2021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：2021/5/1］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。
【A6001,A6002,A6003,A6004,A6005,A6006】Academic Writing Skills I［Multiple Instructors］春学期授業/Spring 1【A6007,A6008,A6009,A6010,A6011,A6012,A6013,A6014,A6027】Academic Writing Skills II ［Multiple

Instructors］春学期・秋学期/Spring・Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6015,A6016】Reading Skills I ［Multiple Instructors］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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3【A6017,A6018,A6019,A6020,A6021,A6022,A6023,A6024】Reading Skills II ［Multiple Instructors］春学期・
秋学期/Spring・Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6025】Freshman English I ［Kazuki HATA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6026】Freshman English II ［Kazuki HATA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6031】Debate and Discussion ［Nicholas Delgrego］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6032】Debate and Discussion ［Nicholas Delgrego］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【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 ［Mark James BIRTLES］春学期授業/Spring . . . . . . . . . . . . . . . . .
【A6036】Presentation and Public Speaking ［Mark James BIRTLES］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . .
【A6037】Presentation and Public Speaking ［MEADOWS ALAN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . .
【A6038】Presentation and Public Speaking ［MEADOWS ALAN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . .
【A6039】English Test Preparation for IELTS ［Marcus LOVITT］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . .
【A6040,A6556】English Test Preparation for TOEFL ［Marcus LOVITT］春学期授業/Spring . . . . . . . . . . . . . .
【A6041】Professional Communication ［Mark James 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 ［Niall MURTAGH］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6046】Information Technology I ［Niall MURTAGH］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6047】Information Technology II ［Niall MURTAGH］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6101】Introduction to Literary Theory ［Gregory KHEZRNEJAT］春学期授業/Spring . . . . . . . . . . . . . . . . . .
【A6102】Introduction to English Literature ［Mitsutoshi SOMURA］春学期授業/Spring . . . . . . . . . . . . . . . . . .
【A6103】Introduction to English Literature ［Mitsutoshi SOMURA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . .
【A6106】Readings in Drama ［Mark Vallely］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6107】Drama Survey ［Tony DANI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6108】Introduction to Philosophy ［Kazuhiro WATANABE］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . .
【A6110】History of Modern Europe ［Markus WINTER］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6111】History of Modern East Asia ［Chris Hyunkyu PARK］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . .
【A6112】Japanese Art History ［Sarah ALLEN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6113】Music Appreciation ［Cathy Lynn COX］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6114】Drama Workshop ［Tony DANI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6115】Australia: Society and People ［Marcus LOVITT］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6116】UK: Society and People ［Mitsutoshi SOMURA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6117】UK: Society and People ［Mitsutoshi SOMURA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6118】USA: Society and People ［Gregory KHEZRNEJAT］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . .
【A6119】USA: Society and People ［Gregory KHEZRNEJAT］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6120】Introduction to Media Theory ［Stevie Tongshun SUAN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . .
【A6121】Manga Studies ［Stevie Tongshun SUAN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6122】Manga Studies ［Stevie Tongshun SUAN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6123】Visual Arts ［Shiho KITO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6124,A6551】Topics in Arts: Fine Arts ［Suzanne Carol MOONEY］秋学期授業/Fall . . . . . . . . . . . . . . . . . . .
【A6125,A6550】Topics in Arts: Visual Communication Design ［Gary MCLEOD］秋学期授業/Fall . . . . . . . . . .
【A6126】Introduction to Linguistics ［Nobumi NAKAI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6127】Introduction to Linguistics ［Yutai WATANABE］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6128】Contrastive Linguistics ［Geraldo FARIA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6129,A6512】English Grammar: The Basics ［Peter EVANS］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . .
【A6130,A6513】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 ［Junya FUKUTA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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【A6133】Comparative Education ［Machiko KOBORI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6140,A6500】French A I ［Masamichi SUZUKI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6141,A6501】French A II ［Masamichi SUZUKI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6142,A6502】French B I ［Tamio OKAMURA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6143,A6503】French B II ［Tamio OKAMURA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6144,A6504】Spanish A I ［Taiga WAKABAYASHI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6145,A6505】Spanish A II ［Taiga WAKABAYASHI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6146,A6506】Spanish B I ［Yoshifumi Onuki］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6147,A6507】Spanish B II ［Yoshifumi Onuki］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6148,A6508】Chinese A I ［Yuko TAKADA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6149,A6509】Chinese A II ［Yuko TAKADA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6150,A6510】Chinese B I ［Shota WATANABE］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6151,A6511】Chinese B II ［Shota WATANABE］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6152】English in the Movies ［Megumi KOBAYASHI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6161,A6519】Introduction to Sociology ［Ralph Ittonen HOSOKI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . .
【A6162】Cultural and Ethnic Diversity in Japan ［Kyung HEE HA］春学期授業/Spring . . . . . . . . . . . . . . . . . .
【A6163】Introduction to Cultural Anthropology ［Kyung HEE HA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . .
【A6164,A6516】Introduction to Psychology I ［Sayaka AOKI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . .
【A6165,A6517】Introduction to Psychology II ［Sayaka AOKI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6166】Developmental Psychology ［Sayaka AOKI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6167,A6520】Media Studies ［Zeliha MUGE IGARASHI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6168,A6522】Introduction to International Relations ［TAKESHI YUZAWA］春学期授業/Spring . . . . . . . .
【A6169,A6521】Introduction to International Relations ［TAKESHI YUZAWA］秋学期授業/Fall . . . . . . . . . . .
【A6170】Introduction to Political Science ［Nathan GILBERT QUIMPO］春学期授業/Spring . . . . . . . . . . . . . .
【A6171】Introduction to Political Science ［Nathan GILBERT QUIMPO］秋学期授業/Fall . . . . . . . . . . . . . . . . .
【A6172】Introduction to Comparative Politics ［Nathan GILBERT QUIMPO］秋学期授業/Fall . . . . . . . . . . . .
【A6174】Introduction to Environmental Science ［Ayami OTSUKA］春学期授業/Spring . . . . . . . . . . . . . . . . . .
【A6180】Introduction to Business ［EYO Shiaw Jia］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6181】Introduction to Business ［EYO Shiaw Jia］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6182】International Business and Employability ［Takamasa FUKUOKA］春学期授業/Spring . . . . . . . . . .
【A6184】Macroeconomics I ［Alberto J Iniguez M］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6185,A6524】Microeconomics I ［Maymay HO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6186,A6523】Microeconomics I ［Maymay HO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6187】Principles of Business Management ［Maymay HO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6188】Introduction to Tourism Studies ［John MELVIN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6189】Introduction to Tourism Studies ［John MELVIN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6190】Information Studies ［Alfons JOSEF SCHUSTER］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6191】IT in Modern Society ［Niall MURTAGH］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A6200】English Test Preparation Advanced ［Naomi HIROTA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . .
【A6202】Comparative Literature ［Gregory KHEZRNEJAT］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . .
【A6204】Topics in Japanese Literature:

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History of Japanese Literature in Translation ［Gregory
KHEZRNEJAT］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
【A6205】American History and Society ［Robert SINCLAIR］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . 96
【A6206】European History ［Brian Joseph SAYERS］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
【A6207】History of English Studies in Japan ［Mitsutoshi SOMURA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . 99
【A6208】Cultural Studies ［Zeliha MUGE IGARASHI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100【A6209】Intercultural Ethics ［Kazuhiro WATANABE］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101【A6213】Sociology of Law ［Kelesha NEVERS］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102【A6214】Sociology of Violence ［Yuki NAKAMURA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103【A6215】Crime and Society ［Kelesha NEVERS］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104【A6216,A6537】Race, Class and Gender I: Concepts & Issues ［Kyung HEE HA］秋学期授業/Fall . . . . . . . . . . 105【A6219】Media Effects ［Zeliha MUGE IGARASHI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106【A6222】Art History ［Sarah ALLEN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107【A6223】Asian Popular Culture ［Stevie Tongshun SUAN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . 108【A6224】Japanese Popular Culture ［Akiko MIZOGUCHI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . 109【A6225】Music and Culture ［Cathy Lynn COX］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110【A6226】Performance Studies ［Stevie Tongshun SUAN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111— II —

【A6227】History of Photography ［Shiho KITO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112【A6228】Film Theory and Analysis ［Akiko MIZOGUCHI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . 114【A6229】Digital Writing and Publication ［Mark James BIRTLES］春学期授業/Spring . . . . . . . . . . . . . . . . . . . 115【A6230】Digital Writing and Publication ［Mark James BIRTLES］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . 116【A6231】Language, Social Media and Society ［Mark James BIRTLES］春学期授業/Spring . . . . . . . . . . . . . . . 117【A6236,A6529】Social Psychology I ［Yu NIIYA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118【A6237,A6530】Social Psychology II ［Michael MYERS］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119【A6238】Educational Psychology ［Dexter DA SILVA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120【A6239】Applied Psychology ［Sayaka AOKI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121【A6240,A6552】Quantitative Research Methods ［Yu NIIYA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 122【A6243】Macroeconomics II ［Alberto J Iniguez M］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123【A6244】Microeconomics II ［Maymay HO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124【A6245】Foundations of Finance ［EYO Shiaw Jia］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125【A6246】Accounting ［Noriaki OKAMOTO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126【A6249】Phonetics and Phonology ［Yuriko YOKOE］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127【A6250】Teaching Pronunciation ［Katsuya YOKOMOTO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . 128【A6251,A6527】Semantics and Pragmatics ［Nobumi NAKAI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . 129【A6252】English Grammar Extended ［Peter EVANS］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130【A6253】The Words of English ［Peter EVANS］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132【A6254,A6557】Psycholinguistics ［Mako ISHIDA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133【A6255,A6538】Sociolinguistics ［Yutai WATANABE］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134【A6256,A6539】Sociolinguistics ［Yutai WATANABE］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135【A6257】English as a Lingua Franca ［Yutai WATANABE］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . 136【A6258】English as a Lingua Franca ［Yutai WATANABE］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137【A6259】Topics in Applied Linguistics A: Linguistic Landscapes ［Chie SAITO］秋学期授業/Fall . . . . . . . . . . . 138【A6262】Business Negotiation ［Akio YAMAMOTO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139【A6263】General Topics II: Business Ethics ［Maymay HO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140【A6264】Organizational Behavior ［Junko SHIMAZOE］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141【A6265】Strategic Business Management ［Takamasa FUKUOKA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . 142【A6266,A6532】Brand Management ［Takamasa FUKUOKA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . 143【A6267】【休講】Event Management ［John MELVIN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144【A6268】Principles of Marketing ［EYO Shiaw Jia］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145【A6269】Marketing Research ［Kayhan TAJEDDINI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146【A6272】Entrepreneurship and New Ventures ［Sean MICHAEL HACKETT］秋学期授業/Fall . . . . . . . . . . . . 147【A6273】Creative Industries ［Stevie Tongshun SUAN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149【A6274】Tourism Development in Japan ［John MELVIN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . 150【A6277,A6525】TESOL II: Teaching Methodology ［Machiko KOBORI］春学期授業/Spring . . . . . . . . . . . . . . . . 151【A6278,A6526】TESOL III: Syllabus and Teaching Materials ［Machiko KOBORI］秋学期授業/Fall . . . . . . . . 152【A6279】English Teaching in Primary School ［Machiko KOBORI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . 153【A6280】Education and Society ［Christpher D. HAMMOND］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 154【A6283】Political Theory ［Kazuhiro WATANABE］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155【A6284】Japanese Politics ［Jeffrey JAMES HALL］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156【A6285】American Politics and Foreign Policy ［Jeffrey JAMES HALL］秋学期授業/Fall . . . . . . . . . . . . . . . . . . 157【A6286】China’s Domestic Politics and Foreign Policy ［Xie ZHIHAI］春学期授業/Spring . . . . . . . . . . . . . . . . . . 158【A6288】Politics of Africa ［Laiban Kithinji KINYUA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159【A6289,A6531】World Politics ［TAKESHI YUZAWA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160【A6290】Religion and Politics ［Christopher KAVANAGH］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161【A6291,A6540】International Security ［TAKESHI YUZAWA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . 162【A6292】International Organizations ［Ayako KOBAYASHI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 163【A6294】Public Policy ［Nathan GILBERT QUIMPO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164【A6295】Foreign Policy Analysis ［TAKESHI YUZAWA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165【A6296】Japan’s Foreign Policy ［Heiko LANG］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166【A6297】Development Economies ［Upalat KORWATANASAKUL］春学期授業/Spring . . . . . . . . . . . . . . . . . . . 167【A6298】Environment and Development ［Gregory TOTH］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . 168【A6299】Society and Environmental Change ［Ayami OTSUKA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . 169【A6301】Advanced Topics in American Literature: US Southern Literature ［Gregory KHEZRNEJAT］秋学
期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170— III —

