preparatory study and review time for thisclass are 2 hours each.

POL200ZAWorld Politics
Takeshi Yuzawa
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 3/Tue.3
その他属性：〈グ〉【Outline and objectives】
This course examines enduring questions of world politics, including
rivalry and competition among great powers, rising ethnic and religious
conflicts, the role of international law and organizations, growing
economic interdependence and the effects of globalization, the rise ofnon-state actors and their challenges to state sovereignty, and theprospects of world order.
【Goal】
The course objectives are: (1) To enable students to utilize the concepts
and theories of IR to analyze major events, actors and structures inworld politics, e.g., the state, war, rising ethnic and religious conflicts,
the role of international law and organizations, globalization, the rise ofnon-state actors and the prospects of world order; (2) To enable students
to acquire the ability to form their own answers to enduring questions
in world politics.
【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 consists of three major sections. In the first section,
students will learn various analytical tools indispensable for deeply
understanding enduring questions of world politics. Students then will
utilize those analytical tools to examine the origin and process of major
wars during the twenty century, namely World Wars I and II, andthe Cold War. In this task, students will be required to give a grouppresentation. In the final section, students will examine contemporary
issues, including rising intrastate conflicts in the post-Cold War era, theroles of international law and organizations, the rise of non-state actors,
and the prospects of world order.
Comments for assignments are given during class and office hours.
“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 recommended that students wishing to enroll in this course
first pass "Introduction to International Relations".

【Textbooks】
No textbook will be used. However, students are required to read somechapters of the books listed in the reference section.
【References】
Nye, Joseph S, Jr and Welch, David A. Understanding Global Conflictand Cooperation: An Introduction to Theory and History. Tenth edition.
Pearson Education, 2016.
Grieco, Joseph , Ikenberry, John G and Mastanduno, Michael.
Introduction to International Relations: Perspectives, Connections, andEnduring Questions. Third edition. Red Globe Press, 2022.
Baylis, John, Smith, Steve and Owens, Patricia (eds), The Globalizationof World Politics: An Introduction to International Relations. Eighth
edition. Oxford University Press, 2020.
Nau, Henry R. Perspectives on International Relations: Power,
Institutions, Ideas. Seventh edition. CQ Press, 2020.
Dunne, Tim, Kurki, Milja and Smith, Steve (eds), International
Relations Theories: Discipline and Diversity. Fourth edition. Oxford
University Press, 2016.
【Grading criteria】
Contribution to class discussion and group presentation(40%), Final
Essay (60%)
Regarding a group presentation, the performance of each student
will also be assessed by the Group Evaluation Form. Students inthe same presentation group will be required to evaluate each otherindependently and confidentially so that the instructor can effectively
assess individual contribution to the group.
【Changes following student comments】
Handouts to be provided in a timely manner.
【Equipment student needs to prepare】
Some course materials will be provided via the Hoppii.
【Others】
Students need to have a basic knowledge of International Relations
theories in order to successfully complete major course assignments. It
is hence recommended that students wishing to enroll in this course firstpass "Introduction to International Relations".
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Analytical tools I
Learning analytical tools for
examining world politics.
3
Analytical tools II
Learning analytical skill for
examining world politics.
4
World War I (1)Analyzing the causes of World War
I from theoretical perspectives
5
World War I (2)Analyzing the process of World War
I from theoretical perspectives
6
World War II (1)Analyzing the causes of World War
II from theoretical perspectives
7
World War II (2)Analyzing the process of World War
II from theoretical perspectives
8
The Cold War (1)Analyzing the origin of the Cold
War from theoretical perspectives
9
The Cold War (2)Analyzing the end of the Cold Warfrom theoretical perspectives
10
International Conflicts Analyzing the causes and nature ofin the Post-Cold War
contemporary international
Era
conflicts
11
The Roles of
Examining the roles ofInternational Law and international law and organization
Organizationin the maintenance of internationalorder
12
Non-state actors andExamining the roles and effects ofchallenges tonon-state actors in world politics
sovereignty
13
Prospects for a World
Examining prospects for a world
Order I
order
14
Prospects for a World
Examining prospects for a world
Order II/The finalorder/preparing to write the final
essay preparationessay— 201 —

グローバル教養学部 発行日：2023/5/1
9

POL200ZA

Religion and Politics
Christopher Michael

10

KavanaghCredit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 1/Tue.1

11

その他属性：〈優〉【Outline and objectives】
This course is designed to introduce students to the complex
relationships between religion and politics drawing on cross-culturalcase studies that range from the premodern to the contemporary period.
The course takes a cross-disciplinary approach examining research fromanthropology, sociology, psychology, and history. “Religion,” as defined in
the course, refers not only to doctrinal beliefs and formal institutions but
also to informal supernatural beliefs, ritual practices, and the various
subcultures and social aspects associated with religious communities.
The principal aim of the course is to explore how religions as cultural
systems interact and affect political systems and nation-states. By
the end of the course, students will have a firm understanding of
the complex relationship that religious groups, institutions, and larger
traditions have with political systems.
【Goal】
By the end of the course, students will be able to: (1) analyze and discuss
the roles that religion has played historically and cross-culturally inpolitics and public life; (2) understand the complex and diverse waysthat religion and politics can interact; (3) critically evaluate scholarly
research and media accounts that explore issues of religion and politics;(4) compare and contrast various theoretical models of religion andpolitics and the associated 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 courses will be taught primarily through a combination of lectures,class discussion, and small group discussion. Each class will include a
lecture followed by a class/group discussion based on related readings.
Students will also need to complete reaction papers assigned to help
reflect on the topics of selected classes. Students will also be required
to select a topic and prepare an oral presentation on one of the topics
covered during the classes. Presentations should be submitted with ascript and students will receive written feedback.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Religion and Politics:
Religion and Politics:
Course Introduction
Course Introduction and Overview
and Overview
2
Defining Religion and
An examination of the debates
Politics
surrounding how to define religion
and politics and the associatedtheoretical approaches.
3
The evolutionary role
Exploring the role of religion inof religion in society
human societies from a cultural
evolutionary perspective.
Discussing its potential role inenabling large scale cooperation.
4
Religion and the State: An examination of the varied
Compatibility, Conflict, relationships between religions andand Convergencestates, drawing on historical andcontemporary examples.
5
Secularization Thesis
A critical assessment of thesecularization thesis and theevidence presented for and against
the position.
6
Resurgent Religiosity
An examination of contemporary
claims of resurgent religiosity andgrowth in alternative religious
beliefs.
7
Mid-term Exam &Mid-term Exam and Course Review
Course Review
8
Religious Identity &Exploring the role of religious
Intergroup Conflict
identity in conflicts through twocase studies: 1. Buddhist
nationalism and Hindu minority
identities in Sri Lanka. 2. The roleof Catholic & Protestant identity in
the Northern Irish ‘Troubles’

12

13

14

Religious Activism
and Social Protest

Exploring the ability for religion tofunction as a source of activism
including as an anti-state
counter-hegemonic, emancipatory
force.
Online Gurus,
Reviewing new interactions
Conspiracy Cults, &between religion and politics in the
New Politicalcontemporary world, especially in
Movements
the online sphere.
State Religion & War
Examining the nature of state
religions through a case study ofState Shinto & Buddhist
institutions involvement in WW2.
Religious Extremism & A critical examination of the role
Terrorismthat religious doctrines andpersonal beliefs play in terrorism.
Religion and Social
Investigating the role that religion
Issues: Evolution,
plays in controversial social issues.
Abortion, andFocusing on debates surrounding
Same-Sex Marriage
the teaching of evolution, abortion,and same sex marriage.
Final Exam & Wrap-up Course wrap up and final exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete their weekly reading assignments
and reaction papers, participate in class discussions and prepare a
15-20 minute oral presentation on a topic of their choice. For selected
weeks students will be asked to summarise key readings. Preparatory
study/reading and review time for this class is estimated to be at least 4
hours per week.
【Textbooks】
All readings will be distributed by the instructor.
【References】
Haynes, J. (Ed.). (2008). Routledge handbook of religion and politics.
Routledge.
Fox, J. (2018). An introduction to religion and politics: Theory andpractice. Routledge.
These books are useful references but not necessary to purchase.
【Grading criteria】
Presentation 20%
Mid-term exam 25%
Final exam 25%
Weekly in-class participation 15%
Reaction Papers & Homework 15%【Changes following student comments】
To help avoid confusion and facilitate discussion all students will
be tasked with reading the same core readings each week andthen provided with additional optional readings. Some additional
opportunities will be provided to discuss how to structure answers andpresentations ahead of exams so students can improve their techniques.
【Equipment student needs to prepare】
Students do not need any specialist equipment beyond access to a
PC/laptop & the internet. Students will need to complete readings
before each class and submit reaction papers online via Google
Classroom. At various points in the semester, students should be
prepared to participate in discussions of ideas and concepts covered inreadings.
【Prerequisite】
None.

— 202 —

グローバル教養学部 発行日：2023/5/1【References】
Williams, Paul D and McDonald, Matt (ed). Security Studies: An
Introduction. Third edition. Routledge, 2018.
Baylis, John, Wirtz, James J and Gray, Colin S. Strategy in theContemporary World. Seventh Edition. Oxford University Press, 2022.

POL200ZA

International Security
Takeshi Yuzawa
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 3/Thu.3【Grading criteria】
Contribution to discussion (10%), mid-term essay (45%), final examination (45%)
【Changes following student comments】
Handouts to be provided in a timely manner.
【Equipment student needs to prepare】
Some course materials will be delivered via the Hoppii.

その他属性：〈グ〉〈未〉【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.

【Others】
Non-GIS students wishing to take part in this course should haveadequate English skills to complete the course work and assignments.
【Prerequisite】
none.

【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
their own answers to enduring 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 armed
conflicts, arms trade and military competition, nuclear proliferation,
genocide and mass killings, and terrorism.
Submission of assignments and feedback will be via the Learning
Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Military Security
Exploring the concepts of military
security
3
Regime Security
Exploring the concepts of regime
security4
Societal Security
Exploring the concepts of societal
security5
Human Security
Exploring the concepts of humansecurity
6
Environmental
Exploring the concepts ofSecurityenviromental security
7
Review and Mid-term
Review of week 2-7
essay preparation
8
The Evolution of
Examining changes in warfare
Modern Warfare
9
The Arms Trade
Examining the key aspects of thecontemporary arms trade
10
Nuclear Proliferation
Examining the important aspectsof nuclear proliferation
11
Humanitarian
Providing an overview of theIntervention
heated debate in terms of thevalidity of humanitarian
intervention
12
Terrorism
Analyzing the threat that terrorism
poses to countries and the world
13
Review andReview of major topics covered by
Preparation for the
week 9-13
final exam
14
Review and Final
Review and Written test
Exam
【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. Preparatory
study and review time for this class are 2 hours each.
【Textbooks】
Collins, Allan (ed). Contemporary Security Studies, Sixth edition.
Oxford University Press, 2022.

— 203 —

グローバル教養学部 発行日：2023/5/1
12

POL200ZA

Development (2):Global Health
Development (3):Environment andClimate Change
Conclusion

Examining the Role of the UN in
the Area of Global Health
Examining the role of the UN in
the Area of Global Environment
Protection and Climate Change
Review of the Course Content andGuidance for the Final ExamInternational Organizations

13

Heiko Lang

14

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 4/Tue.4【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.

その他属性：

Students are expected to closely read the assigned texts before class,submit discussion points, and to be ready to engage in discussion eachweek.

【Outline and objectives】
This course provides students with the fundamental knowledge of therole and activities of International Organizations, with a focus on the
United Nations System.
The course consists of four parts. The first part lays the foundations
by discussing the theoretical basis of the study of International
Organizations. In the second part, we will examine the activities of theUnited Nations in the field of peace and security. The third part willdeal with human rights. In the fourth part, we examine the impact of
the UN in the field of development, including contemporary issues suchas climate change and global health governance.
【Goal】
The aim of the course is to provide students with theoretical andempirical knowledge about the role of the United Nations on important
issues of relevance to their future roles as global citizens.
Students who have completed this course will be able to-explain the basic theories and approaches in the study of International
Organizations,-explain the main roles and functions of the UN in the field of peace andsecurity, human rights, and development, and-critically assess the effectiveness and impact of the UN on contemporary issues and real-life global 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 teaching method will be based on a combination of lectures anddiscussion. You will be encouraged to engage in critical debate, thoroughtextual analysis, guided research and group work.
Classes are generally divided into three parts. The first part consists of ashort warming-up discussion of the reading material, where we identify
the main issues. This will be followed by a lecture by the instructor
about the session’s topic. In the third part, discussion activities will
give you the chance to ask questions and share your opinions with theclass. You will be given timely feedback on your essays through Hoppii.

【Textbooks】
Ian Hurd (2017): International Organizations: Politics, Law, Practics,
Cambridge: Cambridge University Press.
Weiss, Thomas G. et al. (2020): The United Nations and Changing
World Politics, New York/London: Routledge.
The lecturer will provide further materials of interests (such as
newspaper articles and UN documents) on a case-by-case basis.
【References】
A detailed list of required and recommended readings, and further
materials for reference, will be distributed in class. All required texts
will be uploaded to the online course management system.
【Grading criteria】
Participation and discussion: 20%
Two short essays: 40%

Final essay: 40%
In this course, 20% of your grade will depend on your participation andcontribution to the class discussion.
You will also be required to submit three essays; this will form 80%
of your grade: Two short essays of about 500-800 words, and a final
essay of about 1500-2000 words. The topics of the essays and a detailed
instruction on how to write them will be given in class. You will be given
timely feedback.
【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction: Why Do
Introduction: Why Do We Study
We Study International International Organizations?
Organizations?
2Foundations (1):Historical Overview over the
The Emergence
Emergence of Today’s International
International
Organizations
Organizations
3
Foundations (2):Examining the Key Theories andTheories and Concepts Concepts of the Study ofInternational Organizations
4
Foundations (3):Examining the United Nations
The UN System
System5
Peace and Security (1): Examining the role of the UN in
The Fundamentals of
the area of conflict management
Conflict Management
until the 1990s
6
Peace and Security (2): Examining the role of the UN in
Humanitarian
the area of humanitarian
Interventions
interventions
7
Peace and Security (3): Examining Contemporary
Contemporary
Challenges in the area of Peace andChallenges
Security8
Human Rights (1):Examining the role of the UN in
Overview
the area of human rights
9
Human Rights (2):Examining the Role of Independent
The Role of Experts
Experts and NGOs in the Area ofand NGOs
Human Rights
10
Human Rights (3):Examining the Role of theInternational JusticeInternational Court of Justice11
Development (1):Examining the Role of the UN in
Sustainable
the Area of Sustainable
Development
Development— 204 —

グローバル教養学部 発行日：2023/5/1
12Case studies

Development Studies

13
14

Recap
Final exam & wrap-up

Norio【Work to be done outside of class (preparation, etc.)】
Assigned readings and preparation of group work, exercises andpresentations and homework. Preparatory study and review time forthis class are 2 hours each.

POL200ZA

Usui

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 5/Mon.5
その他属性：【Outline and objectives】
The course centers on Asia, the most dynamic region in the world,
to derive core policy lessons for economic development in the global
context. Asia has achieved a remarkable growth during the past five
decades, and its success has been referred to as a “miracle”. However,
not all Asian economies have attained the same degree of success. The
objective of this course is to learn how a group of Asian countries
made it from low income into high income in a single generation. A
key feature of the successful Asian economies has been their focus on
structural transformation, that is, their capacity to shift resources fromsectors of low productivity into sectors of high productivity, and upgrade
the production and export baskets. After reviewing conventional
development/growth theories, this course assesses Asia’s developmentfrom the lens of changing production and employment structures, anddiscusses implications for long-term growth and poverty reduction. The
course pays due attention to the heterogeneity of Asian economies intheir level of development and clarifies major causes of the divergence.
This course is unique in its persistent focus on structural transformationand its applications of several new analytical tools originated from the
network theory in physics.

Indonesia, Mongolia, Kazakhstan,
Mexico, and Nigeria
What did we learn in the course?
Final exam & wrap up【Textbooks】
No textbook will be required. Necessary materials will be provided
before or during the class. Students are highly recommended to review
readings from the reference listed below.
【References】
Mankiw, N.G., D. Romer, and D.N. Weil (1992), “A Contribution to the
Empirics of Economic Growth”, The Quarterly Journal of Economics,
107(2):407-437. (for Class 4).
Caselli, F. (2004), “Accounting for cross country income differences”,
NBER Working Paper 10828. (for Class 4).
Dollar, D., and W. Easterly (1999), “The Search for the Key: Aid,
Investment and Policies in Africa”, Journal of African Economies, 8 (4):546-577. (for Class 4).
Acemoglu, D., S. Johnson, and J.A. Robinson (2001), “The Colonial
Origins of Comparative Development: An Empirical Investigation”,
American Economic Review, 91 (5): 1369-1401. (for Class 3&4)
N. Usui (2012), “Taking the Right Road to Inclusive Growth: Industrial
Upgrading and Diversification in the Philippines”, Asian Development
Bank. (for Classes 5-8, and 10).
Felipe, J., Kumar, U., N. Usui, and A. Abdon (2013) "Why has China
succeeded? And Why it will continue to do so", Cambridge Journal of
Economics, 37 (4): 791-818, (for Class 8).
N. Usui (1998), “Dutch Disease and Policy Adjustments to the Oil Boom:A Comparative Study of Indonesia and Mexico”, Resources Policy, 23 (4):151-162, (for Classes 12).

【Goal】
Students who have taken this course should be able to:(1)understand the main growth mechanism: structural transformation,in the development process;(2)understand differences in development through the lens of structuraltransformation;(3)understand what the government can do to facilitate the process ofstructural transformation.

【Grading criteria】
The following criteria will be used to evaluate students:（１）class contribution (ex. questions, discussion, group work andpresentation) 30%（２）reaction papers and homework 30%（３）final exam 40% (Writing Assignment)【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”.

【Equipment student needs to prepare】
N/A【Method(s)】The intent of this course is to expose students to a range of ideas
and issues in economic development.
Students will be provided
an opportunity to learn, think and discuss broadly and deeply
about development issues across various development systems throughlectures, discussions, group work, presentations and homework.
Comments will be provided to assignments. Good works will bepresented in class.

【Others】(1) week 1 attendance is mandatory to register for this class.
(2) students are allowed a maximum of 2 unexplained absences. Morethan 2 unexcused absences will result in failure of this course.
(3) it would be desirable to take the Introduction to Development
Studies before joining this course.
(4) students should have enough English capacity to join in-classdiscussions.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Prerequisite】
Students who took Introduction to Development Studies.

【Changes following student comments】
Student requests and comments will be taken into consideration.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Guidance andCourse Guidance and Introduction
Introduction
2
The Asian miracle
Why was it labeled a miracle?
3
Development theories 1 Harrod-Domar, Two-Gaps, andRevised Minimum Standard Model(RMSM)
4
Development theories 2 Solow’s surprise and beyond(Institutions)5
An introduction to
What is the structural
structuraltransformation? and Why we focus
transformation andon productivity?
productivity
6
Decomposition of
Sectoral productivity growth andproductivity growth
structural transformation, and casestudies (China and India)
7
The Product Space
Visualizing the process ofdiversification and upgrading
8
Case studies
China, Thailand, Malaysia,
Indonesia, Philippines, Pakistan,
Nigeria etc.
9Case studies
Students’ presentations
10
Leapfrogging
Modern services, and a case study
manufacturing?
of the Philippines’ business process
outsourcing (BPO)11
The paradox of plenty
Dutch disease and the resource
curse— 205 —

グローバル教養学部 発行日：2023/5/1
7

POL200ZA

Public Policy

8

Benjamin SAN JOSE
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 1/Fri.1
その他属性：【Outline and objectives】
This course provides an introduction to public policy, which Thomas
R. Dye defines simply, as “whatever governments choose to do or not
to do.” This course examines the nature of public policies, how they
are made, implemented and evaluated, and the central institutions andactors involved in policy-making.
The course pays particular attention to the theoretical approaches
to policy-making. It delves into the stages of the policy process:problem definition and agenda-setting; policy formulation and adoption;
implementation; and evaluation. The course also covers governanceand policy-making; public policies beyond the nation-state; and policychange and policy convergence.
To help develop analytical and critical thinking on public policy,
students will be asked to form groups that would conduct their own
analysis of policies undertaken by the Japanese government in certain
policy areas, such as economic, welfare, health, education, immigration,
gender, defense or environmental policy.
Policy analysis, as Dye puts it, is “finding out what governments do, why
they do it, and what difference, if any, it makes.” In the latter part of thecourse, the groups will be asked to submit written reports and to makepowerpoint presentations on the policies studied and policy outcomes
and impacts.

9

10

11

12

13

【Goal】
The course seeks:• To acquaint students with public policy as an academic sub-discipline.
• To introduce students to key theories, concepts and/or approaches
used in policy-making, policy implementation and policy evaluation.
• To help students examine public policies more critically.
【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”.

14【Method(s)】The course will consist mainly of lectures, open discussion, and classactivities. Students will be asked as well as encouraged to express theirviews on the topic being discussed. Audio-visual aids such as shortvideo clips, photos, maps and illustrations will be used to help makeissues and events much more concrete and vivid to students, and to help
stimulate or enliven discussion and debate. Feedback on assignments
will be provided during class discussions, by email or through individual
consultations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction (Knill and Introduction (Knill and Tosun,
Tosun, Chapter 1)
Chapter 1)
2
The Nature of Public
Typologies of Public Policies
Policies (Knill andPolicy Dimensions
Tosun, Chapter 2)
Policy Styles
3
The Context for
National Institutions: Defining the
Policy-Making: Central Rules of the Political Game
Institutions and Actors Intergovernmental Organizations:(Knill and Tosun,
Global Public Policy
Chapter 3)
Key Actors
4
Theoretical Approaches Structure-Based Models
to Policy-Making (Knill Institution-Based Models
and Tosun, Chapter 4) Interest-Based Models
Overview of the Models
5
Problem Definition and Problem Definition: The Path toAgenda-Setting (Knill
Agenda-Setting
and Tosun, Chapter 5) Analytical Concepts ofAgenda-Setting
Actors and Interests in the
Agenda-Setting Process6
Decision-Making (Knill Determinants of Policy
and Tosun, Chapter 6) Formulation
Institutional and Procedural
Dimensions of Decision-Making

Review & Midterm
Exam

Assess to what degree students
understand topics discussed;
Midterm Exam
The Policy-Making
Institutional Arrangements andProcess in Japan
Bureaucratic Supremacy
Decentralization within the LDP
The 1994 Electoral Change
Hashimoto’s Reform to Strengthen
the Cabinet
Top-Down Fiscal Policymaking
under Koizumi
Failed Attempts by the DPJ
Governments
Developments under the Second
Abe Government
Implementation (Knill Who Is Involved in Policy
and Tosun, Chapter 7) Implementation?
Analytical Perspectives in
Implementation Research
Implementation Success: Criteria
and Determinants
Evaluation (Knill andTypes and Methods of Evaluation
Tosun, Chapter 8)
Research Designs for Scientific
Policy Evaluation
The Political Dimension of Policy
Evaluation
Governance: A
Central Concepts and Modes ofSynoptic Perspective on Governance
Policy-Making (Knill
Four Ideal Types of Governanceand Tosun, Chapter 9) When Is Governance Good?
Public Policies beyond
Public Policies beyond the Nation
the Nation State (Knill State: General Assessment
and Tosun, Chapter
Policy Formulation: Typical10); Policy Analysis
Interest Constellations andGroup Presentations
Interaction
Policy Implementation
Policy Change andPolicy Change: Theories,
Policy Convergence
Measurement and General(Knill and Tosun,
Patterns
Chapter 11); Policy
Cross-National Policy Convergence:
Analysis Group
Concept, Measurement andPresentations
Dimensions
Causes and Conditions of
Cross-National Policy Convergence
Theoretical Insights
What Have We Learned?
and Practical Advice
Comparative Research on Public(Knill and Tosun,
PolicyChapter 12); Final
Final Exam
Exam【Work to be done outside of class (preparation, etc.)】
Before class, students should study the required readings and work on
any written assignment that may have to be submitted. After class,and especially before an exam, students should review their notes.
Preparatory study is 2 hours for each class session, but group work may
entail an additional 30 minutes. Review for an exam would take at least
3 hours.
【Textbooks】
Knill, C., & Tosun, J. (2020). Public Policy: A New Introduction (2nded.). London: Red Globe Press. (Students must buy a copy of the bookor photocopy chapters from the library copy.)【References】
Shinoda, T. (2020) The Policymaking Process in Japan. In Pekkanen,
R.J. & Pekkanen, S.M. (Eds.), The Oxford Handbook of Japanese
Politics. Oxford: Oxford University Press.
Dye, T.R. (2017). Understanding Public Policy (15th ed.). London and
New York: Pearson Education.
Dodds, A. (2018) Comparative Public Policy (2nd ed.). London: Palgrave.
(Additional journal articles might be used in class and will be announced
beforehand.)【Grading criteria】
Participation 40 %[Recitation (20%);
Quizzes, Tasks, and, Assignments (40%);
Presentations (40%)]
Midterm examination: 30%
Final examination: 30%【Changes following student comments】
None.
【Equipment student needs to prepare】
None.
【Others】
Use of mobile phones, laptops and other electronic devices in theclassroom during class is prohibited (exceptions only in special cases).
Students attending classes online should use desktops or laptops, notmobile phones.

— 206 —

グローバル教養学部 発行日：2023/5/1【Prerequisite】
None.

— 207 —

グローバル教養学部 発行日：2023/5/1
13

POL200ZA

14

Foreign Policy Analysis
Takeshi Yuzawa
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 4/Tue.4
その他属性：〈グ〉【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.
Comments for assignments are given during class and office hours.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

Case Studies V: The
Syrian Civil War
Wrap-upCase studies based on a grouppresentation and discussion
Review weeks 1-13

【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. Preparatory study
and review time for this class are 2 hours each.
Students are expected to prepare for their presentations under the
instructor’s guidance.
【Textbooks】
No textbook will be used. However, students are required to read somechapters of the books listed in the reference section.
【References】
Morin, Jean-Frédéric, and Paquin, Jonathan, Foreign Policy Analysis: A
Toolbox . Palgrave Macmilan, 2018.
Hudson, Valerie M. Foreign Policy Analysis: Classic And Contemporary
Theory . Third edition. Rowman & Littlefield Pub, 2019.
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.
Neack Laura,Studying Foreign Policy Comparatively: Cases andAnalysis. Fourth edition. Rowman and Littlefield, 2018
Breuning, Marijke,Foreign Policy Analysis: A Comparative Introduction.
Palgrave Macmillan, 2007.
Mintz Alex and DeRouen, Karl R. Jr, Understanding Foreign Policy
Decision Making . Cambridge University Press, 2010.
【Grading criteria】
Contributions to class discussion and group presentations (40%), Finalessay (60%).
Regarding a group presentation, the performance of each student
will also be assessed by the Group Evaluation Form. Students inthe same presentation group will be required to evaluate each otherindependently and confidentially so that the instructor can effectively
assess individual contribution to the group.
【Changes following student comments】
Handouts to be provided in a timely manner.
【Equipment student needs to prepare】
Some course materials will be delivered via the Hoppii.
【Others】
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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Actors and Structures
Identifying the actors and(domestic and international)
structures influencing foreign
policy3
The Rational Actor
Examining models and approaches
Model
to foreign policy decision-making
from a rational actor perspective
4
Cognitive andExamining cognitive andPsychologicalpsychological models which identify
Approaches I
boundaries to rational(Cognitions, Emotions, decision-making (Cognitions,
Perceptions)
Emotions, Perceptions)5
Cognitive andExamining cognitive andPsychologicalpsychological models that identify
Approaches II(Leader’s boundaries to rational
personality anddecision-making (Leader’s
Leadership styles)
personality and Leadership styles)
6
The Role of Advisers
Examining the role ofand Bureaucracies
bureaucracies in foreign policy
decision-making
7
Domestic Influences:
Examining the role of the public,
Public Opinion, Media, the media and interest groups inInterest Groups
foreign policy decision-making
8
External Influences:
Examining how the structural
The Impacts of
distribution of states’ capabilities
International
constrains the policy options that
Structures
are realistically available topolicy-makers
9Case Studies I: The
Case studies based on a group
Cuban Missile Crisis
presentation and discussion
10
Case Studies II: The
Case studies based on a group
United States and thepresentation and discussion
Iraq War
11
Case Studies III: The
Case studies based on a group
United Kingdom andpresentation and discussion
the Iraq War
12Case Studies IV: The
Case studies based on a group
Yom Kippur War
presentation and discussion【Prerequisite】
None.

— 208 —

グローバル教養学部 発行日：2023/5/1
12

POL200ZA

Japan’s Foreign Policy

13

Heiko Lang

14

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 4/Mon.4
Notes：< GIS students > 2019 年度までの入学者は配当年次 1〜4 年
その他属性：【Outline and objectives】
This course offers an overview over the main issues that inform
Japan’s contemporary diplomatic relations. After reviewing theories
of international relations and critically discussing their value foranalysing international relations in East Asia, a brief historic overview
will introduce the main topics of Japan’s modern foreign relations.
After this, the course proceeds by looking into several case studies
of Japan’s foreign policy, focussing on bilateral and multilateralrelations. Topics discussed include Japan’s territorial disputes with
its neighbours, Japan’s efforts to manage the rise of China, aspectsof Japan’s efforts in the field of international cooperation, Japanese
proposals for fostering regionalization in Asia, and its efforts to tackle
the growing global climate crisis.
【Goal】
Students who have completed this course should be able to:• understand the main issues that inform Japan’s international
position and develop individual research interests• understand the variables that shape Japan’s present foreign relations• critically assess the various interests of the major regional powers inAsia, including Japan• gain an understanding of the most prominent theories of international relations, and be able to relate them to contemporary 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”.

Japan andInternational
Cooperation
Japan and Climate
Security
Conclusion: Quo vadis,
Japan?

Japan’s policies in internationalorganizations
Japan’s policies in tacklingdifferent dimensions of climatechangeWrap-up of course content anddiscussion of challenges for Japan’s
foreign policy in the near future【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
Students are expected to closely read the assigned texts before classand to be ready to engage in discussion each week. Students are also
required to prepare questions and discussion ideas based on interesting
and/or problematic points of the assigned texts.
【Textbooks】
The readings for this course will largely rely on the following textbooks:-Brown, James D. J. and Kingston, Jeff (eds.) 2017: Japan’s Foreign
Relations in Asia, New York: Routledge.
-McCarthy, Mary M. (ed) 2018: Routledge Handbook of JapaneseForeign Policy, London and New York: Routledge-Pekkanen, Robert J. and Pekkanen, Saadia M. (eds.) 2022: The Oxford
Handbook of Japanese Politics, Oxford: Oxford University Press.
The relevant chapters will be uploaded to the course website.
【References】
A list of assigned readings and further materials for reference will be
distributed at the beginning of the semester. All required texts will be
uploaded to the online course management system.
【Grading criteria】
Participation and discussion: 30%
Mid-term exam: 30%
Final exam: 40%【Changes following student comments】
Not applicable.
【Others】
For GIS students who entered in 2012 - 2019:
This course is regarded as 100-level Introductory Courses.
【Prerequisite】
None.

【Method(s)】Students are required to read mandatory assignments each week.
Lectures will be used to introduce each topic; afterwards, a critical
discussion of the texts will take place where students are strongly
encouraged to voice their own opinions. In the second half of thesemester, depending on the number of participants, students will havethe opportunity to give individual or group presentations on a topic of
their interest.
Students are required to hand in discussion points for the reading before
each class, which will be the basis for the in-class discussion.
Teacher feedback will be given during the discussions and after
the optional presentations; comments on the results of the two
examinations will be given in written form in a timely manner.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Topics in Japan’s
Topics in Japan’s Foreign Relations
Foreign Relations
2
International Relations Understanding “International
Theory, East Asia, and Relations” and Japan’s policiesJapan
theoretically3Main Issues of Japan’s Turning points and continuous
Post War Diplomacy
characteristics of Japan’s foreign
policy after 1952
4
Recent Strategic Shifts Assessing the recent strategicchanges in Japan’s Foreign Policy
orientation since the 2000s
5
Japan and Regionalism Japan’s efforts to influence thein East Asia
emerging regional political andeconomic order in East Asia
6
Japan and the United
The shifting alliance between
StatesJapan and the United States
7
Mid-Term Exam
Exam and summary of the course
content so far
8
Japan and China
Japan’s relations with China
9Japan and the Korean Japan’s relations with North andPeninsulaSouth Korea
10
Japan and Russia
Japan’s relations with the RussianFederation
11
Japan and ASEAN
Japan’s relations with Southeast
Asia— 209 —

グローバル教養学部 発行日：2023/5/1
7

ECN200ZA

Development Economies
Augusto Ricardo

8Delgado Narro

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

9

その他属性：〈優〉

10【Outline and objectives】
This is an introductory course to the field of Economic Development.
This course aims to understand the main issues of development
economics, analyze the economic problems of developing countries,
and discuss strategies for achieving inclusive growth and reducing
poverty and extreme inequality. This understanding will help thestudents answer key questions: Why do some countries achieve highlevels of economic development and others do not? What are thepolicies governments can implement to change the growth path oftheir countries? This course will start from a “macro” perspective
and later introduce a “micro” viewpoint of the problems to explore thesocial-economic factors that affect economic development. This course
will cover economic growth, agricultural development, food security,
population, education, migration, poverty reduction, informality, andmore.
【Goal】
1. Understand: (1) why some emerging countries have been successful
in catching up with rich countries in per capita income, while others arelet behind, (2) why half of humanity remains poor, and many of them areliving with less than $2 per day, and (3) why environmental degradation
and resource exploitation are commonly associated with income growth.
2. Understand: what can be done to promote development throughpolicies. Learn to analyze the economic and social impacts of specificinitiatives.
3.
Use data to conduct development analyses such as growth
diagnostics, poverty assessments, impact analysis of development
projects.
4. Encourage students to explore alternative paths of economic development that promote the well-being of individuals and communities.
【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 where we will
study theory and applications. Students are encouraged and expectedto participate in classes. Depending on the number of students we may
have presentations or a final essay. Feedback will be given to students
at the end of each presentation/essay. Please note that the teachingapproach may vary according to the established sanitation level andfollowing the university rules in this regard.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12

13
14

Review & Midterm
Exam

Assess students’ understanding of
the 1st half of course materials(Week 1-6)
Inequality and Poverty Definitions of inequality.
Definitions of poverty. Income
mobility: Theory and evidence.
Social welfare: Theory andevidence. How is inequality related
to poverty and development?
Food
Definitions of nutrition?.
Nutrition-based poverty trap.
Hidden traps.
Population
Relationship between populationand poverty. Population anddevelopment. Causes of rapid
population growth, the effects ofgrowth population and policy
implications.
Education
Education and development
economics. Impact of education
over the income inequality andpoverty.
HealthHealth and development
economics. Impact of health overthe income inequality and poverty.
Health systems and conditions indeveloping countries.
Informality
Definition of Informality, Shadow
Economy, and Hybrid Economy.
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 (textbook/articles/cases) and to participate in class discussion. Preparatory
study and review time for this class are 2 hours each.
【Textbooks】
Ray, Debraj. (1998),Development Economics, Princeton University
Press.
I highly recomend to buy this book for better understanding andcomplement our classes.
【References】
Additional references will be provided in the class.
【Grading criteria】
1. Class participation: 20%*
2. Essay or Presentation: 20%**
3. Midterm exam: 30%
4. Final exam: 30%* Class participation includes class attendance and participation.
** To be decided in class.
【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.
【Prerequisite】
None【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
Growth and-Distribution and Economic
Development
Growth: Theory and Evidence.
-Inequality and growth: Theory
and evidence.
3
Theory 01. Exogenous
What makes countries grow? What
Economic Growth
are some of the characteristics ofTheoryhigh growth economies?.
Harrod-Domar and Solow
Neoclassical Growth Model.
4
Theory 02. Endogenous What are the critics to the
Economic Growth
Exogenous Growth Theory models?
TheoryModels: AK, Cass, Romer, andLucas growth theories.
5
Theory 03.
What are the critics to the
Non-classical Economic Endogenous Growth Theory
Growth Theorymodels? Demand side growththeories. Trade and economic
growth.
6
Theory 04. Economic
What is economic convergence?
Convergence
Absolute Economic Convergence.
Relative Economic Convergence.
Clubs of Convergence.
Middle-Income Trap.

— 210 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Reading of materials identified (and often provided) by the instructor; preparation of discussion talking points and questions; groupreport/presentation. Preparatory study and review time for this classare 2 hours each.

SES200ZA

Environment and Development
Gregory Toth

【Textbooks】
There are no textbooks for this course.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 6/Fri.6
その他属性：〈優〉【Outline and objectives】
We will first define “development” and “environment” from the mostprominent perspectives (noting theory) and trace their formations, theoverlapping portions of which will guide our exploration of related ethics
and norms and their translation into international law. From this base,we will analyze the intersection of environment and development invarious sectors and international efforts. After noting detractions, wewill look forward towards the continued evolution (including potential
divergence and convergence) of these concepts.
【Goal】The purpose of this course is to introduce students to topics related
to environment and development, including the contextual backgroundand recent trends. Students will develop critical thinking and policy
analysis skills through discussion of the various topics, as wellas understandings of elements related to: international relations,international law, sustainability, socio-economic and political divsion,and related theory and philosophy.

【References】
Various references will be noted within the course materials.
【Grading criteria】
Students will be evaluated on the basis of class participation (40%) anda final review report/presentation (30/30%). Class participation will
be judged based on attendance, preparation of questions/comments fordiscussion, and peer review during group work scenarios.
【Changes following student comments】
Students are encouraged to utilize the discussion time to speak in class.
【Equipment student needs to prepare】
None【Others】
Instructor reserves the right to adapt this syllabus as they deem fit
during the 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)】The course follows a lecture-discussion method. After the material foreach unit has been introduced, students will have an opportunity to
ask questions and make comments about the material. Feedback will
be provided directly during discussion sessions in the form of leading(Socratic-esque) questions and in summaries of the common trends inthe completed assignments. Individualized feedback will be given in
response to final assignment and upon request.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Introduction
Introduction
2
Development Theory
Classical / contemporary in thecontext of the National, Regional,
and International
3
The Environment
Values/Valuation, Eastern/Western
perspectives, converging ethics
4
Environmental Law
Philosophical underpinnings,
North/South perspectives,
converging norms
5
Sustainable
United Nations et al., andDevelopment
implementing the precautionary
principle
6
Official Development
Premises and politics, USAID,
Assistance
JICA, etc.
7
Global Institutions
World Bank, International
Monetary Fund, etc.
8Foreign Direct
Purposes, pluses, and protections
Investment
9
Trade andWorld Trade Organization,
Development
environmental impacts andprotections
10
Agriculture andWorld Food Program, Food andDevelopment
Agriculture Organization,
sustainable technology, etc.
11Anti-globalization and Beyond detraction, proposed
Post-development
alternatives, theories, successes,
and false starts
12
Environmental Law
Fragmentation and convergence in(revisited)environment and development(compatibility)
13
Presentations
Group format, Zoom presentations
14
Conclusion
Course retrospective (remaining
presentations, as necessary)— 211 —

グローバル教養学部 発行日：2023/5/1【休講】Society and Environmental Change【Textbooks】
No textbook is specified. Handouts and other relevant materials will be
distributed by the instructor.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 2/Fri.2【References】
Giddens, Anthony and Sutton, Phillip W. (2017). Sociology (8th edition),
Cambridge: Polity Press.
Mulligan, Martin (2018). An Introduction to Sustainability: Environmental, Social and Personal Perspectives (2nd edition). Oxon and New
York: Routledge.

SES200ZA

その他属性：〈優〉【Outline and objectives】
This course considers various interactions between human being andthe surrounding environment, including living forms within it. Suchinteraction eventually forms various cultures, and those cultures
advanced human society in history. However, we have allowed theunprecedented Great Acceleration to occur, while we were enjoying such
advancement. In this course, culture is considered as one of the domains
as well as base layers of a society, and students are introduced to various
culture and its environmental implications, which in turn affects theculture of the society. By looking at the connections to political andeconomic aspects, resolutions to building a sustainable society will be
explored.

【Grading criteria】
Evaluation will be based on
1. Class participation & attitude (35%)
2. Portfolio of assignment reports and group presentation (30%)
3. Final report (35%).
Students are required to satisfy at least 2/3 of each element to pass.
The group project is assessed on an individual basis, which combines
your self- and peer evaluation.
【Changes following student comments】
n/a【Prerequisite】
None.

【Goal】
Students will be able to- understand oneself as being shaped by the interaction between thesocio-cultural context and resulting environmental changes;- gain knowledge about the historical background on how the current
unsustainable society has been shaped;- acquire knowledge and insights about environmental implications on
which our “sophisticated” lives are based; and- acquire the basic concept and perspectives for future visioning forachieving sustainable 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)】The course will be conducted in mixture of lecture-based learning andmore active involvement of students in class discussions. Students also
have the opportunity to work in a group project towards the end of thecourse. More specific instructions are given in class for group work.
Feedback to students’ work (on assignments and group work, etc.) is
given in class and/or through the Hosei Learning Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course guidance
Course guidance2
Our everyday life andConceptual development of
the environment
environment and history ofenvironmental problems
3
Background issues forPopulation, economic developmentchange 1
and limits to growth4
Background issues for
Urbanization and culturalchange 2transformation
5
Background issues for
Sustainable development andchange 3
globalization
6
Food culture and its
Shrimp, Tuna, and Mushroom, etc.
environmental
implications
7
Fordism as cultural
Fordism and consumerism,
imperialism“Auto-pia,” fast-fashion, etc.
8Counterculture andBack-casting and typologies of
future visioning
social futures
9
Different cultures
Forest, Ladakh, and green capitaland Islamic society
10Social futures I
Transition town, de-growth, andbenefits of inconvenience11
Social futures II
Smart cities/Society 5.0 and rural
revitalization
12
Designing sustainable Group work
society I
13
Designing sustainable Student presentationsociety II
14Wrap-up of the course
Course review【Work to be done outside of class (preparation, etc.)】
Reading and other assignments will be given as preparation for classes.
Students are also expected to review class materials after each class.
Preparatory study and review time for this class are 2 hours each. There
will be additional group work for group presentation.

— 212 —

グローバル教養学部 発行日：2023/5/1

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：月 3/Mon.3
その他属性：〈グ〉〈優〉【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 thesouth reflects the diverse cultures, peoples, and languages of the region.
Southern literature has often given a sharp focus to social, historical,
and cultural issues of the United States, serving as a grim 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, and modernization.
【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. Inclass feedback will be given for daily reaction papers, and students will
receive personal feedback on written assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Defining the SouthAn overview of the culture andhistory of the South
3
Postwar Culture andTate, Ode to the Confederate Dead
Modernity
4
Community and
Faulkner, A Rose for Emily
Memory5Race in the Postwar
Wright, The Ethics of Living Jim
South (1)Crow
6Race in the Postwar
Welty, Where is the Voice Coming
South (2)From?
7Southern Gothic
Capote, A Tree of Night
8
Review and Midterm
A review of topics covered in the
Examination
first half of the course
9
Precariousness in the
Dickey, selected poems
Changing South10Grotesque Allegories
O’Connor, A Good Man is Hard to
Find
11
Culture andWalker, Everyday Use
Authenticity
12
The Modern South (1)Gates, Colored People
13
The Modern South (2)Rash, Speckled Trout
14
Final Synthesis
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. Preparatory study and review time for this class are 2 hours
each.
【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】
None.
【Prerequisite】
None.

— 213 —

グローバル教養学部 発行日：2023/5/1

LIT300ZA

Modern Japanese Fiction in Translation
Gregory Khezrnejat
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 3/Mon.3
その他属性：〈グ〉〈優〉【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】
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.
Tawada, Yoko. Where Europe Begins. New Directions, 2007.
Zoppetti, David. Ichigensan: The Newcomer. Ozaru Books, 2011.
【Grading criteria】
Class contribution (30%), quizzes (20%), in-class midterm paper (25%),
final paper (25%)
【Changes following student comments】
None.
【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.
In-class feedback will be given for daily reaction papers, and students
will receive personal feedback on written assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Transnational
Concepts of transnational
Literatureliterature
3
Creating the Modern
Mack, Manufacturing Modern
Japanese CanonJapanese Literature
4
Culture Shock and
Tawada, Where Europe Begins
Interpretation
5
Exophony and Border
Tawada, Where Europe Begins
Crossing
6
Language, Literature,
Mizumura, A True Noveland Imagined
Communities
7
Language and theMizumura, The Fall of Language inConstruction of
the Age of English
Identity
8
Review and Midterm
A review of topics covered in the
Examination
first half of the course
9
Language andLevy, A Room Where theBelonging
Star-Spangled Banner Cannot Be
Heard
10
Identity as Costume
Levy, A Room Where theStar-Spangled Banner Cannot Be
Heard
11
The Right to Language Levy, A Room Where theStar-Spangled Banner Cannot Be
Heard
12Transnationalism and Zoppetti, Ichigensan
Borrowed Ideology
13
Writing Within the
Zoppetti, Ichigensan
Canon
14
Final Synthesis
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.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Levy, Ian Hideo. A Room Where The Star-Spangled Banner Cannot Be
Heard: A Novel in Three Parts. Columbia University Press, 2011.
Additional readings will be distributed through the H’etudes system.

— 214 —

グローバル教養学部 発行日：2023/5/1【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. Students do not needto purchase the text.

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
その他属性：〈優〉【Outline and objectives】
The three main objectives of the course are to introduce: (i) someof the real-world problems of global justice and the moral andphilosophical challenges they present, (ii) some of the main positions
and arguments that philosophers have proposed in response to these
problems, and (iii) the philosophical method of analyzing and evaluatingthese different perspectives and arguments. A larger aim is to show
how philosophy can help provide analytical tools for both clarifying
and addressing the problems of humanity. Some of the topics wewill discuss include: world poverty and economic inequality, humanrights and sovereignty, nationalism and cultural diversity, just war andhumanitarian intervention, and boundaries and immigration.
【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.

【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%) midterm exam (35%) and final exam (40%).
【Changes following student comments】
Some small changes have been made to the topics covered in the class.
【Others】
This course is intended for the those new to the philosophical study of
global justice, presupposing little or no background in philosophy.
【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 attend lectures, read related materials and have two
written examinations. Feedback on completed assignments will be given
in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
World Poverty
Moral responsibility and global
poverty, utilitarianism andrights-based approaches
3
Global Economic
Global egalitarianism, justice as
Equality
fairness, resources versus
capabilities
4
Against Global
Questioning global Egalitarianism,
Egalitarianism
Rawl’s laws of peoples
5
Nationalism and
The problem of nationalism,
Patriotic Sentiments
cosmopolitanism, patriotism andpartiality
6
The Universality of
The nature of human rights,
Human Rights
universal rights, liberal rights
7
Review & Midterm
Review
Exam
8
Human Rights: State
Possible conflicts between human
Sovereignty, Culture
rights and sovereignty, culture andand Gender
gender9
Just Wars andJust war theory, military
Humanitarian
intervention
Intervention
10
Borders: Immigration, Ethics of immigration, secession
Secession and Territory and territorial rights
11
Climate Change
Climate justice, subsistence, per
Justice: Sharing thecapita emissions, who pays?
Burden12
Global Democracy:
Problems with democracy,
Cosmopolitan Versus
Alternatives? Cosmopolitan versusInternational
international
13
Conclusion
Real world problems, the need for a
global theory of justice14
Final Exam & Wrap-up Review【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. Preparatory study and review
time for this class are 2 hours each.

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グローバル教養学部 発行日：2023/5/1

PHL300ZA

Advanced Topics in Philosophy I
Joel Van Fossen
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 1/Mon.1
その他属性：〈優〉【Outline and objectives】
Philosophy of Love
Love comes in many forms: romantic love, familial love, and friendshipare some examples. Moreover, love and loving relationships play
important roles in human life and well-being, and because of this,many of us are familiar with love. However, despite love’s familiarity,
puzzling philosophical questions arise when reflecting on its nature.
What exactly is love? Is love irrational? Can it be immoral? How doadvances in technology alter or shape how we think about love? These
are all questions that we will explore in this course.
【Goal】
This course has four primary learning goals. First, students will learn
about various and diverging views on the philosophy of love. Second,
students will improve critical thinking skills when engaging with
abstract reasoning, especially in the context of philosophical debate.
Third, students will improve their reading skills when confronting
nuanced and challenging text. Finally, students will improve theirwriting skills to communicate complex ideas clearly and confidently.

【References】
The Stanford Encyclopedia of Philosophy is a great resource for delving
further into any topics discussed in class: https://plato.stanford.edu
The philosopher Jim Pryor has created helpful guides for writing
and reading philosophy papers.
Writing: http://www.jimpryor.
net/teaching/guidelines/writing.html Reading: http://www.jimpryor.net/
teaching/guidelines/reading.html
Two helpful resources for getting started are:de Sousa, Ronald. (2015) Love: A Very Short Introduction. Oxford:
Oxford University Press.
Jenkins, Carrie. (2017) What Love Is: and What It Could Be. New York:
Basic Books.
【Grading criteria】
Participation 15%
Paper proposal 10%
Peer-review report 10%
Peer-review report response 10%
Final paper 55%【Changes following student comments】
Not applicable【Equipment student needs to prepare】
Please bring a computer for in-class surveys.
【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)】Each meeting will include an interactive lecture with slides and an
active learning period. The lectures will occupy roughly one hourof each meeting. Students will then write a short in-class reflective
writing exercise. Lastly, students will participate in a class discussion
or debate. The instructor will assess students primarily on their final
paper. Students will produce a paper proposal before writing a paper
draft. After the proposal has been approved, students will write a draftof their paper. Students will then exchange papers with each other,and they will write a peer-reviewed report of another student’s paper.
Students should consider this report when revising their final drafts.
In addition to the final paper, students will produce a short report
explaining how they integrated changes from their peer-reviewed report
into their final paper draft. The instructor will provide written feedbackon the final paper.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction & Love’s
Love, society, and biology
Nature 1
2
Love’s Nature 2
Possessive love
3
Love’s Nature 3
Selfless love
4
Love and Rationality 1 Irrational love
5
Love and Rationality 2 The qualities view of love’s reasons
6
Love and Rationality 3 The personhood view of love’s
reasons
7
Love and Rationality 4 The relationships view of love’s
reasons
8
Love and Rationality 5 Pluralism and love’s reasons
9Love and Morality 1
Love and partiality
10
Love and Morality 2
Immoral love
11
Love and Morality 3
Moral love
12
Love and Applied
A right to be loved
Ethics 1
13
Love and Applied
Taking drugs to fall in and out of
Ethics 2
love
14Love and Applied
Love, robots, and AI
Ethics 3【Work to be done outside of class (preparation, etc.)】
Students should complete weekly readings before coming to class.
Students should also review their own notes and course slides after
every class. Preparatory study time for this class is 3-4 hours, andreview time for this class is 2 hours.
【Textbooks】
There are no required textbooks for this course. All readings will be
provided by the instructor either in print or online.

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グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students should complete weekly readings before coming to class.
Students should also review their own notes and course slides after
every class. Preparatory study time for this class is 3-4 hours, andreview time for this class is 2 hours.

PHL300ZA

Advanced Topics in Philosophy II
Joel Van Fossen
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 2/Mon.2
その他属性：〈優〉【Outline and objectives】
Philosophy of the Person
Hedonism is the view that people should strive to live the mostpleasurable lives possible. Some philosophers worry that this view
renders humans in an undignified light and fails to capture what
is most important about being a person. They instead claim that
self-perfection should be the ultimate aim of human beings. This debate
has wide-ranging effects on topics such as moral epistemology, moral
psychology, moral theory, the nature of virtue, duty, and the good life.
This course explores this debate in depth, focusing on Henry Sidgwick’s
and T.H. Green’s ethical works.
【Goal】
This course has four primary learning goals. First, students willlearn about various and diverging ethical views. Second, students will
improve critical thinking skills when engaging with abstract reasoning,
especially in the context of philosophical debate. Third, students will
improve their reading skills when confronting nuanced and challenging
text. Finally, students will improve their writing skills to communicatecomplex ideas clearly and confidently.
【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 meeting will include an interactive lecture with slides and an
active learning period. The lectures will occupy roughly one hourof each meeting. Students will then write a short in-class reflective
writing exercise. Lastly, students will participate in a class discussion
or debate. The instructor will assess students primarily on their final
paper. Students will produce a paper proposal before writing a paper
draft. After the proposal has been approved, students will write a draftof their paper. Students will then exchange papers with each other,and they will write a peer-reviewed report of another student’s paper.
Students should consider this report when revising their final drafts.
In addition to the final paper, students will produce a short report
explaining how they integrated changes from their peer-reviewed report
into their final paper draft. The instructor will provide written feedbackon the final paper.

【Textbooks】
There are no required textbooks for this course. All readings will be
provided by the instructor either in print or online.
【References】
The Stanford Encyclopedia of Philosophy is a great resource for delving
further into any topics discussed in class: https://plato.stanford.edu
The philosopher Jim Pryor has created helpful guides for writing
and reading philosophy papers.
Writing: http://www.jimpryor.
net/teaching/guidelines/writing.html Reading: http://www.jimpryor.net/
teaching/guidelines/reading.html
The instructor will provide students with readings for the course.
However, the course will focus almost exclusively on two texts. Students
may prefer to have hard copies of these texts:
Sidgwick, Henry.
(1981).
The Methods of Ethics, 7th edition.
Indianapolis, IN: Hackett.
Green, T.H. (2003). Prolegomena to Ethics. Oxford: Oxford University
Press.
【Grading criteria】
Participation 15%
Paper proposal 10%
Peer-review report 10%
Peer-review report response 10%
Final paper 55%【Changes following student comments】
Not applicable【Equipment student needs to prepare】
Please bring a computer for in-class surveys.
【Prerequisite】
None【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Historical context and introducing
the main themes of the course
2
Moral Epistemology 1
Henry Sidgwick, the Methods ofEthics (ME), Preface & excerpts
from Book I
3Moral Epistemology 2
T.H. Green, Prolegomena to Ethics(PE), Introduction and excerpts
from Book I
4Moral Psychology 1
Green, PE, excerpts from Book II
5Moral Psychology 2
Sidgwick, ME, excerpts from Book
I & Appendix
6
Pleasure 1
Sidgwick, ME, excerpts from Books
I-III
7
Pleasure 2
Green, PE, excerpts from Books III& IV
8
Virtue 1
Green, PE, excerpts from Book III
9
Virtue 2
Sidgwick, ME, excerpts from Book
III
10
Duty 1
Sidgwick, ME, excerpts from Books
I & III
11
Duty 2
Green, PE, excerpts from Book IV
12
Utilitarianism 1
Green, PE, excerpts from Book IV
13
Utilitarianism 2
Sidgwick, ME, excerpts from Books
I-III
14
Utilitarianism 3
Sidgwick, ME, excerpts from BookIV

— 217 —

グローバル教養学部 発行日：2023/5/1

ART300ZA

5Explosion of Medium

6

Institutional Critique7

Criticism of Social
Norms

8

Impossibility ofRepresentation

9

Telling and sharing
story

10

Archive and Collective

11
12
13
14

Research Workshop 1
Research Workshop 2
Research Workshop 3
Experimentation &Wrap-up

Advanced Topics in Contemporary Art
Utako Shindo
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 6/Tue.6
その他属性：〈他〉〈優〉【Outline and objectives】
Since the late 19th century we have witnessed a number of artistic
movements from, what is considered, modern to contemporary: the birthof realism, impressionism, abstract expressionism, minimalism, the riseof conceptual art, installation, video and pop art, the extension into
earth, body, public domain, the revival of painting, the exploration into
photography, the shift to more participation and collaboration based art
practices. Amidst all these transformations, how does art continue toremain inspirational and ‘contemporary’? In which way, are we able torecognize and respond to truly creative works from personal, global andinterdisciplinary perspectives? This course looks at various topics inFine art and closely pay attentions to how an artwork exists in a certain
milieu: time and space, and among all kinds of relationships. Artistic
practices mainly in Europe, North America, Asia and also other areas
across the globe will be examined.

Post Minimalism, Video,
Performance (Robert
Rauschenberg, Vito Acconci, Fujiko
Nakaya, John Cage, Marce
Cunningham)
Conceptual Art, Dematerialization,
Installation Art (Marcel Duchamp,
Joseph Kosuth, Jiro Takamatsu,
Micheal Asher)
Queer Art, Pop Art, Art in Public(Yasumasa Morimura, Felix
Gonzales=Torres, Andy Warhole,
Barbara Kruger)
Counter Monument andArchitecture (Rachel Whiteread,
Isamu Noguchi, Daniel Libeskind)
Relational Art, Participatory Art,
Video Installation, (Rirkrit
Tiravaniya, William Kentridge,
Neshat Shirin)
Collection, Collaboration, Curation(Tino Sehgal, Koki Tanaka, Raqs
Media Collective)
Student presentations 1
Student presentations 2
Student presentations 3
Experimentations forinterdisciplinary and creative
minds【Goal】
You will learn to appreciate an artwork by ‘listening’ to voices of an
artwork as well as an artist, becoming familiar with terms in art fromthe late modern to contemporary times.
You will understand how one can engage with an artwork respectfullyand express her/his/their unique experience in writing and speech.
You will become active and discerning participants/viewers of art,
equipped with basic knowledges of Fine Art and related theories.

【Work to be done outside of class (preparation, etc.)】
Students need to keep up with the class materials (readings, videos andso forth) and to be prepared for class discussions and activities. As partof their research, students are required to make at least one visit toan art exhibition suggested by the instructor in order to prepare theirpresentations and research papers. Preparatory study and review time
for this class are 2 hours each.

【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】
No textbook will be used. Readings will be made available on Hoppii or
Google Classroom.

【Method(s)】I will provide a referential material as a post on Google Classroom inprior to each class. In the class, we will read texts, watch video clips,
look at lecture slides, to learn about the key terms, artistic backgrounds,
a milieu of an artwork that will help us understand and engage with thework. We will also have a in-class exercise and the time for questions
at the end. Unless your question involves something personal, pleaseask during this time. In addition, you are required to attend at least
one off-campus museum or gallery exhibition relevant to the course(determined by the instructor). You will then make presentations andwrite their research papers. You will be also asked to explore your own
creative possibility, inspired by the shared learnings and experiments,
at the end of the course.
The feedbacks to the in-class exercises will be provided in the next classas well as through the google classroom as comments where students
are asked to submit them.
The feedbacks to the assignments, the presentations, and theexperiments will be provided through the google classroom as comments
as well as in the class.
NOTE 1: Please be aware that some works shown in class may address
controversial issues and may include nudity.
NOTE 2: The schedule and the content may change in response to thestudents’ needs.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【References】
References will be made available on Hoppii or Google Classroom.
【Grading criteria】
Participation (30%) : Students will be expected to spend time with thereferential materials (text and video clip) posted on Google Classroom
for each class. Students will complete comment card (as part of In-classexercise) and submit at the end of the class or 5pm on the next day. A
self-guided field trip to one exhibition and the following presentationand paper: Each student is required to visit one of the exhibitions to besuggested by the instructor.
Short Presentation (20%) : Present the chosen work to class that you
engage with during your self-guid museum/gallery visit. Project Paper(30%) : Write a paper, which is more than the written version of yourpresentation. Rather, it is a research paper and you will need to findand discuss an article on the artwork or the artist of your choice.
Experimentation (20%) : Students will experiment to connect a topic
from the class to your interdisciplinary interest, to draw an idea for newart, and together to follow an instruction for making an artwork.
【Changes following student comments】
I have made the reaction comments due by 5pm on the next day. This
will achieve equity especially for slow-writing students.
【Others】
Do not miss the first class as a selection process may occur.

【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Overview of the course:
experiencing and understanding an
artwork in time and space.
2
Modern to
Romanticism, Impressionism,Contemporary
Cubism (William Turner, Gustave
Courbet, Édouard Manet, Paul
Cezanne, Pablo Picasso)
3
Modern Life and the
Abstract Art, Symbolism,
Wars
Surrealism, Bauhaus (Wassily
Kandinsky, Joseph&Annie Albers,
Edvard Munch, Paul Gauguin)
4
From Europe to
Abstract Expressionism,
America
Minimalism (Mark Rothko,Jackson Pollock, Ad Reinhardt,
Frank Stella, Donald Judd, Agnes
Martin)【Prerequisite】
None.

— 218 —

グローバル教養学部 発行日：2023/5/1
10Outside of the gallery
system11

Curation as practiceSuzanne Mooney12

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 2/Fri.2

13

Student Presentations
I & discussion
Student Presentations
II & discussion
Final discussion andreview

ART300ZA

Art in the Real World

その他属性：〈優〉【Outline and objectives】
Despite art being a part of human culture and civilisation for millennia,
the art world is often looked upon as something disconnected fromeveryday life. In this course, we will examine how art and everyday
life are intertwined. This will be followed by study on the forms art
takes in contemporary society, the value of art, spaces for art, and casestudies on how artists live and work in contemporary society.
【Goal】
Through this course, students will gain an understanding of the role ofcontemporary art in society.
An important aspect of this study is to comprehend the processes ofcreation and the thinking behind public exhibitions, the multifaceted
approaches of artists, and the infrastructure of the world ofcontemporary art in Japan and abroad, and how the art world isconnected to the "real" 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)】In addition to lectures on relevant topics, students will take part inpractical exercises to gain first-hand knowledge and experience of theprocesses involved in contemporary art-making.
• Drawing to communicate• Collating images to create narrative• Combining text and images to change meaning• Action-based art
Students will also research a living artist working now, and will make apresentation on the results of this research.
In addition to the above, students must keep track of their weekly
learning by collating images and text in a class notebook, 2 pages(minimum) per week that are relevant to the course material.
Submission of assignments and feedback will be via the Learning
Management System.
Feedback on presentations will be given in class. Separate feedback will
be given via email or the Learning Management System if required.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14

Artist-led initiatives andunconventional art spaces in Japanand abroad
How curation creates meaning.
Planning a fictional exhibition.
On each student’s artist of choice
working in the world today
On each student’s artist of choice
working in the world today
Presentation of notebooks andgroup discussion on art in the realworld

【Work to be done outside of class (preparation, etc.)】
Students are expected to prepare a notebook and basic writing anddrawing materials. Reading and preparation activities will be assigned
on a weekly basis.
Students are also expected to visit at least one art exhibition andconduct research in preparation for a presentation (suggestions will be
provided).
Students are also expected to use their notebook to keep a recordof ideas, samples of artworks, and other experiences throughout thesemester. A digital notebook is acceptable.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No textbook will be used. Lecture slides/notes/other materials will be
provided online.
【References】
Berger, John. Ways of Seeing, Penguin Books (1972)
Sontag, Susan. On Photography (1977)
Benjamin, Walter. Art in the Age of Mechanical Reproduction (1935)
Debord, Guy. The Society of the Spectacle (1967)
Krauss, Rosalind. Sculpture in the Expanded Field October, vol. 8, 1979,
pp. 31 ‒ 44.
Shifman, Limor. Memes in Digital Culture, The MIT Press (2013)
Foster, Hal. Art Since 1900: Modernism, Antimodernism, Postmodernism. London: Thames & Hudson (2004)【Grading criteria】
Participation:
This applies to class activities, assigned readings, exhibition visit andregular contribution to the group discussions.
Weekly submitted responses:
This is a requirement to submit weekly assignments. Examples ofweekly assignments are: Pages from your workbook; a written response
to class contents, a response to an assigned reading, evidence ofactivities completed in class that week.
Presentation: each student must make a short presentation on a living,working artist within the context of the course.

The final grade is calculated as follows:
Active participation 30%
Weekly submitted responses 40%
Presentation 30%【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Art as communication
Sharing experiences throughdrawing. Practical activity to
explore the communicative
qualities of images.
3
Worthless art(?)
Artists with subversive approaches
to value: Marcel Duchamp, Andy
Warhol, Jeff Koons, Tracy Emin,etc.
4
Art with value
Group and class discussion on
artworks with value for the 21st
century5
Connecting with theConnecting art practices withland
pre-historic art and ritual. Artists
who work directly in the landscape:Robert Smithson, Richard Long,
Christo and Jean Claude, Nancy
Holt, etc.
6
Originality: It’s all
Tracing the thread of an idea inbeen done before
art; redefining originality
7
Art as action
Performance art and happenings,
activism as art, and the importanceof documentation
8
A working artist
A visit from, or case study of, anartist, discussing their works andcareer9
Text and Images:
Study of examples from art andMaking meaning
online media. Practical exercises inmaking meaning【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
Students will need a class notebook (e.g. A5-A4 sketchbook/notebook),
and general stationary (e.g. pen, pencil, glue, tape, scissors). A digital
notebook is also acceptable. Access to a computer, as weekly responses
and submissions will be digital only.
Details of other items required will be given as required.
【Others】
You do not need to be "good at art" or have previous practical experiencein art to take this class.
What is essential for this class is to be curious and open-minded about
what art can be, and to be willing to engage in discussions on topics thatare new and, at times, challenging.
Students are expected to be punctual. As many of the topics are open
for debate, participation in group and class discussions will be expectedof all students.
Weekly responses must be submitted before the next weeks class,through an online system.
【Prerequisite】
None.

— 219 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.

ART300ZA

Film Studies
CatherineMarie【Textbooks】
All readings will be provided by the instructor and made available
online.

Munroe Hotes

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 5/Wed.5
その他属性：〈優〉【Outline and objectives】
This course is an introduction to the study and analysis of film. Overthe course of the semester you will be exposed to key critical andtheoretical approaches in film studies (genre, auteur theory, realism,
formalism, etc.), in addition to gaining further knowledge into world
cinema history and major film movements.All films screened in classare in their original language with Japanese subtitles.
【Goal】(1) Students will learn the basic terminology of film form in order todescribe and analyze films. (2) Students will learn the key concepts offilm authorship and genre. (3) Students will gain an understanding offilm history and major film movements. (4) Students will learn, practice,and improve their film writing skills.

【References】
David Bordwell, Kristin Thompson and Jeff Smith, Film Art: An
Introduction (McGraw-Hill, 2019); Kristin Thompson and David
Bordwell, Film History: An Introduction (McGraw-Hill, 2018); Maria
Pramaggiore and Tom Wallis, Film: A Critical Introduction, second
edition (Pearson, 2008).
【Grading criteria】
Quizzes (5x10%): 50%
Scene analysis: 20%
Final Exam: 30%【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
This is a paper-free class. Students will need to access class materials
and submit assignments online. No electronic device is required inclass, and students should refrain from using them during lectures,
screenings, and class discussions.
【Prerequisite】
None.

【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 lecture (50%), film clips (30%), and discussion(20%). There will also be two film screenings. Feedback on quizzes will
be provided in class; feedback on written assignments will be sent via
the Learning Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction: What is
Introduction: What is Film
Film Studies?
Studies?
2
Early Film History and A selection of early shorts
Approaches to Film
(Lumières, Edison, Méliès) and film
excerpts (D.W. Griffith, Edwin S.
Porter, Mack Sennett).
3Classical Hollywood,
Cleopatra (Cecil B. DeMille, 1934,
the Studio System, and US); Casablanca (Michael Curtiz
Mise-en-scène
1942, US).
4
Soviet montage,
Potemkin (Sergei Eisenstein, 1925,
Russian Cinema, andUSSR);
the Kuleshov EffectOctober (Sergei Eisenstein, 1927,
USSR).
5
Cinematography,
Selection of Alfred Hitchcock clips.
Composing the Frame,
and Authorship
6
Narrative Form I andCitizen Kane (Orson Welles,
Information Control
1941,US).
7
Narrative Form II,
Do the Right Thing (Spike Lee,
Camera Angle
1989, US); Seven Samourai (Akira
Kurosawa, 1954, Japan).
8
Editing, and Camera
Clips from Touch of Evil (Orson
Movement, and theWelles, 1958) and Spectre (SamLong Take
Mendes, 2015).
9
New Hollywood andSelections of short clips from early
the Blockbuster
Martin Scorsese films. For their
Economymid-term, students will watch afilm in class and write a scene
analysis to be submitted thefollowing week.
10
Art Cinema and the
Selection of clips from Michelangelo
Festival Circuit
Antonioni films; The Great Beauty(Paolo Sorrentino, 2013, Italy).
11
Genre I: Melodrama,
Written on the Wind (Douglas Sirk,
Colour, Affect
1945, US); Far From Heaven (Todd
Haynes, 2002, US).
12
Genre II: Film Noir
Double Indemnity (Billy Wilder,and Lighting
1944, US).
13
Sound, Cinephilia,
Cléo de 5 à 7 (Agnès Varda, 1962,
Discontinuity Editing, France).
and the French New
Wave
14
Semester Recap and
For their final, students will watch
Final Exam Screening a film in class and write ananalytical essay.

— 220 —

グローバル教養学部 発行日：2023/5/1
Homework assignments 50%
Final exam 35%

PHL300ZA

Existentialism【Changes following student comments】
Not applicableJoel Van Fossen【Equipment student needs to prepare】
Please bring a computer for in-class surveys.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 2/Tue.2【Prerequisite】
None

その他属性：〈優〉【Outline and objectives】
Existentialism is a branch of philosophy that confronts some of the mostproblematic aspects of existence. These include the value of freedom
and rationality, whether living an authentic life is achievable, whether
life can be meaningful, the nature of absurdity, whether modern life isnihilistic, and the role of emotions in ethics. This course is an in-depth
exploration of several themes from existentialist thought. This course
focuses on the philosophical writings of Fyodor Dostoevsky, Albert
Camus, Søren Kierkegaard, Friedrich Nietzsche, Jean-Paul Sartre,
Simone de Beauvoir, and Iris Murdoch.
【Goal】
This course has four primary learning goals. First, students will learn
about various and diverging views on the philosophy of existentialism.
Second, students will improve critical thinking skills when engaging
with abstract reasoning. Third, students will improve their reading
skills when confronting nuanced and challenging philosophical andliterary texts. Finally, students will improve their writing skills tocommunicate complex ideas clearly and confidently.
【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 meeting will include an interactive lecture with slides and a
discussion period. The lectures will occupy roughly one hour of eachmeeting. The nature of the discussion period will change based onwhether a homework assignment is due the following week. On weeks
when a homework assignment is due the following week, students will
work in small groups to discuss the assignment prompt. On weeks when
there is no homework assignment due the following week, class-wide
discussions or debates will follow the lecture. Students will receive
feedback from the instructor on homework assignments and the final
exam via the online Learning Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
What is existentialism?
2
Fyodor Dostoevsky 1
A revolt against reason
3
Fyodor Dostoevsky 2
Portrait of an anti-rational life
4
Albert Camus
Life without objective meaning
5
Søren Kierkegaard 1
The paradox of faith
6
Søren Kierkegaard 2
Infinite resignation
7
Friedrich Nietzsche 1
The death of God
8
Friedrich Nietzsche 2
Eternal recurrence and theaffirmation of life
9
Jean-Paul Sartre 1
Existence precedes essence10
Jean-Paul Sartre 2
Bad faith
11
Simone de Beauvoir 1
Existentialist ethics
12
Simone de Beauvoir 2
Existentialism and politics
13
Iris Murdoch
The selfishness of existentialism
14
Final Exam
Review, wrap-up, and final exam
【Work to be done outside of class (preparation, etc.)】
Students should complete weekly readings before coming to class.
Students should also review their own notes and course slides after
every class. Preparatory study time for this class is 3-4 hours, andreview time for this class is 2 hours.
【Textbooks】
There are no required textbooks for this course. All readings will be
provided by the instructor either in print or online.
【References】
The Stanford Encyclopedia of Philosophy is a great resource for delving
further into any topics discussed in class: https://plato.stanford.edu
The philosopher Jim Pryor has created helpful guides for writing
and reading philosophy papers.
Writing: http://www.jimpryor.
net/teaching/guidelines/writing.html Reading: http://www.jimpryor.net/
teaching/guidelines/reading.html【Grading criteria】
Participation 15%— 221 —

グローバル教養学部 発行日：2023/5/1

ARS300ZA

13Sport and Cultural
Heritage

14

Review
End-term Examination

Contemporary British Culture
Brian Sayers
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 3/Tue.3

Gentlemen, 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【Work to be done outside of class (preparation, etc.)】
Students are required to read the assigned materials and prepare forclass. Preparatory study and review time for this class are 2 hours each.

その他属性：【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.
Feedback will be given through Hoppii.