【A6302】Modern Japanese Fiction in Translation ［Gregory KHEZRNEJAT］春学期授業/Spring . . . . . . . . . . . 171【A6305】Creative Writing ［Gregory KHEZRNEJAT］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172【A6306】Readings in Philosophy ［Robert SINCLAIR］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173【A6309,A6553】Advanced Topics in Contemporary Art ［Utako SHINDO］秋学期授業/Fall . . . . . . . . . . . . . . . . 174【A6310】Art in the Real World ［Suzanne Carol MOONEY］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . 175【A6311】Film Studies ［Andree LAFONTAINE］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176【A6314】Contemporary British Culture ［Mitsutoshi SOMURA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . 177【A6318】Social Theory: Perspectives on Inequality ［Yuki NAKAMURA］秋学期授業/Fall . . . . . . . . . . . . . . . . . 178【A6319,A6541】Race, Class and Gender II: Global Inequalities ［Kukhee Choo］春学期授業/Spring . . . . . . . . 179【A6320】Migration and Diaspora ［Chris Hyunkyu PARK］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180【A6323】Special Topics I: Photography and Culture ［Gary MCLEOD］春学期授業/Spring . . . . . . . . . . . . . . . . 181【A6325】Comparative Media ［Stevie Tongshun SUAN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182【A6326】Media and Globalization ［Stevie Tongshun SUAN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 183【A6327】Media and the Nation ［Stevie Tongshun SUAN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . 184【A6328】Media Research ［Kukhee Choo］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185【A6329】Impact of Artificial Intelligence ［Maymay HO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186【A6332】Cultural Psychology ［Ai FUKUZAWA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187【A6333】Community Psychology ［Toshiaki SASAO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188【A6334】Clinical Psychology ［Keiko ITO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189【A6335】Psychology of Morality ［Christopher KAVANAGH］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190【A6339,A6533】Syntactic Theory ［Peter EVANS］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191【A6340】Morphology: Building Words ［Peter EVANS］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192【A6341】English Dialects around the World ［Yutai WATANABE］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . 194【A6342】English in Asia ［Megumi KOBAYASHI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195【A6343】Language Policy ［Geraldo FARIA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196【A6346】International Business ［EYO Shiaw Jia］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197【A6347】International Economics ［Ayako SAIKI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198【A6348】International Finance ［Ayako SAIKI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200【A6352】Supply Chain Management ［Kayhan TAJEDDINI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 202【A6353】【休講】Services Marketing ［John MELVIN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203【A6354】Corporate Social Responsibility ［Sairan HAYAMA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 204【A6355】Corporate Social Responsibility ［Sairan HAYAMA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 205【A6356】Cultural Tourism ［John MELVIN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206【A6359】English Teaching in Primary School: Advanced ［Tomoko SHIGYO］春学期授業/Spring . . . . . . . . . . 207【A6360,A6534】TESOL IV: Testing and Evaluation ［Machiko KOBORI］春学期授業/Spring . . . . . . . . . . . . . . 208【A6363,A6542】International Relations of the Asia-Pacific ［TAKESHI YUZAWA］春学期授業/Spring . . . . . . 209【A6364】Advanced Comparative Politics ［Nathan GILBERT QUIMPO］春学期授業/Spring . . . . . . . . . . . . . . . 210【A6365】Globalization and Political Change ［Jenny De Asis BALBOA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . 211【A6366】Peace Building ［Aigul KULNAZAROVA ］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213【A6369】International Development Policy ［Ippeita NISHIDA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . 215【A6370】International Environmental Policy ［Gregory TOTH］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . 216【A6371】Global Political Economy ［Nathalie CAVASIN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217【A6374】International Law ［Kiyoshi ADACHI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219【A6375】Law in a Globalizing World ［Gregory TOTH, Kelesha NEVERS］春学期授業/Spring . . . . . . . . . . . . . 221【A6378】Financial Statement Analysis ［Maymay HO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222【A6379】Advanced Accounting ［Noriaki OKAMOTO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223【A6380,A6555】Stock Investment ［EYO Shiaw Jia］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224【A6401,A6402】Seminar: British Culture and Literature I ［Mitsutoshi SOMURA］春学期授業/Spring . . . . . 225【A6403,A6404】Seminar: British Culture and Literature II ［Mitsutoshi SOMURA］秋学期授業/Fall . . . . . . . 226【A6405,A6406】Seminar: Diversity of English I ［Yutai WATANABE］春学期授業/Spring . . . . . . . . . . . . . . . . . 227【A6407,A6408】Seminar: Diversity of English II ［Yutai WATANABE］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . 228【A6409,A6410】Seminar: Language Teaching and Learning I ［Machiko KOBORI］春学期授業/Spring . . . . . 229【A6411,A6412】Seminar: Language Teaching and Learning II ［Machiko KOBORI］秋学期授業/Fall . . . . . . . 230【A6413,A6414】Seminar: Intersectionality: Multiple Inequalities I ［Diana KHOR］春学期授業/Spring . . . . . 231【A6415,A6416】Seminar: Intersectionality: Multiple Inequalities II ［Diana KHOR］秋学期授業/Fall . . . . . . 232【A6417,A6418】Seminar: Self and Culture I ［Yu NIIYA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233【A6419,A6420】Seminar: Self and Culture II ［Yu NIIYA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234— IV —

【A6421,A6422】Seminar: International Relations I ［TAKESHI YUZAWA］春学期授業/Spring . . . . . . . . . . . . 235【A6423,A6424】Seminar: International Relations II ［TAKESHI YUZAWA］秋学期授業/Fall . . . . . . . . . . . . . . 236【A6425,A6426】Seminar: Tourism Management I ［John MELVIN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . 237【A6427,A6428】Seminar: Tourism Management II ［John MELVIN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . 238【A6429,A6430】Seminar: Entrepreneurship & Innovation I ［EYO Shiaw Jia］春学期授業/Spring . . . . . . . . . 239【A6431,A6432】Seminar: Entrepreneurship & Innovation II ［EYO Shiaw Jia］秋学期授業/Fall . . . . . . . . . . . 240【A6433,A6434】Seminar: Global Strategic Management I ［Takamasa FUKUOKA］春学期授業/Spring . . . . . 241【A6435,A6436】Seminar: Global Strategic Management II ［Sairan HAYAMA］秋学期授業/Fall . . . . . . . . . . . 242【A6601】Introduction to Career Design ［Tomokazu OYAGI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . 243【A6602】Introduction to Career Design ［Minoru TAKAHASHI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . 245【A6603】Introduction to Career Design ［Tomokazu OYAGI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . 247【A6604】Introduction to Career Design ［Tomokazu OYAGI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . 249【A6605】Introduction to Career Design ［Azusa MIYAKI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251【A6606】Introduction to Career Design ［Hiromi FUJISAWA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . 253【A6607】Introduction to Career Design ［Tomokazu OYAGI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . 255【A6611】Career Design Advanced ［Tomokazu OYAGI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257【A6612】Career Design Advanced ［Tomokazu OYAGI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259【A6613】Career Design Advanced ［Tomokazu OYAGI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261【A6614】Career Design Advanced ［Tomokazu OYAGI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263【A6616】Law (Constitution of Japan) ［Shiaki CHIN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265【A6617】Law (Constitution of Japan) ［Shiaki CHIN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266【A6618】Law (Constitution of Japan) ［Shiaki CHIN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267【A6619】Law (Constitution of Japan) ［Shiaki CHIN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268【A6621】Physical Education ［Shigeharu AKIMOTO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269【A6622】Introduction to Hosei Studies ［Fumiko KOBAYASHI, Junichi OGURA］春学期授業/Spring . . . . . . . 270【A6623】Hosei Studies A ［Tatsuroh KOMATA, Toshio TAKAYANAGI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . 272【A6624】Hosei Studies B ［Tatsuroh KOMATA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274【A6631】French C I ［Tamio OKAMURA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275【A6632】French C I ［Masahisa INAGAKI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276【A6633】French C I ［Mio NAKAMURA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277【A6634】French C II ［Tamio OKAMURA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278【A6635】French C II ［Masahisa INAGAKI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279【A6636】French C II ［Mio NAKAMURA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280【A6637】French D I ［Gaillard NICOLAS］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281【A6638】French D II ［Gaillard NICOLAS］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282【A6639】Chinese C I ［Koon ko］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283【A6640】Chinese C II ［Koon ko］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284【A6641】Chinese D I ［Kebing LIU］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285【A6642】Chinese D II ［Kebing LIU］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286【A6643】Spanish C I ［Osno Illanes DE SASAKUBO H］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287【A6644】Spanish C I ［Osno Illanes DE SASAKUBO H］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288【A6645】Spanish C I ［Etsuko MIYATA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289【A6646】Spanish C II ［Osno Illanes DE SASAKUBO H］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290【A6647】Spanish C II ［Osno Illanes DE SASAKUBO H］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291【A6648】Spanish C II ［Etsuko MIYATA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292【A6649】Spanish D I ［Aurora URITANI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293【A6650】Spanish D II ［Aurora URITANI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294【A6662】Modern and Contemporary History of Japan ［Marco TINELLO］秋学期授業/Fall . . . . . . . . . . . . . . . . 295【A6663】Families and Sexualities in Japan ［Saori KAMANO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . 296【A6664】Japanese Social Problems ［Sachiko HORIGUCHI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . 297【A6665】Global and Transnational Japan ［Kei TAKATA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . 298【A6666】Journalism in Japan I ［Robert Sakai IRVINE］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300【A6667】Journalism in Japan II ［Robert Sakai IRVINE］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302【A6668】Media Representations ［Zeliha MUGE IGARASHI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . 304【A6669】East Asian Media ［Kukhee Choo］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306【A6670】Corporate Finance ［Akashi HONGO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307【A6673】Marketing in Japan ［Yoshiko SUZUKI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309—V—【A6675】Global Governance 秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310【A6676】Advanced Economics ［Samuel KWABENA OFORI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . 312— VI —

発行日：2021/5/1【Textbooks】
Oshima, A., & Hogue, A. (2017). Longman Academic Writing Series: 4 Essays (Fifth ed.). New York: Pearson Longman. ISBN: 9780134663319*This is the primary text for the course and must be purchased by
students. Please do so as soon as possible.

BSP100ZA

Academic Writing Skills I
Multiple Instructors
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：
他学部公開：

グローバル：

成績優秀：

実務教員：

【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.
【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【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.

【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. Please note thatthe teaching approach may vary according to which threat level we are
at: at level 1, 70% of this course will be held on campus, though at level2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Introduction
2
Paragraph
Organization
3
Unity and Coherence

4
5

Evidence, Quotations,In-text Citations
Bibliography andCitation Styles

6

Essay Structure I

7
8
9

Essay Structure II
Essay Practice I
Editing I

10
11
12
13

Essay Practice II
Essay Practice III
Essay Practice IV
Editing II

14

Final Presentations

Contents
Overview of the course
Topic, supporting, and concluding
sentences
Consistency and logicalorganization
Referencing; fundamentals ofcitations; discussion on plagiarism
Students will learn one referencing
system (MLA, APA and others)
Review and discussion
Organization; introductions andthesis statements
Body paragraphs; conclusions
Process essay
Proofreading, peer critique,self-editing
Review and discussion
Cause and effect essay
Comparative/contrast essay
Argumentative essay
Reorganization and rewriting
Review and discussion
Final paper presentations【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly writing assignments andregular vocabulary exercises. Preparatory study and review time forthis class are 2 hours each.

—1—発行日：2021/5/1【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【Textbooks】
No textbook will be used.

Multiple Instructors
Credit(s)：2 ｜ Semester：春 学 期・秋 学 期/Spring・Fall ｜Year：1〜4
Day/Period：
他学部公開：

グローバル：

成績優秀：

実務教員：

【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. Please note thatthe teaching approach may vary according to which threat level we are
at: at level 1, 70% of this course will be held on campus, though at level2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Introduction
2
Research I

3
4

Research II
Research III

5

Research IV

6
7

Essay Structure I
Essay Structure II

8

Essay Structure III

910Special Working
SessionEssay Structure IV

11

Essay Structure V

12
13
14

Editing I
Editing II
Final presentations

Contents
Overview of the course
Choosing a topic & organizing aschedule
Creating a reading list
Research skills (library visit toresearch online databases)
Collecting andsummarizing sources (review
citation styles if needed)
Review and discussion
Writing a review of your sources
Research questions and narrowing
your focus
Introductions and thesis
statements
Review and discussion
Report on progress
Working with data (how to matchdata with thesis; “they say/I say”
paradigm)
Conclusions and situating future
research
Review and discussion
Organization
Peer editing
Presentations of final paper—2—発行日：2021/5/1
14

BSP100ZA

Reading Skills I

Quick Survey; Final
Examination

Revision Q&A; reading skills
examination covering material andexercises from weeks 8 to 13.

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

Multiple Instructors
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：【Textbooks】
Brenda Wegman and Miki Knezevic, New Interactions: Reading andWriting 4, 1st ed. (McGraw-Hill Education, 2020).

他学部公開：【References】
As specified by the instructor.

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
This course introduces students to the basic reading skills andstrategies that are needed for academic success at the university level.
【Goal】
Students will learn to read course material with accuracy and to build
critical thinking skills, thereby increasing their reading confidence andspeed.

【Grading criteria】
Homework (30%); in-class assignments (30%) and exams (40%).
【Changes following student comments】
Not applicable.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, 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. Please note thatthe teaching approach may vary according to which threat level we are
at: at level 1, 70% of this course will be held on campus, though at level2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course2

Reading Selection:
Chapter 1

3

Reading Selection:
Chapter 2
Reading Selection:
Chapter 3
Reading Selection:
Chapter 4
Reading Selection:
Chapter 5
Quick Survey;
Mid-term Examination

4
5
6
7

8
9

10
11

Reading Selection:
Chapter 6
Reading Selection:
Chapter 7
Reading Selection:
Chapter 8
Special Academic
Topic: Topic
Introduction

12

Special Academic
Topic: Academic Paper(i)

13Special Academic
Topic: Academic Paper(ii)

Contents
Course requirements; textbook andsyllabus review. Study skills andstudy time management. Academic
integrity: avoiding plagiarism.
Scanning for specific information:
expressions and set phrases;
evaluating websites.
Completing a summary; internet
research.
Previewing a reading; making
inferences.
Examining debates; considering
the specifics of an issue.
Understanding issues in context;
connecting themes and topics.
Revision Q&A; reading skills
examination covering material andexercises from weeks 1 to 6.
Breaking down a complex issue;
internet research.
Considering central points;
supporting or challenging ahypothesis.
Underlining and marginal glossing;paraphrasing.
Lecture on the academic topic
chosen by the specific instructor;
discussion activities; introductory
reading.
Exploring an academic paper;
focusing on introduction;
considering the paper in its
immediate academic context.
Body and conclusion of theacademic paper, withcomprehension activities anddiscussion.
Review of the second half of thecourse; discussion.

—3—発行日：2021/5/1

BSP100ZA

Reading Skills II

8Quick Survey;
Mid-term Examination

9

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

Multiple Instructors
Credit(s)：2 ｜ Semester：春 学 期・秋 学 期/Spring・Fall ｜Year：1〜4
Day/Period：
他学部公開：

グローバル：

成績優秀：

11

実務教員：
12

【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.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus. *Class 1(Professor Evans) will be held online.

Reading Selection: The
Tell-Tale Heart

3

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

45

Reading Selection: A
Revolution in Medicine

6

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

7

14

Quick Survey; Final
Examination【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.

【Fieldwork in class】
なし / No

2

Special Academic
Topic: Academic Paper(iii)

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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Introduction to the
Course13

Revision Q&A; reading skills
examination covering material andexercises from weeks 1 to 7.
Lecture on the academic topic
chosen by the specific instructor;
discussion activities; introductory
reading.
Further introductory reading on
the topic; major structural patternsof academic papers.
Lexical preview of the academic
paper; abstract and structure.

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

Finding evidence to disprove false
arguments; analyzing the author’s
point of view.
Separating fact from opinion;
critical opinions (charities in thedeveloping world).
Identifying false inferences;
paraphrasing.
Analyzing cause and effect;
internet research (a pair of bookreviews).
Review of the first half of thecourse; discussion.

—4—発行日：2021/5/1
7

LANe100ZA

Freshman English I
8Kazuki HATA
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 1/Mon.1
他学部公開：

グローバル：

成績優秀：

9

実務教員：

【Outline and objectives】
Freshman English I aims to enhance students’ academic prospects
and cultivate language proficiency. In particular, the students areprovided solid understanding of common academic practices at theinternational standard, which they can apply to university-level debatesand discussions; including micro-/macro-level reading, critical thinking
and spontaneous discussion activities. The module also offers various
tips for independent study, suggesting how to make a good transfer fromthe module to their own learning (and vice versa).

10

11【Goal】
Through a series of interactive and voluntary engagements in and out of
the class, the students are expected to acquire three dominant academic
skills, as follows.
a) Basic language (English) abilities for good academic engagementb) Communicative competence in normative interactionc) Critical thinking skills in coherent and logical argumentation【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1” and “DP 4”.
【Method(s)】The module will be conducted via informal and interactive lecturesutilising PowerPoint slides, with a combination of in-class exercises andtake-home assignments. The students will be engaged in a wide variety
of interactive practices, such as: in-class activities on the materials;
small-group and roundtable discussions; and reflective writing tasks.
All 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.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Induction

2

3

4

5

6

Contents
Module description with general
instructions for academic English
Preparation for Critical Thinking about reading ‘critically’;
Reading (1)Skimming for the main idea;
Note-taking for organisinginformation;
Reading to understand the mainidea
Preparation for Critical Basics for critical reading
Reading (2)strategies;
Predicting the content;
Scanning for specific information;
Evaluating (and generating)definitions
Supporting Ideas andInferring the meaning of an
Author’s Stance‘unknown’ word;
Reading for evidence;
From the main idea to supporting
evidence;
Identifying the author’s stanceClassification for
Analysing organised information
Organisation
within a text;
Evaluating the content of a text
Connecting Ideas
Understanding a logical order for
information;
Identifying the arguments andstructure of a text;
Understanding cohesive language
in a text;
Identifying hedging language

12

13

14

Describing Processes

Understanding the stages of aprocess in a text;
Identifying signposts forsequencing
Comparison and
Recognising similarities andContrast
differences;
Categorising (and note-taking)similarities and differences;
Linking references (supports) withmain ideas
Fact and Opinion
Differentiating facts from opinions;
Identifying the purpose, stance,and perspective of a text;
Basics of in-text references(citation)
Developing an
Recognising the main argument;
Argument
Identifying evidence in supportive
arguments;
Recognising persuasive language
Cause and Effect
Understanding thecause-and-effect language;
Identifying reasons in a text;
Expressing cause-and-effectrelationships from reading a text
Evaluation
Identifying positive, negative, andnatural material;
Interpreting the author’s stanceIndependent Learning Analysing organised information
within a text;
Evaluating the content of a text
Final Exam & Wrap-up Exam with a following review ofthe module (academic English)【Work to be done outside of class (preparation, etc.)】
In order to participate well, students must complete weekly assignments before the class. Preparatory study and review time for each week
are at least 1 hour.
【Textbooks】
Chazal, E., & McCarter, S. (2016). Oxford EAP: A course in English foracademic purposes (upper-intermediate/B2). Oxford: Oxford University
Press. (Primary resource; thus, must be purchased)【References】
Other resources (e.g. academic papers and newspaper articles) will also
be distributed or made available in our online system.
【Grading criteria】
The final grade for this module will take into account grades awardedon all assignments in the following proportions:a) Module-final exam: 40%b) Reflective writing: 20%c) Weekly assignments: 30%d) Active participation: 10%【Changes following student comments】
No feedback or request for change has been given in the last year.
【Equipment student needs to prepare】
None.
【Others】
Analogous to other modules in GIS, your attendance is strictly
monitored. Those who have three or more unauthorised absences willautomatically receive a failing grade; it should also be noted that lateattendance with no prior notice will also end up downgrading your final
mark.
【Prerequisite】
None.