【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】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
A Survey of Post-war
Timeline and the economic,
Britain 1950-79
political and social context
3
A Survey of Post-war
Timeline and the economic,
Britain 1980-present
political and social context
4
English Language
English and the society, RP, PC, theCeltic languages
5
Journalism and theNewspaper, magazine, alternativeMedia
publications
The class compares Britain andJapan with regard to theconservation of culture
6
Literature (Poetry and Experiments, women, ethnic
Novel)
minority, children, publication
7
TheatreRealism, absurdity, musical, newdramas, comedy, theatre after
Thatcher8
CinemaSocial realism, pop style, Heritage
films, Ken Loach, Independent
films
9Internet and
Trends in social media, video
Cyberculture
games, the web and the law
The class is expected to compare
Britain and Japan in these aspects,
discussing with international
students
10
TV and Radio
BBC, commercial TV, politicalsatire, soap opera, reality TV
11Art, Architecture andFrancis Bacon, Damien Hirst,
DesignTracey Emin, Modernist andpost-modernist architects
12
Popular Music andRock’n’roll, Mods, Beatles, Punk,
Fashionpost-Punk, club, Britpop, thebusiness of music— 222 —

グローバル教養学部 発行日：2023/5/1

ARS300ZA【休講】New Zealand Culture and History

10

World War I

11World War II and After

12

Policies

13

Pioneers I

14

Pioneers II

Credit(s)：2 ｜ Semester： ｜ Year：3〜4
Day/Period：
その他属性：【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 about 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 review comments and the suggestions theyreceive at the time of their presentation.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【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. (2022). New Zealand history.
Retrieved from http://www.nzhistory.net.nz/
Ministry for Culture and Heritage. (2021). 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%). Attendance at the first class is
mandatory. More than two unexcused absences will result in failureof the course.
【Changes following student comments】
Not applicable.
【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.
【Prerequisite】
No prerequisite is required.

【Fieldwork in class】
なし / No(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)【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview
Course Overview
2
Introduction
A quick look at NZ geography
3
European Explorers
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)
4
Indigenous People(1) Maori (Kupe, Hawaiki,
Aotearoa, iwi)
(2) Moriori (Tommy Solomon)
5
Maori Culture(1) Buildings (marae, pa)(2) Moko[The class compares NZ and Japan
with regard to the conservation ofindigenous culture.]
6
Early Visitors(1) Seal hunters (NZ seals, Dusky
Sound)(2) Whalers (NZ whales, Kaikoura)
7
Racial Relations(1) Treaty of Waitangi (Bay of
Islands, lieutenant-governor)(2) Waitangi Tribunal (Maori as an
official language)
8
Movie TimeNZ culture and history through a
film[The class is expected to compare
NZ and Japan in these aspects,
discussing with international
students.]
9Settlement(1) Gold rush (Otago, West Coast)(2) Sheep farming past and present— 223 —

グローバル教養学部 発行日：2023/5/1
13

SOC300ZA【休講】Social Theory: Perspectives on Inequality

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 5/Fri.5
その他属性：〈優〉〈Ｓ〉【Outline and objectives】
Social inequality has always been a part of human society, andsocial scientists have invested much effort into “figuring out” whythere is social inequality and how social inequality is sustained andreproduced. Earlier efforts focused mostly on socioeconomic inequality,
while later endeavors explored racial, gender, sexual inequalities
and their interconnections. These efforts resulted in classical andcontemporary social theories on inequality. In this course, students willlearn these theories, which are interesting in and of themselves, butmore importantly, they will learn to think about inequality deeply andsophisticatedly.
【Goal】
In mastering the social theories covered in this course, students willhone their critical thinking skills, develop their own theories of various
aspects of society and the world and consider solutions to lessen
inequality. Students will acquire the skills to engage with complex ideas
and think systematically and logically, and remaining aware of social
injustices and problems. By the end of the course, students should be
able to form and support their opinions with ease.
【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 interwoven withshort discussions, student presentations based on readings, and postpresentation discussions.
After the active learning section, the instructor will give feedback toeach student personally in verbal or written form.

14

Basic Concepts andTheories
Theories on Inequality:
One More Time

Student presentation based ontheories introduced in class.
What have we learned? Where togo from here?
Short presentation and discussionsof "favorite concepts"【Work to be done outside of class (preparation, etc.)】
Since the class is centered on reading and discussion, students are
expected to do the readings before class and also review materials after
each class. Every effort will be made to keep the amount of readings
reasonable and enjoyable. Preparatory study and review time for thisclass are 2 hours each.
【Textbooks】
The instructor will prepare materials to be distributed in class or
downloaded from the university portal.
【References】
Grabb, Edward G. 2007. Theories of Social Inequality. 5th edition.
Toronto, Canada:Thomson Nelson.
【Grading criteria】
Presentations (22%), reading assignments (40%), take-home examination (30%), class participation (8%).
【Changes following student comments】
Students were positive about the course, despite the rather heavy
workload. However, to encourage students to engage more with the classmaterials, short discussions have been integrated into the lectures from2017.
【Others】
If you like to read, think and discuss, this is the course for you. If you
have taken and liked courses in political theory, philosophy, cultural
anthropology or other sociology courses, it’s likely that you find thiscourse enjoyable as well.
Aslo, students who have passed Introduction to Sociology will be given
admission priority. All students who intend to enroll in this class haveto attend the first class.
【Prerequisite】
None【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Overview
Overview
2
The Trio in ClassicalKarl Marx on social class
Theories (1)3
The Trio in ClassicalMax Weber on social stratification
Theories (2)4The Trio in ClassicalEmile Durkehim on the division ofTheories (3)labor in society
Yet Another View?
Ralph Dahrendorf’s theory of theNorms and Inequality
origin of inequality
5
The Cultural Turn in
Pierre Bourdieu’s Distinctions andSocial Theory?
the significance of taste andlifestyle6
Presentation andStudent presentation andDiscussion: A
discussion on Davis and Moore’s"Common Sense"
structural-functionalist theory andTheory and its Critique Tumin’s critique7
Race, Ethnicity andTheories related to racial
Inequality (1)inequality: The work of W.E.B. Du
Bois, Michael Omi & Howard
Winant, Joe Feagin
8Race, Ethnicity andTheories related to racial
Inequality (2)inequality: Critical Race theories(CRT)
9Student Presentation
Student presentation andand Discussion
discussion of CRT
10The "F" word: "Classic" What is feminism? Liberal
Feminist Theories on
Feminism: the feminist theory?
Gender Inequality
Mary Wollstonecraft, John Stuart& Harriet Taylor Mill, and Betty
Friedan11
It’s All Together Now:
Black Feminist Standpoint Theory:
Race, Class and Gender Patricia Hill Collins
Intersectional Theories:
understanding multiple
inequalities
12
Global Inequality
Dependency Theory andWorld-Systems Theory:
Fernando Henrique Cardoso, Enzo
Faletto and Immanuel Wallerstein— 224 —

グローバル教養学部 発行日：2023/5/1【Textbooks】
No textbook will be used. All readings will be provided by the instructor.

SOC300ZA

Race, Class and Gender II: Global Inequalities【References】
Further reference may be provided based on students’ areas of interest.

Daiki Hiramori
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 1/Thu.1
その他属性：〈グ〉〈優〉〈Ｓ〉〈未〉【Outline and objectives】
This class builds on what students have learned in Race, Class andGender I to look at how inequalities are inter-connected throughexamining various 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.

【Grading criteria】
Participation: 10%
Discussion facilitation: 20%
Weekly reading responses: 40%
Final paper: 30%【Changes following student comments】
Students have generally evaluated the class positively. The instructor
will be attentive to student feedback and adjust workload and classmaterial, when necessary.
【Equipment student needs to prepare】
None.
Students are encouraged to use computers/tablets forclass-related purposes in class.
【Prerequisite】
To take this class, students are expected to have passed "Race, Classand Gender I."【Goal】A major goal is to develop students’ sensitivity towards issues ofinequality and skills in social analysis and critical thinking. By
exploring social issues in an international and global context, students
will learn to see how any global issue is multidimensional, andspecifically, how inequalities are complex and constituted by theinterconnection of race, class, gender, sexuality, and other bases ofinequality.
【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 based on a combination of short lectures by
the instructor and student-led class discussions. Verbal and written
feedback on assignments is given during class discussions and throughusing other tools as appropriate. Students are encouraged to visit the
instructor during office hours for more personalized feedback.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Theoretical
Reviewing what was covered in
Understanding of Race, Race, Class and Gender I
Class, and Gender
3
The Social
How does science construct a
Construction of Sperm romance based on stereotypicalmale-female roles?
4
Female Disadvantage
Why does gender imbalance inin Infant/Child
infant mortality occur?
Mortality
5
Race and Queer Family How does race and sexuality
Formationintersect in the context ofsurrogacy?
6
TransnationalFilm viewing: "First Person Plural"
Adoption
7
Domestic Helpers
How do gender and migrationintersect?
8
Diversity Policy in
How is diversity policy in global
Global Companies
companies localized?
9
Global Economy of
How do race, sex, and romance
Desireintersect in the global economy ofdesire?
10
War and Violence
What is the "comfort women" issue?
11
Human Trafficking and What is sex work? What is theSex Work I
difference between humantrafficking and sex work?
12
Human Trafficking and Who are migrant sex workers?
Sex Work II
What are some issues faced bythem?
13
Prepare for Final Paper Preparation and feedback for final
paper
14
Review & Final Paper
What have we learned in thisPreparation
course? Preparing and submitting
the final paper【Work to be done outside of class (preparation, etc.)】
Students are expected to complete the weekly readings and prepare forclass discussion. Please note that the assigned readings for this course
tend to be dense. As such, I recommend giving yourself ample time tocomplete them, even if the number of pages assigned at any given time
appears small. Preparatory study and review time for this class are 2hours each.

— 225 —

グローバル教養学部 発行日：2023/5/1

SOC300ZA

Migration and Diaspora

4"Military Wives"

5
6"To Save the Children"
Militarized process of“Leaving”

7

War, racism andincarceration
Forced identity

Chris H Park
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 4/Thu.4
その他属性：〈優〉

89【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 class 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, students 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)】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
group of 3-5 individuals will work on a project and present findings andanalyses on a topic of their choice. Further directions will be given inclass.
In addition, it is possible that some comments from the reaction papers
may be introduced in class to elaborate on each lecture and to facilitate
discussions.
Comments for assignments and the final reports are given throughemail.
Students are expected to regularly check (at least once or twice a week)
their university email account and Hoppii for course announcements
and updates.

10
11

12
13
14

Racialized as “Invisible
Asians”
Orphan with two
mothers
Diasporic homecoming

Between home andhomelandGroup presentation I
Group presentation II

Japanese women’s departure,
becoming American, the"modernized subjects"
Origin of international adoption
How "refugee" subjects are createdand mobilized through spaces andmodernity.
Japanese American internment
experience during WWII
Representation of “Good” &“Grateful” minority
Korean adoptees’ experience
Film: Liem, Deann Borshay, First
Person Plural (2000)
Homecoming experiences:
Japanese Brazilians v. JapaneseAmericans
Film: Yang, Yonghi. Dear
Pyongyang (2005)
Student presentation
Student presentation【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.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No textbook will be used. Handouts, readings and other materials will be distributed in class and/or uploaded on online course
management system.
【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 not allowed for more than 2 unexcused absences. These
exclude absences due to medical reasons, job interviews, but include
those due to family emergency and train delays. If students arrive lateor leave early, each will be counted as one ½ absence. If students miss 20
min of class time, it will be considered as 1 absence. 3 or more absences
will result in not-passing. Students must complete all the assignments
to pass the course. If students have special need, exceptions may bemade. Contact the instructor no later than Week 3.
【Changes following student comments】
NA【Equipment student needs to prepare】
NA【Others】
Changes to the above class schedule may take place.
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.
【Prerequisite】
NA【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview &Course Overview &Self-introduction
Self-introduction
2
Definitional questions
Theories and concepts: Migrant
categories, return migration,
migrants to citizens, diasporas andtransnational communities.
3
Identity/ies for
Why the poorest don’t migrate:
diasporic subjects
examining systems, links, chains,routes, networks and diverse
migrant motivations.

— 226 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to complete the weekly readings and prepare forclass discussion. Please note that the assigned readings for this course
tend to be dense. As such, I recommend giving yourself ample time tocomplete them, even if the number of pages assigned at any given time
appears small. Preparatory study and review time for this class are 2hours each.

SOC300ZA

Feminist Theory
Daiki Hiramori
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 3/Mon.3【Textbooks】
No textbook will be used. All readings will be provided by the instructor.

その他属性：〈優〉【References】
Further reference may be provided based on students’ areas of interest.

【Outline and objectives】
This course focuses on vibrant intellectual conversations engendered by
the production of feminist theory in the contemporary moment. This
course is divided into the following four sections: (1) theorizing feminist
times and spaces, (2) theorizing intersectionality and difference,(3) theorizing feminist knowledge and agency, and (4) imagine
otherwise/solidarity reconsidered. In addition, this course pays a special
attention to Chicana feminist theory. Through this course, students willlearn the ways feminist theorizing moves across disciplines and at times
intentionally defines and destabilizes disciplinary categorization.
【Goal】
By the end of this course, students will be able to: (1) identify anddescribe the key concepts and main themes of feminist theory (remembering/understanding), (2) apply feminist theory to contemporarysocial issues in Japan and abroad (applying), (3) compare and contrast
various strands of feminist theory (analyzing), and (4) develop andpresent their own ideas and perspectives on gender and sexuality(evaluating/creating).

【Grading criteria】
Participation: 10%
Discussion facilitation: 20%
Weekly reading responses: 40%
Final paper: 30%【Changes following student comments】
Students have generally evaluated the class positively. The instructor
will be attentive to student feedback and adjust workload and classmaterial, when necessary.
【Equipment student needs to prepare】
None.
Students are encouraged to use computers/tablets forclass-related purposes in class.
【Prerequisite】
Students who intend to enroll in this course are expected to have passed"Race, Class and Gender 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)】This course will be based on a combination of short lectures by
the instructor and student-led class discussions. Verbal and written
feedback on assignments is given during class discussions and throughusing other tools as appropriate. Students are encouraged to visit the
instructor during office hours for more personalized feedback.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Theorizing Feminist
What is the role of theory inTimes and Spaces I
feminist studies?
3
Theorizing Feminist
What is Black feminist theory?
Times and Spaces II
4
Theorizing Feminist
Who are included as women inTimes and Spaces III
feminism?
5
Theorizing
What is intersectionality? WhyIntersectionality anddoes this concept gain popularity?
Difference I
6Theorizing
What is the relationship between
Intersectionality andMarxism and feminism?
Difference II
7
Theorizing Feminist
What is feminist standpoint
Knowledge and Agency theory?
I
8
Theorizing Feminist
What is the relationship between
Knowledge and Agency science and feminism?
II
9
ImagineWhat is postcolonial feminism?
Otherwise/Solidarity
Reconsidered I
10ImagineWhat is the relationship between
Otherwise/Solidarity
the mainstreaming of feminism
Reconsidered II
and the politics of backlash in
Japan?
11
Chicana Feminist
What are the characteristics ofTheory I
Chicana feminism?
12
Chicana Feminist
How does Chicana feminism
Theory II
challenge mainstream feminism?
13
Chicana Feminist
What is the methodology of the
Theory III
oppressed?
14
Theory in Action
What have we learned in thiscourse? Preparing and submitting
the final paper— 227 —

グローバル教養学部 発行日：2023/5/1【References】
Further reference may be provided based on students’ areas of interest.

SOC300ZA

Advanced Topics in Critical Theory【Grading criteria】
Participation: 10%
Discussion facilitation: 20%
Weekly reading responses: 40%
Final paper: 30%

Daiki Hiramori
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 1/Tue.1
その他属性：〈優〉【Outline and objectives】
Students will learn the fundamental concepts of queer theory, which
has been attracting attention in recent years not only in the humanities
but also in the social sciences. In this year’s class, in addition to thefoundational texts of queer studies, students will read Black queer
studies and queer demography literature to acquire proficiency in theconsideration of social phenomena related to gender and sexuality.

【Changes following student comments】
Students have generally evaluated the class positively. The instructor
will be attentive to student feedback and adjust workload and classmaterial, when necessary.
【Equipment student needs to prepare】
None.
Students are encouraged to use computers/tablets forclass-related purposes in class.
【Prerequisite】
Students who intend to enroll in this course are expected to have passed"Race, Class and Gender I."【Goal】
By the end of this course, students will be able to: (1) identify
and describe the key concepts and main themes of queer theory(remembering/understanding), (2) apply queer theory to contemporarysocial issues in Japan and abroad (applying), (3) compare and contrast
various strands of queer theory (analyzing), and (4) develop andpresent their own ideas and perspectives on gender and sexuality(evaluating/creating).
【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 based on a combination of short lectures by
the instructor and student-led class discussions. Verbal and written
feedback on assignments is given during class discussions and throughusing other tools as appropriate. Students are encouraged to visit the
instructor during office hours for more personalized feedback.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
The Beginning ofWhat are the core principles ofQueer Theory I
queer theory?
3
The Beginning ofWhat is homosociality?
Queer Theory II
4
The Development of
Why can’t sexuality be properly
Queer Thinking
studied within gender studies?
5
Gender Performativity How does gender performativity
differ from gender performance?
6
Trans Politics
What does critical trans politics
envision?
7
HIV/AIDS in the ’80s
How does the HIV/AIDS crisis
affect queer theory?
8
HIV/AIDS in the ’00s
How does a queer theoreticalunderstanding of barebacking
subculture differ from anepidemiological understanding?
9
Homonormativity
What happens when neoliberalism
meets LGBT movements?
10
Homonationalism
What happens when nationalism
meets LGBT movements?
11
Black Queer Studies
How does sexuality intersect withrace?
12
Queer Demography
How can LGBTQ populations be
studies from a queer theoreticalperspective?
13
Prepare for Final Paper Preparation and feedback for final
paper
14
Theory in Action
What have we learned in thiscourse? Preparing and submitting
the final paper【Work to be done outside of class (preparation, etc.)】
Students are expected to complete the weekly readings and prepare forclass discussion. Please note that the assigned readings for this course
tend to be dense. As such, I recommend giving yourself ample time tocomplete them, even if the number of pages assigned at any given time
appears small. Preparatory study and review time for this class are 2hours each.
【Textbooks】
No textbook will be used. All readings will be provided by the instructor.

— 228 —

グローバル教養学部 発行日：2023/5/1【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
35 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. Preparatory study and review time
for this class are 2 hours each.

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
その他属性：〈優〉【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 photobook, 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 35 photographs every week which is used for discussion
in class. Final submission comprises a photo book and evidence ofparticipation (12 submitted contact sheets). Attendance is recorded
weekly using visual media (e.g. photograph). Feedback is given throughongoing dialogue between students and instructor during production of
the contact sheets and photobook.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Textbooks】
No textbook will be used. Handouts and reading materials will be will
be uploaded on Hoppii or distributed in class.
【References】
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 12)
More than 2 unexcused absences will result in failure of this course.
Photo book: each student must produce a small photo book (min. 96
pages) that communicates ideas relating to the city and time.
The final grade is based on: Participation 40% and Photo book 60%. As
a variety of predictable and unpredictable factors are involved in theprocess of creating a photobook, evaluation considers a blend of concept,
research, originality, visual communication ability and tenacity.
【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 with photo-editing software and a camera.
Please note that the use of a smartphone camera is acceptable for thiscourse. However, if you have regular access to other kinds of cameras(and wish to use them), please bring them to class and the instructor
will happily show you how to use them.
【Others】
Being naturally creative is not a requirement for this course. However,students are expected to come to class on time, participate anddemonstrate an active interest.
【Prerequisite】
None.

【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Slow Glass
Introducing photography as avisual methodology.
2
Looking Again
Photographing the campus ‘in’time.
3
The Landscape ofDiscussing rephotography as a
Rephotography
diverse set of visual strategies.
4
Re-entering the Past
Discussing the relationshipbetween rephotography and place.
5
Now and Again
Discussing the relationshipbetween rephotography and time.
6
Conversations with the Sharing ideas for visually exploring
futuretime and place in Tokyo.
7
Photo Book Research
Analysing photo books in theuniversity library.
8
Developing Strategies
Discussing and reviewing
work-in-progress in terms ofstrategies.
9
Developing Sequences
Discussing and reviewing
work-in-progress in terms ofsequences.
10
Refining Selections
Discussing and reviewing
work-in-progress in terms of
selections.
11
Expanding Horizons
Discussing and reviewing
work-in-progress in terms ofoutcomes.
12
Draft Photobook
Making preparations for producing
a booklet.
13
Photobook Review
Reviewing reflection and notation
in workbooks.
14
Final Photobook
Making final improvements to
Reviewbooks prior to submission.

— 229 —

グローバル教養学部 発行日：2023/5/1
13

LIT300ZA

Fact and Fiction in the Movies
CatherineMarie

14

Munroe Hotes

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：水 5/Wed.5
その他属性：〈優〉【Outline and objectives】
This course will examine how reality is depicted on film, from the adventof cinema to contemporary forms of online media. We will look at how
the tropes of documentary fiction and non-fiction were developed andchanged with new technologies.
【Goal】
Students will learn documentary film theory and narrative film theory
with particular emphasis on how cinematography, mise-en-scène,sound, editing and other techniques are used by filmmakers in both
fiction and non-fiction films to give the impression of realism. We will
also discuss the ethics of depicting the lives of real people and events on
film. Students will learn to engage critically with media and learn how
to determine fact from fiction.
【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, readings, film analysis, quizzes, group work, exam, and essay
writing.
Lectures take a hybrid form that actively encourages student
participation in discussion.
The participation mark will include attendance, mini-quizzes that will
evaluate comprehension of assigned readings, group work and peer
evaluation of in-class group work.
Submission of assignments and feedback will be via the Learning
Management System.

Edutainment,
Infotainment, “SoftNews”, Clickbait
Final Discussion: How
to Discern Fact from
Fiction in Online
Media

Group presentation of researchdone on a selected film
Class Discussion
Final Paper Due【Work to be done outside of class (preparation, etc.)】
Reading academic texts and answer comprehension questions (4 hours
each week). The estimated preparation time includes watching video
clips.
【Textbooks】
This is a paperless class. The films and academic readings, and othermaterials will be made available using online resources or shared files.
Nichols, Bill. Introduction to Documentary. 3rd ed. Bloomington:
Bloomington UP, 2017. (available as an ebook)【References】
Bordwell, David. The Way Hollywood Tells It: Story and Style inModern Movies. Berkeley: U of California P, 2006.
Bordwell, David, Kristin Thompson and Jeff Smith. Film Art: An
Introduction. 12th ed. New York: McGraw-Hill, 2019
【Grading criteria】
Participation (30%); film terminology quiz (20%); mid-term exam (20%);
essay(30%).
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
Students should bring their device (laptop, tablet, et al.) to class in orderto refer to course readings if necessary.
【Others】
Enrollment is limited to 3rd and 4th year students.
【Prerequisite】
None【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Introduction & Course Introduction & Introduction
Introduction to
to Documentary Theory
Documentary Theory
2
Kino Pravda
Man with a Movie Camera (Dziga
Vertov, 1929)
3
Docudrama
Nanook of the North (Robert J.
Flaherty, 1922)
4
Ethnographic
How to Build an Igloo (Douglas
Filmmaking
Wilkinson, 1949)
If You Want to Get Married... You
Have to Learn How to Build an
Igloo! (Allen Auksaq, 2011)
5
Indigenous
Alanis Obomsawin readings andPerspectives
clips
Film Terminology Quiz
6
Docufiction, Direct
Chronique d’un été (Jean Rouch &Cinema, Cinéma Vérité Edgar Morin, 1961)
Lonely Boy (Roman Kroiter & Wolf
Koenig, 1962)
7
First Person Narration Waiting for Fidel (Michael Rubbo,
1974)
8
Review & Mid-term
Examination on material read,Exam
viewed and discussed during weeks
2-7
9Historical Dramas:
Readings and clips from
Fact vs. Fiction
Braveheart (Mel Gibson, 1995) and
The Favourite (Yorgos Lanthimos,
2018)10
Biographical Films
Readings and clips from Frida(BioPics)(Julie Taymor, 2002), Becoming
Jane (Julian Jarrold, 2007)
11
Re-enactment of True
The Docudrama: Clips from The
EventsThin Blue Line
Reading: "Play It Again, Sam(Re-enactments, Part One)"
Short quiz.
12
How Real is Reality
A Selection of Video Clips andTV?
Readings
Class Debate— 230 —

グローバル教養学部 発行日：2023/5/1【Grading criteria】
Minimum absence (10%)
Participation and speaking up during class discussions (40%)
Presentation (50%)

CUA300ZA

Comparative Media
Kukhee Choo

【Changes following student comments】
Not applicable.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 4/Tue.4【Prerequisite】
Previously taking classes on media, race and gender will enhance thelearning experience for this class.

その他属性：〈優〉【Outline and objectives】
In this class we will explore how different media operate, exploring
how various mediums ̶ such as cinema, television, comics, animationand social media-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 itallows us to see or hides from our view. In order to keep some common
ground, we will compare each of these media to a particular type of
media platform. While comparing and contrasting these media, we will
be analyzing specific films, television series, manga, anime works, etc.,
detailing how they touch on topics such as societal critique, politics, race,
gender, technology, spectatorship, geopolitics, and consumerism.
【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 self and 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 discussion-based, with visual material such as images
and clips of films, manga, animation, etc. Each week students will be
provided with an academic reading relevant to the topic. These readings
will be important background information and/or will be directly
addressed as the topic of the class content and discussion. Discussions
based off of the reading material 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 readings through class discussions presentations.
In class, feedback is given using some comments in relation to student
questions and comments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Exploring
What you see is what you get?
Contemporary VisualMedia
3
Modernism to
Post-modernity and its relationship
Postmodernism
to media4
Live-Action Cinema
Cinema and the problems of"realism"
5
Usages of Cinema and Media and its relationship toTVwarfare6
Reading Animation
Recreating space and time
7
Comics/Manga
Comics vs. live action vs. anime
Adaptations
films
8
Multiplatform Media
Transmedia storytelling
9
More Real than Reality Reality TV and voyeurism
10
Spectators and Media
Gender and viewership acrossmedia
11Social Media and theFantasy and self-hood as presented
Self
in different mediums
12
Virtual Reality
Life after death on the Internet
13
Student Presentations Feedback and Discussion
14
Student Presentations Feedback and Discussion【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. Preparatory study and review time
for this class are about 3 hours each.
【Textbooks】
Reading material will be provided via Hoppii.
【References】
References to different online articles and other media will be provided
in class.

— 231 —

グローバル教養学部 発行日：2023/5/1
13
14

CUA300ZAMedia and Globalization

Student Presentations
Student Presentations

Feedback and Discussion
Feedback and Discussion【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. Preparatory study and review time
for this class are 2 hours each.

Stevie Suan
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 3/Thu.3
その他属性：〈優〉【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.

【Textbooks】
Stevie Suan, Anime’s Identity: Performativity and Form Beyond Japan .
Minneapolis: University of Minnesota Press, 2021.
Additional readings will be provided by the instructor.
【References】
Appadurai, Arjun. Modernity at Large: Cultural Dimensions of
Globalization. University of Minnesota Press, 1996.
【Grading criteria】
Participation 20%
Presentation 40%
Final paper 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 on 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 presentations and papers. Students will receive
feedback in class and in written form, based on a grading rubric.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Media Flows AcrossDifferent ways of thinking about
the World
globalization
3
Transnational
Animation production across
Production of Medianational borders and Regions
4
Global History ofTransnational influences from
Media
Russia, US, and Japan
5
Global Expansion ofDifferences and similarities ofAnimation
consuming media in various locales
6
Animation as Global
Effects of technology in the ways
Technology
we see and think about
globalization
7
Globalized Aesthetics
Implications of anime’s globally
recognizable stylistics
8
Animating Characters Disney’s techniques vs. anime’s
Differently
techniques and their relationshipto culture
9
Dislocation of
How different animations consider
Transnational Media
ways to exist in an interconnected
world
10
Local Folklore Gone
Traditional cultures in conflict with
Globalglobalization
11
Ecology as a Global
Environmentalism in various types
Issueof animation
12
A Technological Globe
Imagining a global world incyberpunk animation— 232 —

グローバル教養学部 発行日：2023/5/1
14

CUA300ZA

Student Presentations

Feedback and Discussion【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. Preparatory study and review time
for this class are 2 hours each.

Media and the Nation
Stevie Suan
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 4/Thu.4
その他属性：〈優〉【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.

【Textbooks】
No textbook will be required as readings will be provided by the
instructor.
【References】
Anderson, Benedict. Imagined Communities: Reflections on the Origin
and Spread of Nationalism. Verso Ed., 1985.
【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 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 on 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 presentations and papers. Students will receive
feedback in class and in written form, based on a grading rubric.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Imagined Communities Newspapers and the earlynation-state
3
Making National Arts
Theater and hanga’stransformations in Meiji Japan
4
Wartime Media
Animation and film during the
Taisho and Showa periods
5
Post-war Shifts
Shifting gender dynamics inpopular genres from the 1960s and1970s
6
From Niche to Mass
Anime and manga’s rise to national
fame from 1980s to early 200s
7Media Stereotypes
Creating an image of otaku in the
1980s to early 2000s
8
Otaku in Transition
Shifting images of otaku in film inthe 2000s
9Otaku ConsumpConceptualizing different types oftion/Production
consumption patterns of otaku
10
National Visibility of
Rise of female otaku consumers inFujoshiearly 2000s
11
Post-Bubble TV
Celebrity and lifestyle in TV
dramas in 1990s and 2000s
12
Making Japan’s FoodContemporary "food focused TV" inimagining the nation
13
Student Presentations Feedback and Discussion— 233 —

グローバル教養学部 発行日：2023/5/1
Students must read required readings before class. Each class will haveabout 30-80 pages of reading per class.

CUA300ZAMedia Research【Textbooks】
No text book required.

Kukhee Choo

【References】
Anthony R. Fellow “Before the American experience”
Benedict Anderson “Imagined communities”
Shelton A. Gunaratne “Paper, printing and the printing press”"A brief history of photography"
Walter Benjamin "The history of photography"
Laura Schiavo “From phantom image to perfect vision”
Geoffrey Batchen “Seeing and saying”
Wheeler W. Dixon & Gwendolyn Foster “The invention of the movies”
Charles O’Brien “Sound’s impact on film style”
Chris Pallant “Disney innovation”
Bendazzi Giannalberto “Silent pioneers in animation”
Paul Starr “The first wire, “New connections: Telephone, cable andwireless”
Schantz "Telephonic film"
Dean Juniper “The First World War and radio development”
Randall Patnode " What these people need is a radio"Charlene Simmons “Dear radio broadcaster”
Mitchell Stephens "History of television"
John P. Robinson and Steven Martin “Of Time and Television”
Michael Curtin "Organizing difference on global TV"
Morrison & Krugman “A look at Mass and computer mediatedtechnologies”
Dinello “Machines out of control”
Leonard Herman "Early home video game systems"
Eugenie Shinkle "Video games, emotion and the six senses"
William Galston “Does the Internet strengthen community?”
Don Tapscott "The net generation and democracy"
Natalie Fenton “The internet and social networking”
Gene Marks "If I were a poor black kid"
Toure "On Gene Marks ’If I were a poor black kid’"
Joanna Goode "Mind the gap"
Kevin O’Brian " Top 1% of Mobile Users Use Half of World’s WirelessBandwidth"
Vinton G. Cerf " Internet Access Is Not a Human Right"

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 4/Tue.4
その他属性：〈優〉【Outline and objectives】
This course aims at helping students historicize and contextualize
the socio-political and economic influences that media technology has
had on our everyday lives and how that influence manifested itself
in media representations. The study of media technology as material
culture through its production, dissemination and uses has become
more urgent as new forms of media are created faster than ever. In
this course, students will analyze how media technology has developed
throughout history and will further examine the pros and cons, social
embracement and anxieties associated with each technology and theirrepresentations. Students will apply what they learn about thedevelopment of media technology and how it has been represented
from a historical and socio-economic perspective and reflect it in theirresearch projects.
【Goal】
By the end of the course, students will be able to,• understand the history of media technology and its institutional
development through their research projects• learn theories regarding the development of media technology andlearn how the technological development of media and its institutions
has informed human perception, anxieties, body, gender and politics
throughout history• improve critical thinking ability about how the historical development of media technology has changed the institutional landscape as
we know it and demonstrate that understanding by constructing strong
arguments during class discussions【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 cover the historical development of media technology
through required readings and watching relevant media examples. The
class will be centered on student discussions related to the required
readings and topics and the instructor will guide the discussions
accordingly.
Comments/feedback for assignments (tests and reports, etc.) are given
during office hours.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Grading criteria】
Minimum absences (10%)
Asking questions and speaking up during class discussions (40%)
Midterm research project (20%)
Final research project (30%)
【Changes following student comments】
None.
【Equipment student needs to prepare】
Students are not allowed to use computers, tablets or smartphones inthis class. They must bring hard copies of the required readings to class.
Students who require a PC for accessibility purposes should consult
with the instructor.
【Others】
The content of this syllabus may be subject to change.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Print culture
Printing press, nationalism, andcommunities
3
Photography
First photography, stereoscopic
images, and historical
understandings
4
Film
Invention of cinema, soundtechnology and aura
5
Film
Animation technology
6
Telephone
Telegraph wire, telephone and fearof connection
7
Radio
War and radio, commercializationand fan culture
8
Review & research
Review & research projectproject
9
Television
Postwar development, shifting
concepts of time & space
10
Computers
Mediated technologies and fear
11
Video games
Reconfiguring spaciality and senses
12InternetCommunities, democracy andnetworks
13
Digital divide
Wealth and technology, internet
and human rights
14
Final research project
Final research project & wrap-up& wrap-up【Prerequisite】
None.

【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.

— 234 —

グローバル教養学部 発行日：2023/5/1【References】
References will be provided in class slides.

MAN300ZA【休講】Impact of Artificial Intelligence【Grading criteria】
15% Quizzes
15% Projects / homework
35% Midterm exam
35% Final examination

Credit(s)：2 ｜ Semester： ｜ Year：3〜4
Day/Period：【Changes following student comments】
None.
【Equipment student needs to prepare】
None.

その他属性：【Outline and objectives】
Artificial Intelligence (AI) has a profound impact on the business world
in many ways, changing the way cities are run, the way we live andsocialise through to the way we do business. This course focuses on
how businesses use AI to make their businesses more profitable andcustomer experience better. In case-studies we will cover during thiscourse we will analyse the impact and thereby also understanding
businesses better. We will also observe that businesses employ data
scientists to analyse data. These scientists use machine learning aspart of their implementation of AI. So in the later part of the course
we will delve deeper into Machine Learning so that we can better
understand what data scientists do. Hence we are able to understandthe “mechanics” of AI.

【Others】
None.
【Prerequisite】
None.

【Goal】
Using the critical thinking exercises and class discussions, students
will be able to apply their knowledge to case-studies and group work.
The skills they acquire through this course should prepare them tounderstand key technical terms and give a better understanding of theworld.
【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)】At the beginning of class, feedback for the previous class is given using
some comments from submitted reaction papers. Method of instruction
will be a mixture of lecture, group presentation and discussions.
Submission of assignments and feedback will be via the Learning
Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Robotics in Business
Introduction to Robotics inBusiness.
3
AI to Improve
Discuss on how AI improves
Customer Experiencecustomer experience.
4
AI to Allow
Discuss on how AI encourages
Entrepreneurshipentrepreneurship.
5
Review of Class
Review of class materials.
Materials
6
AI to Drive Business
Discuss how AI drives business
Performance
performance.
7
AI in Healthcare
Discuss how AI drives inhealthcare industry.
8
Hacking, Fraud andDiscuss the impact on hacking,Cybercrime
fraud and cybercrime.
9
Machine Learning In
Revise the regression. DiscussBusiness andmachine learning in business.
Regression Revisited10
Hands on
Perform demonstration of R
Demonstration of R
language.
Language
11
Hands on
Perform demonstration on
Demonstration on
microsoft machine learning.
Microsoft Machine
Learning
12
AI and Current Affairs Discuss AI and current affairs.
13
Discussion and Review Discussion and review.
14
Wrap-up & Review ofReview of Class Materials.
Class Materials.
【Work to be done outside of class (preparation, etc.)】
Students are expected to read the assigned readings and slides of
the next class before each class. Also, in addition to the preparation
for the final presentation, there will be homework during the course.
Preparatory study and review time for this class are 2 hours each.
Additional reading on the daily news and related research articles arehighly recommended.
【Textbooks】
Electronic slides will be provided.

— 235 —

グローバル教養学部 発行日：2023/5/1【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. Preparatory
study and review time for this class are 2 hours each.

PSY300ZA

Cultural Psychology
Takafumi Sawaumi
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 3/Fri.3
その他属性：〈グ〉〈優〉【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 this course, students will learn how culture shapes
the way we think and behave and how we, at the same time, shape thesecultures.
【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 this 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 be able to critically engage andanalyze cultural products, such as books, films, and advertisements.

【Textbooks】
Handouts and reading materials will be provided by lecturer.
【References】
Heine, S. J. (2015). Cultural Psychology. New York: W. W. Norton.
Cohen, D., & Kitayama, S. (2019). Handbook of Cultural Psychology.
Second edition. New York: Guilford Press.
Both reference books are available in the library and the GIS Reference
Room for those who wish to learn about each topic in more detail.
【Grading criteria】
Final grades are based on two exams (25% each), reaction papers for
assigned readings (25%), and class participation (25%).
【Changes following student comments】
Students found this class difficult but appreciated the challenge. I hope
to continue engaging students with materials through various hands-on
activities and discussions.
【Prerequisite】
Students must have taken and received credits in at least one(preferably both) of the following courses: Social Psychology I, Social
Psychology II.

【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. At the beginning of class, feedback
for the previous class is given using some comments from submitted
slips and papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Culture andDevelopment of the cultural mind
Socialization I
3
Culture and
Education practices
Socialization II
4
Culture and the Self I
Cultural differences inself-concepts
5
Culture and the Self II Consequences for self-consistency
and egoism
6
Culture and Motivation Goals and theories underlyingI
motivation
7
Culture and Motivation Cultural differences in motivation,II
control, and choice8
Review and Midterm
What have we learned so far?
ExamMultiple choice questions andshort-essays
9
Culture and Emotion
Universality and cultural variationin emotions
10
Culture and Cognition Cultural differences in cognition
I
11
Culture and Cognition Where do cultural differences come
II
from?
12
Acculturation andTime course of acculturation andBiculturalism I
factors that influence acculturation
13
Acculturation and
The bicultural self
Biculturalism II
14
Review and Final
What have we learned so far?
ExamMultiple choice questions andshort-essays— 236 —

グローバル教養学部 発行日：2023/5/1
10

PSY300ZA

Community Psychology

11

Toshiaki Sasao

12

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 3/Wed.3

13

その他属性：〈優〉【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.
【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 lectures, class discussion, film discussion, and small group
work. The requirements of the course include: (a) active participation,
preparation, and engagement in class, (b) in-class and take-home
exercises, and (c) midterm and final exam. Feedback will be provided
via individual face-to-face sessions and/or the Hosei Hoppi System.
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.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14

Prevention, Strengths& Promotion
Approaches (1)Prevention, Strengths& Promotion
Approaches (2)Stress & Coping
Approaches

Discusses key concepts inprevention science
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, andare 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. Preparatory study and review time for this classare 3 hours each.
【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.
Jason, L. A. et al. (2019). Introduction to community psychology.
Downloadable free of charge fromhttps://press.rebus.community/introductiontocommunitypsychology/【References】
Additional references and readings will be introduced and/or provided
in class.
【Grading criteria】
The following show approximate activity-by-activity percentage points
toward your final course grade: (a) Active Participation, Preparation,
and Engagement (30%); (b) In-class and take-home Exercises (30%) and(c) Midterm and Final (40%).
【Changes following student comments】
From time to time during class sessions, ideas and opinions are solicitedfrom students re the class structure and format.
【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 assumed and desirable, but not required. Additional course
work in sociology, education, social work, international relations,anthropology, etc. would be useful.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction &Introduction & Overview
Overview
2
Community Psychology Introduces and discusses key(CP): History, Values, & historical events, values andAssumptions
assumptions in CP practice andresearch
3
Embracing Social
Discusses the nature of social
Changechange and theories
4
Empowerment
Introduces several empowerment
models and theories of
empowerment
5
Community andDiscusses theoretical frameworks
Citizen Participation
for community and citizen
participation
6
Ecological andIntroduces ecological models forEnvironmental
understanding life space
Approaches (1)7Ecological andDiscusses ecological interventions
Environmental
and a video presentation
Approaches (2)8Midterm Review
In-Class Review and/or Film
Review
9
Appreciating andDiscusses models of humanAffirming Human anddiversity and interventions around
Cultural Diversity
the world— 237 —

グローバル教養学部 発行日：2023/5/1
7

PSY300ZA

8Clinical Psychology
Keiko Ito
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 6/Mon.6

9

Culture Issues inClinical Psychology

10
11

Stress management
Clinical Interventions/
Therapies

12Group Project
Presentation (1)Group Project
Presentation (2)The Road to Becominga Clinical Psychologist

その他属性：〈優〉【Outline and objectives】
Major topics include definition, psychological assessment methods,
psychotherapy approaches, along with the history of treatment and therole 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)】Through a series of lectures, readings, exercises, films, and groupprojects, this course introduces and provides a broad overview of the
field of clinical psychology. 1. Final Project -presentation
The final 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.
Insightful comments from reaction papers will be introduced inclass and used in deeper discussions.

Major Psychiatric
Disorder (3)Developmental
Disorders

13
14

Schizophrenia
ADHD
Learning disorder
Autisic syndrome
Multicultural counseling
Therapists’ culture identity
development
Stress and its coping methods
Psychoanalytic Therapy, Person
Centered Therapy, CBT, Behavior
Therapy, and other psychologicalinterventions
Topics in clinical psychology and its
intervension (2)Topics in clinical psychology and its
intervension (3)Wrap up【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.
Preparatory study and review time for this class are 2 hours each.
【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: 20%
Reaction Papers: 10%
Movie Report (2): 10%
Group (or individual) Project: 35%
Research Article Summary: 10%
Final Report: 15%
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】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Orientation & Guidance.
Guidance.
2
History
The history of psychiatry andclinical psychology.
3Group project
Assessment of psychopathology
discussion / Libararyand personality
research
Projective tests personality test
Overview ofAssessment (1)4Overview ofIntelligence testing
Assessment (2)Neuropsychological assessment,
behavioral assessment
DSM & ICD 10
5
Major PsychiatricAnxiety disorder(includes panic/
Disorder (1)OCD / PTSD)
6
Major Psychiatric
Mood disorder (depression /Disorder (2)bipolar)— 238 —

グローバル教養学部 発行日：2023/5/1
8

PSY300ZA

Psychology of Morality
9

Christopher Michael

KavanaghCredit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 2/Tue.2

10

その他属性：〈優〉
11【Outline and objectives】
This course is designed to introduce students to the major theoreticalperspectives and empirical research on the psychology of morality. In
recent decades there has been a renaissance in research exploringmorality and its associated psychological aspects. Accordingly, thiscourse will focus primarily on psychological research on morality from avariety of fields (including cognitive psychology, comparative psychology,social psychology, developmental psychology, and evolutionary psychology) but will also include discussion of related work in philosophy,
animal behavior, economics, and neuroscience. The course is intended
to provide an introductory overview to the psychology of morality while
also addressing core questions, such as: What is morality? Where doesit come from? Do humans have core innate moral intuitions or are theysocially learned and culturally dependent? Is there evidence of morality
in any other species? By the end of the course, the students will havea greater appreciation of potential answers to these questions and thenongoing debates that surround them.
【Goal】
By the end of the course, students should be able to: (1) recognise
and understand the key terms and major theoretical approaches in thepsychology of morality; (2) discuss relevant studies and identify thestrengths and weaknesses in their methodology and theoretical models;(3) compare and contrast different psychological theories of morality anddiscuss their application to selected scenarios; (4) critically evaluate thekey theoretical approaches and their potential relevance to everyday lifeand moral judgments.
【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 primarily through a combination of lecturesand group discussion. In the first part of the class the lecture will
introduce key topics and theories and the group discussions will focus on
related readings and issues of debate. Reaction papers will be assigned
for selected topics in order to encourage engagement with relevant
issues. Over the course of the semester, students will be required toprepare an oral presentation that discusses the research on a topic of
their choosing covered on the course. The mid term and final exams
will consist of questions that will evaluate the lecture content and corereadings. Exams will be conducted on and feedback will be provided
through Google Classrooms.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to
Introduction to Psychology ofPsychology of Morality Morality
2
What is morality?
Introducing key psychologicaltheories of morality, includingclassical approaches & moral
foundations theory.
3
Where does morality
Exploring the evolutionary origins
come from?
of morality and comparative
research on morality in
non-humans.
4
Morality and religion
Examining the complex
relationship between religion andmorality and the impact of concepts
like supernatural punishment andHigh Gods.
5
Person Centred
Exploring how a person centred
Morality
approach to morality might offer analternative to deontological andutilitarian perspectives.
6
Developmental
Addressing the evidence for innate
Psychology andmoral intuitions in infants.
Morality
7
Mid-Term Exam &Mid-Term Exam & Review
Review

12

13

14

Emotions and Moral
Judgments

Examining the role that emotional
responses, especially disgust, playin determining moral judgments
and the social intuitionist model
Mind Perception andReviewing how perception of
Moral Judgement
intentionality & agency impact
moral judgements and the Dyadic
Morality model
Empathy: For &Exploring the arguments for andAgainstagainst empathy as a corecomponent of ethical moral
systems.
The role of punishment Examining the role of punishment
in morality
in moral systems and how it
influences psychological responses
Moral Responsibility,
Addressing the various
Free Will &perspectives on free will and how
Determinism
they impact concepts of moral
responsibility.
Morality, Genetics, and Exploring the role that moral
Politics
sentiments play in determining
political beliefs and whether thereis evidence these are impacted bygenetic factors.
Final Examination &Final Exam & Course Wrap Up
Wrap-up【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly reading assignments,
participate in class discussions, and prepare an oral presentation on a
topic of their choice. Reaction papers will be assigned for specific weeks
and can be submitted online via Google Classroom. Preparatory study
and review time for this class will be at least 4 hours per week.
【Textbooks】
All readings will be distributed by the instructor.
【References】
Joshua Greene (2014). Moral Tribes: Emotion, Reason and the Gap
Between Us and Them (English Edition), Penguin Books.
Valerie Tiberius (2014).
Moral Psychology:
A Contemporary
Introduction(First Edition), Routledge Contemporary Introductions toPhilosophy).
These books are not necessary to buy but provide good introductions to
the topics covered on the course.
【Grading criteria】
Presentations 20%
Mid-term exam 25%
Final exam 25%
Weekly in-class participation 15%
Reaction papers & Homework 15%【Changes following student comments】
More detailed feedback will be provided in regard to the reaction papers
and how to structure essay-style answers for exams. All students will betasked with reading the same core reading for each class with additional
reading options to reduce confusion and improve class discussion. Moretime will be allocated to in-class discussion and debates to insure
students understand lecture topics.
【Equipment student needs to prepare】
There is no specialist equipment required beyond a PC/laptop and accessto the internet. Some classes may be held online. Weekly readings andreaction papers will be distributed via Google Classroom.
【Others】
None.
【Prerequisite】
You must have taken and received credits in at least 2 courses in
psychology.

— 239 —

グローバル教養学部 発行日：2023/5/1

CUA300ZA

Qualitative Research Methods
Allen Kim
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 5/Fri.5
その他属性：〈優〉【Outline and objectives】
This course is designed to introduce students to qualitative researchmethods. The course begins with research problems, questions anddesign considerations. The course follows with training, through lecture,group work and hands-on experiences, in data collection methods
commonly used in qualitative research–field observation, interviews,
and the use of documents and archival data. Students will undertake apilot research study as part of the course requirements. This includes
designing a research question, doing a literature review, creating aquestionnaire, observing a field setting, analyzing field notes, andpresenting on preliminary research findings. The exercises are intended
to develop the mindset required to think through, design, and execute a
qualitative study.
【Goal】
Provide students with an appreciation for and the basic steps ofqualitative research design. Acquaint students with a diversity ofqualitative methods and associated theoretical, ethical, and pragmatic
issues. Instruct students on how to conduct qualitative researchthat is descriptively rich, theoretically illuminating, and personally
meaningful. Each student will be able to create her/his own researchquestions, decide a research site/community, conduct original research,and present their findings.
【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. Submission of assignments and feedback will be via the
Learning Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

12

Student Presentation I

13

Student Presentation
II

14

Wrap up and Writing
tips

Student presentations on
mini-research proposal andfeedback
Student presentations on
mini-research proposal andfeedback
Writing Qualitative Research
Method Tips

【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. Preparatory study
and review time for this class are 2 hours each.
【Textbooks】
No 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】
Field I, II, III Assignments: 60%
Research Proposal/Presentation 40%
Three 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."【Changes following student comments】
Weekly assignments have been updated.
【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. Student attendance is critical because each lecture builds on
the previous week. Missing out on critical components of the research
process will put you behind in being able to design and implement a fullproject.
【Prerequisite】
None.

【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Research Design
Types of research
3
Designing and QR set
Beginning of individual project.
up
Conceptual frameworks, researchvalidity in data gathering
4
Starting a study
Entry into the field; developing
rapport; role of the researcher;confidentiality; collecting
background information, sampling5
Literature Review
Reviewing existing scholarly work
6
Writing Research
Research questions, site, methods,
Proposalcontribution
7
Presentation and Data Research proposal presentation
Collection Procedures(summary of existing literature &introduction of research question)
Write a summary ofissues/challenges in data collection
and bring to class for discussion
8
Interviews: Fieldwork I Types of interviews (structured to
unstructured). How to designinterview questions; how to
conduct interviews
9
Observations:
Taking notes, types of observation.
Fieldword II
Analyzing social settings. How to
observe and focus.
Discuss fieldwork, sharechallenges.
10Documents andDefinition, review of sources andinternet datatypes of data, methods of collection
and analysis.
11
Integrating,Reflexivity and organizing datasynthesizing data.
Coding and Coding
categories— 240 —

グローバル教養学部 発行日：2023/5/1【Changes following student comments】
This is a new course.

PSY300ZA

Advanced Topics in Social Psychology
Yu Niiya
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 2/Fri.2
その他属性：〈優〉【Others】
Students will be asked to reflect on their daily experiences and shareexamples that illustrate various concepts and theories covered in thecourse.
Students who have taken and passed courses in psychology andstatistics may be given priority in student selection.
【Prerequisite】
Students must have taken and passed one of the following courses:
Social Psychology 1, Social Psychology 2, or Cultural Psychology.

【Outline and objectives】
We all want to live a happy life and yet we may be inadvertently creating
obstacles to achieving happiness. In this course, students will learn
how we get to know ourselves, the maladaptive habits that our minds
develop to protect the self from various ego threats, and various ways toimprove psychological well-being of the self and others.
【Goal】
Upon completion of the course, students should be able to:(a) Identify and explain classic and contemporary theories relating to
the self.
(b) Critically analyze and synthesize empirical research in social
psychology.
(c) Apply their learning to their own life to critically evaluate andexplain interpersonal experiences during daily life.
(d) Verbally present their reactions and experiences to course content.
【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 mostly combines lectures and student-led class discussions
on assigned readings. Students will receive oral and written feedbackon their discussion questions and reaction papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andOverview of course and review of
Overview
syllabus
2
Know Thyself (1)Knowing ourselves throughintrospection3
Know Thyself (2)Knowing ourselves through our
behaviors and emotions
4
Know Thyself (3)The consequences of knowing
ourselves
5
The Vulnerable andHow do we evaluate ourselves?
Maladaptive Self (1)6
The Vulnerable andSelf-evaluation maintenance model
Maladaptive Self (2)and downward social comparison
7
The Vulnerable andSelf-presentation and its
Maladaptive Self (3)consequences
8
The Vulnerable andSelf-serving cognitions
Maladaptive Self (4)9What the Self Needs (1) Self-theories: Belief that one canchange10What the Self Needs (2) Self-determination theory
11
What the Self Needs (3) Self-compassion
12
The Self in the
Compassionate and self-image
Ecosystem (1)goals
13
The Self in the
Nonzero-sum beliefs andEcosystem (2)prosociality
14
Synthesis
What have we learned so far andwhere do we go from here?
【Work to be done outside of class (preparation, etc.)】
Students should review their notes and be able to explain the major
concepts and theories they have learned in previous lectures. They will
read the assigned readings before each class and prepare a reaction
paper and discussion questions based on the readings. They must also
download and print out handouts prior to each class and bring them toclass to take notes. Preparatory study and review time for this class are
2 hours each.
【Textbooks】
None.
【References】
The assigned readings will be uploaded on Hoppii.
【Grading criteria】
Students are evaluated based on a final paper (30%), in-class quizzes(20%), discussion questions (15%), reaction papers (25%), and classparticipation (10%).

— 241 —

グローバル教養学部 発行日：2023/5/1【Grading criteria】
Participation (20%); Weekly mini test (20%); Simulation (20%); Finalexam (40%).

FRI300ZA

Database Utilization【Changes following student comments】
Not applicable.

Youyung Hyun
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 3/Tue.3
その他属性：〈優〉【Outline and objectives】
This course aims at understanding database and SQL. Through lectures
and actual practices, students will learn how to build and utilize
database.

【Equipment student needs to prepare】
Laptop (*downloaded with ’anaconda’, ’jupyter notebook’, ’SQL’)【Others】
This course is highly recommended to students who already took
Introduction to Programming and/or Big Data and Analytics.
【Prerequisite】
None.

【Goal】
By participating lectures and actual practices, students can (1)understand and implement crawling and MySQL, (2) implement
programs using SQL and learn how to use MySQL using Python, and(3) utilize database on their own.
【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 proceed with lectures, actual practices, and Q&A
sessions (including individual instructions if necessary). Students are
required to review what they have learned in the last class and to takethe mini test every week about content of the last class.
At the beginning of every class, feedback for the previous class is given,and a brief review will be conducted.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Chapter 1:
This class focuses on introducing
Introduction todatabases and RDBMS.
database
3
Chapter 2:
This class introduces SQL.
Introduction to SQL (1)4
Chapter 3:This class covers basic grammar of
Introduction to SQL (2) SQL.
5
Chapter 4: Using SQL This class focuses on practicing
multiple ways to utilize SQL.
6
Chapter 5: BuildingThis class helps students build
database (1)databases based on the actual
dataset.
7
Chapter 6: BuildingThis class helps students build
database (2)databases and understand SQL to
manage MySQL.
8
Review & Simulation
Students will learn what the class
has covered during the first half ofthe semester, and students willtake a simple simulation test.
9
Chapter 7:
This class focuses on introduction
Introduction to Python of Python, including how to use
library, installation of pymysql, andso on.
10
Chapter 8: Python and This class focuses on learning
MySQL (1)Python and MySQL throughpattern.
11
Chapter 9: Python and This class provides students withMySQL (2)multiple examples to get used to
Python and MySQL.
12
Chapter 10: Python
This class covers pandas library,and MySQL (3)pymysql, and Foreign Key.
13
Chapter 11: Data
This class helps students analyze
analysis and SQL
the actual dataset using SQL.
14
Final Exam & Wrap-up The instructor will summarize thecontent throughout the semester,and students will take a final exam.
【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Handouts and reading materials will be provided by a instructor.
【References】
1. Walter Shields (2019) SQL QuickStart Guide: The Simplified
Beginner’s Guide to Managing, Analyzing, and Manipulating Data With
SQL. ClydeBank Media LLC.
2. Anthony DeBarros (2022) Practical SQL, 2nd Edition: A Beginner’s
Guide to Storytelling with Data. No Starch Press— 242 —

グローバル教養学部 発行日：2023/5/1

LIN300ZA

10Complement
Sentences (i)11Complement
Sentences (ii)
Invisible Lexical
Items
Noun Phrase
Structure【休講】Syntactic Theory

12

Credit(s)：2 ｜ Semester： ｜ Year：3〜4
Day/Period：

13

その他属性：【Outline and objectives】
The study of syntax (in particular that of English) via
investigation and experiment.
【Goal】
Two goals. First, an insight into the nature of syntax.
Secondly, a better grasp of how to go about understanding any
phenomena that at first seem baffling, or in other words theacquisition of some aspects of scientific method via the careful
examination of language.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.

14

X-bar Theory

Embedded sentences; thecomplementizers that andwhether; clauses versus
sentences
Finiteness and the Tensefeature; TP and CP
Hidden subjects; dummy
subjects; thematic structure
Noun phrases withquasi-objects and subjects;
N-bar and noun complements
and modifiers/adjuncts
Preposition phrase modifiers
and P-bar; generalizing across
T-bar, N-bar, and P-bar for an
abstract X-bar; implications ofX-bar for language acquisition【Work to be done outside of class (preparation, etc.)】
Reading with maximum concentration (without backgroundmusic or other distractions), hard thinking, doing the various
exercises, and probably also discussion with classmates of thecontent and exercises. Allow two hours a week for this. Also,
weekly assignments, which consolidate what has been coveredin class. An assignment might, as an example, ask students tothink through the implications of two candidate syntax trees(diagrams of constituent structure) for the same one sentence,and thus to point out why one of the candidates should bediscarded. Allow two hours a week for the assignment too.

【Method(s)】We use a textbook that does not presuppose a knowledge of
linguistics but does assume that the reader has an intellectual
curiosity and an appetite for language-related exercises andreal thinking. This will be very much a “300-level” course, or
anyway a course for thinking adults.
Students both submit work for assignments and get commentson this work via “Hoppii”.

【Textbooks】
Richard K Larson, Grammar as Science (Cambridge, MA: MIT
Press, 2010; ISBN 978-0-262-51303-6)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【References】
No additional reading is required.

【Fieldwork in class】
なし / No【Grading criteria】
Work done for assignments: 100%【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Phrase Structure
Sentence-generation rules;
Rules
phrase structure rules; tree
diagrams
3
Hypothesized
Grammars as hypothesized byGrammars
linguists; testing hypothesizedgrammars
4
Comparing Rules
Comparing rules that haveand Theories
different implications;comparing grammars thatseem to have the same
implications
5
Constituency
What constituency is and how
to test for it
6
Trees and Tree
Syntactic trees; proforms;
Relations; Category antecedents; c-command;
categories of words (parts ofspeech) and of phrases, andcategory determination
7
Revising Grammars Refresher in logic;
experimentation; bug-fixing
and refinements
8
Introducing the
The categorial and the
Lexicon; Features,subcategorial; features andHeads and Phrases feature inheritance; exocentricphrases; theta-roles;
modification
9
Complements andDiagnostics for, andAdjuncts
complications in, thedistinction between
complements and adjuncts【Changes following student comments】
Dropping the section on formal arguments, dropping theexercises-only weeks, and evaluating by weekly assignments
alone. This frees up a lot of class time: we can slow down insome places but nevertheless cover a considerable amount ofmaterial.
【Others】● http://tinyurl.com/theoretical-syntax makes each classslideshow available to anyone, anywhere.
● Though the course has no formal prerequisite, students willneed an interest in language and an appetite for a rigorous
approach and for hard thinking.
【Prerequisite】
None.

— 243 —

グローバル教養学部 発行日：2023/5/1

LIN300ZA

7

Lexeme Formation(iv)

8

Inflection (i)9Inflection (ii)10

Typology

11

Words and
Sentences

12

Sounds and Shapes

13

Theoretical
Challenges (i)14Theoretical
Challenges (ii)【休講】Morphology: Building Words

Credit(s)：2 ｜ Semester： ｜ Year：3〜4
Day/Period：
その他属性：【Outline and objectives】
The formation of words, with particular reference to English.
At first the subject may sound like etymology (the history ofwords), but it is not: native speakers have a considerable
unconscious knowledge of word formation, even without any
historical awareness.
【Goal】
As morphology is part of linguistics, the ultimate purpose ofthis course is that of linguistics: to help give you some insight
toward the aim of understanding 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 tolanguage that should help you in careers as diverse as law andcopywriting.
【Which item of the diploma policy will be obtained by taking thisclass?】
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 of facts (sure soon to be forgotten), textbook
and course both emphasize exercises, so that the reader is aparticipant in morphology rather than a mere spectator.
Students both submit work for assignments and get commentson this work via “Hoppii”.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Words, Dictionaries, Conventions of publisheddictionaries versus theand the Mental
hypothesized structure of the
Lexiconmental lexicon; the publisheddictionary as resource
3
Lexeme Formation
Morphemes, prefixes and(i)
suffixes, bound bases,
formatives, etc
4Lexeme Formation
Compounding: headedness,(ii)
endo-/exocentricity, subordinative/attributive/coordinative
compounds
5
Lexeme Formation
Conversion, infixes, internal(iii)
stem changes, reduplication,etc
6Productivity andHow a prefix or suffix may beCreativity
newly added to a word or stem
inconspicuously andsuccessfully; how new words
are created jokily (but rarely
with lasting success)Infixes, circumfixes,
parasynthesis, internalchanges, reduplication,
templatic morphology,
subtractive processes
What inflection is; inflection
for number, person, gender,
case; accusative vs ergative
case systems
Inflection for tense, aspect,voice, mood, etc; inflectionalclasses; inflection versus
derivation
How languages differ inmorphology, and how they
resemble each other
The relationship between
morphology and syntax incertain kinds of construction;
clitics; phrasal verbs
The relationship between
morphology and phonology inallomorphs; lexical strata(different phonological andmorphological rules fordifferent large sets of words)
What morphological rules are;“lexical integrity” (theimmunity of morphology fromsyntactic operations)
Blocking, affix ordering,bracketing (tree) paradoxes,
affixal polysemy【Work to be done outside of class (preparation, etc.)】
Reading the relevant pages of the textbook, doing exercises
from the textbook (and its “challenges”), revising with theslideshow, finding other examples and real or apparent
counterexamples. Allow two hours a week for this. Also,
weekly assignments, which consolidate what has been coveredin class. As an example, the assignment for the fourthweek in 2021 asked about each of the five compounds
backup singer, know-nothing, military intelligence, rotgut, anddrunk driver: students were asked to provide the (syntactic)
category of each of the two compounded words, and of theresulting compound; and to say whether the compound was
subordinative, attributive, or coordinative, whether it was leftor right-headed, and whether it was endocentric or exocentric.
Allow two hours a week for the weekly assignment too.
【Textbooks】
Lieber, Rochelle. Introducing Morphology. 3rd ed. Cambridge:
Cambridge University Press, 2022. ISBN 978-1-108-95848-6.
【References】
Bauer, Laurie, Rochelle Lieber, and Ingo Plag, The Oxford
Reference Guide to English Morphology. Oxford: Oxford
University Press, 2013.
Dixon, R. M. W. Making New Words: Morphological Derivation
in English. Oxford: Oxford University Press, 2014.
Marchand, Hans. The Categories and Types of Present-Day
English Word-Formation: A Synchronic-Diachronic Approach.
Munich: C.H. Beck’sche Verlagsbuchhandlung, 1969.
Mattiello, Elisa. Extra-Grammatical Morphology in English:
Abbreviations, Blends, Reduplicatives, and Related Phenomena. Berlin: De Gruyter Mouton, 2013.
Schmid, Hans-Jörg. English Morphology and Word-Formation:
An Introduction. 3rd ed. Berlin: Erich Schmidt, 2016.
【Grading criteria】
Work done for assignments: 100%

— 244 —

グローバル教養学部 発行日：2023/5/1【Changes following student comments】
Evaluation not by examination but instead by weekly
assignments. This frees up a lot of class time, thereby allowing
us to cover the course material in less of a rush.
【Equipment student needs to prepare】
Students aren’t obliged to bring a computer, tablet, or
smartphone. But their classroom use is welcome at particular
times and for particular class purposes (which of course don’t
include websurfing, emailing, tweeting, etc).
【Others】● http://tinyurl.com/gis-morpho makes each class slideshow
available to anyone, anywhere.
● Though the course has no formal prerequisite, students willneed an interest in language, of course; also, a very basic
understanding of linguistics (word categories, etc).
【Prerequisite】
None.

— 245 —

グローバル教養学部 発行日：2023/5/1

LIN300ZA

13

Singapore English

14

Review and Final
Examination

English Dialects around the World
Yutai Watanabe
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 5/Tue.5
その他属性：【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. Students have to address review and applicationquestions given in advance. Submitted assignments and tests arereviewed in detail and commented on in the following week’s lecture.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes(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. Preparatory study and review
time for this class are 2 hours each.
【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., & Sundkvist, P. (2019). World Englishes (3rded.). Routledge.
Trudgill, P., & Hannah, J. (2017). International English: A guide tovarieties of English around the world (6th ed.). 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%). Attendance at
the first class is mandatory. More than two unexcused absences will
result in failure of the course.
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
The lectures are delivered using PowerPoint slides and Internet
resources. 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】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview
Course Overview
English Speakers in
English Speakers in the Worldthe World
2
Review of Phonetic and (1) IPA
Phonemic(2) Vowels
Transcriptions(3) Consonants(4) Diacritics(5) Phoneme and allophones
3
British English I(1) British English(2) Dialect, accent and variation(3) RP (Received Pronunciation)(4) Modified RP
4
British English II(1) Cockney English(2) Estuary English
5
US English I(1) History(2) Regional varieties(3) Eastern New England type(4) New York City type(5) Southern type
6
US English II(1) GA (General American)(2) Midland type7
US English III(1) Northern typeMid-semester(2) US English and British English
Examination(3) Mid-semester exam
8
Canadian English(1) History(2) Pronunciation(3) Grammar and vocabulary(4) Spelling
9Australian English I(1) History(2) Pronunciation
10
Australian English II
Vocabulary11
New Zealand English I (1) History(2) Major linguistic features andattitudes(3) Pronunciation
12
New Zealand English
VocabularyII— 246 —

グローバル教養学部 発行日：2023/5/1

LIN300ZA【休講】English in Asia

13

Presentation (3)14Review

Groups of students will givepresentations
Submit final report, review of theoverall content【Work to be done outside of class (preparation, etc.)】
Students are expected to complete the reading assignments before class.
Much of the preparation for the end of the term presentation must be
done outside of class. Preparatory study and review time for this classare 2 hours each.

Credit(s)：2 ｜ Semester： ｜ Year：3〜4
Day/Period：【Textbooks】
Reading assignments and handouts will be provided by the instructor.

その他属性：【Outline and objectives】
In this course, students will learn how English is used in Asia. The
characteristics or features of English in selected countries in Asia are
explored from the perspectives of World Englishes with special reference
to socio-historical contexts and educational policies.
【Goal】
Upon completion of this course, students will:
1) Become aware of some of the major varieties of Asian Englishes.
2) Be able to understand some historical contexts for how English cameto be used in Asia.
3) Be able to understand some educational contexts for how English istaught in Asia.
4) Be familiar with the idea of World Englishes.
5) Be able to reflect on their own use of English more objectively.
【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)】You will be assigned a set of reading materials in advance, which will
provide some background information about the issues in focus. Acomprehension quiz based on the reading will be given at the beginningof the class to make sure you have a basic understanding of the topic.
Then the topic is further explored with additional lectures as wellas through pair/group discussions. Audio-visual materials (including
movies) will also be introduced to provide actual samples. Toward theend of the semester, students will select a topic/country of their interest
and make a presentation in class. Feedback for assignments will begiven either individually (paper/LMS) or shared during the class. Actual
lesson plans and contents may be modified based on the number ofstudents enrolled and their preferences/progress.

【References】
Kachru, B.B., Kachru, Y., Nelson, C.L. (Eds.) (2006). The handbook ofworld Englishes. Malden, MA, USA: Blackwell.
Murata, K., and Jenkins, J. (Eds.) (2009). Global Englishes in Asian
contexts: current and future debates. New York, NY: Palgrave.
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge,
UK: Cambridge University Press.
【Grading criteria】
The final grade will be based on the following criteria: classparticipation 20%, quizzes 25%,reflection paper 25%, presentation andreport 30%.
【Changes following student comments】
N/A【Equipment student needs to prepare】
N/A【Others】
Having a basic understanding of English dialects and sociolinguistics
would be useful.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation
Orientation
2
World Englishes
Overview of World Englishes;
English in UK and US
3
English in India
Languages in India, historicalbackground and the role of English,
Samples of Indian English (e.g.,
English Vinglish)
4
English in Singapore
Languages in Singapore, historicalbackground and the role of English,
samples of Singlish
5
English in the
Languages in the Philippines,
Philippines
historical background and the roleof English, samples of Filipino
English (e.g., Bride for Rent)
6
English in Thailand
Historical background and the roleof English in Thailand, English
education, samples of Thai English
7
Mid-term review
Review of Englishes in Asia,
introduction to the final
presentation
8
English in China/Hong Historical background and the role
Kongof English in China, English
education, samples of ChineseEnglish (e.g., Rush Hour)
9
English in Korea
Historical background and the roleof English in Korea, English
education, samples of Korean
English (e.g., Please Teach MeEnglish)10
English in Japan
Historical background and the roleof English in Japan, English
education, samples of JapaneseEnglish (e.g., Last Samurai)
11
Presentation (1)Groups of students will givepresentations
12
Presentation (2)Groups of students will givepresentations— 247 —

グローバル教養学部 発行日：2023/5/1【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.
Preparatory study and review time for this class are 2 hours each.

LIN300ZA

Language Policy
Geraldo Faria
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 2/Fri.2
その他属性：〈優〉【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.
【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.
【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)】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. Note that the suggested topics
may vary slightly depending on the number of registered students andtheir interests. Finally, submissions of assignments and their feedback
will be via Google.docs (unless students are notified previously).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Textbooks】
No textbook will be used. The teacher will provide handouts, readingmaterial, and links to online data.
【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.
【Grading criteria】
Grades will be based on exams (mid-term 30% and final 30%),
assignments 30%, and participation 10%.
【Changes following student comments】
No feedback yet received.
【Equipment student needs to prepare】
A laptop or smartphone may be used to research an in-class assignment.
Students may choose to take notes using their laptops.
【Others】
An enthusiasm to investigate (in)formal language policies that affectsocial justice globally.
【Prerequisite】
None【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Concepts
Language overview and policies
that affect its use by members of agiven society3
Language Planning
Language policies prescribed bygovernments to standardize
language use
4
Language and Social
Social stratification and linguisticClass
differentiation within a society
5
Language andNational languages (standard
Geography
registers) versus dialects
6
Designing a ProjectPreparation for a study
Related to Language(requirements, data, analysis, text
Policyproduction, and presentation)
7
Language and Gender Constraints (types, consequences,and formation of gender-neutral
language) imposed by the gender of
speakers.
Mid-term review quiz
8
National Policies on
Implications of governmental
Foreign Language
regulations on the choice of foreign
Studieslanguage studies
9
Multilingualism
The language of minority groups
within a larger society
10
Endangered Languages Assimilation, language death,and Fieldwork Studies linguistic and societal implications/ Language policy research models
11
Migrations andHuman migration and its effects on
Pidginization of
language (second language,
Languages
linguistic transition, and thelanguage of the next generation)
12
Profession-specific
Specialized language as a means toRegisters
distance groups from
non-specialists
13
Presentations of group Students will give short academic
projects
presentations, followed by feedback
14
Consolidation
End-of-course assessment,
feedback, and wrap-up— 248 —

グローバル教養学部 発行日：2023/5/1【Textbooks】
Cavusgil, Tamer S., Knight, Gary and Riesenberger, John. International
Business: The new Realities, 4th Edition, Prentice Hall, 2016.

MAN300ZA

International Business【References】
Further materials will be provided by the instructor.

Shiaw Jia Eyo
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 4/Tue.4
その他属性：〈グ〉〈優〉【Outline and objectives】
Learning and applying the principles of international business.
Globalization and international business will continue to impact
international activities and influence local outcomes. 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
successfully in the global market.

【Grading criteria】
Students will be evaluated based on class participation (15%),
assignments (25%), group presentation (15%) and final exam (45%).
【Changes following student comments】
Not applicable.
【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.
Students who have taken business or economic courses are preferred.
【Prerequisite】
None【Goal】The goal of this course is to understand the environment of international
business, and its advantages and disadvantages. Students will develop
analytical and critical thinking skills by analyzing business cases
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.
Feedback is given during class time or through tools such as HOPPII
or email. Interactive class participation is encouraged.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2Foundation Concepts
What is international business?
(1)
3
Foundation Concepts
Dimensions and drivers of market(2)
globalization
4
The Environment of
The cultural environment ofInternational Business international business(1)
5
The Environment of
Ethics, CSR, sustainability andInternational Business governance(2)
6
The Environment ofGovernment intervention inInternational Business international business(3)
7
The Environment ofCase studies
International Business(4)
8Emerging Markets,
Understanding emerging markets
Developing Economies (presentation)
and Advanced
Economies (1)9Emerging Markets,
Potential, risks and challenges ofDeveloping Economies emerging markets (presentation)
and Advanced
Economies (2)10International
Exchange rates, currencies,
Monetary andmonetary and financial system.
Financial Environment
11
Strategy andStrategy and organization in theOpportunity
international firm
Assessment (1)12Strategy andCase studies
Opportunity
Assessment (2)13Issues in International Debates of current issues in
Businessinternational business
14
Final Exam & Wrap-up 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.
Preparatory study and review time for this class are 2 hours each.