—5—

発行日：2021/5/1

LANe100ZA

10

Argument Essays

11

Cause and Effect
Essays12

Problem-solution
Essays13

Examination Essays

14

Wrap-upFreshman English II
Kazuki HATA
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
This module is designed in accordance with Freshman English I,
which aims to enhance your academic prospects and cultivate essay
writing abilities through practical activities. Students will be provided
solid understanding of key aspects of academic writing alongside othercommon academic practices; including general language and criticalthinking skills. Students will also be provided opportunities to utilise
or apply what has been learnt in other modules.
【Goal】
Students are expected to become competent at basic academic abilities
of organising and evaluating different types of essays. This module
also aims at helping students cultivate critical thinking skills inargumentation that can be applied to university-level debates anddiscussions.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1” and “DP 4”.
【Method(s)】In this module, you will be engaged in a wide variety of interactive
practices, as follows: a) in-class discussions/debates; b) individual andgroup presentations; c) small-group meetings; and d) reflective writing
tasks. This module will thus be conducted via informal and interactive
lectures utilising PowerPoint slides, with a combination of in-classexercises and take-home assignments. Students are expected to actively
participate and make every effort to contribute meaningfully to bothplanned and spontaneous activities.
Feedback will be offered to students in due course, or as soon as possible
after each assessment via an online learning management system.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Induction

2

Starting the Process3

Descriptions (1)4Topic Sentences

5

Essay Introduction

6

Essay Conclusion

7

Descriptions (2)8Comparison Essays

9

Citation andReferences

Contents
Module description (providing agood bridge between FE1 and FE2)Thinking about your writing;
Understanding essay titles andquestions;
Organising your ideas for writing
Paraphrasing;
Identifying types of diagram;
Describing trends;
Grammar: using relative clauses to
add information
Analysing paragraph structure;
Analysing topic sentence;
Writing: a topic sentence
Identifying features of an
introduction: thesis statement;
Evaluating thesis statements;
Writing thesis statements
Understanding conclusion;
Identifying features of a conclusion;
Evaluating a conclusion;
Ensuring coherence between theparts of an essay
Analysing written descriptions ofprocesses ;Writing about a process and trend
Generating ideas for writing an
outline ;Identifying ways of organising acomparison essay;
Identifying the structure of acomparison paragraph
Identifying citations in a text;
Using reporting verbs;
When referring to somebody’s work

Quotation and paraphrasing;Selecting a body paragraphstructure;
Synthesising citations (with an
introduction to APA style)Ordering cause-and-effectphenomena;
Using cause-and-effect language
Recognising problems andsolutions for evaluation;
Using hedging language as controls
for your stance
Ensuring clarity throughout the
essay;
Maximising coherence in an essay;
Dealing with timed writing
A review of the module with
instructions for the final essay【Work to be done outside of class (preparation, etc.)】
Students are required to complete all assigned materials before the classand demonstrate good understanding from each class to their writing
practices. Preparatory study and review time for each week are at least
1 hour.
【Textbooks】
Chazal, E., & McCarter, S. (2016). Oxford EAP: A course in English foracademic purposes (upper-intermediate/B2). Oxford: Oxford University
Press.
(Primary resource; thus, must be purchased)【References】
Other resources (e.g. academic papers and newspaper articles) will
also be distributed or made available in the online class management
system.
【Grading criteria】
The final grade for this module will take into account grades awardedon all assignments in the following proportions:a) Module-final essay: 40%b) Mid-term short essay: 20%c) Weekly assignments: 30%d) Active participation: 10%【Changes following student comments】
No feedback or requests for change has been given in the last year.
【Equipment student needs to prepare】
None.
【Others】
Analogous to other modules in GIS (including Freshman English I),
your attendance is strictly monitored. Those who have three or moreunauthorised absences will automatically receive a failing grade; itshould also be noted that late attendance with no prior notice will also
end up in downgrading a final mark.
【Prerequisite】
None.

—6—

発行日：2021/5/1

BSP100ZA

Debate and Discussion

13

Group Discussion 2

14Group Discussion 3
and Wrap-up

Nicholas Delgrego
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 5/Thu.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【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. Please note that the teaching approach
may vary according to which threat level we are at: at level 1, 70% of
this course will be held on campus, though at level 2, 50% will be heldon campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Overview

2
3
4
5
6
7
8
9

10

11

12

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

Discussion on topics previously
agreed uponPeer evaluation of discussion
Discussion on topics previously
agreed uponPeer evaluation of discussion
Debate and discussion revisited:the significance ofargument,reasoning and criticalthinking【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.
【Textbooks】
Class materials will be provided by the instructor and distributed inclass or uploaded on H’etudes.
【References】
Bowell, T., & Kemp G. (2015). Critical thinking: A concise guide (4thedition). New York, NY: Routledge.
Cottrell, Stella. (2011). Critical thinking skills: Developing effective
analysis and arguments. 2nd Ed. London: Palgrave Macmillan.
Huber, Robert and Snider, Alfred C. (2006). Influencing throughargument. Updated Edition. New York: International Debate Education
Association. (Downloadable as pdf file.)
Snider, Alfred & Schnurer, Maxwell. (2006). Many sides: Debate acrossthe curriculum. Revised edition. New York: International Debate
Association. (Downloadable as pdf file.)【Grading criteria】
Round table discussion 15%; team debate performance 30%; discussion
participation and performance 45%; overall participation in class 10%.
Scores for performance and participation will depend at least as muchon preparation and organization as on verbal skills.
【Changes following student comments】
None.
【Equipment student needs to prepare】
The teacher may request that you use a computer, tablet or smartphone
in order to prepare or fact-check during class. (Computers, tablets andsmartphones may not be used other than as authorized.)【Others】
This course has two levels, "Standard" and "Advanced." This is not a
two-part course: the two levels are designed to separate students
based on English proficiency, so the instructors can tailor thecontent for different skill levels. Think carefully about which levelis right for you before selecting the course. For the Advanced levelcourse, students are expected to meet or exceed one of the following
scores: TOEFL ITP 550, TOEFL iBT 80, IELTS 6.5 or IB Diploma(Englishas Language A).
【Prerequisite】
None.

—7—

発行日：2021/5/1
14

BSP100ZA

Group Discussion 3
and Wrap-up

Debate and Discussion
Nicholas Delgrego
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 5/Thu.5
他学部公開：

グローバル：

成績優秀：

実務教員：

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

2
3
4
5
6
7
8
9

10

11

12

13

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

Discussion on topics previously
agreed uponPeer evaluation of discussion
Debate and discussion revisited:the significance ofargument,reasoning and criticalthinking【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.
【Textbooks】
Class materials will be provided by the instructor and distributed inclass or uploaded on H’etudes.
【References】
Bowell, T., & Kemp G. (2015). Critical thinking: A concise guide (4thedition). New York, NY: Routledge.
Cottrell, Stella. (2011). Critical thinking skills: Developing effective
analysis and arguments. 2nd Ed. London: Palgrave Macmillan.
Huber, Robert and Snider, Alfred C. (2006). Influencing throughargument. Updated Edition. New York: International Debate Education
Association. (Downloadable as pdf file.)
Snider, Alfred & Schnurer, Maxwell. (2006). Many sides: Debate acrossthe curriculum. Revised edition. New York: International Debate
Association. (Downloadable as pdf file.)【Grading criteria】
Round table discussion 15%; team debate performance 30%; discussion
participation and performance 45%; overall participation in class 10%.
Scores for performance and participation will depend at least as muchon preparation and organization as on verbal skills.
【Changes following student comments】
None.
【Equipment student needs to prepare】
The teacher may request that you use a computer, tablet or smartphone
in order to prepare or fact-check during class. (Computers, tablets andsmartphones may not be used other than as authorized.)【Others】
This course has two levels, "Standard" and "Advanced." This is not a
two-part course: the two levels are designed to separate students
based on English proficiency, so the instructors can tailor thecontent for different skill levels. Think carefully about which levelis right for you before selecting the course. For the Advanced levelcourse, students are expected to meet or exceed one of the following
scores: TOEFL ITP 550, TOEFL iBT 80, IELTS 6.5 or IB Diploma(Englishas Language A).
【Prerequisite】
None.

—8—

発行日：2021/5/1

BSP100ZA

Debate and Discussion

13

Group Discussion 2

14Group Discussion 3
and Wrap-up

Kazuki Hata
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3
他学部公開：

グローバル：

成績優秀：

実務教員：

【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. Please note that the teaching approach
may vary according to which threat level we are at: at level 1, 70% of
this course will be held on campus, though at level 2, 50% will be heldon campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Overview

2
3
4
5
6
7
8
9

10

11

12

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

Discussion on topics previously
agreed uponPeer evaluation of discussion
Discussion on topics previously
agreed uponPeer evaluation of discussion
Debate and discussion revisited:the significance ofargument,reasoning and criticalthinking【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.
【Textbooks】
Class materials will be provided by the instructor and distributed inclass or uploaded on H’etudes.
【References】
Bowell, T., & Kemp G. (2015). Critical thinking: A concise guide (4thedition). New York, NY: Routledge.
Cottrell, Stella. (2011). Critical thinking skills: Developing effective
analysis and arguments. 2nd Ed. London: Palgrave Macmillan.
Huber, Robert and Snider, Alfred C. (2006). Influencing throughargument. Updated Edition. New York: International Debate Education
Association. (Downloadable as pdf file.)
Snider, Alfred & Schnurer, Maxwell. (2006). Many sides: Debate acrossthe curriculum. Revised edition. New York: International Debate
Association. (Downloadable as pdf file.)【Grading criteria】
Round table discussion 15%; team debate performance 30%; discussion
participation and performance 45%; overall participation in class 10%.
Scores for performance and participation will depend at least as muchon preparation and organization as on verbal skills.
【Changes following student comments】
None.
【Equipment student needs to prepare】
The teacher may request that you use a computer, tablet or smartphone
in order to prepare or fact-check during class. (Computers, tablets andsmartphones may not be used other than as authorized.)【Others】
This course has two levels, "Standard" and "Advanced." This is not a
two-part course: the two levels are designed to separate students
based on English proficiency, so the instructors can tailor thecontent for different skill levels. Think carefully about which levelis right for you before selecting the course. For the Advanced levelcourse, students are expected to meet or exceed one of the following
scores: TOEFL ITP 550, TOEFL iBT 80, IELTS 6.5 or IB Diploma(Englishas Language A).
【Prerequisite】
None.