— 249 —

グローバル教養学部 発行日：2023/5/1

5ECN300ZA【休講】International Economics
6
Credit(s)：2 ｜ Semester： ｜ Year：3〜4
Day/Period：
その他属性：

7【Outline and objectives】
This class is an advanced level course of that focuses on theconcept of international economics. In this class, I introduce
the state of the economy as we stand now, and then we learn
basic concepts and theoretical underpinning about trade.
【Goal】The goal of this section is to understand the theoreticalexplanations of why various types of trade occur and how
countries gain from trade. For example: (i) how the global
supply chain works; (ii) how/why Japan’s trade patterns havechanged over time; (iii) why trade creates (often temporary)income inequality, etc. We aim to the level that you can explain
why certain news related to trade ‒ for example, the Tradewar, Japan’s trade deficit, why the same goods are traded
across borders (e.g., Japan exports and imports automobiles atthe same time).
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】There is no textbook for this class. The PDF version of thePowerPoint File (with some space for you to write memos) will
be posted on Hoppii in two days in advance. In the subsequentclass, we may have a brief (5-10 minutes) discussions of
the previous class, drawing on the real-world examples. At
the beginning of class, feedback/questions for the previous
class from students (if there are any) will be provided. I
may ask some students to make comments, so I strongly
recommend having a clear understanding and thinking of theactual applications of what we have learnt in the previous
class. Some knowledge of Economics will help, but if you findsomething that you are not familiar with, please Email me atayako.saiki.67@hosei.ac.jp

8

9

10

11
12

13

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the course
course2State of the World
We will review the current
Tradestatus of the world economy,
especially focusing on trade
and the supply chain
disruption.
3
The Era of
Up to the 18th century, many
Mercantilist
European countries took
mercantilist policy, which often
led to conflicts among states.
We learn what occurred duringthat period, and the reason
behind the idea.
4
Advantage, relative Relative advantage is a core
and absoluteconcept behind the basic trademodel. We’ll learn the
difference between absoluteand relative advantages.

14

Ricardian Model

Ricardian Model is the firstmodel which gave justification
to trade between countries. We
study the model.
Heckscher-Ohlin
Heckscher-Ohlin Model, whichModelconsiders differences in factor
abundance among countries asa driver of the world trade, will
be covered.
Discussion/Review
We’ll review what we havelearnt and the limitation of themodels. Active discussion isstrongly encouraged. All
students will be asked tocontribute to the discussion.
New Trade Model
We study “the second(1)generation” models of tradeusing increasing returns toscale and network effect.
New trade model (2) We study the importance of
intra-industry trade (trade ofsame goods), vertical
integration, global supply
chains in the world trade andtheir theoretical underpinning.
The impact of trade Often, some argue trade (oron incomeglobalization) worsens
distribution
inequality. We will review theempirical evidence andtheoretical explanation.
Trade and exchange We study how trade affectrateexchange rate, and vice versa.
Trade policy
We study various tools
countries employ to governinternational trade(preferential trade agreement,
tariffs, import quotas), and
how WTO handles them.
The infant industry Many East Asia countries,
argument
including Japan and China,
took and/or taking
protectionist policies in theearly phase of their economic
development. We will learn
how developing countries often
protect certain industries andhow such policies
benefits/harms economic
development, and what is the
key ingredients of success.
Final Exam andClose-book final exam.
Review【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours
each.
Please make sure you have your slide printed out (I prefer you
to not to use laptop), and review what you have learnt, whichmight be on a quiz (not-pre-announced mini test). Also, if you
have a particular subject matter you want to have a discussion,please let me know so that I can incorporate into the actualclass. If you have any questions, please feel free to contact me
via Hoppi or via Email.
【Textbooks】
There is no textbook. The PPT slide is the only requiredmaterial (I will make PPT self-explanatory as much as
possible). Students who want to study further, or need some
textbook as a reference, recommended books are as follows:— 250 —

グローバル教養学部 発行日：2023/5/1【References】
There will be handout which will be distributed as the course
progresses. But here is some interesting link you might want
to check from time to time.
https://www.imf.org/en/Publications/WEO (IMF: World Economic Outlook)• https://www.cia.gov/the-world-factbook/ (CIA World Factbook)
The Economist, The Financial Times would be helpful to learn
about the current status of the world economy.
Also, if you want to study this subject further, I recommend
these two books:(1) Caves, Frankel and Jones, “World Trade and Payments,”
Pearson College Division (Used in Kennedy School of Government, Harvard university (MA Level))(2) Krugman and Obstfeld, "International Economy: Theory
and Policy". (any version is fine)
Both are available at amazon.com, but make sure you purchasefrom Book Depository because there are many "fake" books soldby individual seller.
【Grading criteria】
There will be four “quizzes” (non-pre-announced mini-test). So
I recommend you come to the class with a good understandingof what you have learned in the previous classes.
The grading will be based on the final exam (50%), quizzes(10% x 3=30%) and class participation (20%).
In the class participation, I check your understanding of theprevious class, as well as the active engagement in each classvia comments, your thoughts, your own experiences, etc.
【Changes following student comments】
In the previous year, many students gave me feedbacks that thecourse was too theoretical for non-Econ major students. Whilesome theoretical explanations are necessary, I will try to makeit more approachable for non-Econ students. Also, since thisyear’s class will be held on-campus, I would like to increase theamount of free discussion during the class.
【Others】* Academic Integrity
You are expected to be honest in all of your academic work.
Allegations of alleged academic dishonesty will be subject tosanctions, including failing.
* Disability Statement
If you are a student who needs accommodations, pleasetalk with me or go to students and present your letter ofaccommodation as soon as you can. In order to provide
special accommodations for test etc, I need the documentation
over 48 hours in advance; accommodation cannot be maderetroactively. The same goes for quizzes. You cannot excuse formissing a quiz ex post (after the quiz). If you have questions
about documenting a disability or requesting accommodations,please contact the Administration Office and talk to me
immediately as the class starts.
Please note that if I noticed you are clearly doing somethingelse (games, SNS, etc.), or if you are talking to other students,
I would ask you to leave the class since it disturbs otherstudents. It is also prohibited to take a photo of the blackboard.
I recommend using pen and pencils instead of laptops.
【NONE】
There are no prerequisite class(es).

— 251 —

グローバル教養学部 発行日：2023/5/1【Textbooks】
There are no textbooks required. Handouts and case studies will be
distributed in advance for each class.

MAN300ZA

International Finance
Keiichiro Omae
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 5/Mon.5
その他属性：〈優〉【Outline and objectives】
This course is an advanced class to learn key concepts of international
finance. We cover topics such as financial markets (money, foreignexchange, bonds, stocks, etc.) and roles of financial institutions(commercial banks, investment banks, insurance companies and various
types of funds (hedge funds, pension funds, etc.)). We also cover variety
of financial products such as derivatives (futures, options), structured
products and cryptocurrencies.
Regardless of whether you want to work in financial industry or not,in your future professional career, you will work with global financial
institutions and impacted by international financial markets in various
situations no matter what type of business you engage in. Through thiscourse, you will obtain deep and practical understanding of financial
markets, institutions and products that will be a great asset for yourfuture career.
【Goal】You should be able to apply theories and knowledge we learn in the classin a real-world situation. The goal of this course is to prepare yourselves
to start your professional career successfully in international businessenvironment.

【References】
Zvi Bodie, Alex Kane, and Alan J. Marcus. (2021). Essentials of
Investments 12th ed. McGraw-Hill. (ISBN: 978-1260772166)
Zvi Bodie, Alex Kane, and Alan J. Marcus. (2023). Investments 13th ed.
McGraw-Hill. (ISBN: 978-1266837319)(Below textbooks are discontinued and available only in libraries)
Bodie, Zvi, Robert C. Merton, and David L. Cleeton. (2009). Financial
Economics. 2nd ed. Prentice Hall. (ISBN: 978-0131579521)(Japanese Translation)『現代ファイナンス論』（原著第２版）ボディ、マートン、クリートン著
大前恵一朗訳 ピアソン (2011)(ISBN: 978-4864010160)【Grading criteria】
The grading will be based on the final exam (40%), quizzes (30%) andclass participation (attendance, discussion, etc.) (30%).
【Changes following student comments】
None.
【Equipment student needs to prepare】
Using a laptop PC in the class is permitted but not required.
【Others】
There is no prerequisite in terms of financial knowledge to take thiscourse.
However, because this is an advanced class, basic understanding of
economics and financial statements is preferred, but not 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)】This class consists of lecture and discussion based on real-world
examples. In addition to Final Exam, several mini test (quiz) will
be conducted from time to time to check your understanding of basic
concepts. While class participation is also an important componentof the entire grade, adoption of "called call" or "warm call" will bedecided depending upon the preparedness and enthusiasm of registeredstudents. Feedback is given in class or after class on a group or anindividual basis.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction and review of key
concepts2
Basics of Finance andUnderstand the role of finance andMarketmarket in the economy.
3
The Stock Market
Understand how the stock market
works including roles of Stock
Exchange
4
The Bond Market
Understand how the bond market
works and how the interest rates
are decided
5
The Foreign Exchange Understand how the foreign
Marketexchange market works
6
Derivatives
Understand derivatives such as
futures, forwards and options
7
Financial Institutions
Understand roles andand funds
characteristics of financial
institutions
8
Valuation (1)Learn valuation using DiscountCash Flow method
9
Valuation (2)Learn valuation using comparable
method10
Option (1)Learn concept of option including"real option"
11
Option (2)Learn option pricing model
12
Recent topics in
To apply learned concepts to realInternational Fianance world financial economy
13
Wrap up
Review all concepts learned
14
Final exam and review Final exam and review【Work to be done outside of class (preparation, etc.)】
You will be expected to read and digest materials distributed before eachclass. Preparatory study and review time for this class are 2 hours each.
It is also expected to prepare questions in case you do not fully
understand the facts or concepts in the materials. Detail of expected
preparation for the following class will be provided in each class.

— 252 —

グローバル教養学部 発行日：2023/5/1
9Chapter (3c): Value
Train Analysis in
Business Platforms

10

Chapter (4a): Big Data
and Analytics

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 1/Fri.1

11

Chapter (4b): Big Data
in Business

その他属性：〈優〉

12

Big Data in Practice(1): Representative
Cases

13

Big Data in Practice(2): Representative
Cases

14

Wrap-up & Finalizing
Chapters 1-4

FRI300ZA

Digital Transformation
Youyung Hyun

【Outline and objectives】
This course aims at learning three domains of business strategy,“customer”, “competition”, “data” as individual topics in relation todigital transformation.
Then students will explore and analyze
the meanings / applications of three domains for modern companies(including both incumbents and digital-born companies) through atextbook and multiple case studies.
【Goal】In this course, by participating a series of group presentations and group
discussions, students will (1) discover the macro/ micro mechanisms indigital transformation, (2) learn to suggest solutions to dilemmas thatmodern companies have, (3) synthesize emerging opportunities derived
from big data and create positive organizational strategies, products,
services, and experiences.
【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 proceed with lectures, readings, group presentations,and group discussion. Students are required to read each chapter of atextbook in advance that will be covered during the class and submit
summary of it. After partial lectures from an instructor, students will
participate in group presentations and subsequent discussions. The
subject of group presentations will be divided into two types – (1) the
content of each chapter based on rigorous understandings, (2) casestudies of the modern companies that can deepen understandings ofeach chapter and develop students’ own critical perspective on each caseof digital transformation.
At the beginning of class, feedback for the previous class is given using
some comments from submitted weekly papers.

This class aims to understandvalue trains in platform businesses
and identifies differences between
traditional market and digitalplatform.
This class covers the definition of
big data (in terms of data structure,
volume, velocity) and studies toolsthat can make data into assets.
This class specifically covers how
modern enterprise turns big data
into business value.
This class is focused onunderstanding real-world examples
of modern companies thatsuccessfully utilize big data.
This class is focused onunderstanding real-world examples
of modern companies thatsuccessfully utilize big data.
The final class will briefly wrap up
what we have learned by an
instructor, and students will dosmall group presentations.

【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Rogers, D. (2016). The digital transformation playbook.
University Press, 3,492yen (hardcover).

Columbia【References】
Marr, B. (2016). Big data in practice: how 45 successful companies used
big data analytics to deliver extraordinary results. John Wiley & Sons.
【Grading criteria】
Participation (20%); Weekly paper (20%);
Group presentations (40%); Group discussions (20%).
【Changes following student comments】
Not applicable【Equipment student needs to prepare】
Bring to class: a notebook, the textbook on a laptop or a tablet, or bringa hard copy. Further information will be provided by the instructor.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction of Course Introduction of Course
2
Chapter (1a): DigitalThis class covers what digital
Transformationtransformation is and what
historical background is behind.
3
Chapter (1b): Five
This class covers the role ofDomains of Strategy
customers, competition, data,
innovation, and value in leading
digital transformation ofcompanies.
4
Chapter (2a):This class covers customer network
Customer Networks
model, marketing funnel, andrelevant customer behaviors
5
Chapter (2b):This class covers core behaviors of
Customer Network
customer networks which
Strategy Generator
generates new marketing
communications, customer
experiences, and new
product/service innovations
6
Case Study of BTS
This class proceeds with open
discussion about how BTS (K-pop)
makes success from the perspectiveof digital networks.
7
Chapter (3a): Business This class covers powerful benefits
Platformof business platforms and studies
how This class covers the nature /types of business platforms andanalyzes how digital impacts
platforms.
8
Chapter (3b):This class covers powerful benefits
Competitive Benefits of of business platforms and studies
Platforms
how Apple, Google, and Microsoft
have built their businesses on
platform business models.

— 253 —

グローバル教養学部 発行日：2023/5/1

FRI300ZA

9

Chapter (3c): Value
Train Analysis in
Business Platforms

10

Chapter (4a): Big Data
and Analytics

11

Chapter (4b): Big Data
in Business

12

Big Data in Practice(1): Representative
Cases (Netflix &Airbnb)13

Big Data in Practice(2): Representative
Cases (Fitbit &WaltDisney Parks &Resorts)

14

Wrap-up & Finalizing
Chapters 1-4

Digital Transformation
Youyung Hyun
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 1/Tue.1
その他属性：〈優〉【Outline and objectives】
This course aims at learning three domains of business strategy,“customer”, “competition”, “data” as individual topics in relation todigital transformation.
Then students will explore and analyze
the meanings / applications of three domains for modern companies(including both incumbents and digital-born companies) through atextbook and multiple case studies.
【Goal】In this course, by participating a series of group presentations and group
discussions, students will (1) discover the macro/ micro mechanisms indigital transformation, (2) learn to suggest solutions to dilemmas thatmodern companies have, (3) synthesize emerging opportunities derived
from big data and create positive organizational strategies, products,
services, and experiences.
【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 proceed with lectures, readings, group presentations,and group discussion. Students are required to read each chapter of atextbook in advance that will be covered during the class and submit
summary of it. After partial lectures from an instructor, students will
participate in group presentations and subsequent discussions. The
subject of group presentations will be divided into two types – (1) the
content of each chapter based on rigorous understandings, (2) casestudies of the modern companies that can deepen understandings ofeach chapter and develop students’ own critical perspective on each caseof digital transformation.
At the beginning of class, feedback for the previous class is given using
some comments from submitted weekly papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Rogers, D. (2016). The digital transformation playbook.
University Press, 3,492yen (hardcover).

Columbia【References】
Marr, B. (2016). Big data in practice: how 45 successful companies used
big data analytics to deliver extraordinary results. John Wiley & Sons.
【Grading criteria】
Participation (20%); Weekly paper (20%);
Group presentations (40%); Group discussions (20%).
【Changes following student comments】
Not applicable【Equipment student needs to prepare】
Bring to class: a notebook, the textbook on a laptop or a tablet, or bringa hard copy. Further information will be provided by the instructor.
【Prerequisite】
None.

【Fieldwork in class】
なし / NoThis class aims to understandvalue trains in platform businesses
and identifies differences between
traditional market and digitalplatform.
This class covers the definition of
big data (in terms of data structure,
volume, velocity) and studies toolsthat can make data into assets.
This class specifically covers how
modern enterprise turns big data
into business value.
This class is focused onunderstanding real-world examples
of modern companies thatsuccessfully utilize big data
including Netflix and Airbnb.
This class is focused onunderstanding real-world examples
of modern companies thatsuccessfully utilize big data
including Fitbit and WaltDisney
Parks & Resorts.
The final class will briefly wrap up
what we have learned by an
instructor, and students will dosmall group presentations.

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction of Course Introduction of Course
2
Chapter (1a): DigitalThis class covers what digital
Transformationtransformation is and what
historical background is behind.
3
Chapter (1b): Five
This class covers the role ofDomains of Strategy
customers, competition, data,
innovation, and value in leading
digital transformation ofcompanies.
4
Chapter (2a):This class covers customer network
Customer Networks
model, marketing funnel, andrelevant customer behaviors
5
Chapter (2b):This class covers core behaviors of
Customer Network
customer networks which
Strategy Generator
generates new marketing
communications, customer
experiences, and new
product/service innovations
6
Case Study of BTS
This class proceeds with open
discussion about how BTS (K-pop)
makes success from the perspectiveof digital networks.
7
Chapter (3a): Business This class covers powerful benefits
Platformof business platforms and studies
how This class covers the nature /types of business platforms andanalyzes how digital impacts
platforms.
8
Chapter (3b):This class covers powerful benefits
Competitive Benefits of of business platforms and studies
Platforms
how Apple, Google, and Microsoft
have built their businesses on
platform business models.

— 254 —

グローバル教養学部 発行日：2023/5/1
10MAN300ZA

Digital Marketing
Youyung Hyun

11

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 1/Tue.1
その他属性：〈優〉【Outline and objectives】
This course aims at understanding the application of human-mimicking
technologies (AI,NLP, sensors, robotics, augmented reality, etc.) tocreate, communicate, deliver, and enhance value across the customer
journey.
【Goal】
Students will first understand the current challenges that marketers todeal with in a modern society (e.g., generation gap, COVID-19, digital
divide). Based on that, students will learn the role of human-like
technologies in addressing such challenges and marketing customers
effectively. In this line, predictive marketing, contextual marketing, andaugmented marketing will be covered. Finally, students will practicallylearn how to apply what they have learned and how to devise feasible
solutions by performing their own group projects.
【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 proceed with lectures, readings, group presentations,and group discussion. Students are required to read each chapter of atextbook in advance that will be covered during the class and submit
summary of it. After partial lectures from an instructor, students will
participate in group presentations and subsequent discussions. The
subject of group presentations will be divided into two types – (1)the content of each chapter based on rigorous understanding, (2) casestudies of the modern companies that can deepen understandings ofeach chapter and develop students’ own critical perspective on the cases.
At the beginning of class, feedback for the previous class is given using
some comments from submitted weekly papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

12

13

14

Chapter 10: Contextual This class covers newly emerging
Marketingmarketing strategy that develops
humans’ situational awareness byscanning environments. This canhelp marketers provide
personalized services to customers.
Chapter 11:
This class covers the future ofAugmented Marketing human-machine collaboration and(Customer Tiering
explores future directions ofModel)
robotics development to devise
effective marketing strategies.
Project 1: ProjectThis class covers methodologies
Analysis Methods
and examples of marketing
projects. It includes problem
identification, analysis, and finding
feasible solutions.
Project 2: Planning for In this class, students (each group)Group Projects
will present which type ofmarketing strategy they will focus
on to analyze the real-world case
Project 3: Final
In this class, students (each group)
Presentation of Groupwill give their case analysis based
Projects & Wrap-Up
on a specific marketing strategy.
After the presentation, subsequentdiscussion and feedback will follow.

【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Marketing 5.0: Technology for Humanity (English Edition) , Philip
Kotler, Hermawan Kartajaya, Iwan Setiawan, Wiley(2021/1/27),
2,972yen (hardcover)【References】
Rogers, D. (2016).
University Press

Columbia【Grading criteria】
Participation (20%); Weekly paper (20%);
Group presentations (40%); Final project (20%).
【Changes following student comments】
Not applicable【Equipment student needs to prepare】
Bring to class: a notebook, the textbook on a laptop or a tablet, or bringa hard copy. Further information will be provided by the instructor.
【Prerequisite】
None.

【Fieldwork in class】
あり / Yes

The digital transformation playbook.

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction of Course Introduction of Course
2
Chapter 1: Marketing
This class covers the definition of
5.0
marketing 5.0 enabled by a groupof technologies that emulate
capabilities of human marketers.
3
Chapter 2: Marketers’ This class covers five different
Challenges
generations and corresponding(Generation Gap)
marketing strategies in general.
4
Chapter 3: Marketers’ This class covers characteristics ofChallenges (Prosperity today’s polarized society (jobs,
Polarization)ideologies, lifestyle, and markets)and explores why inclusivity andsustainability matters.
5
Chapter 5: COVID-19
This class covers what changes
as the Digitalization
have brought out due to COVID-19
Accelerator
and what types of new strategies
are required to provide newcustomer experiences.
6
Chapter 6:
This class covers the concepts andHuman-Likefeatures of human-like technologies
Technologies
including natural language
processing, sensor, robotics, mixed
reality.
7
Chapter 7: The New
This class covers the future
Customer Experiencelandscape of service industries thatcombine service robots and human
employees to serve customers.
8
Chapter 8:
This class covers the definition of
Data-Driven
data-driven marketing and theMarketingrequirements to perform
data-driven marketing.
9
Chapter 9: Predictive
This class covers the definition ofMarketingpredictive marketing, what
predictive marketing can do, andwhy it is necessary in a
fast-changing digital market.

— 255 —

グローバル教養学部 発行日：2023/5/1
11

MAN300ZA

Supply Chain Management
12

Kayhan Tajeddini
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 6/Thu.6

13

14

その他属性：〈優〉【Outline and objectives】
Global supply chains interact with all facets of business and society.
In this interdisciplinary course, students will gain a multi-faceted
perspective on the global dimensions of today’s business operations.
Students will explore the interrelationships between global supply
chains, logistics operations, society, and the environment. The studyof business operations will be set in the context of social science theories
and popular perspectives on the history, geography, structure andethics of trade. Students will examine the impacts of current tradesystems on both production and consumption regions and the humanand environmental consequences of trade patterns.
【Goal】
1. For students to gain a multi-faceted perspective on the global
dimensions of today’s business operations through understanding how
modern, global supply chains and logistics networks operate.
2. For students to understand the multi-disciplinary facets of how a
global supply chain can be viewed, analyzed, and operated.
3. For students to explain multiple key social science theories andpopular perspectives on the history, geography, structure and ethics oftrade, and apply them to the analysis of supply chains.
【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 lecture, case, and discussion based. The assignments
are designed to help students build skills that cover scientific,
information, and communication literacy. Effort will be made to makethe class both challenging and exciting.
We will use a combination of text and cases to explore and apply the
topics. It is vitally important that you come to class prepared andready to discuss the topics. If you read and prepare the materials you
will learn more during the discussions and will be successful at theassignments.
Regarding the presentation and case studies, it will be explained in
the first class with all guidelines, expectations and standards. The
strengths and weaknesses of each presentation and reports will be
discussed individually.

Aggregate Planning
Material Requirements
Planning (MRP) and
ERP
Short-Term
Scheduling, JIT and
Lean Operations
Maintenance andReliability
Course Review
Final Exam

Understanding the difference
between ERPs and MRPs inmanaging different levels of
performance and capabilities
Different types of production
systemThe importance of maintenanceand reliability management in any
well-functioning production
Course review
Final exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete regular reading assignments.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Jay Heizer, Barry Render, 2011, Operations Management, 10e
Principles of Operations Management, 8e
Pearson Education, Inc. publishing as Prentice Hall
ISBN-13: 9780135107263【References】
Chopra, Sunil and Peter Meindl, Supply Chain Management, Sixth
Edition, Person Education, Inc., Upper Saddle River, NJ, 2015.
Johnsen, Thomas, Mickey Howard, and Joe Miemczyk, Purchasing and
Supply Chain Management: A Sustainability Perspective, Routledge,
2014.
【Grading criteria】
Quiz: 20%
Presentation: 20%
Midterm Exam: 20%
Final Exam: 40%【Changes following student comments】
Student requests and comments will be taken into consideration.
【Prerequisite】
None【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introductory Session
Introductory Session
Operations andOperations and Productivity
Productivity
2
Project Management
Demand forecasting in a supply
chain
3
Design of Goods andConcepts for product and service
Servicesdesign that include a supply chain
perspective
4
Managing Quality,
The use of statistical techniques to
Statistical Processcontrol a process or production
Controlmethod5
Process Strategy and
The development andSustainability
implementation of process strategy
the development
6
Capacity andIncorporating capacity issues into
Constraint
management
Management,
Location Strategies
7
Midterm Exam
Midterm Exam
Layout Strategies
How to develop an economic layout
8
Human Resources, Job How human resources, job design,
Design, and Workand work measurement affect the
Measurement
organizational effectiveness9
Supply-Chain
Main components of supply chain
Management
management
10
Outsourcing as aManage, improve and optimize theSupply Chain Strategy supply chain by hiring a
Inventory Management third-party company— 256 —

グローバル教養学部 発行日：2023/5/1

MAN300ZA

Services MarketingJohn Melvin
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 4/Mon.4
その他属性：〈優〉〈実〉【Outline and objectives】
What are services? The service sector, which includes finance, educationand tourism, now accounts for around 80% of developed countries’
economies and today’s graduates are highly likely to be employedin such organizations. The purpose of this course is to provide
students with an in-depth understanding of the theoretical and practicalprocesses of marketing services, with a particular focus on tourism.
Driven particularly by more demanding customers and advances intechnology, organizations are pursuing closer and more interactive
relationships with their customers, with important consequences formarketing. It is essential for companies and destinations to understandthe impact of these changes in order to maintain and develop
competitive advantage.
This course will consider strategic issues in services marketing; wewill also consider micro-marketing issues relating to service design,
the service experience, tourist behavior and the challenges andopportunities for managers presented by technological developments.
Students will engage in additional learning opportunities such as group
discussions and presentations. We will analyze 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 destination marketing, consumer value
creation and the consumer experience, the course will apply these to
the management and marketing of services.
From the consumer perspective, students will learn about consumer behavior, the impact of the service environment and forming relationships
with service providers. From an organizational perspective, we willconsider managing the service environment, innovation and developing
service brands in order to facilitate consumer value creation and provide
more memorable and rewarding experiences.
【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 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.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to theIntroduction to the course content
Course Content andand class format
Class Format
2
Consumer Value
Considering the concept of value,
Creationand analyzing theories relating to
the new marketing paradigm ofvalue co-creation
3
The Experience
Analyzing the implications for
Economyservice providers as economies
evolve beyond goods and services
4
Managing the
Exploring different influences on
Consumer Experience
the service experience, and thevarious stages of service delivery
5Service Systems andExploring the design of the service
the Servicescapeenvironment and the impact onservice consumption & customer
satisfaction
6
Buyer Decision Making Examining the influences on
decision-making and howorganizations can manage these7
Innovation and New
Considering the challenges andService Development
opportunities for organizations indeveloping new services

8

Developing Service
Brands9Service Quality

10

Service Delivery

11

Case Study

12
13Group Presentations
Marketing,
Sustainability &Corporate Social
Responsibility (CSR)
Examination &Wrap-up

14

Investigating branding anddifferentiation from a destination’s
perspective
Examining consumer perceptions ofquality and organizational strategy
Examining the role of employees infacilitating consumer value
creation, including intercultural
sensitivity
An in-depth analysis of service
marketing & management throughan international case study
Student group presentations
Analyze organizational approaches
towards sustainability and more
responsible business approaches
End of semester examination &course review【Work to be done outside of class (preparation, etc.)】
Students will be assigned both individual and group reading as
preparation for classes. Students are expected to download and preview
the lecture slides before each class. Preparatory study and review time
for this class are 2 hours each.
【Textbooks】
There is no set textbook. Weekly handouts and reading materials will
be distributed in class and/or available via the online class management
page.
【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 participation & homework assignments (30%)
2. Group presentation and report (30% - individually assessed)
3. Exam (40%)
Students are expected to complete all the assigned reading andhomework to enable them to get the most benefit from the lectures.
To improve students’ group-working skills and encourage and reward
cooperation and hard work, the group project is assessed on an
individual basis.
【Changes following student comments】
In light of greater consumer interest, there will be more focus onsustainability and its importance on services marketing.
【Equipment student needs to prepare】
N/A【Others】
Although not essential, students are strongly encouraged to havetaken/concurrently take at least one other tourism-related courses,
such as the 100-level ’Introduction to Tourism Studies’, the 200-level’Event Management’ and ’Tourism Development in Japan’ courses orthe 300-level ’Cultural Tourism’ course.
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.

— 257 —

グローバル教養学部 発行日：2023/5/1

MAN300ZA

11

Case Study -2

12

CSR in the Workplace

13

Case Study -3

14Case Study -4
Final Exam
(Presentation)【休講】Corporate Social Responsibility

Credit(s)：2 ｜ Semester： ｜ Year：3〜4
Day/Period：
その他属性：【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. Feedback will be given verbally,
non-verbally or in written form.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Orientation & Introduction
Introduction
2
CSR in a Global
Introduce the key concepts inContext
corporate social responsibility, theessential issues relevant to the
responsible management ofbusinesses. Textbook: pp.3-25(lecture & discussion)
3
The Cases for andDiscuss different perspectives foragainst CSR -1
and against CSR. Textbook:
pp.27-65 (lecture & discussion)
4
The Cases for andDiscuss different perspectives foragainst CSR-2
and against CSR. Textbook:
pp.27-65 (lecture & discussion)
5
CSR Concepts andExplore the concepts and theories
Theories -1of CSR. Textbook: pp.66-96 (lecture& discussion)
6
CSR Concepts andExplore the concepts and theories
Theories -2
of CSR. Textbook: pp.104-127(lecture & discussion)
7
Responsibilities to
Who are the stakeholders? How
Stakeholders -1
should companies respond to thesestakeholders? Textbook:
pp.133-164 (lecture & discussion)
8
Responsibilities toWhat are the responsibilities of
Stakeholders -2
companies for stakeholders?
Textbook: pp.168-198 (lecture &discussion)
9
Case Study -1
Company A regards employees as
Mid-term Exam
No.1 stakeholders and adopt
stakeholder-oriented management
philosophy and implement CSR
positively.
10
CSR in the
How to improve the bottom line byMarketplace
implementing 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. Preparatory study andreview for this class are 2 hours each.
【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 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.

— 258 —

グローバル教養学部 発行日：2023/5/1

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：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 2/Fri.2
その他属性：〈優〉【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. Feedback will be given verbally,
non-verbally or in written form.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Orientation & Introduction
Introduction
2
CSR in a Global
Introduce the key concepts inContext
corporate social responsibility, theessential issues relevant to the
responsible management ofbusinesses. Textbook: pp.3-25(lecture & discussion)
3
The Cases for andDiscuss different perspectives foragainst CSR -1
and against CSR. Textbook:
pp.27-65 (lecture & discussion)
4
The Cases for andDiscuss different perspectives foragainst CSR-2
and against CSR. Textbook:
pp.27-65 (lecture & discussion)
5
CSR Concepts andExplore the concepts and theories
Theories -1of CSR. Textbook: pp.66-96 (lecture& discussion)
6
CSR Concepts andExplore the concepts and theories
Theories -2
of CSR. Textbook: pp.104-127(lecture & discussion)
7
Responsibilities to
Who are the stakeholders? How
Stakeholders -1
should companies respond to thesestakeholders? Textbook:
pp.133-164 (lecture & discussion)
8
Responsibilities toWhat are the responsibilities of
Stakeholders -2
companies for stakeholders?
Textbook: pp.168-198 (lecture &discussion)
9
Case Study -1
Company A regards employees as
Mid-term Exam
No.1 stakeholders and adopt
stakeholder-oriented management
philosophy and implement CSR
positively.
10
CSR in the
How to improve the bottom line byMarketplace
implementing 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. Preparatory study andreview for this class are 2 hours each.
【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 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.

— 259 —

グローバル教養学部 発行日：2023/5/1

TRS300ZA

8World Heritage Sites 2

9Cultural Visitor
Attractions

10
11

The Marketing ofCultural Tourism
Food Tourism

12Group Presentations

13

Film- and TV-inspired
Tourism

14

Future of Cultural
Tourism & Course
Wrap Up

Cultural Tourism
John Melvin
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 1/Mon.1
その他属性：〈優〉〈実〉【Outline and objectives】
The phenomenon of cultural tourism exists in many forms and isregarded as one of the oldest forms of tourism. Defined as “A formof tourism that relies on a destination’s cultural heritage assets andtransforms them into products that can be consumed by tourists.” (duCros & McKercher, 2015: p.6), this course will analyze the 4 elements
within the definition: (i) Tourism, (ii) Utilization of Cultural Assets, (iii)
Consumption of Cultural Tourism Experiences, and (iv) Tourists and the
Host Community.
We will consider the importance of cultural assets: as a way to define
and understand nations, as a manifestation of people’s ethnicities andidentities as well as a vital driver of tourism. To do so, we will
analyze the role played by various stakeholders, such as governments,
businesses, the media, NGOs and conservation organizations such as
UNESCO & ICOMOS.
【Goal】
Upon completion of this course students should be able to:1) Understand the various forms of cultural tourism
2) Understand the key organizations involved in providing andconserving cultural tourism at local, national and international level3) Understand the role of cultural tourism in destination branding andmarketing4) Understand the role of cultural resources in forming people’s national
and local identity, and how these are preserved and managed5) Understand the complexities of stakeholder relations in the
management of cultural tourism resources【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 students will have anumber of opportunities to discuss issues in small groups. A broad rangeof case studies can help students consolidate their learning.
In groups, students will conduct an in-depth analysis of tourism ina selected destination through a case study, which will provide an
opportunity to apply the theories and concepts from the lectures andenhance understanding of key issues.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion.

Consider the value of heritage
resources for host communities,
and the management andpreservation of heritage sites
Consider the educational andconservational role of culturalvisitor attractions. Also the rangeof management issues, including
developing an engaging visitor
experience.
Consider the challenges & issues
relating to the marketing of CT
Consider the role of food & drink ascultural resources, and using
tourism to preserve local heritage
Presentations on group case study
destinations
Consider the role of movies, TV andother media content as cultural
resources; also the importance of
accurate & artistic representationsof local culture
Considering how CT has evolved,
and possible future trends【Work to be done outside of class (preparation, etc.)】
Students will be assigned reading individually and in groups as
preparation for classes. Students are expected to download the lectureslides to preview before class. Preparatory study and review time forthis class are 2 hours each. Please note, as a 300-level class the reading
load is heavy.
【Textbooks】
Park, H. (2014). Heritage Tourism. London: Routledge
Students can purchase the paperback version or the e-book; alternatively, the e-book may be rented more cheaply for a fixed time fromthe publisher’s website (more details to be provided in class). Also
weekly handouts and reading materials will be distributed in class
and/or available via the online class management page.
【References】
du Cros, H. and McKercher, B. (2015). Cultural Tourism (2nd Edition).
London: Routledge
Jimura, T. (2019). World Heritage Sites: Tourism, Local Communities
and Conservation Activities. London: CABI

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Grading criteria】
1. Class participation & assignments (30%)
2. Group project (40%)
3. Term paper (30%)
Students are expected to complete all the assigned reading andhomework assignments to enable them to get the most benefit from thelectures.
To improve students’ group-working skills and to encourage and reward
cooperation and hard work, the group project is assessed on an
individual basis.

【Fieldwork in class】
なし / No【Changes following student comments】
N/A【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to
Introduction to cultural tourism
Cultural Tourism (CT) (CT)2
People: Cultural
Analyzing tourist demand for CT
Tourists & Hostand the role of CT in destination
Communities
management & development. Also,
considering the importantsocio-cultural role of CT from thehost community’s perspective.
3
Cultural Tourism andWhat is an ’authentic’ experience?
Authenticity
Considering the authenticity oftangible and intangible resources,
and the importance of authenticity
for visitors & local communities.
4
Impacts of Cultural
Considering the economic andTourismsocio-cultural impacts of CT on
host communities
5
Culture & Nation
Consider the strategic role ofBranding
culture for developed & developing
countries’ tourism portfolios
6
Politics of Cultural
Consider the role of socio-political
Tourism & Dark
attitudes in influencing how
Heritage Sites
culture is interpreted and thesubjectivity of history: whose
version of history prevails?
7
World Heritage Sites 1 Consider concepts and definitionsof heritage tourism, and the
management of built and natural
heritage resources【Equipment student needs to prepare】
N/A【Others】
Although not essential, this course will be more accessible for students
who have taken other tourism-related courses. As such, students arestrongly recommended to have taken/concurrently take one or more of
the following: 100-level Introduction to Tourism Studies or the 200-level
Event Management or Tourism Development in Japan courses.
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— 260 —

グローバル教養学部 発行日：2023/5/1
10MAN300ZA

Digital Marketing
Youyung Hyun

11

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 1/Thu.1
その他属性：〈優〉

12【Outline and objectives】
This course aims at understanding the application of human-mimicking
technologies (AI,NLP, sensors, robotics, augmented reality, etc.) tocreate, communicate, deliver, and enhance value across the customer
journey.
【Goal】
Students will first understand the current challenges that marketers todeal with in a modern society (e.g., generation gap, COVID-19, digital
divide). Based on that, students will learn the role of human-like
technologies in addressing such challenges and marketing customers
effectively. In this line, predictive marketing, contextual marketing, andaugmented marketing will be covered. Finally, students will practicallylearn how to apply what they have learned and how to devise feasible
solutions by performing their own group projects.
【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 proceed with lectures, readings, group presentations,and group discussion. Students are required to read each chapter of atextbook in advance that will be covered during the class and submit
summary of it. After partial lectures from an instructor, students will
participate in group presentations and subsequent discussions. The
subject of group presentations will be divided into two types – (1)the content of each chapter based on rigorous understanding, (2) casestudies of the modern companies that can deepen understandings ofeach chapter and develop students’ own critical perspective on the cases.
At the beginning of class, feedback for the previous class is given using
some comments from submitted weekly papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

13

14

Chapter 10: Contextual This class covers newly emerging
Marketingmarketing strategy that develops
humans’ situational awareness byscanning environments. This canhelp marketers provide
personalized services to customers.
Chapter 11:
This class covers the future ofAugmented Marketing human-machine collaboration and(Customer Tiering
explores future directions ofModel)
robotics development to devise
effective marketing strategies.
Project 1: ProjectThis class covers methodologies
Analysis Methods
and examples of marketing
projects. It includes problem
identification, analysis, and finding
feasible solutions.
Project 2: Planning for In this class, students (each group)Group Projects
will present which type ofmarketing strategy they will focus
on to analyze the real-world case
Project 3: Final
In this class, students (each group)
Presentation of Groupwill give their case analysis based
Projects & Wrap-Up
on a specific marketing strategy.
After the presentation, subsequentdiscussion and feedback will follow.

【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Marketing 5.0: Technology for Humanity (English Edition) , Philip
Kotler, Hermawan Kartajaya, Iwan Setiawan, Wiley(2021/1/27),
2,972yen (hardcover)【References】
Rogers, D. (2016).
University Press

Columbia【Grading criteria】
Participation (20%); Weekly paper (20%);
Group presentations (40%); Final project (20%).
【Changes following student comments】
Not applicable【Equipment student needs to prepare】
Bring to class: a notebook, the textbook on a laptop or a tablet, or bringa hard copy. Further information will be provided by the instructor.
【Prerequisite】
None.

【Fieldwork in class】
あり / Yes

The digital transformation playbook.

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction of Course Introduction of Course
2
Chapter 1: Marketing
This class covers the definition of
5.0
marketing 5.0 enabled by a groupof technologies that emulate
capabilities of human marketers.
3
Chapter 2: Marketers’ This class covers five different
Challenges
generations and corresponding(Generation Gap)
marketing strategies in general.
4
Chapter 3: Marketers’ This class covers characteristics ofChallenges (Prosperity today’s polarized society (jobs,
Polarization)ideologies, lifestyle, and markets)and explores why inclusivity andsustainability matters.
5
Chapter 5: COVID-19
This class covers what changes
as the Digitalization
have brought out due to COVID-19
Accelerator
and what types of new strategies
are required to provide newcustomer experiences.
6
Chapter 6:
This class covers the concepts andHuman-Likefeatures of human-like technologies
Technologies
including natural language
processing, sensor, robotics, mixed
reality.
7
Chapter 7: The New
This class covers the future
Customer Experiencelandscape of service industries thatcombine service robots and human
employees to serve customers.
8
Chapter 8:
This class covers the definition of
Data-Driven
data-driven marketing and theMarketingrequirements to perform
data-driven marketing.
9
Chapter 9: Predictive
This class covers the definition ofMarketingpredictive marketing, what
predictive marketing can do, andwhy it is necessary in a
fast-changing digital market.

— 261 —

グローバル教養学部 発行日：2023/5/1

8Micro-teaching (1)English Teaching in Primary School: Advanced

9

Tomoko Shigyo

10Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 4/Fri.4

11

Issues in Children
Learning L2: CLIL
Issues in Children
Learning L2: CLIL
with picture books
Issues in Children
Learning L2:
Assessment
Lesson Planning (2)Micro-teaching (2)

EDU300ZA

その他属性：〈優〉

12
13【Outline and objectives】
This course is for students intending to teach English toyoung learners as primary pupils. It provides an overview
of the curriculum development of the teaching of English
in primary school based on second language learning (SLL)
theories to primary pupils. Its purpose is to cultivate skills to
implement second language (L2) education in primary school
appropriately. It particularly looks at how to design English
classes to facilitate literacy skills (reading and writing) ofprimary pupils with consideration to make consistency in L2
education from the primary to secondary levels. The students
are encouraged to develop their own perspectives on designing
English classes and practice modern EFL pedagogy such as
content and language integrated learning (CLIL) and using
picture books.
【Goal】
Upon completion of this course, students should be able to do
the following:
1. Understand how children learn to read and write.
2. Understand how to link picture books with curriculum.
3. Develop curriculum of CLIL using picture books.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】Developing a lesson plan, micro-teaching and final assignment
are required for the completion of this course; students are tocreate their lesson plans and demonstrate their English lessons
based on the plans. They are required to reflect on their lessons
in class and to revise their lesson plans based on the reflectionin the final assignment. Submission of the final requirements
and feedback will be on the learning management systems(HOPPII).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Course guidance2
Issues in Children
Phonological awareness andLearning L2:
children’s development
Literacy (1)3Issues in Children
For starting to read and write
Learning L2:
in English
Literacy (2)4Issues in Children
Development of children’s
Learning L2:
literacy–picture books
Picture books
5
Issues in Children
Learning through stories
Learning L2:
Stories (1)6Issues in Children
Language and stories
Learning L2:
Stories (2)7Lesson Planning (1) Curriculum development (1)14Consolidation ofEnglish Teaching inPrimary School:
Advanced

Micro-teaching (1), review anddiscuss(1)Introduction of CLIL
CLIL and picture books

CLIL and assessment

Curriculum development (2)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 tohave completed the assigned readings. Students are required
to choose a topic, prepare a presentation, and write a reflective
paper. Preparatory study and review time for this class are 2hours each.
【Textbooks】
Cameron, L. (2001). Teaching Languages to Young Learners.
Cambridge University Press.
【References】
1. Coyle, D., Hood, P., Marsh, D. (2010). CLIL: Content andlanugage integrated learning. Cambridge.
2. Dale, L. and Tanner, R. (2012). CLIL Activities: A resource
for subject and language teachers. Cambridge University
Press.
3. Mehisto, P. (2008). Uncovering CLIL: Content and language
integrated learning in bilingual and multilingual education.
MacMillan Education, Limited
4.
Jalongo, M. R. (2004).
Young chidren and picture
books.Naeyc.
5. Fresch, M. J. and Hakins, P. (2009). The power of picture
books: Using content area literature in middle school. NCTE.
6. 吉田真理子・佐藤佳子・執行智子（2021) 『小学校英語に児童文学をー絵本・ナーサリーライム・ストーリーテリングの世界に遊ぶ』春風社
7. 津田塾大学言語文化研究所早期英語教育研究会（編）（2022）『創
造的な学びを育む初等英語教育ー時代を超えて生き続ける理論と実践』朝日出版社
8. 文部科学省（2017）『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. Micro-teaching (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】
Use a laptop in class, get lecture materials, etc. in Hoppi.
【Prerequisite】
None.

— 262 —

グローバル教養学部 発行日：2023/5/1【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.
Preparatory study and review time for this class are 2 hours each.

EDU300ZATESOL IV: Testing and Evaluation
Machiko Kobori
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 3/Tue.3
その他属性：〈グ〉【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 and its integration
with ICT.
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 as well as how tointegrate ICT with it, and then make presentations. They must create
their own English tests. The course finishes with a writing assignment
and final examination.
Submission of the final requirements and feedback will be on thelearning management systems.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Issues in Assessing
Aims and methods
Language Learning (1)3Issues in Assessing
Issues in action research
Language Learning (2)4Issues in Assessing
1. Teaching and testing
Language Learning (3) 2. Kinds of tests and testing
3. Common test techniques5
Issues in Assessing
1. Validity
Language Learning (4) 2. Reliability
3. Achieving beneficial backwash
6
Issues in Assessing
1. Stages of test development
Language Learning (5) 2. Test administration
7
Issues in Assessing
1. Scoring procedures
Language Learning (6) 2. Criterial level of performance
8
Issues in Assessing
1. Testing writing
Language Learning (7) 2. Testing oral ability
3. Testing reading
9
Issues in Assessing
1. Testing listening
Language Learning (8) 2. Testing grammar andvocabulary
3. Testing overall ability
10
Planning Tests (1)Introduction to testing for the
lower secondary level: checking
contents, materials, procedure andperformance11
Planning Tests (2)Introduction to testing for theupper secondary level: checking
contents, materials, procedure andperformance
12
Demonstration of
Testing for the lower secondary
Testing (1)level: test administration, scoring,evaluation and review
13
Demonstration of
Testing for the upper secondary
Testing (2)level: test administration, scoring,evaluation and review
14
Final Exam & Wrap-up Consolidation and review【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.
【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【Prerequisite】
ESL Education Ⅰ, Ⅱ, Ⅲ or TESOL Ⅰ, Ⅱ, Ⅲ

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グローバル教養学部 発行日：2023/5/1【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：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 3/Thu.3
その他属性：〈グ〉〈優〉【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.
Comments for assignments are given during class and office hours.

【References】
Yahuda, Michael. The International Politics of the Asia Pacific. Fourthand revised edition. Routledge, 2019.
Connors, Michael K., Davison Rémy and Dosch, Jorn (eds), The New
Global Politics of the Asia-Pacific. Third edition. Routledge, 2017.
Dent, Christopher M. East Asian Regionalism. Second edition.
Routledge, 2016.
Shambaugh, David and Yahuda, Michael (eds), International Relationsof Asia. Second edition. Rowman & Littlefield Publishers, 2014.
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.
【Grading criteria】
Contribution to discussion (10%), Mid-term Examinations (45%), Final
Essay (45%)
【Changes following student comments】
Handouts to be provided in a timely manner.
【Equipment student needs to prepare】
Course materials will be delivered via the Hoppii.
【Others】
none.
【Prerequisite】
GIS students wishing to take part in this course are required
to have completed "Introduction to International Relations" or"World 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】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
The United States and Examining US foreign and security
the Asia-Pacificpolicies with special reference to
the Asia-Pacific region
3
China and the
Examining China’s foreign andAsia-Pacific I
security policies with specialreference to the Asia-Pacific region
4
China and the
Examining China’s foreign andAsia-Pacific II
security policies with specialreference to the Asia-Pacific region
5
Japan and the
Examining Japan’s foreign andAsia-Pacific I
security policies with specialreference to the Asia-Pacific region
6
Japan and the
Examining Japan’s foreign andAsia-Pacific II
security policies with specialreference to the Asia-Pacific region
7
Mid-term Review
Review of major topics covered by
week 2 to 6
8
Mid-term exam andWritten test and review
review
9
The Development of
Investigating the processes behind
ASEAN
the development of ASEAN
10
Economic Cooperation Investigating the problems andand Integration in theprospects for regional economic
Asia-Pacificcooperation
11
Security Cooperation
Investigating the problems andand Multilateralism in prospects for regional security
the Asia-Pacificcooperation
12
Prospects for Regional Examining prospects for regional
Order in theorder
Asia-Pacific I
13Prospects for Regional Examining prospects for regional
Order in theorder
Asia-Pacific II
14
Review and Wrap-up
Wrap-up【Work to be done outside of class (preparation, etc.)】
Students are required to have pored over assigned readings before
attending the lectures. Preparatory study and review time for this classare 2 hours each.

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グローバル教養学部 発行日：2023/5/1

POL300ZA

8

Executive Systems

9Election Systems

10

Party Systems

11

Types of Democracies

12
13
14

Group WorkGroup Presentation
Group Presentation

Advanced Comparative Politics
Kana Inata
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 2/Thu.2
その他属性：〈優〉【Outline and objectives】
This course provides a broad overview of key concepts and theories
in comparative politics and aims at facilitating the students’ understanding of why and how political events happen. Specifically,each lecture addresses important substantive questions about theworld today (e.g., Why do protests happen? Why do some countries
successfully democratise while others do not? Why does the militaryintervene in political affairs?) and explains how existing studies haveanswered those questions. This course critically examines several
existing theories so that the students will be able to analyse current
political events from their own comparative perspectives.
In addition, this course introduces the key methodological concepts thatare associated with the analysis of comparative politics. Specifically, thecourse explains what causal relationships are, how they are different
from correlations, and what we should do to explain political events.
【Goal】
This course helps students:
・To learn the fundamental concepts and theories on comparative
politics.
・To learn how to use the knowledge acquired in this course for
explaining the various political issues in the world today.
・To understand the research methods relevant to the study ofcomparative politics.
【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)】At the beginning of the class, feedback for the previous class isgiven using some comments submitted vias the Learning Management
System.
This course also involves group discussions and grouppresentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Conceptualisation and The class discusses the types of
Measurement
issues that arise when social
scientists try to conceptualise andmeasure abstract politicalphenomena.
Textbook Chapter 5
3Group Presentation
Group Presentation
4
Democratisation 1
The class discusses what factors
bring about democratisation.
Textbook Chapters 6, 8
Lipset SM. 1959. Some Social
Requisites of Democracy: Economic
Development and Political
Legitimacy. American Political
Science Review, 53(1): 69-105.
5
Democratisation 2
The class discusses what factors
bring about democratisation.
Textbook Chapter 8
North D and Barry R. Weingast.
1989. Constitutions andCommitment: Evolution of theInstitutions Governing Public
Choice in 17th Century England.
Journal of Economic History, 49:
803-832.
6
Democratic
The class discusses why some
Consolidation
countries consolidate democracy,
while others do not.
Textbook Chapters 6, 7
7Authoritarian
The class discusses why some
Consolidation
countries consolidate autocracy,
while others do not.
Textbook Chapter 10
Frantz (2018) Chapter 7

The class discusses what factors
determine differences in executive
systems.
Textbook Chapter 12
The class discusses what factors
determine differences in electoral
systems.
Textbook Chapters 13, 14
The class discusses what factors
determine differences in party
systems.
Textbook Chapters 13, 14
The class discusses varieties of
democracy and political outcomes.
Textbook Chapter 16
Lijphart(2012) Chapters 2-4
Group WorkGroup Presentation
Group Presentation【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly reading assignments. Students are required to prepare intensively ahead of group presentations.
【Textbooks】
W Clark, M Golder, and S Nadenichek Golder, Principles of Comparative
Politics 3rd edition, Sage, 2017
【References】• A Lijphart, Patterns of Democracy: Government Forms andPerformance in Thirty-Six Countries, Yale University Press, 2012.
• D Samuels, Comparative Politics, Pearson, 2013.
• E Frantz. Authoritarianism: What Everyone Needs to Know. Oxford
University Press, 2018.
【Grading criteria】
Group presentations 50% (25% for each presentation), short essay 30%,
participation 20 ％
【Changes following student comments】
Nothing in particular.
【Others】• Active participation is more than welcome and is valued highly.
Students may ask questions about readings and lectures for clarification, express their opinions, and respond to other students’ comments.
Student’s willingness to comment and ask questions matters for a better
learning experience for all.
• Plagiarism is a very serious academic offence and whether done
wittingly or unwittingly it is the student’s responsibility. Ignorance isno excuse. The result of plagiarism will have consequences. If it is avery serious case, I will immediately report it to the University and ask
for their judgement.
【Prerequisite】
None.

— 265 —

グローバル教養学部 発行日：2023/5/1

POL300ZA

Globalization and Political Change
Jenny Balboa
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：水 3/Wed.3
その他属性：〈優〉【Outline and objectives】
This course aims to examine the current global political issues
and their implications. The rise of populist and authoritarianleaders in many parts of the world – in the US, Europe and Asia
had threatened global stability and the future of democracy.
The election of Trump as US President had a costly legacy in
the US and global politics. The UK’s vote for Brexit provided a
striking image of the power of far-right movements in the UK
and Europe. The resurgence of these movements are fueledby post-truth politics, denialism and fake news which imperil
civic engagement and democratic ideals. These developments
are thought to be connected to the negative consequences ofglobalization, notably the deepening of inequality, the cultural
clash, and the divide of values, which led to social and economic
fragmentation and highly polarized politics. Adding to theglobal anxiety and uncertainty is the Russia-Ukraine war
which was instigated by Russia’s own authoritarian-populist
leader, Putin. These crucial global events and issues needthorough examination and reflection since they significantly
affect our lives, the future of democracy, and the rules-based
international order. At the same time, we need to understandour options, as well as the appropriate choice of policy actions
to counter the negative impacts of the social, economic andpolitical changes that are brought by these challenges.
【Goal】In examining globalization and political change, the course
aims to answer three questions: 1) What are the impact andconsequences of globalization? 2) What are the recent trends
in global politics? and 3) What is the future of globalizationand politics?
Globalization has provided opportunities for international
cooperation and for minor voices to be heard; however, it has
also become a significant source of domestic and global friction
and instability. Globalization has both positive and negative
consequences. We need to understand how we can benefit fromits positive impact, and as much as possible, work on how thepositive benefits can be harnessed. Meanwhile, we also need tocarefully study the negative impact, how they can be managed,
reduced, or even eliminated.
This course will help you develop deeper understanding ofcontemporary political issues, and strengthen your ability inanalyzing the impact of crucial global events. In relation
to these, we will engage in exercises that will improveyour critical thinking skills, as well as help you effectively
communicate your ideas and personal reflections of readingmaterials and current events. You will be writing reflective
essays for your mid-terms examinations. The final exam will bea short essay and test on what you learned from the key themesof the course. We will have Active Learning Tasks composed ofclass debate and individual student report that will help you
improve your confidence in presenting your ideas clearly andlogically.
To receive credit from the class, you need to attend the lectures,
participate in the Active learning tasks, and pass the midterms and final examinations, which require you to read andreflect on the materials provided.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.

【Method(s)】The class combines lectures with active learning tasks, such asclass debate and individual presentation. To make the class
more lively and interesting, you are encouraged to participate
actively and share your opinion regarding the topic of the day
and the reading materials. The first half of the course tackles
the nature, impact and consequences of globalization. The
second half of the course examines the recent trends and future
direction of globalization and politics.
Submission of assignments and feedback will be via the
Learning Management System. Insightful comments fromreflective essays will be introduced in class and used in deeper
discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andOutline of the course,
Overview of thedefinition of terms,
Courseexplanation of course
requirements
2
Impact andNature and consequences ofConsequences ofglobalization/Debate teams are
Globalization (a)decided3
Impact andGlobalization andConsequences ofInequality/Individual report
Globalization (b)topics are discussed anddecidedGlobal rift, resistance and4Impact andbacklash/Individual Report
Consequences of
topics are discussed andGlobalization (c)decided5
Active learning task Class Debate
16
Recent Trends in
Illiberal democracy
Global Politics (a)7Recent Trends inPopulist and Authoritarian
Global Politics (b)leaders
8
Recent Trends in
Brexit and the far right
Global Politics (c)movement in Europe
9
Recent Trends in
Post-truth politics
Global Politics (d)10Recent Trends in
Identity Politics
Global Politics (e)11Active learning task Individual student report
2: Group 1
12
Active learning task Individual student report
2: Group 2ountry
case study
13
The Future of
Globalization in the Post-Covid
Globalization andWorld: Social Protection as a
Politics
Critical Agenda & Country
Case Study on theConsequence of Fake News
14
Review andStrategies to counterexamination
populism, illiberalism anddeniers of history and science& Wrap-up discussion/
Final examination【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class is at least 2
hours each for every meeting. The students are expected toread the assigned materials prior to class and conduct research
for the active learning tasks.
【Textbooks】
Class materials will be provided by the Instructor.

— 266 —

グローバル教養学部 発行日：2023/5/1【References】
Arendt, Hannah. 1967. Truth and Politics. The New Yorker.
February 25, 1967. Accessed at https://www.newyorker.com/
magazine/1967/02/25/truth-and-politics
Frieden, Jeffry. 2017. The Politics of Globalization andBacklash: Sources and Implications.
Conference Paper,
American Economics Association, January 6, 2018.
https://institute.global/policy/high-tide-populism-power-19902020
https://scholar.harvard.edu/files/jfrieden/files/the_political_
economy_of_the_globalization_backlash.pdf
Fukuyama, Francis. 2018. Against Identity Politics:
The New Tribalism and the Crisis of Democracy.
Councilon
Foreign
Relations:
Foreign
Affairs.
https://www.foreignaffairs.com/articles/americas/2018-0814/against-identity-politics-tribalism-francis-fukuyama
Huntington, Samuel. 1991. Democracy’s Third Wave. Journalof Democracy. Spring 1991.
Huntington, Samuel. 2011. "The Clash of Civilizations?" In
Essential Readings in World Politics. Mingst, Karen and Jack
Snyder (eds). The Norton Series in World Politics. (pp. 159166)
Kyle, Jordan and Brett Meyer. 2020. High Tide? Populism
in Power, 1990-2020. Tony Blair Institute for Global Change.
Accessed at https://institute.global/policy/high-tide-populismpower-1990-2020
Milanovic, Branko. 2016. Global Inequality. Cambridge,
Massachusetts, London: The Belknap Press of Harvard
University Press. Chapters 1& 3.
Milner, Helen.
2018.
Globalization and its Political
Consequences: The Effects on Party Politics in the West.
APSA Conference Paper, 2018.
https://scholar.princeton.
edu/sites/default/files/hvmilner/files/milner_globalization_
political_consequences.pdf
Rodrik, Dani. 2000. “Has Globalization Gone Too Far?”. In
The Global Transformations Reader. David Held and Anthony
McGrew (Eds). Polity Press. Chapter 28.
Sen, Amartya. 2004. “How to Judge Globalism.” In The
Globalization Reader. Frank Lechner and John Boli (Eds).
Blackwell Publishing.
Sen, Amartya. 2004. "Universal Truths: Human Rights andWesternizing Illusion". In Essential Readings in World Politics.
Mingst, Karen and Jack Snyder (eds). The Norton Series inWorld Politics.
Zakaria, Fareed. 1997. The Rise of Illiberal Democracy.
Accessed athttps://www.foreignaffairs.com/articles/1997-11-01/riseilliberal-democracy【Grading criteria】
Grading Criteria:
1) Class participation - 10%2) Active Learning Tasks - 20%
3) Midterms examination - 30%
4) Final examination - 40%
Notes:
a) For the active learning tasks, other than applying what
you learned in class, the activities also aim to enhance yourpresentation and team work skills. Excellent mark will begiven to well-prepared, interesting presentations.
b) Class participation ‒ excellent mark will be given to those
who raise relevant issues, contribute in class discussions inways that reflect the reading materials, and treat the opinionsof others with respect.
【Changes following student comments】
The active learning tasks may change depending on class size.
【Equipment student needs to prepare】
None.
【Prerequisite】
None.

— 267 —

グローバル教養学部 発行日：2023/5/1

2

POL300ZA

Peace Building
Aigul Kulnazarova
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 4/Wed.4
その他属性：〈優〉【Outline and objectives】
This course explores the emerging field of peacebuilding ininternational relations, with a focus on the social, economic
and political dynamics of war and peace, conflict prevention
and resolution, use of force, and other issues. The course isdesigned for upper-level undergraduate students specializingin global studies, international relations, security and similar
programs. Building on lectures, discussions and conceptual/analytical reflections on the weekly readings, it aims toenhance understanding of critical issues and challenges related
to international peacebuilding processes, as well as theirtransformation in today’s global politics. Course readings
are mainly selected from academic journals and researchmonographs. This is a student-centered course in which thestudent learning experience forms the core of each class.
【Goal】
By the end of the course, successful students will be able to link
theory with policy issues. In particular, they will be able to:- Explain various conceptual and theoretical frameworks ofpeacebuilding in international relations.
- Analyze the legal, political and ethical aspects of armed
conflicts and their resolution in accordance with internationallaw.
- Identify links between humanitarian interventions andprospects for sustainable peacebuilding.
- Understand the growing role of humanitarian factors aswell as their specific challenges and constrains in post-conflict
peacebuilding.
- Integrate knowledge, skills and competences in peace andconflict studies, international relations, international law, andthe emerging field of peacebuilding.
- Enhance independent research skills, including academic
writing, critical thinking and analytical presentation.

3

4

5

6

7

8

【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】The teaching methods of this course will combine lecturesand discussions with active learning tools designed for eachclass. In addition, feedback will be provided after student
presentations, discussions, and group work ("good", or "whatneeds to be improved", etc.). Detailed written comments on
the discussion paper and the final exam will be provided
individually. These comments will be emailed or posted on thedesignated course website within 1-3 weeks of submission. The
class will meet once a week for 100 minutes. Please note thatthe learning approach may vary from face-to-face to virtual andvice-versa depending on the pandemic situation.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

9

10

11

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction— 268 —

Peace andPeacebuilding inInternational
Relations

Positive and negative peace
Theoretical diversity (realism,
liberalism, constructivism,
cosmopolitanism, criticaltheory)Practical approaches to peace:preventive diplomacy,
peacemaking, peacekeeping
and peacebuilding
Academic writing/analyticalpresentation workshop: basic
techniques
Conflicts
Definition of armed conflicts
under international law
Civil conflicts in the post-Cold
War period
Conflict analysis and conflictcomplexes
Prevention
What is conflict prevention?
Early warning signs
Instruments for conflict
prevention
Mediation andMediation
Negotiation
Negotiation
Peace agreements
Use of Force
General prohibition of the useof armed force
Special cases of the use ofarmed force in response tomass atrocities:- UN Security Council:
Chapter VII- UN General Assembly:"Uniting for Peace"
Humanitarian
Political and legal issues ofIntervention
humanitarian interventions de lege lata and de lege
ferendaMoral and ethical aspects ofhumanitarian interventions
Structural problems ofhumanitarian interventions
Coercion andSanctions
Enforcement
Peacekeeping operations
Peace enforcement: R2P
Case study in-retrospect: The"New UN Peacekeeping" in
CambodiaCase study in-prospect: What’s
the UN’s Role in Peacekeeping
in Ukraine?
Peacebuilding:Role of international
International andorganizations
Regional
The UN in peace processes
Frameworks
Regional peacebuildingarchitectures
Peacebuilding: Local Role of "The Local" inContexts andpeacebuilding
Development
Resources and processes
Dilemmas of humanitarianreliefPeacebuilding:
Human security - human
Human Security,
rights synergy: article 28 of
Human Rights and the UDHR
GovernanceDimensions of human security:
UNDP Human Development
Report 1994
Human security peacebuilding nexus

グローバル教養学部 発行日：2023/5/1

12

13

14

Peacebuilding:Feminist approaches to peace
Women and Security and peacebuilding
Human security, women’ssecurity and gender justice
UN Security Council
resolution 1325
Challenges ofNew forms of violence
Peacebuilding forTerrorism, revolution andthe 2020s
unconventional warfare
Gendering international
affairs
Climate challenges
Global health: era of
pandemics?
Peer evaluation of final
presentations
The Future ofGroup discussion of course
Peacebuilding andtopicsFinal ExamPeer evaluation of final
presentations【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class is 2 hours per
week. In addition, each assignment will require 2 to 5 hours of
preparation each week, including discussion papers, final exam
and other activities.
【Textbooks】
There are no required textbooks for this course. Handouts andreadings such as journal articles, primary and other texts will
be posted on the course website through Hoppii.
【References】• Richard K. Betts, Conflict After the Cold War: Arguments
on Causes of War and Peace, 5th ed. (Routledge, 2017).
• Henry F. Carey, Peacebuilding Paradigms: The Impactof Theoretical Diversity on Implementing Sustainable Peace(Cambridge University Press, 2020).
• Mary Kaldor, New and Old Wars, 3rd ed. (Cambridge : Polity, 2012).
• Aigul Kulnazarova and Vesselin Popovski, The Palgrave
Handbook of Global Approaches to Peace (Palgrave Macmillan,2019).
• Roland Paris, At War’s End: Building Peace after Civil
Conflict (Cambridge University Press, 2004).
• Oliver P. Richmond, Peace in International Relations(Routledge, 2006).
• Peter Wallensteen, Understanding Conflict Resolution, 5thed. (Sage, 2019).
【Grading criteria】
Participation and learning attitude: 20%
Participation does not mean only attendance. It includes
both consistent attendance and good preparation for classdiscussions based on weekly readings, lecture topics, andcontributions to group activities. Active participation in classdiscussions, as well as critical assessment of the assigned
course reading, and peer interpretations are essential to ensure
the success of the course and its learning outcomes.
Discussion paper: 40%

In addition to regular reading, each student will be required
to discuss 1-2 journal articles as per the weekly schedule.
Starting from the third week, the last 40 minutes of eachsession will be devoted to at least two presentations (15-20
minutes each) based on your discussion papers. Each student
should critically discuss selected journal article(s) and submit
core points on 3-4 double-spaced pages within one week ofthe presentation.
The discussion paper should focus on
the theoretical knowledge and empirical evidence related
to the argumentation of the article(s), assess whether theauthor succeeds in his/her goals, and establish links to othercourse topics. The second week will include an academic
writing workshop and detailed instructions on how to write a
discussion paper and prepare an analytical presentation.
Final exam: 40%
The final exam consists of short and long critical essays andwill be conducted in an open book format for a fixed periodof time. This requires students to work independently, using
their own words and drawing on course lectures, handouts, andreading materials (no external sources should be consulted).
Detailed instructions will be provided a week before the exam.
【Changes following student comments】
From 2022: Although I think that the students still
experienced some difficulties, mainly related to the methodof active participation and deep involvement in the learning
process, it seems to me that the second year of working with
GIS students was less problematic. Perhaps this is due tothe fact that students already had some understanding of thiscourse through the syllabus, etc.
From 2021: This course turned out to be somewhat difficult
due to the fact that students were not so accustomed toparticipatory and active learning methods, in particularcritical thinking, independent reading and writing in accordance with academic standards and specific techniques ofeach discipline, class discussion and peer interpretations,etc. Therefore, while continuing to adhere to my teaching
philosophy of participatory and active learning, I have changedsome assignments/ requirements and added an academic
writing/analytical presentation workshop to gradually help
students improve their learning skills and habits. I lookforward to achieving these goals together!
【Equipment student needs to prepare】
PC for class use when needed (no smartphones and otherdigital devices will be allowed without permission).
【Others】
Final grade:
Please note that your final grade will be calculated basedon your participation, learning attitude, discussion paper andfinal exam (see, “Grading Criteria”). In no case will your final
grade be assessed for just one component. In addition, failure
to complete one of the components will result in course failure.
Remember that your final grade is the accumulation of points
earned during the semester. Please plan your learning goals
ahead of time, including your expected grade.
Course syllabus:This is an abridged version of the syllabus for prior reference.
A detailed syllabus with weekly readings and assignments will
be shared at the beginning of the semester.
Previous course participation:
Although no prerequisites are required for the course, previous
participation in international relations, international law,international security, human rights, global politics, and/or
development is recommended.
【Prerequisite】
No course prerequisites are required.

— 269 —

グローバル教養学部 発行日：2023/5/1

POL300ZA

4

ODA

5
6

ODA Policy inPracticeIssues of Aid

7

Multilateral Forum

8

SDGs

9

Synthesis
Discussion
Current Policy
Issues 1

International Development Policy
Ippeita Nishida
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 2/Thu.2
その他属性：〈優〉【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 and another at the multilateral
agenda setting forum such as the United Nations. Whileboth serve the purpose of advancing the lives of people anddiscussions are mutually-related, each has distinct interestsand constraints. In this course, we aim to understand howinternational development policy/agenda is being formulated
and what the current (and future) issues are. Specifically,
students will explore (1) the rationale and evolution ofdevelopment policies by the donor community, (2) the more
holistic and people-centered agenda setting at the United
Nations and (3) current policy issues related to development,such as impact of COVID-19, debt-sustainability and great
power rivalry between China and the U.S., etc.
【Goal】
The course objectives are:1) To enable students to assess the development policy debatesfrom multiple 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 ongoing issues that affect on the process of global development,
through groupwork.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This class will have lectures and interactive discussions, aswell as group presentations. Active participation is expected.
Students will undertake a final exam and have occasional shortpapers to write. Insightful comments from papers will be
introduced in class and used in deeper discussions.
The course is composed of three parts.
The first part
(weeks 3-6) will have lectures on debates among traditional
donors. In the second part (weeks 7-9), lectures will cover key
discourses of the United Nations adaptation of the Sustainable
Development Goals. The third part (weeks 10-13) will examine
current policy issues that are related to development andstudents will be tasked to do research and make grouppresentations. Except the first day, in principle, this classwill adopt the face-to-face format, to allow students’ directinteraction. Yet, it may use the online platform when necessary(in such case, students will be notified in advance).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Overview ofHistory and institutions
Discourse
3
Foreign Aid
Concept of helping others anduse of “aid” in foreign policy

10

11

Current Policy
Issues 2

12

Current Policy
Issues 3

13

Current Policy
Issues 4

14

Final Exam &Wrap-up

Concept of “Official
Development Assistance(ODA)”
Case studies of respective
countries. Role of OECD-DAC.
Aid financing,
Shaping development debate,rise of new donors, statefragility, etc.
United Nations, UN for
development, People-centric
approach
Formulating the “Sustainable
Development Goals (SDGs)”
Reconciling states’ interestsand global agenda
Group Presentation: Impact of
COVID-19 on Global
Development
Group Presentation:
State Debt, Development andState Sovereignty
Group Presentation:
Belt and Road Initiative (BRI)
and Development
Group Presentation:
Free and Open Indo-Pacific(FOIP) Strategy andDevelopment
In-class or take home. Reviewof the learnings.

【Work to be done outside of class (preparation, etc.)】
Occasional reading and writing assignments. Group work forpresentation. Preparatory study and review time for this classare expected about 2 hours each.
【Textbooks】
There is no assigned textbook for this course. Students are
required to read handouts and suggested articles/chapters fromthe references.
【References】
Students are encouraged to read following references to further
their understandings.
OECD (2006), DAC in Dates: The History of OECD’s
Development Assistance Committee(available online at www.oecd.org/dac/1896808.pdf )Lancaster, Carol (2007), Foreign Aid: Diplomacy, Development,
Domestic Politics, University of Chicago Press
UN Document, A/RES/70/1, 21 October 2015 Transforming ourworld: the 2030 Agenda for Sustainable Development (available
onlineat
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: 20%
Group Presentation: 20%
Final Exam: 40%【Changes following student comments】
Constructive comments and feedback from students are always
welcomed and will be taken into consideration.

— 270 —

グローバル教養学部 発行日：2023/5/1【Equipment student needs to prepare】
None in the class.
But, access to PC/electric device and Wi-Fi may be required,when class is held on-line (e.g. first class).
【Others】
In order for students to successfully complete the class,basic understandings of the development thoughts as wellas international relations are needed. Thus, GIS students
wishing to register for this class are recommended tohave taken “Introduction to Development Studies” and/or“Development Studies”. Also, knowledge of international
relations, international organizations and foreign policy will be
of benefit.
【Prerequisite】
None (see "Others" for recommended classes).

— 271 —

グローバル教養学部 発行日：2023/5/1

SES300ZA

International Environmental Policy

11

Review

12

Student Presentations
I
Student Presentations
II
Conclusion

13

Gregory Toth

14

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 6/Fri.6
その他属性：〈優〉【Outline and objectives】
The world continues to face global environmental challenges ‒ climatechange, deforestation, biodiversity loss and pollution, among others. As
a response, different international initiatives are being implemented,
resulting in a variety of agreements, laws, regulations and otherpolicy mechanisms. This course focuses on international environmental
policy (IEP), and explores the motivations, challenges and opportunities
of IEP actions, taking into consideration the role of multilateralorganizations (e.g. the United Nations), governments, corporations,
NGOs and local communities. The course includes in-depth analysis
of particularly relevant IEP arrangements in the areas of agriculture,
forestry, biodiversity, climate, urbanization and trade.
【Goal】The main goals of the course are to:-provide a basic understanding of current global environmental
problems-develop critical thinking regarding international policy mechanisms totackle environmental problems-enhance students’ ability to understand the risk, uncertainty andcomplexity embedded in IEP-to cultivate students’ capacity to critically assess the motivations,challenges and opportunities related to IEP actions-learn to work collaboratively with other classmates in the elaborationand presentation of a group project.
-improve basic professional skills regarding self-organization, planning,time management, and respect for diversity in points of view.

Preparations for presentations;question and answer
Students present their (group)
project and discuss it with the classStudents present their (group)
project and discuss it with the class
Reflections on the course and theway forward for int. env. policy【Work to be done outside of class (preparation, etc.)】
Reading of materials identified (and often provided) by the instructor;
Preparation of discussion talking points and questions; Group
report/presentation. Preparatory study and review time for this classare 2 hours each.
【Textbooks】
Global Environmental Politics 8th Edition,
by Pamela S. Chasek (Author), David L. Downie (Author)(available and recommended in electronic format)
ISBN 9780367227623 / ASIN : B08P63C8G3
Published by Routledge【References】
Various references will be noted within the course materials.
【Grading criteria】
Students will be evaluated on the basis of class participation (40%) anda final review report/presentation (35/25%). Class participation will
be judged based on attendance, preparation of questions/comments fordiscussion, and peer review during group work scenarios.
【Changes following student comments】
Students are encouraged to utilize the discussion time to speak in class.
【Equipment student needs to prepare】
Computer【Others】
Instructor reserves the right to adapt this syllabus as they deem fit
during the course 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)】The course consists of short lectures and interactive class discussions
and presentations in which students address, from a critical perspective,
the topics covered each week (prepared prior to class). At the end of thecourse, students have the opportunity to present their (group) projectand discuss it in class. Feedback will be given through class discussion
and in response to submitted assignments and individual requests.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Introduction
Introduction
2
Environment
Background of global
environmental issues and efforts tocurb them; local and indigenous
communities
3
Environmentalism
History of environmental
movement and significant
milestones
4
PolicyWhat and how of policy analysis
5
Env. Policy
Role of global institutions, e.g.,-Government I
United Nations; WTO; etc.;
Sustainable Development
6
Env. Policy
Deeper exploration of-Government II
environmental treaties,
agreements, conventions, etc., e.g.,
Convention on Biological Diversity,
carbon credits
7
Env. Policy
International Environmental Law-Government III
in action
8
Env. Policy - Private
Corporate Social Responsibility;
Environment, Social, andGovernance; Greenwashing
9
Env. Policy
Importance of non-governmental-Nongovernmentorganizations, e.g. CGIAR(Consultative Group on
International Agricultural
Research); Certification schemes
10
Agroforestry
Policy analysis of sustainable
farming model and development
impacts; carbon sequestration— 272 —

グローバル教養学部 発行日：2023/5/1
10

POL300ZA

Global Political Economy
Nathalie Cavasin
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 1/Wed.1

11

その他属性：〈優〉【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. Students will also debate on the new political
economy landscape after the Covid-19 pandemic and its effect on the
global supply chain, the consequences of the Russia-Ukraine war and its
impacts in the global economy, among others topics. Specific attention
will be put on the role of China and its increased participation in the
global political economies, the geopolitical situation in the world and therecent trends regarding India’s new enthusiasm in the new globalization
regime.

12【Goal】
Students through the assignments that are based on currents events inthe world (analysis with back-up from recent news) will be able to learn
to express their opinions and develop their critical thinking skills.

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”.

14【Method(s)】Each week, in addition to readings to be done, written assignments will
be assigned. These written assignments are mandatory. Each student
will also write a report every three weeks on a topic from the news in
relation with the course contents topics. In addition, there will be anindividual essay with a group presentation (topic to decided later withthe supervision of the professor) a book review project to be written anda take-home assignment for the final assignment. Students will receive
written feedback (eventually oral feedback and mini-discussions withthe professor in class) by the professor.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview of theOverview of the Course Course
2
Understanding the
Evolution of the world economy
evolution of the worldfrom the industrial revolution
economy(Chap.3&4)
3
Post-war global
The global economy: from 1945 toeconomytoday (Chap.5)
4
International trade
International trade (Chap.6)
patterns
5- Transnational
Transnational production
production systems(Chap.7)- Discussion on theimpact of transnational
corporations
6
How the global
The global financial system (Chap.
financial system
8)
operates
Decision on the topics
for theessay-presentation
project
7- International Division The international division of laborof Labor(Chap.9)- Analyzing women in
the world economy
8
Understanding the
Economic development (Chap. 11)
notion of development
today
9Discussion and debate Gender (Chap. 10)
Essay - Submission(group 1)

What are the mostchallenging
environmental issues
today in the world?
Essay-Presentation(group 1)
Essay - Submission(group 2)
Ideas on global political
economies
Essay-Presentation(group 2)
Looking at the security
in political economy
Essay - Submission(group 3)
Essay-Presentation(group 3)
How the domestic andinternational politics
determine
have an impact on the
global economy isfunctioning
Essay - Submission(group 4)
Submission of the bookreview
Essay-Presentation(group 4)
Mini-Oral presentationof the book review
Discussion on how thedomestic andinternational politics
determine have an
impact on the global
economy is functioning
Mini-Oral presentationof the book review
Submission of the last
assignment (criticalreview of an academic
paper)

Global environmental changes(Chap. 12)

Security (Chap. 14)

Theoretical perspectives on global
political economy (Chap. 13)

Governing the global political
economy I (Chap. 15)

Governing the global political
economy II (Chap. 15)【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 book review at the date defined in the course
agenda table. Preparatory study and review time for this course are an
average of 2 hours each week.
【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 Financial Times- The Guardian- The Economist- Foreign Affairs- The Wall Street Journal- Time- Nikkei Asia
- Foreign Policy【Grading criteria】
Participation and attitude(15%)
Participation (news debriefing report and one news report presentation,book presentation) (20%)
Book Review (20%) (Submission on Class 12)
Essay (30%) (Submission from Class 9 to to 12(according to group
number)(Final: Written assignment- critical review of an academic paper) to besubmitted during the class 14 (15%)
【Changes following student comments】
N/A【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.

— 273 —

グローバル教養学部 発行日：2023/5/1【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.
- AI type of software is not allowed be used for the assignments for thiscourse. Write all the assignments in your own words.
【Prerequisite】
N/A— 274 —

グローバル教養学部 発行日：2023/5/1
7

POL300ZA

International Law
Kiyoshi Adachi
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 2/Mon.2

89

その他属性：〈優〉【Outline and objectives】
This course aims to provide students with a basic understanding ofinternational law, with a particular emphasis on the impact thatinternational law instruments and practices have on national laws andpolicies. The course begins with an introduction to general principles
of international treaty and customary law, examining important casesand doctrines that have developed over time. The first part of thecourse will conclude with a framework of analysis that students may
consider in assessing both the respective merits and limitations ofinternational law instruments. The second part of the course will lookat how international law has attempted to shape the world we live
in by examining selected areas where it has tried to influence humanbehavior, including security, human rights, the environment, health,trade/investment and other commercial issues, and the global commons.

10【Goal】At the end of the course, students should have a basic understandingof international law instruments, with an emphasis on recognizing theimpact and limitations of treaties in their historical, economic, socialand political contexts.
【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 conducted using lectures, group discussion andexercises, and one negotiation simulation exercise. At the beginningof class, feedback for the previous class is given using comments from
submitted reaction papers. Students will need access to the Internet inorder to retrieve the cases, treaties and articles. Writing assignments
will include a case brief and a term paper.

1112【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

13【Fieldwork in class】
なし / No

14【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to
Introduction to International Law
International Law
2Treaties
A Brief History of Treaties
The Vienna Convention
3
Treaties
A Brief History of Treaties
The Vienna Convention
Assignment - Writing a Case Brief.
What Constitutes a Treaty?
4Treaties Related toTreaties and Wars ‒ Versailles,
Security Issues
Potsdam and San Francisco
The UN Charter
Treaties Limiting Arms (Nuclear
Arms, Chemical/Biological
Weapons, etc)
Bilateral and MultilateralApproaches
5
Treaties Related to
The Geneva Conventions
Humanitarian Issues
The 1951 Refugee Convention and1967 Protocol
Group Exercise: Applying theRefugee Convention
A Framework for Analyzing
Treaties and Explanation of the
Term Paper
6
Human Rights
Universal Declaration of Human
RightsInternational Covenant on Civil
and Political Rights
International Covenant on
Economic and Social Rights
Convention on the Rights of theChild
Convention on the Elimination of
All forms of Discrimination against
Women

Health-related Treaties The UN Drug Control Conventions(1961, 1971 and 1988)
Case Study - The Curious Case of
Cannabis
Framework Convention on Tobacco
Control
Mid-Term Examination In-Class Examination
Review Mid-Term
Policy Space and Developing
Examination.
Countries
Treaties on Economic,
The WTO Agreements
Commercial andMultilateral Agreement on Traderelated Issues
in Goods
Agreement on Trade-related
aspects of Intellectual Property
RightsBilateral and Plurilateral
Preferential Trade and Investment
Agreements
US, Japanese and European
Bilateral Agreements, CPTPPInterface between Commercial andother Issues
Treaties on Economic,
Policy Space and Developing
Commercial andCountries
related Issues
The WTO Agreements
Multilateral Agreement on Tradein Goods
Agreement on Trade-related
aspects of Intellectual Property
RightsBilateral and Plurilateral
Preferential Trade and Investment
Agreements
US, Japanese and European
Bilateral Agreements, CPTPPInterface between Commercial andother Issues
Case Study: Plain Packaging of
Tobacco Products in Australia
Explanation of the Group
Simulation Exercise
Group Simulation
Negotiating a Bilateral Trade
Exercise
Agreement
Environmental
CITES, Convention on BiologicalTreaties
Diversity, UNFCCC
Global Commons
Law of the Sea ‒ UNCLOSWorld Heritage, Antarctica
Wrap-Up andStudent Presentations
Presentations of Term
The Possibilities and Limits ofPaper
International Law【Work to be done outside of class (preparation, etc.)】
Students are expected to attend classes and read weekly assignments
ahead of the session for which it is assigned.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Klabbers, International Law, Cambridge University Press.
case readings, treaty text, articles as assigned【References】
Additional reference material will be provided in class.
【Grading criteria】
1 Case Brief Writing Assignment 10%
1 Mid-Term Examination 35%
1 Term Paper 35%
Group Work and Participation 20%
Class attendance will be reflected in the score for group work andparticipation.
【Changes following student comments】
n/a【Others】
In delivering the course, the instructor will draw upon his experience asa legal officer with the United Nations.
【Prerequisite】
None.

— 275 —

グローバル教養学部 発行日：2023/5/1

SOC300ZA

13

Presentations

14

Wrap-Up the semester

Law in a Globalizing World
Kelesha Nevers
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 6/Wed.6
その他属性：〈優〉【Outline and objectives】
As nations and peoples continue the trend of globalization, legal
issues become increasingly more complex. This course provides an
overview of this trend, investigating similarities, differences, changes,
and challenges experienced by an array of stakeholders as new issues
arise and views on existing issues converge in some ways and diverge inothers. Specific discussion topics include, but are not limited to, humanrights, crime, the environment, international institutions, and conflictof laws.
【Goal】
Upon completion of this course, students should be able to discussand analyze the legal aspects of specific problems in a globalizing
world. Through discussion and debate, students will develop theirability to grasp and analyze different opinions, as well as predict
counter-arguments.Through the creation of a final report and relatedpresentation, students will enhance their ability to develop and logicallypresent their ideas, while reflecting on peer feedback.

Student presentation(s) and classdiscussion. Topics to be decided
based on the interests of thestudents.
Discussion and provide feedback【Work to be done outside of class (preparation, etc.)】
Students are required to complete the reading assignments andprepare before class.Students are also required to do independent andcollaborative work for their assignments.Preparatory study and review
time for this class are two hours each.
【Textbooks】
No textbook will be used. The readings are available online.
【References】
Reading materials are available on the classroom dashboard.
【Grading criteria】
Detailed requirements concerning assignments will be given in class.
The final grade is calculated based on preparation (20 %), participation(20 %), presentation (30 %), outline and final summary (30 %).
【Changes following student comments】
N/A.
【Equipment student needs to prepare】
Internet access (smartphone, tablet, laptop).
【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【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 attend class prepared toparticipate in discussion. Students are also required to make one mainand one or more smaller presentations and submit a final report on the
topic of their main presentation, which should reflect class discussion
and peer feedback. Instructor feedback will be given during classdiscussions, through commentary on errors and correct responses foundin the assignments, and in response to individual requests. Assignments
submitted on the online dashboard will receive individualized commentson the strengths and weaknesses of the submissions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Introduction
Introduction
2
What is Law? What isDefining law and globalization;
Globalization?
What are the causes and impacts ofglobalization? Internationalorganizations
3
How does globalization Hard law versus soft law;of the law
international organizations;affect national legal
reputational harm
systems?
4
Freedom of Expression Comparative analysis of freeand Religion
speech and the right to worship (ornot) as one chooses.
5
Right to Life
Comparative analysis -death
penalty; International declarations
6
Gender Issues
How does globalization
change/impact gender roles?
Empowerment; disenfranchisement
7
Crime andComparison of criminal justice
Enforcement
systems; Are we more or less safe
in a globalizing world?
8
Humanitarian Law
Crime and punishment in war time
9
Right to a Healthy
Global treaties and otherEnvironment
agreements protecting theenvironment; sustainable
development
10
What does the future
Fragmentation / Convergence;
hold for globalization?
inevitability vs nationalization.
11
Outline of presentation Meet to discuss and provide
feedback on the presentation online
12
Presentations
Student presentation(s) and classdiscussion. Topics to be decided
based on the interests of thestudents.

— 276 —

グローバル教養学部 発行日：2023/5/1
13MAN300ZA【休講】Financial Statement Analysis
14

Corporate Fraud,Internal Controls andSustainability
Reporting
Wrap Up & Review of
All Lectures

Corporate Fraud, Enterprise Risk
Management and Sustainability
Reporting.
Review of all lectures【Work to be done outside of class (preparation, etc.)】
Students are expected to read the assigned readings and slides of
the next class before each class. Also, in addition to the preparation
for the final presentation, there will be homework during the course.
Preparatory study and review time for this class are 2 hours each.

Credit(s)：2 ｜ Semester： ｜ Year：3〜4
Day/Period：
その他属性：【Outline and objectives】
Financial Statement Analysis course is to study the dynamics ofpractical accounting - students are expected to learn how theenvironment affects the financial statements and how to glean
information from the financial statements. In order for students tounderstand the corporate environment, students will cover topics on
introduction to corporate taxation as well as contemporary issues suchas corporate fraud, enterprise risk management, and Sustainability
Reporting.
【Goal】
Students will be able to become familiar with reading and analyzing
corporate financial statements. A fictitious company based on thereal-world corporate financial statements are used for case studies inthis course allowing students to see practical uses of ratios, taxation
and International Accounting Financial Statements (IFRS) accounting
standards to analyze corporate financial numbers.
Furthermore,
students will consolidate their understanding on how corporate
environment will be affected by the impact of fraud, income tax,
international taxation, enterprise risk management and sustainability
reporting.

【Textbooks】
None. Electronic handouts and reading material will be provided.
【References】
None【Grading criteria】
Projects / homework 20%,
Quizzes 15%, Mid-term exam 30%，and final examination 35%【Changes following student comments】
N/A【Equipment student needs to prepare】
None.
【Others】
None.
【Prerequisite】
Students are expected to have taken Accounting: A6282.

【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)】At the beginning of class, feedback for the previous class is given using
some comments from submitted reaction papers.
Method of instruction will be a mixture of lectures and discussion on
issues arising from the completion of question practice.
Submission of assignments and feedback will be via the Learning
Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Revision of Basic
Revision of Basic Accounting
Accounting Concepts
Concepts
2
Revision of Basic
Revision of double entries andAccounting Concepts
review of the financial statements
format.
3
Using Financial
Apply ratios for a short-term
Statements forfinancial analysis.
Short-Term Analysis
Apply the technique of short-term(1)
financial analysis to the real
corporate financial numbers.
4
Practical Analysis of
Question practice on the use of
Financial Ratios 1
financial ratios.
Question practice on how double
5
Practical Analysis ofFinancial Ratios 2
entries affect the use of financial
ratios.
6
Impact of Working
Discuss the impact of working
Capital on Financial
capital on financial ratios.
Ratios7
Impact of Working
Question practice on working
Capital on Financial
capital on financial ratios.
Ratios8
Revision on Ratios and Question practice.
How Impact Financial
Ratios and Financial
Statements.
9
Review of Lectures 1-8 Review of previous lectures 1-8.
10Preparation of
Preparation of Cashflow
Cashflow Statement
Statement.
11
Review on the
Review on the Preparation of
Preparation of
Cashflow Statement.
Cashflow Statement
12
Introduction to Income Discuss the tax system in JapanTax
and how it impacts corporate
behaviour— 277 —

グローバル教養学部 発行日：2023/5/1

5MAN300ZA

Advanced Accounting
6

Noriaki Okamoto
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 5/Fri.5

7

その他属性：〈優〉【Outline and objectives】
The main objective of this course is to theoretically and practically understand the new trends in accounting: accounting
for sustainability and social impact. After taking this course,
students will gain relevant knowledge about accounting forcorporate sustainability and social impact. More specifically,
students can learn the basics of how to recognize, measure, andreport corporate sustainability and social impact.
【Goal】
This course consists of accounting for sustainability and social
impact, both of which have recently gained prominence incorporations and attracted stakeholders’ attention. By taking
this course, students can understand theories and academic
findings regarding accounting for sustainability and social
impact.
Moreover, students can discuss practical topics
such as specific institutions (some frameworks to calculate
sustainability and social impact) and real leading companies’
practices.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
【Method(s)】This course is taught through lectures, discussions andexercises. At my discretion, I may assign one or moremini-projects to be completed during, or outside of, the class.
Occasionally, students are required to submit reaction paper(mini-essay) at the end of the session. Students are also
encouraged to ask questions and to request that particularpoints be explained if they remain confused or uncertain about
items discussed during the class. Feedback on the students’performance in the assignments during the course will begiven. At the end of the course, final exam and (individual orgroup) presentation will be assigned.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Overview andGeneral explanation of theintroduction
course overview and structure
2
Accounting for
Review and discuss theSustainability:
historical development ofHistoricalaccounting for sustainability
Development and(handouts/slides)
Background ①
3
Accounting for
Understand global diffusion of
Sustainability:
accounting for sustainability
Historical(handouts/slides)
Development andBackground ②
4
Accounting for
Learn the basic conceptual
Sustainability: Key basis for accounting forConcepts andsustainability
Theories ①(handouts/slides)

89Accounting for
Sustainability: Key
Concepts andTheories ②
Accounting for
Sustainability:
Sustainability
Reporting ①
Accounting for
Sustainability:
Sustainability
Reporting ②
Accounting for
Sustainability:
Sustainability
Reporting ③
Accounting forSocial Impact ①

10

Accounting forSocial Impact ②

11

Accounting forSocial Impact ③

12

Accounting forSocial Impact ④

13
14

Review exam
Final presentation

Discuss and analyze thetheoretical framework foraccounting for sustainability(handouts/slides)
Learn the current state ofaccounting for sustainability(handouts/slides)
Understand and discussdifferent types of accounting
for sustainability(handouts/slides)
Consider the structures andeffects of accounting forsustainability(handouts/slides)
Understand the significance of
impact investment andaccounting for social impact(handouts/slides)
Understand the different typesof accounting for social impact(handouts/slides)
Consider and discuss themeasurement of social impact(handouts/slides)
Analyze and discuss somecases of social impact
measurement(handouts/slides)
Comprehensive review exam
Final presentations(individual/group) and Q&A【Work to be done outside of class (preparation, etc.)】
Students are expected to read the assigned handouts (textbook
chapters, etc.) before each class. Also, in addition to the
preparation for presentations, there will be homework during
the course. Preparatory study and review time for this classare 2 hours each.
【Textbooks】
There is no specific textbook students should get. Necessary
chapters from references will be given (will be uploaded on thecourse website).
【References】
Matias Laine, Helen Tregidga, and Jeffrey Unerman (2022),
Sustainability Accounting and Accountability 3rd edition,
Routledge.
Gunnar Rimmel (2020), Accounting for Sustainability ,Routledge.
Stewart Jones, Helena de Anstiss, and Carman Garcia (2022),
Social Impact Investing: An Australian Perspective, Routledge.
Ronald Cohen (2020), Impact: Reshaping Capitalism to Drive
Real Change, Ebury Press.
【Grading criteria】
Projects / homework 20%,
Class participation / discussion 30%, Review exam 30%，andFinal presentation 20%【Changes following student comments】
None【Equipment student needs to prepare】
A calculator【Others】
Purchasing the textbook is not required.
【Prerequisite】
None.

— 278 —

グローバル教養学部 発行日：2023/5/1【Prerequisite】
Foundations of Finance or any Accounting classes

ECN300ZA【休講】Stock Investment

Credit(s)：2 ｜ Semester： ｜ Year：3〜4
Day/Period：
その他属性：【Outline and objectives】
This is an advanced level finance course that focuses on the concepts ofstock investment: characteristics of stocks, the market, stock valuationand 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 investment
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.
Feedback is given during class, using tools such as HOPPII or email.
Interactive class participation is encouraged.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
Basics of Stock
Setting up your virtual accountInvesting (1)Common approaches and risks
3
Basics of Stock
Snapshot of the market
Investing (2)4Basics of Stock
Investing for growth and income
Investing (3)5Investment Strategies Technical analysis (SMA, MACD)(1)
6Investment Strategies Technical analysis (Momentum,(2)
Volume and RSI)
7
Investment Strategies Analyzing industries(3)
8
Investment Strategies Decoding company documents(4)9Investment Strategies The Intelligent Investor(5)
10
Portfolio Report
Discussion on portfolio report
11
Financial Markets and Types of financial markets
Institutions
12
Distribution to
Dividends versus capital gains
Shareholders
13
Stock Market
Stock market booms and crashes
Discussion
14
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. Preparatory study
and review time for this class are 2 hours each.
【Textbooks】
No textbook will be used
【References】
Mladjenovic, Paul. Stock Investing For Dummies, 2016.
Graham, Benjamin. The Intelligent Investor: The Definitive Book On
Value Investing , 2016 (Revised Edition).
Brigham, Eugene, Houston, Joel F. Essentials of Financial Management,
3rd Edition, Cengage Learning Asia Pte Ltd, 2014.
【Grading criteria】
Students will be evaluated based on class participation (20%), portfolio
report (40%), and one final exam (40%).
【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.

— 279 —

グローバル教養学部 発行日：2023/5/1
10

Attitudes towards L1
and L2 English

Yutai Watanabe

11Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 3/Fri.3

Indexicality of L2
Accents

12

Native-speakerism and
ELF

13

English inInternational Contexts

14

Conclusion

LIN400ZA

Seminar: Diversity of English I

その他属性：〈優〉【Outline and objectives】
With estimated 2.3 billion users, the global dominance of the English
language is in no dispute. However, the language has developed awide range of variations, depending on the social and cultural contexts
where it was transplanted and the other languages it exists alongside.
This seminar is concerned with the phonetic features of English(es)both in the Inner and Expanding Circles, while also shedding lighton the speakers’ language attitudes and ideologies. We start the
spring semester by reviewing Kachru’s (1985) three-circle model andSchneider’s (2007) ‘Dynamic Model’ of postcolonial English. Then
we focus on New Zealand English (NZE), one of the youngest Inner
Circle varieties, examining how it is distinguishable from UK, US
and Australian English. The latter part of the semester is devoted
to the features of L2-accented English and native-speakerism in the
Expanding Circle.
【Goal】
By the end of the course, students will:(1) understand the evolution and diversity of the English language,(2) recognise the phonetic features of NZE and L2-accented English, 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 materials. The other students in theclass contribute to the discussion with their questions and observations.
Detailed comments and suggestions for further study are provided at
the end of each presentation.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview(1) Outlining the course contents
and instructional methodologies(2) APA style: In-text citations andreferences(3) Hosei and GIS libraries, andonline resources
2
Essential Phonetics(1) IPA(2) Phonemes and allophones
3
Models of World(1) The world’s major languages
Englishes (Part 1)(2) Indo-European language family(3) L1 and L2 English(4) Kachru’s (1985) three-circle
model of English
4
Models of World(1) Limitations of Kachru’s (1985)
Englishes (Part 2)
model(2) McArthur’s (1987) model(3) Modiano’s (1999) model(4) Svartvik & Leech’s (2006) model
5
Dynamic Model of(1) Outline of the Dynamic Model
Postcolonial English(2) Brief review of the model(Buschfeld & Kautzsch, 2017)
6Sound Change of NZE (1) Rhoticity
in Progress (Part 1)(2) /l/ vocalisation(3) TR-affrication(4) Flapping /t/
7
Sound Change of NZE (1) TH-fronting
in Progress (Part 2)(2) Short front vowels(3) The NEAR/SQUARE merger
8
NZ Accents in Films
Phonetic features observed in NZ
films
9English in the(1) Scandinavian-accented English
Expanding Circle
and English in Scandinavia(2) Spanish-accented English andEnglish in Spain/Latin America(3) Japanese-accented English(1) Japanese students’ attitudes(Sasayama, 2013)(2) Thai students’ attitudes(McKenzie et al., 2016)(3) Norwegian students’ attitudes(Rindal & Piercy, 2013)(1) Indexicality ofJapanese-accented English in NZ(2) Identification of the provenanceof speakers (McKenzie, 2015)(1) Native-speakerism (Holliday,
2006)(2) Disadvantages ofnative-speakerism in ELT(Kirkpatrick, 2007)(3) EFL vs. ELF (Seidlhofer, 2011)(1) Language policy of the Councilof Europe(2) English in pop culture(1) Review and final discussion(2) Preparation for seminar papers【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 also needto listen to and analyse sound recordings. Preparatory study and review
time for this course are 4 hours each.
【Textbooks】
Hay, J., Maclagan, M., & Gordon, E. (2008). New Zealand English.
Edinburgh University Press.
Swan, M., & Smith, B. (Eds.). (2001). Learner English: A teacher’s guideto interference and other problems (2nd ed.). Cambridge University
Press.
【References】
Detailed references are listed on the website, while the following books
will be helpful as a general introduction.
Melchers, G., Shaw, P., & Sundkvist, P. (2019). World Englishes (3rded.). Routledge.
Trudgill, P., & Hannah, J. (2017). International English: A guide tovarieties of English around the World (6th ed.). Routledge.
【Grading criteria】
Evaluation will be based on presentation (70%) and class discussion(30%). 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 presentations are delivered using PowerPoint slides and Internet
resources. The handouts are downloadable in PDF format.
【Others】
Successful applicants must be knowledgeable and enthusiastic about
the seminar theme. They are expected to have completed 200-level
linguistics courses with a good understanding.
【Prerequisite】
No prerequisite is required.

— 280 —

グローバル教養学部 発行日：2023/5/1
10

Attitudes towards L1
and L2 English

Yutai Watanabe

11Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 4/Fri.4

Indexicality of L2
Accents

12

English inInternational Contexts

13

Native-speakerism and
ELF

14Conclusion

LIN400ZA

Seminar: Diversity of English I

その他属性：〈優〉【Outline and objectives】
With estimated 2.3 billion users, the global dominance of the English
language is in no dispute. However, the language has developed awide range of variations, depending on the social and cultural contexts
where it was transplanted and the other languages it exists alongside.
This seminar is concerned with the phonetic features of English(es)both in the Inner and Expanding Circles, while also shedding lighton the speakers’ language attitudes and ideologies. We start the
spring semester by reviewing Kachru’s (1985) three-circle model andSchneider’s (2007) Dynamic Model of Postcolonial English. Then we
focus on New Zealand English (NZE), one of the youngest Inner
Circle varieties, examining how it is distinguishable from UK, US
and Australian English. The latter part of the semester is devoted
to the features of L2-accented English and native-speakerism in the
Expanding Circle.
【Goal】
By the end of the course, students will:(1) understand the evolution and diversity of the English language,(2) recognise the phonetic features of NZE and L2-accented English, 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 materials. The other students in theclass contribute to the discussion with their questions and observations.
Detailed comments and suggestions for further study are provided at
the end of each presentation.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview
Course Overview
2
Essential Phonetics(1) IPA(2) Phonemes and allophones
3
Models of World(1) The world’s major languages
Englishes (Part 1)(2) Indo-European language family(3) L1 and L2 English(4) Kachru’s (1985) three-circle
model of English
4
Models of World(1) Limitations of Kachru’s (1985)
Englishes (Part 2)
model(2) McArthur’s (1987) model(3) Modiano’s (1999) model(4) Svartvik & Leech’s (2006) model
5
Dynamic Model of(1) Outline of the model
Postcolonial English(2) Brief review of the model(Buschfeld & Kautzsch, 2017)
6Sound Change of NZE (1) Rhoticity
in Progress (Part 1)(2) /l/ vocalisation(3) TR-affrication(4) Flapping /t/
7
Sound Change of NZE (1) TH-fronting
in Progress (Part 2)(2) Short front vowels(3) The NEAR/SQUARE merger
8
NZ Accents in Films
Phonetic features observed in NZ
films
9English in the(1) Scandinavian-accented English
Expanding Circle
and English in Scandinavia(2) Spanish-accented English andEnglish in Spain/Latin America(3) Japanese-accented English(1) Japanese students’ attitudes(Sasayama, 2013)(2) Thai students’ attitudes(McKenzie et al., 2016)(3) Norwegian students’ attitudes(Rindal & Piercy, 2013)(1) Indexicality ofJapanese-accented English in NZ(2) Identification of the provenanceof speakers (McKenzie, 2015)(1) English in internationalorganisations(2) English in pop culture(1) Native-speakerism (Holliday,
2006)(2) Disadvantages ofnative-speakerism in ELT(Kirkpatrick, 2007)(3) EFL vs. ELF (Seidlhofer, 2011)(1) Review and final discussion(2) Preparation for seminar papers【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 also needto listen to and analyse sound recordings. Preparatory study and review
time for this course are 4 hours each.
【Textbooks】
Hay, J., Maclagan, M., & Gordon, E. (2008). New Zealand English.
Edinburgh University Press.
Swan, M., & Smith, B. (Eds.). (2001). Learner English: A teacher’s guideto interference and other problems (2nd ed.). Cambridge University
Press.
【References】
Detailed references are listed on the website, while the following books
will be helpful as a general introduction.
Melchers, G., Shaw, P., & Sundkvist, P. (2019). World Englishes (3rded.). Routledge.
Trudgill, P., & Hannah, J. (2017). International English: A guide tovarieties of English around the World (6th ed.). Routledge.
【Grading criteria】
Evaluation will be based on presentation (70%) and class discussion(30%). 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 presentations are delivered using PowerPoint slides and Internet
resources. The handouts are downloadable in PDF format.
【Others】
Successful applicants must be knowledgeable and enthusiastic about
the seminar theme. They are expected to have studied, or be currently
studying, 200-level linguistics courses with a good understanding.
【Prerequisite】
No prerequisite is required.

— 281 —

グローバル教養学部 発行日：2023/5/1

LIN400ZA

6

Current Use ofEnglish in Japan

7

Preparation for
Seminar Papers
Students’
Presentation (Part 1)
Students’
Presentation (Part 2)
Students’
Presentation (Part 3)
Editing (Part 1)
Editing (Part 2)
Editing (Part 3)
Conclusion

Seminar: Diversity of English II
Yutai Watanabe

8Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 3/Fri.3

9

その他属性：〈優〉

10【Outline and objectives】
English is the most common international language in business,
education and mass media, and is used by more than one billion
people in the world as L2 speakers alone. The fall semester focuseson the use of English in the Expanding Circle, particularly inmainland Europe and Japan. We compare the two regions in theusers’ ideologies and attitudes towards L1 English and English
as a lingua franca (ELF). Through the process of individual or
collaborative research, we also discuss a variety of sociolinguistic
issues: societal multilingualism and individual plurilingualism,
Euro-English, CEFR, linguistic landscapes, etc.
【Goal】
By the end of the course, students will:(1) learn the current use of English in the Expanding Circle,(2) understand the tenet of ELF,
(3) develop a critical view of monolingualism as the norm, and(4) get used to collecting and analysing data for research purposes.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This seminar is presentation and discussion oriented: Students
take turns to review a book chapter or journal article assignedby the instructor, noting key terms and concepts, which could
be proactively studied by consulting reference materials. The
other students in the class contribute to the discussion with theirquestions and observations. Detailed comments and suggestions
for further study are provided at the end of each presentation. All
students are expected to write a short or extended essay on theirchosen topic towards the end of the 3rd or 4th year, respectively.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview
Outlining the course contents
and instructional methodologies
2
Project Introduction
Introducing each research
project
3
Review
Review of previous studies
4Euro-English and(1) Euro-English (Jenkins et al.,Attitudes towards
2001)
English in Mainland (2) Conceptualising English in
EuropeEurope (Motschenbacher, 2016)(3) EU teachers’ views on ELF(Groom, 2012)(4) German and Swedish
teachers’ attitudes (Mohr et al.,2019)
5
English Education in (1) The Suggested Course ofJapan
Study in English(2) CEFR and private-sector
English tests for university
admission(3) Sample analysis of highschool textbooks(4) English as a medium of
instruction (EMI) in universities

11
12
13
14

(1) Business and employment(2) Media and show business(3) Linguistic landscapes
Questions and suggestions
Oral presentation and discussion
Oral presentation and discussion
Oral presentation and discussion
Support for writing papers
Support for writing papers
Support for writing papers(1) Final discussion and future
perspectives(2) Submission of the seminar
papers【Work to be done outside of class (preparation, etc.)】
Students are required to read in advance the references postedon the course website and the handouts emailed by presenters.
Preparatory study and review time for this course are 4 hours each.
【Textbooks】
No textbooks are used. All handouts are posted on the course
website, while additional materials will be provided in theclassroom.
【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.
Routledge.
Jenkins, J. (2015). Global Englishes: A resource book for students(3rd ed.). Routledge.
【Grading criteria】
Evaluation will be based on class discussion (10%), presentation(30%) and a submitted essay (60%). More than two unexcusedabsences 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 presentations are delivered using PowerPoint slides andInternet resources. The handouts are downloadable in PDF format.
【Others】
Successful applicants must be knowledgeable and enthusiastic
about the seminar theme. They are expected to have completed
200-level linguistics courses with a good understanding.
【Prerequisite】
No prerequisite is required.

— 282 —

グローバル教養学部 発行日：2023/5/1

LIN400ZA

6

Current Use ofEnglish in Japan

7

Preparation for
Seminar Papers
Overview of Further
Studies
Students’ Presntation(Part 1)Students’ Presntation(Part 2)Students’ Presntation(Part 3)
Editing (Part 1)
Editing (Part 2)
Conclusion

Seminar: Diversity of English II
Yutai Watanabe

8Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 4/Fri.4

9

その他属性：〈優〉

10【Outline and objectives】
English is the most common international language in business,
education and mass media, and is used by more than one billion
people in the world as L2 speakers alone. The fall semester
focuses on the use of English in the Expanding Circle, particularly
in mainland Europe and Japan. We compare the two regionsin the users’ ideologies and attitudes towards L1 English as thetarget in teaching/learning and English as a lingua franca (ELF).
Through the process of individual or collaborative research, we also
discuss a variety of sociolinguistic issues: societal multilingualism
and individual plurilingualism, Euro-English, CEFR and linguistic
landscapes, etc.
【Goal】
By the end of the course, students will:(1) learn the current use of English in the Expanding Circle,(2) understand the tenet of English as a lingua franca,(3) develop a critical view of monolinguals as the norm, and(4) get used to collecting and analysing data for research purposes.
【Which item of the diploma policy will be obtained by taking thisclass?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This seminar is presentation and discussion oriented: Students
take turns to review a book chapter or journal article assignedby the instructor, noting key terms and concepts, which could
be proactively studied by consulting reference materials. The
other students in the class contribute to the discussion with theirquestions and observations. Detailed comments and suggestions
for further study are provided at the end of each presentation. All
students are expected to write a short or extended essay on theirchosen topic towards the end of the 3rd or 4th year, respectively.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview
Course Overview
2
Project Introduction
Introducing each research
project
3
Review
Review of previous studies
4Euro-English and(1) Euro-English (Jenkins et al.,Attitudes towards
2001)
English in Mainland (2) Conceptualising English in
EuropeEurope (Motschenbacher, 2016)(3) EU teachers’ views on ELF(Groom, 2012)(4) German and Swedish
teachers’ attitudes (Mohr et al.,2019)
5
English Education in (1) The Suggested Course ofJapan
Study in English(2) CEFR and private-sector
English tests for university
admission(3) Sample analysis of highschool textbooks(4) English as a medium of
instruction (EMI) in universities

11
12
13
14

(1) Business and employment(2) Media and show business(3) Linguistic landscapes
Questions and suggestions
Further studies and references
Oral presentation and discussion
Oral presentation and discussion
Oral presentation and discussion
Support for writing papers
Support for writing papers(1) Final discussion and future
perspectives(2) Submission of the seminar
papers【Work to be done outside of class (preparation, etc.)】
Students are required to read in advance the references postedon the course website and the handouts emailed by presenters.
Preparatory study and review time for this course are 4 hours each.
【Textbooks】
No textbooks are used. All handouts are posted on the course
website, while additional materials will be provided in theclassroom.
【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.
Routledge.
Jenkins, J. (2015). Global Englishes: A resource book for students(3rd ed.). Routledge.
【Grading criteria】
Evaluation will be based on class discussion (10%), presentation(30%) and a submitted essay (60%). More than two unexcusedabsences 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 presentations are delivered using PowerPoint slides andInternet resources. The handouts are downloadable in PDF format.
【Others】
Successful applicants must be knowledgeable and enthusiastic
about the seminar theme. They are expected to have studied, or
be currently studying, 200-level linguistics courses with a goodunderstanding.
【Prerequisite】
No prerequisite is required.

— 283 —

グローバル教養学部 発行日：2023/5/1
13

EDU400ZA

Seminar: Language Teaching and Learning I

14

Machiko Kobori
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 5/Tue.5
その他属性：〈優〉【Outline and objectives】
The course is for students wanting to explore effective language teaching
and learning both face-to-face and online, targeting various types ofsecond language (L2) learners inside and outside the school language
classroom. It focuses on core issues affecting L2 education, such as
L2 motivational strategies for successful achievement in learning L2s
within the context of second language acquisition (SLA). Its purpose is
to give an insight into the educational and second language learning(SLL) theory: issues on L2 learners, teaching methods and approaches,teaching materials, lesson planning for educators, and educational
specific skills for explaining how to elicit and maintain L2 learners’
motivation, etc. It also provides opportunities for developing practicaltechniques that motivate L2 learners, and examining, reflecting on
and discussing significant aspects of successful language teaching andlearning. It encourages the students to consider how they can contributeto learner achievement and to establish their own career paths in therelated educational fields within the global context.
【Goal】
The course provides opportunities to:
1. Learn challenging issues of language teaching and learning withinvarious contexts of L2 education.
2. Acquire theoretical knowledge of motivational strategies in L2
education.
3. Examine how L2 education is implemented effectively with theexpertise of SLA.
4. Discuss how the L2 motivational strategies are connected totheoretical aspects of SLL.
5. Practice basic ideas for effective L2 teaching within the global
context.
【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)】Presentations, the related tasks and activities and fieldwork arerequired for the completion of this course; students are required tochoose one of the course topics, make a presentation and complete aseminar paper on it. They are also required to plan their face-to-faceand online language courses/lessons and implement them in educationalorganisations. Submission of the final requirements and feedback will
be dealt with in seminar class and on the learning management systems(HOPPII, etc.).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Studies of SLA (1)Issues in SLA and Bilingualism (1)3Studies of SLA (2)Issues in SLA and Bilingualism (2)4Studies of SLA (3)Issues in SLA and Bilingualism (3)5Studies of Effective
Issues in the theory of teaching
Teaching (1)conditions (1)6Studies of Effective
Issues in the theory of teaching
Teaching (2)conditions (2)7Studies of Effective
Issues in the theory of motivational
Teaching (3)factors.
8
Studies of L2
Issues in the practice of L2
Motivational Strategies teaching methods and approaches
(1)
(1)
9
Studies of L2
Issues in the practice of L2
Motivational Strategies teaching methods and approaches
(2)
(2)
10
Studies of L2
Issues in the practice of creating
Motivational Strategies teaching materials (1)(3)
11Studies of L2
Issues in the practice of creating
Motivational Strategies teaching materials (2)(4)
12Studies of L2
Issues in the practice of planning
Motivational Strategies lessons (1)(5)

Studies of L2
Issues in the practice of planning
Motivational Strategies lessons (2)(6)
Consolidation ofReviews and discussion
Seminar Ⅰ【Work to be done outside of class (preparation, etc.)】
1. Every week before class, students are required to comprehend theassigned readings and be ready for making presentations and group
discussions on related topics in class.
2. Preparatory study and review time for this class are 4 hours each.
【Textbooks】
1.
Baker, C. (2021).
Foundation of Bilingual Education and
Bilingualism. Multilingual Matters.
2. Dörnyei, Z. (2001). Motivational strategies in the language classroom.
Cambridge UP.
3. Kyriacou, C. (2009). Effective teaching in schools: Theory and practice.
Oxford UP.
4. Mitchell, R., Myles, F., & Marsden, E. (2019).Second language
learning theories. Hodder Education.
【References】
1. Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity andthe L2 self. Multilingual Matters.
2. Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching
motivation. Cambridge UP.
3. Dörnyei, Z. (2020). Innovations and challenges in language learning
motivation. Routledge.
4. Larsen-Freeman, D. & Anderson, M. (2011). Techniques andprinciples in language teaching. Oxford UP.
5. VanPatten, B., Smith, M., & Benati, A. (2020). Key questions insecond language acquisition. Cambridge UP.
6. Walker, R. & Adelman, C. (1992). A guide to classroom observation.
Routledge.
7. Schunk, D. H. (2016). Handbook of self-regulation of learning andperformance. (2nd ed.). Routledge.
【Grading criteria】
Evaluation will be based on:
1. Class participation (10%)
2. Presentation (20%)
3. Writing assignment (40%)
4. Educational practices (30%)
【Changes following student comments】
More frequent and detailed notifications regarding class activities andtasks will be given in order to 1) avoid causing any difficulties in getting
access to important information about the course, and 2) allow students
to prepare for class discussions, final requirements, etc.
【Equipment student needs to prepare】
Use a laptop in class, get lecture materials, etc. in HOPPII.
【Others】
1. Students are expected to be actively involved in different typesof seminar activities, including fieldwork for L2 education targeting
different types of L2 learners in ages and proficiency levels for assuring
the related studies examined in seminar class.
2. Information about schedules of the seminar activities is provided
and discussed in class: visiting and running language courses/classes inschools, etc.
3. Students are recommended to have completed at least one of thecourses presented below:ⅰ）English Teaching in Primary School advancedⅱ）Language Education in the Digital Eraⅲ）Second Language Acquisition【Prerequisites】
Required to complete at least one of the courses presented below (taught
by the seminar instructor):
1. TESOL Ⅰ, Ⅱ, Ⅲ, or Ⅳ
2. Comparative Education
3. English Teaching in Primary School— 284 —

グローバル教養学部 発行日：2023/5/1
13

EDU400ZA

Seminar: Language Teaching and Learning I

14

Machiko Kobori
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 6/Tue.6
その他属性：〈優〉【Outline and objectives】
The course is for students wanting to explore effective teaching andlearning within the context of the second language (L2) education. It
focuses on issues affecting L2 education, especially in the language
classroom, such as L2 motivation and different motivational strategies
for fulfilling successful achievement in learning L2s. Its purpose is
to give an insight into the educational theory, teaching methods andapproaches, teaching materials, lesson planning for educators, andeducational specific skills for explaining how to elicit and maintainL2 learners’ motivation. It also provides opportunities for developing
practical techniques that motivate language learners, and examining,reflecting on and discussing significant aspects of successful language
teaching and learning. It encourages the students to consider how
they can contribute to learner achievement and to establish their career
paths in the related educational fields within the global context.
【Goal】
The course provides opportunities to:
1. acquire theoretical knowledge of motivational strategies in L2
education.
2. examine the connection between motivational strategies and L2
learning conditions.
3. learn the challenging issues in language teaching and learning
4. examine how the expertise of motivational strategies are effectively
introduced to L2 education.
5. practice basic ideas for effective L2 teaching.
【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 presentation, writing assignment, and the related tasks andactivities are required for the completion of this course; students
are to choose one of the course topics and are required to make apresentation and complete a seminar paper. They are also required toplan their language courses/lessons and implement them in educationalorganisations. Submission of the final requirements and feedback will
be on the learning management systems (HOPPII, etc.).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Studies of Effective
Issues in the theory of L2 teachers
Teaching (1)3Studies of Effective
Issues in teaching methodology
Teaching (2)4Studies of Effective
Issues in the theory of creating
Teaching (3)teaching materials
5
Studies of Effective
Issues in the theory of teaching
Teaching (4)conditions
6
Studies of Effective
Issues in the theory of planning
Teaching (5)lessons7
Studies of Effective
Reviews and discussion (1)Teaching (6)8Studies of L2
Issues in the practice of L2
Motivational Strategies teaching methods and approaches
(1)
(1)
9
Studies of L2
Issues in the practice of L2
Motivational Strategies teaching methods and approaches
(2)
(2)
10
Studies of L2
Issues in the practice of creating
Motivational Strategies teaching materials (1)(3)
11Studies of L2
Issues in the practice of creating
Motivational Strategies teaching materials (2)(4)
12Studies of L2
Issues in the practice of planning
Motivational Strategies lessons(5)

Studies of L2
Reviews and discussion (2)Motivational Strategies(6)
Consolidation ofReviews and discussion (3)Seminar Ⅰ【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.
2. Preparatory study and review time for this class are 4 hours each.
【Textbooks】
1. Dörnyei, Z. (2001). Motivational strategies in the language classroom.
Cambridge UP.
2. Kyriacou, C. (2009). Effective teaching in schools: Theory and practice.
Oxford UP.
【References】
1. Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity andthe L2 self. Multilingual Matters.
2. Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching
motivation. Cambridge UP.
3. Dörnyei, Z. (2020). Innovations and challenges in language learning
motivation. Routledge.
4. Larsen-Freeman, D. & Anderson, M. (2011). Techniques andprinciples in language teaching. Oxford UP.
5. Walker, R. & Adelman, C. (1992). A guide to classroom observation.
Routledge.
6. Schunk, D. H. (2016). Handbook of self-regulation of learning andperformance. (2nd ed.). Routledge.
【Grading criteria】
Evaluation will be based on:
1. Class participation (10%)
2. Presentation (20%)
3. Writing assignment (40%)
4. Educational practices (30%)
More than 2 unexcused absences will result in failure of this course.
【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】
Use a laptop in class, get lecture materials, etc. in HOPPII.
【Others】
1. Students are required to practice L2 teaching as seminar activities
targeting L2 learners at different ages and levels for assuring L2
motivational theories and strategies.
2.
Information about schedules of the seminar activities areprovided and discussed in the class: visiting and running language
courses/classes in schools, etc.
3. The courses presented below to be recommended to take:a. Language Education in the Digital Era
b. Second Language Acquisition【Prerequisite】
At least one of the courses presented below:
1. TESOL Ⅰ, Ⅱ, Ⅲ, & Ⅳ
2. Comparative Education
3. English Teaching in Primary School
4. English Teaching in Primary School advanced— 285 —

グローバル教養学部 発行日：2023/5/1

EDU400ZA

Seminar: Language Teaching and Learning II
Machiko Kobori
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 5/Tue.5
その他属性：〈優〉【Outline and objectives】
The course is for students wanting to explore effective language teaching
and learning both face-to-face and online, targeting various types ofsecond language (L2) learners inside and outside the school language
classroom. It focuses on core issues affecting L2 education within thecontext of second language acquisition (SLA). It gives an insight into theeducational and second language learning (SLL) theory: issues on L2
learners, teaching methods and approaches, teaching materials, lesson
planning for educators, and educational specific skills for explaining
how to elicit and maintain L2 learners’ motivation, etc. It also
provides opportunities for developing practical techniques to examine
and analyse significant aspects of language teaching and learning:
students are encouraged to focus on the related topics of L2 educationand design their own research studies. It encourages the students
to consider how they can contribute to learner achievement and toestablish their own career paths in the related educational fields within
the global context.

12

Research Design (6)13Consolidation (1)14Consolidation (2)Essay writing: presentation anddiscussion (3)Theories and research studies in
L2 education: review anddiscussion (1)Theories and research studies in
L2 education: review anddiscussion (2)【Work to be done outside of class (preparation, etc.)】
1. Every week before class, students are required to comprehend theassigned readings and be ready for making presentations and group
discussions on related topics in class.
2. Preparatory study and review time for this class are 4 hours each.
【Textbooks】
1. Creswell, W. J. & Creswell, J. D. (2018). Research Design. (5th ed).
SAGE.
2. Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity andthe L2 self. Multilingual Matters.
【References】
1. Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language
research: construction, administration, and processing. Routledge.
2. Larsen-Freeman, D. & Anderson, M. (2011). Techniques andprinciples in language teaching. Oxford UP.
3. Mitchell, R., Myles, F., & Marsden, E. (2019).Second language
learning theories. Hodder Education.
4. VanPatten, B., Smith, M., & Benati, A. (2020). Key questions insecond language acquisition. Cambridge UP.
5. Schunk, D. H. (2016). Handbook of self-regulation of learning andperformance. (2nd ed.). Routledge.

【Goal】
The course provides opportunities to:
1. Learn challenging issues of language teaching and learning withinvarious contexts of L2 education.
2. Acquire theoretical knowledge of various L2 educational studies.
3. Examine how L2 education is implemented effectively with theexpertise of the L2 educational studies.
4. Discuss how the L2 educational studies are examined appropriately
through different research approaches.
5. Practice basic ideas for conducting research studies on L2 education
within the global context.

【Grading criteria】
Evaluation will be based on:
1. Class participation (10%)
2. Presentation (20%)
3. Writing assignment (40%)
4. Educational practices (30%)

【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”.

【Equipment student needs to prepare】
Use a laptop in class, get lecture materials, etc. in HOPPII.

【Method(s)】Presentations, the related tasks and activities and fieldwork arerequired for the completion of this course; students are required tochoose one of the course topics, make a presentation and complete aseminar paper on it. They are also required to plan their face-to-faceand online language courses/lessons and implement them in educationalorganisations. Submission of the final requirements and feedback will
be dealt with in seminar class and on the learning management systems(HOPPII, etc.).

【Others】
1. Students are expected to be actively involved in different typesof seminar activities, including fieldwork for L2 education targeting
different types of L2 learners in ages and proficiency levels for assuring
the related studies examined in seminar class.
2. Information about schedules of the seminar activities is provided
and discussed in class: visiting and running language courses/classes inschools, etc.
3. Students are recommended to have completed at least one of thecourses presented below:ⅰ）English Teaching in Primary School advancedⅱ）Language Education in the Digital Eraⅲ）Second Language Acquisition【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Exploring L2
Review of second language learning
Education Researchtheories (1)Studies (1)3Exploring L2
Review of second language learning
Education Researchtheories (2)Studies (2)4Exploring L2
Review of the theoretical
Education Research
perspective of motivation andStudies (3)teaching (1)5Exploring L2
Review of the theoretical
Education Research
perspective of motivation andStudies (4)teaching (2)6Exploring L2
Reviews and discussion
Education ResearchStudies (5)7Research Design (1)Essay writing: topics and methods(1)8
Research Design (2)Essay writing: topics and methods(2)
9
Research Design (3)Essay writing: topics and methods(3)
10
Research Design (4)Essay writing: presentation anddiscussion (1)11Research Design (5)Essay writing: presentation anddiscussion (2)【Changes following student comments】
More frequent and detailed notifications regarding class activities andtasks will be given in order to 1) avoid causing any difficulties in getting
access to important information about the course, and 2) allow students
to prepare for class discussions, final requirements, etc.

【Prerequisites】
Required to complete:
Seminar: Language Teaching and Learning Ⅰ— 286 —

グローバル教養学部 発行日：2023/5/1
14

EDU400ZA

Seminar: Language Teaching and Learning II

Consolidation (2)Theories and research studies in
L2 education: review anddiscussion (2)【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.
2. Preparatory study and review time for this class are 4 hours each.

Machiko Kobori
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 6/Tue.6
その他属性：〈優〉【Outline and objectives】
The course is for students wanting to explore effective teaching andlearning within the context of the second language (L2) education. It
focuses on issues affecting L2 education, especially in the language
classroom, such as L2 motivation and different motivational strategies
for fulfilling successful achievement in learning L2s. Its purpose is
to give an insight into the educational theory, teaching methods andapproaches, teaching materials, lesson planning for educators, andeducational specific skills for explaining how to elicit and maintainL2 learners’ motivation. It also provides opportunities for developing
practical techniques that motivate language learners, and examining,reflecting on and discussing significant aspects of successful language
teaching and learning. It encourages the students to consider how
they can contribute to learner achievement and to establish their career
paths in the related educational fields within the global context.
【Goal】
The course provides opportunities to:
1. acquire theoretical knowledge of motivational strategies in L2
education.
2. examine the connection between motivational strategies and L2
learning conditions.
3. learn the challenging issues in language teaching and learning
4. examine how the expertise of motivational strategies are effectively
introduced to L2 education.
5. practice basic ideas for effective L2 teaching.
【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 presentation, writing assignment, and the related tasks andactivities are required for the completion of this course; students
are to choose one of the course topics and are required to make apresentation and complete a seminar paper. They are also required toplan their language courses/lessons and implement them in educationalorganisations. Submission of the final requirements and feedback will
be on the learning management systems (HOPPII, etc.).

【Textbooks】
1. Creswell, W. J. & Creswell, J. D. (2018). Research Design. (5th ed).
SAGE.
2. Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity andthe L2 self. Multilingual Matters.
【References】
1. Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language
research: construction, administration, and processing. Routledge.
2. Schunk, D. H. (2016). Handbook of self-regulation of learning andperformance. (2nd ed.). Routledge.
【Grading criteria】
Evaluation will be based on:
1. Class participation (10%)
2. Presentation (20%)
3. Writing assignment (40%)
4. Educational practices (30%)
More than 2 unexcused absences will result in failure of this course.
【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】
Use a laptop in class, get lecture materials, etc. in HOPPII.
【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.
3. The courses presented below to be recommended to take:a. Language Education in the Digital Era
b. Second Language Acquisition【Prerequisite】
1. Seminar: Language Teaching and Learning Ⅰ
2. At least one of the courses presented below:
a. TESOL Ⅰ, Ⅱ, Ⅲ, & Ⅳ
b. Comparative Educationc. English Teaching in Primary Schoold. English Teaching in Primary School advanced【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Exploring L2
Review of the theoretical
Education Research
perspective of motivation andStudies (1)learning (1)3
Exploring L2
Review of the theoretical
Education Research
perspective of motivation andStudies (2)learning (2)4Exploring L2
Review of the theoretical
Education Research
perspective of motivation andStudies (3)teaching (1)5Exploring L2
Review of the theoretical
Education Research
perspective of motivation andStudies (4)teaching (2)6Exploring L2
Reviews and discussion
Education ResearchStudies (5)7Research Design (1)Essay writing: topics and methods(1)8
Research Design (2)Essay writing: topics and methods(2)
9
Research Design (3)Essay writing: topics and methods(3)
10
Research Design (4)Essay writing: presentation anddiscussion (1)11Research Design (5)Essay writing: presentation anddiscussion (2)12Research Design (6)Essay writing: presentation anddiscussion (3)13Consolidation (1)Theories and research studies in
L2 education: review anddiscussion (1)— 287 —

グローバル教養学部 発行日：2023/5/1【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 withall this work to make the seminar work for them and other students.
Preparatory study and review time for this 4-credit class are at least 4
hours each.

SOC400ZA

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
その他属性：〈優〉〈Ｓ〉【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 related to race, class, gender, sexuality, nationality
and so on, 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 aparticularly 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)】Since this course is a seminar, it is taught primarily through student
presentations and discussions. Students deliver presentations on
selected readings as well as on their own research. Further, they also
engage in discussions based on critical reading of extant research andtheories, as well as on current relevant social issues. Feedback is given
orally after each presentation and discussion, and comments are given
to individual students on every assignment submitted.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Overview
Overview
2
Doing Social Research Overview of social research
Critiquing Academic
Learning to critique a journalWorks
article3
Reading on
Student presentation andIntersectionality (1)discussion of a reading relevant tointersectionality
4
Reading on
Student presentation andIntersectionality (2)discussion of a reading relevant tointersectionality
5
Research Proposal
Student presentation of researchinterests and topics
Learning to use library resourcesin research
6
Research Reading and Presentation and discussion of a
Discussion (1)reading related to students’research
7
Research Reading and Presentation and discussion of a
Discussion (2)reading related to students’research
8
Research Reading and Presentation and discussion of a
Discussion (3)reading related to students’research
9
Research Reading and Presentation and discussion of a
Discussion (4)reading related to students’research
10
Research Reading and Presentation and discussion of a
Discussion (5)reading related to students’research
11
Research Reading and Presentation and discussion of a
Discussion (6)reading related to students’research
12
Research Workshop
Individual consultations on
and Consultation
research project
13
Research Paper
Student presentations andPresentations (1)discussion of research
14
Research Paper
Student presentations andPresentations (2)discussion of research【Textbooks】
No textbook will be used. Copies of journal articles and book chapterswill be distributed in class and uploaded on the Hosei Learning
Management System.
【References】
Collins, P. (2019). Intersectionality as critical theory. Durham, N.C.:
Duke University Press.
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 (8%)
Reading presentations and discussant presentation (18%)
Critiques on readings (20%)
Research topic presentation and research paper presentation (14%)
Research paper (40%)
【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.
【Others】
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.
【Prerequisite】
See "Others".

— 288 —

グローバル教養学部 発行日：2023/5/1【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 withall this work to make the seminar work for them and other students.
Preparatory study and review time for this 4-credit class are at least 4
hours each.

SOC400ZA

Seminar: Intersectionality: Multiple Inequalities I
Diana Khor
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 5/Mon.5
その他属性：〈優〉〈Ｓ〉【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 related to race, class, gender, sexuality, nationality
and so on, 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 aparticularly 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)】Since this course is a seminar, it is taught primarily through student
presentations and discussions. Students deliver presentations on
selected readings as well as on their own research. Further, they also
engage in discussions based on critical reading of extant research andtheories, as well as on current relevant social issues. Feedback is given
orally after each presentation and discussion, and comments are given
to individual students on every assignment submitted.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Overview
Overview
2
Doing Social Research Overview of social research
Critiquing Academic
Learning to critique a journalWorks
article3
Reading on
Student presentation andIntersectionality (1)discussion of a reading relevant tointersectionality
4
Reading on
Student presentation andIntersectionality (2)discussion of a reading relevant tointersectionality
5
Research Proposal
Student presentation of researchinterests and topics
Learning to use library resourcesin research
6
Research Reading and Presentation and discussion of a
Discussion (1)reading related to students’research
7
Research Reading and Presentation and discussion of a
Discussion (2)reading related to students’research
8
Research Reading and Presentation and discussion of a
Discussion (3)reading related to students’research
9
Research Reading and Presentation and discussion of a
Discussion (4)reading related to students’research
10
Research Reading and Presentation and discussion of a
Discussion (5)reading related to students’research
11
Research Reading and Presentation and discussion of a
Discussion (6)reading related to students’research
12
Research Workshop
Individual consultations on
and Consultation
research project
13
Research Paper
Student presentations andPresentations (1)discussion of research
14
Research Paper
Student presentations andPresentations (2)discussion of research【Textbooks】
No textbook will be used. Copies of journal articles and book chapterswill be distributed in class and uploaded on the Hosei Learning
Management System.
【References】
Collins, P. (2019). Intersectionality as critical theory. Durham, N.C.:
Duke University Press.
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 (8%)
Reading presentations and discussant presentation (18%)
Critiques on readings (20%)
Research topic presentation and research paper presentation (14%)
Research paper (40%)
【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.
【Others】
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.
【Prerequisite】
See "Others".

— 289 —

グローバル教養学部 発行日：2023/5/1
14

SOC400ZA

Seminar: Intersectionality: Multiple Inequalities II

Research Paper
Presentations (2)Research paper presentations anddiscussions【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. Preparatory study andreview time for this 4-credit class are at least 4 hours each.

Diana Khor
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 4/Mon.4
その他属性：〈優〉〈Ｓ〉【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 related to race, class, gender, sexuality, nationality
and so on, 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, withthe same 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. Feedback is given orally after
each presentation and discussion, and comments are given to individual
students on every assignment submitted. Talks by seminar alumnion their careers and connection of the seminar to their work will bescheduled in November and December. An updated schedule will be
provided in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Overview
Overview
2
Research Workshop (1) Students will do in-class exercisesand discuss published research toprepare them to conduct their own
research
3
Research Workshop (2) Students will do in-class exercisesand discuss published research toprepare them to conduct their own
research
4
Research Reading and Presentation and discussion of a
Discussion (1)reading related to students’research
5
Research Reading and Presentation and discussion of a
Discussion (2)reading related to students’research
6
Research in Progress
Research paper progress report andhelp session
Decision on individual researchreadings in the second half of theseminar7
Seminar Reading (1)Student presentation anddiscussion on a reading relevant tointersectionality
8
Seminar Reading (2)Student presentation anddiscussion on a reading relevant tointersectionality
9
Research Reading and Presentation and discussion of a
Discussion (3)reading related to students’research
10
Research Reading and Presentation and discussion of a
Discussion (4)reading related to students’research
11
Research Reading and Presentation and discussion of a
Discussion (5)reading related to students’research
12
Research Workshop
Individual consultation and peer
and Consultation
critique on research project
13
Research Paper
Research paper presentations andPresentations (1)discussions【Textbooks】
No textbook will be used. Copies of journal articles and book chapterswill be distributed in class and uploaded on the Hosei Learning
Management System.
【References】
Collins, P. (2019). Intersectionality as critical theory. Durham, N.C.:
Duke University Press.
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 (8%)
Reading presentations and discussant presentation (18%)
Critiques on readings (20%)
Research-in-progress presentation, peer critique, and research paper
presentation (14%)
Research paper (40%)
【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.
【Others】
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.
【Prerequisite】
See "Others".

— 290 —

グローバル教養学部 発行日：2023/5/1【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. Preparatory study andreview time for this 4-credit class are at least 4 hours each.

SOC400ZA

Seminar: Intersectionality: Multiple Inequalities II
Diana Khor
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 5/Mon.5
その他属性：〈優〉〈Ｓ〉【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 related to race, class, gender, sexuality, nationality
and so on, 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, withthe same 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. Feedback is given orally after
each presentation and discussion, and comments are given to individual
students on every assignment submitted.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Overview
Overview
2
Research Workshop (1) Students will do in-class exercisesand discuss published research toprepare them to conduct their own
research
3
Research Workshop (2) Students will do in-class exercisesand discuss published research toprepare them to conduct their own
research
4
Research Reading and Presentation and discussion of a
Discussion (1)reading related to students’research
5
Research Reading and Presentation and discussion of a
Discussion (2)reading related to students’research
6
Research in Progress
Research paper progress report andhelp session
Decision on individual researchreadings in the second half of theseminar7
Seminar Reading (1)Student presentation anddiscussion on a reading relevant tointersectionality
8
Seminar Reading (2)Student presentation anddiscussion on a reading relevant tointersectionality
9
Research Reading and Presentation and discussion of a
Discussion (3)reading related to students’research
10
Research Reading and Presentation and discussion of a
Discussion (4)reading related to students’research
11
Research Reading and Presentation and discussion of a
Discussion (5)reading related to students’research
12
Research Workshop
Individual consultation and peer
and Consultation
critique on research project
13
Research Paper
Research paper presentations andPresentations (1)discussions
14
Research Paper
Research paper presentations andPresentations (2)discussions【Textbooks】
No textbook will be used. Copies of journal articles and book chapterswill be distributed in class and uploaded on the Hosei Learning
Management System.
【References】
Collins, P. (2019). Intersectionality as critical theory. Durham, N.C.:
Duke University Press.
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 (8%)
Reading presentations and discussant presentation (18%)
Critiques on readings (20%)
Research-in-progress presentation, peer critique, and research paper
presentation (14%)
Research paper (40%)
【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.
【Others】
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.
【Prerequisite】
See "Others".

— 291 —

グローバル教養学部 発行日：2023/5/1
11

PSY400ZA

Seminar: Self and Culture I

1213

Yu Niiya
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 3/Mon.3
その他属性：〈優〉【Outline and objectives】
The focus of this seminar is on a deeper understanding and analysis
of how the self and culture shape how we feel, think, and behave, bydrawing on empirical literature in social and cultural psychology. In
both the spring and fall semesters, the seminar will meet once a week for
2 periods. In the spring, class time will be devoted to group discussions
on assigned readings that examine the impact of social media on our
psychological well-being and interpersonal relationships. Students will
discuss whether social media can create fulfilling social connections,
whether dependence on social media is really problematic, how culture
shapes social media usage and its influence on our well-being, andwhether how social media could be used to promote online and offline
prosocial behaviors. Through readings and discussions, students will
go beyond the simple debate that social media helps or impedes humaninteractions. In addition, third year students will decide on the researchquestions, hypotheses, and theories of the research they will pursue inthe seminar. Fourth year students will collect data, run an experimentor a survey, and will analyze them using a statistical package of theirchoice (JASP, HAD, SPSS, or R).
【Goal】
Upon completion of the course, students are expected to achieve thefollowing goals:(a) To learn how social psychology can help understand our behaviors
and decisions 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.
【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 pedagogical strategies including studentled weekly class discussions and presentations. Students will receive
oral and written feedback on their presentations and weekly reaction
papers.

14

Cultural Differences in
Social Media Behaviors(2)
Prosocial Behaviors on
Social Media
Consequences of
Online Prosocial
Behaviors
Final Synthesis

Does culture influence the way
social media affects our
psychology?
Can social media encourage
prosocial behaviors?
Do online prosocial behaviors
increase offline prosocial
behaviors?
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
bi-weekly reaction papers, and post them on the course website by thedesignated date. Those assigned to lead discussions will further prepare
the summaries of the readings and discussion questions. Third year
students will formulate research questions and hypotheses based on acomprehensive review of relevant literature on the topic. Fourth year
students are expected to run their survey or experiment and collect data
for their graduation thesis. Preparatory study and review time for thisclass are 4 hours each.
【Textbooks】
none【References】
The weekly readings and other resources will be posted on the course
website.
Hacker, D. & Sommers, N. (2020).A pocket style manual. (8th ed.). APA
Version.
【Grading criteria】
Students are evaluated based on weekly reaction papers (30%), active
participation in class discussion (20%), final synthesis paper (10%),and progress on their research project (30%). In addition, third year
students are evaluated based on leading the discussion (10%) whereas
fourth year students will be evaluated based on the research support
they provide to third year students (10%).
【Changes following student comments】
Some students felt rushed during the discussion. We will meet 2 periods
in a row to allow more time for in-depth discussion.
【Equipment student needs to prepare】
Students must get the login information for PyscINFO database fromthe library.
【Others】
Students are strongly encouraged to have successfully completed thefollowing courses prior to joining this seminar: Statistics, Social
Psychology I and II, and Quantitative Research Methods. If students
have not taken these (or equivalent) courses, they are required totake them in conjunction with this seminar. Instructor’s permission isrequired.
【Prerequisites】
none【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andShare course overview,
Overview
expectations, and requirements
2
Psychology of Social
Overview of psychological researchMedia
on social media
3
Can Social Media
What do humans need to flourish?
Create Fulfilling Social
Connections? (1)4
Proposing Research
Discussing students’ research
Ideas (1)proposals
5
Can Social Media
What needs can be fulfilled throughCreate Fulfilling Social social media?
Connections? (2)6
Are We Getting Too
What are the negative
Dependent on Social
consequences of using social media?
Media? (1)7
Proposing Research
Discussing students’ research
Ideas (2)proposals
8
Are We Getting Too
Are the “negative” consequences
Dependent on Social
really negative?
Media? (2)9Cultural Differences in How does culture shape social
Social Media Behaviors media use?
(1)
10
Proposing Research
Discussing students’ research
Ideas (3)proposals— 292 —

グローバル教養学部 発行日：2023/5/1
11

PSY400ZA

Seminar: Self and Culture I
12

Yu Niiya
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 4/Mon.4
その他属性：〈優〉【Outline and objectives】
The focus of this seminar is on a deeper understanding and analysis
of how the self and culture shape how we feel, think, and behave, bydrawing on empirical literature in social and cultural psychology. In
the spring, the seminar will meet once a week for 2 periods whereas in
the fall, it will meet twice a week on two different days. In the spring,class time will be devoted to group discussions on assigned readingsthat examine the differing consequences of helping with a self- vsother-oriented motivation. Students will discuss what benefits and costs
helping have to each of these motivations, whether these motivations
help matters in the quantity and quality of help provided, and whether
the cultural dimensions of independence vs. interdependence map
onto the self- vs other-motivation for helping. Through readings
and discussions, students will gain a deeper understanding of human
psychology that governs prosocial interactions.

13

14

Is independence
associated with self- orother-oriented
compassion?
How can we improve
prosocial motivation?
Part 1
How can we improve
prosocial motivation?
Part 2
Final Synthesis

Distinguishing the self- andother-oriented motivation fromindependent cultural construct
Discussing ways to improve
prosocial motivation 1
Discussing ways to improve
prosocial motivation 2
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 discussions will further prepare
the summaries of the readings and discussion questions. Fourth year
students are expected to run their survey or experiment and collect data
for their honor’s thesis. Preparatory study and review time for this classare 4 hours each.
【Textbooks】
Zaki, J. (2021). The war for kindness: Building empathy in a fractured
world. Robinson.
【References】
Harris, S. R. (2014). How to critique journal articles in the social
sciences. Los Angeles, CA: Sage.
The weekly readings and other resources will be posted on the course
website.

【Goal】
Upon completion of the course, students are expected toachieve the following goals:(a) to learn how social psychology can help understand our behaviors
and decisions 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 (25%), active
participation in class discussion (25%), leading the discussion (20%),
midterm presentation (10%), and a final research paper (20%).

【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”.

【Prerequisite】
Students must have successfully completed one or more from thefollowing: Statistics, Social Psychology I or II, and Quantitative
Research Methods (Social Research Methods).Instructor’s permission isrequired.

【Method(s)】This course combines several different kinds of pedagogical strategies
including student-led weekly class discussions and presentations.
Students will receive oral and written feedback on their presentations
and weekly reaction papers.

【Changes following student comments】
Some students felt rushed during the discussion. We will meet 2 periods
in a row to allow more time for in-depth discussion.
【Equipment student needs to prepare】
Students must get the login information for PyscINFO database fromthe library.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
Theories on
Discussing theories and researchcompassionate goals
on two fundamental interpersonalgoals
3Self- versus
Discussing the theoreticalother-oriented
framework of self- vs.
motivation
other-oriented social motivation
4
Consequences of selfIdentifying the consequences ofand other-oriented
self- and other-oriented motivation
motivation
to help
5
Does the difference
Questioning the dichotomy
between self- andbetween self- and other-oriented
other-oriented
motivations
motivation reallymatter?
6
Impression
Discussing the consequences ofmanagement motives
helping others with the motivation
to appear good7
Benefits of compassion Understanding how helping others
to self
can benefit the self
8
Midterm synthesis
Group presentations on what
students have learned so far
9Benefits of compassion Discussing how compassion can
at workincrease work productivity
10
Is interdependence
Distinguishing the self- andassociated with self- or other-oriented motivation fromother-oriented
interdependent cultural constructcompassion?

— 293 —

グローバル教養学部 発行日：2023/5/1

PSY400ZA

Seminar: Self and Culture II
Yu Niiya
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 3/Mon.3
その他属性：〈優〉【Outline and objectives】
The focus of this seminar is on a deeper understanding and analysis of
how the self and culture shape how we feel, think, and behave, drawing
on empirical literature in social and cultural psychology. In both thespring and fall semesters, the seminar will meet once a week for 2
periods. In the fall, class time will be devoted to group discussions on
assigned readings related to students’ research interest as well as togroup discussions on student led research. Third year students will
design and prepare an experiment or a survey to be conducted thefollowing year; fourth year students will analyze their data and writea research paper in APA-style. Students will receive guidance on eachstep of research, from identifying and refining a research question,
conducting a literature review, to creating a questionnaire, analyzing
data, and reporting their results.