—9—

発行日：2021/5/1
14

BSP100ZA

Group Discussion 3
and Wrap-up

Debate and Discussion
Kazuki Hata

【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.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 2/Mon.2
他学部公開：

グローバル：

成績優秀：

実務教員：

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

2
3
4
5
6
7
8
9

10

11

12

13

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

Discussion on topics previously
agreed uponPeer evaluation of discussion
Debate and discussion revisited:the significance ofargument,reasoning and criticalthinking【Textbooks】
Class materials will be provided by the instructor and distributed inclass or uploaded on H’etudes.
【References】
Bowell, T., & Kemp G. (2015). Critical thinking: A concise guide (4thedition). New York, NY: Routledge.
Cottrell, Stella. (2011). Critical thinking skills: Developing effective
analysis and arguments. 2nd Ed. London: Palgrave Macmillan.
Huber, Robert and Snider, Alfred C. (2006). Influencing throughargument. Updated Edition. New York: International Debate Education
Association. (Downloadable as pdf file.)
Snider, Alfred & Schnurer, Maxwell. (2006). Many sides: Debate acrossthe curriculum. Revised edition. New York: International Debate
Association. (Downloadable as pdf file.)【Grading criteria】
Round table discussion 15%; team debate performance 30%; discussion
participation and performance 45%; overall participation in class 10%.
Scores for performance and participation will depend at least as muchon preparation and organization as on verbal skills.
【Changes following student comments】
None.
【Equipment student needs to prepare】
The teacher may request that you use a computer, tablet or smartphone
in order to prepare or fact-check during class. (Computers, tablets andsmartphones may not be used other than as authorized.)【Others】
This course has two levels, "Standard" and "Advanced." This is not a
two-part course: the two levels are designed to separate students
based on English proficiency, so the instructors can tailor thecontent for different skill levels. Think carefully about which levelis right for you before selecting the course. For the Advanced levelcourse, students are expected to meet or exceed one of the following
scores: TOEFL ITP 550, TOEFL iBT 80, IELTS 6.5 or IB Diploma(Englishas Language A).
【Prerequisite】
None.

— 10 —

発行日：2021/5/1【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
Mark James BIRTLES
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2
他学部公開：

グローバル：

成績優秀：

実務教員：

【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. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Personal Introduction
Speech3
Analysing an
Informative Speech
4Analysing an
Informative Speech II
5
Informative Speech
Preparation
6
Delivery Strategies I
7Delivery Strategies II
8Informative Speech
Performances
9
Exploiting Visuals I

10Exploiting Visuals II

11Asking and Dealing
with Questions
Persuasive Speech
Preparation
Persuasive Speech
Preparation
Persuasive Speech
Performance

12
13
14

Contents
Course overview and objectives
The basics of public speaking
Identifying key concepts andmodels of communication
Identifying key concepts andmodels of communication
Preparing an informative speech ofyour own
Practice using verbal cues
Practice using non-verbal cues
Student presentations
Making engaging presentation
slides in PowerPoint
Infographics and visual
representations
How to be an active listener andengage in Q&A
Preparing an persuasive speech ofyour own
Preparing an persuasive speech ofyour own
Student presentations【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.

— 11 —

発行日：2021/5/1【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
Mark James 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 3/Fri.3
他学部公開：

グローバル：

成績優秀：

実務教員：

【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】
No.
Theme
1
Introduction
2
Personal Introduction
Speech3
Analysing an
Informative Speech
4Analysing an
Informative Speech II
5
Informative Speech
Preparation
6
Delivery Strategies I
7Delivery Strategies II
8Informative Speech
Performances
9
Exploiting Visuals I

10Exploiting Visuals II

11Asking and Dealing
with Questions
Persuasive Speech
Preparation
Persuasive Speech
Preparation
Persuasive Speech
Performance

12
13
14

Contents
Course overview and objectives
The basics of public speaking
Identifying key concepts andmodels of communication
Identifying key concepts andmodels of communication
Preparing an informative speech ofyour own
Practice using verbal cues
Practice using non-verbal cues
Student presentations
Making engaging presentation
slides in PowerPoint
Infographics and visual
representations
How to be an active listener andengage in Q&A
Preparing an persuasive speech ofyour own
Preparing an persuasive speech ofyour own
Student presentations【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.

— 12 —

発行日：2021/5/1【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
MEADOWS ALAN
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 3/Wed.3
他学部公開：

グローバル：

成績優秀：

実務教員：

【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. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Personal Introduction
Speech3
Analysing an
Informative Speech
4Analysing an
Informative Speech II
5
Informative Speech
Preparation
6
Delivery Strategies I
7Delivery Strategies II
8Informative Speech
Performances
9
Exploiting Visuals I

10Exploiting Visuals II

11Asking and Dealing
with Questions
Persuasive Speech
Preparation
Persuasive Speech
Preparation
Persuasive Speech
Performance

12
13
14

Contents
Course overview and objectives
The basics of public speaking
Identifying key concepts andmodels of communication
Identifying key concepts andmodels of communication
Preparing an informative speech ofyour own
Practice using verbal cues
Practice using non-verbal cues
Student presentations
Making engaging presentation
slides in PowerPoint
Infographics and visual
representations
How to be an active listener andengage in Q&A
Preparing an persuasive speech ofyour own
Preparing an persuasive speech ofyour own
Student presentations【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.

— 13 —

発行日：2021/5/1【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
MEADOWS ALAN

【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
他学部公開：

グローバル：

成績優秀：

実務教員：

【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】
No.
Theme
1
Introduction
2
Personal Introduction
Speech3
Analysing an
Informative Speech
4Analysing an
Informative Speech II
5
Informative Speech
Preparation
6
Delivery Strategies I
7Delivery Strategies II
8Informative Speech
Performances
9
Exploiting Visuals I

10Exploiting Visuals II

11Asking and Dealing
with Questions
Persuasive Speech
Preparation
Persuasive Speech
Preparation
Persuasive Speech
Performance

12
13
14

Contents
Course overview and objectives
The basics of public speaking
Identifying key concepts andmodels of communication
Identifying key concepts andmodels of communication
Preparing an informative speech ofyour own
Practice using verbal cues
Practice using non-verbal cues
Student presentations
Making engaging presentation
slides in PowerPoint
Infographics and visual
representations
How to be an active listener andengage in Q&A
Preparing an persuasive speech ofyour own
Preparing an persuasive speech ofyour own
Student presentations【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.

— 14 —

発行日：2021/5/1
8

LAN100ZA

English Test Preparation for IELTS
9

Marcus LOVITT
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：

10

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. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.

12
13
14

・The class will undertake listening
and summarizing exercises
・Vocabulary and idiomatic
expression quiz
Reading II・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

Listening 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)
2. Cambridge Univ Press. IELTS 14 Academic Student’s Book with
Answers with Audio: Authentic Practice Tests (Jun 20, 2019)【References】
1. Essential Words for the IELTS: With Downloadable Audio by Lin
Lougheed Ph.D. Barrons Educational Series. Third edition (December
1, 2016)【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%)

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Changes following student comments】
Not applicable【Fieldwork in class】
なし / No【Equipment student needs to prepare】
Not applicable【Schedule】
No.
Theme
1
Introduction【Prerequisite】
None.

2

3

4

5

6

7

Contents
・Learn the characteristics of the
IELTS exam and how it differsfrom other standardized tests
Writing I
・Introduction to the writing
section. The class will look atquestion types, scoring and test
strategies
・Vocabulary and idiomatic
expression quiz
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
Listening I
・Introduction to the listening
section. We will cover questions
types, scoring and test strategies
・Vocabulary and idiomatic
expression quiz
Reading I
・Introduction to the reading
section. The class will coverquestion types, scoring andstrategies
・Vocabulary and idiomatic
expression quiz
Writing II・Practice for writing task 1. The
class will study language forsummarizing data.
・Vocabulary and idiomatic
expression quiz
Mid-term examination; ・This class will consist of a short
Speaking II
exam to test student progress・Practice for speaking part 2— 15 —

発行日：2021/5/1

LAN100ZA

6

Reading (I)7

Speaking (II)8

Listening (II)9

Writing (II)10

Reading (II)11

Speaking (III)12

Writing (III)13
14

Final practice test
Wrap-up and Review
the Course

English Test Preparation for TOEFL
Marcus LOVITT
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 1/Mon.1
他学部公開：

グローバル：

成績優秀：

実務教員：

【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.
【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.
【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 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.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【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.

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

2

Diagnostic test3

Speaking (I)45Listening (I)Writing (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

Contents
・Learn the characteristics of the
TOEFL iBT and how it differs fromother standardized tests.
・Abridged test in class fordiagnostic purposes
・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 life
・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
science・V&I quiz
・Review Listening (I)・Strategy for the Writing section
・Writing exercises: integratedtasks
・Typical writing topics: school life,
university life,【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, 5th Edition,(Official Guide to the Toefl iBT), Educational Testing Service (2017)【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.

— 16 —

発行日：2021/5/1【Textbooks】
No single textbook will be used; the instructor will provide materials.

CAR100ZA

Professional Communication
Mark James BIRTLES
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 3/Thu.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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 21st century have made these skills even moresalient; 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.

【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.
【Grading criteria】
Class participation (10%), assignments (25%), CV and cover letter(20%), mock interview (20%), final exam (25%).
【Changes following student comments】
Following feedback from previous students, the example documents welook at will be from real companies (as opposed to fictional ones created
for the course.)【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.
【Prerequisite】
None.