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete all the reading assignments, write
reaction papers, and post them on the course website by the designateddate. Those assigned to lead discussions will further prepare thesummaries of the readings and discussion questions. Third year
students will design an experimental or survey study, prepare researchmaterials, and write up a research proposal. Fourth year students
will collect and analyze data, and write up their graduation thesis.
Preparatory study and review time for this class are 4 hours each.
【Textbooks】
None.
【References】
Readings and other resources will be provided on the course website.
Additional references will be introduced in class.
Hacker, D. & Sommers, N. (2020).A pocket style manual. (8th ed.). APA
Version.
【Grading criteria】
Students are evaluated based on weekly reaction papers (30%), active
participation in class discussion (20%), and progress on their research
project (50% total). Research progress is assessed in the following
manner for third year students: weekly reports (30%) and final research
proposal (20%). Fourth year students are required to go through at least
three rounds of revisions in writing their graduation theses, gradedas follows: punctually submitting and revising each sections (10%),punctually submitting their first draft (10%), and the quality of their
final draft (30%).

【Goal】
Upon completion of the course, students are expected to achieve thefollowing goals:(a) To learn how social psychology can help understand our behaviors
and decisions via literature review and in-depth discussion;(b) To develop a deeper understanding of our own lives, using knowledge
and wisdom gained through the seminar;(c) To design and implement a small-scale empirical study on the basisof previous research and skills;(d) To analyze and interpret collected data using statistical software(e.g., JASP, SPSS, R, HAD); and(e) To write up a research paper formatted in APA style (for fourth year
students).

【Changes following student comments】
The seminar meets 2 periods in a row to allow more time for discussion,【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”.

【Prerequisite】
None.

【Equipment student needs to prepare】
Students must get the login information for PyscINFO database fromthe library.
【Others】
Students are strongly encouraged to have successfully completed thefollowing courses prior to joining this seminar: Statistics, Social
Psychology I and II, and Quantitative Research Methods. If students
have not taken these (or equivalent) courses, they are required totake them in conjunction with this seminar. Instructor’s permission isrequired.

【Method(s)】This course combines several different kinds of pedagogical strategies
including student-led weekly class discussions and presentations.
Students will receive oral and written feedback on their presentations
and papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andShare course overview,
Overview
expectations, & requirements
2
Seminar Reading andDiscussion of readings relevant to
Discussion (1)students’ research interest
3
Developing Research
Shares and gets feedback on theProcedure (1)progress of student research
4
Seminar Reading andDiscussion of readings relevant to
Discussion (2)students’ research interest
5
Developing Research
Shares and gets feedback on theProcedure (2)progress of student research
6
Seminar Reading andDiscussion of readings relevant to
Discussion (3)students’ research interest
7
Analyzing andShares and gets feedback on data
Interpreting Data (1)analyses
8
Seminar Reading andDiscussion of readings relevant to
Discussion (4)students’ research interest
9
Analyzing andShares and gets feedback on data
Interpreting Data (2)analyses
10
Seminar Reading andDiscussion of readings relevant to
Discussion (5)students’ research interest
11
Developing Research
Shares and gets feedback on
Materials (1)research materials
12
Developing Research
Shares and gets feedback on
Materials (2)research materials
13
Research Presentation Reviews the entire semester, and(1)shares research findings
14
Research Presentation Reviews the entire semester, and(2)
shares research findings— 294 —

グローバル教養学部 発行日：2023/5/1

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
その他属性：〈優〉【Outline and objectives】
The focus of this seminar is on a deeper understanding and analysis of
how the self and culture shape how we feel, think, and behave, drawing
on the empirical literature in social and cultural psychology. In the fall,
the seminar will meet twice a week. Both days will be devoted to group
discussions on student led research. Third year students will design
and prepare an experiment or a survey 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 ofresearch, from identifying and refining a research question, conducting
a literature review, to creating a questionnaire, analyzing data, andreporting 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.,
JASP, SPSS, R, HAD); and(c) to write up a research paper formatted in APA style (for fourth year
students).

【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. Preparatory study and review time forthis class are 4 hours each.
【Textbooks】
None.
【References】
Readings and other resources will be provided on the course website.
Additional references will be introduced in class.
【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 meets twice a week to allow students to keep their fullconcentration 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.
【Prerequisite】
Students must have successfully completed one or more from thefollowing: Statistics, Social Psychology I or II, and Quantitative
Research Methods (Social Research Methods). Instructor’s 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. Students will receive feedback on their research designin class, during the discussion. They will also receive written feedbacks
on their papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
Developing a Research Reviews the process of developing a
Proposal: A Review
research proposal
3
Refining Your Research Reviews and shares student
Proposal (1)research proposals
4
Refining Your Research Reviews and shares student
Proposal (2)research proposals
5
Preparing for Research Discusses the procedural matters
Implementation
for implementing research
6
Research Debriefing & Shares and gets feedback on the
Feedback (1)progress of student research
7
Research Debriefing & Shares and gets feedback on the
Feedback (2)progress of student research
8
Analyzing andShares and gets feedback on data
Interpreting Data (1)analyses9
Analyzing andShares and gets feedback on data
Interpreting Data (2)analyses
10
Analyzing andShares and gets feedback on data
Interpreting Data (3)analyses11
Writing and Presenting Reviews APA writing and engages
an APA Researchin peer review
Paper (1)12
Writing and Presenting Reviews APA writing and engages
an APA Research paper in peer review(2)
13
Writing and Presenting Reviews APA writing and engages
an APA Research paper in peer review(3)
14
Research Presentation Reviews the entire semester, andshares research findings— 295 —

グローバル教養学部 発行日：2023/5/1
2
3
4
5
6
7
8

POL400ZA

Seminar: International Relations I
Takeshi Yuzawa
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 4/Thu.4
その他属性：〈優〉【Outline and objectives】
The first two decades of the 21st century have witnessed dramaticchanges in international relations. It has become increasingly obviousthat the relative power and influence of the United States over worldpolitics is declining vis-à-vis rising states, most notably China. At
the same time, the legitimacy of Western liberal norms and values(such as democracy, the rule of law, and human rights) that haveconstituted an important feature of an American-led order are being
challenged by the rise of alternative norms and values, supported byrising states. This trend has been further reinforced by growing publicdistrust of existing political systems in many Western democracies, inparticular the United States, mainly stemming from detrimental effectsof economic globalization. In addition, the international political stage,
which was previously dominated by states, has increasingly featured
non-state actors, including multinational corporations, non-governmentorganizations,and terrorist groups. The enormous growth of non-state
actors poses serious challenges to the power and authority of the state.
These drastic changes in the realm of IR pose the significant 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 great powers (including theUnited States, China, Japan, India, and major European countries) andtheir strategic competitions.
2) Prospects for global governance (Pandemic, Climate Change,
Financial Crisis)
3) New technology and geopolitics (US-China competitions, The roles of“Big-Tech” companies)
4) The political effects of economic globalization (The rise of populism
and the decline of democracy in major countries)5) Competition among differing norms and values: disputes overcapitalism, democracy, human rights, and self-determination in the
Middle East, Africa, and East Asia.

9
10
11
12
13
14

Review of IR Theories
Seminar Topic 1
Seminar Topic 2
Debate 1
Seminar Topic 3
Seminar Topic 4
Debate 2 and the
Mid-term Presentation(4th year students)
Seminar Topic 6
Seminar Topic 7
Debate 3
Seminar Topic 8
Seminar Topic 9
Debate 4/Final
Research Proposal
Presentation (Fourthyear students)

Reviewing IR theories
Discussion on the assigned topic
Discussion on the assigned topic
DebateDiscussion on the assigned topic
Discussion on the assigned topic
Presenting preliminary research
proposal
Discussion on the assigned topic
Discussion on the assigned topic
DebateDiscussion on the assigned topic
Discussion on the assigned topic.
Presenting 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. Preparatory study andreview time for this class are 4 hours each.
【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 (45%), Presentations and Discussions(35%), Debate (20%). Fourth year students: Class Contributions (15%),
Mid-Term and Final Presentations (25%), Research Proposals (60%).
【Changes following student comments】
Handouts to be provided in a timely manner.
【Equipment student needs to prepare】
Course materials will be delivered via the Hoppii.
【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 spring semester will have detailed discussion on topics relating to
the main theme of this seminar. Extensive review of IR theories will
also be conducted in the early weeks of the semester.
During the fall 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 (only in thespring semester) and one research paper during the course (submitting
a research paper by the late January 2024). Students can choose any
topics within the discipline of IR. Minimum length for the research
paper is 4,000 words. Fourth-year students will concentrate on theirdissertation projects during the year. Dissertation subjects can be onanything within the IR discipline. Minimum length is 8,000 words,
excluding bibliography, but including notes, any appendices and tables.
Comments for assignments are given during class and office hours.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction— 296 —

グローバル教養学部 発行日：2023/5/1

POL400ZA

Seminar: International Relations I
Takeshi Yuzawa
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 5/Thu.5
その他属性：〈優〉【Outline and objectives】
The first two decades of the 21st century have witnessed dramaticchanges in international relations. It has become increasingly obviousthat the relative power and influence of the United States over worldpolitics is declining vis-à-vis new rising stars, most notably China. At
the same time, the legitimacy of Western liberal norms and values (suchas 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 risingauthoritarian states, most notably China. This trend has been further
reinforced by rising public distrust of existing political systems in many
Western democracies, in particular the United States, mainly stemmingfrom detrimental effects of economic globalization. In addition, theinternational political stage, which was previously dominated by states,
has increasingly featured non-state actors, including non-governmentorganizations, multinational corporations, and terrorist groups. The
enormous growth of non-state actors poses serious challenges to thepower and authority of the state. These drastic changes in the realmof IR pose the significant question: What will be the shape of the worldorder in the 21st century?
In order to address this question, this seminar will examine thefollowing:
1) Shifts in power distribution among great powers, including theUnited States, China, Japan, India, and the major European countries.
2) Prospects for global governance (Pandemic, Climate Change,
Financial Crisis)
3) New technology and geopolitics (US-China competitions, The roles of“Big-Tech” companies)
4) The political effects of economic globalization (The rise of populism
and the decline of democracy in major countries)5) Competition among differing norms and values: disputes overcapitalism, democracy, 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.

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Review of IR Theories
Reviewing IR theories
3
Seminar Topic 1
Discussion on the assigned topic
4
Seminar Topic 2
Discussion on the assigned topic
5
Debate 1
Debate6
Seminar Topic 3
Discussion on the assigned topic
7
Seminar Topic 4
Discussion on the assigned topic
8
Debate 2 and the
Presenting preliminary research
Mid-term Presentation proposal(4th year students)
9
Seminar Topic 6
Discussion on the assigned topic
10
Seminar Topic 7
Discussion on the assigned topic
11
Debate 3
Debate12
Seminar Topic 8
Discussion on the assigned topic
13
Seminar Topic 9
Discussion on the assigned topic.
14
Debate 4/Final
Presenting a research proposal
Research Proposal
Presentation (Fourthyear students)【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. Preparatory study andreview time for this class are 4 hours each.
【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 (45%), Presentations and Discussions(35%), Debate (20%). Fourth year students: Class Contributions (20%),
Mid-Term and Final Presentations (35%), Research Proposals (45%).
【Changes following student comments】
Handouts to be provided in a timely manner.
【Equipment student needs to prepare】
Course materials will be delivered via the Hoppii.
【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 spring semester will have detailed discussion on topics relating to
the main theme of this seminar. Extensive review of IR theories will
also be conducted in the early weeks of the semester.
During the fall 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 (only in thespring semester) and one research paper during the course (submitting
a research paper by the late January 2023). Students can choose any
topics within the discipline of IR. Minimum length for the research
paper is 4,000 words. Fourth-year students will concentrate on theirdissertation projects during the year. Dissertation subjects can be onanything within the IR discipline. Minimum length is 8,000 words,
excluding bibliography, but including notes, any appendices and tables.
Comments for assignments are given during class and office hours.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 297 —

グローバル教養学部 発行日：2023/5/1
2

POL400ZA

3

Seminar: International Relations II

4
5

Takeshi Yuzawa
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 4/Thu.4

6

7

その他属性：〈優〉【Outline and objectives】
The first two decades of the 21st century have witnessed dramaticchanges in international relations. It has become increasingly obviousthat the relative power and influence of the United States over worldpolitics is declining vis-à-vis rising states, most notably China. At
the same time, the legitimacy of Western liberal norms and values(such as democracy, the rule of law, and human rights) that haveconstituted an important feature of an American-led order are being
challenged by the rise of alternative norms and values, supported byrising states. This trend has been further reinforced by growing publicdistrust of existing political systems in many Western democracies, inparticular the United States, mainly stemming from detrimental effectsof economic globalization. In addition, the international political stage,
which was previously dominated by states, has increasingly featured
non-state actors, including multinational corporations, non-governmentorganizations,and terrorist groups. The enormous growth of non-state
actors poses serious challenges to the power and authority of the state.
These drastic changes in the realm of IR pose the significant 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 great powers (including theUnited States, China, Japan, India, and major European countries) andtheir strategic competitions.
2) Prospects for global governance (Pandemic, Climate Change,
Financial Crisis)
3) New technology and geopolitics (US-China competitions, The roles of“Big-Tech” companies)
4) The political effects of economic globalization (The rise of populism
and the decline of democracy in major countries)5) Competition among differing norms and values: disputes overcapitalism, democracy, human rights, and self-determination in the
Middle East, Africa, and East Asia.
【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.

8
9
10
11
12
13

14

Revised Research
Proposal II
Newspaper Content
Analysis I
Role play I
Research ProjectWorkshop
Mid-term Presentation
on Research Papers(Third-year students)
Mid-term Presentation
on Dissertations(Fourth-year students)
Research ProjectWorkshop
Role play II
Newspaper Content
Analysis II
Research ProjectWorkshopResearch ProjectWorkshop
Final Presentation on
Research Papers(Third-year students)
Final Presentation on
Dissertations(Fourth-year students)

Presenting revised research
proposals
Analyzing contemporary topics byutilizing IR theories
A simulation and role play exercise
Individual consultation on research
project
Reporting progress on research
papersReporting progress on dissertations

Individual consultation on research
project
A simulation and role play exercise
Analyzing contemporary topics byutilizing IR theories
Individual consultation on research
project
Individual consultation on research
project
Presenting research papers

Presenting dissertations【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. Preparatory study and review
time for this class are 4 hours each.
【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 (including Mid-Term and Final
Presentations) (65%), Newspaper Content Analysis (20%), Role Play(15%).
Fourth year students: Role Play (10)%, Newspaper Content Analysis(10%) Dissertations (including Mid-Term and Final Presentations(80%).
【Changes following student comments】
Handouts to be provided in a timely manner.
【Equipment student needs to prepare】
Course materials will be delivered via the Hoppii.
【Prerequisite】
Students wishing to take this seminar are required to havecompleted either "Introduction to International Relations " or"World Politics."【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 spring semester will have detailed discussion on topics relating to
the main theme of this seminar. Extensive review of IR theories will
also be conducted in the early weeks of the semester.
During the fall 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 (only in thespring semester) and one research paper during the course (submitting
a research paper by the late January 2024). Minimum length for the
research paper is 4,000 words. Fourth-year students will concentrateon their dissertation projects during the year. Minimum length is 8,000
words, excluding bibliography, but including notes, any appendices andtables.
Comments for assignments are given during class and office hours.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Revised Research
Revised Research Proposal I
Proposal I— 298 —

グローバル教養学部 発行日：2023/5/1

POL400ZA

Seminar: International Relations II
Takeshi Yuzawa
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 5/Thu.5
その他属性：〈優〉【Outline and objectives】
The first two decades of the 21st century have witnessed dramaticchanges in international relations. It has become increasingly obviousthat the relative power and influence of the United States over worldpolitics is declining vis-à-vis new rising stars, most notably China. At
the same time, the legitimacy of Western liberal norms and values (suchas 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 risingauthoritarian states, most notably China. This trend has been further
reinforced by rising public distrust of existing political systems in many
Western democracies, in particular the United States, mainly stemmingfrom detrimental effects of economic globalization. In addition, theinternational political stage, which was previously dominated by states,
has increasingly featured non-state actors, including non-governmentorganizations, multinational corporations, and terrorist groups. The
enormous growth of non-state actors poses serious challenges to thepower and authority of the state. These drastic changes in the realmof IR pose the significant question: What will be the shape of the worldorder in the 21st century?
In order to address this question, this seminar will examine thefollowing:
1) Shifts in power distribution among great powers, including theUnited States, China, Japan, India, and the major European countries.
2) Prospects for global governance (Pandemic, Climate Change,
Financial Crisis)
3) New technology and geopolitics (US-China competitions, The roles of“Big-Tech” companies)
4) The political effects of economic globalization (The rise of populism
and the decline of democracy in major countries)5) Competition among differing norms and values: disputes overcapitalism, democracy, 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.
【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.

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Revised Research
Revised Research Proposal I
Proposal I
2
Revised ResearchPresenting revised research
Proposal II
proposals
3
Newspaper Content
Analyzing contemporary topics byAnalysis I
utilizing IR theories
4
Role play I
A simulation and role play exercise
5
Research Project
Individual consultation on researchWorkshop
project
6
Mid-term Presentation Reporting progress on research
on Research Papers
papers(Third-year students)
7
Mid-term Presentation Reporting progress on dissertations
on Dissertations(Fourth-year students)
8
Research Project
Individual consultation on researchWorkshop
project
9
Role play II
A simulation and role play exercise
10Newspaper Content
Analyzing contemporary topics byAnalysis II
utilizing IR theories
11
Research Project
Individual consultation on researchWorkshop
project
12
Research Project
Individual consultation on researchWorkshop
project
13
Final Presentation on
Presenting research papers
Research Papers(Third-year students)
14
Final Presentation on
Presenting dissertations
Dissertations(Fourth-year students)【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. Preparatory study and review
time for this class are 4 hours each.
【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 (including Mid-Term and Final
Presentations) (50%), Newspaper Content Analysis (25%), Role Play(25%).
Fourth year students: Role Play (10)%, Dissertations (including MidTerm and Final Presentations (90%).
【Changes following student comments】
Handouts to be provided in a timely manner.
【Equipment student needs to prepare】
Course materials will be delivered via the Hoppii.
【Prerequisite】
Students wishing to take this seminar are required to havecompleted either "Introduction to International Relations " or"World Politics."【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 spring semester will have detailed discussion on topics relating to
the main theme of this seminar. Extensive review of IR theories will
also be conducted in the early weeks of the semester.
During the fall 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 (only in thespring semester) and one research paper during the course (submitting
a research paper by the late January 2023). Minimum length for the
research paper is 4,000 words. Fourth-year students will concentrateon their dissertation projects during the year. Minimum length is 8,000
words, excluding bibliography, but including notes, any appendices andtables.
Comments for assignments are given during class and office hours.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 299 —

グローバル教養学部 発行日：2023/5/1

TRS400ZA

Seminar: Tourism Management I
John Melvin
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 4/Tue.4
その他属性：〈優〉〈実〉【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. From 2021, the gradualpost-coronavirus recovery offers a rare chance for the tourism industry
to consider revising hitherto unsustainable business practices.
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 also be
introduced to different research methods, and will acquire the tools
to critically investigate tourism in a context of their choice. This will
form the basis of an extended research paper that will be the completed
during the second year of the seminar.
【Goal】The goal of this seminar is to provide students with academic
and practical knowledge relating to management and marketingthat can facilitate their progression into the world of work. This
will include multiple aspects of tourism management including
stakeholder management, tourism impacts, overtourism and niche
tourism development.
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.

8

Research Project9

Seminar Reading 6

10

Seminar Reading 7

11

Research Workshop
and Consultation
Presentations on
Student Research
Proposal 1
Presentations on
Student Research
Proposal 2
Final Discussion

12

13

14

Discussion on students’ topics andresearch questions
Considering sixth case study:
destination management
Considering seventh case study:
niche tourism and differentiation
Individual consultations on
students’ research projects
Presentations and discussions on
students’ own researchPresentations and discussions on
students’ own research
Roundtable discussion on
first-semester progress andexpectations for the second
semester【Work to be done outside of class (preparation, etc.)】
Students must complete the assigned reading as preparation for classes.
Preparatory study and review time for this class are 4 hours each.
【Textbooks】
Richards, G. (2018) Small Cities with Big Dreams. London: Routledge.
Students may purchase the paperback version or the e-book from thepublisher’s website. Alternatively, the e-book version may be rented fora fixed time more cheaply. More details will be provided in class.
Also 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
Pike, S. (2018) Tourism Marketing for Small Businesses. London:
Goodfellow Publishers【Grading criteria】
Third year students: Class Participation (30%), Assignments andPresentation (30%) and Research Proposal (40%).
Fourth year students: Class Participation (20%), Assignments andPresentation (30%) and Final Paper (50%).
【Changes following student comments】
Case studies will vary year to year depending on students’ interests.
Hopefully the situation in 2023 will allow us to take both a summer trip
and undertake field work during the semester.
Students must submit weekly reports on the reading and self-assessing
their seminar performance.

【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”.

【Equipment student needs to prepare】
Students should bring a laptop or tablet PC to class.

【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 giving presentations & leading discussions on theCore Readings. As students’ own research develops, they will givepresentations on their research, and share their growing expertise withthe other students.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion.

【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.
Seminar students must concurrently enroll in Services Marketing
and/or Cultural Tourism (300-level courses).
【Prerequisite】
Seminar students should have taken at least two of the following
courses: Cultural Studies; Event Management; Hospitality Management in Japan; Introduction to Business; Introduction to Tourism
Studies; Marketing in Japan; Marketing Management; Principles ofMarketing; Tourism Development in Japan.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Seminar Reading 1
Considering first case study:
tourism management
3
Seminar Reading 2
Considering second case study:
destination management andmarketing4
Seminar Reading 3
Considering third case study:
tourism impacts
5
Research Methods
Introduction to research methods
in business6
Seminar Reading 4
Considering fourth case study: thetourist experience
7
Seminar Reading 5
Considering fifth case study:
destination management— 300 —

グローバル教養学部 発行日：2023/5/1

TRS400ZA

Seminar: Tourism Management I
John Melvin

9

Seminar Reading 6

10

Seminar Reading 7

11

Research Workshop
and Consultation
Presentations on
Student Research
Proposal 1
Presentations on
Student Research
Proposal 2
Final Discussion

12

Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 5/Tue.5

13

その他属性：〈優〉〈実〉14【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
is being increasingly challenged and questioned. From 2021, thepost-coronavirus recovery offers a rare chance for the tourism industry
to consider revising hitherto unsustainable business practices.
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 seminar.
【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 giving presentations & leading discussions on theCore Readings. As students’ own research develops, they will givepresentations on their research, and share their growing expertise withthe other students.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion.

Considering sixth case study:
destination management
Considering seventh case study:
differentiation
Individual consultations on
students’ research projects
Presentations and discussions on
students’ own researchPresentations and discussions on
students’ own research
Roundtable discussion on
first-semester progress andexpectations for the second
semester【Work to be done outside of class (preparation, etc.)】
Students must complete the assigned reading as preparation for classes.
Preparatory study and review time for this class are 4 hours each.
【Textbooks】
Richards, G. (2018) Small Cities with Big Dreams. London: Routledge.
Students may purchase the paperback version or the e-book from thepublisher’s website. Alternatively, the e-book version may be rented fora fixed time more cheaply. More details will be provided in class.
Also 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
Pike, S. (2018) Tourism Marketing for Small Businesses. London:
Goodfellow Publishers【Grading criteria】
Third year students: Class Participation (30%), Assignments andPresentation (30%) and Research Proposal (40%).
Fourth year students: Class Participation (20%), Assignments andPresentation (30%) and Final Paper (50%).
【Changes following student comments】
Case studies will vary year to year depending on students’ interests.
While our 2021 summer trip was cancelled, hopefully the situation in
2022 will improve and we will be able to take both a trip and undertake
field work.
Students must submit weekly reports on the reading and self-assessing
their seminar performance.
【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; Marketing Management.
Seminar students must concurrently enroll in Services Marketing
and/or Cultural Tourism (300-level courses).

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Seminar Reading 1
Considering first case study:
tourism management
3
Seminar Reading 2
Considering second case study:
destination management andmarketing4
Seminar Reading 3
Considering third case study:
tourism marketing5
Research Methods
Introduction to research methods
in business6
Seminar Reading 4
Considering fourth case study: thetourist experience
7
Seminar Reading 5
Considering fifth case study:
destination management
8
Research ProjectDiscussion on students’ topics andresearch questions— 301 —

グローバル教養学部 発行日：2023/5/1
13

TRS400ZA

Seminar: Tourism Management II

14John Melvin

Discussions on
Students’ Research
Projects
Presentations on
Students’ Research
Projects 2 & Final
Discussion

Discussions on students’ individual
research projects
Presentations on students’
individual research projects andexpectations for the juniorstudents’ second year

Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 4/Mon.4【Work to be done outside of class (preparation, etc.)】
Students must complete the assigned reading as preparation for classes.
Preparatory study and review time for this class are 4 hours each.

その他属性：〈優〉〈実〉【Textbooks】
Richards, G. (2018) Small Cities with Big Dreams. London: Routledge.
Students may purchase the paperback version or the e-book from thepublisher’s website. Alternatively, the e-book version may be rented fora fixed time more cheaply. More details will be provided in class.
Also weekly handouts and reading materials will be distributed in class
and/or available on the course website.

【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 seminar.
Building on knowledge acquired in the Spring semester 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. These will vary from year to year based on
students’ research interests and current affairs.
【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)】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, junior students will begin to refine their
topic and develop a firm research proposal.
In the second year of the seminar, senior students will research andwrite their extended 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.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion.

【References】
Brotherton, B. (2015 2nd Edition) Researching Hospitality and Tourism.
London: SAGE
McCabe, S. (2014) The Routledge Handbook of Tourism Marketing.
London: Routledge
Pike, S. (2018) Tourism Marketing for Small Businesses. London:
Goodfellow Publishers【Grading criteria】
Third year students: Class Participation (30%), Assignments andPresentation (30%) and Research Proposal (40%).
Fourth year students: Class Participation (20%), Assignments andPresentation (30%) and Final Paper (50%).
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.
Hopefully the situation in 2023 will allow us to take both a summer trip
and undertake field work during the semester.
Students must submit weekly reports on the reading and self-assessing
their seminar performance.
【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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Research Topic
Based on the research conducted in
Presentation
the Spring semester and over thesummer break, students will
present their research proposals(3rd year students) or researchplans (4th year students) for thissemester3
Seminar Reading andDiscussion on the focus of thisResearch Themes
semester’s reading
4
Seminar Reading 1
Considering first case study:
tourism management
5
Field Study
Preparation for the field study
Preparation
based on students’ interests
6
Field Study
Conducting the field study at a(off-campus)
tourism-related site
7
Field Study Feedback
Considering the field study findings
8
Research Workshop
Individual consultations on
and Consultation
students’ research projects
9
Seminar Reading 2
Considering second case study:
tourism management
10
Seminar Reading 3
Considering third case study:
tourism management
11
Seminar Reading 4
Considering fourth case study:
tourism management
12
Seminar Reading 5
Considering fifth case study:
tourism management— 302 —

グローバル教養学部 発行日：2023/5/1
13

TRS400ZA

Seminar: Tourism Management II

14John Melvin

Presentations on
Students’ Research
Projects 1
Presentations on
Students’ Research
Projects 2 & Final
Discussion

Presentations and discussions on
students’ individual research
projects
Presentations and discussions on
students’ individual research
projects and expectations for thejunior students’ second year

Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 5/Mon.5【Work to be done outside of class (preparation, etc.)】
Students must complete the assigned reading as preparation for classes.
Preparatory study and review time for this class are 4 hours each.

その他属性：〈優〉〈実〉【Textbooks】
Richards, G. (2018) Small Cities with Big Dreams. London: Routledge.
Students may purchase the paperback version or the e-book from thepublisher’s website. Alternatively, the e-book version may be rented fora fixed time more cheaply. More details will be provided in class.
Also weekly handouts and reading materials will be distributed in class
and/or available on the course website.

【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 seminar.
Building on knowledge acquired in the Spring semester 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. These will vary from year to year based on
students’ research interests.
【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)】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.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion.

【References】
Brotherton, B. (2015 2nd Edition) Researching Hospitality and Tourism.
London: SAGE
McCabe, S. (2014) The Routledge Handbook of Tourism Marketing.
London: Routledge
Pike, S. (2018) Tourism Marketing for Small Businesses. London:
Goodfellow Publishers【Grading criteria】
Third year students: Class Participation (30%), Assignments andPresentation (30%) and Research Proposal (40%).
Fourth year students: Class Participation (20%), Assignments andPresentation (30%) and Final Paper (50%).
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.
While our 2021 summer trip was cancelled, hopefully the situation in
2022 will improve and we will be able to go on a trip and undertake field
work.
Students must submit weekly reports on the reading and self-assessing
their seminar performance.
【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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Research Topic
Based on the research conducted in
Presentation
the Spring semester and over thesummer break, students will
present their research proposals(3rd year students) or researchplans (4th year students) for thissemester3
Seminar Reading andDiscussion on the focus of thisResearch Themes
semester’s reading
4
Seminar Reading 1
Considering first case study:
tourism management
5
Field Study
Preparation for the field study
Preparation
based on students’ interests
6
Field Study
Conducting the field study at a(off-campus)
tourism-related site
7
Field Study Feedback
Considering the field study findings
8
Research Workshop
Individual consultations on
and Consultation
students’ research projects
9
Seminar Reading 2
Considering second case study:
tourism management
10
Seminar Reading 3
Considering third case study:
tourism management
11
Seminar Reading 4
Considering fourth case study:
tourism management
12
Seminar Reading 5
Considering fifth case study:
tourism management— 303 —

グローバル教養学部 発行日：2023/5/1

MAN400ZA

Seminar: Entrepreneurship & Innovation I
Shiaw Jia Eyo
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 1/Fri.1
その他属性：〈優〉

Christensen, Clayton. The Innovation Dilemma, Harvard Business
Review, 2013
Chesbrough, Henry. Open Innovation: The New Imperative for Creating
And Profiting from Technology, Harvard Business Review, 2006
Grant, Robert. Contemporary strategy analysis: text and cases, , 9thedition, Wiley. 2016
Other case studies from Harvard Business Publishing and journal
articles.
【Grading criteria】
Students will be evaluated based on class participation (20%), casestudy presentations and discussions (50%) and a final paper (30%).
【Changes following student comments】
Not applicable【Outline and objectives】
In this seminar, students will learn theories, concepts and issues related
to entrepreneurship and innovation.
【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.
Spring Innovation Themes: Innovation Theories and Concepts, Open
Innovation and Disruptive Innovation.

【Others】
Students who passed the interview process for the 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”, “DP 3”, and “DP 4”.
【Method(s)】This course is taught primarily through presentations and discussions.
Feedback is given during class time, using tools such as HOPPII andemail. Students give presentations on selected readings as well as on
their own research.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Innovation Theories,
Schumpeter on innovation and
Dimensions andentrepreneurship
Innovation Models (1)3Innovation Theories,
History’s best examples of business
Dimensions andTransformation
Innovation Models (2)4Innovation Theories,
Introduction to innovation
Dimensions andmanagement
Innovation Models (3)5Managing Innovation
The dilemma of innovation‒ Market Adoption
management
and Technology
Diffusion (1)6Managing Innovation
Organization structure and‒ Market Adoption
innovation
and Technology
Diffusion (2)7Managing
Technology trajectories
Organizational
Knowledge
8
Open Innovation andOpen innovation
Technology Transfer
9Open Innovation andTechnology transfer
Technology Transfer (2)10Disruptive innovation
What is disruptive innovation?
(1)
11
Disruptive innovation
Disruptive innovation in various(2)
industries
12
Case studies (1)Presentation and discussion
13
Case studies (2)Presentation and discussion
14
Case studies (3)Presentation and discussion【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 andcase studies adequately to be able to engage in active discussion in class.
Preparatory study and review time for this class are 4 hours each.
【Textbooks】
No textbook will be used
【References】
Bessant, John and Tidd, Joe. Innovation and Entrepreneurship, 3rdedition. Wiley, 2015

— 304 —

グローバル教養学部 発行日：2023/5/1

MAN400ZA

Seminar: Entrepreneurship & Innovation I
Shiaw Jia Eyo
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 2/Fri.2
その他属性：〈優〉【Outline and objectives】
In this seminar, students will learn theories, concepts and issues related
to entrepreneurship and innovation.
【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.
Spring Innovation Themes: Innovation Theories, Entrepreneurs and
New Ventures, and Business Plan

【References】
Bessant, John and Tidd, Joe. Innovation and Entrepreneurship, 3rdedition. Wiley, 2015
Christensen, Clayton. The Innovation Dilemma, Harvard Business
Review, 2013
Chesbrough, Henry. Open Innovation: The New Imperative for Creating
And Profiting from Technology, Harvard Business Review, 2006
Grant, Robert. Contemporary strategy analysis: text and cases, , 9thedition, Wiley. 2016
Other case studies from Harvard Business Publishing and journal
articles.
【Grading criteria】
Students will be evaluated based on class participation (20%), casestudy presentations and discussions (50%) and a final paper (30%).
【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”, “DP 3”, and “DP 4”.
【Method(s)】This course is taught primarily through presentations and discussions.
Feedback is given during class time, using tools such as HOPPII andemail. Students give presentations on selected readings as well as on
their own research.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Innovation Theories,
Schumpeter on innovation and
Dimensions andentrepreneurship
Innovation Models (1)3Innovation Theories,
Innovation and entrepreneurship
Dimensions andin JapanInnovation Models (2)4Managing Innovation
Patterns of industry innovation‒ Market Adoption
Innovation diffusion theories
and Technology
Diffusion (1)5Managing Innovation
Case studies‒ Market Adoption
and Technology
Diffusion (2)6Entrepreneurs and
How to be an entrepreneur
New Ventures (1)7Entrepreneurs andCase studies
New Ventures (2)8Entrepreneurs andLaunching your own venture
New Ventures (3)9Business Ideas,
Platforms for business plan
Business Model andBusiness Plan (1)10Business Ideas,
Incubators
Business Model andBusiness Plan (2)11Business Ideas,
Accelerators
Business Model andBusiness Plan (3)12Presentation of
Final presentation and discussion
Business Plan (1)13Presentation of
Final presentation and discussion
Business Plan (2)14Presentation of
Final presentation and discussion
Business Plan (3)【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 andcase studies adequately to be able to engage in active discussion in class.
Preparatory study and review time for this class are 4 hours each.
【Textbooks】
No textbook will be used

— 305 —

グローバル教養学部 発行日：2023/5/1

MAN400ZA

Seminar: Entrepreneurship & Innovation II
May May HoCredit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：水 4/Wed.4
その他属性：〈優〉【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.
Fall Innovation Theme: Business Model, Financing for Start-ups,
Industry Analysis and Social 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)】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.
Feedback is given during class time, using tools such as HOPPII andemail.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Strategy Analysis
Industry analysis
3
Strategy Analysis (2)Resources and capabilities
4
Strategy Analysis (3)Case studies
5
Strategy Analysis (4)Competitive advantage
6Strategy Analysis (4)External growth strategies
7
Strategy Analysis (4)Case studies
8
Industry Analysis
Due diligence and auditing
9
Competitive Advantage Business models and Charitablefoundations
10
Competitive Advantage Corporate Social Responsibility(2)
11
Final Presentation (1)Book review and presentation
12
Final Presentation (2)Industry analysis and presentation
13
Final Presentation (3)Industry analysis and presentation
14
Recap
Open discussion【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. Preparatory
study and review time for this class are 4 hours each.
【Textbooks】
No particular textbook.
【References】
Bessant, John and Tidd, Joe. Innovation and Entrepreneurship, 3rdedition. Wiley, 2015
Grant, Robert. Contemporary strategy analysis: text and cases, , 9thedition, Wiley. 2016
Other case studies from Harvard Business Publishing and journal
articles.
【Grading criteria】
Students will be evaluated based on class participation (20%), casestudy presentations and discussions (50%) and a term paper (30%).
【Changes following student comments】
Not applicable.
【Prerequisite】
Passed Seminar: Entrepreneurship and Innovation I— 306 —

グローバル教養学部 発行日：2023/5/1【Prerequisite】
Passed Seminar: Entrepreneurship and Innovation I

MAN400ZA

Seminar: Entrepreneurship & Innovation II
May May HoCredit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：水 5/Wed.5
その他属性：〈優〉【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.
Fall Innovation Theme: Business Model, Financing for Start-ups,
Industry Analysis and Social 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)】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.
Feedback is given during class time, using tools such as HOPPII andemail.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Business Model
Business model analysis for theentrepreneurs
3
Business Model
Case studies
Canvas4
Financing for
Financing instruments forStart-Ups (1)start-ups
5
Financing for
Venture capital deal sourcing andStart-Ups (2)screening
6
Financing for
China’s venture capital and techStart-Ups (3)startup landscape
7
Financing for
Valuation for venture capital
Start-Ups (4)8Industry Analysis
Porter’s Five Forces
9
Competitive Advantage The sources and dimensions ofcompetitive Advantage
10
SocialSocial innovation and social
Entrepreneurship (1)entrepreneurship
11
SocialCase studies
Entrepreneurship (2)12SocialCase studies
Entrepreneurship (3)13Final Presentation (1)Presentations and discussion
14
Final Presentation (2)Presentations and discussion【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. Preparatory
study and review time for this class are 4 hours each.
【Textbooks】
No particular textbook.
【References】
Bessant, John and Tidd, Joe. Innovation and Entrepreneurship, 3rdedition. Wiley, 2015
Grant, Robert. Contemporary strategy analysis: text and cases, , 9thedition, Wiley. 2016
Other case studies from Harvard Business Publishing and journal
articles.
【Grading criteria】
Students will be evaluated based on class participation (20%), casestudy presentations and discussions (50%) and a term paper (30%).
【Changes following student comments】
Not applicable.

— 307 —

グローバル教養学部 発行日：2023/5/1

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
その他属性：〈優〉〈実〉【Grading criteria】
Participation (presentation / discussion etc.)（40%）
Assignment（20%）
Individual Report (3rd year students)（40%）
Final Report (4th year student)（40%）
【Changes following student comments】
N/A【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.

【Others】
This course is conducted based on academic knowledge and thelecturer’s global business experience.
【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
the MBA program in western countries.Feedback can be given verbally,
non-verbally or in written form.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Overview
Overview
2
Research Method
Understanding of the Qualitativeand Quantitive approach withvarious samples
3
Analysis ofUnderstanding of the analysis
Management Strategy methods for management strategy(1)4Analysis ofUnderstanding of the analysis
Management Strategy methods for management strategy(2)5Case Study (1)Discussion on the case study fromthe strategic view point
6
Case Study (2)Discussion on the case study fromthe strategic view point
7
Case Study (3)Discussion on the case study fromthe strategic view point
8
Library Tour
Learning of how to use the library
database
9
Prior Research (1)Presentation and discussion on theprior research
10
Prior Research (2)Presentation and discussion on theprior research
11
Prior Research (3)Presentation and discussion on theprior research
12
Presentation for
Presentations and discussion on
Research Proposal (1)the individual research proposal
13
Presentation for
Presentations and discussion on
Research Proposal (2)the individual research proposal
14
Wrap-up
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.
・Preparatory study and review time for this class are 4 hours each.

— 308 —

グローバル教養学部 発行日：2023/5/1

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 4/Fri.4
その他属性：〈優〉〈実〉【Grading criteria】
Participation (presentation / discussion etc.)（40%）
Assignment（20%）
Individual Report (3rd year students)（40%）
Final Report (4th year student)（40%）
【Changes following student comments】
N/A【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.

【Others】
This course is conducted based on academic knowledge and thelecturer’s global business experience.
【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
the MBA program in western countries.Feedback can be given verbally,
non-verbally or in written form.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Overview
Overview
2
Research Method
Understanding of the Qualitativeand Quantitive approach withvarious samples
3
Analysis ofUnderstanding of the analysis
Management Strategy methods for management strategy(1)4Analysis ofUnderstanding of the analysis
Management Strategy methods for management strategy(2)5Case Study (1)Discussion on the case study fromthe strategic view point
6
Case Study (2)Discussion on the case study fromthe strategic view point
7
Case Study (3)Discussion on the case study fromthe strategic view point
8
Library Tour
Learning of how to use the library
database
9
Prior Research (1)Presentation and discussion on theprior research
10
Prior Research (2)Presentation and discussion on theprior research
11
Prior Research (3)Presentation and discussion on theprior research
12
Presentation for
Presentations and discussion on
Research Proposal (1)the individual research proposal
13
Presentation for
Presentations and discussion on
Research Proposal (2)the individual research proposal
14
Wrap-up
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.
・Preparatory study and review time for this class are 4 hours each.

— 309 —

グローバル教養学部 発行日：2023/5/1
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
その他属性：〈優〉【Outline and objectives】
Following Global Strategic Management I, Global Strategic Management II is designed for more group discussion and puts emphasis onplanning and conducting independent research based on what students
learn in the spring semester. Students are expected to participate
in a business contest in this course, work with companies / local
governments, and conduct a field study.
This seminar is designed for students who are interested ininternational 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, Cross-Culture
Management, Intercultural Communication, Brand Management,
Global Advertisement, Decision Making, and CSR Strategy.
【Goal】
By the end of the seminar, students will gain (1)academic knowledge
about international / global business, (2) practical wisdom by pursuing
the reality in business activities, (3) the ability to see the entire picture
and a wide variety of perspectives with strategic thinking,(4) logical /critical thinking ability and effective presentation skills, (5) the ability
to develop and enhance strategic business planning skills.

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
Review for this course
Student will be asked to present forwhat they have learned in thiscourse【Work to be done outside of class (preparation, etc.)】
・Students are expected to engage in this course to deepen theirunderstanding about global management strategy, analysis methods,
business model, etc.
・Students need to prepare for individual / group study and presentations.
・Students are encouraged to join the summer training camp.
・Preparatory study and review time for this class are 4 hours each.
【Textbooks】
No textbook will be used in this class. Handouts (journal articles) will
be provided by the instructor if necessary.
【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 (1)learning theoretical studies and case studies, (2) visiting companies
and local areas, (3) doing joint research and collaboration withcompanies and local governments (product development, focus group,etc.), (4) conducting on-site survey (questionnaire, interview, etc.), (5)approaching from manager’s perspective, (6) making presentations anddiscussions based on “facts and data” and “experience”, (7) participating
business contests. Necessary feedback will be givien for the diversified
academic activities at the class meetings.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation andOrientation and Introduction
Introduction
2
Preparation for the
Preparation for the field study
Field Study
based on students’ interest
3
Field Study (Outside
Conduct of field study based on
the Campus)
students’ interest
4
Presentation and
Presentation and Discussion based
Discussion
on the findings in the field study
Findings and Management Issues
5
Presentation of yourfield study
for your field study
6
Preparation ofMarketing analysis (analysis of theBusiness Plan
status quo)Competition (1)― Marketing Analysis
7
Preparation ofPlanning from a strategic view
Business Plan
point
Competition (2) ―Planning
8Preparation ofPresentation and discussion
Business Plan
Competition (3) ―Presentation andDiscussion
9
Preparation of
Revised presentation andBusiness Plan
discussion
Competition (4) ―Final Presentation andDiscussion
10
Case Study (1)Discussion on the case study fromthe strategic viewpoint
11
Case Study (2)Discussion on the case study fromthe strategic view point— 310 —

グローバル教養学部 発行日：2023/5/1
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 4/Fri.4
その他属性：〈優〉【Outline and objectives】
Following Global Strategic Management I, Global Strategic Management II is designed for more group discussion and puts emphasis onplanning and conducting independent research based on what students
learn in the spring semester. Students are expected to participate
in a business contest in this course, work with companies / local
governments, and conduct a field study.
This seminar is designed for students who are interested ininternational 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, Cross-Culture
Management, Intercultural Communication, Brand Management,
Global Advertisement, Decision Making, and CSR Strategy.
【Goal】
By the end of the seminar, students will gain (1)academic knowledge
about international / global business, (2) practical wisdom by pursuing
the reality in business activities, (3) the ability to see the entire picture
and a wide variety of perspectives with strategic thinking,(4) logical /critical thinking ability and effective presentation skills, (5) the ability
to develop and enhance strategic business planning skills.

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
Review for this course
Student will be asked to present forwhat they have learned in thiscourse【Work to be done outside of class (preparation, etc.)】
・Students are expected to engage in this course to deepen theirunderstanding about global management strategy, analysis methods,
business model, etc.
・Students need to prepare for individual / group study and presentations.
・Students are encouraged to join the summer training camp.
・Preparatory study and review time for this class are 4 hours each.
【Textbooks】
No textbook will be used in this class. Handouts (journal articles) will
be provided by the instructor if necessary.
【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 (1)learning theoretical studies and case studies, (2) visiting companies
and local areas, (3) doing joint research and collaboration withcompanies and local governments (product development, focus group,etc.), (4) conducting on-site survey (questionnaire, interview, etc.), (5)approaching from manager’s perspective, (6) making presentations anddiscussions based on “facts and data” and “experience”, (7) participating
business contests. Necessary feedback will be givien for the diversified
academic activities at the class meetings.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation andOrientation and Introduction
Introduction
2
Preparation for the
Preparation for the field study
Field Study
based on students’ interest
3
Field Study (Outside
Conduct of field study based on
the Campus)
students’ interest
4
Presentation and
Presentation and Discussion based
Discussion
on the findings in the field study
Findings and Management Issues
5
Presentation of yourfield study
for your field study
6
Preparation ofMarketing analysis (analysis of theBusiness Plan
status quo)Competition (1)― Marketing Analysis
7
Preparation ofPlanning from a strategic view
Business Plan
point
Competition (2) ―Planning
8Preparation ofPresentation and discussion
Business Plan
Competition (3) ―Presentation andDiscussion
9
Preparation of
Revised presentation andBusiness Plan
discussion
Competition (4) ―Final Presentation andDiscussion
10
Case Study (1)Discussion on the case study fromthe strategic viewpoint
11
Case Study (2)Discussion on the case study fromthe strategic view point— 311 —

グローバル教養学部 発行日：2023/5/1
Presentation: 25%
Final paper: 25%

LIT400ZA

Seminar: Literature in Theory and Practice I【Changes following student comments】
Not applicable.

Gregory Khezrnejat【Others】
Students who have previously taken literature courses in GIS –particularly Introduction to Literary Theory and/or Comparative
Literature – will be given priority consideration.

Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 4/Thu.4【Prerequisite】
There are currently no prerequisites for this seminar.

その他属性：〈優〉【Outline and objectives】
This seminar is for students interested in literature, literary research,and composition. What separates a strong reading from a weak reading?
How do critics and theorists evaluate and discuss a text? What tools andmethods do researchers employ to deepen our understanding of a workof literature and its context? In this course, we will be exploring thesequestions through reading, researching, and discussing a selection ofmodern and contemporary pieces of short fiction.
【Goal】
Over the course of this seminar, students will:(1) develop advanced close reading skills(2) grasp the basic theory and methodology of literary research(3) develop the ability to discuss prose fiction in multiple technical andtheoretical contexts【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 will be primarily based around reading short fiction andessays. Students will conduct independent research on assigned shortstories, which they will then present in class. These presentations will
be interspersed with lectures and guided readings by the instructor.
Students will be assessed based on class participation, presentations,and written submissions. Feedback on presentations and written
assignments will be provided in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Research Methods
An introduction to methods andresources for literature research
3
Reading Literary
Reading and critiquing secondary
Research (1)sources in literature research
4
Reading Literary
Reading and critiquing secondary
Research (2)sources in literature research
5
Reading 1
Presentation and discussion
related to student research
6
Reading 2
Presentation and discussion
related to student research
7
Reading 3
Presentation and discussion
related to student research
8
Reading 4
Presentation and discussion
related to student research
9
Reading 5
Presentation and discussion
related to student research
10
Reading 6
Presentation and discussion
related to student research
11
Reading 7
Presentation and discussion
related to student research
12
Reading 8
Presentation and discussion
related to student research
13
Reading 9
Presentation and discussion
related to student research
14
Synthesis
A review of the major themes andconcepts of the course【Work to be done outside of class (preparation, etc.)】
Students are expected to perform close readings of each of the assigned
texts outside of class. This seminar will also require the completion of
an independent research project. Preparatory study and review time forthis class are 4 hours each.
【Textbooks】
Texts will be provided through Hoppii.
【References】
Relevant references will be provided in class by the instructor.
【Grading criteria】
Class contribution: 20%
Written assignments: 30%— 312 —

グローバル教養学部 発行日：2023/5/1
Written assignments: 30%
Presentation: 25%
Final paper: 25%

LIT400ZA

Seminar: Literature in Theory and Practice I【Changes following student comments】
Not applicable.

Gregory Khezrnejat
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 5/Thu.5
その他属性：〈優〉【Others】
Students who have previously taken literature courses in GIS –particularly Introduction to Literary Theory and/or Comparative
Literature – will be given priority consideration.
【Prerequisite】
There are currently no prerequisites for this seminar.

【Outline and objectives】
This seminar is for students interested in literature, literary research,and composition. What separates a strong reading from a weak reading?
How do critics and theorists evaluate and discuss a text? What tools andmethods do researchers employ to deepen our understanding of a workof literature and its context? In this course, we will be exploring thesequestions through reading, researching, and discussing a selection ofmodern and contemporary pieces of short fiction.
【Goal】
Over the course of this seminar, students will:(1) develop advanced close reading skills(2) grasp the basic theory and methodology of literary research(3) develop the ability to discuss prose fiction in multiple technical andtheoretical contexts【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 will be primarily based around reading short fiction andessays. Students will conduct independent research on assigned shortstories, which they will then present in class. These presentations will
be interspersed with lectures and guided readings by the instructor.
Students will be assessed based on class participation, presentations,and written submissions. Feedback on presentations and written
assignments will be provided in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Research Methods
An introduction to methods andresources for literature research
3
Reading Literary
Reading and critiquing secondary
Research (1)sources in literature research
4
Reading Literary
Reading and critiquing secondary
Research (2)sources in literature research
5
Reading 1
Presentation and discussion
related to student research
6
Reading 2
Presentation and discussion
related to student research
7
Reading 3
Presentation and discussion
related to student research
8
Reading 4
Presentation and discussion
related to student research
9
Reading 5
Presentation and discussion
related to student research
10
Reading 6
Presentation and discussion
related to student research
11
Reading 7
Presentation and discussion
related to student research
12
Reading 8
Presentation and discussion
related to student research
13
Reading 9
Presentation and discussion
related to student research
14
Synthesis
A review of the major themes andconcepts of the course【Work to be done outside of class (preparation, etc.)】
Students are expected to perform close readings of each of the assigned
texts outside of class. This seminar will also require the completion of
an independent research project. Preparatory study and review time forthis class are 4 hours each.
【Textbooks】
Rubin, Jay, editor. The Penguin Book of Japanese Short Stories. Penguin
Random House, 2018.
【References】
Relevant references will be provided in class by the instructor.
【Grading criteria】
Class contribution: 20%— 313 —

グローバル教養学部 発行日：2023/5/1【Grading criteria】
Class contribution: 20%
Written assignments: 30%
Workshop draft: 25%
Final draft: 25%

LIT400ZA

Seminar: Literature in Theory and Practice II
Gregory Khezrnejat【Changes following student comments】
Not applicable.

Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 4/Thu.4
その他属性：〈優〉【Outline and objectives】
This seminar is for students interested in literature, literary research,and composition. How do authors approach the composition of a text?
How does a text change through the revision process? How does the actof writing transform how we read literature? In this seminar, students
will put their research from the spring into practice by creating theirown pieces of short fiction.

【Others】
Students who have previously taken literature courses in GIS –particularly Introduction to Literary Theory and/or Comparative
Literature – will be given priority consideration.
【Prerequisite】
There are currently no prerequisites for this seminar.

【Goal】
Over the course of this seminar, students will:(1) develop advanced close reading skills(2) practice planning, composing, revising, and workshopping prose
fiction(3) develop the ability to discuss prose fiction in multiple technical andtheoretical contexts【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 utilize the theories and examples covered in the spring
to write their own pieces of short fiction, which they will present,
workshop, and revise. Students will also be responsible for providing
constructive feedback to their classmates each week. These workshops
will be interspersed with lectures and guided readings by the instructor.
Students will be assessed based on class contributions, workshops, andwritten submissions. Feedback on workshops and written assignments
will be provided in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Theories of Writing 1
An introduction to various
approaches to composing prose
fiction3
Theories of Writing 2
An introduction to various
approaches to composing prose
fiction4
Practice Workshop
An introduction to the format andstructure of fiction workshops
5
Workshop 1
Reading, discussing, and revising
student compositions
6
Workshop 2
Reading, discussing, and revising
student compositions
7
Workshop 3
Reading, discussing, and revising
student compositions
8
Workshop 4
Reading, discussing, and revising
student compositions
9
Workshop 5
Reading, discussing, and revising
student compositions
10
Workshop 6
Reading, discussing, and revising
student compositions
11
Workshop 7
Reading, discussing, and revising
student compositions
12
Workshop 8
Reading, discussing, and revising
student compositions
13
Workshop 9
Reading, discussing, and revising
student compositions
14
Synthesis
A review of the major themes andconcepts of the course【Work to be done outside of class (preparation, etc.)】
Students are expected to perform close readings of each of the assigned
texts outside of class. This seminar will also require the completion of
an independent composition assignment. Preparatory study and review
time for this class are 4 hours each.
【Textbooks】
Readings will be provided in class by the instructor.
【References】
Relevant references will be provided in class by the instructor.

— 314 —

グローバル教養学部 発行日：2023/5/1【Grading criteria】
Class contribution: 20%
Written assignments: 30%
Workshop draft: 25%
Final draft: 25%

LIT400ZA

Seminar: Literature in Theory and Practice II
Gregory Khezrnejat【Changes following student comments】
Not applicable.

Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 5/Thu.5
その他属性：〈優〉【Outline and objectives】
This seminar is for students interested in literature, literary research,and composition. How do authors approach the composition of a text?
How does a text change through the revision process? How does the actof writing transform how we read literature? In this seminar, students
will put their research from the spring into practice by creating theirown pieces of short fiction.

【Others】
Students who have previously taken literature courses in GIS –particularly Introduction to Literary Theory and/or Comparative
Literature – will be given priority consideration.
【Prerequisite】
There are currently no prerequisites for this seminar.

【Goal】
Over the course of this seminar, students will:(1) develop advanced close reading skills(2) practice planning, composing, revising, and workshopping prose
fiction(3) develop the ability to discuss prose fiction in multiple technical andtheoretical contexts【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 utilize the theories and examples covered in the spring
to write their own pieces of short fiction, which they will present,
workshop, and revise. Students will also be responsible for providing
constructive feedback to their classmates each week. These workshops
will be interspersed with lectures and guided readings by the instructor.
Students will be assessed based on class contributions, workshops, andwritten submissions. Feedback on workshops and written assignments
will be provided in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Theories of Writing 1
An introduction to various
approaches to composing prose
fiction3
Theories of Writing 2
An introduction to various
approaches to composing prose
fiction4
Practice Workshop
An introduction to the format andstructure of fiction workshops
5
Workshop 1
Reading, discussing, and revising
student compositions
6
Workshop 2
Reading, discussing, and revising
student compositions
7
Workshop 3
Reading, discussing, and revising
student compositions
8
Workshop 4
Reading, discussing, and revising
student compositions
9
Workshop 5
Reading, discussing, and revising
student compositions
10
Workshop 6
Reading, discussing, and revising
student compositions
11
Workshop 7
Reading, discussing, and revising
student compositions
12
Workshop 8
Reading, discussing, and revising
student compositions
13
Workshop 9
Reading, discussing, and revising
student compositions
14
Synthesis
A review of the major themes andconcepts of the course【Work to be done outside of class (preparation, etc.)】
Students are expected to perform close readings of each of the assigned
texts outside of class. This seminar will also require the completion of
an independent composition assignment. Preparatory study and review
time for this class are 4 hours each.
【Textbooks】
Readings will be provided in class by the instructor.
【References】
Relevant references will be provided in class by the instructor.

— 315 —

グローバル教養学部 発行日：2023/5/1

CUA400ZA

Seminar: Media Across Borders I
Stevie Suan
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 3/Fri.3
その他属性：〈優〉【Outline and objectives】
It has often been noted that animation is the dominant medium of thecurrent era. For instance, Disney is the world’s largest media company,
anime is a globally popular media, and we even use animated LINE
stamps to communicate with each other. Considering how our lives
are now so “animated” as the point of departure, this seminar will
explore ways of thinking about media broadly, including anime andfilms, manga and music, games, lifestyle, fashion, and SNS. Learning
various theoretical and methodological approaches, this seminar will
explore how different media are both affected by and affect the global
societies we live in.
【Goal】
Throughout the seminar, students will learn how to engage with various
media by examining relevant theories and research, exploring themthrough group work and discussion. They will also learn how to apply
and critique the approaches examined in class. To do so, there will
be presentations as well as smaller projects that work with specifictheories and methods that focus on certain media. The students will
have the opportunity to examine first-hand what media theorists andresearchers are discussing about contemporary (and past) media andhow such media reflect and affect society. Across the semester, students
will also develop their own research project on a specific media of theirchoosing, applying the theories and methods we explored 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)】As a seminar, these classes will primarily be discussion andpresentation-based. Each week students will be provided with anacademic reading relevant to the topic, engaging with methodologicaland theoretical concepts in ways that connect to their research interests.
Students will have group and class discussions on certain themes andprepare group presentations and activities to better engage with thatweek’s reading. Classes will also feature visual material such asimages and clips of films and animation to better address, apply, andcritique the readings. Students will also receive individual feedback
and consultation at different points in the semester. Assessments of
their work will be based on their understanding and application of thereadings through their presentations, participation in discussion, andfinal papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

Reading Research VI

12

Reading Research VII

13

Reading Research VIII

14

Research ProjectWorkshop II

Student presentations anddiscussions of a reading relevant tomedia studies
Student presentations anddiscussions of a reading relevant tomedia studies
Student presentations anddiscussions of a reading relevant tomedia studies
Presentations and discussions on
students’ own research【Work to be done outside of class (preparation, etc.)】
Each week there will be articles/chapters to read, preparations for the
discussion, presentation, and/or conducting research. All students are
expected to be diligent and keep up with this workload to ensure that theseminar works for the class, the other students, and their own researchinterests. Reading, preparation, and review time for this class are atleast 8 hours.
【Textbooks】
No textbook will be required as readings will be provided by the
instructor.
【References】
Hansen, Mark B. N., and W. J. T. Mitchell. Critical Terms for Media
Studies. Chicago and London: The University of Chicago Press, 2010.
Jin, Dal Yong. Transmedia Storytelling in East Asia: The Age of DigitalMedia. New York: Routledge, 2020.
Manovich, Lev. The Language of New Media. Cambridge: MIT Press,
2000.
Ngai, Sianne. Ugly Feelings. Cambridge, Mass.; London: Harvard
University Press, 2007.
Santiago Iglesias, José Andrés, and Ana Soler Baena, eds. Anime
Studies: Media-Specific Approaches to Neon Genesis Evangelion.
Stockholm: Stockholm University Press, 2021.
Silvio, Teri. Puppets, Gods, and Brands: Theorizing the Age ofAnimation from Taiwan. Honolulu: University Press of Hawai ʻ i
Press, 2019.
Storey, John. Cultural Theory and Popular Culture: A Reader. New
York: Routledge, 2019.
【Grading criteria】
Class participation 20%, Comment/Question sheets 20%, Group activity
I 15%, Group activity II 15%, Research plan 30%【Changes following student comments】
This is a new class, but the professor will check constantly with students
to make sure the workload and content are reasonable.
【Others】
It is not required but suggested that you have taken one or more of thefollowing courses: Introduction to Media Theory,
Performance Studies, Creative Industries.
Students are expected to take both Media Across Borders I and II andto continue for two years. However, special arrangements may be madefor students who study abroad.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Theory and Methods I
Overview of some foundational
theories and methodologies as a
class
3
Theory and Methods II In depth examination of important
methods and theories as a class
4
Theory and Methods
Focusing on applying andIII
critiquing specific theories andmethods as a class
5
Reading Research I
Student presentations anddiscussions of a reading relevant tomedia studies
6
Reading Research II
Student presentations anddiscussions of a reading relevant tomedia studies
7
Reading Research III
Student presentations anddiscussions of a reading relevant tomedia studies
8
Reading Research IV
Student presentations anddiscussions of a reading relevant tomedia studies
9
Research Project
Individual consultation on eachWorkshop I
students’ research project10
Reading Research V
Student presentations anddiscussions of a reading relevant tomedia studies— 316 —

グローバル教養学部 発行日：2023/5/1

CUA400ZA

Seminar: Media Across Borders I
Stevie Suan
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 4/Fri.4
その他属性：〈優〉【Outline and objectives】
It has often been noted that animation is the dominant medium of thecurrent era. For instance, Disney is the world’s largest media company,
anime is a globally popular media, and we even use animated LINE
stamps to communicate with each other. Considering how our lives
are now so “animated” as the point of departure, this seminar will
explore ways of thinking about media broadly, including anime andfilms, manga and music, games, lifestyle, fashion, and SNS. Learning
various theoretical and methodological approaches, this seminar will
explore how different media are both affected by and affect the global
societies we live in.
【Goal】
Throughout the seminar, students will learn how to engage with various
media by examining relevant theories and research, exploring themthrough group work and discussion. They will also learn how to apply
and critique the approaches examined in class. To do so, there will
be presentations as well as smaller projects that work with specifictheories and methods that focus on certain media. The students will
have the opportunity to examine first-hand what media theorists andresearchers are discussing about contemporary (and past) media andhow such media reflect and affect society. Across the semester, students
will also develop their own research project on a specific media of theirchoosing, applying the theories and methods we explored 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)】As a seminar, these classes will primarily be discussion andpresentation-based. Each week students will be provided with anacademic reading relevant to the topic, engaging with methodologicaland theoretical concepts in ways that connect to their research interests.
Students will have group and class discussions on certain themes andprepare group presentations and activities to better engage with thatweek’s reading. Classes will also feature visual material such asimages and clips of films and animation to better address, apply, andcritique the readings. Students will also receive individual feedback
and consultation at different points in the semester. Assessments of
their work will be based on their understanding and application of thereadings through their presentations, participation in discussion, andfinal papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

Reading Research VI

12

Reading Research VII

13

Reading Research VIII

14

Research ProjectWorkshop II

Student presentations anddiscussions of a reading relevant tomedia studies
Student presentations anddiscussions of a reading relevant tomedia studies
Student presentations anddiscussions of a reading relevant tomedia studies
Presentations and discussions on
students’ own research【Work to be done outside of class (preparation, etc.)】
Each week there will be articles/chapters to read, preparations for the
discussion, presentation, and/or conducting research. All students are
expected to be diligent and keep up with this workload to ensure that theseminar works for the class, the other students, and their own researchinterests. Reading, preparation, and review time for this class are atleast 8 hours.
【Textbooks】
No textbook will be required as readings will be provided by the
instructor.
【References】
Hansen, Mark B. N., and W. J. T. Mitchell. Critical Terms for Media
Studies. Chicago and London: The University of Chicago Press, 2010.
Jin, Dal Yong. Transmedia Storytelling in East Asia: The Age of DigitalMedia. New York: Routledge, 2020.
Manovich, Lev. The Language of New Media. Cambridge: MIT Press,
2000.
Ngai, Sianne. Ugly Feelings. Cambridge, Mass.; London: Harvard
University Press, 2007.
Santiago Iglesias, José Andrés, and Ana Soler Baena, eds. Anime
Studies: Media-Specific Approaches to Neon Genesis Evangelion.
Stockholm: Stockholm University Press, 2021.
Silvio, Teri. Puppets, Gods, and Brands: Theorizing the Age ofAnimation from Taiwan. Honolulu: University Press of Hawai ʻ i
Press, 2019.
Storey, John. Cultural Theory and Popular Culture: A Reader. New
York: Routledge, 2019.
【Grading criteria】
Class participation 20%, Comment/Question sheets 20%, Group activity
I 15%, Group activity II 15%, Research plan 30%【Changes following student comments】
This is a new class, but the professor will check constantly with students
to make sure the workload and content are reasonable.
【Others】
It is not required but suggested that you have taken one or more of thefollowing courses: Introduction to Media Theory,
Performance Studies, Creative Industries.
Students are expected to take both Media Across Borders I and II andto continue for two years. However, special arrangements may be madefor students who study abroad.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Theory and Methods I
Overview of some foundational
theories and methodologies as a
class
3
Theory and Methods II In depth examination of important
methods and theories as a class
4
Theory and Methods
Focusing on applying andIII
critiquing specific theories andmethods as a class
5
Reading Research I
Student presentations anddiscussions of a reading relevant tomedia studies
6
Reading Research II
Student presentations anddiscussions of a reading relevant tomedia studies
7
Reading Research III
Student presentations anddiscussions of a reading relevant tomedia studies
8
Reading Research IV
Student presentations anddiscussions of a reading relevant tomedia studies
9
Research Project
Individual consultation on eachWorkshop I
students’ research project10
Reading Research V
Student presentations anddiscussions of a reading relevant tomedia studies— 317 —

グローバル教養学部 発行日：2023/5/1

CUA400ZA

Seminar: Media Across Borders II

11

Reading, Applying,
Critiquing Research VI

12

Research ProjectWorkshop II
Research ProjectWorkshop III
Research ProjectWorkshop IV

13

Stevie Suan
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 3/Fri.3
その他属性：〈優〉【Outline and objectives】
This class is the second semester in the Media Across Borders seminar.
As such, it will build off of what the students learned in the springsemester. This semester will continue the exploration and examinationof various theories and methods pertaining to media studies, and inparticular, animation as broadly conceived. There will also be more
focus on students’ research projects, with the students presenting theirresearch projects in a more extended form at the end of the semesterand submitting their final written versions. There will also be theopportunity to get more feedback on their topics as it develops acrossthe semester【Goal】
Throughout the seminar, students will learn how to engage with various
media by examining relevant theories and research, exploring themthrough group work and discussion. They will also learn how to apply
and critique the approaches examined in class. To do so, there will
be presentations as well as smaller projects that work with specifictheories and methods that focus on certain media. The students will
have the opportunity to examine first-hand what media theorists andresearchers are discussing about contemporary (and past) media andhow such media reflect and affect society. Across the semester, students
will also develop their own research project on a specific media of theirchoosing, applying the theories and methods we explored 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)】As a seminar, these classes will primarily be discussion andpresentation-based. Each week students will be provided with anacademic reading relevant to the topic, engaging with methodologicaland theoretical concepts in ways that connect to their research interests.
Students will have group and class discussions on certain themes andprepare group presentations and activities to better engage with thatweek’s reading. Classes will also feature visual material such asimages and clips of films and animation to better address, apply, andcritique the readings. Students will also receive individual feedback
and consultation at different points in the semester. Assessments of
their work will be based on their understanding and application of thereadings through their presentations, participation in discussion, andfinal papers.

14

Student presentations anddiscussions of a reading relevant tomedia studies
Research project presentations andfeedback
Research project presentations andfeedback
Research project presentations andfeedback【Work to be done outside of class (preparation, etc.)】
Each week there will be articles/chapters to read, preparations for the
discussion, presentation, and/or conducting research. All students are
expected to be diligent and keep up with this workload to ensure thatthe seminar works for the class, the other students in their group, andtheir own research interests. Reading, preparation, and review time forthis class are at least 8 hours.
【Textbooks】
No textbook will be required as readings will be provided by the
instructor.
【References】
Chung, Hye Jean. Media Heterotopias: Digital Effects and Material
Labor in Global Film Production. Durnham: Duke University Press,
2018.
Durham, Meenakshi Gigi, and Douglas Kellner. Media and Cultural
Studies: Keyworks. Malden: Wiley-Blackwell, 2012.
Heise, Ursula.
The Routledge Companion to the Environmental
Humanities. New York: Routledge, 2017.
Heise, Ursula K. Sense of Place and Sense of Planet: The Environmental
Imagination of the Global. Oxford, New York: Oxford University Press,
2008.
Morton, Timothy. All Art Is Ecological. London: Penguin Books, 2021.
Roudometof, Victor. Glocalization: A Critical Introduction. New York:
Routledge, 2016.
【Grading criteria】
Class participation 20%, Comment/Question sheets 20%, Group activity
I 10%, Group activity II 10%, Research Presentation 10%, Research
Paper 30%
【Changes following student comments】
This is a new class, but the professor will check constantly with students
to make sure the workload and content are reasonable.
【Others】
It is not required but suggested that you have taken one or more of thefollowing courses: Introduction to Media Theory,
Performance Studies, Creative Industries.
Students are expected to take both Media Across Borders I and II andto continue for two years. However, special arrangements may be madefor students who study abroad.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Theory and Methods I
Overview of some foundational
theories and methodologies as a
class
3
Theory and Methods II In depth examination of important
methods and theories as a class
4
Theory and Methods
Focusing on applying andIII
critiquing specific theories andmethods as a class
5
Reading, Applying,Student presentations andCritiquing Research I
discussions of a reading relevant tomedia studies
6
Reading, Applying,Student presentations andCritiquing Research II discussions of a reading relevant tomedia studies
7
Reading, Applying,Student presentations andCritiquing Research III discussions of a reading relevant tomedia studies
8
Research Project
Individual consultation on eachWorkshop I
students’research project9
Reading, Applying,Student presentations andCritiquing Research IV discussions of a reading relevant tomedia studies
10
Reading, Applying,Student presentations andCritiquing Research V discussions of a reading relevant tomedia studies— 318 —

グローバル教養学部 発行日：2023/5/1

CUA400ZA

Seminar: Media Across Borders II

11

Reading, Applying,
Critiquing Research VI

12

Research ProjectWorkshop II
Research ProjectWorkshop III
Research ProjectWorkshop IV

13

Stevie Suan
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 4/Fri.4
その他属性：〈優〉【Outline and objectives】
This class is the second semester in the Media Across Borders seminar.
As such, it will build off of what the students learned in the springsemester. This semester will continue the exploration and examinationof various theories and methods pertaining to media studies, and inparticular, animation as broadly conceived. There will also be more
focus on students’ research projects, with the students presenting theirresearch projects in a more extended form at the end of the semesterand submitting their final written versions. There will also be theopportunity to get more feedback on their topics as it develops acrossthe semester【Goal】
Throughout the seminar, students will learn how to engage with various
media by examining relevant theories and research, exploring themthrough group work and discussion. They will also learn how to apply
and critique the approaches examined in class. To do so, there will
be presentations as well as smaller projects that work with specifictheories and methods that focus on certain media. The students will
have the opportunity to examine first-hand what media theorists andresearchers are discussing about contemporary (and past) media andhow such media reflect and affect society. Across the semester, students
will also develop their own research project on a specific media of theirchoosing, applying the theories and methods we explored 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)】As a seminar, these classes will primarily be discussion andpresentation-based. Each week students will be provided with anacademic reading relevant to the topic, engaging with methodologicaland theoretical concepts in ways that connect to their research interests.
Students will have group and class discussions on certain themes andprepare group presentations and activities to better engage with thatweek’s reading. Classes will also feature visual material such asimages and clips of films and animation to better address, apply, andcritique the readings. Students will also receive individual feedback
and consultation at different points in the semester. Assessments of
their work will be based on their understanding and application of thereadings through their presentations, participation in discussion, andfinal papers.

14

Student presentations anddiscussions of a reading relevant tomedia studies
Research project presentations andfeedback
Research project presentations andfeedback
Research project presentations andfeedback【Work to be done outside of class (preparation, etc.)】
Each week there will be articles/chapters to read, preparations for the
discussion, presentation, and/or conducting research. All students are
expected to be diligent and keep up with this workload to ensure thatthe seminar works for the class, the other students in their group, andtheir own research interests. Reading, preparation, and review time forthis class are at least 8 hours.
【Textbooks】
No textbook will be required as readings will be provided by the
instructor.
【References】
Chung, Hye Jean. Media Heterotopias: Digital Effects and Material
Labor in Global Film Production. Durnham: Duke University Press,
2018.
Durham, Meenakshi Gigi, and Douglas Kellner. Media and Cultural
Studies: Keyworks. Malden: Wiley-Blackwell, 2012.
Heise, Ursula.
The Routledge Companion to the Environmental
Humanities. New York: Routledge, 2017.
Heise, Ursula K. Sense of Place and Sense of Planet: The Environmental
Imagination of the Global. Oxford, New York: Oxford University Press,
2008.
Morton, Timothy. All Art Is Ecological. London: Penguin Books, 2021.
Roudometof, Victor. Glocalization: A Critical Introduction. New York:
Routledge, 2016.
【Grading criteria】
Class participation 20%, Comment/Question sheets 20%, Group activity
I 10%, Group activity II 10%, Research Presentation 10%, Research
Paper 30%
【Changes following student comments】
This is a new class, but the professor will check constantly with students
to make sure the workload and content are reasonable.
【Others】
It is not required but suggested that you have taken one or more of thefollowing courses: Introduction to Media Theory,
Performance Studies, Creative Industries.
Students are expected to take both Media Across Borders I and II andto continue for two years. However, special arrangements may be madefor students who study abroad.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Theory and Methods I
Overview of some foundational
theories and methodologies as a
class
3
Theory and Methods II In depth examination of important
methods and theories as a class
4
Theory and Methods
Focusing on applying andIII
critiquing specific theories andmethods as a class
5
Reading, Applying,Student presentations andCritiquing Research I
discussions of a reading relevant tomedia studies
6
Reading, Applying,Student presentations andCritiquing Research II discussions of a reading relevant tomedia studies
7
Reading, Applying,Student presentations andCritiquing Research III discussions of a reading relevant tomedia studies
8
Research Project
Individual consultation on eachWorkshop I
students’research project9
Reading, Applying,Student presentations andCritiquing Research IV discussions of a reading relevant tomedia studies
10
Reading, Applying,Student presentations andCritiquing Research V discussions of a reading relevant tomedia studies— 319 —

グローバル教養学部 発行日：2023/5/1
13

LANf100ZA

French A I
14Masamichi Suzuki
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：【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 oneself,
and understanding simple texts.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】Mr.Okamura (French BI) and I will use the same textbook (see below)
and conduct the class in relay. The students will learn all basic skills speaking, listening, reading and writing although learning of practicalskills takes precedence in this course. (Mr. Okamura will rather focus
on learning the grammar. It is therefore required that the students
attend both of the courses). Active participation is necessary not only
for the acquisition of communicative skills through various means (e.g.,role-playing), but for an understanding of French culture or that of otherFrench-speaking countries.
The students will get information about the course by way of Learning
Management System (LMS).
During the semester, the students are required to submit several
assignments through LMS. They will get them back equally through
LMS.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation Orientation Initiation 1
Initiation 1
Bonjour.
Greetings.
2
Initiation 2
Self introduction
Je suis français.
3
Lesson 1
Introduction;
Il s’appelle comment?
Asking questions about people
4
Lesson 2
Asking about jobs
Qu’est-ce qu’elle faitdans la vie?
5
Lesson 2
Expressions about jobs
Vous parlez anglais?
6
Lesson 3
Do you know...?
Vous connaissez Omar
Sy?
7
Lesson 3
What language do they speak?
Quelle langue est-cequ’on parle au Canada?
8
Lesson 4
Expressing likes and dislikes
Qu’est-ce que vous
aimez?
9
Lesson 4
Expressing preferences
Qu’est-ce que vous
préférez, la mer ou lamontagne?
10
Lesson 5
Expressing what one likes to do
Qu’est-ce que vous
aimez faire leweek-end?
11
Lesson 5
Expressing what one wants to do
Tu voudrais faire quoi
ce week-end?
12
Lesson 6
Explaining preferences
Vous aimez le golf?

Examination
Lesson 6
Comment est-ce qu’elle
est?
Review of examination
Lesson 6
Elle n’est pas sérieuse.

Examination
Describing a person

Review of examination
Describing a person【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: Preparation for the examination
13th week: Review of description of persons /Preparation for the next lesson
14th week: Total review
Preparatory study and review time for this class are 1 hour.
【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【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
【Grading criteria】
Progress will be assessed by classwork and assignments. A term-end
examination will be held. Continuous assessment: 50%; term-end
examination: 50%. 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 or writing class activities. Active
participation in role-playing is important.
【Changes following student comments】
The covid 19 situation has caused some problems on a larger or smallerscale: confusion of schedule because of the alternation of online classes
and face-to-face classes, awkwardness of class activities especially onoral level because of distance between students in the classroom, etc.
I will try to create an optimum situation which can facilitate students’class performance.
【Others】
Students should also attend Mr.Okamura’s course French BI.
【Prerequisite】
None.

— 320 —

グローバル教養学部 発行日：2023/5/1
11

LANf100ZA

French A II

12

Masamichi Suzuki

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 4/Mon.4
Notes：< GIS students > 2015 年度以前入学者は 2 単位

14

その他属性：【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 oneself,
and understanding simple texts.
The students must make an effort to reach the level A1 of CEFER.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】As in the spring semester, Mr. Okamura (French BII) and I will
use the same textbook (see below) and conduct the class in relay.
The students will learn all basic skills - speaking, listening, reading
and writing although learning of practical skills takes precedence inthis course. (Mr. Okamura will rather focus on learning of thegrammar. It is therefore required that the students attend both of thecourses). Active participation is necessary not only for the acquisitionof communicative skills through various means (e.g., role-playing), but
for an understanding of French culture or that of other French-speaking
countries.
The students will get information about the course by way of Learning
Management System (LMS).
During the semester, the students are required to submit several
assignments through LMS. They will get them back equally through
LMS.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation,
Orientation,
Lesson 7
Lesson 7
Quel âge avez-vous?
Asking about someone’s age
2
Lesson 7
University life
Vous avez quels coursle mardi matin?
3
Lesson 8
Describing objects
Est-ce que vous avez
une voiture?
4
Lesson 8
In the class
Excusez-moi, vous avez
un stylo, s’il vous plaît?
5
Lesson 9
Describing sights
Le Louvre, qu’est-ce
que c’est?
6
Lesson 9
Asking for directions
Est-ce qu’il y a un
restaurant italien dansle quartier?
7
Lesson 10
Asking about activities
Madame, qu’est-ce quevous faites demain?
8
Lesson 10
Asking for more details about
Qu’est-ce que vous lisez activities
en ce moment?
9
Lesson 11
Speaking about one’s activities
Est-ce que vous faites
du sport?
10
Lesson 11
Interview
Quels sports est-ce queles hommes font en
général en France?

Lesson 12
Tu habites avec ta
famille?
Lesson 12
Qu’est-ce que vous avez
fait?
Examination
Lesson 13
Où allez-vous ce
week-end?
Review of examination
Lesson 13
Est-ce que vous êtessorti ce week-end?

Speaking about one’s family

Past tense 1

Examination
Asking about one’s plan

Review of examination
Past tense 2【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: Preparation for the examination
13th week: Review of the past tense
14th week: Total review
Preparatory study and review time for this class are 1 hour.
【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
French Demystified: A Self-Teaching Guide, Annie Heminway,
McGraw-Hill, 2007
【Grading criteria】
Progress will be assessed by classwork and assignments. A term-end
examination will be held. Continuous assessment: 50%; term-end
examination: 50%.
The 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. Active participation in role-playing
is important.
【Changes following student comments】
The covid 19 situation has caused some problems on a larger or smallerscale: confusion of schedule because of the alternation of online classes
and face-to-face classes, awkwardness of class activities especially onoral level because of distance between students in the classroom, etc.
I will try to create an optimum situation which can facilitate students’class performance.
【Others】
The students should also attend Mr.Okamura’s course French BII .
【Prerequisite】
None.

— 321 —

グローバル教養学部 発行日：2023/5/1【Changes following student comments】
授業内で復習できなかった宿題を評価後に返却する。

LANf100ZA

French B I
Tamio Okamura
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 2/Wed.2
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：【Outline and objectives】
フランス語初級文法を学ぶ。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。

【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。なお BIでは『フランス語トレーニング・コース』も使用する。初回から２
冊の教科書を使用するので、生協で購入しておくこと。
【Prerequisite】
None.
【Outline (in English)】【Course outline】Students study Elementary French grammar.
【Learning activities outside of classroom】After each classmeeting, students will be expected to spend one hour tounderstand the course content【Grading Criteria /Policy】Term-end examination: 50%, in classcontribution: 50%【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 thisclass?】
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】授業形態：対面/face to face
No.
Theme
Contents
1
ガイダンス
ガイダンス
2
Initiation のつづき
-動詞 être-動詞 aller
3
Leçon 1
-動詞 faire-否定文
4Leçon 1
-疑問文
5
Leçon 2-所有形容詞6
Leçon 2
-名詞・形容詞の男性形／女性形
7Leçon 3
-動詞 connaître
-人称代名詞 on-定冠詞
8
Leçon 3
-定冠詞１
9Leçon 4
-動詞 préférer
10
Leçon 4
-定冠詞２
11
Leçon 5-不定法
12Leçon 5-vouloir の条件法現在
13
Leçon 6
-形容詞の男性形／女性形２-trouver の用法
14
期末テストと総括
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をすること。 Preparatory study and review time for thisclass are 1 hour.
【Textbooks】『Spirale
スピラルー日本人初学者のためのフランス語教材
Nouvelle édition』（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 50%＋期末試験 50%
具体的な方法と基準は、FrenchAI と擦り合わせ、学習支援システ
ムで提示する。

— 322 —

グローバル教養学部 発行日：2023/5/1【Learning activities outside of classroom】After each class meeting,students will be expected to spend one hour to understand the course
content【Grading Criteria /Policy】Term-end examination: 50%, in classcontribution: 50%

LANf100ZA

French B II
Tamio Okamura
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 2/Wed.2
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：【Outline and objectives】
フランス語初級文法を学ぶ。
We study Elementary French grammar.
【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】授業形態：対面/face to face
No.
Theme
Contents
1
RévisionsRévisions
2
Leçon ７
自分について話す（年齢、学年）
科目について話す
3
Leçon ７
時間の使い方時間割について話す
4
Leçon 8
持っているもの
所有を表す
5
Leçon 8
物を借りる
6
Leçon 9ある場所について説明し、情報を求める
7
Leçon 9
名所について情報を求める
位置づける
8
Review & Test
中間テスト
9Leçon 10
何をするか尋ねる、答える
10
Leçon 10
詳しくきく
11
Leçon 11
趣味・余暇について話す
頻度を表す
12
Leçon 11
習慣について話す
13
Test & Wrap-up
期末テスト
14
Révisions
期末テストの返却と答えあわせ【Work to be done outside of class (preparation, etc.)】
宿題（書く練習をする） Preparatory study and review time for this classare 1 hour.
【Textbooks】『Spirale スピラル−日本人初学者のためのフランス語教材 Nouvelle édition』(アシェット・ジャポン)『新版 ３段階式フランス語トレーニング・コース』（白水社）【References】
授業内で適宜指示する。
【Grading criteria】
授業内評価 50 ％＋期末試験 50 ％具体的な方法と基準は、French BI と擦り合わせ、学習支援システムで提示する。
【Changes following student comments】
授業内で復習できなかった宿題を評価後に返却する。
【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 単位となる。
【Prerequisite】
None.
【Outline (in English)】【Course outline】Students study Elementary French grammar.

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グローバル教養学部 発行日：2023/5/1
13LANs100ZA

Spanish A I

14Taiga Wakabayashi
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 5/Fri.5
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：【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.
The feedback for homework will be given through Hoppii Learning
Assistant System.
Please note that the first week will be offered online to avoid
overcrowding the classroom. The Zoom URL for the first class will beannounced on Hoppii Learning Assistant System before the semester
begins.

Demonstrative
Adjectives andPronouns
Final Exam & Wrap-up

Demonstrative adjectives (“este/a”,“ese/a”, “aquel/lla”) and pronouns(“esto”, “eso”, “aquello”)
Final exam (written)
Review【Work to be done outside of class (preparation, etc.)】
Preparation and review are necessary. Students should review lesson
vocabulary using a dictionary.
Preparatory study and review time for this class are 1 hour.
【Textbooks】
泉水浩隆『スペイン語キックオフ』（白水社）、2011 年、2,310 円（税込）
ISBN: 978-4-560-01679-4【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。
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Course overview
Alphabet
The Spanish alphabet
2
Pronunciation andRules of Spanish pronunciation
Accentand spelling
3
Gender, Singular and
Masculine, feminine and neuter
Pluralnouns of Spanish
Singular and plural form of nouns
4
Definite and Indefinite Definite (“el”, “la”, “lo”) and
Articlesindefinite (“un”, “una”) articles
Their distinction and singular /plural forms
5
Adjectives I
Inflection of adjectives with vowel
and consonant termination
6
Adjectives II
Inflection of adjectives which
express place-names andnationalities
Adjectives whose termination isomitted by inflection
7
Conjugation of the Verb Conjugation of the verb “ser” which“ser”
expresses nature and quality
8
Mid-term Exam
Practice of self-introduction in
Self-introduction
SpanishAsking and telling the place oforigin9
Conjugation of the Verb Conjugation of the verb “estar”“estar”
which expresses state andExpression of
condition
Existence
The phrase “Hay ...” which
expresses “There is ...”
10
Existence, Quality and How to differentiate among “ser”,
State“estar” and “hay”
Prepositions and pronouns
11
Regular Indicative
Rule of regular indicative
Conjugation of Verbs
conjugation of verbs with “-ar”,(present tense)“-er” and “-ir” terminations
12
Expression of Time I
Expression of time to say “at ...
Numbers I
o’clock”
Numbers from 1 to 12— 324 —

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Spanish A II

Final Exam & Wrap-up Final exam (written)
Review【Work to be done outside of class (preparation, etc.)】
Preparation and review are necessary. Students should review lesson
vocabulary and use a dictionary. Preparatory study and review time forthis class are 1 hour.

Taiga Wakabayashi
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 5/Fri.5
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：【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.
The feedback for homework will be given through Hoppii Learning
Assistant System.

【Textbooks】
泉水浩隆『スペイン語キックオフ』（白水社）、2011 年、2,310 円（税込）
ISBN: 978-4-560-01679-4【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 BII と同セメスターで履修すること。
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Class overview
Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the present tense(present tense) I
2
Possessive Adjectives
Prepositive possessive adjectives
Numbers III(“mi”, “nuestro/a”, “tu”, “vuestro/a”,“su”)
Numbers from 31 to 99
3
Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the present tense(present tense) II
Expression of obligation andExpression ofnecessity (“tener que ...”)
Obligation andNecessity
4
Numbers IV
Numbers from 100 to 999
Direct and Indirect
Direct and indirect objective
Objective Pronouns
pronouns (“me”, “nos”, “te”, “os”,“lo/le/la”, “los/les/las”)
5
Verb “gustar”
Use of the verb “gustar” which
expresses “like (to) ...” or “love (to)...”6Other Verbs of “gustar” Verbs of “gustar” type whoseTypesubjective corresponds to things ormatters
7
Reflexive Verbs
Reflexive verbs whose objective
Impersonalcorresponds to the subject
Expressions
Impersonal expressions with thereflexive pronoun “se”
8
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
9Regular Indicative
Regular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)10
Expression of Weather Expression of weather IIII
11Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)
12
MonthsNames of months in Spanish
13
Regular and Irregular
Regular and irregular indicative
Indicative Conjugation conjugation of verbs in theof Verbs (preterite past preterite past tense
tense)— 325 —

グローバル教養学部 発行日：2023/5/1
14LANs100ZA

Spanish B I

Review and Final
Exam

Review and 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. Preparatory study and review time forthis class are 1 hour.

Yoshifumi Onuki
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 4/Tue.4
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：【Textbooks】『スペイン語キックオフ』泉水浩隆（白水社）【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【Grading criteria】
Students evaluations are based on class participation (50%) and thefinal exam (50%). Participation and attitude will factor in the final
grade.

【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.
At the beginning of class, feedback for the previous class is given using
some comments from submitted reaction papers.

【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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Guidance to the class
Alphabet
Spanish alphabet
Pronunciation andRules of Spanish pronunciation
Accentand spelling2
Gender, Singular and
Masculine, feminine and neuter
Plural of Nouns
nouns of Spanish
Singular and plural form of nouns
3
Definite and Indefinite Definite (“el”, “la”, “lo”) and
Articlesindefinite (“un”, “una”) articles
Their distinction and singular /plural forms
4
Adjectives I
Inflection of adjectives with vowel
and consonant termination
5
Adjectives II
Inflection of adjectives which
express place-names andnationalities
Adjectives whose termination isomitted by inflection
6
Conjugation of the Verb Conjugation of the verb “ser” which“ser”
expresses nature and quality
7
Self-introduction
Practice of self-introduction in
SpanishAsking and telling the place oforigin8
Conjugation of the Verb Conjugation of the verb “estar”“estar”
which expresses state andExpression of
condition
Existence
The phrase “Hay …” which
expresses “There is …”
9
Existence, Quality and How to differentiate among “ser”,
State“estar” and “hay”
Prepositions and pronouns
10
Regular Indicative
Rule of regular indicative
Conjugation of Verbs
conjugation of verbs with “-ar”,(present tense)“-er” and “-ir” terminations
11
Expression of Time I
Expression of time: “at … o’clock”
Numbers I
Numbers from 1 to 12
12
Demonstrative
Demonstrative adjectives (“este/a”,
Adjectives and“ese/a”, “aquel/lla”) and pronouns
Pronouns(“esto”, “eso”, “aquello”)
13
Numbers II
Numbers from 13 to 30
Questions and concerns about thecontent of the entire semester will
be accepted for the final exam

— 326 —

グローバル教養学部 発行日：2023/5/1

LANs100ZA

13

Differences between
Indefinite andPreterite Past Tenses

14

Review and Final
Exam

Spanish B II
Yoshifumi Onuki

Proper use and differentiation of
the indefinite / preterite tenses
Questions and concerns about thecontent of the entire semester will
be accepted for the final exam
Review and Final Exam (written)

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4
Notes：< GIS students > 2015 年度以前入学者は 2 単位【Work to be done outside of class (preparation, etc.)】
Preparation and review are necessary. Students should review lesson
vocabulary and use a dictionary. Work to be done outside of class":"Preparatory study and review time for this class are 1 hour.

その他属性：【Textbooks】『スペイン語キックオフ』泉水浩隆（白水社）【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.
At the beginning of class, feedback for the previous class is given using
some comments from submitted reaction papers.

【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【Grading criteria】
Students evaluations are based on class participation (50%) and thefinal exam (50%). 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.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Class overview
Irregular Indicative
Conjugation of Verbs(present tense) I
2
Possessive Adjectives
Prepositive possessive adjectives
Numbers III(“mi”, “nuestro/a”, “tu”, “vuestro/a”,“su”)
Numbers from 31 to 99
3
Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the present tense(present tense) II
Expression of obligation andExpression ofnecessity (“tener que …”)
Obligation andNecessity
4
Numbers IV
Numbers from 100 to 999
Direct and Indirect
Direct and indirect objective
Objective Pronouns
pronouns (“me”, “nos”, “te”, “os”,“lo/le/la”, “los/les/las”)
5
Verb “gustar”
Use of the verb “gustar” which
expresses “like (to) …” or “love (to)…”6Other Verbs of “gustar” Verbs of “gustar” type whoseTypesubjective corresponds to things ormatters
7
Reflexive Verbs
Reflexive verbs whose objective
Impersonalcorresponds to the subject
Expressions
Impersonal expressions with thereflexive pronoun “se”
8
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
9Regular Indicative
Regular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)10
Expression of Weather Expression of weather IIII
11Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)
Names of months in Spanish
Months12
Regular and Irregular
Regular and irregular indicative
Indicative Conjugation conjugation of verbs in theof Verbs (preterite past preterite past tense
tense)— 327 —

グローバル教養学部 発行日：2023/5/1

14LANc100ZA

Chinese A I
Yuko Takada
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 3/Wed.3
Notes：< GIS students > 2015 年度以前入学者は 2 単位

Examination &Wrap-upGeneralization
Examination【Work to be done outside of class (preparation, etc.)】
Listening to the textbook CD, and doing preparation andreview work. Preparatory study and review time for this classare 1 hour.
【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.

その他属性：【Outline and objectives】
This is for learners with little or no prior knowledge of theChinese language, or for those who wish to review basic skills.
【Goal】
You will learn basic skills enabling you to find out informationand to make yourself understood in everyday situations.
【Which item of the diploma policy will be obtained by taking thisclass?】
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 thefollowing skills:• Giving basic personal information• Communicating through simple questions and answers• Basic grammar terminology and structures.
Feedback on assignments will be given during class time or via
email.

【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。
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Introduction andIntroduction and overview.
Overview
2
Lesson 1
Pronunciation of Chinese as
written in P ī ny ī n (拼音) 1
3
Lesson 3
Pronunciation of Chinese as
written in P ī ny ī n (拼音) 3
4
Revision andRevision and consolidation 1
Consolidation 1
5
Lesson 5
Greetings and introducing
oneself
6
Revision andRevision and consolidation 2
Consolidation 2
7
Lesson 7
Basic grammar terminology
and structures 2
8
Lesson 9
Basic grammar terminology
and structures 4
9
Lesson 11
Basic grammar terminology
and structures 6
10
Revision andRevision and consolidation 3
Consolidation 3
11
Lesson 13
Sentences with a predicate
verb “shì” (是) 2
12Lesson 15
Sentences with a predicate
verb “y ǒ u” (有) 2
13
Lesson 17
The action-measurecomplement— 328 —

グローバル教養学部 発行日：2023/5/1【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.

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
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：【Outline and objectives】
This is for learners who have already attended the Chinese AI
course.

【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.

【Goal】
You will learn basic skills enabling you to find out informationand to make yourself understood in everyday situations.
【Which item of the diploma policy will be obtained by taking thisclass?】
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 thefollowing skills:• Communicating through simple questions and answers• Following instructions in the target language.
Feedback on assignments will be given during class time or via
email.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Lesson 19
Perfect aspect2
Lesson 21
Past experiences
3
Revision andRevision and consolidation 1
Consolidation 1
4
Lesson 23
Adverbs5
Lesson 25
Comparative sentences 26Lesson 27
Nominal predicate sentences 27
Lesson 29
Adjectival clause
8
Revision andRevision and consolidation 2
Consolidation 2
9Lesson 31
Modal complement
10
Lesson 33
Resultative complement
11
Lesson 35
Potential complement
12
Revision andRevision and consolidation 3
Consolidation 3
13
Lesson 37
Imperative sentences
14
Examination &Generalization
Wrap-upExamination【Work to be done outside of class (preparation, etc.)】
Listening to the textbook CD, and doing preparation andreview work. Preparatory study and review time for this classare 1 hour.
【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.

— 329 —

グローバル教養学部 発行日：2023/5/1
12
13
14

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
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：【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。
This is the Chinese course 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.
【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もち、積極的に異文化を理解することができる。
The goals of this course are as follows:（1）Students can understand the thoughts and information of the otherparty by reading and listening to basic Chinese.
（2）Students can express their thoughts and experiences by writing andspeaking basic Chinese.
（3）Students can pass HSK Level 1 by the end of the spring semester.
（4）Students can have an interest in Chinese culture and language, andbe able to actively understand different cultures.
【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。
・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。
・教員は小テストの添削や質問への回答を準備し、授業時に返却・回答することで随時フィードバックを行う。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
ガイダンス
授業概要の説明
2
第一課あるいは第二課
発音（一）［簡体字とピンイン］、発音
（二）
［声母］
3
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］
4
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？］
5
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］
6
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］
7
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？］8
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？］9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？］10
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？］11
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］

復習
HSK1 級問題
総括

Spring 学期の学習項目の総復習
HSK1 級問題の紹介・解説
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。
・予習／復習の時間は毎回 1 時間を標準とする。
・After every class, students review the items you have already learned.
In particular, in order to get used to the pronunciation and grammar of
Chinese, students are expected to use digital textbooks and e-learningmaterials. （http://fic.xsrv.jp/hosei）
・Preparatory study and review time for this class are 1 hour.
【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】
有用な文法書として以下のものをあげておく。
・劉月華（他）2019『実用現代漢語語法（第三版）』北京：商務印書館
・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
・守屋宏則（他）2019『やさしく くわしい 中国語文法の基礎［改訂新版］』東京：東方書店【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。
The average score of mini tests(100%). No final exam will be held in thiscourse.
【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】
・オンライン授業が実施される場合は、授業計画や成績評価が変更になる可能性がある。そのため、学習支援システムを随時確認すること。
・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.
【Outline (in English)】【Outline】
This is the Chinese course 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.
【Goal】The goals of this course are as follows:（1）Students can understand the thoughts and information of the otherparty by reading and listening to basic Chinese.
（2）Students can express their thoughts and experiences by writing andspeaking basic Chinese.
（3）Students can pass HSK Level 1 by the end of the spring semester.
（4）Students can have an interest in Chinese culture and language, andbe able to actively understand different cultures.
【Work to be done outside of class (preparation, etc.)】
・After every class, students review the items you have already learned.
In particular, in order to get used to the pronunciation and grammar of
Chinese, students are expected to use digital textbooks and e-learningmaterials. （http://fic.xsrv.jp/hosei）
・Preparatory study and review time for this class are 1 hour.
【Grading criteria】
・The average score of mini tests(100%). No final exam will be held inthis course.

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グローバル教養学部 発行日：2023/5/1
13
14

LANc100ZA

Chinese B II
Shota Watanabe
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4
Notes：< GIS students > 2015 年度以前入学者は 2 単位
その他属性：【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。
This is the Chinese course 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.
【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もち、積極的に異文化を理解することができる。
The goals of this course are as follows:（1）Students can understand the thoughts and information of the otherparty by reading and listening to basic Chinese.
（2）Students can express their thoughts and experiences by writing andspeaking basic Chinese.
（3）Students can pass HSK Level 1 by the end of the spring semester.
（4）Students can have an interest in Chinese culture and language, andbe able to actively understand different cultures.
【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。
・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。
・教員は小テストの添削や質問への回答を準備し、授業時に返却・回答することで随時フィードバックを行う。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents1
既習項目の復習・確認
既習項目（第一課〜第二十課）の復習と確認
2
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？］3
第二十三課あるいは第二 形容詞述語文（一）［水饺好吃吗？］、十四課
形容詞述語文（二）［明天比今天还热］
4
第二十五課あるいは第二 形容詞述語文（三）［比泰山高一点儿］、
十六課
名詞述語文（一）［今天几月几号？］5
第二十七課あるいは第二 名詞述語文（二）［现在几点？］、名詞
十八課
述語文（三）［这只手表多少钱？］6
第二十九課あるいは第三 連体修飾語［你的这件新毛衣真漂十課
亮！］、連用修飾語［我在饭馆儿辛辛
苦苦地干了一个月］
7
第三十一課あるいは第三 程度補語［谁打得好？］、数量補語［你十二課
打了几年网球？］8
第三十三課あるいは第三 結果補語［对不起，我打错了］、方向補十四課
語［你退回去吧］
9
第三十五課あるいは第三 可能補語［我听不懂］、助動詞［我不想十六課
见他］
10
第三十七課あるいは第三 兼語文［让谁讲好呢？］、受身表現［衣十八課
服都被淋湿了］
11
第三十九課あるいは第四 把構文［我把衬衫弄脏了］、存現文［大十課
楼门口出来了一个高个子］
12
復習
Fall 学期の学習項目の総復習

HSK2 級問題
総括

HSK2 級問題の紹介・解説
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。
・予習／復習の時間は毎回 1 時間を標準とする。
・After every class, students review the items you have already learned.
In particular, in order to get used to the pronunciation and grammar of
Chinese, students are expected to use digital textbooks and e-learningmaterials. （http://fic.xsrv.jp/hosei）
・Preparatory study and review time for this class are 1 hour.
【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】
有用な文法書として以下のものをあげておく。
・劉月華（他）2019『実用現代漢語語法（第三版）』北京：商務印書館
・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
・守屋宏則（他）2019『やさしく くわしい 中国語文法の基礎［改訂新版］』東京：東方書店【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。
The average score of mini tests(100%). No final exam will be held in thiscourse.
【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】
・オンライン授業が実施される場合は、授業計画や成績評価が変更になる可能性がある。そのため、学習支援システムを随時確認すること。
・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.
【Outline (in English)】【Outline】
This is the Chinese course 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.
【Goal】The goals of this course are as follows:（1）Students can understand the thoughts and information of the otherparty by reading and listening to basic Chinese.
（2）Students can express their thoughts and experiences by writing andspeaking basic Chinese.
（3）Students can pass HSK Level 2 by the end of the fall semester.
（4）Students can have an interest in Chinese culture and language, andbe able to actively understand different cultures.
【Work to be done outside of class (preparation, etc.)】
・After every class, students review the items you have already learned.
In particular, in order to get used to the pronunciation and grammar of
Chinese, students are expected to use digital textbooks and e-learningmaterials .（http://fic.xsrv.jp/hosei）
・Preparatory study and review time for this class are 1 hour.
【Grading criteria】
・The average score of mini tests(100%). No final exam will be held inthis course.

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グローバル教養学部 発行日：2023/5/1【References】
Further references may be provided based on students’ areas of interest.

SOC200ZA

Race, Class and Gender I: Concepts & Issues【Grading criteria】
Participation: 10%
Discussion facilitation: 20%
Weekly reading responses: 40%
Final paper: 30%

Daiki Hiramori
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 1/Tue.1
その他属性：〈グ〉〈ダ〉〈未〉【Outline and objectives】
This class sees our society through the lens of race, class and gender
to understand how privilege and inequality are produced, maintained,
naturalized and challenged. The course will look at how various
inequalities are connected to one another through examining global,
national and local issues. Students will learn to analyze how race,class, gender, and sexuality are connected to each other as intersecting
inequalities in a society and the world, and on that basis, consider the
possibility of an equal but diverse world.
【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.

【Changes following student comments】
Students have generally evaluated the class positively. The instructor
will be attentive to student feedback and adjust workload and classmaterial, when necessary.
【Equipment student needs to prepare】
None.
Students are encouraged to use computers/tablets forclass-related purposes in class.
【Others】
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 be given admission priority to the seminar"Intersectionality: Multiple Inequalities."【Prerequisite】
Students who intend to enroll in this course are expected to have passed"Introduction to Sociology."【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 based on a combination of short lectures by
the instructor and student-led class discussions. Verbal and written
feedback on assignments is given during class discussions and throughusing other tools as appropriate. Students are encouraged to visit the
instructor during office hours for more personalized feedback.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Foundation:
What do we mean by inequality?
“Inequality”
3
Foundation: “Social
How do Marx and Weber
Class”
conceptualize social class?
4
Social Class in Japan
What does social stratification in
Japan look like?
5Foundation:
What are the main theoretical“Race and Ethnicity”
approaches to race and ethnicity?
6
Critical Race Theory
What are the key premises of
Critical Race Theory?
7
Defining Japaneseness Film viewing: "Hafu: The
Mixed-Race Experience in Japan"
8Foundation:
What are the main theoretical“Gender”
approaches to gender?
9
Gender Inequality in
What does gender inequality inJapan
Japan look like?
10Foundation:
What are the main theoretical“Sexuality”
approaches to sexuality?
11
Sexuality Inequality in What does labor market
the Labor Market
discrimination based on sexual
orientation look like?
12Foundation:
What is intersectionality?
“Intersectionality”
13
Practicing
What does it mean for sociologists
Intersectionality into practice intersectionality as aSociological Researchtheoretical and methodologicalapproach to inequality?
14
Review & Final Paper
What have we learned in thisPreparation
course? Preparing and submitting
the final paper【Work to be done outside of class (preparation, etc.)】
Students are expected to complete the weekly readings and prepare forclass discussion. Please note that the assigned readings for this course
tend to be dense. As such, I recommend giving yourself ample time tocomplete them, even if the number of pages assigned at any given time
appears small. Preparatory study and review time for this class are 2hours each.
【Textbooks】
No textbook will be used. All readings will be provided by the instructor.

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グローバル教養学部 発行日：2023/5/1

LIN200ZA

10

Language Attitudes

11

Bilingualism andMultilingualism

12Standard andNon-standard English
Elaborated andRestricted codes
Pidgin and Creole

13

World Englishes

14

Summary and Final
Exam

Sociolinguistics

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 2/Tue.2
その他属性：〈グ〉【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 classic research of William Labov,one of the founding figures of quantitative sociolinguistics.
Later lectures focus on how and where a language or dialect
is socially placed and ranked within a community, including multilingual/dialectal countries such as Singapore. Students who are or are
becoming bilingual will find the discussion on bilingualism especiallyinteresting when they learn that its implications not merely vary fromone society to another, but have been significantly changing recently.
Another major topic is language attitudes. They are not based on purely
linguistic considerations, but connected with how people perceive andevaluate different dialects or accents.
【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 class discussions. Basedon a flipped learning model, students have to read chapter handouts
and address questions asked there prior to attending each lecture.
Submitted assignments and tests are reviewed in detail and commented
on in the following week’s lecture.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Course Overview
Course Overview
2
Linguistics and(1) Definitions of linguistics andSociolinguistics
sociolinguistics(2) Interaction between linguistic
and social variables
3
Languages and(1) How many languages are there
Dialects
in the world?
Regional and Social(2) Languages and dialects
Variations(3) Regional and social variations
4
William Labov’s(1) The social stratification of theStudies
non-prevocalic /-r/ in NYC(2) Centralized diphthongs in
Martha’s Vineyard
5
Language and Gender (1) Genderlect(2) Sexism and PC(3) Gender and attitudes
6
Language and(1) AAVE
Ethnicity(2) Ethnic markers in utterances(3) Australian accents and ethnic
groups in Sydney(4) Features of Maori English
7
Mid-semester Exam
(1) Mid-semester examination
Language and Social(2) Three Australian accentsClass (Part 1)
8
Language and Social(1) Three New Zealand accentsClass (Part 2)(2) H-dropping in Bradford andNorwich9
Linguistic Features(1) Indicators, markers andand Indexicality
stereotypes(2) Indexicality(3) Enregisterment(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 as a multilingual
country(4) Code-switching and code-mixing(5) Diglossia(1) The standard variety of alanguage(2) Non-standard English(3) Elaborated and restricted codes(4) Pidgin and creole English(5) Pidgin Japanese(1) Three circles of English(2) Hierarchy of Englishes(1) Review(2) 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 resources. Preparatory
study and review time for this course are 2 hours each.
【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.
Holmes, J., & Wilson, N. (2017). An introduction to sociolinguistics (5thed.). Routledge.
Wardhaugh, R., & Fuller, J. M. (2021).
An introduction tosociolinguistics (8th ed.). 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%). Attendance at thefirst class is mandatory. More than two unexcused absences will resultin failure of the course.
【Changes following student comments】
Students have been positive about the contents and method of
instruction. Hyperlinked video clips are updated every year.
【Equipment student needs to prepare】
The lectures are delivered using PowerPoint slides and Internet
resources. The handouts are downloadable in PDF format.
【Others】
It is recommended that students have completed 100-level linguistics
courses with a good understanding. This course is cross-listed with
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.

— 333 —

グローバル教養学部 発行日：2023/5/1【References】
Williams, Paul D and McDonald, Matt (ed). Security Studies: An
Introduction. Third edition. Routledge, 2018.
Baylis, John, Wirtz, James J and Gray, Colin S. Strategy in theContemporary World. Seventh Edition. Oxford University Press, 2022.

POL200ZA

International Security
Takeshi Yuzawa
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 3/Thu.3【Grading criteria】
Contribution to discussion (10%), mid-term essay (45%), final examination (45%)
【Changes following student comments】
Handouts to be provided in a timely manner.
【Equipment student needs to prepare】
Some course materials will be delivered via the Hoppii.

その他属性：〈グ〉〈未〉【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.

【Others】
Non-GIS students wishing to take part in this course should haveadequate English skills to complete the course work and assignments.
【Prerequisite】
none.

【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
their own answers to enduring 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 armed
conflicts, arms trade and military competition, nuclear proliferation,
genocide and mass killings, and terrorism.
Submission of assignments and feedback will be via the Learning
Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Military Security
Exploring the concepts of military
security
3
Regime Security
Exploring the concepts of regime
security4
Societal Security
Exploring the concepts of societal
security5
Human Security
Exploring the concepts of humansecurity
6
Environmental
Exploring the concepts ofSecurityenviromental security
7
Review and Mid-term
Review of week 2-7
essay preparation
8
The Evolution of
Examining changes in warfare
Modern Warfare
9
The Arms Trade
Examining the key aspects of thecontemporary arms trade
10
Nuclear Proliferation
Examining the important aspectsof nuclear proliferation
11
Humanitarian
Providing an overview of theIntervention
heated debate in terms of thevalidity of humanitarian
intervention
12
Terrorism
Analyzing the threat that terrorism
poses to countries and the world
13
Review andReview of major topics covered by
Preparation for the
week 9-13
final exam
14
Review and Final
Review and Written test
Exam
【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. Preparatory
study and review time for this class are 2 hours each.
【Textbooks】
Collins, Allan (ed). Contemporary Security Studies, Sixth edition.
Oxford University Press, 2022.

— 334 —

グローバル教養学部 発行日：2023/5/1【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：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 3/Thu.3
その他属性：〈グ〉【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.
Comments for assignments are given during class and office hours.

【References】
Yahuda, Michael. The International Politics of the Asia Pacific. Fourthand revised edition. Routledge, 2019.
Connors, Michael K., Davison Rémy and Dosch, Jorn (eds), The New
Global Politics of the Asia-Pacific. Third edition. Routledge, 2017.
Dent, Christopher M. East Asian Regionalism. Second edition.
Routledge, 2016.
Shambaugh, David and Yahuda, Michael (eds), International Relationsof Asia. Second edition. Rowman & Littlefield Publishers, 2014.
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.
【Grading criteria】
Contribution to discussion (10%), Mid-term Examinations (45%), Final
Essay (45%)
【Changes following student comments】
Handouts to be provided in a timely manner.
【Equipment student needs to prepare】
Course materials will be delivered via the Hoppii.
【Others】
none.
【Prerequisite】
GIS students wishing to take part in this course are required
to have completed "Introduction to International Relations" or"World 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】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
The United States and Examining US foreign and security
the Asia-Pacificpolicies with special reference to
the Asia-Pacific region
3
China and the
Examining China’s foreign andAsia-Pacific I
security policies with specialreference to the Asia-Pacific region
4
China and the
Examining China’s foreign andAsia-Pacific II
security policies with specialreference to the Asia-Pacific region
5
Japan and the
Examining Japan’s foreign andAsia-Pacific I
security policies with specialreference to the Asia-Pacific region
6
Japan and the
Examining Japan’s foreign andAsia-Pacific II
security policies with specialreference to the Asia-Pacific region
7
Mid-term Review
Review of major topics covered by
week 2 to 6
8
Mid-term exam andWritten test and review
review
9
The Development of
Investigating the processes behind
ASEAN
the development of ASEAN
10
Economic Cooperation Investigating the problems andand Integration in theprospects for regional economic
Asia-Pacificcooperation
11
Security Cooperation
Investigating the problems andand Multilateralism in prospects for regional security
the Asia-Pacificcooperation
12
Prospects for Regional Examining prospects for regional
Order in theorder
Asia-Pacific I
13Prospects for Regional Examining prospects for regional
Order in theorder
Asia-Pacific II
14
Review and Wrap-up
Wrap-up【Work to be done outside of class (preparation, etc.)】
Students are required to have pored over assigned readings before
attending the lectures. Preparatory study and review time for this classare 2 hours each.

— 335 —

グローバル教養学部 発行日：2023/5/1【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.

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 2/Sat.2
その他属性：【Outline and objectives】
Images seen on walls and in public spaces are rarely random. Most aredesigned to grab attention and make the viewer want to do something,whether it be desire a car, a drink, a movie, or to share in an idea suchas a political message or charity. If images always carry messages, thiscourse explores such message through the practice of making images.
【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 understanding of
the impact that images have upon contemporary society. In doing so, thecourse aims to encourage students’ critical awareness of surrounding
visual environments.
【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 and why
we “read” images in different ways. The second part looks at supporting
students through the process of designing an advertisement. To develop
a contextual understanding of the subject, students also create a
dedicated Instagram account for collecting advertisements seen aroundTokyo. Final submission comprises a final project (advertisement) andevidence of participation (Instagram posts). Attendance is recorded
weekly using visual media (e.g. photograph). Feedback is given via
dialogue and discussion of work in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【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.
Final Project: each student must produce an advertisement relating toa topic determined by the instructor.
The final grade is based on: Participation 40% and Final Project 60%.
【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 (e.g. Convenience store print machine). Paper and otherbasic art materials may also be requested from time to time.
【Others】
Being naturally creative is not a requirement for this course. However,students are expected to come to class on time, participate anddemonstrate an active interest.
【Prerequisite】
None.

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Sight and Perception
Introducing the the problems ofvisual communication.
2
Visual Cues
Looking at the many cues that thebrain receives when looking at
images and how to use them.
3
Visual Theories
Exploring theories associated withthe act of seeing.
4
Visual Persuasion
Discussing the use of persuasion
and the commonality of
propaganda.
5
Visual Stereotypes
Exploring stereotypes within thecontemporary visual landscape.
6
Visual Analysis
Analyzing images using Lester’s six
perspectives.
7
Visual Literacy
Discussion of advertisements inTokyo.
8
LayoutExploring the value of different
layouts in design.
9
Typography
Exploring the history and use of
typefaces for design.
10
ImagesLooking at ways toreproduce/scale/multiply images
within designs.
11
Colour
Exploring colour as acommunicative decision for design.
12Constructive Feedback Getting feedback on poster designs.
13
Peer Review
Making final amendments andadjustments to designs.
14
Taking Responsibility
Discussing the future ofadvertisements.
【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 dedicated Instagram
account and post a single image taken daily (7 days x 13 weeks = 91
images). The project will require a number of hours spent outside ofclass in order to make the work. Preparatory study and review time forthis class are 2 hours each.

— 336 —

グローバル教養学部 発行日：2023/5/1

ART100ZA

5Drawing in 3D

6

Lines, angles,
mathematics and logic

7

Light as a tool for
drawing

General Topics I: Fine Arts
Suzanne Mooney
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 1/Fri.1
その他属性：【Outline and objectives】
Drawing is at the root of expression and communication in fine art.
Through this course, students gain a fundamental understanding ofart, while also pushing the boundaries of drawing beyond a traditional
understanding of the medium. The skills being taught start withtraditional drawing methods, and throughout the course, the definitionof drawing is expanded to include elements of photography, digital
imaging, and computer code.
FIne art is often dismissed as purely subjective and beyond comprehension or academic interrogation. Through a structured, methodical
approach to image-making, supported by a comprehensive introduction
to basic theory, and examples of these methods in practice, students will
gain the ability to hone in on an area of interest and apply drawing andimage-making as a means of research or expression.

8

Pixel drawing

9

Vector drawing【Goal】
Learning how to ‘look’ is the biggest obstacle to successful drawing.
Before even considering how to reproduce the appearance of an object orform, one must see beyond the obvious and the expected. Through active
engagement in guided practical class activities and the production of anindividual portfolio, students will gain an understanding of the potentialof fine arts as a communicative tool, in addition to aesthetic experienceand self-expression.

10

Visual coding

11

Portfolio preparation

12

Portfolio review

13

Portfolio review

14

Portfolio review/ The
bigger picture【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 engage in weekly practical exercises supported by lectures
introducing relevant artists and their works. Exercises take theform of drawing activities that ask students to visually explore an
object/subject.
Working towards an individual approach, students produce a portfolioof drawings. In addition to a final portfolio of drawings, students are
required to keep a weekly sketchbook and take part in presentations
and discussions in class.
Students will receive direct feedback and critique in class, combinedwith regular written feedback or grades for assignments submitted
online. For major assignments, a grading rubric will be provided andexplained in detail.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction &Introduction & doodling
doodling
2
Gesture drawing
Observing and rendering a subject
in terms of line and feeling.
Learn how to use quick sketching
techniques.
Ignore details to make drawings
that capture the weight and pose ofan object or person.
Practical exercise: Gesturedrawing.
3Mark-making &Observing and rendering a subject
tactility
in terms of controlled marks.
Instruction on getting the fullrange of marks from your tools.
Practical exercise: Mark-making.
4
Light & dark
Observing and rendering a subject
in terms of light, shade anderasure.
Positive and negative space
Understanding light and form.
Instruction on how to use dark andlight shading to render form.
Practical exercise: Shading.

Exploring three-dimensional spacewith line: Wireframe drawing;
Isometric drawing and linear
perspective. Beginning a drawing
without a drawing surface.
Practical exercise: Perspective
drawing.
Study of the use of mathematics
art. Practical exercise: Two-point
perspective and patterns.
Making drawings using time andlight.
Considering photography indrawing and also the relationshipbetween time and light in drawing
image.
Practical exercise: Drawing withlight and drawing with shadows.
Understand pixels and digital
image data.
Learn about correct scaling forscreen and for print.
Use layers to build complex digital
images.
Practical exercise: Editing scanned
images.
Using computer software/apps formaking scalable drawings in adigital environment.
Understand the difference between
vector graphics and pixels, and theapplication of vector graphics indrawing, illustration and design.
Practical exercise: Basics of vector
drawing.
Code and creative programming in
generative drawing.
Instructional lesson in basic
computer coding for generative
drawing and motion graphics.
Practical exercise: Editing andwriting simple drawing programs.
Group discussions reviewing
drawings produced so far.
In class portfolio presentation andcritique for all students.
Individual presentations to theclass.
In class portfolio presentation andcritique for all students.
Individual presentations to theclass.
Individual
presentations(continued) andconsidering the application ofdrawing beyond this course.
Class discussion.

【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
Students are be required to complete practical activities outside of classtime.
In addition to class activities and regular notebook work, students will
be required to spend time every week working towards their portfolio
before the final review.
Research on an artist selected by the student will also be expected.
【Textbooks】
No textbook will be used
【References】
Winter, Roger (2008) On Drawing Rowman & Littlefield Publishers
Berger, John (1977) Ways of Seeing, Penguin Books. •Dexter, Emma
(2005) Vitamin D: New Perspectives in Drawing. Phaidon Press.
The Drawing Projects: An Exploration of the Language of Drawing.
Black Dog Publishing.
On Drawing , Roger Winter. Rowman & Littlefield Publishers, 2008
【Grading criteria】
Participation and attitude - 25%
Tasks - 30%
Completed portfolio - 30%
Presentation - 15%【Changes following student comments】
More time has been allocated for portfolio review presentations.
【Equipment student needs to prepare】
A sketchbook (A3) and notebook (A5-A4) with plain white paper.
Loose sheets of paper for quick sketching.
Basic drawing materials:— 337 —

グローバル教養学部 発行日：2023/5/1
Pencils (ex. 2B, 4B, 6B)
Black ball-point pen
30cm ruler
Soft eraser
Charcoal or chalk pastels
A computer will be required for some classes.
Additional materials will be specified throughout the course as required.
【Prerequisite】
None.

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グローバル教養学部 発行日：2023/5/1

PSY200ZA

Social Research Methods
Yu Niiya
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 2/Thu.2
その他属性：【Outline and objectives】
The goal of this course is to introduce the students to various
quantitative research methods used in the social sciences. When making
important decisions, be it choosing a strategy to increase the salesof a product, implementing an intervention program to boost people’s
well-being, or selecting a school program to increase students’ learning,people can rely on their intuition and experience, or they can basetheir decisions on facts: data. In this course, students will develop
skills to obtain valid and reliable data through experimental and survey
methods. The course will also cover topics related to research ethics,
some basic statistics, and APA-style writing.
【Goal】
This course provides an overview of the ’how’s and ’why’s of quantitative
research in social sciences, and it covers such topics as design, ethics,
and APA-style writing and such strategies as field experiments andsurveys. Students will develop the ability to design, conduct, evaluate,
and report empirical studies. By developing hypotheses and criticallyassessing information, students will improve on their critical thinking
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. Feedback for research will be given during class time.
Comments for papers will be given via the Learning Management
System.

【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 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. Preparatory study and review time for this class are 2hours each.
【Textbooks】
No textbooks required.
【References】
Morling, B. (2021). Research methods in psychology: Evaluating a worldof information (4th ed.). New York, NY: W.W. Norton & Company.
Hacker, D. & Sommers, N. (2020).A pocket style manual. (8th ed.). APA
Version.
The 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.
【Grading criteria】
Final grades are based on two research papers (20% and 30%), a poster
presentation (20%), and the quality and timeliness of group work done
outside class (30%).
【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.
【Prerequisite】
none【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
What is research? Why should wecare?
2
The Fundamentals of
How do we define variables? How
Research
do we measure them? What is good
research? How do I know if I cantrust the findings?
3
Common Experimental Evaluating causal claims with
Designsexperiments: random assignmentand control
4
Understanding
Understanding the structure of a
Research Paper
research paper
5
Experimental Research Presentation of the researchIquestion, hypotheses, and theories
6
Experimental Research Identifying the various threats toIIinternal validity
7
Data Analyses I
Understanding the basics ofinferential statistics
8
Correlational Research How are the two variablesI
associated? How can we write clear
questions?
9
Correlational Research Presentation of the researchIIquestion, hypotheses, and theories
10
Correlational Research Creating a questionnaireIII
11
Sampling Issues and
How generalizable are my findings?
Validities
12
Data Analyses II
Computing reliabilities andcorrelations
13
Data Analyses III
Data analysis workshop using astatistical software
14
Students Poster
Poster presentations of group
Presentations
research— 339 —

グローバル教養学部 発行日：2023/5/1

ART300ZA

5Explosion of Medium

6

Institutional Critique7

Criticism of Social
Norms

8

Impossibility ofRepresentation

9

Telling and sharing
story

10

Archive and Collective

11
12
13
14

Research Workshop 1
Research Workshop 2
Research Workshop 3
Experimentation &Wrap-up

Topics in Contemporary Art
Utako Shindo
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 6/Tue.6
その他属性：【Outline and objectives】
Since the late 19th century we have witnessed a number of artistic
movements from, what is considered, modern to contemporary: the birthof realism, impressionism, abstract expressionism, minimalism, the riseof conceptual art, installation, video and pop art, the extension into
earth, body, public domain, the revival of painting, the exploration into
photography, the shift to more participation and collaboration based art
practices. Amidst all these transformations, how does art continue toremain inspirational and ‘contemporary’? In which way, are we able torecognize and respond to truly creative works from personal, global andinterdisciplinary perspectives? This course looks at various topics inFine art and closely pay attentions to how an artwork exists in a certain
milieu: time and space, and among all kinds of relationships. Artistic
practices mainly in Europe, North America, Asia and also other areas
across the globe will be examined.

Post Minimalism, Video,
Performance (Robert
Rauschenberg, Vito Acconci, Fujiko
Nakaya, John Cage, Marce
Cunningham)
Conceptual Art, Dematerialization,
Installation Art (Marcel Duchamp,
Joseph Kosuth, Jiro Takamatsu,
Micheal Asher)
Queer Art, Pop Art, Art in Public(Yasumasa Morimura, Felix
Gonzales=Torres, Andy Warhole,
Barbara Kruger)
Counter Monument andArchitecture (Rachel Whiteread,
Isamu Noguchi, Daniel Libeskind)
Relational Art, Participatory Art,
Video Installation, (Rirkrit
Tiravaniya, William Kentridge,
Neshat Shirin)
Collection, Collaboration, Curation(Tino Sehgal, Koki Tanaka, Raqs
Media Collective)
Student presentations 1
Student presentations 2
Student presentations 3
Experimentations forinterdisciplinary and creative
minds【Goal】
You will learn to appreciate an artwork by ‘listening’ to voices of an
artwork as well as an artist, becoming familiar with terms in art fromthe late modern to contemporary times.
You will understand how one can engage with an artwork respectfullyand express her/his/their unique experience in writing and speech.
You will become active and discerning participants/viewers of art,
equipped with basic knowledges of Fine Art and related theories.

【Work to be done outside of class (preparation, etc.)】
Students need to keep up with the class materials (readings, videos andso forth) and to be prepared for class discussions and activities. As partof their research, students are required to make at least one visit toan art exhibition suggested by the instructor in order to prepare theirpresentations and research papers. Preparatory study and review time
for this class are 2 hours each.

【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】
No textbook will be used. Readings will be made available on Hoppii or
Google Classroom.

【Method(s)】I will provide a referential material as a post on Google Classroom inprior to each class. In the class, we will read texts, watch video clips,
look at lecture slides, to learn about the key terms, artistic backgrounds,
a milieu of an artwork that will help us understand and engage with thework. We will also have a in-class exercise and the time for questions
at the end. Unless your question involves something personal, pleaseask during this time. In addition, you are required to attend at least
one off-campus museum or gallery exhibition relevant to the course(determined by the instructor). You will then make presentations andwrite their research papers. You will be also asked to explore your own
creative possibility, inspired by the shared learnings and experiments,
at the end of the course.
The feedbacks to the in-class exercises will be provided in the next classas well as through the google classroom as comments where students
are asked to submit them.
The feedbacks to the assignments, the presentations, and theexperiments will be provided through the google classroom as comments
as well as in the class.
NOTE 1: Please be aware that some works shown in class may address
controversial issues and may include nudity.
NOTE 2: The schedule and the content may change in response to thestudents’ needs.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【References】
References will be made available on Hoppii or Google Classroom.
【Grading criteria】
Participation (30%) : Students will be expected to spend time with thereferential materials (text and video clip) posted on Google Classroom
for each class. Students will complete comment card (as part of In-classexercise) and submit at the end of the class or 5pm on the next day. A
self-guided field trip to one exhibition and the following presentationand paper: Each student is required to visit one of the exhibitions to besuggested by the instructor.
Short Presentation (20%) : Present the chosen work to class that you
engage with during your self-guid museum/gallery visit. Project Paper(30%) : Write a paper, which is more than the written version of yourpresentation. Rather, it is a research paper and you will need to findand discuss an article on the artwork or the artist of your choice.
Experimentation (20%) : Students will experiment to connect a topic
from the class to your interdisciplinary interest, to draw an idea for newart, and together to follow an instruction for making an artwork.
【Changes following student comments】
I have made the reaction comments due by 5pm on the next day. This
will achieve equity especially for slow-writing students.
【Others】
Do not miss the first class as a selection process may occur.

【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Overview of the course:
experiencing and understanding an
artwork in time and space.
2
Modern to
Romanticism, Impressionism,Contemporary
Cubism (William Turner, Gustave
Courbet, Édouard Manet, Paul
Cezanne, Pablo Picasso)
3
Modern Life and the
Abstract Art, Symbolism,
Wars
Surrealism, Bauhaus (Wassily
Kandinsky, Joseph&Annie Albers,
Edvard Munch, Paul Gauguin)
4
From Europe to
Abstract Expressionism,
America
Minimalism (Mark Rothko,Jackson Pollock, Ad Reinhardt,
Frank Stella, Donald Judd, Agnes
Martin)【Prerequisite】
None.

— 340 —

グローバル教養学部 発行日：2023/5/1

CUA300ZA

Ethnographic Methods
Allen Kim
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 5/Fri.5
その他属性：【Outline and objectives】
This course is designed to introduce students to qualitative researchmethods. The course begins with research problems, questions anddesign considerations. The course follows with training, through lecture,group work and hands-on experiences, in data collection methods
commonly used in qualitative research–field observation, interviews,
and the use of documents and archival data. Students will undertake apilot research study as part of the course requirements. This includes
designing a research question, doing a literature review, creating aquestionnaire, observing a field setting, analyzing field notes, andpresenting on preliminary research findings. The exercises are intended
to develop the mindset required to think through, design, and execute a
qualitative study.
【Goal】
Provide students with an appreciation for and the basic steps ofqualitative research design. Acquaint students with a diversity ofqualitative methods and associated theoretical, ethical, and pragmatic
issues. Instruct students on how to conduct qualitative researchthat is descriptively rich, theoretically illuminating, and personally
meaningful. Each student will be able to create her/his own researchquestions, decide a research site/community, conduct original research,and present their findings.
【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. Submission of assignments and feedback will be via the
Learning Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

12

Student Presentation I

13

Student Presentation
II

14

Wrap up and Writing
tips

Student presentations on
mini-research proposal andfeedback
Student presentations on
mini-research proposal andfeedback
Writing Qualitative Research
Method Tips

【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. Preparatory study
and review time for this class are 2 hours each.
【Textbooks】
No 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】
Field I, II, III Assignments: 60%
Research Proposal/Presentation 40%
Three 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."【Changes following student comments】
Weekly assignments have been updated.
【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. Student attendance is critical because each lecture builds on
the previous week. Missing out on critical components of the research
process will put you behind in being able to design and implement a fullproject.
【Prerequisite】
None.

【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Research Design
Types of research
3
Designing and QR set
Beginning of individual project.
up
Conceptual frameworks, researchvalidity in data gathering
4
Starting a study
Entry into the field; developing
rapport; role of the researcher;confidentiality; collecting
background information, sampling5
Literature Review
Reviewing existing scholarly work
6
Writing Research
Research questions, site, methods,
Proposalcontribution
7
Presentation and Data Research proposal presentation
Collection Procedures(summary of existing literature &introduction of research question)
Write a summary ofissues/challenges in data collection
and bring to class for discussion
8
Interviews: Fieldwork I Types of interviews (structured to
unstructured). How to designinterview questions; how to
conduct interviews
9
Observations:
Taking notes, types of observation.
Fieldword II
Analyzing social settings. How to
observe and focus.
Discuss fieldwork, sharechallenges.
10Documents andDefinition, review of sources andinternet datatypes of data, methods of collection
and analysis.
11
Integrating,Reflexivity and organizing datasynthesizing data.
Coding and Coding
categories— 341 —

グローバル教養学部 発行日：2023/5/1【Prerequisite】
Foundations of Finance or any Accounting classes

ECN300ZA【休講】Investment

Credit(s)：2 ｜ Semester： ｜ Year：3〜4
Day/Period：
その他属性：【Outline and objectives】
This is an advanced level finance course that focuses on the concepts ofstock investment: characteristics of stocks, the market, stock valuationand 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 investment
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.
Feedback is given during class, using tools such as HOPPII or email.
Interactive class participation is encouraged.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction andIntroduction and Overview
Overview
2
Basics of Stock
Setting up your virtual accountInvesting (1)Common approaches and risks
3
Basics of Stock
Snapshot of the market
Investing (2)4Basics of Stock
Investing for growth and income
Investing (3)5Investment Strategies Technical analysis (SMA, MACD)(1)
6Investment Strategies Technical analysis (Momentum,(2)
Volume and RSI)
7
Investment Strategies Analyzing industries(3)
8
Investment Strategies Decoding company documents(4)9Investment Strategies The Intelligent Investor(5)
10
Portfolio Report
Discussion on portfolio report
11
Financial Markets and Types of financial markets
Institutions
12
Distribution to
Dividends versus capital gains
Shareholders
13
Stock Market
Stock market booms and crashes
Discussion
14
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. Preparatory study
and review time for this class are 2 hours each.
【Textbooks】
No textbook will be used
【References】
Mladjenovic, Paul. Stock Investing For Dummies, 2016.
Graham, Benjamin. The Intelligent Investor: The Definitive Book On
Value Investing , 2016 (Revised Edition).
Brigham, Eugene, Houston, Joel F. Essentials of Financial Management,
3rd Edition, Cengage Learning Asia Pte Ltd, 2014.
【Grading criteria】
Students will be evaluated based on class participation (20%), portfolio
report (40%), and one final exam (40%).
【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.

— 342 —

グローバル教養学部 発行日：2023/5/1
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：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 2/Mon.2
その他属性：【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, pop-quizzes, andmidterm/final reviews. Handouts and worksheets are provided in class.
Students are expected to actively participate in class: take notes, be
responsive to questions, and work in pairs and groups. Feedback forcourse contents and assignments will be provided in class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction
2
Language Acquisition
How did we acquire a first
language?
3
Speech Communication The basic components of language
11
4
Speech Communication The basic components of language
225
Speech Communication The basic components of language
33
6
Speech Communication The basic components of language
4
4
7
Checkpoint
Review and midterm exam
8
Speech Chain 1
Speech Production
9
Speech Chain 2
Physical and Psychological
Properties
10
Speech Chain 3
Speech Perception
11
Neuroscience 1
Basic brain anatomy and function
12
Neuroscience 2
Audiory Illusions
13
Neuroscience 3
Optical illusions
14
Checkpoint
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 the course
instructor about lecture notes and assignments. Preparatory study andreview time for this class are 2 hours each.
【Textbooks】
No textbook will be used. Handouts and worksheets are provided inclass.
【References】
Berninger, V.W., & Richards, T.L. (2002). Brain literacy for educatorsand 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%).

— 343 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
事前に Hoppii からプリントをダウンロードし、それをよく読んで要点を把握するとともに、疑問点を明らかにしておく。授業後には、授業内容を振り返り、理解できたかどうか、疑問点が解明されたかどうかを確認する。本授業の準備学習・復習時間は各 2 時間を標準とする。

LAW100LA

Law (Constitution of Japan)
Masayoshi KANEKO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 1/Thu.1
その他属性：【Outline and objectives】
この授業では、まず憲法の土台となっている立憲主義とそれが成立した歴史的背景について学び、法体系における憲法の存在意義・機能・役割を理解する。その上で、日本国憲法の歴史と全体構造を概観し、日本国憲法が社会において果たしている役割、あるいは果たすべき役割について考える。この授業の目的は、単に憲法の知識を学ぶことにあるのではなく、憲法を通じて現代社会の諸問題を分析し、自分なりの考えを提示できる力を養うことにある。
【Goal】①憲法の土台となっている立憲主義とそれが成立した歴史的背景について理解する。
②法体系における憲法の機能と役割、および憲法の特質を理解する。
③日本国憲法が成立した歴史的経緯および日本国憲法の構造について理解する。
④現代社会で生起する諸問題について分析する力を養う。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】
授業は Hoppii を通じて配布するプリントを用いて、講義形式で行う。受講者は予めプリントをダウンロードし、一読の上で授業に臨むことが求められる。質問は教室または Hoppii を通じて受け付ける。質問等に対するフィードバックは、授業中または Hoppii を通じて行う。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
第 1 回 憲法の意義と機能法体系における憲法の位置づけと立憲主義の意義について学ぶ
第 2 回 憲法の歴史①
近代憲法の成立経緯について学ぶ
第 3 回 憲法の歴史②
現代国家の成立経緯と近代憲法の変容について学ぶ
第 4 回 日本国憲法の概要
日本国憲法の制定経緯と構造について学ぶ
第 5 回 国民主権・天皇制
国民主権の意義と象徴天皇制の意
義、および天皇の権能について学ぶ
第 6 回 平和主義
平和主義の内容とその変遷について学ぶ
第 7 回 平等権
平等権の意義とそれに関する判例について学ぶ
第 8 回 表現の自由
表現の自由の意義とそれに関する判例について学ぶ
第 9 回 参政権
参政権の意義とそれに関する判例について学ぶ
第 10 回 社会権
社会権の意義とそれに関する判例について学ぶ
第 11 回 権力分立
権力分立の類型と議院内閣制について学ぶ
第 12 回 違憲審査制
違憲審査制の意義と限界について学ぶ
第 13 回 司法権の独立
司法権の独立の意義とそれを脅かす要因について学ぶ第 14 回 全体のまとめ
授業全体のまとめを行う【Textbooks】
テキストは指定しない。授業は Hoppii をついて配布するプリント
を用いて行う。
【References】
毛利透『グラフィック憲法入門〔第 2 版〕』（新世社、2021 年）
芦部信喜（高橋和之（補訂））『憲法〔第 7 版〕』
（岩波書店、2019 年）
安西文雄・巻美矢紀・宍戸常寿『憲法学読本〔第 3 版〕』（有斐閣、2018 年）
その他の参考文献は、授業の中で適宜紹介する。
【Grading criteria】
上記「到達目標」の達成度を学期末に実施する期末試験の点数で判断し、成績を評価する（100 ％）。
【Changes following student comments】
法学の初学者が多いことを考慮して、なるべく平易な説明を心がける。
【Others】
国会議員政策担当秘書の実務経験がある。その知識と経験を活かして、日本の政治運営の実態、および現実政治における法の役割についても授業の中で随時触れていく。
【Outline (in English)】In this class, students will first learn about constitutionalism,
which is the foundation of the Constitution, and the historicalbackground of the Constitution. The class will then overview
the history and overall structure of the Constitution of Japan,
and consider the role that the Constitution of Japan plays, orshould play, in society. The purpose of this class is not merely
to learn about the Constitution, but to develop the ability toanalyze various issues in contemporary society through theConstitution.
Before/after each class meeting, students will be expected toread the printouts distributed by Hoppii. Your required study
time is at least one hour for each class meeting. Your study
time will be more than four hours for a class.
Grading will be decided based on term-end examination(100%).

— 344 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
事前に Hoppii からプリントをダウンロードし、それをよく読んで要点を把握するとともに、疑問点を明らかにしておく。授業後には、授業内容を振り返り、理解できたかどうか、疑問点が解明されたかどうかを確認する。本授業の準備学習・復習時間は各 2 時間を標準とする。

LAW100LA

Law (Constitution of Japan)
Masayoshi KANEKO
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 1/Thu.1
その他属性：【Outline and objectives】
この授業では、まず憲法の土台となっている立憲主義とそれが成立した歴史的背景について学び、法体系における憲法の存在意義・機能・役割を理解する。その上で、日本国憲法の歴史と全体構造を概観し、日本国憲法が社会において果たしている役割、あるいは果たすべき役割について考える。この授業の目的は、単に憲法の知識を学ぶことにあるのではなく、憲法を通じて現代社会の諸問題を分析し、自分なりの考えを提示できる力を養うことにある。
【Goal】①憲法の土台となっている立憲主義とそれが成立した歴史的背景について理解する。
②法体系における憲法の機能と役割、および憲法の特質を理解する。
③日本国憲法が成立した歴史的経緯および日本国憲法の構造について理解する。
④現代社会で生起する諸問題について分析する力を養う。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】
授業は Hoppii を通じて配布するプリントを用いて、講義形式で行う。受講者は予めプリントをダウンロードし、一読の上で授業に臨むことが求められる。質問は教室または Hoppii を通じて受け付ける。質問等に対するフィードバックは、授業中または Hoppii を通じて行う。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
第 1 回 憲法の意義と機能法体系における憲法の位置づけと立憲主義の意義について学ぶ
第 2 回 憲法の歴史①
近代憲法の成立経緯について学ぶ
第 3 回 憲法の歴史②
現代国家の成立経緯と近代憲法の変容について学ぶ
第 4 回 日本国憲法の概要
日本国憲法の制定経緯と構造について学ぶ
第 5 回 国民主権・天皇制
国民主権の意義と象徴天皇制の意
義、および天皇の権能について学ぶ
第 6 回 平和主義
平和主義の内容とその変遷について学ぶ
第 7 回 平等権
平等権の意義とそれに関する判例について学ぶ
第 8 回 表現の自由
表現の自由の意義とそれに関する判例について学ぶ
第 9 回 参政権
参政権の意義とそれに関する判例について学ぶ
第 10 回 社会権
社会権の意義とそれに関する判例について学ぶ
第 11 回 権力分立
権力分立の類型と議院内閣制について学ぶ
第 12 回 違憲審査制
違憲審査制の意義と限界について学ぶ
第 13 回 司法権の独立
司法権の独立の意義とそれを脅かす要因について学ぶ第 14 回 全体のまとめ
授業全体のまとめを行う【Textbooks】
テキストは指定しない。授業は Hoppii をついて配布するプリント
を用いて行う。
【References】
毛利透『グラフィック憲法入門〔第 2 版〕』（新世社、2021 年）
芦部信喜（高橋和之（補訂））『憲法〔第 7 版〕』
（岩波書店、2019 年）
安西文雄・巻美矢紀・宍戸常寿『憲法学読本〔第 3 版〕』（有斐閣、2018 年）
その他の参考文献は、授業の中で適宜紹介する。
【Grading criteria】
上記「到達目標」の達成度を学期末に実施する期末試験の点数で判断し、成績を評価する（100 ％）。
【Changes following student comments】
法学の初学者が多いことを考慮して、なるべく平易な説明を心がける。
【Others】
国会議員政策担当秘書の実務経験がある。その知識と経験を活かして、日本の政治運営の実態、および現実政治における法の役割についても授業の中で随時触れていく。
【Outline (in English)】In this class, students will first learn about constitutionalism,
which is the foundation of the Constitution, and the historicalbackground of the Constitution. The class will then overview
the history and overall structure of the Constitution of Japan,
and consider the role that the Constitution of Japan plays, orshould play, in society. The purpose of this class is not merely
to learn about the Constitution, but to develop the ability toanalyze various issues in contemporary society through theConstitution.
Before/after each class meeting, students will be expected toread the printouts distributed by Hoppii. Your required study
time is at least one hour for each class meeting. Your study
time will be more than four hours for a class.
Grading will be decided based on term-end examination(100%).

— 345 —

グローバル教養学部 発行日：2023/5/1

14

LAW100LA

Law (Constitution of Japan)
Yohei MOGI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 4/Tue.4
その他属性：【Outline and objectives】
下記の目標を達するため、授業期間の初期に、法全般に関わる基礎
的概念・理解に関する内容を取り上げ解説した上で、以降の期間で日本国憲法に関する講義を行う。①立憲主義や権力分立など憲法そのものの土台に関わる原理、②日本国憲法の基本原則（「国民主権」「基本的人権の尊重」「平和主義」）、③そこでの統治の仕組みの３つがその柱となる。受講者が初学者であることを踏まえて、法一般や憲法に関わる今日的なトピックを多く取り上げることで、抽象的な議論・講述に偏ることを避け、基本的理解が容易に得られるように講義を進める。
【Goal】
おもに初学者を対象に、法と国家および社会の関係に関する理解を踏まえて、日本国憲法の理念や構成を理解することをテーマとする。
日本国憲法の基本原理とそれに基づく内容構成、特徴などの〝正しい理解〟を通じて、憲法を中心とした法体系の基本構造を把握し、あわせて基礎的な法的知識を身に付けることで、民主的国家の市民として、また主権者として必要な法的・制度的知識と資質を習得する
ことが授業の目標である。それと同時に、現実の社会における様々な法関係に対して、適切かつ妥当な対応ができるような、いわゆる「リーガルマインド（法的思考）」の涵養も目指す。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】前半は対面型講義を実施する。教科書は使用せず、配布資料を基に講義を進める。後半はオンデマンド型とする。ウェブの OATube に
動画資料をアップする。質疑応答は、対面講義中は講義終了後、オンデマンド講義中はウェブ上の掲示板を通じて行う。
受けた質問に関するポイントの解説は、次回以降の授業の中で適宜行う【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
ガイダンス
日本国憲法を学ぶ意義
2
憲法とは何か
憲法の概要を学ぶ
3
国家の成立
国家の存在意義と憲法の意義
4
国家の役割国家が果たすべき役割
5
日本国憲法と立憲主義 日本国憲法と立憲主義の関係性について学ぶ
6
グローバル化と日本国 グローバル化が日本国憲法に突き
憲法付けた課題を学ぶ
7
統治の基礎①
日本国憲法と権力分立の意義について学ぶ
8
統治の基礎②
国会の役割について学ぶ
9
統治の基礎③
内閣と裁判所について学ぶ
10
日本国憲法の基本原理 日本国憲法の基本的原理である国
民主権の意義について学ぶ
11
日本国憲法と人権保障 人権保障の特色①
基本的人権の保障の限界
12
日本国憲法と人権保障 私人間における人権保障②
13
日本国憲法と人権保障 法の下の平等（総論）③

日本国憲法と人権保障 法の下の平等（各論）④
日本国憲法と家族【Work to be done outside of class (preparation, etc.)】
本授業の準備学習・復習時間は、各 2 時間を標準とします。
講義中に指示した資料を閲覧する（紙媒体の資料だけでなく、YouTube
等の動画の閲覧を指示する場合もある）。
講義内容をメモにまとめ、分かり易い文章にまとめる（講義内容についてレポート作成を求めるため、この作業は成績評価とも直結する）。
【Textbooks】
特に使用しない。
【References】
講義中に適宜指示する。
【Grading criteria】
講義前半（対面型）の課題レポート（50 ％）と講義後半（オンデマ
ンド型）の課題レポート（50 ％）によって、到達目標欄に記載した『憲法の体系的理解』『基礎的法知識』『リーガルマインドの涵養』の達成度を測ることで評価する。
【Changes following student comments】
特になし。
【Outline (in English)】
Learn basic knowledge about the Constitution of Japan.
The theme is to understand the philosophy and structureof the Constitution of Japan, mainly for beginners, basedon their understanding of the relationship between law andthe state and society. By grasping the basic structure of
the legal system centered on the Constitution and acquiring
basic legal knowledge through "correct understanding" of thebasic principles of the Constitution of Japan and the content
structure and characteristics based on it. The goal of thelesson is to acquire the legal and institutional knowledge andqualities necessary as a citizen of a democratic nation and asa sovereign. At the same time, we aim to cultivate a so-called"legal mind" that can respond appropriately and appropriately
to various legal relationships in the real world.
The standard preparatory study and review time for this classis 2 hours each.
Browse the materials instructed during the lecture (in somecases, you may instruct to view videos such as YouTube as wellas paper materials).
Summarize the content of the lecture in a memo andsummarize it in easy-to-understand sentences (this work is
directly linked to grade evaluation because a report is required
for the content of the lecture).
"Systematic understanding of the Constitution", "Basic legal
knowledge" described in the achievement goal column by thetask report (50%) in the first half of the lecture (face-to-facetype) and the task report (50%) in the second half of thelecture (on-demand type). Evaluate by measuring the degreeof achievement of "Legal Mind Development".