【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 in their chosen career path. This course aims to help students
prepare for the English-language job hunting process and provides an
overview of the key professional communication styles, as well as achance to see how these have a real application in the professional
world.
【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 the identification of a suitable job advertisement to thecreation of a cover letter and résumé (CV). Students will learn how tomake their application documents stand out from the crowd and thentake part in a mock interview for the job. These documents and skills
can then be used in real-life job or internship applications. 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 andbusiness 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】
No.
Theme
1
Introduction2
Job Hunting: Writing a
CV I
3
Job Hunting: Writing a
CV II
4
Job Hunting: The
Cover Letter I
5
Job Hunting: The
Cover Letter II
6
Job Hunting:
Preparing for an
Interview
7
Mock Job Interviews

89Professional Writing:Style and Tone
Formal Emails

10

Editing

11

Press Releases

12

Reports

13

Agendas and Minutes

14

Final Exam and Wrap
Up

Contents
Course overview
Explanation of the features of agood résumé
Producing an English language
résumé
Explanation of the features of agood cover letter
Writing an original cover letter
What will they ask?

Students will participate in a mockjob interview with the instructor
Putting ideas into words quickly
and concisely
Striking the right tone incommunication
Common errors and ways toimprove written English
The basics of how to prepare
information for publication
Communicating businessinformation
Outlining standard layouts ofeveryday documents
Written examination and summary【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.

— 17 —

発行日：2021/5/1【Changes following student comments】
None.

PRI100ZA

Statistics
Yuji OGIHARA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 3/Wed.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○【Others】
This course is strongly recommended for students interested in various
disciplines in social sciences.
Those who take and pass this course may be given priority in theenrollment of some of the psychology courses.
【Prerequisite】
None.

実務教員：

【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】
No.
Theme
1
Introduction

2

3

4
5
6
7

8
9
10
11
12
13
14

Contents
Overview of course andrequirements
Descriptive Statistics
Introducing basic descriptive(1)
statistics (e.g., mean, median,mode)
Descriptive Statistics
Introducing basic descriptive(2)
statistics (e.g., standard deviation,
variance, standard error)
Correlation
The relationship between two
variables
Population and Sample Random sampling and distributionof population
Probability
Probability distribution and Z-score
Distribution
Hypothesis Testing and Testing your hypothesis using
Statistical Tests
statistical tests and sampling
distribution
Regression Analysis (1) Single regression analysis
Regression Analysis (2) Multiple regression analysis
T-test (1)Testing if the difference issignificant
T-test (2)Related and unrelated t-tests
Analysis of Variance
Introducing ANOVA
Categorical Data
Introducing categorical data
Analysisanalysis
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 participation and exercises(50%) and in-class exam (50%). No credit will be given to students withmore than two unexcused absences.

— 18 —

発行日：2021/5/1【Grading criteria】(1) Participation 20% (2) Homework 30% (3) Mid-term 25% (4) Finalexam 25%

LANe100ZA

Translation【Changes following student comments】
Not applicable.

Sarah ALLEN
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 4/Wed.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○【Equipment student needs to prepare】
Dictionary【Prerequisite】
None.

実務教員：

【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】
No.
Theme
1
Orientation

2

What is a Translation?

3

Sight Translation (1)4Sight Translation (2)

5
6
7
8

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

14

Summary

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

— 19 —

発行日：2021/5/1
Tutorials: https://www.gcflearnfree.org
Advanced topics: https://techrepublic.com

FRI100ZA

Information Technology I
Niall MURTAGH
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 2/Tue.2
他学部公開：

グローバル：

成績優秀：

実務教員：

【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. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to
Information
Technology
2
Hardware andSoftware3
Using Windows
Functions4
Different Types of Filesand Storage Media

5
6

7

8
9

Files and Folders
Upgrading and Adding
New Devices andSoftware
Internet Connections

Routine Maintenance,
Troubleshooting
Internet SearchTechniques

10Internet Software

11Internet Security

12

More Internet
Applications
Future Trends
Presentations

13
14

Contents
Role of computers among different
communication devices on themarket; types of computers.
Introduction to computer hardwareand operation systems (OS)Introduction to Windows OS
Handling text, audio, video andother file types; storage media(HDs, USB memory, CDs, DVDs,
etc.)
Controlling and using your OS
Hardware drivers, software
applications
Alternative ways of connecting to
the net; types of networks: LAN,
WAN, WiFi, etc.
Cleaning, defragmentation, disk
verification, and recovery strategies
Basic and advanced use of Google,
Bing, Yahoo, and other searchengines
Introduction to some convenient
tools
Privacy, data protection,
intellectual property issues
Free and subscription based apps
Where the Internet is headed
Presentation of project results andwrap-up【Work to be done outside of class (preparation, etc.)】
Preparation of presentation on an IT-related topic. Exercises concerning
the Internet and general application of IT skills. Preparatory study andreview time for this class are 2 hours each.
【Textbooks】
Notes and online tutorial links will be provided during class.

— 20 —

発行日：2021/5/1【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.

FRI100ZA

Information Technology I
Niall MURTAGH
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 2/Tue.2
他学部公開：

グローバル：

成績優秀：

実務教員：

【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.

【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】
No.
Theme
1
Introduction to
Information
Technology
2
Hardware andSoftware3
Using Windows
Functions4
Different Types of Filesand Storage Media

5
6

7

8
9

Files and Folders
Upgrading and Adding
New Devices andSoftware
Internet Connections

Routine Maintenance,
Troubleshooting
Internet SearchTechniques

10Internet Software

11Internet Security

12

More Internet
Applications
Future Trends
Presentations

13
14

Contents
Role of computers among different
communication devices on themarket; types of computers.
Introduction to computer hardwareand operation systems (OS)Introduction to Windows OS
Handling text, audio, video andother file types; storage media(HDs, USB memory, CDs, DVDs,
etc.)
Controlling and using your OS
Hardware drivers, software
applications
Alternative ways of connecting to
the net; types of networks: LAN,
WAN, WiFi, etc.
Cleaning, defragmentation, disk
verification, and recovery strategies
Basic and advanced use of Google,
Bing, Yahoo, and other searchengines
Introduction to some convenient
tools
Privacy, data protection,
intellectual property issues
Free and subscription based apps
Where the Internet is headed
Presentation of project results andwrap-up【Work to be done outside of class (preparation, etc.)】
Preparation of presentation on an IT-related topic. Exercises concerning
the Internet and general application of IT skills. 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— 21 —

発行日：2021/5/1
Attendance: To receive credit for the course students must provide a
reason if absent three or more times in one semester.

FRI100ZA

Information Technology II【Changes following student comments】
Feedback from students will be encouraged throughout the course.

Niall MURTAGH
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 4/Tue.4
他学部公開：

グローバル：

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

実務教員：【Outline and objectives】
The course will provide an introduction to various types of office
software. Microsoft Office 365 will form the core of the classes(Word, Excel, PowerPoint), but alternatives will also be covered, suchas cloud-based applications at Microsoft Onedrive and Google, andPC-based Open Office and Libre Office. No specialized knowledge
is required in advance. Students will learn how to efficiently use
functions in software applications for document composition, numerical
processing and presentations.
【Goal】The goal is to give students essential knowledge for performing various
information processing tasks using office programs. These tasks
include creating and editing documents, spreadsheets and presentation
software, and using graphics, audio, video in presentations.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
【Method(s)】The classes will consist of lectures and tutorials where support andguidance are provided to students. Practical examples and exercises
to be submitted will enable students to become confident in using thevarious functions of office software. Feedback will be provided after
student submissions. Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to Office
Software Suites
2
Basics of Document
Composition
3
Use of AutomatedFunctions
4
Formatting and Styles
5
Shortcuts andCustomizing
6
Verification Functions
7
Document Composition
8
Document Composition
9
Document Composition
10
Introduction to
Spreadsheets
11
Formulas andFunctions
12
Working with Graphs
and Charts
13
Spreadsheets inPractice
14
ReviewContents
Outline of Microsoft Office andvarious alternative office options
Functions and commands
Setting variables and options
Ribbon menus details
Personalizing your applications
Examples from online sources.
Editing and correcting
Formatting styles
Setting defaults
Basics operations in data input
Automation of general tasks
Data processing functions
Spreadsheet exercise
Summary of course【Work to be done outside of class (preparation, etc.)】
Exercises in Office software, focusing on Word and Excel
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Internet resources will be used instead of textbooks.
Notes will be provided in class.
Tutorials: https://www.gcflearnfree.org
Advanced topics: https://techrepublic.com【References】
New Perspectives Microsoft Office 365 Excel 2019: Comprehensive(Mindtap Course List) by Patrick Carey 2019.
Essential Office 365 Third Edition: The Illustrated Guide to Using
Microsoft Office Paperback ‒ Illustrated, 2018by Kevin Wilson【Grading criteria】
Students will be evaluated on the basis of submission of exercises(100%).

— 22 —

発行日：2021/5/1【Grading criteria】
Class contribution (30%), quizzes (20%), midterm examination (25%),
final essay (25%)

LIT100ZA

Introduction to Literary Theory【Changes following student comments】
None.

Gregory KHEZRNEJAT
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3
他学部公開：

グローバル：

成績優秀：【Prerequisite】
None.

実務教員：

【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 followed by group discussions. Students will also utilize themethods we cover through reading and responding to selected texts.
In-class feedback will be given for daily reaction papers, and students
will receive personal feedback on written assignments. Please note thatthe teaching approach may vary according to which threat level we are
at: at level 1, 70% of this course will be held on campus, though at level2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

What is Literature?

3

8

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

9

Poststructuralism

10

Cultural Studies

11

13

Writing About
Literature (1)Writing About
Literature (2)Writing Workshop

14

Final Synthesis

4
5
6
7

12

Contents
Introduction to course content andselection exam
Canonization and changing
definitions of literature
Approaching literature as amessage from the author
Literature as an artifact of ahistorical moment
Literature as the representation ofa specific culture
Comparative studies of literature
A review of the content covered in
the first half of the course
Structural approaches to literaryinterpretation
Deconstructing the elements of atext
Reading a text within social andpolitical discourses
The fundamentals of academic
writing about literature
Tools and techniques for writing
Students edit, revise, andworkshop final papers
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.

— 23 —

発行日：2021/5/1【Textbooks】
No textbooks will be used. Handouts and reading materials will be
provided by the lecturer.

LIT100ZA

Introduction to English Literature
Mitsutoshi SOMURA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 5/Tue.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【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 is a fuzzy and unfamiliar subject to most Japanese
students. In this course, the approach to literature is traditional.
Students will acquire basic knowledge of literary terms, works, authors,literary movements, and its history.
Commentary will be madeon various related aspects about Britain, including race, religion,
region, society, political ideas, and so on, to help students havea deeper understanding and appreciation of the works.
At thesame time, students will consider how ideas about literature and its
interpretations have changed in post-war Britain, which lost India,
went through drastic shifts and changes, and became more multi-racial
and multi-cultural. Reference will be made to the critical theories
and the more controversial issues, such as post-colonialism, nations,
globalisation, and ethnicity. Students will read literary works, see film
adaptations, and have discussions.
Feedback will be given through Hoppii. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.

【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】
No.
Theme
1
Introduction
2
English Literature forStudents of the English
Language

3
4

History
Genre 1: Poetry

5

Genre 2: Play

6

Genre 3: Novel

7

Course Review
Mid-term Examination

8

Beowulf and Chaucer

9

Film Adaptations ofEnglish Literature
William Shakespeare

10
11
12

13
14

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

Contents
Course overview
Merits of learning English
literature. How the English
language is indebted to English
literature.
Timeline of English literature
The definition of poetry. How toread poems.
The differences between drama andother literary forms
Novels, from realism topostmodernism
Course review,
student inquiries, and discussion
Written examination
Two major undercurrents in
English literature
An appreciation of literary works
in British films
His plays and their place in thehistory of literature
Puritanism and Paradise Lost
Literature in the age of Industrial
Revolution and imperialism
From T. S. Eliot to Salman Rushdie
Course review,
student inquiries, and discussion
Written examination【Work to be done outside of class (preparation, etc.)】
Students are expected to read materials as instructed and prepare forclass. Preparatory study and review time for this class are 2 hours each.

— 24 —

発行日：2021/5/1
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
Mitsutoshi SOMURA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 5/Fri.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【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.

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

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

3
4

History
Genre 1: Poetry

5

Genre 2: Play

6

Genre 3: Novel

7

Course Review
Mid-term Examination

8

Beowulf and Chaucer

9

Film Adaptations ofEnglish Literature
William Shakespeare

10
11
12

13
14

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

Contents
Course overview
Merits of learning English
literature. How the English
language is indebted to English
literature.
Timeline of English literature
The definition of poetry. How toread poems.
The differences between drama andother literary forms
Novels, from realism topostmodernism
Course review,
student inquiries, and discussion
Written examination
Two major undercurrents in
English literature
An appreciation of literary works
in British films
His plays and their place in thehistory of literature
Puritanism and Paradise Lost
Literature in the age of Industrial
Revolution and imperialism
From T. S. Eliot to Salman Rushdie
Course review,
student inquiries, and discussion
Written examination【Work to be done outside of class (preparation, etc.)】
Students are expected to read materials as instructed and prepare forclass. 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】
Thornley, G. C. and G. Roberts. (1984). An Outline of English Literature.
London: Longman.

— 25 —

発行日：2021/5/1

LIT100ZA

Readings in Drama

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4
グローバル：

成績優秀：

William Shakespeare 2

14

Class Essay Number 2

William Shakespeare: A
continuation of the study of Romeoand Juliet.
Class Essay Number 2【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.

Mark Vallely

他学部公開：

13【Textbooks】
Material will be provided by the instructor or can be accessed online.

実務教員：【References】
To be announced.

【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.

【Grading criteria】
Participation and attitude 20%; class essays 30%; presentations 20%;class journals 20%; class discussion 10%.

【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.

【Prerequisite】
None.

【Changes following student comments】
Not applicable.

【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】
No.
Theme
1
Introductions

2

Samuel Beckett 1

3

Samuel Beckett 2

4

Arthur Miller 1

5

Arthur Miller 2

6

Edward Albee 1

7

Edward Albee 289Class Essay Number 1
Percy Bysshe Shelley

10

William Wycherley 1

11William Wycherley 2

12William Shakespeare 1

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

— 26 —

発行日：2021/5/1

ART100ZA

10Character
Development Towards
Performance

11

Character
Development
Rehearsals

12

Character
Performances
Rehearsals
Character
Performances
Final Performance
Feedback

Drama Survey
Tony DANI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 4/Fri.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

14

実務教員：【Outline and objectives】
This course provides the student with an academic and practical
backdrop to contemporary dramatic practice, with particular emphasis
given to the study of devised theatre and improvisation.
【Goal】
By the end of this course, students will have:
1. Experienced various techniques required to create an original
character through observation and improvisation
2. Increased their self-confidence and their ability to work as a team
3. Learnt how to use their imagination - more effectively - as a tool for
creating their own scene or scenes【Which item of the diploma 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 relevant to thesubject, ranging from activity based classes, group discussions, research
assignments and culminating in student presentations.
2. Submission of assignments and feedback will be via the Learning
Management System. Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2
3

Presentation ofHomework
Research Assignment

4

Introduction to
Improvisation in
Theatre5

Improvisation and the
Actor

6

Theatre Activities

7

Theatre Activities

8

Character
Development

9

Character
Development Research

Performances will be given to theclass
Wrap-up & Review. One to one
feedback from your instructor will
be given on your final
performances. There will also be an
opportunity for peer group and self
evaluations【Work to be done outside of class (preparation, etc.)】
Students must complete any homework tasks given prior to or following
certain classes.
Please note: due to the practical nature of this course, the syllabus
is subject to change and therefore students should be prepared for acertain amount of flexibility in terms of course content and deadlines.
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.
【References】
A list of related references - when necessary - will be provided by the
instructor.
【Grading criteria】
Mid-term research assignment: 10%
Character development research assignment: 30%
Participation: 20%
Final presentation performance: 30%
Final presentation performance self-evaluation: 10%【Changes following student comments】
Having come to the end of this academic year, one which was taught
entirely remotely, I am now able to fully reflect on the experiences of mystudents and those of my own. I was particularly aware that I needed tooffer more one-to-one feedback to my student’s character research andperformances. This is an issue which is particularly prevalent whenteaching remotely on video communication platforms such as Zoom. I
will endeavour to use the University’s LMS - as well as face to facemeetings - to communicate such feedback. Finally, I will continue to beopen to modification, concerning my teaching methodologies and course
content, in response to each class and the needs of individual students.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction, Overview
and Homework Task

13

Students will be given a partnerwith whom they will devise an
original scene or scenes which
explore the relationship between
their ’characters’Students will be taught a series ofrehearsal techniques which help
explore and analyse theircharacters and their evolving
scripts
Students will rehearse their
evolving scripts

Contents
Selection procedure. Please notethat students taking this course
will also be required to prepare an
introductory task for the following
week. Full details will be given
Individual presentations
Students will research into,
prepare, and write an assignment
on an actor, play, movie or musicalof their choice
Acting improvisation activities will
be taught and students will havethe opportunity to practice those
activities with their classmates
Students - working in groups - will
create an improvised scene topresent to the rest of the classStudents will be taught a series oftheatre activities aimed at building
trust, focus and a group dynamic
Students will be taught a series oftheatre activities aimed at
exploring how an actor can create acharacter through observation &other techniques
Students will be required, forhomework, to observe someone inas much detail as possible and thatobservation will then form thebasis of their character
development in successive classes
Students will present theircharacter observations in action at
the start of class. Students willthen be taught how to transformtheir observations into the creationof an original character【Others】
My Drama Workshop and Drama Survey courses can be taken as
independent courses or as ones which compliment, and feed into, eachother. Also, please note that, with prior arrangement and availability,
students can consult with their course instructor directly after class.
【Prerequisite】
None.

— 27 —

発行日：2021/5/1

3

PHL100ZA

Introduction to Philosophy
4
5
6

Kazuhiro WATANABE
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3
他学部公開：

グローバル：

成績優秀：

実務教員：

8

【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 ask 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 particular course aims at being an introduction tophilosophy and helping you become familiar with major
branches in philosophy: you will learn how to work onsuch questions as "What exists in the world?" "How do weknow about them?" and "How should we live?" by acquiring
philosophical language and ways of thinking. They are thequestions that have survived the history of humankind forthousands of years and enigmatically 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 discussion to follow.
The first class will be held online. Please visit the course
page on Hoppii to find the instruction for the first week.
The last class is a tutorial session for the final essay.
Good comments in reaction papers will be introduced in theclass and used in deeper discussions. Please note that theteaching approach may vary according to which threat level
we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

7

9
10
11

12
13
14

Skepticism about induction:Will the sun rise in the east
tomorrow?
Epistemology 3
Self and identity: Who am I?
Epistemology 4
Exploring More on Knowledge
Metaphysics 1
Mind and its place in theworld: Can robots have amind?
Metaphysics 2
Action and free will: Is
everything destined in our life?
Metaphysics 3
God and Religion: Does God
exist?
Metaphysics 4
Exploring More on Universe
Ethics 1
Bioethics: Is euthanasia
morally permissible?
Ethics 2
Animal ethics: Is it OK to killpigs for food? What about
dogs?
Ethics 3
War and ethics: Is there such athing as a just war?
Ethics 4
Exploring More on Society
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】
Stich, S., and Donaldson, T. (2019). Philosophy: Asking
Questions - Seeking Answers. New York, NY: 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
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. More effective measures are to be implemented tofacilitate classroom discussions.
【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.
【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.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction(Online)2
Epistemology 1

Epistemology 2

Contents
Overview of course andrequirements
Knowledge of the external
world: Are our senses reliable?

— 28 —

発行日：2021/5/1

HIS100ZA

History of Modern Europe
Markus WINTER
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 3/Thu.3
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実務教員：【Outline and objectives】
The world we live in is a world of sovereign (nation-)states. It seems as
if the states as we know them today have always been there, at leastin some form. This course will examine this view and look at the major
developments in Western history from the 18th to the 20th century thatshaped our modern world:
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.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course has three components: 1) The main component of the classis a series of lectures. 2) Each class will begin with a discussion partabout the previous lecture and examine the larger developments andconnections between lectures. 3) Lastly, at the end of the course, youwill be asked to hand in a brief essay / give a presentation, dependingon the number of students taking the course.
Feedback will be given to each individual student’s graded work in
writing.

11

The Collapse of theConcert of Europe

12’The Great War’: World
War I

13

The Rise of
Totalitarianism &World War II
Great Expectations:
Beyond the
Nation-State?