— 346 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
本授業の準備学習・復習時間は、各 2 時間を標準とします。
講義中に指示した資料を閲覧する（紙媒体の資料だけでなく、YouTube
等の動画の閲覧を指示する場合もある）。
講義内容をメモにまとめ、分かり易い文章にまとめる（講義内容についてレポート作成を求めるため、この作業は成績評価とも直結する）。

LAW100LA

Law (Constitution of Japan)
Yohei MOGI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4
その他属性：【Textbooks】
特に使用しない。
【References】
講義中に適宜指示する。

【Outline and objectives】
下記の目標を達するため、授業期間の初期に、法全般に関わる基礎
的概念・理解に関する内容を取り上げ解説した上で、以降の期間で日本国憲法に関する講義を行う。①立憲主義や権力分立など憲法そのものの土台に関わる原理、②日本国憲法の基本原則（「国民主権」「基本的人権の尊重」「平和主義」）、③そこでの統治の仕組みの３つがその柱となる。受講者が初学者であることを踏まえて、法一般や憲法に関わる今日的なトピックを多く取り上げることで、抽象的な議論・講述に偏ることを避け、基本的理解が容易に得られるように講義を進める。
【Goal】
おもに初学者を対象に、法と国家および社会の関係に関する理解を踏まえて、日本国憲法の理念や構成を理解することをテーマとする。
日本国憲法の基本原理とそれに基づく内容構成、特徴などの〝正しい理解〟を通じて、憲法を中心とした法体系の基本構造を把握し、あわせて基礎的な法的知識を身に付けることで、民主的国家の市民として、また主権者として必要な法的・制度的知識と資質を習得する
ことが授業の目標である。それと同時に、現実の社会における様々な法関係に対して、適切かつ妥当な対応ができるような、いわゆる「リーガルマインド（法的思考）」の涵養も目指す。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】前半は対面型講義を実施する。教科書は使用せず、配布資料を基に講義を進める。後半はオンデマンド型とする。ウェブの OATube に
動画資料をアップする。質疑応答は、対面講義中は講義終了後、オンデマンド講義中はウェブ上の掲示板を通じて行う。
受けた質問に関するポイントの解説は、次回以降の授業の中で適宜行う【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
ガイダンス
日本国憲法を学ぶ意義
2
憲法とは何か
憲法の概要を学ぶ
3
国家の成立
国家の存在意義と憲法の意義
4
国家の役割国家が果たすべき役割
5
日本国憲法と立憲主義 日本国憲法と立憲主義の関係性について学ぶ
6
グローバル化と日本国 グローバル化が日本国憲法に突き
憲法付けた課題を学ぶ
7
統治の基礎①
日本国憲法と権力分立の意義について学ぶ
8
統治の基礎②
国会の役割について学ぶ
9
統治の基礎③
内閣と裁判所について学ぶ
10
日本国憲法の基本原理 日本国憲法の基本的原理である国
民主権の意義について学ぶ
11
日本国憲法と人権保障 人権保障の特色①
基本的人権の保障の限界
12
日本国憲法と人権保障 私人間における人権保障②
13
日本国憲法と人権保障 法の下の平等（総論）③14
日本国憲法と人権保障 法の下の平等（各論）④
日本国憲法と家族【Grading criteria】
講義前半（対面型）の課題レポート（50 ％）と講義後半（オンデマ
ンド型）の課題レポート（50 ％）によって、到達目標欄に記載した『憲法の体系的理解』『基礎的法知識』『リーガルマインドの涵養』の達成度を測ることで評価する。
【Changes following student comments】
特になし。
【Outline (in English)】
Learn basic knowledge about the Constitution of Japan.
The theme is to understand the philosophy and structureof the Constitution of Japan, mainly for beginners, basedon their understanding of the relationship between law andthe state and society. By grasping the basic structure of
the legal system centered on the Constitution and acquiring
basic legal knowledge through "correct understanding" of thebasic principles of the Constitution of Japan and the content
structure and characteristics based on it. The goal of thelesson is to acquire the legal and institutional knowledge andqualities necessary as a citizen of a democratic nation and asa sovereign. At the same time, we aim to cultivate a so-called"legal mind" that can respond appropriately and appropriately
to various legal relationships in the real world.
The standard preparatory study and review time for this classis 2 hours each.
Browse the materials instructed during the lecture (in somecases, you may instruct to view videos such as YouTube as wellas paper materials).
Summarize the content of the lecture in a memo andsummarize it in easy-to-understand sentences (this work is
directly linked to grade evaluation because a report is required
for the content of the lecture).
"Systematic understanding of the Constitution", "Basic legal
knowledge" described in the achievement goal column by thetask report (50%) in the first half of the lecture (face-to-facetype) and the task report (50%) in the second half of thelecture (on-demand type). Evaluate by measuring the degreeof achievement of "Legal Mind Development".

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グローバル教養学部 発行日：2023/5/1

HSS100LA

3

Learning theIndividual Sports 1

4

Learning theIndividual Sports 2

5

Learning theIndividual Sports 3

6

Learning theIndividual Sports 4

7

Strength &Conditioning 1

8

Strength &Conditioning 2

9Learning the TeamSports 1

10

Learning the TeamSports 2

11

Health & Fitness 1

12

Health & Fitness 2

13

Learning theWarm-Ups

14

Summarizing the
CoursePhysical Education
Atsuhiko TAKEI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 1/Mon.1
その他属性：【Outline and objectives】
The purpose of this course is to deepen students’ understandingof the significance and role of physical activity and to foster
the acquisition of essential knowledge and attitudes that
contribute to the maintenance and promotion of physical,
mental, and social health and self-management throughout life
through lectures and practical training.
【Goal】
By the end of the course, students should be able to do thefollowings:
1.Deepen understanding of the significance and role of physicalactivity from various perspectives.
2.Acquire the ability to use sports activities to establish aprosperous and healthy student and social life.
3.Acquire basic knowledge and develop attitudes that contribute to self-management.
4.To acquire the ability to demonstrate leadership andsolve problems through communication with others, which isconsidered to be extremely important for playing an active rolein the real world after graduation.
5.Aim to acquire various skills that lead to the developmentof employment ability (ability to build relationships of trust,
ability to act jointly, etc.).
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】If the Method(s) is changed, we will announce the details of any
changes.
Students are expected to be in good physical condition before
attending the class so that they will not have any physical ormental problems during the physical activities in the class.
In addition, students are expected to follow the lecture’s
instructions in charge of the class regarding assignments to bedone after class and preparations for the next class.
This class has comprised both lectures and practical lessons,and students are expected to learn and understand elementary
health and physical education. Also, the class schedule may bechanged due to COVID-19 and the university guidelines.
Due to the coronavirus pandemic, if too many students areregistered for this class, we may have to choose students via
random selection to avoid a large group gathering. Further
details of this will be announced through Hoppii before the first
lesson starts.
When students submit reaction papers, the teacher willcomment or give feedback on those reaction papers at the
beginning of the next session.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Guidance
Introduction of the course, 1st
Presentation (Lecture)2
Physical Fitness
Implementing of the physicalTestfitness test
(Practical
Lesson）

Building the relationship withclassmates through badminton(Practical Lesson）
Facilitating the mutual
understanding withclassmates through badminton(Practical Lessons)
Building the relationship withclassmates through table
tennis (Practical Lesson）
Facilitating mutual
understanding withclassmates through table
tennis (Practical Lessons)
Implementing and collecting
the data of the strength andconditioning (Practical Lesson)
Learning the theory ofstrength and conditioning(Lecture)
Building the relationship withclassmates through the futsal(Practical Lesson）
Facilitating the mutual
understanding withclassmates through the futsal(Practical Lesson）
Leaning the proper physicalfunction to improve the QOL(quality of life)（Lecture）
Implementing the stability
and mobility exercises(Practical Lesson）
Learning the basic principle
and implementing the proper
warm-ups, 2nd Presentation(Lecture & Practical Lesson)
Overview of the course andcompile a report (Lecture)【Work to be done outside of class (preparation, etc.)】
This class’s standard preparatory study and review time is
2 hours each. The purpose of this class is to understandthat sports activities contribute to the promotion of physicaland mental health and interpersonal relationships throughlectures and practical training. Therefore, record the timespent on daily physical activity, meals, sleep time, etc., lookback on the contents, and record the effects and future tasks.
Also, get in the habit of looking at various sports-related
information sent from TV, newspapers, the Web, etc. This work
will deepen your understanding of the contents of this class.
【Textbooks】
No textbook will be used.
【References】
Reference books may be introduced as and if necessary.
【Grading criteria】
Your overall grade in the class will be decided based on thefollowing.
1. Participation status for activities during class / Reaction
paper 60%,
2. Assignments / Reports 40%.
In principle, this grade evaluation method is used, andstudents who have difficulty in normal activities will be treatedand evaluated individually.
【Changes following student comments】
None (due to a newly appointed teacher).
【Equipment student needs to prepare】
1. Students must bring their proper sportswear and indoor
shoes for practical lessons.

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グローバル教養学部 発行日：2023/5/1

2. Students must bring their own personal computer or mobile
device to create and submit assignments.
【Others】
1. The order and content of each class can be changed/modified
due to the number of participants and available facilities, aswell as the situation of COVID-19 and university guidelines.
2. This class is planned to be held offline (face to face);
therefore, please follow the university guidelines carefully
when participating in classes (e.g., sanitizing your hands before
participation).
3. If students have any issues, including health, before, during,
and after the class, students must inform their condition to theteacher.

— 349 —

グローバル教養学部 発行日：2023/5/1

9

IDN100LA

Introduction to Hosei Studies
Fumiko KOBAYASHI, Masayoshi KANEKO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 4/Fri.4
その他属性：

10

11【Outline and objectives】
ようこそ法政大学へ！ みなさんのこの大学や学部がいつどのよ
うに、どうして作られたのか知ってみたくはありませんか？
この授業では、創立から 144 年めとなる本学の歴史、校歌の成り立ち、明治期からの海外との関わり、特徴ある研究の蓄積、学生文化の今昔、卒業生の活躍など、多方面から法政大学に迫ります。最後には未来を考え、総長に提言する機会も設けます。長い歴史をもつ本学で学ぶ自らをみつめ、将来の目標やキャリアを考えてみましょう。
【Goal】
・法政大学の歴史を日本近現代史、世界史の流れのなかで理解する。
・〈法政大学らしさ〉を考え、ここで学ぶ自らの将来へのヒントを得る。

12

13【Which item of the diploma policy will be obtained by taking thisclass?】

14【Method(s)】毎回、科目責任者 2 名のコーディネートのもと、総長以下、本学教員、卒業生等が、学部やキャンパスの垣根を超えて担当します。
講義の途中や最後に内容を確認するクイズ、グループワークなどで参加型・双方向型授業にしています。毎回の学習支援システムのコ
メントに書かれた質問のなかから講義担当者が重要なものを選んで翌週にペーパーにして応答します。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
市民社会の開明とノン ガイダンスとして授業の概要を説
エリートの夢〜法政大 明したのち、創立者の一人、青年薩埵正邦の「志」と「奮闘」を中
学と日本近現代史①
心に、本学創立期について講義する。（科目責任者＝金子匡良）
2「山の手」の市ヶ谷
市ヶ谷キャンパス周辺地域の歴キャンパス〜法政大学 史・地理環境、本学の地域連携活動を紹介する。（小倉淳一）と地域社会
3
ボアソナードと梅謙次 開学後約 30 年の発展期に多大な郎〜法政大学と日本近 貢献をした人物たち、その民法制
現代史②
定への関わりを学ぶ。（岡孝）
4
アジアからみつめる〜 20 世紀初頭に始まる留学生の受法政大学と国際社会
け入れをはじめ、本学の国際関係を概観する。（髙栁俊男）5
リベラリズムの潮流〜 本学で教えた夏目漱石門の内田百法政大学と日本近現代 閒らの文学者、三木清らの哲学者
史③たちを紹介し、そこに底流するリ
ベラリズムを考える。図書館にある旧蔵書も紹介。（衣笠正晃）
6
学生生活の今昔
写真や映像を交えて学生文化史を振り返る。戦時下の学徒出陣にも触れる。（古俣達郎）
7
校歌「よき師よき友つ 成立背景や作詞・作曲者、歌詞のどひ結べり」
意味などについて知り、応援団のパフォーマンスを見ながらアカデ
ミー合唱団のみなさんより歌唱指導を受ける予定。（児美川孝一郎）
8
大内総長とその時代〜 戦後の本学の復興・発展期を担っ法政大学と日本近現代 た大内兵衛総長の功績とその教育
史④
的理想を考える。（横内正雄）

先輩からのエール

社会で活躍する卒業生の体験を聞き、本学で学ぶ意義や可能性を考える。今年度は奥多摩に移住し、森林資源を生かした地域づくりに取り組む菅原和利さんをお迎えする予定。
ユニークな研究所
多数の研究所のうち他大に類例がなく、研究実績で世に知られる能楽研究所、沖縄文化研究所、大原
社会問題研究所について知る。
近年の発展〜法政大学 本学が大きく変貌した 90 年代以と日本近現代史⑤降の改革と、市ヶ谷に設置された国際文化・人間環境学部について学ぶ。(職員・各学部教員)
近年の発展〜法政大学 前回に引き続き 2000 年代に市ヶと日本近現代史⑥、そ 谷に設置されたキャリアデザイン
して未来へ
学部・GIS（グローバル教養学部）について学んだ後、法政大学の展望を総長に聞く。（各学部教員・廣瀬克哉総長）「自由と進歩」と法政 法政大学の学風として掲げられて大学憲章〜「法政らし きた「自由と進歩」から「法政大さ」を考える
学憲章」へ、この講義の内容をふり返りつつ「法政大学らしさ」を考える。（科目責任者＝小林ふみ子）
まとめのワーク「法政大学と自分たちの未来」を話しあい、将来の法政大学への提言をする。本学の教学担当理事の講評を受け、もっとも優れた発表に総長賞を授与する。（小秋元段
常務理事・科目責任者＝小林）【Work to be done outside of class (preparation, etc.)】
毎回、講師は代わりますが、一つの流れになっています。配付資料を読み直し、紹介した参考文献にも目を通すようにしましょう。
2020 年にオープンしたばかりの HOSEI ミュージアムは必見。予習復習をかねてぜひ見学を！ デジタル展示でつぎつぎと新しい情報が出てきます。
その他関連する特別展示なども紹介、見学を推奨します。
なお、本授業の準備学習・復習時間は、各 2 時間を標準とします。
【Textbooks】
写真でみせる『法政大学 1880-2000 そのあゆみと展望』から抜粋本をつくり、授業支援システムに掲載します。さらに充実したバー
ジョンはテキストとして生協で販売します。
【References】
毎回、適宜お知らせします。本学の大学史については、上述書のほか『法政大学八十年史』『法政大学百年史』『法政大学と戦後五〇年』などがあります。
【Grading criteria】
毎回の学習支援システムのコメントにみえる取り組み 70 ％、期末レポート 30 ％で総合的に評価します。
【Changes following student comments】
開設 13 年を迎える科目で、受講生が法政大学で学ぶ自分を見つめ直す役割を果たしているようです。毎回の授業内容を、テキストとより関連づけながら進めていくよう努めます。みなさんにとって興
味深く、よい刺激となるようにする工夫を重ねていきます。
【Equipment student needs to prepare】
配付資料類は、学習支援システムを通じても配付します。
【Others】
・入学した段階で、本学で学ぶことの意味を考えられるよう 1 年次での履修を推奨します。2 年生以上の受講ももちろん歓迎します。
・この授業で法政大学の経てきた歴史に興味をもったら、上位科目として開講されている「法政学の探究 LA・LB」にもチャレンジしてみてください。
【Outline (in English)】（Course outline） Welcome to Hosei University! Would you liketo know when, how and why your university and faculty were
founded?

— 350 —

グローバル教養学部 発行日：2023/5/1

We will trace the more than 140-year history of Hosei
University, looking at its various aspects: the university song,
acceptance of overseas students, relations with other countries,
distinctive research institutes, changes in student culture,
outstanding graduates, etc. In the last class session, we aregoing to hold a discussion as to the future of our university
and you can present your proposals to the university president.
Hopefully this class would be a good opportunity for you toreflect on yourself who study at this university and think about
your future career.
(Learning activities outside of classroom） Students will be
expected to study for four hours before and after each class.
（Grading Policies） The final grade will be calculated based on
the small report submitted in each class (70%) and the final
report (30%).

— 351 —

グローバル教養学部 発行日：2023/5/1

3

IDN200LA

Hosei Studies A
Toshio TAKAYANAGI, Yumi KITAGUCHI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 5/Fri.5
4

その他属性：【Outline and objectives】
この授業は、「大学を知ろう ＜法政学＞への招待」（旧科目名「法政学への招待」）をすでに受講し、法政大学が経てきた 140 余年の歴史と現状について一通りの理解をもつ学生を主対象にして、本学ゆかりの特定の人物を媒介に、法政大学についてより深く考える場を提供する発展科目として設定しました。
「大学を知ろう ＜法政学＞への招待」における学習を前提に、本授業では、法政大学で教えた教員や、学んだ学生を具体的に取り上げます。教員の場合なら、その人物が法政大学でどういう教育研究に携わったのか、そのことで本学や社会の発展にいかに貢献したか、などを追います。卒業生の場合なら、本学で何を学んだのか、あるいは学んだことをその後の本人の人生や、社会に向けてどう役立てたかなどについて、探究することになるでしょう。
法政大学ゆかりの特定の人物を詳しく追うことで、「自由と進歩」の理念や、時代のフロントランナー養成を掲げる本学の歴史と現在が、より具体性を帯びて理解できるようになるはずです。
【Goal】
本学の経てきた道を、具体的な人物に即して、実証的・実感的に把握できることを目指します。時代の大きな流れの中で、本学ゆかりのその人物が何に興味をもち、どんな活動をし、何を目指し、何に悩んだかなど、時代の潮流や雰囲気を受講生個々人の知性と感性で感じられるようにします。それを、自分の学生生活や将来像へとつなげて考える契機を得るよう努めます。

5

6

7

【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】科目責任者の教員 2 名が毎回同席し、授業をコーディネートします。講義は、毎回のテーマに最適な本学内外の講師陣（科目責任者を含む）が、分担して担当します。
授業の最後に毎回、リアクションペーパーを書いていただきます。
受講生の声を反映した参加型・双方向型授業になるよう努めます。
なお、質問やリアクションペーパーに対するフィードバックは授業中に行います。
対面を基本としますが、講師の都合等により他の形式で行う回が生じた場合は、事前にお知らせします。

89【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
導入
この授業の狙いや、全体の構成について説明する。
あわせて、本学の経てきた歴史の概略を復習する。（科目責任者=
髙栁俊男、北口由望）
2
本学草創期を支えた日 1873 年に政府顧問として来日し本近代法の父・ボアソ たフランス人法学者ボアソナード
ナードとその門人たち は、刑法・民法などの近代法典の整備のかたわら、法学教育にも尽力した。その門人の薩埵正邦に焦点を当てて、明治初期の法典整備・法学教育の意義を考える。
（岡孝）

10

— 352 —

世界を知りつくした本 本学の前身である和仏法律学校の学の祖 箕作麟祥
初代校長の箕作麟祥は、明治期の有数の啓蒙家であった。彼は、洋学を学んで、西洋の法律や歴史を日本に紹介し、日本の「民権」のために活躍した。彼の仕事を振り返って、そこから学ぶものを探りたい。（南塚信吾）「民法の父」
・和仏法律 日本民法典起草者の一人であり、
学校初代総理 梅謙次 帝国大学法学部教授、法政大学の郎
初代総理（総長）であった梅謙次郎について、韓国（大韓帝国、
1897〜1910 年）政府の法律顧問として活動していた頃の足跡を辿る。（李英美）
能楽研究の開拓者であ 法政大学は古典芸能の「能楽」とる野上豊一郎深い結び付きがあるが、その縁は、戦後間もなく総長を務めた野上豊一郎が創出したものである。
本回は、野上と能楽との出会いから、彼が残した功績を概観する。
（伊海孝充）
夏目漱石門下生たちに 伊那谷出身の椋鳩十（本名：久保
学んで作家になった椋 田彦穂）は、とくに動物物語の作
鳩十者として広く知られる。初の詩集を出し、学生結婚もした法政大学
時代をはじめ、戦前戦後にわたる椋の歩みを時代の中で振り返る。
（髙栁俊男）
作家井本健作とその日 野上豊一郎の推挙で本学教員にな記
り、戦前・戦後にかけて、予科長、第二中学校長（初代）、図書館長を歴任するなど大学運営にも深くかかわった作家・俳人の井本健作。
井本が長年にわたり書き残した日記（「自省録」）を紐解き、知られざる戦前期法政大学の歴史を明らかにする。（北口由望）
戦争の中を生きた学友 終戦直前のわずか 10 ヶ月足らずたち〜久納好孚を例に の間に 5,845 名もの戦死者を出した「特攻」。その第一号となったのが、本学に学んだ学友の一人・久納好孚であった。彼はなぜ「特攻」を志願したのか。その短い生涯を辿りながら、戦前戦中の本学の歴史と学友たちの生きざまを追体験してみたい。（鈴木靖）
城戸幡太郎、波多野完 戦前の法政大学高等師範部教授の治、宮原誠一、乾孝〜 城戸幡太郎、波多野完治、宮原誠
生涯学習の時代を切り 一らは、本学を舞台に教育科学研
拓いた人々
究会や保育問題研究会を組織したが、そのねらいは現場の教員と研究者とが共同して教育実践を研究することにあった。キャリアデザ
イン学部へと引き継がれるこの伝統を明らかにしたい。（笹川孝一）
南北朝鮮と日本の狭間 尹学準は朝鮮戦争最中に韓国からに生きた尹学準
日本に密航し、法政大学の小田切秀雄ゼミで近代文学を学んだ。晩年、母校の教授となり、現役のまま亡くなった尹学準の波乱万丈の歩みを追いながら、その一生が投げかけるものを考えたい。（髙栁俊男）

グローバル教養学部 発行日：2023/5/1

11

12

13

14

「女性である前にまず人間であれ」 野上弥生子と法政大学

日本を代表する作家野上弥生子。
法政大学女子高等学校名誉校長もつとめた弥生子は、同校の生徒たちに「女性である前にまず人間であれ」という言葉をのこした。弥
生子の思想と人物像を探るとともに、その日記に記された法政大学の逸話を紹介する。（古俣達郎）
法政スポーツの伝統を 法政スポーツは 100 年以上の歴探る史をもつ。HOSEI ミュージアム
で開催された展示「HOSEI ス
ポーツの原点」をもとに、その歴史と伝統を振り返る。（北口由望）
校舎と建築学科の礎を 法政大学の幾つもの校舎を設計築いた建築家 大江宏 し、また教育者として建築学科の礎を築いた建築家・大江宏（1913〜89 年）。残された建築と資料を参照しながら、その思想と足跡に迫る。（藤本貴子）
学生の目と教員の目か 学生として本学で学び、のちに本ら見る法政大学学で教えるに至った方を授業にお招きし、2 つの立場から見た法政大学について体験的に語っていた
だき、授業全体のまとめとする。
（根崎光男、明田川融）「大学を知ろう ＜法政学＞への招待」とこの「法政学の探究 LA」
を履修し、さらに学びを深めたい方には、より演習に近い少人数の科目として、「法政学の探究 LB」（春学期）も用意されています。ただし、2023 年度に限り、休講です。
【Outline (in English)】This intermediate class aims to explore the history and thespirit of Hosei University, by following the achievements andpersonality of several specific individuals.
Please refer to the documents mentioned by the lecturer inthe class. Also, please make use of the newly opened HOSEI
Museum and Digital Archives for preparation and review.
Final grade will be calculated according to the following
process. Reaction papers for each class 40%, and term-end
report 60%.

【Work to be done outside of class (preparation, etc.)】
毎回の講師が授業内で言及した文献は、積極的に参照してください。また、2020 年に開館した HOSEI ミュージアムの展示、および同ミュージアムデジタルアーカイブ (https://museum.hosei.ac.jp/
archives/Users/Top) には、授業で取り上げた人物や事象に関するコンテンツが豊富に含まれていますので、準備学習・復習に活用してください。
その他、授業に関連する特別展示などが学内外で開催される場合には、随時お知らせしますので、極力足を運んでみましょう。
なお、本授業の準備学習・復習時間は、各 2 時間を標準とします。
【Textbooks】
特定のテキストはありません。講義担当者が適宜、プリント配付やパワーポイント提示を行います。それらを基本的に、学習支援シ
ステム上にアップします。
【References】
各担当教員が、その都度お知らせします。
本学の歴史を通史的にまとめた書籍には、『法政大学 1880-2000：そのあゆみと展望』のほか、『法政大学参拾年史』『法政大学八十年史』 『法政大学百年史』『法政大学と戦後五〇年』などがあります。図書館などで適宜参照してください。
【Grading criteria】
毎回のリアクションペーパーに反映された授業に取り組む姿勢 40％、学期末のレポート 60 ％を基準にして、総合的に評価します。受講者数によっては若干の変更があるかもしれませんが、その場合は授業の場（もしくは学習支援システム上）でお知らせします。この
成績評価の方法をもとに、本授業の到達目標の 60%以上を達成した者を合格とします。
なお、レポートの作成に際しては、典拠となる文献に必ず当たり、
実証的な内容になるよう心がけてください。
【Changes following student comments】
学術的でありながら、同時に本学で学ぶ自分自身の生き方の参考になるような、興味深い授業を目指します。
【Equipment student needs to prepare】
とくにありません。学習支援システムを積極的に活用します。
【Others】
上述のように、「大学を知ろう ＜法政学＞への招待」で学んだ内容を前提に進めます。したがって、原則として同科目の既修者か、それと同程度の前提知識がある方が受講対象者になります。無い方の受講も認めますが、この授業と並行して、自ら積極的に補うよう努
めてください。

— 353 —

グローバル教養学部 発行日：2023/5/1

IDN200LA

Hosei Studies B

Credit(s)：2 ｜ Semester： ｜ Year：1〜4
Day/Period：
その他属性：【Outline and objectives】【Goal】【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】【Fieldwork in class】【Schedule】授業形態：対面/face to face
No.
Theme
Contents【Work to be done outside of class (preparation, etc.)】【Textbooks】【References】【Grading criteria】【Changes following student comments】— 354 —

グローバル教養学部 発行日：2023/5/1

LANf200LA

French C I
Kenichiroh EZAWA
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 1/Wed.1
その他属性：【Outline and objectives】
フランスとフランス語圏の時事紹介文を読んで翻訳する。その歴史、社会、文化についての教養を身につけながら、初級文法の復習、中級文法や語彙の学習を行なう。
【Goal】
フランスの時事についての文章を読み、簡単な文章が理解できるよ
うになること。フランス語検定 3 級レベル程度の達成を目指す。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】毎回、フランス文化や社会が紹介された文章を読む。音読をして、和訳をする。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
第 1 回 ガイダンス
授業の説明
第 2 回 講読
1. La Ville Lumière
第 3 回 講読
1. La Ville Lumière
第 4 回 講読
2. La génération Z
第 5 回 講読
2. La génération Z
第 6 回 講読
3. Raymond Radiguet
第 7 回 講読
4. La pauvreté et la richesse
第 8 回 講読
5. L’élection présidentielle de2022
第 9 回 講読
6. Le café
第 10 回 講読
7. La taxonomie verte
européenne
第 11 回 講読
8. Les mangas en France
第 12 回 講読
9. La transidentité
第 13 回 講読
10. Les prix littéraires
第 14 回 期末試験
期末試験
【Work to be done outside of class (preparation, etc.)】
本授業の準備学習・復習時間は、合わせて 1 時間を標準とします。
事前に文章を読み、辞書で単語を調べてください。
【Textbooks】
石井洋二郎、ミシェル・サガズ『時事フランス語 2023 年度版』朝日出版社、1900 円【References】
特になし【Grading criteria】
平常点 50 パーセント＋期末試験 50 パーセント【Changes following student comments】
急がずゆっくりと進める。
【Outline (in English)】
The student will read and translate current affairs articles
in France and the French-speaking world. While learning
about history, society, and culture, students review elementary
grammar and study intermediate grammar and vocabulary.

— 355 —

グローバル教養学部 発行日：2023/5/1

LANf200LA

French C I
Kenichiroh EZAWA
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 1/Wed.1
その他属性：【Outline and objectives】
フランスとフランス語圏の時事紹介文を読んで翻訳する。その歴史、社会、文化についての教養を身につけながら、初級文法の復習、中級文法や語彙の学習を行なう。
【Goal】
フランスの時事についての文章を読み、簡単な文章が理解できるよ
うになること。フランス語検定 3 級レベル程度の達成を目指す。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】毎回、フランス文化や社会が紹介された文章を読む。音読をして、和訳をする。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
第 1 回 講読
11. La majorité
第 2 回 講読
11. La majorité
第 3 回 講読
12. La charge mentale
第 4 回 講読
12. La charge mentale
第 5 回 講読
13. Joséphine Baker
第 6 回 講読
13. Joséphine Baker
第 7 回 講読
14. La cohabitationintergénérationnelle
第 8 回 講読
15. La chasse
第 9 回 講読
16. Les jeux vidéo
第 10 回 講読
17. La Martinique
第 11 回 講読
18. L’activité physique et lasanté
第 12 回 講読
19. Les oiseaux et labiodiversité
第 13 回 講読
20. Le cimetière duPère-Lachaise
第 14 回 期末試験
期末試験
【Work to be done outside of class (preparation, etc.)】
本授業の準備学習・復習時間は、合わせて 1 時間を標準とします。
事前に文章を読み、辞書で単語を調べてください。
【Textbooks】
石井洋二郎、ミシェル・サガズ『時事フランス語 2023 年度版』朝日出版社、1900 円【References】
特になし【Grading criteria】
平常点 50 パーセント＋期末試験 50 パーセント【Changes following student comments】
急がずゆっくりと進める。
【Outline (in English)】
The student will read and translate current affairs articles
in France and the French-speaking world. While learning
about history, society, and culture, students review elementary
grammar and study intermediate grammar and vocabulary.

— 356 —

グローバル教養学部 発行日：2023/5/1

7

LANf200LA

French C I
Isao HIROMATSU

8

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

9

その他属性：【Outline and objectives】「フランス語圏（フランコフォニー）」をテーマにしたテキストを用いて、中級に向けたフランス語文法を学びつつ、簡単なフランス語の文章を読めるようになります。また、新しい文法事項を学ぶだけ
でなく、これまでに学習した文法事項を確りと記憶に定着させ、簡単な会話・文章を生産できるようになります。
【Goal】
これまでに学習した文法事項を記憶に定着させ、仏検 4 級〜3 級レ
ベルの文法事項の習得を目指します。
世界のフランス語圏（フランコフォニー）に関する基礎的な知識を習得し、簡単にフランス語で説明できるようになります。
【Which item of the diploma policy will be obtained by taking thisclass?】

10

11

12

13

14
【Method(s)】
教科書『フランコフォニーへの旅（改訂版）』を用いて、既習事項の確認を行いつつ、新しい文法事項を学びます。同時に、簡単なフランス語の文章を読むことを通じて、少しずつ発音と読解の方法を身に着けられるようにします。
2 回の授業で 1 つの課を終えることを目標とします（10 課＋α）。
授業中に触れられなかった練習問題などは「ミニ課題」として提出してもらいます。フィードバックとして、次回の授業までに添削した上で返却し、必要な箇所については授業内でも振り返りの解説をします。
最後の授業では、期末テストを行い、理解度・習熟度を測ります。同時に、授業全体の総括を行います。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Leçon 0
・既習事項の確認
・綴りと発音の関係、リズムとイ
ントネーションの確認
・フランス語圏（フランコフォ
ニー）の概説2
Leçon 1
会話文の読解・発音
Des villes
文法事項の説明francophones（名詞の性数、冠詞、提示の表現など）
3
Leçon 1
文章の読解・発音Les francophones
文法事項の補足説明
dans les monde（よく使う疑問詞と前置詞など）
4
Leçon 2
会話文の読解・発音
Nous sommes
文法事項の説明étudiants（主語人称代名詞、être ／ avoirなど）
5
Leçon 2
文章の読解・発音Les langues de
文法事項の補足説明
France（形容詞、強勢形など）
6
Leçon 3
会話文の読解・発音
Elles travaille
文法事項の説明beaucoup!
（ER 動詞、命令法など）

文章の読解・発音
文法事項の補足説明（疑問文・否定文、所有形容詞など）
Leçon 4
会話文の読解・発音
Qu’est-ce fqu’on fait 文法事項の説明
ce week-end ?
（IR 動詞、不規則動詞、部分冠
詞、縮約など）Leçon 4
文章の読解・発音Le français en
文法事項の補足説明①
Amérique du Nord （指示形容詞、近接未来・過去な①
ど）Leçon 4
文章の読解・発音Le français en
文法事項の補足説明②
Amérique du Nord （既習の時制の確認、今後の時制②との関係など）Leçon 5
会話文の読解・発音
Quel pays
文法事項の説明francophone visiter （不規則動詞、助動詞の疑問文・?
否定形など）
Leçon 5
文章の読解・発音Le français dans les 文法事項の補足説明①
Caraïbes ①（比較級と最上級など）
Leçon 5
文章の読解・発音Le français dans les 文法事項の補足説明②
Caraïbes ②（特殊な比較級と最上級など）
期末試験
試験・まとめと解説

Leçon 3
Le français en
Europe【Work to be done outside of class (preparation, etc.)】
本授業の準備学習・復習時間は、合計 4 時間を標準とします。
・教科書・配布資料の文章は、確りと読み込むこと。
・教科書・配布資料の問題は、必ず予習・復習しておくこと。
・意味や発音の分からない単語などは、必ず辞書で調べておくこと。
【Textbooks】
・小松祐子，ジル・デルメール著，『フランコフォニーへの旅（改訂版）』，駿河台出版社，2019 年．
・以下の出版社サイトを介して、音声を聞くこともできる。
https://www.e-surugadai.com/books/isbn978-4-411-00927-2【References】
・これまでに用いた教科書
・久松健一著．『ケータイ「万能」フランス語文法』，駿河台出版社．
2000 年．
・森本英夫他著，『増補改訂版 新リュミエール』，駿河台出版社，
2013 年．
・曽我祐典著，『フランス語がわかる』，白水社，1995 年．
・久保田剛史著，『フランス語動詞 60』，朝日出版社，2015 年．
・『ディコ仏和辞典』，白水社．
【Grading criteria】
・平常点と期末テストに基づいて、総合的に評価する。
①平常点（ミニ課題など）： 30 ％②期末テスト： 70 ％【Changes following student comments】
・フランス語の発音についても、しっかりと確認できるように、発話してもらう時間を増やしたい。
・教科書に登場する文法事項はそれほど多くないため、3 級レベルに到達できるように、追加で説明などを加えるようにしたい。
【Outline (in English)】This course is designed for students who has already learned
French language for one year at least. They will enhance theircommunication skills by reading rather easy texts and doing
exercises while using a manual which deals with the French
speaking regions (francophonie) around the world. This course
focuses on reading and writing without neglecting listening or
speaking.
The goals of this course are to understanding the intermediate
French language and expressiong in spoken and written
language what they want to say.
Before and after each class meeting,students will be expectedto spend four hours to read the relevant chapter(s) anddocuments.

— 357 —

グローバル教養学部 発行日：2023/5/1

Your overall grade in the class will be decided based on thefollowings:
in class contributions (mini-exercice, etc): 30%, term-end test:
70%.

— 358 —

グローバル教養学部 発行日：2023/5/1

9LANf200LA

French C II
10

Isao HIROMATSU
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 4/Mon.4
その他属性：

11

12【Outline and objectives】「フランス語 4 Ⅰ」に引き続き、「フランス語圏（フランコフォニー）」をテーマにしたテキストを用いて、中級に向けたフランス語文法を学びつつ、簡単なフランス語の文章を読めるようになります。また、
新しい文法事項を学ぶだけでなく、これまでに学習した文法事項を確りと記憶に定着させ、簡単な会話・文章を生産できるようになります。
【Goal】
これまでに学習した文法事項を記憶に定着させ、仏検 4 級〜3 級レ
ベルの文法事項の習得を目指します。
世界のフランス語圏（フランコフォニー）に関する基礎知識を習得
し、簡単にフランス語で説明できるようになります。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】「フランス語 4 Ⅰ」に引き続き、教科書『フランコフォニーへの旅（改訂版）』を用いて、既習事項の確認を行いつつ、新しい文法事項
を学びます。同時に、簡単なフランス語の文章を読むことを通じて、
少しずつ発音と読解の方法を身に着けられるようにします。
2 回の授業で 1 つの課を終えることを目標とします（10 課＋α）。
授業中に触れられなかった練習問題などは「ミニ課題」として提出してもらいます。フィードバックとして、次回の授業までに添削した上で返却し、必要な箇所については授業内でも振り返りの解説をします。
最後の授業では、期末テストを行い、理解度・習熟度を測ります。同時に、授業全体の総括を行います。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Leçon 1-5 の総括
・春学期の学習事項の復習
・秋学期の学習事項の紹介
2
Leçon 6
会話文の読解・発音
Un week-end à
文法事項の説明
Bruxelles（代名動詞、不規則動詞など）
3
Leçon 6
文章の読解・発音Le français au
文法事項の補足説明
Maghreb（Il faut、2 つの人称代名詞など）
4
Leçon 7
会話文の読解・発音Les grandes
文法事項の説明vacances（複合過去、過去分詞形など）
5
Leçon 7
文章の読解・発音Le français en
文法事項の補足説明
Afrique noire（受動態、否定の多様性など）
6
Leçon 8
会話文の読解・発音
Je n’habite pas en
文法事項の説明France（半過去、使役・放任動詞など）
7
Leçon 8
文章の読解・発音Le français en Asie 文法事項の補足説明
du Sud-Est（関係代名詞など）
8
Leçon 9
会話文の読解・発音
J’irai dans un pays
文法事項の説明
africain（単純未来、前未来など）

13

14

Leçon 9
文章の読解・発音Le français dans le
文法事項の補足説明①
Pacifique ①（ジェロンディフ、現在分詞など）
Leçon 9
文章の読解・発音Le français dans le
文法事項の補足説明②
Pacifique ②（中生代名詞など）
会話文の読解・発音
Leçon 10Les voyages forment 文法事項の説明
la jeunesse（条件法現在と過去など）
Leçon 10
文章の読解・発音Les institutions de
文法事項の補足説明①
la Francophonie ① （接続法現在と過去など）
Leçon 10
文章の読解・発音Les institutions de
文法事項の補足説明②
la Francophonie ② （感嘆文など）
期末試験
試験・まとめと解説【Work to be done outside of class (preparation, etc.)】
本授業の準備学習・復習時間は、合計 4 時間を標準とします。
・教科書・配布資料の文章は、確りと読み込むこと。
・教科書・配布資料の問題は、必ず予習・復習しておくこと。
・意味や発音の分からない単語などは、必ず辞書で調べておくこと。
【Textbooks】
・小松祐子，ジル・デルメール著，『フランコフォニーへの旅（改訂版）』，駿河台出版社，2019 年．
・以下の出版社サイトを介して、音声を聞くこともできる。
https://www.e-surugadai.com/books/isbn978-4-411-00927-2【References】
・これまでに用いた教科書
・久松健一著．『ケータイ「万能」フランス語文法』，駿河台出版社．
2000 年．
・森本英夫他著，『増補改訂版 新リュミエール』，駿河台出版社，
2013 年．
・曽我祐典著，『フランス語がわかる』，白水社，1995 年．
・久保田剛史著，『フランス語動詞 60』，朝日出版社，2015 年．
・『ディコ仏和辞典』，白水社．
【Grading criteria】
・平常点と期末テストに基づいて、総合的に評価する。
①平常点（ミニ課題など）： 30 ％②期末テスト： 70 ％【Changes following student comments】
・フランス語の発音についても、しっかりと確認できるように、発話してもらう時間を増やしたい。
・教科書に登場する文法事項はそれほど多くないため、3 級レベルに到達できるように、追加で説明などを加えるようにしたい。
【Outline (in English)】This course is designed for students who has already learned
French language for one year at least. They will enhance theircommunication skills by reading rather easy texts and doing
exercises while using a manual which deals with the French
speaking regions (francophonie) around the world. This course
focuses on reading and writing without neglecting listening or
speaking.
The goals of this course are to understanding the intermediate
French language and expressiong in spoken and written
language what they want to say.
Before and after each class meeting,students will be expectedto spend four hours to read the relevant chapter(s) anddocuments.
Your overall grade in the class will be decided based on thefollowings:
in class contributions (mini-exercice, etc): 30%, term-end test:
70%.

— 359 —

グローバル教養学部 発行日：2023/5/1
予習：ダウンロード音声による音読練習、辞書等で語彙を調べて訳しておく。(約 30 分)
復習：授業時に学習した文法事項を確認して、簡単な作文ができるようにしておく。(約 30 分)

LANf200LA

French C II
Mio NAKAMURA
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 4/Wed.4
その他属性：【Outline and objectives】
フランス語で書かれた文章の正確な理解と内容についての考察を行う授業です。フランス語の文章を和訳しながら読んだあと、本文に含まれている文法事項を復習します。次に、関連事項をクラスで話し合い発表します。
【Goal】
1 年間でフランス語検定 4 級レベルの文法を復習することができます。単語の意味を調べれば、フランス語で書かれた簡単な新聞記事などを自力で読み解き、意見をまとめることができるようになりま
しょう。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】2 回の授業で、4 ページ構成の 1 レッスンを終える速度で進みます。
授業 1 回目は、語彙とコラムを参考にフランス語文を和訳しながら内容を理解します。授業 2 回目は、文法事項を確認しながら練習問
題を解き、右ページにあるキーワードや短い質問を使ってグループで話し合いその結果を発表します。日本語だけではなく、フランス
語でも簡単に自分の意見が言えるように練習しましょう。授業内に行う小テストはその場で答え合わせをします。ウェブ上に提出する
課題については、プリントアウト後採点したものを教室で返却する予定です。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1 回目 Leçon 0「授業の進め グループ分け、発表順、音読練習方」
2 回目 Leçon 1「何も無駄に 音読練習、仏文和訳と解説しない」
3 回目 Leçon 1「複合過去」 文法説明と練習問題、ディスカッション
4 回目 Leçon 2「服を着る」 音読練習、仏文和訳と解説
5 回目 Leçon 2「代名動詞 1」 文法説明と練習問題、ディスカッション
6 回目 Leçon 3「修復する」 音読練習、仏文和訳と解説
7 回目 Leçon 3「半過去」
文法説明と練習問題、ディスカッション
8 回目 Leçon 4「視られる」 音読練習、仏文和訳と解説
9 回目 Leçon 4「比較級と最 文法説明と練習問題、ディスカッ上級」
ション
10 回目 Leçon 5「別の視点か 音読練習、仏文和訳と解説
ら世界を見る」11 回目 Leçon 5「条件法現在」 文法説明と練習問題、ディスカッション
12 回目 Leçon 6「ありのまま 音読練習、仏文和訳と解説の自分を受け入れる」
13 回目 Leçon 6「関係代名詞」 文法説明と練習問題、ディスカッション
14 回目 試験とまとめ
筆記試験【Textbooks】『これ、どう思う？ 語りあうための中級フランス語読本』福田美雪、ジョルジュ・ヴェスィエール著（朝日出版社）【References】
仏和・和仏の辞書があると便利です。(ネット上の翻訳機能も単語レ
ベルでの使用可)【Grading criteria】
成績評価：
平常点（授業への参加、ディスカッションと発表）50%
学期末テスト（授業最終日に実施される筆記試験)50%
試験方法：
この授業は「期間前試験」を行います。学期末試験は「試験期間中」ではなく、通常授業の最終日の授業時間内に実施します。試験実施
方法は事情により変更される場合もあります。その際は都度お知ら
せいたします。
【Changes following student comments】
やむを得ない事情により教室で受講できない場合には、同時配信のオンラインで参加することもできます。
【Outline (in English)】This is a class for students to accurately understand sentences
written in French and consider their content. After reading
the French text while translating it into Japanese, review thegrammatical items included in the text. Then, discuss andpresent relevant matters in class. In two lessons, you will
progress at a speed that allows you to finish one lesson of 4
pages. In the first class, students will understand the content
by translating French sentences into Japanese with reference
to vocabulary and columns. In the second class, students solve
practice questions while checking grammar items, discussthem in groups using keywords and short questions on theright page, and present the results. Practice not only Japanese,but also in French so that you can easily express your opinion.
Answers to test in class are checked on the place. Assignments
posted on the web will be graded after printing out andreturned in the classroom.
Grading:
Normal points (participation in classes, discussion andpresentation) 50%
Final exam (oral and written exam held on the last day ofclasses): 50%
Test method:
This class is a "pre-term exam". Final exams are not held
"during the examination period", but during the class hours
on the last day of regular classes.

【Work to be done outside of class (preparation, etc.)】
本授業の準備学習・復習時間は、合わせて 1 時間を標準とします。

— 360 —

グローバル教養学部 発行日：2023/5/1
予習：ダウンロード音声による音読練習、辞書等で語彙を調べて訳しておく。(約 30 分)
復習：授業時に学習した文法事項を確認して、簡単な作文ができるようにしておく。(約 30 分)

LANf200LA

French C II
Mio NAKAMURA
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 4/Wed.4【Textbooks】『これ、どう思う？ 語りあうための中級フランス語読本』福田美雪、ジョルジュ・ヴェスィエール著（朝日出版社）【References】
仏和・和仏の辞書があると便利です。(ネット上の翻訳機能も単語レ
ベルでの使用可)

その他属性：【Outline and objectives】
フランス語で書かれた文章の正確な理解と内容についての考察を行う授業です。フランス語の文章を和訳しながら読んだあと、本文に含まれている文法事項を復習します。次に、関連事項をクラスで話し合い発表します。授業内に行う小テストはその場で答え合わせをします。ウェブ上に提出する課題については、プリントアウト後採点したものを教室で返却する予定です。
【Goal】
1 年間でフランス語検定 4 級レベルの文法を復習することができます。単語の意味を調べれば、フランス語で書かれた簡単な新聞記事などを自力で読み解き、意見をまとめることができるようになりま
しょう。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】2 回の授業で、4 ページ構成の 1 レッスンを終える速度で進みます。
授業 1 回目は、語彙とコラムを参考にフランス語文を和訳しながら内容を理解します。授業 2 回目は、文法事項を確認しながら練習問
題を解き、右ページにあるキーワードや短い質問を使ってグループで話し合いその結果を発表します。日本語だけではなく、フランス
語でも簡単に自分の意見が言えるように練習しましょう。授業内に行う小テストはその場で答え合わせをします。ウェブ上に提出する
課題については、プリントアウト後採点したものを教室で返却する予定です。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1 回目 Leçon 7「音を聴く」 音読練習、仏文和訳と解説
2 回目 Leçon 7「使役動詞と 文法説明と練習問題、ディスカッ
放任動詞」
ション
3 回目 Leçon 8「アルチュー 音読練習、仏文和訳と解説
ル・ランボー」
4 回目 Leçon 8「現在分詞と 文法説明と練習問題、ディスカッジェロンディフ」
ション
5 回目 Leçon 9「他者とわか 音読練習、仏文和訳と解説りあう」
6 回目 Leçon 9「直接話法と 文法説明と練習問題、ディスカッ
間接話法」
ション
7 回目 Leçon 10「自分のリ音読練習、仏文和訳と解説
ズムで生きる」
8 回目 Leçon 10「中性代名文法説明と練習問題、ディスカッ詞」
ション
9 回目 Leçon 11「働く」
音読練習、仏文和訳と解説
10 回目 Leçon 11「接続法」
文法説明と練習問題、ディスカッション
11 回目 Leçon 12「つながる」 音読練習、仏文和訳と解説
12 回目 Leçon 12「代名動詞文法説明と練習問題、ディスカッ２」ション
13 回目 オリジナル記事
音読練習、仏文和訳と解説
14 回目 試験とまとめ
筆記試験【Grading criteria】
成績評価：
平常点（授業への参加、ディスカッションと発表）50%
学期末テスト（授業最終日に実施される筆記試験)50%
試験方法：
この授業は「期間前試験」を行います。学期末試験は「試験期間中」ではなく、通常授業の最終日の授業時間内に実施します。試験実施
方法は事情により変更される場合もあります。その際は都度お知ら
せいたします。
【Changes following student comments】
やむを得ない事情により教室で受講できない場合には、同時配信のオンラインで参加することもできます。
【Outline (in English)】This is a class for students to accurately understand sentences
written in French and consider their content. After reading
the French text while translating it into Japanese, review thegrammatical items included in the text. Then, discuss andpresent relevant matters in class. In two lessons, you will
progress at a speed that allows you to finish one lesson of 4
pages. In the first class, students will understand the content
by translating French sentences into Japanese with reference
to vocabulary and columns. In the second class, students solve
practice questions while checking grammar items, discussthem in groups using keywords and short questions on theright page, and present the results. Practice not only Japanese,but also in French so that you can easily express your opinion.
Answers to test in class are checked on the place. Assignments
posted on the web will be graded after printing out andreturned in the classroom. Answers to test in class are checkedon the place. Assignments posted on the web will be gradedafter printing out and returned in the classroom.
Grading:
Normal points (participation in classes, discussion andpresentation) 50%
Final exam (oral and written exam held on the last day ofclasses): 50%
Test method:
This class is a "pre-term exam". Final exams are not held
"during the examination period", but during the class hours
on the last day of regular classes.

【Work to be done outside of class (preparation, etc.)】
本授業の準備学習・復習時間は、合わせて 1 時間を標準とします。

— 361 —

グローバル教養学部 発行日：2023/5/1【References】
仏和・和仏の辞書があると便利です。

LANf200LA

French D I【Grading criteria】
平常点 100 ％ (授業中の発言 50%及び宿題の提出 50 ％)。この授業
は 5 回以上欠席する者は評価の対象外になりますので注意すること。

Gaillard NICOLAS
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 3/Thu.3
その他属性：【Outline and objectives】
初心者向けの会話の授業です。フランス人の日常生活に触れながら、フランス語のコミュニケーションの基礎を学ぶことができます。
原則として、教室における対面授業を予定しています。ただし、 大学から対面授業方針の変更が伝えられた場合はこの限りではありません。ま た、東京および日本全国における感染拡大状況を考慮に入れつつ、教室で行う対 面授業の回数とオンラインで行う遠隔授業の
回数は学期開始後に調整します。
【Goal】
この授業の目的はフランス語でのべーシックコミュニケーション能力とフランスに対する好奇心や興味を高めることです。日常生活に必要な表現を取得することができます。その上、フランス語圏の文化や社会の面白いテーマを取り上げます。聞く、読む、話す、書くの４つの能力も鍛えます。

【Changes following student comments】
フランス人の生活の話をもっとします。
【Equipment student needs to prepare】
CD プレヤー【Others】
感染症拡大状況により、授業開始後に授業形態に変更が生じる可能性もある。その場合は学習支援システム上に通知する。
【Outline (in English)】This course introduces French conversation and culture to
students taking this course at a beginner level. Students will
improve their speaking, listening and writing skills.The goalsof this course is to practice French conversation at beginnerlevel and help students have a better knowledge of everyday
life in France. Before/after each class meeting, students will be
expected to spend one hour to understand the course content.
Your overall grade in the class will be decided based on thefollowing :- In class contribution and participation : 50%- Homework : 50%【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】
音声で聞き取りをし、文法の練習問題を行います。その後、ペアーになり会話のロールプレーをします。また、フランス文化に関するテーマについてディスカッションをし、フランス語で文章をまとめます。基本的に授業時間内にフィードバックを行うが、LMS などを活用する場合もある【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Demander des
パンを買う
articles2
Demander des
郵便局の会話
articles3
Parler des quantités 朝市での会話
4
Parler des quantités スーパーで5
Demander le prix
文房具を買う6
Passer une
カフェで注文する
commande
7
Faire une
ホテルの予約
réservation
8
Faire une
電車のチケットを買う
réservation
9
Faire des achats
服を買う10
Faire des achats
靴を買う
11
Hésiter
何の花を買うのか躊躇う
12
Prendre rendez-vous 歯医者の予約を取る
13
Prendre rendez-vous 医者の予約を取る
14
Demander des
地下鉄の窓口の会話
renseignements【Work to be done outside of class (preparation, etc.)】
前の授業の勉強したことを生かし会話を書いて提出します。本授業の準備学習・復習時間は、合わせて 1 時間を標準とします。
【Textbooks】
Communication progressive du français - Niveau débutant 出
版社： CLE International 作者： Claire Miquel ISBN : 978-209-038445-1— 362 —

グローバル教養学部 発行日：2023/5/1

French D II

【Grading criteria】
平常点 (授業中の発言 50%や宿題の提出 50 ％)。この授業は 5 回以上欠席する者は評価の対象外になりますので注意すること。

Gaillard NICOLAS【Changes following student comments】
フランス人の生活をもっと話します。

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 3/Thu.3【Equipment student needs to prepare】
CD プレヤー

その他属性：【Others】
感染症拡大状況により、授業開始後に授業形態に変更が生じる可能性もある。その場合は学習支援システム上に通知する。

LANf200LA【Outline and objectives】
初心者向けの会話の授業です。フランス人の日常生活に触れながら、フランス語のコミュニケーションの基礎を学ぶことができます。
【Goal】
この授業の目的はフランス語でのべーシックコミュニケーション能力とフランスに対する好奇心や興味を高めることです。日常生活に必要な表現を取得することができます。その上、フランス語圏の文化や社会の面白いテーマを取り上げます。聞く、読む、話す、書くの４つの能力も鍛えます。
【Which item of the diploma policy will be obtained by taking thisclass?】【Outline (in English)】This course introduces French conversation and culture to
students taking this course at a beginner level. Students will
improve their speaking, listening and writing skills.The goalsof this course is to practice French conversation at beginnerlevel and help students have a better of French grammar.
Before/after each class meeting, students will be expected tospend one hour to understand the course content.Your overall
grade in the class will be decided based on the following :- In class contribution and participation : 50%- Homework : 50%【Method(s)】
音声で聞き取りをし、文法の練習問題を行います。その後、ペアーになり会話のロールプレーをします。また、フランス文化に関するテーマについてディスカッションをし、フランス語で文章をまとめます。基本的に授業時間内にフィードバックを行うが、LMS などを活用する場合もある。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Exprimer une
区役所の会話
obligation
2
Autoriser et
スキーリゾートの会話
interdire3
Vérifier
プールの会話4
Protester
クレームを言う5
Exprimer des
自転車レンタルの会話
intentions et desprojets
銀行の会話
6
Exprimer desintentions et desprojets7
Localiser
デパートの会話
8
Localiser
道案内の会話
9
Localiser
紛失した物の会話
10
S’informer par
不動産屋の会話
téléphone11
Comparer
バカンスの場所を決める会話
12
Caractériser
パーティの準備13
Exprimer une
天気によって計画を立てる
condition
14
Parler d’un besoin
仕事で必要な物の話しする【Work to be done outside of class (preparation, etc.)】
前の授業の勉強したことを生かし会話を書いて、提出します。本授業の準備学習・復習時間は、合わせて 1 時間を標準とします。
【Textbooks】
Communication progressive du français - Débutant 出版社： CLE International 作者： Claire Miquel ISBN : 978-2-09038445-1【References】
仏和・和仏の辞書があると便利です。

— 363 —

グローバル教養学部 発行日：2023/5/1【Others】
学生の様子によって、内容を調整する場合があります。

LANc200LA

Chinese C I
Koon koCredit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 4/Fri.4【Outline (in English)】In this course, we will improve the writing skill of Chinese
through reviewing the basic grammar.
Before/after each class meeting, students will be expected tospend one hour to understand the course content.
Final grade will be calculated according to the following
Term-end examination(40%), in-class contribution(60%).

その他属性：【Outline and objectives】
本講義は初級で学んだ中国語の基礎を固め、読解力や翻訳力の向上を図ります。そして正しい声調で、自然なリズムで発音できるようにも指導します。
【Goal】
中国語の基礎文法を一通り学ぶことによって一応の文章も読解でき、翻訳ができる段階まで力を付けることを目指します。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】プリントを事前に配り、予習してもらいます。授業中にチェックします。必要に応じて授業後の指導もできます。
社会情勢に合わせてオンライン授業（リアルタイム）を実施する場
合もあります。その時、「学習支援システム」でお知らせします。
課題等へのフィードバックは授業時間またはメールを通じて行います。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1回
オリエンテーション
レベルチェック
2回
数字の使い方（一）
例文解説
3回
数詞の使い方（二）翻訳の練習4回「是」の使い方（一） 例文解説
5回「是」の使い方（二）、 翻訳の練習
一日の行動
6回
連体修飾語＋的＋被修 例文解説、翻訳の練習
飾語
7回「有」構文、「在」構文 例文解説、翻訳の練習
8回
疑問詞の使い方
例文解説、翻訳の練習
9回
介詞の使い方
例文解説、翻訳の練習
10 回 「比較」の表現
例文解説、翻訳の練習
11 回
程度補語の使い方
例文解説、翻訳の練習
12 回
アスペクト（一）
例文解説
13 回
アスペクト（二）
翻訳の練習
14 回
総復習
補足説明・期末試験【Work to be done outside of class (preparation, etc.)】
必ず予習すること。本授業の準備学習・復習時間は、合わせて 1 時間を標準とします。
【Textbooks】
授業にてプリント配布【References】
辞書を必ず用意すること。
【Grading criteria】
授業への参加度、授業時の出来具合、宿題の完成度など（60 点）、試
験（40 点）により総合評価します。
【Changes following student comments】
読解力と翻訳力を高めると共に発音も指導する方法を続けてやります。
【Equipment student needs to prepare】
オンライン授業を受講する場合、通信環境・PC の準備をしてください。

— 364 —

グローバル教養学部 発行日：2023/5/1【Others】
学生の様子によって内容を調整することがあります。

LANc200LA

Chinese C II
Koon koCredit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 4/Fri.4
その他属性：【Outline (in English)】In this course, we will improve the writing skill of Chinese
through reviewing the basic grammar.
Before/after each class meeting, students will be expected tospend one hour to understand the course content.
Final grade will be calculated according to the following
Term-end examination(40%), in-class contribution(60%).

【Outline and objectives】
本講義は初級で学んだ中国語の基礎を固め、読解力や翻訳力の向上を図ります。
【Goal】
中国語の基礎文法を一通り学ぶことによって一応の文章も読解でき、翻訳できる段階まで力を付けることを目指します。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】まず中国語作文の基礎を理解してもらい、基本的な文法事項や重要な文型について詳しく説明します。それを基に、単文を中心とした練習問題を解くことによって基礎的な作文能力を高めていきます。
必要に応じて授業後の指導もできます。
社会情勢に合わせてオンライン授業（リアルタイム）を実施する場
合もあります。その時、「学習支援システム」でお知らせします。
課題等へのフィードバックは授業時間またはメールを通じて行います。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1回
能願動詞の使い方
例文解説、翻訳の練習
2回
方向補語
例文解説、翻訳の練習
3回
結果補語
例文解説、翻訳の練習
4回
可能補語
例文解説、翻訳の練習
5回
兼語文
例文解説、翻訳の練習
6回
受身文
例文解説、翻訳の練習
7回「是……的」構文
例文解説、翻訳の練習
8回
存現文
例文解説、翻訳の練習
9回
介詞の使い方
例文解説、翻訳の練習
10 回 「比較」の表現
例文解説、翻訳の練習
11 回 「把」構文
例文解説、翻訳の練習
12 回
動量補語・時量補語
例文解説、翻訳の練習
13 回
複文・「了」の使い方 例文解説、翻訳の練習
14 回
総復習
補足説明・期末試験【Work to be done outside of class (preparation, etc.)】
必ず予習すること。本授業の準備学習・復習時間は、合わせて 1 時間を標準とします。
【Textbooks】
プリント添付【References】
辞書を必ず用意すること。
【Grading criteria】
対面授業の場合には期末試験を実施し、40 ％にし、ふだんの成績は60 ％にします。オンラインの場合には、毎回の課題の出来具合によって評価します。
【Changes following student comments】
読解力と翻訳力を高めると共に発音も指導する方法を続けてやります。
【Equipment student needs to prepare】
オンライン授業を受講する場合、通信環境・PC の準備をしてください。

— 365 —

グローバル教養学部 発行日：2023/5/1

LANc200LA

Chinese D I
Kebing LIU
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 2/Thu.2【Outline (in English)】In this course, we will use the basic audio-visual materials andimprove the listening skill of Chinese.
Before/after each class meeting, students will be expected tospend one hour to understand the course content.
Final grade will be calculated according to the following
Term-end examination(70%), in-class contribution(30%).

その他属性：【Outline and objectives】
中国の様子を紹介する映像を見ながら、会話文や読解文を学習します。聞き取り・書き取り練習を通して、リスニング力を鍛えることを目的とします。同時に、中国文化への理解も深めます。
【Goal】
1 年生で学んだ基礎的な中国語運用能力を伸ばし、とくに中国語の「音」に慣れ、リスニング力を向上させることが目標です。中検３級を目指します。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】単語を習得し、文法を理解する。
DVD 教材を観ながら、聞き取り・書き取り練習を行う。
簡単な中国語作文・会話練習を行う。
課題等へのフィードバックは授業時間またはメールを通じて行う。
本授業はハイブリッド（オンラインと対面を併用）で行います。授業についての詳細は学習支援システムでお知らせします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
ガイダンス
授業内容に関するガイダンス
2
第１課
文法理解と応用
3
第１課
会話と応用
4
第１課
読解文の理解と応用
5
第２課
文法理解と応用
6
第２課
会話と応用
7
第２課
読解文の理解と応用
8
第３課
文法理解と応用
9
第３課
会話と応用
10
第３課
読解文の理解と応用
11
第４課
文法理解と応用
12
第４課
会話と応用
13
第４課
読解文の理解と応用
14
授業の総まとめと試験 試験・まとめと解説【Work to be done outside of class (preparation, etc.)】
授業前に単語の意味を調べる。教材の予習復習をする。本授業の準
備学習・復習時間は、合わせて 1 時間を標準とします。
【Textbooks】
洪潔清著『チャイニーズアドベンチャー〜DVD で学ぶ中国文化〜』
金星堂【References】
授業中に指示。
【Grading criteria】
平常点（授業態度、小テスト）30%、試験 70%。
【Changes following student comments】
特に無し。
【Equipment student needs to prepare】
オンライン授業を受講するための通信環境、PC 等を準備して下さい。
【Others】
授業形態は大学の方針に従い変更する場合があります。

— 366 —

グローバル教養学部 発行日：2023/5/1

Before/after each class meeting, students will be expected tospend one hour to understand the course content.
Final grade will be calculated according to the following
Term-end examination(70%), in-class contribution(30%).

LANc200LA

Chinese D II
Kebing LIU
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 2/Thu.2
その他属性：【Outline and objectives】
中国の様子を紹介する映像を見ながら、会話文や読解文を学習します。聞き取り・書き取り練習を通して、リスニング力を鍛えることを目的とします。同時に、中国文化への理解も深めます。
【Goal】
1 年生で学んだ基礎的な中国語運用能力を伸ばし、とくに中国語の「音」に慣れ、リスニング力を向上させることが目標です。中検３級を目指します。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】単語を習得し、文法を理解する。
DVD 教材を観ながら、聞き取り・書き取り練習を行う。
簡単な中国語作文・会話練習を行う。
課題等へのフィードバックは授業時間またはメールを通じて行う。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
ガイダンス復習
授業内容に関するガイダンスと復習
2第５課
文法理解と応用
3
第５課
会話と応用
4
第５課
読解文の理解と応用
5
第６課
文法理解と応用
6
第６課
会話と応用
7
第６課
読解文の理解と応用
8
第７課
文法理解と応用
9
第７課
会話と応用
10
第７課
読解文の理解と応用
11
第８課
文法理解と応用
12
第８課
会話と応用
13
第８課
読解文の理解と応用
14
授業の総まとめと試験 試験・まとめと解説【Work to be done outside of class (preparation, etc.)】
授業前に単語の意味を調べる。教材の予習復習をする。
本授業の準備学習・復習時間は、合わせて 1 時間を標準とします。
【Textbooks】
洪潔清著『チャイニーズアドベンチャー〜DVD で学ぶ中国文化〜』
金星堂【References】
授業中に指示。
【Grading criteria】
平常点（授業態度、小テスト）30%、試験 70%。
【Changes following student comments】
特に無し。
【Others】
授業形態は大学の方針に従い変更する場合があります。
【Outline (in English)】In this course, we will use the basic audio-visual materials andimprove the listening skill of Chinese.

— 367 —

グローバル教養学部 発行日：2023/5/1【References】-SHOGAKUKAN DICCIONARIO ESPAÑOL-JAPONÉS Segunda edición-スペイン語文法ハンドブック、上田博人

LANs200LA

Spanish C I
Osno Illanes DE SASAKUBO H
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 2/Tue.2
その他属性：【Grading criteria】
授業内での口頭試験 50 ％小テスト 20 ％、期末試験の結果 30 ％毎回、新しい事を学び、それらは連続しているので欠席することは致命的となる。原則として遅刻は認めない。
【Changes following student comments】
新規の担当科目のため、学生からの意見は今後授業改善に反映する。

【Outline and objectives】
この授業では初級スペイン語を終了した学生が、スピーキング、リスニング、リーディング、ライティングのスキルを通してスペイン語でコミュニケーションすることを学ぶ。
【Goal】
自分の住環境、学習環境，労働環境について、評価または願望などをスペイン語で述べることができるようにします。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】
授業はテキストに沿って実習形式で進められる。必要に応じて教員が説明を行うが、基本的には学生が会話をしたり、練習問題を解いた
りして積極的に授業に参加することが期待される。毎回の授業開始時に、課題やリアクションペーパーへのフィードバックを行います。

【Outline (in English)】In this lesson, students who have finished Spanish for
beginners learn to communicate in Spanish through speaking,listening, reading, and writing skills. In addition, our goal is toimprove conversation based on the current state of culture andsociety in the Spanish-speaking world.
At the end of this course, students will be able to express their
desires or aspirations in Spanish, and they will also evaluate
their learning to project the Spanish language as a work toolin their future.
The standard preparation and review time for this class is 1
hour.
Grading will be decided based on exams (50%) and the activeclass participation of students (50%).

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introducción al
スペイン語で紹介、挨拶
curso、授業の説明2
Elena se prepara
再帰動詞・代名詞
para ir a verle
3
Elena se prepara
日常生活、習慣、日課
para ir a verle
4
Ya ha llegado a
現在完了形・頻度を表す副詞・Valencia5
Ya ha llegado a
近い過去・習慣について話す
Valencia
6
Iremos a Peñíscola
未来形、関係代名詞、副詞
7
Iremos a Peñíscola
友人を紹介する、仮定の話をする、他’
8
El partido de fútbol. 比較級と最上級、現在進行形¿ Qué estápasando?
9
El partido de fútbol. アドバイス、同時進行する言動、¿ Qué está
今行っていることを話す
pasando?
10
Antes todo era
線過去、旅行しながら過去を思い
diferente出す
11
Antes todo era
過去の状態, 行動、日常について
diferente述べる
12
El año pasado fui
点過去、時を表す副詞a...
13
El año pasado fui
過去のある時点での出来事,a...
過去の重要事項について話す
14
期末テスト
まとめ、試験
【Work to be done outside of class (preparation, etc.)】
復習をしっかりやること、十分な準備をすること。本授業の準備・
復習時間は、あわせて１時間を標準とします。
【Textbooks】
Te Veo,nivel intermedio. Editorial DTP
楽しく覚えるスペイン語「改訂版」
スペイン語中級— 368 —

グローバル教養学部 発行日：2023/5/1
楽しく覚えるスペイン語

LANs200LA【References】-SHOGAKUKAN DICCIONARIO ESPAÑOL-JAPONÉS Segunda edición-スペイン語文法ハンドブック、上田博人

Spanish C I
Osno Illanes DE SASAKUBO H
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 2/Tue.2
その他属性：【Outline and objectives】
この授業では初級スペイン語を終了した学生が、スピーキング、リスニング、リーディング、ライティングのスキルを通してスペイン語でコミュニケーションすることを学ぶ。
【Goal】
自分の住環境、学習環境，労働環境について、評価または願望などをスペイン語で述べることができるようにします。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】
授業はテキストに沿って進められる。必要に応じて教員が説明を行うが、会話練習や練習問題への取り組みが主要な時間を占める。毎回の授業開始時に、課題やリアクションペーパーへのフィードバッ
クを行います。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Grading criteria】
授業内での口頭試験 50 ％小テスト 20 ％、期末試験の結果 30 ％毎回、新しい事を学び、それらは連続しているので欠席することは致命的となる。原則として遅刻は認めない。
【Changes following student comments】
新規担当科目のため、学生からの意見は今後反映させる。
【Outline (in English)】In this lesson, students who have finished Spanish for
beginners learn to communicate in Spanish through speaking,listening, reading, and writing skills. In addition, our goal is toimprove conversation based on the current state of culture andsociety in the Spanish-speaking world.
At the end of this course, students will be able to express their
desires or aspirations in Spanish, and they will also evaluate
their learning to project the Spanish language as a work toolin their future.
The standard preparation and review time for this class is 1
hour.
Grading will be decided based on exams (50%) and the activeclass participation of students (50%).

【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1¿ Dónde nos
時を表す語句とそれに合った 3
conocimos?
つの過去（現在完了形・線過去・点過去）
2¿ Dónde nos
歴史上の出来事と伝記、レシピ、
conocimos?
料理3
La paella.Enséñame 命令法
4
La paella.Enséñame 命令・アドバイス・指示の仕方、
待ち合わせをする、他
5
Ya había estado
過去完了形、時を表す副詞
aquí.
6
Ya había estado
過去・大過去の出来事について話
aquí.
す、時の表現の復習
7
映像
ラテンアメリカの映画
8
Quiero que venga
接続法現在
mucha gente
9
Quiero que venga
願望・要求・許可・禁止
mucha gente
10
Un regalo para mi
過去未来形、接続法過去形
madre. ¿ Qué lecomprarías?
11
Un regalo para mi
願い・憧れ・夢について話す、洋madre. ¿ Qué le服・プレゼントを買う
comprarías?
12
La fiesta. ¡ Dice
間接語法、金言・名言集
que saques unas
cervezas!
13
La fiesta. ¡ Dice
他者の言葉を再現する、他者のque saques unas
メッセージを伝える
cervezas!
14
期末テスト
まとめ、試験
【Work to be done outside of class (preparation, etc.)】
復習をしっかりやること、十分な準備をすること。本授業の準備・
復習時間は、あわせて１時間を標準とします。
【Textbooks】
Te Veo. Nivel intermedio.Editorial DTP
スペイン語中級— 369 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
復習をしっかりやること、十分な準備をすること。本授業の準備・
復習時間は、あわせて１時間を標準とします。

LANs200LA

Spanish C I
Osno Illanes DE SASAKUBO H
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 3/Fri.3
その他属性：【Outline and objectives】
この授業では初級スペイン語を終了した学生が、スピーキング、リスニング、リーディング、ライティングのスキルを通してスペイン語でコミュニケーションすることを学ぶ。また、スペイン語圏の文化や社会の現状を踏まえた会話の上達を目指す。
【Goal】
自分の住環境、学習環境，労働環境について、評価または願望などをスペイン語で述べることができるようにします。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】
授業はテキストに沿って実習形式で進められる。必要に応じて教員が説明を行うが、基本的には学生が会話をしたり、練習問題を解いた
りして積極的に授業に参加することが期待される。毎回の授業開始時に、課題やリアクションペーパーへのフィードバックを行います。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Textbooks】
Español en imágenes2 イメージ・スペイン語 2
Editorial Asahi【References】-SHOGAKUKAN DICCIONARIO ESPAÑOL-JAPONÉS Segunda edición-スペイン語文法ハンドブック、上田博人【Grading criteria】
授業内での口頭試験 50 ％小テスト 20 ％、期末試験の結果 30 ％毎回、新しい事を学び、それらは連続しているので欠席することは致命的となる。原則として遅刻は認めない。
【Changes following student comments】
新規の担当科目のため、学生からの意見は今後授業改善に反映する。
【Outline (in English)】In this lesson, students who have finished Spanish for
beginners learn to communicate in Spanish through speaking,listening, reading, and writing skills. In addition, our goal is toimprove conversation based on the current state of culture andsociety in the Spanish-speaking world.
At the end of this course, students will be able to express their
desires or aspirations in Spanish, and they will also evaluate
their learning to project the Spanish language as a work toolin their future.
The standard preparation and review time for this class is 1
hour.
Grading will be decided based on exams (50%) and the activeclass participation of students (50%).

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Planteamiento delイントロダクション/授業の説明/
curso
自己紹介
南米にスペイン語を話す国々
復習:直接法現在
2
Lectura:El día a día de mi
vida en Madrid
規則動詞/不規則動詞
3
Lectura:El día a día de mi
vida en Madrid
4
Diálogo:
動詞 conocer, saber, poner,
Presentarse
venir
不定詞表現 Las perífrasis
5
Diálogo:現在分詞
Hablar de sí mismo 現在分詞の用法
関係詞 que, donde
6
Diálogo: en una
目的格人称代名詞
zapatería
動詞 gustar,otros verbos delgrupo de gustar
7
Diálogo: En una
所有形容詞
farmacia
8
Lectura: Mi vida en 比較級/最上級
Madrid
直説法点過去9
Lectura: Mi vida en 直説法点過去と直説法線過去
Madrid10
Diálogo: en una
過去分詞/
terraza
過去分詞の用法
11
Diálogo: en una
直説法現在完了
terraza
直説法過去完了
12
Lectura: Nuestra
直説法未来vida en el futuro
直説法過去未来
13
Lectura: Nuestra
命令表現（１）/命令表現での代vida en el futuro
名詞位置
14
まとめ
期末試験

— 370 —

グローバル教養学部 発行日：2023/5/1

Editorial Asahi

LANs200LA【References】-SHOGAKUKAN DICCIONARIO ESPAÑOL-JAPONÉS Segunda edición-スペイン語文法ハンドブック、上田博人

Spanish C II
Osno Illanes DE SASAKUBO H
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 3/Fri.3
その他属性：【Outline and objectives】
この授業では初級スペイン語を終了した学生が、スピーキング、リスニング、リーディング、ライティングのスキルを通してスペイン語でコミュニケーションすることを学ぶ。また、スペイン語圏の文化や社会の現状を踏まえた会話の上達を目指す。
【Goal】
自分の住環境、学習環境，労働環境について、評価または願望などをスペイン語で述べることができるようにします。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】
授業はテキストに沿って進められる。必要に応じて教員が説明を行うが、会話練習や練習問題への取り組みが主要な時間を占める。毎回の授業開始時に、課題やリアクションペーパーへのフィードバッ
クを行います。

【Grading criteria】
授業内での口頭試験 50 ％小テスト 20 ％、期末試験の結果 30 ％毎回、新しい事を学び、それらは連続しているので欠席することは致命的となる。原則として遅刻は認めない。
【Changes following student comments】
新規担当科目のため、学生からの意見は今後反映させる。
【Outline (in English)】In this lesson, students who have finished Spanish for
beginners learn to communicate in Spanish through speaking,listening, reading, and writing skills. In addition, our goal is toimprove conversation based on the current state of culture andsociety in the Spanish-speaking world.
At the end of this course, students will be able to express their
desires or aspirations in Spanish, and they will also evaluate
their learning to project the Spanish language as a work toolin their future.
The standard preparation and review time for this class is 1
hour.
Grading will be decided based on exams (50%) and the activeclass participation of students (50%).

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Diálogo: La fiesta de 接続法現在：規則動詞/不規則動
Año nuevo
詞
2
Diálogo: La fiesta de 名詞節における接続法
Año nuevo
3
Diálogo: ¡ A los
独立文における接続法
tiempos!
名詞節における接続法と直説法
4
Diálogo: ¡ A los
不定語・否定語
tiempos!
5
Diálogo: Nuestros
関係節における接続法
sueños6
Diálogo: Nuestros
副詞節における接続法
sueños接続法現在完了
7
Lectura: Visita a
Madrid y sus
alrededores
8
Lectura: Visita a
接続法過去
Madrid y sus
alrededores
9
Lectura: Consejos
命令表現（２）
para ser feliz
10
Lectura: Consejos
命令表現での代名詞の位置
para ser feliz
11
Proyección de una
スペイン語圏の映画
película
hispanoamericana
12
Lectura: Visita al
現在の非現実的条件文（１）norte de España
13
Lectura: Visita al
直説法未来完了
norte de España
14
まとめ
期末試験
【Work to be done outside of class (preparation, etc.)】
復習をしっかりやること、十分な準備をすること。本授業の準備・
復習時間は、あわせて１時間を標準とします。
【Textbooks】
Español en imágenes 2 イメージ・スペイン語２— 371 —

グローバル教養学部 発行日：2023/5/1

LANs200LA

13

６課後半

14

期末試験

Spanish C II
Etsuko MIYATA
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 2/Wed.2
その他属性：【Outline and objectives】
１年生で学んだスペイン語の復習とさらに進んだ文法の習得とならんで、スペイン語圏の文化について、各国の文化遺産を通してに学ぶ。初級、中級の文法を使って、
「話す」
「聞く」
「理解する」「書く」
ことを目標とする。
【Goal】
スペイン語を用いて自分の意見を表現することを目標とする。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】基本的には対面授業だが、社会状況に応じてオンライン授業に切り替わる可能性もあるので学習支援を確認すること。テキストを使用して文法の学びを基本とし、練習問題を解いていくことでスペイン語を身につける。同時にスペイン語圏の文化についての理解を深める。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
オリエンテーション
一年を通じてどのように授業を進めていくのか、授業の紹介、スペイン語の導入。
2
１課前半
１年で学んだ文法の復習。
ser,estar,hay の使い分けおよび直説法現在の動詞の活用。グラナ
ダ（スペイン）について知る。
3
１課後半
１年で学んだ直説法現在の用法、指示形容詞、指示代名詞を学び、この、その、あの、これ、それ、あれ、という言い方の復習。グラナダ（スペイン）について知る。
4２課前半
再帰動詞、目的格人称代名詞。セビーヤ（スペイン）について知る。
5
２課後半
不定詞と「弱い代名詞」。セビー
ヤ（スペイン）について知る。
6３課前半
現在分詞、進行形。ハバナ（キューバ）について知る。
7
３課後半
現在分詞を用いた分詞構文、所有
形容詞。ハバナ（キューバ）につ
いて知る。
8
４課前半
過去分詞、受動態。テオティワカン（メキシコ）について知る。
9４課後半
結果状態、点過去。テオティワカン（メキシコ）について知る。
10５課前半
線過去、点過去と線過去の使い分
け。ティカル（グアテマラ）につ
いて知る。
11
５課後半
時間の経過を示す、比較表現、絶対最上級。ティカル（グアテマラ）について知る。
12６課前半
直説法現在完了、直説法過去完了。マチュ・ピチュ（ペルー）について知る。

不定語と否定語、無人称表現。マチュ・ピチュ（ペルー）について知る。
春学期に学んだことの確認として期末テストを行う。

【Work to be done outside of class (preparation, etc.)】
本授業の準備学習・復習時間は、合わせて 1 時間を標準とします。
【Textbooks】
Conociendo el Patrimonio de la Humanidad Segunda edición
初級〜中級スペイン語世界遺産を訪ねて 改訂版 朝日出版社【References】『クラウン西和辞典』(小学館)『プログレッシブスペイン語辞典』（小学館）『わかるスペイン語』(同学社)【Grading criteria】
試験（６０％）平常点（４０％）
。携帯電話の使用は減点の対象とする。欠席は 2 回まで。３回欠席した学生は単位を取得できないので注意すること。期末テストでは６０％取得しないと単位は取れない。
【Changes following student comments】
適宜リアクションペーパーを配布し、学生からの質問や要望に応える方針。質問したい単元や確認したい文法について記入してください。授業内で復習するなど質問に対する対応をします。
【Equipment student needs to prepare】
紙媒体の辞書【Others】
初回よりテキストを使用するので、前もって購入しておくこと【Outline (in English)】
1.Learn basic grammars and carry on practices which are in
the textbook. 2.In order to be able to learn intermediary Spanish, it is aimed to learn grammatical interpretation.3.Learning
activities outside of classroom aiming to restudy what islearned in the class is required. Your required study time is atleast one hour for each class meeting.4.Grading criteria: 40%
is presence and participation, attitude during class and 60% is
the exam points. In the exams, more than 60 points is required
to obtain the credit.

— 372 —

グローバル教養学部 発行日：2023/5/1【Work to be done outside of class (preparation, etc.)】
本授業の準備学習・復習時間は、合わせて 1 時間を標準とします。

LANs200LA

Spanish C II

【Textbooks】
Conociendo el Patrimonio de la Humanidad Segunda edición
初級〜中級スペイン語世界遺産を訪ねて 改訂版 朝日出版社

Etsuko MIYATA
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 2/Wed.2
その他属性：【Outline and objectives】
１年生で学んだスペイン語の復習とさらに進んだ文法の習得とならんで、スペイン語圏の文化について、各国の文化遺産を通してに学ぶ。初級、中級の文法を使って、
「話す」
「聞く」
「理解する」「書く」
ことを目標とする。
【Goal】
スペイン語を用いて自分の意見を表現することを目標とする。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】基本的は対面授業だが、社会状況に応じてオンライン授業に切り替わる可能性もあるので学習支援を確認すること。テキストを使用して文法の学びを基本とし、練習問題を解いていくことでスペイン語を身につける。同時にスペイン語圏の文化についての理解を深める。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
復習（１課〜３課）
春学期に学んだ教科書１課から３課までの復習2
復習（４課〜６課）
春学期に学んだ教科書４課から６課までの復習3
７課前半
直説法未来、直説法過去未来。メ
キシコ市（メキシコ）
4
７課後半
直説法未来・過去未来の不規則活用。関係詞。メキシコ市（メキシ
コ）
5
８課前半
直説法未来完了。クスコ（ペルー）について知る。
6８課後半
直説法過去未来完了、間接話法。
クスコ（ペルー）について知る。
7９課前半
接続法現在の活用。ポトシ（ボリビア）について知る。
8９課後半
接続法の用法：独立分、知覚、使役の表現。ポトシ（ボリビア）について知る。
9
１０課前半
命令文（肯定命令）。ラ・サン
ティシマ・トリニダードとヘス
ス・デ・タバランゲ（パラグアイ）について知る。
10
１０課後半
命令文（否定命令）、再帰前置詞
各人称代名詞。ラ・サンティシ
マ・トリニダードとヘスス・デ・
タバランゲ（パラグアイ）につい
て知る。
11
１１課前半
接続法の用法：名詞節。ガラパゴ
ス諸島（エクアドル）について知
る。
12
１１課後半
接続法の用法：形容詞節、接続法の用法：副詞節。ガラパゴス諸島（エクアドル）について知る。
13
１２課
接続法過去の活用と用法、条件文。ラパ・ヌイ国立公園（チリ）
を知る
14
期末試験
秋学期に学んだことを確認。

【References】『中級スペイン語文法』 山田善郎著 白水社『プログレッシブスペイン語辞典』小学館『クラウン西和辞典』三省堂『プエルタ新スペイン語辞典』研究社
紙媒体の辞書必携【Grading criteria】
試験６０％、平常点４０％。
携帯電話の使用は減点の対象とする。欠席は３回まで。３回欠席した学生は単位を取得できないので注意すること。期末テストでは６０％取得しないと単位は取れない。
【Changes following student comments】
適宜配布するリアクションペーパーに疑問点、要望などがあれば対応。質問したい単元や確認したい文法があれば記入してください。
授業内で復習するなど対応します。
【Equipment student needs to prepare】
紙媒体の辞書【Outline (in English)】
1.Learn intermediary grammars and carry on practices which
are in the textbook. 2.In order to be able to learn basic Spanish,
it is aimed to learn grammatical interpretation.3.Learning
activities outside of classroom aiming to restudy what islearned in the class is required. Your required study time is atleast one hour for each class meeting.4.Grading criteria: 40%
is presence and participation, attitude during class and 60% is
the exam points. In the exams, more than 60 points is required
to obtain the credit.

— 373 —

グローバル教養学部 発行日：2023/5/1

LANs200LA

Spanish D I
Aurora URITANI
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 2/Wed.2
その他属性：【Work to be done outside of class (preparation, etc.)】
前の週の復習から始まる。履修者は Break Out Room を使ってペアで練習を行うので、予習をしっかり行い、積極的に授業に参加することが求められる。事前学習として毎回送られてくるモデル文章とその日本語訳をよく理解しておくこと。事後学習は講義で暗記した 6 個程度の短文を次回の講義までに確認し、完璧に暗記すること。
次回の授業で確認を行う。学習の目安は毎回 60 分程度である。
【Textbooks】
なし【References】
なし【Outline and objectives】
春学期はオンラインでの開講となる。ZOOM を使ってリアルタイム
で行う。
身近な話題を相手に伝える練習をする。モデル文章を作って重要な表現解説と置き換え練習も行う。モデル文章を元に表現を置き換えて、自分の文章を書けるようになるのが目標である。
【Goal】
身近な話題について文章で書き表し、それをベースに簡単なプレゼ
ンテーションができるようになることを目指す。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】この講座では身近な話題を相手に伝える練習を行う。モデル文章を作って重要な表現解説と置き換え練習も行う。その後、学んだ表現を暗記し、Break Out Room で仲間と練習する。次に暗記した表現を利用してモデル文章を書き換えて Break Out Room で発表する。
学習した内容は次週の講義の最初に何人かに聞いて確認を行う。毎回暗記しなければいけない短文の数は 6 個程度である。
2 回で一つのテーマが終わると課題として自分について書いた文章
を Hoppii で提出する。受け取った Feedback をよく読み、文書を暗記して、仲間に発表する。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents1
Mi nombre 1
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
2
Mi nombre 2
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
3
Mi familia 1
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
4
Mi familia 2
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
5
Mi ciudad 1
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
6
Mi ciudad 2
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
7
Mi universidad 1
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
8
Mi universidad 2
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
9
Un día normal 1
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
10
Un día normal 2
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
11
Descripciones 1
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
12
Descripciones 2
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
13
春学期の総復習
春学期の総復習
14
春学期の理解度の確認 春学期の理解度の確認【Grading criteria】
平常点及び課題と期末試験から判断する。
平常点評価:30 ％授業内で指された時の返事に基づく点数。又、授業での態度や積極的な参加度など。平常点は積み重ねていくので、欠席があればその日の平常点はゼロになる。
課題:30 ％
期末試験:40 ％【Changes following student comments】
今年度は「量が多すぎ」という学生たちの声があったので、量を少し減らしました。
【Equipment student needs to prepare】
ZOOM に滞りなく参加ができるように機器環境を整えること。
【Others】
なし【Outline (in English)】In the spring term the course will be held online, in real timeusing ZOOM.
In this course students will practice communicating familiar
topics to others. Model sentences will be created to explain
important expressions and practice replacing them. The goal is
to be able to write your own sentences by replacing expressions
based on the model sentences.
Grading criteria
Students will be judged on the basis of regular scores,
assignments and final examinations.
Regular point evaluation: 30%.
A score based on the student’s response when pointed out inclass. Also, your attitude and active participation in class.
Regular points will be accumulated, so if a student is absent,
the regular points for that day will be zero.
Assignments: 30%.
Final exam: 40%.
In this course, students will practice communicating familiar
topics to others. After replacing model sentences and memorize
the expressions you have learned, you will practice them withyour pairs in the Break Out Room. Next, rewrite the model
sentences using the memorized expressions and present themin the Break Out Room. I will confirm what you have learned
by asking some of you at the beginning of the next week’s
lecture. The number of short sentences to be memorized eachtime is about 6.
After two sessions on a single topic, the students willsubmit a piece of writing about themselves in Hoppii as
an assignment. Read the Feedback you receive carefully,
memorize the document, and present it to your pears.
Every week begins with a review of the previous week.
Students will practice in pairs using the Break Out Room,so they are expected to prepare well and actively participate
in class. Students are required to understand the model
sentences and their Japanese translations well in advance ofeach class. For post-lesson study, students are expected tocheck about 6 short sentences memorized in the lecture andmemorize them perfectly by the next lecture. Confirmation will
be done in the next class. The estimated study time is about 60
minutes for each class.

— 374 —

グローバル教養学部 発行日：2023/5/1

LANs200LA

Spanish D II
Aurora URITANI
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 2/Wed.2
その他属性：【Outline and objectives】
秋学期はオンラインでの開講となる。ZOOM を使ってリアルタイム
で行う。
身近な話題を相手に伝える練習をする。モデル文章を作って重要な表現解説と置き換え練習も行う。モデル文章を元に表現を置き換えて、自分の文章を書けるようになるのが目標である。
【Goal】
身近な話題について文章で書き表し、それをベースに簡単なプレゼ
ンテーションができるようになることを目指す。

【Work to be done outside of class (preparation, etc.)】
前の週の復習から始まる。履修者は Break Out Room を使ってペアで練習を行うので、予習をしっかり行い、積極的に授業に参加することが求められる。事前学習として毎回送られてくるモデル文章とその日本語訳をよく理解しておくこと。事後学習は講義で暗記した 6 個程度の短文を次回の講義までに確認し、完璧に暗記すること。
次回の授業で確認を行う。学習の目安は毎回 60 分程度である。
【Textbooks】
なし【References】
なし【Grading criteria】
平常点及び課題と期末試験から判断する。
平常点評価:30 ％授業内で指された時の返事に基づく点数。又、授業での態度や積極的な参加度など。平常点は積み重ねていくので、欠席があればその日の平常点はゼロになる。
課題:30 ％
期末試験:40 ％【Which item of the diploma policy will be obtained by taking thisclass?】【Changes following student comments】
今年度は「量が多すぎ」という学生たちの声があったので、量を少し減らしました。

【Method(s)】この講座では身近な話題を相手に伝える練習を行う。モデル文章を作って重要な表現解説と置き換え練習も行う。その後、学んだ表現を暗記し、Break Out Room で仲間と練習する。次に暗記した表現を利用してモデル文章を書き換えて Break Out Room で発表する。
学習した内容は次週の講義の最初に何人かに聞いて確認を行う。毎回暗記しなければいけない短文の数は 6 個程度である。
2 回で一つのテーマが終わると課題として自分について書いた文章
を Hoppii で提出する。受け取った Feedback をよく読み、文書を暗記して、仲間に発表する。

【Equipment student needs to prepare】
ZOOM に滞りなく参加ができるように機器環境を整えること。

【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents1
Mi mejor viaje 1
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
2
Mi mejor viaje 2
内容 リスニング練習、発音練習、
語彙 練習、再構築練習、発話練習
3
Mis gustos 1
内容 リスニング練習、発音練習、
語彙 練習、再構築練習、発話練習
4
Mis gustos 2
内容 リスニング練習、発音練習、
語彙 練習、再構築練習、発話練習
5
Mi mejor regalo 1
内容 リスニング練習、発音練習、
語彙 練習、再構築練習、発話練習
6
Mi mejor regalo 2
内容 リスニング練習、発音練習、
語彙 練習、再構築練習、発話練習
7
Mi personaje
内容 リスニング練習、発音練習、
preferido 1
語彙 練習、再構築練習、発話練習
8
Mi personaje
内容 リスニング練習、発音練習、
preferido 2
語彙 練習、再構築練習、発話練習
9Después de mi
内容 リスニング練習、発音練習、
graduación 1
語彙 練習、再構築練習、発話練習
10
Después de mi
内容 リスニング練習、発音練習、
graduación 2
語彙 練習、再構築練習、発話練習
11
Navidad 1
内容 リスニング練習、発音練習、
語彙 練習、再構築練習、発話練習
12Navidad 2
内容 リスニング練習、発音練習、
語彙 練習、再構築練習、発話練習
13
秋学期の総合復習
秋学期の総合復習
14
秋学期の理解度の確認 秋学期の理解度の確認【Others】
なし【Outline (in English)】In the fall term the course will be held online, in real time using
ZOOM.
We will practice communicating familiar topics to others.
Model sentences will be created to explain important expressions and practice replacing them. The goal is to be able towrite your own sentences by replacing expressions based on
the model sentences.
Grading criteria
Students will be judged on the basis of regular scores,
assignments and final examinations.
Regular point evaluation: 30%.
A score based on the student’s response when pointed out inclass. Also, your attitude and active participation in class.
Regular points will be accumulated, so if a student is absent,
the regular points for that day will be zero.
Assignments: 30%.
Final exam: 40%.
In this course, students will practice communicating familiar
topics to others. After replacing model sentences and memorize
the expressions you have learned, you will practice them withyour pairs in the Break Out Room. Next, rewrite the model
sentences using the memorized expressions and present themin the Break Out Room. I will confirm what you have learned
by asking some of you at the beginning of the next week’s
lecture. The number of short sentences to be memorized eachtime is about 6.
After two sessions on a single topic, the students willsubmit a piece of writing about themselves in Hoppii as
an assignment. Read the Feedback you receive carefully,
memorize the document, and present it to your pears.
Every week begins with a review of the previous week.
Students will practice in pairs using the Break Out Room,so they are expected to prepare well and actively participate
in class. Students are required to understand the model
sentences and their Japanese translations well in advance ofeach class. For post-lesson study, students are expected tocheck about 6 short sentences memorized in the lecture andmemorize them perfectly by the next lecture. Confirmation will
be done in the next class. The estimated study time is about 60
minutes for each class.

— 375 —

グローバル教養学部 発行日：2023/5/1

Modern and Contemporary History of Japan【Textbooks】
Students are expected to read the handouts and the assigned
readings in place of "textbooks".

Marco TINELLO【References】
References will be provided for each topic in class.

HIS300LE

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 4/Fri.4
その他属性：【Outline and objectives】
This course explores the modern and contemporary history ofJapan with a focus on its foreign relations.
We examine
the interrelated history of Japan with China, Korea, Ryukyu,Southeast Asia, and the Western world from the Seventeenth
century to the 1910s.

【Grading criteria】
10% Participation
25% Presentation
20% In-class quizzes and reaction papers
45% Take-home final examination【Changes following student comments】
There are no changes【Equipment student needs to prepare】
Students are expected to download class materials through Google
Classroom and/or HOPPI.

【Goal】
To enrich participants view of the modern and contemporary
history of Japan by providing an outline and a framework to better
understand the events that shaped the modern and contemporary
history of Japan.
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】The style of each class of this course consists of the instructor’s
lecture and an open-ended discussion. In the first part of the lesson,
I will give a lecture on a given subject, and in the second, we will
discuss a paper, which the students are required to read in advance.
Comments for assignments are given during office hours.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1.
Introduction
Overview of the Course andExplanation of Basic Concepts
2.
East Asian diplomacy Japan and its traditonal
relations with East Asia
3.
The Edo Period (1)The Tokugawa bakufu’s foreign
relations
4.
The Edo Period (2)The Edo period as seen fromforeign processions and parades
5.
The Edo Period (3)The city of Edo
6.
The Edo Period (4)Mid-term Presentations
7.
The late Edo Period
The Arrival of the Western(1)
powers in East Asia
8.
The late Edo Period
The Opening of Japan(2)
9.
The Meiji Period (1)The establishment of the Meiji
government and the creation of amodern state
10.
The Meiji Era (2)The incorporation of Ryukyu,
Ogasawara, and the Kuril
Islands from a global perspective
11.
The Meiji Era (3)The Sino-Japanese War and thecollapse of the Chinese tributarysystem12.
The Meiji Era (4)From the Russo-Japanese War to
the Annexation of Korea
13.
Contemporary Japan Present-day Japan and thelegacy of its contemporary
diplomatic issues
14.
Final Presentations
Course conclusion and Final
Presentations【Work to be done outside of class (preparation, etc.)】
Students are expected to prepare for one presentation. In addition,
students are expected to read the assigned readings and review
materials distributed after each class. The average study timeoutside of class per week would be roughly 4 hours.

— 376 —

グローバル教養学部 発行日：2023/5/1
10

SOC300LE

Families and Sexualities in Japan
11

Saori KAMANO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 4/Tue.4

12

Issues regarding
reproduction (2)13Sex industry (1);International
marriage (1)14Sex industry (2);International
marriage (2)その他属性：【Outline and objectives】
This course gives an overview of contemporary family lives,
systems, policies, as well as pertinent historical facts in Japan.
Specifically, students will learn about trends of marriage andhaving children, relationships among family members, Koseki
system, issues regarding sexual orientation and gender identity,
reproductive rights, and sex industry.
【Goal】
Through the course, students will obtain knowledge of how family
life and sexuality are experienced and organized in contemporary
Japanese society. They will acquire an understanding of thehistorical backgrounds of and empirical studies on various topics
on families and sexualities.
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】The course will be taught through lectures and audio-visualmaterials. In addition, students will give presentations, prepare
for and participate in group discussions and write reaction papers.
Feedback is given orally in class after discussion and presentation.
Comments are also given in a written form to presenters andwritten assignments submitted.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1.
Introduction
Introduction to the course: Whatis “the family”? What do studies
of “sexualities” include?; Detailsof the course structure
2.
Marriage and having Institution of marriage;
children (1)Demographic trends (1)3Marriage and having Declining marital rate andchildren (2)birthrate
4
Lives of married
Relationship between husband
couples (1)and wife; Housewives andmotherhood;“Work-familybalance”
5
Marriage and having Student presentations based onchildren (3);readings and/or survey ofLives of married
university
couples (2)6Koseki system andKoseki System; Divorce;variation in
Lone-parent families; Cohabiting/alternatives to "thecouples and kongaishi
family” (1)7
Koseki system andStudent presentations based on
variation inreadings and/or survey of/alternatives to "theuniversity students
family” (2)8Sexual orientation
Same-sex couples, lesbians andand gender identity
gay men’s lives(1)
9
Sexual orientation
Transgender issues
and gender identity(2)

Sexual orientationand gender identity(3)
Issues regarding
reproduction (1)Student presentations based onreadings and/or survey ofuniversity students
Abortion and family planningissues; Reproductive
technologies
Student presentations based onreadings and/or survey ofuniversity students
Historical changes in andcurrent state of the sex industry;
public attitudes toward the sex
industry; social issues ininternational marriage
Student presentations based onreadings and/or survey ofuniversity students, etc.

【Work to be done outside of class (preparation, etc.)】
Complete all readings prior to attending each class is recommended. The average study time outside of class per week would
be between 3-4 hours.
【Textbooks】
Handouts and reading materials will be provided by the instructor.
Students can download course materials on Google Classroom.
【References】
None【Grading criteria】
Class Participation: 10%
Quiz and Reaction Paper: 20%
Presentation: 25%
Final Exam: 45%【Changes following student comments】
I will continue to incorporate class and/or group discussions
whenever appropriate.
【Equipment student needs to prepare】
Access to the internet and computer for downloading and viewing
course materials and submitting reaction papers, presentation
slides, and final exam. Hoppi and/or Google Classroom will be used.
【Others】
Students are required to inform the instructor if they are going
to absent for one of these cases such as medical reasons, job
interviews, family emergency, and other circumstances. Students
with special needs should contact the instructor as early as
possible.
In addition, the classroom is an academic community. This means
both instructor and students alike have obligation to respect eachother’s points of view and maintain a critical and yet open mind.
To this end, all members of the community will preserve the rights
and dignity of every individual.

— 377 —

グローバル教養学部 発行日：2023/5/1
8.

SOC300LE

Japanese Social Problems
9.

David Slater
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 3/Fri.3

10.

11.

その他属性：

12.
【Outline and objectives】
We will draw on a "social constructionist" framework and examine
how certain social problems have been discovered, defined,
and dealt with in post-war Japan. We begin the course byproviding an overview of sociological approaches, in particular, asocial constructionist approach to social problems, and criticallyexamining Nihonjin-ron (theories of Japanese-ness) to provide
frameworks for approaching Japanese social problems. We willthen discuss specific Japanese social problems around the family,
education, youth, gender, work, and aging Japan.
The aim of this course is to take critical perspectives into
representations of Japanese social problems, particularly in the
media, through taking a constructionist approach.
【Goal】
By the end of the course, students will be able to explain the"social constructionist" framework and apply it for making senseof Japanese social problems in post-war Japan. It is expected thatstudents will develop a nuanced understanding of contemporary
Japanese society through critically examining the social problems
from sociological/ anthropological perspectives.
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】Classes will primarily be based on discussions rather than lectures.
It is therefore expected that students come to class having done theassigned reading and ready to discuss them. There will be somereading or thinking notes due for each class to aid students in classdiscussion and their final assignment. Every student will makea presentation or write a paper on a chosen topic. Feedback will
be given on the Learning Management System for assignments
submitted on the Learning Management System, and in class forwork done in class (e.g. presentations).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1.
Introduction
Making sense of Japanese social
problems
2.
Sociological
Introduction to the social
Approaches to Social constructionist perspective on
Problemssocial problems (self introductiondue)
3.
Approaches to
Overview of key concepts inJapanese Society:Nihonjin-ron
Nihonjin-ron
4.
Critical Approaches
Overview of critiques against
to Japanese Society
Nihonjin-ron
5.
A Case Study of a
Lecture and reading by
Japanese Social
professor, and students’
Problemgenerated materials
6.
Approaching
Discussion of media reports on
Japanese Social
Japanese social problems (article
Problems
assignment 1)
7.
Rethinking
Examining gendered division ofMotherhood and thelabor in the home through a case
Japanese Family
study of child abuse

13.
14.

Suffering
School-children

Examining ijime (bullying),
futoko (school non-attendance),and violence in schools
Education andExamining kikokushijo"Internationalization" (returnees), their problems andprivileges
Otaku: From a
Examining shifting"Moral Panic" tointerpretations of otaku"Cool Japan"
subcultures
LGBTQIA+: Accepted Examining shifting perspectives
or Not?
on LGBTQIA+ issues
Gender & Work
Examining thesalaryman
masculinity through acase study of karoshi (death due
to overtime work)
Challenges of an
Examining "good death" and care
Aging Society
for the elderly
Summing up
Summary and discussion ofmedia reports on Japanese social
problems (article assignment 2)【Work to be done outside of class (preparation, etc.)】
Students are expected to complete regular reading assignments
prior to class and to be ready for productive discussions on theassigned readings. They will need to prepare reading/thinking
notes for each class. Students will make a presentation and doa final project to be decided based on the skills and interests ofthe students. Students should expect to spend roughly 4 hours per
week for preparation/review outside of class.
【Textbooks】
We will not use a textbook. Required readings will be provided by
the instructor.
【References】
Goodman, Roger, Yuki Imoto, and Tuukka H. I. Toivonen. A
Sociology of Japanese Youth: From Returnees to NEETs. London:
Routledge, 2012.
【Grading criteria】
Active class participation: 10%
In class activity, including reading notes: 40%
Presentation(s): 10%
Final project: 40%【Changes following student comments】
Students gave positive feedback on discussions and flexibility of
topics, so I will continue to include discussions and topic flexibility
in the course.
【Equipment student needs to prepare】
We will use the Learning Management System available from theuniversity.
【Others】
You must attend the first class if you are interested in the course.
We may have student selection in the first class, depending on thenumber of interested students.

— 378 —

グローバル教養学部 発行日：2023/5/1

SOS300LE

Global and Transnational Japan

4

Japanese Returnees

5

New Migrants in
Japan
Japanese Emigration

6

Kei TAKATA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 3/Wed.3
その他属性：【Outline and objectives】
This course looks at Japanese society through the lens ofglobalization and its transnational relations with foreigners andforeign societies. On the one hand, Japan’s relative geographicalisolation as an archipelago surrounded by the sea has cultivateda unique aesthetic culture that attracts people across the world inrecent times, as well as being one of the driving forces behind its
economic development. Yet, at the same time, this could also be a
critical factor in generating a peculiar social system and norms thatsometimes generate a considerable gap with the “global standards.”
Hence, in theory, the global process would be an agency thatshapes, reshapes, and alters the social structure in both positive
and negative ways. As such, how does globalization - the closer
integration of the countries and peoples of the world, especiallyafter the 1980s - affect the change in contemporary Japanesesociety? The course will explore this question through reading anddiscussing the effect of transnationalism ‒ both inbound/importand outbound/export - on migration, work, civil society, tourism,
education, family, culture, identity, language, Olympics, among
others. The course also introduces theoretical approaches tounderstand globalization and transnationalism.
【Goal】The primary goal of this class is to gain an alternative
understanding of Japanese society that could not be seen only
observing from the perspective of the nation-state. Taking thetransnational and relational approach would then provide us withinsights into why and how Japan is changing in this contemporary
era. Students are expected to gain skills and knowledge to criticallyanalyze Japanese globalization through a comparative approachwith other countries from East Asia, North America, Europe,among other regions that you are familiar with.
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】The course follows a mixed lecture-seminar format, combining
short lectures, discussions, and group work designed for ESOP
students at Hosei. In the class, followed by the instructor’s lecture,
participants are expected to discuss the topics through a criticalreading of the assigned materials. There will be a group project towork on, and we will allocate time to discuss the project with yourgroup members. Each group will make a short presentation on the
final week of the class, and students will write a final assignment
individually based on the findings from the group work.
The instructor will provide feedback on the presentations during
the class. Students can also access the instructor during officehours (prior appointment needed).

7

Multiculturalism andCosmopolitanism

8

Mixed Race (Hāfu)
and Identity
Globalization,
Culture and Politics
Globalization of
Language
Globalization of
Education
Globalization andTourism

9
10
11
12

13

Tokyo Olympics andGlobal Events

14

Final Presentations

Japanese returnees;
Kikokushijo; YouthContemporary migration from
Asia; Student migration
Japanese migration to overseas;
Japanese in overseas; Labor
migration
Multiculturalism andCosmopolitanism; Tabunka
Kyōsei; Multicultural city
Globalization and racial
hybridity; Hāfu, Daburu, Mixed
Transnational culture flow; CoolJapan; Nation branding
Global language;
Englishinization
Globalization of higher education
Inbound tourism, Foreign
tourists: Tourism and socialchangeTokyo Olympics; Global mega
events; Globalization andNationalism
Student presentations on chosen
topics【Work to be done outside of class (preparation, etc.)】- Reading assignments (every week)- Preparation for project presentation- Final paper
The average study time outside of class per week would be roughly
4 hours.
【Textbooks】
Readings will be provided by the instructor.
【References】
Reference materials will be suggested by the instructor wheneverappropriate.
【Grading criteria】
Class Participation and Discussions: 20%
Presentations (Group Work): 30%
Final Paper: 50%【Changes following student comments】
This is relatively a new course and has not yet received student
evaluations.
【Equipment student needs to prepare】
None【Others】- The schedule and detail may be subject to change.
- Detailed course descriptions, including the assignments, will be
provided on the first day of the class.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction to the
Course Introduction/Course
CourseOverview
2
What is
Theories of globalization and
Globalization?
transnationalism; History of
Globalization
3
Globalization and
Globalization and Japan;
Japan
Kokusaika and Gurōbaruka— 379 —

グローバル教養学部 発行日：2023/5/1

Journalism in Japan I

The instructor will provide feedback on written work in the form ofextensive comments and constructive criticism, as well as a number
grade.

Robert SAKAI-IRVINE【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

SOC300LE

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 5/Fri.5
その他属性：【Outline and objectives】
This course asks you to think about and discuss the principle ofpress freedom through its expression here in Japan. Over the 14
weeks of the course, you will delve into the Japanese free press’
sometimes troubled history and present reality, while grapplingwith questions that go to the heart of not just journalism, but
to definitions of the "public good" and the health of democraticsystems. For example: Is state control of the news media everjustified? Looking at real-world situations for context, your own
responses to that question may surprise you. Like any goodjournalist, be curious and critical.
【Goal】
Using historical and present-day case studies, you will examine
what press freedom actually means in practice, and the different
ways it can be restricted. For example, does keeping secrets
and imposing penalties for reporting them count as limiting press
freedom? You will do this by:- examining the early days of print news in Japan, and the darkdays of the descent into war;- discussing types of information control, and present-day law andattitudes to official secrecy;- questioning, through actual examples, whether there are any
ethical limits to freedom of the press and expression;- comparing coverage of the same issues in different publications;- a midterm essay and end-of-term team debate on a question
related to press freedom or freedom of speech;- and talking about how news is covered from day to day, throughclass analysis of at least one real-time news article per week (ofyour choosing).
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】In Class
Each class will start with a discussion on one or two articles (chosen
by you the student) from the previous week, focussing not just on
the content of the news but on how it is presented and why.
We will then move on to the topic of the day, starting the classdiscussion with points from that week’s readings and treating eachas a case study, and attempt to draw conclusions about the role andresponsibility of journalism in each situation.
This is a heavily discussion-based course (as is reflected in thegrading structure), and you will get feedback on your commentsfrom the instructor in real time. While participation is necessary,
quality of contribution is more important than volume; wellthought-out ideas are appreciated, and will be acknowledged inclass.
After Class
By the end of the Monday after each class, students will post theirpersonal thoughts on the topic discussed in the course discussion
forum on Hoppii, and comment on at least one other student’s
reflections, to keep the discussion fresh and moving forward. The
instructor will also read and comment on the students’ posts.
Final Paper and Presentation
The final project is a research paper (approx. 3,000 words)
plus presentation to the class on a major issue of journalism,
information literacy or freedom of expression. For the presentation,
the instructor will be looking at the quality of the argument, strong
evidence, and the student’s ability to answer questions on their
topic. The instructor will provide topic suggestions on request.
Other Written Work

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
What is journalism
Outline of the class. Reflections
for?
on your assumptions about the
purposes of journalism. Class
discussion and short essay
assigned.
2
Small paper, big
Introducing Japanese print news
paper, huge paper
outlets and reporting styles.
Comparison withEnglish-language newspapers.
3
Censorship andA little bit of history on the early
self-censorship I
days of Japan’s news business and information control starting in the Meiji period.
Class discussion.
Short essay due.
4
War and the news
Delving into the treacherous
space between news andpropaganda in WWII Japan.
What is the news media’s
responsibility during wartime?
5
Censorship andFlash forward to Japan’s
self-censorship II
present. What should and should
not be a secret? Is freedom ofspeech under threat in Japan?
6
Access journalism
What is "access journalism", andcan it be used to strangle freereporting? We will also explore
Japan’s kisha clubs.
7
Hot potato topics I
How are topics that tend to
spark a backlash from the public
or specific groups handled bynewspapers? Case study:"Comfort women."8
Hot potato topics II
Presentations to the class on
specific hot potato topics. Groupdiscussion.
Midterm paper due
9
Hot potato topics II
Presentations to the class on
continued
specific hot potato topics. Groupdiscussion.
10
Debate preparation
A chance to consult with theconsultations andinstructor on your debate
in-class work
preparation, and in-class work.
11
How far is too far?
Debating the limits of freedom ofspeech in a newspaper. Is there
such a thing as ’too offensive toprint’?
12
Freedom of the press Is fake news and mass opinion
in the social media
manipulation a threat to the roleageof freedom of speech in a
democratic society?
13Team Debates I
Team debates on a criticalquestion relating to journalism
and/or freedom of expression,and answer questions from peers
and the instructor.
14Team Debates II
Team debates on a criticalquestion relating to journalism
and/or freedom of expression,and answer questions from peers
and the instructor.
【Work to be done outside of class (preparation, etc.)】- Weekly reading assignments.
- Read and be ready to discuss at least one news article about Japan— 380 —

グローバル教養学部 発行日：2023/5/1
per week.
- Post personal reflections to the Hoppii course discussion forumon the topic of the previous class. Posts are due by the end of the
Monday after each class, to give other students and the instructor
time to respond.
- One short essay, a midterm paper and team debate preparation.
The average study time outside of class per week would be roughly
4 hours.
【Textbooks】
Students will receive weekly reading assignments. Also, students
are expected to keep an eye on current affairs in Japan by following
the news regularly.
【References】
Additional literature will be introduced in class as necessary.
【Grading criteria】
Participation: 20%
Class preparation: 20%
Short essay: 10%
Weekly reflections on Hoppii discussion forum: 10%
Midterm essay: 15%
Team debate : 25% (10% preparation, 15% debate performance)
NOTE: Three unexplained absences will result in an automatic E
grade.
【Changes following student comments】
With face-to-face classes the norm again, the final project has
reverted to a team debate. Furthermore, the major paper forthe course has been shifted from end-of-term to mid-term, as aconstructive way to encourage research into your debate topic early
on, and avoid overloading you with work in late June/July.
【Equipment student needs to prepare】
A laptop or tablet would be handy, but not essential.
【Others】
The instructor has been a newspaper writer and editor at one ofJapan’s largest dailies since 2008.
【Prerequisite】
None— 381 —

グローバル教養学部 発行日：2023/5/1

SOC300LE

Journalism in Japan II
Robert SAKAI-IRVINE
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 5/Fri.5
その他属性：【Outline and objectives】
News plays a significant role in forming what we all think we know
about the world. Through the lens of print news here in Japan, This
course asks students to question and discuss the ethics of reporting,tackling issues including anonymous sourcing, privacy vs. public
interest, and cozying up to information sources. Hopefully, you will
never look at news articles the same way again.
NOTE: You may enroll in this course without having taken
Journalism in Japan I.
【Goal】To achieve the above, you will explore the ins and outs of news
reporting by:- exploring how print news media operates in Japan, especially the
big national dailies;- learning the basics of writing articles and penning a few of yourown, from a simple crime story to a major news feature;- looking at real-world examples from both the past and more recent
times, and discussing ethical problems and solutions for each casewith classmates and the instructor;- and choosing real-time news stories to dissect in class, asking thebasic but important questions: What happened? And is it news?
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】In Class
Each class will start with a discussion on one or two articles (chosen
by you the student) from the previous week, focussing not just on
the content of the news but on how it is presented and why.
We will then move on to the topic of the day, starting the classdiscussion with points from that week’s readings and treating eachas a case study, and attempt to draw conclusions about what itmeans to behave as an ethical journalist, editor or publication ineach situation.
This is a heavily discussion-based course (as is reflected in thegrading structure), and you will get feedback on your commentsfrom the instructor in real time. While participation is necessary,
quality of contribution is more important than volume; wellthought-out ideas are appreciated, and will be acknowledged inclass.
ArticlesThe bulk of the written work for this course is made up of threenews articles the students will have to write based on provided
information and, for the last two, their own research. The articles
will rise in complexity from a basic news report to a news feature
on a major social issue. The instructor will be looking for structure,efficient presentation of information, and adherence to newswriting
ethics such as source accreditation.
Other Written Work
The instructor will provide feedback on written work in the form ofextensive comments and constructive criticism, as well as a number
grade (where applicable).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
What makes a good
Outline of the class. Short inro tonews article?
the Japanese media landscape.
Class discussion: What makes agood newspaper article? Due inClass 3.
2
Part I: The life of aPart I: What’s it like to be areporter at areporter in Japan?
Japanese newspaper. Part II: How do you build a basic
Part II: Building anarticle?
article 1.
3
Coverage
Who gets coverage? And why?
Short essay due.
Article assignment 1: Write abasic news article based onprovided information. Due inClass 4.
4
SourcesGoldmines and landmines.
Article 1 due.
5
Access journalism
What is "access journalism"?
and Japan’s kisha
And what are kisha clubs, a
clubs
fairly unique feature of reportingin Japan?
Article assignment 2: A news
piece about former US President
Barack Obama’s visit toHiroshima, using speech
excerpts.
Due in Class 7.
6
Getting personal
Can reporters be friends with
their sources? Case study: The
Mainichi Shimbun and thereturn of Okinawa.
7
Anonymity
The prevalence of anonymous
sources in Japanese articles.
When is anonymity necessary,and when is it an ethicalmisstep? Who does anonymity
serve?Article 2 due.
8
Privacy
How should reporters handle theprivacy of those they cover? Is
the story always bigger than theindividuals involved?
Article assignment 3: Long-form
news article or feature, based onprovided information and quotes
plus the student’s own research.
Up to a 5% bonus for originalreporting. First draft due inClass 11.
9
Documentary
Citizenfour screening.
screening
10
Snowden as a source Discussion of Edward Snowden
as a news source, and histreatment by reporters.
11
Driving the
Advocacy journalism,
discussion
agenda-setting and the purposeof reporting the news.
First draft of Article 3 forpeer review due
12
Article 3 peer review Let’s read each other’s articles
round-tableand give constructively criticalfeedback, so everyone can
improve their work.
13
Things foreign
Overseas news coverage inJapan, and Japanese news
coverage overseas.
Article 3 Final Due
14
PR and the press
What’s news and what’s an ad?
【Work to be done outside of class (preparation, etc.)】- Weekly reading assignments.
- Read and be ready to discuss at least one news article about Japaneach week.

— 382 —

グローバル教養学部 発行日：2023/5/1- Write three news articles and one short essay.
The average study time outside of class per week would be roughly
4 hours.
【Textbooks】
Readings will be assigned for each class.
【References】
Extra readings will be provided as required.
【Grading criteria】
Participation: 25%
Preparation: 25%
Three articles: 40%
Article 1=5%, Article 2=15%, Article 3=20% (+possible bonus)
Note that you should be ready to exchange your work withclassmates for peer review. That means getting things done ontime. In the news business, missing deadline is not an option.
One short essay: 10%
NOTE: Three unexplained absences will result in an automatic E.
【Changes following student comments】
In-class peer review time added.
【Equipment student needs to prepare】
A laptop or tablet would come in handy but is not essential.
【Others】
The instructor has been a newspaper writer and editor at a major
Japanese daily since 2008.

— 383 —

グローバル教養学部 発行日：2023/5/1
3

SOS300LE

Media Representations
Müge IGARASHI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 3/Mon.3
その他属性：【Goal】
Each class will be focused on media chosen by students andtheoretical introduction from either cultural studies, media studies
or gender studies to analyze the media.
The analysis of various media will allow class discussion on
mainstream ideas, what is over represented and what is under
represented in the media and why.
At the end of the semester, students will be equipped withenough knowledge to identify the discourse formulated by power
institutions that sustain dynamics of how minority groups
and disadvantaged groups are portrayed in mainstream media.
Although difficult to find, sharing positive representations ofminority cultures and subcultures in the media are encouraged.
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】Students are required to participate in class discussion and share
their views and ideas with their classmates while respecting
different views and cultures. All students are required to actively
participate in discussion throughout the semester.
General feedback will be provided at each class whereas individual
feedback on weekly homework will be provided through Google
Classroom system.
There will be two discussion sessions throughout the semester
during which students will have the opportunity to work in small
groups and discuss theories learned in class before the mid term
exam as well as the final exam.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Introduction to class contents.
2
Representation
Representation theory. Minority
Theoryvs. majority. Stereotypes in the
media.

5
6【Outline and objectives】
When you follow media outlets from different countries, you will
notice that very similar events or concepts can be elaborated uponin very different ways. Some issues that are covered widely andpositively in one country could be ignored or covered negatively inmainstream media of other countries.
This is because societies have dominant ideologies that areformulated through institutions of power and diffused throughmainstream media outlets.
Consequently, we are subject to stereotypical media representations formulated by the dominant culture and ideology that we livein.
Repetitive and stereotypical media representations have a significant impact on how we think about ourselves and "others" even if
we do not a;ways realize or question these.
Lectures throughout the semester will combine theories from
cultural studies, media studies, and gender studies to analyze
stereotypical representations in mainstream media outlets ofJapan. Through this class, students will gain academic skills to
identify stereotypical media representations and to question orchallenge these with a critical perspectives.

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

4

7

8
9

10
11

12
13

14

Media Literacy

Media Literacy Worksheet
1. Description
2. Analysis
3. Interpretation
4. Evaluation
5. Engagement
Gender I
Femininity and masculinity inJapan.
Gender II
Gender roles and child rearing inJapan.
Gender III
Sexuality and sex education in
Japan.
Discussion Session I
Social Construction of Gender inJapan and the Gender Gap. The
role of mainstream
representations in the media.
Review and mid term Review, summary, and Mid term
exam
exam
Race and Ethnicity I Theory. Benedict Anderson,"Imagined communities."
Representation of Japanese-nessin the media.
Race and Ethnicity II Representation of foreign
workers in Japanese media.
Race and Ethnicity
Representation of foreignIII
spouses and "Half" children in
Japanese media
Race and Ethnicity IV Media Representations ofMuslims in Japan
Discussion Session II Group Discussions on race andidentity representations inJapanese media.
Final Exam andSummary and final exam.
Wrap-up【Work to be done outside of class (preparation, etc.)】
Actively participating in all class discussions and communication
is essential to doing well in this course. Students are expected toread assigned class material. The average study time outside ofclass per week would be roughly 2 hours.
【Textbooks】
All reading assignments as well as weekly media choices ofstudents will be made available on Google Drive.
【References】• Baker, C., Jane, E. (2016). Cultural Studies Theory and Practice.
Sage publications.
• Campbell, Richard, Christopher R. Martin, and Bettina Fabos.
(2017). Media & culture: mass communication in a digital age.
11th Edition. Bedford/St. Martin’s.
• Dasgupta, R. (2013). Re-reading the salaryman in Japan crafting
masculinities. New York: Routledge.
• Kawano, S., Roberts, G. S. & Orpett Long, S. (Eds). (2014).
Capturing contemporary Japan differentiation and uncertainty.
Honolulu: University of Hawai’i Press.
• Anderson, B. (1983). Imagined communities: Reflections on theorigin and spread of nationalism". London, New York: Verso.
• Vogt, G. (2014). Foreign workers in Japan. In The Sage
handbook of modern Japanese studies. Babb, J. D. (ed.). (567-582).
UK: University of Newcastle.
【Grading criteria】
Students will be evaluated according to the following criteria.
(1) Participation in discussion (10%)(2) Weekly homework (15%)(3) Discussion Sessions (20%)(4) Midterm Assignment (25%)(5) Final Assignment(30%)
【Changes following student comments】
None.
【Equipment student needs to prepare】
None.

— 384 —

グローバル教養学部 発行日：2023/5/1
4

ARSe300LF

East Asian Media
Kukhee CHOO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 3/Tue.3

5

その他属性：【Outline and objectives】
The last decades of the 20th century witnessed a great shift
in the landscape of East Asian media and popular culture.
Border-crossing visual cultural flows in conjunction with transAsian co-production among East Asian countries have not only
strengthened the imaginary bond of "Asia," but also havecultivated a wider pan-Asian identity. This course will engage
the interdisciplinary field of visual media and popular culture
studies of East Asia. In this course, students will learn about
the trans-Asian flow of Hong Kong films since the 1950s, thedissemination of Japanese popular culture during the 1970s-90s,
and the recent popularity of Korean Wave.
【Goal】
Students will also develop an understanding of the processes thatenabled Asian entertainers to become part of the larger Western
media flows. Students will develop a critical awareness of how
visual media and cultural globalization has engaged with the East
Asian region and how the local visual media flow has influenced theglobal.
By the end of the course, students will be able to• understand the historical development of visual media flows
within East Asia
• learn through examples of East Asian visual media flows
how culture and socio-political forces help shape hybridizedtrans-national identities• cultivate a better understanding how East Asian visual cultural
flows border cross and interact with globalization

6

7
8

9

10

【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】This course will combine lectures, discussions, presentations andscreenings. The topics covered will include, but not necessarily belimited to, the following in the schedule section.
Comments/feedback for assignments (tests and reports, etc.) are
given during office hours.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Lecture about popular culture in
Asia.
2
Nationalism and"National Identity, Popular
Popular Culture
Culture and Everyday
Life","Conceptualizing East
Asian Popular Culture".
3
Early "Asian" Cinema "From transnationalism tonativism? The rise,
decline and reinvention of aregional Hokkien entertainment
industry","The Early
Development of East Asian
Cinema in a Regional Context".

13
14

Transnational Hong
Kong Films"Transnational imagination inaction cinema:Hong Kong andthe making of a global popular
culture","Transnational
collaborations, local
competitiveness:
Mapping the geographies offilmmaking in/through Hong
Kong"
Postcolonial Japanese "Consuming Japan: Early
Pop Culture
Korean girls comic book artists’resistance andempowerment","Japanese
popular music in Hong Kong"Japanese Trendy"Romancing the Everyday: Hong
Drama
Kong women watching Japanese
Dorama","Popular Cultural
Capital and Cultural Identity:
Young Korean Women’s Cultural
Appropriation of Japanese TV
Dramas"Midterm review
Midterm review
Pan Asian Music"Go with your feelings: Hong
Flows
Kong and Taiwan Popular
Culture in Greater
China","Reconsidering
Transnational Cultural Flows ofPopular Music in East
Asia:Transbordering Musiciansin Japan and Korea searching for"Asia""
Millennial Flows"Postcolonial Hong Kong cinema:
Utilitarianism and(trans)local","Promise andperhaps love: Pan-Asian
production and the Hong
Kong-China interrelationship"
Korean Wave,Korean "Time and the Neighbor:
Drama
Japanese Media Consumption ofAsia in the 1990s","WinterSonata and the politics ofmemory","Touring ’Dramatic
Korea’: Japanese Women as
Viewers of Hanryu Dramas andTourists on Hanryu Tours".
21st Century Cool"Nationalizing ‘Cool’: Japan’s
Japan
Global Promotion of the Content
Industry","Akihabara:
Conditioning a Public "Otaku"
Image".
K-pop phenomenon"Hybridity and the rise of
Korean popular culture inAsia","Chogukjeok pan-East
Asian soft masculinity".
Future of East Asian "The limits of soft power"
Media Flows
Final review
Final review【Work to be done outside of class (preparation, etc.)】
Students are required to read assigned materials before class andbe prepared to participate actively in class. Homework should besubmitted on time. Late submission will not be entertained. The
average study time outside of class per week would be roughly 4hours.
【Textbooks】
Students are not required to purchase textbooks.
【References】
None【Grading criteria】
Class participation (10%)
Asking questions and speaking up during class discussions (40%)
Midterm exam (20%)
Final exam (30%)— 385 —

グローバル教養学部 発行日：2023/5/1【Changes following student comments】
Not applicable【Others】
This course requires students to have intermediate knowledge of
media culture and globalization— 386 —

グローバル教養学部 発行日：2023/5/1

6MAN300LE

Corporate FinanceNobuya TAKEZAWA

7

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 4/Tue.4

8

その他属性：【Outline and objectives】
This course is an introduction to financial management forcompanies which operate globally. The course discusses thebasic principles of financial management and applies them tothe decisions faced by financial managers in global firms. The
objective is to familiarize the student with financial concepts
and tools used in business. The course provides an introduction
to standard financial decision-making tools, the role of stockand bond markets, the risk & return tradeoff, and foreignexchange markets.
【Goal】
The fundamental goal of this course is to equip you, as a futurebusiness person, with a working knowledge of finance as a tool.
Upon completing this course students should:
1) be familiar with financial securities such as stocks and bonds(Japan context).
2) be able to explain and critique a net present value andinternal rate of return analysis for a project (financial decision
making).
3) be able to explain the risk-return trade-off as discussed infinance.
4) acquire working knowledge (familiar with) of EXCEL for
discounting exercises and other finance related functions.
5) develop a solid understanding of the link between topics
covered in finance and international business (and otherareas/fields in business).
6) acquire the basic skills and knowledge to undertake moreadvanced course work in the area of finance.
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】The class consists of lectures, in-class exercises and casediscussion. Feedback on in-class exercises provided duringclass when appropriate.
Active class participation is
encouraged.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Overview of Course Define and discuss the role ofand Introduction to stocks (securities markets)
Stockswithin the Japanese context.
2
Introduction to
Introduce the IPO process.
Bonds
Define and discuss the role ofbonds (securites markets).
3
Introduction to
An overview of the history andJapanese Capitalunique characteristics ofMarkets
Japanese capital markets.
4
Introduction toMain banks, Keitetsu,
Japanese Capital
Mutual/Cross Sharholding,etc.
Markets
5
Discounting andIntroduction to the mechanics
Time Value ofof discounting. Examples
Money
include obtaining the price of astraight bond.

9
10
11
12

13

14

Perpetuities and the Extending the discounting
Dividend Discounttechnique to perpetuities.
Model
Examples include obtaining
the price of a share of stock.
Introduce financial
Net Present Value Rule anddecision making
Internal Rate of Return Rule
rules.
Understanding Risk Measuring risk:
and Return
variance and standard
deviation. Introduction to the
Sharpe ratio.
NPV and IRR Case Case study applying NPV(IRR). Use of Excel.
Capital Asset
Obtaining the cost of equity.
Pricing Model
Weighted Average
Cost of equity, cost of debt, andCost of Capitaltax savings effect of debt.
The Foreign
An introduction to the foreign
Exchange Market
exchange market (Japaneseand Purchasingyen) and determining the fair
Power Parity
exchange rate.
TopicsCover topics of interest to theclass. AY2022 we covered
valuation with a brief
introduction to equity
restructuring.
Final Test
Final Test and Wrap-up.

【Work to be done outside of class (preparation, etc.)】
Students are expected to read the assigned sections of the text
prior to class and review notes after class (4 hours per week
on average). Reviewing concepts and numerical exercises on aregular basis is especially important in building block oriented
courses such as finance (weekly assignments).
【Textbooks】
Text
Akashi Hongo, A Bilingual Introduction to Corporate Finance,
2nd edition, Chuo Keizai, 2019.
Notes and other readings provided by the instructor (posted on
Hoppi).
【References】
R. Brealey, S. Myers, and A. Marcus, Fundamentals ofCorporate Finance, (international paperback) McGraw Hill.
Other references and readings provided in class (posted on
Hoppi).
【Grading criteria】
1) Active, constructive participation (10%)2) In-class and other assignments (40%)3) Final test (50%)
Regular class attendance is required.
【Changes following student comments】
There are no student comments that would require majorchanges to the course.
【Equipment student needs to prepare】
Notebook PC or pad with access to EXCEL.

— 387 —

グローバル教養学部 発行日：2023/5/1
Class 4

MAN300LE

Marketing in JapanClass 5

Y.SUZUKI,Assefa TEMESGEN, T.SASAKI, K.HISHIDA,
R.ITO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 4/Thu.4

Class 6

その他属性：【Outline and objectives】
Students will learn actual marketing strategy and management ineach of the following fields of industry as well as principles andconcepts.
1. Consumer Goods
2. Tourism Industry
3. IT Industry
4. Food Industry
5. Automobile【Goal】
Student will deepen their understanding on the peculiarity andcommonality of Japan and Japanese companies through theirmarketing strategies and management as well.
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】This is an interactive course which focuses on recent developments
in marketing with attention to actual processes and strategies ineach industry. It aims to introduce the practical views and opinions
of experienced players in the field of marketing. Their following
brief profiles may help students enrolling in the lecture.
Feedback will be provided through discussions in the class.
-Yoshiko SUZUKI
Worked for U.S-based consumer goods companies for 25 years,
engaging in marketing of import tobacco, cosmetics and apparelindustries.
-Takeshi SASAKI
Worked for Sony Corporation.
Engaged in development ofsemiconductor. Stationed in U.S.A. for about 3 years.
-Assefa TEMESGEN
Working for JTB Tourism Research & Consulting Co. as a Senior
Consultant. Has been working on several research and consulting
projects for a diverse range of public and private sector clients.
-Kunio HISHIDA
Worked for Mitsubishi Corporation. Had experiece in working fora supermarket, supply chain for convenience store, wholesalers.
Stationed in New York, U.S.A. for 5 years and Shanghai, China
for 2 years.
-Ryohei ITOWorked for ITOCHU Corporation and later joined Akebono
Brake Industry. Engaged in sales, distribution & marketing,logistics, purchasing, IR and management for Automobile industry.
Stationed in France, U.S.A., and Panama for about 20 years.
【Active learning in class (Group discussion, Debate.etc.)】
あり / YesClass 7

Class 8Class 9
Class
10
Class
11
Class
12

Class
13
Class
14

Marketing inConsumer Goods - III(Y. Suzuki)
IT Industry - I(T. Sasaki)

Transition of consumer
marketing in Japan

Introduction of semiconductor
industry
Where semiconductors are used?
How semiconductors are
manufactured?
IT Industry - II
Ecosystem of semiconductor(T. Sasaki)
industry
Semiconductor business and theeconomyTourism Industry I
Introduction of travel and(A. Temesgen)tourism
What is Travel and Tourism?
Why tourism is so important for
local economy?
Tourism for local vitalization
Tourism Industry ‒Tourism related businss
II
Future of travel and tourism(A. Temesgen)
Tourism marketing concept
Challenges of tourism marketing
Food Industry - I
Overview of Japanese Food
(K. Hishida)industry
Food Industry - II
Food Distribution System in(K. Hishida)
Japan
Food Industry - III
Case study, Sogo Shosha food(K. Hishida)value chain
Marketing in the
Introduction and Overview ofAutomobile industry - Auto Industry
I(R. Ito)Marketing in the
Practices of Japanese Auto
Automobile industry - manufacturers
II (R. Ito)
Marketing in the
Future of Auto Industry
Automobile industry III (R. Ito)

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete regular reading assignments
and prepare an individual project or report.
The average study time outside of class per week would be roughly
4 hours.
【Textbooks】
Textbook is not required. The instructor’s own materials will begiven each time as the basis for their classes and relevant readingmaterial for each topic will be recommended.
【References】
To be announced in class.
【Grading criteria】
Grade evaluation consists of class participation and writing
assignment (reports). Class participation is not only to attend theclass, but also to participate in case studies and group discussions
actively given in the class.
Final grade will be determined as follow:
Class participation: 30%
Writing assignment (reports): 70%【Changes following student comments】
Not applicable.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
Class 1 Overview of
Key concepts of marketing andMarketingglobal marketing(Y. Suzuki)
Class 2 Marketing in
Globalization vs. Localization
Consumer Goods - I(Y. Suzuki)
Class 3 Marketing in
Uniqueness and commonality ofConsumer Goods - II Japan market in a global market(Y. Suzuki)【Equipment student needs to prepare】
To be informed later if any【Others】
For GIS students, this course is limited to five (5) students. GIS will
determine the five students. For more information, please contact
the GIS office. (GIS students who entered prior to 2012 can apply
for the course at the Global Education Center.)— 388 —

グローバル教養学部 発行日：2023/5/1

POL300LE

12Development
governance III

13

Development
governance IV
Review discussion

Global Governance
Masako YONEKAWA

14

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 3/Fri.3
その他属性：【Outline and objectives】
This course aims at learning the objectives and characteristics
of global social, security and economic governances, focusing
on four thematic issues: (1) migration; (2) peace and humanitarian; (3) human rights; and (4) development. Students are to
discuss and analyze structures, actors, intentions, and limits ofglobal governance as well as those of Japan by examining somecase studies.
【Goal】At the end of the course, students are expected to deepen
understanding on (1) causes of major global issues; (2) actors
governing the world; (3) the way the world is governed, ordered
and organized; and (4) role of Japan in global governance.
Students will also enhance capacity of logical and criticalthinking, and expand their global view “from below.”【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】Apart from lectures by the instructor and two guest speakers,
students are to engage in group discussions during each class,and make at least one (group) presentation based on assigned
reading materials.
Feedback and comments are provided to individual students on
written assignments including a short mid-term reaction paper
and a long academic essay to be submitted at the end of theterm.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Concept of global governanceand outline of the course;
discussions on presentationplans
2
Migration
Concept of migrants, refugees,
governance I
and internal displaced persons;causes of forced movement
3
Migration
Evolution on refugee durable
governance II
solutions4
Migration
Concept of humanitarian, andgovernance III
humanitarian aid
5
Migration
Migrants and foreign labor ingovernance IV
Japan
6Peace governance I Concept of peace and conflict
7
Peace governance
Militarization, US militaryIIIbases in Japan
8
Peace governance IV Peacekeeping, and Japan’s rolein global peace
9
Human rights
Japan’s human rights records
governance
10
Development
causes and consequences ofgovernance I
development aid
11
Development
Japan’s foreieng aid policy andgovernance IIpractices

Case study of Japan’s aid
project in Mozambique (by aguest speaker)
Watching documentary film
"Poverty Inc."
Essay writing on unseen
questions or essay assignment【Work to be done outside of class (preparation, etc.)】
Before each class meeting, all students will be expected tohave read the relevant chapter(s) from the text or articles.
Additionally, assigned students are to prepare presentation.
Students’ required study time per week is at least two hours
for reading, and roughly four hours for preparing presentation.
Moreover, students are to read current news on a daily basis as
this course deals with them in class discussion.
【Textbooks】
available in e-book
1 Post-Genocide Rwandan Refugees, Why They Refuse to
Return ‘Home’: Myths and Realities, Masako Yonekawa,Springer, 2020
2 3 Greed and Grievance: Economic Agendas in Civil Wars,
Mats Berdal and David M. Malone eds., Lynne Rienner 2000
4 The Oxford Handbook of Peacebuilding, Statebuilding, andPeace Formation, Oliver P. Richmond and Gëzim Visoka eds.,
Oxford University Press, 2021
available in hard-copies
1 Dead Aid: Why Aid Is Not Working and How There Is a
Better Way for Africa, Dambisa Moyo, Farrar Straus & Giroux,2010
2 Base Nation: How U.S. Military Bases Abroad Harm America
and the World, David Vine, Skyhorse Publishing, 2017
【References】
International Organization and Global Governance, Thomas G.
Weiss and Rorden Wilkinson eds., Routledge, 2018
Other reference materials will be provided or suggested by the
instructor when necessary.
【Grading criteria】
Final grade will be calculated according to the following
process:
mid-term report (25%);
term-end essay (50%);
in-class contribution, including group presentation (25%).
【Changes following student comments】
Not applicable【Equipment student needs to prepare】
To be announced if any.

— 389 —

グローバル教養学部 発行日：2023/5/1
Week 5

ECN300LE

Advanced Economics
Week 6

Samuel OFORI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 4/Wed.4

Week 7

その他属性：

Week 8【Outline and objectives】
Innovation plays an important role in economic growth. This course
seeks to provide the foundational concepts and understanding ofcentral aspects of Innovation. We will address questions such
as: What is innovation? Are patents the best option and are
there other ways of providing incentives to innovate? How do wemeasure Innovation? What are the linkages between Government,
Businesses and Universities in facilitating R&D? Why and how do
firms innovate, and what are some of the challenges they face?
Students will explore these and other questions to understand thiscomplex process of innovation.The latter part of the course will deal
with the study of Japan’s corporate network-the keiretsu- and somecase studies on innovation in this globalized world.
【Goal】
By the end of the course, students should have grasped the various
concepts of innovation, the role played by the various actors of theeconomy in spurring innovation, and the effects of innovations on
economic growth.

Week 9

Week
10

Week
11

【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】Lectures and guided discussion are the fundamental methods to be
used in the course. Students will have to turn in assignments basedon the previous week’s lecture/topic.
Submission of assignments and feedback are to be uploaded on the
Learning Management System.
Feedback on assignments and exams will be sent to students
through email.
Where necessary, online meetings will be scheduled with students
to discuss the feedback.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

Week
12

Week
13
Week
14

The National
Innovative System

The Role of Universities,
Government and Businesses
The Role of R&D
The National
Government ‒ University Axis
Innovative System
University-Business Axis
Government ‒ Business Axis
Innovative Firms and Entrepreneurship and New
MarketFirms
Innovation and Firms
Empirical Evidence on Returns
to Innovation
Diffusion and Social
Epidemic and Rank models of
returns
Diffusion
Network and Lock-in Effects
Spillover and Social Returns toInnovation
Innovation andEffects of Innovation on Jobs andGlobalization
Wages
International Knowledge andTechnology Flows: Theory andEvidence
International Aspects of IPRs
Japan’s Network
The Origins of Japanese
Economy I
Network Structures
Emergence of Network
Structures: From Meiji throughPrewarJapan’s Network
Transformation of Network
Economy II
Structures:
The Wartime Economy
Institutionalization of Network
Structures: The Postwar
EconomyJapan’s Network
Network Organization in Japan
Economy III
Keiretsu
What Keiretsu Do: Performance
Consequences
Japan’s Economy I
High Growth Era
Japan’s Economy II

The Bubble Burst and Recession【Work to be done outside of class (preparation, etc.)】
Students should expect to spend about four hours every week,besides class meetings, for readings and homework related to thisclass.
【Textbooks】
Textbook is not required.

【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
Week 1 The Nature andIntroduction to the course
Importance ofWhat is Innovation?
Innovation
Week 2 The Nature andStages of Innovation
Importance ofBasic concepts in Innovation
Innovation
Process and Product Innovation
Incentives to invent andInnovate
Week 3 The Nature and Role Why Intellectual Property Rights
of Intellectual(IPRs) are awarded?
Property
Main Forms of Intellectual
Property Rights :Patents, Trademarks, Copyright,
and Designs
How firms Can benefit from IPRs
IPR strategies
Week 4 The Measurement of Innovation Surveys
Innovation andAssessing the Inputs to
Productivity
Innovation
Innovation Index
R&D Expenditures
Partial and Total Factor
Productivity【References】
Greenhalgh, C. & Rogers, M. (2010). Innovation, Intellectual
Property, and Economic Growth.
Princeton, NJ: Princeton
University Press.
Lincoln, R. J. & Gerlach, M. L. (2004), Japan’s Network Economy:
Structure, Persistence, and Change. Cambridge University Press.
Case Studies from Harvard Business Publishing
Ohno, K. (2006), The Economic Development of Japan: The Pathtaken by Japan as a Developing Country, Grips Development
Forum, http://www.grips.ac.jp/forum/pdf06/EDJ.pdf【Grading criteria】
Activeclass
participation(participation
discussions/completion of in-class tasks)is 10%
Homework (40%)
2 Exams ( 25% each)

in

class

【Changes following student comments】
Students’ preferences for assignments and topics have been
incorporated into the course.
【Equipment student needs to prepare】
Hosei Learning Management System and Zoom will be utilized【Others】
Prerequisites: Students should have taken some basic courses in
Economics.

— 390 —

グローバル教養学部 発行日：2023/5/1

MAN300LF

10

Diversity andhospitality

11
12Technology in thehospitality field
Group work13
14Group presentation
Wrap up

Hospitality Management in Japan
Masako SHIOZAKI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 3/Tue.3
その他属性：【Outline and objectives】
This course is designed to provide the fundamental concepts
and understanding of hospitality by introducing how hospitality is practiced in different industries in Japan and discussing
the key elements necessary in the pursuit of hospitality. At theend of the course, based on their gained knowledge and insight,
students will have the opportunity to explore new possibilities
and approaches to the hospitality in the future.
【Goal】
By the end of the course, students should be able to do thefollowing.
① Develop comprehensive understanding of hospitality andhospitality management② Understand hospitality from multiple perspectives ofcustomers, employees and management through case studies.
③ Express their own ideas about hospitality in the future basedon what they have learned through this course.
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】The course will consist of lectures and group works.
Each student is required to participate actively in group
discussion about each topic and submit reflection papers.
Feedback is given orally in the next class.
Each student is required to prepare for giving final presentation as a team.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Introduction
Overview of the course(the purpose, contents, andmethods of the course)2
What is hospitality? Definition of hospitality(conceptual differences
between service andhospitality)
3
Case study ①
Basic knowledge of airline
Airlines
industry including the current
situation and efforts
4
Case study ②
Japan Airlines’ hospitality
Airlines
5
Case study ③
Hospitality of luxury hotels
Hotel
6
Case study ④
Omotenashi of Japanese inns
Japanese inns
Hotels in a variety of style
7
Case study ⑤Strategies and hospitality ofTheme park
theme parks
8
Safety andManagement of safety, which
hospitality
is the basis of hospitality
9
Practice of
The role of communication in
hospitality
practicing hospitality

From diversity to inclusion
Importance of interculturalcommunication andimprovement of accessibility
for people with disabilities
Collaboration between humans
and AIGroup discussion to prepare
for the presentation
Presentation by each group
Summary and reflection【Work to be done outside of class (preparation, etc.)】
Students are expected to:• attend each class session,• complete all assigned readings, exercises and problems,• be prepared to answer questions and take an active andconstructive role in discussions and group work.
・write reflection paper after each class meeting and submit it
For some classes, you will be asked short questions before,
during, and at the end of class.
Pre-class exercises are designed to let you know what topics
will be covered in the coming class.
In-class exercises are designed to check your understanding
what is covered in class and may constitute a portion of classparticipation points.
Post class exercises are in the form of homework assignmentand subject to grading.
The average study time outside of class per week would beroughly 4 hours.
【Textbooks】
No text book will be used.
【References】
Reference materials on each topic will be introduced by lecturer
during the class.
【Grading criteria】
Grading will be decided based on class participation, mid-term
report and group presentation.
Class participation includes active participation in group
discussions in class and submit reflection paper after eachclass.
Final grade will be calculated according to the following
process:1)Class participation(including submission of reflection paper):30%
2)Mid-term report:30%
3)Group presentation:40%【Changes following student comments】
In the "Hospitality in Practice" session, a role play was
included to learn how to handle complaints as part of
the hospitality communication. However, it seemed that
the Japanese-style procedure did not fit for many of theinternational students. Therefore, in the next year’s program, I
would like to incorporate elements of complaint handling froma global perspective while encouraging students to understandthe characteristics of Japanese communication styles.
【Equipment student needs to prepare】
To be announced if any— 391 —