14【Work to be done outside of class (preparation, etc.)】
1) Please read the assigned literature and take brief notes of the mainarguments of the texts as preparation for the in-class discussion. 2)
Brief country paper (ca. 5 pages) or presentation, due at the end of
the term: Pick any European country you like and write about one
specific aspect of its historical development that we address in this class.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Merriman, John. (2010). A History of Modern Europe (Volume Two):
From the French Revolution to the Present. New York: Norton &Company.
【References】
http://legacy.fordham.edu/Halsall/mod/modsbook13.asp A very usefulcollection of primary sources, such as letters from Marie Antoinette,the Declaration of the Rights of Man, or writings from von Metternich.
Ordered according to topic (see menu bar on the left) & http://avalon.
law.yale.edu/default.asp
Similar to the Fordham collection, but listed chronologically.
【Grading criteria】
Participation: 20%; Mid-term exam: 30%; Country essay: 50%【Changes following student comments】
Each lecture will start with a ca. 20 minute discussion of the main
themes of the previous lecture.
【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
A State in the Middle
Ages?
2
Varieties of Absolutism

3

1789: the Watershed

4

1789: the Aftermath

5

The Concert of Europe

6

Europe - an Anomaly?

7

Review & Mid-term
Exam

8

9

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

10

Social Change

Setting the stage for World War I:
the growing complexity of theinternational system
Strategies, objectives & theuncertain outcome; ’total war’; theTreaty of Versailles
Strategies, objectives &ramifications; the disenchantmentof the world: the Holocaust
The beginnings of a supranational
European institutional order[DEADLINE: submit your final
essay in both hard copy & digital
copy]

Contents
The creation of the sovereign state- what is ’sovereignty’?
How ’absolute’ was absolutism?
The Tilly Thesis
The French Revolution: causes,
triggers and ramifications
The triumph of absolutism after
1789? Napoleon; liberalism; the’Holy Alliance’
The post-Napoleonic order:
Balance of Power; the GreatPowers; the system of Bismarck;
the German question; the questionof nationalism
Modernity; capitalism; theIndustrial Revolution; Europe - ananomaly?
A short exam on the topics coveredin the readings & the lectures sofar
The forging together of state andnation; the meaning of
nationalism: the Gellner Thesis
Colonisation; Orientalism; theinternationalisation of theEuropean orderThis lecture will look at the otherside of the coin - the social changes
created by all the previously
studied political developments,
such as changing gender andfamily roles, as well as the rise of
the modern consumer economy— 29 —

発行日：2021/5/1
8

HIS100ZA

History of Modern East Asia

9

Chris Hyunkyu PARK
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4
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11

実務教員：【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】
No.
Theme
1
Introduction to the
Course & Self
Introduction
2
Decline of Chinese
Hegemony, Rise ofWorld Capitalism
3
Nationalism,
Modernization &Reform I: China
4
Nationalism,
Modernization &Reform II: Japan
5
Japan Builds an
Empire: Revolution or
Reactionary Reform?
6
Colonial Modernity andImperial Subjects I:
Korea
7
Colonial Modernity andImperial Subjects II:
Taiwan

10

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)Japan, South Korea,
and Taiwan under U.S.
Hegemony: Postwar
and Postcolonial
Nation Building I:
Japan
Japan, South Korea,
and Taiwan under U.S.
Hegemony: Postwar
and Postcolonial
Nation Building II:
South Korea
Japan, South Korea,
and Taiwan under U.S.
Hegemony: Postwar
and Postcolonial
Nation Building III:
TaiwanConclusion: A Historyof East Asia in Global
Perspective

Lecture and Discussion (Readings
will be TBA)
Lecture and Discussion (Readings
will be TBA)

Lecture and Discussion: "Edgar
Snow, Red Star Over China: The
Classic Account of the Birth ofChinese Communism."
Lecture and Discussion (Readings
will be TBA)

Lecture and Discussion (Readings
will be TBA)

Lecture and Discussion (Readings
will be TBA)

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】
None.
【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.

Contents
Description and explanation of thecourselecture【Others】
The additional readings will be distributed before class.
【Prerequisite】
None.

Lecture and Discussion (Readings
will be TBA)
Lecture and Discussion (Readings
will be TBA)
Lecture and Discussion (Readings
will be TBA)
Lecture and Discussion (Readings
will be TBA)
Review Essay Due— 30 —

発行日：2021/5/1【Changes following student comments】
Not applicable.

ART100ZA

Japanese Art History【Equipment student needs to prepare】
USB for class presentation.
【Prerequisite】
None.

Sarah ALLEN
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 5/Wed.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
The history of art in Japan, its appreciation and interpretation.
【Goal】
This course examines the history of art in Japan from the prehistoric
period to the contemporary period. Students will learn to criticallyanalyze various forms of Japanese art. Students will also learn theterminology for discussing works of art and material culture.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】We will proceed in chronological order, analyzing major works ofpainting, sculpture, and architecture in each art historical period.
Emphasis is placed upon acquiring a fundamental knowledge ofJapanese art history while developing skills of visual analysis andunderstanding works of art in historical, social, and global context.
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】
No.
Theme
1
Introduction

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

Contents
Orientation; Jōmon, Yayoi, andKofun
Asuka & Nara Periods Introduction of Buddhism to Japan
Heian Period
Rise of yamato-e
Kamakura Period
Realism in sculpture & painting;decorative arts
Muromachi Period
Tea ceremony, Zen-influenced art,
Nanban screens
Momoyama and Edo (1) Castle architecture, Rinpa
Edo Period (2)Ukiyo-e & Edo period painting,take-home mid-term exam
Meiji Period
Japonisme, museums; nihonga andyōga
Taishō and Pre-war
Mingei movement, moga/mobo,
Shōwa Periods
shin-hanga, war painting
Post-war Era
Post-war art (Okamoto Taro, Gutai,
photography)
Presentations &Student presentations of final
Critique (1)paper projects & feedback
Presentations &Student presentations of final
Critique (2)paper projects & feedback
Presentations &Student presentations of final
Critique (3)paper projects & feedback
Contemporary Art
Contemporary art, “Cool Japan”【Work to be done outside of class (preparation, etc.)】
Students are required to complete the assigned readings in advance andcome to class ready to participate in class discussion. Students willcomplete homework assignments and a take-home mid-term exam in
addition to conducting research for the final paper and presentation.
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%
Mid-term Exam: 30%
Presentation: 20%
Final paper: 20%— 31 —

発行日：2021/5/1

ART100ZA

Music Appreciation
Cathy Lynn COX
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 4/Wed.4
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実務教員：【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 other 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.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus.

12Music Analysis 2

13Music Analysis 3

14

Review and Wrap-Up【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.
【Textbooks】
Required weekly reading and listening assignments will be madeavailable by the instructor.
【References】
Schafer, R. M. (1992). A Sound Education: 100 Exercises in Listening
and Sound-Making. Indian River, ON: Arcana Editions.
Small, C. (1998). Musicking: The Meanings of Performing and Listening.
Middletown, CT: Wesleyan University Press.
【Grading criteria】
Class Participation: 40%,
Short Writing Assignments: 40%,
Group Presentation: 20%【Changes following student comments】
Following student feedback, 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.
【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】
No.
Theme
1
Introduction

2

3

4

5

6

7

8

9
10
11

Student-led discussions andpresentations of music analysis
projects
Student-led discussions andpresentations of music analysis
projects
Review of topics and materials

Contents
Overview of the course andrequirements; selection evaluation
Music and Language
Music as a sound-based means ofcommunication closely linked topoetry and oral storytellingtraditions.
MelodyInvestigation of modes & scales,
melodic range, melodic contour, andmelodic motion through analysis
and creative activity.
Time and Rhythm
Music as a time-based artform that
may be pulsed or unpulsed.
Introduction to concepts of tempo,
meter, beats, and syncopation.
Movement and Gesture Dance rhythms and other musicaltraditions linked with physicalmovement and the body.
TimbreDescribing the ’sound’ of sound:
differences among instruments,
voices, playing styles.
TextureHow different voices or instrument
parts are woven together to create
the fabric of music, layers ofdifferent sounds.
Studio production
Hearing and understanding
contemporary sound production
techniques.
Repetition and Form
Understanding various approaches
to large-scale musical structure
The Art of Performance Improvisation, interpretation,
cover-versions and mashups.
Music Analysis 1
Student-led discussions andpresentations of music analysis
projects— 32 —

発行日：2021/5/1
11

ART100ZA

Drama Workshop
12

Tony DANI

13

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 4/Fri.4
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実務教員：【Outline and objectives】
This course provides the student with an introduction to the experiencesof an actor in training and will focus on the performance of a section ofa play or movie.
【Goal】
By the end of this course, students will have:
1. Experienced various techniques required to assist in the theoreticaland practical analysis of dramatic text on its textual and subtextual
levels
2. Increased their self-confidence and their ability to work as a team
3. Learnt how to create an original character based on the given andimplied information from the given text
4. Learnt how to stage their play by way of scenery, music, effects andthe theatrical technique of ‘blocking’5. Learnt the rudimentary approaches to directing and being directed【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 employ a variety of teaching methods relevant to thesubject, ranging from activity based classes, group discussions, research
assignments and culminating in student presentations.
2. 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】
No.
Theme
1
Introduction andOverview

23Student Introductions
and First Task
Theatre Activities

4

Research Assignment,
Casting & Partner
Announcement

5

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

6
7

8
9

10

Read-throughContinues
Rehearsals

14

Technical Run-Through Students will have the opportunity
to practice their scripts with set,costume, makeup, sound, props andmusicFirst Set of
The first group of students will
Performances
perform to the class
Second Set of
The second group of students will
Performances
perform to the class
Self and Peer Group
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 complete any pre and post class homework tasks. Please
note: due to the nature of this course, the syllabus is subject to change
and therefore students should be prepared for a certain amount offlexibility. Preparatory study and review time for this class are 2 hours
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】
Mid-term research assignment: 10%
Script analysis research assignment: 30%
Participation: 20%
Final presentation performance: 30%
Final presentation performance self-evaluation: 10%【Changes following student comments】
Having come to the end of this academic year, one which was taught
entirely remotely, I am now able to fully reflect on the experiences of
my students and those of my own. Based on feedback from my students
for this course, I was made aware that I sometimes under-estimatedthe amount of time that was needed to complete certain activities andtherefore, I will allow for more flexibility in the amount of time given in
future classes. This is an issue which is particularly prevalent whenteaching remotely on video communication platforms such as Zoom.
Finally, I will continue to be open to the modification of my teaching
methodologies and course content in response to each class and theneeds of individual students.
【Others】
My Drama Workshop and Drama Survey courses can be taken as independent courses or as ones which compliment, and feed into, each other.
Also, please note that, with prior arrangement and availability, students
can consult with their course instructor directly after class.

Contents
Selection procedure. Please notethat students taking this course
will also be required to prepare an
introductory task for the following
week. Full details will be given
Introductory task presentations.

【Prerequisite】
None.

Students will be taught a series oftheatre activities aimed at building
trust, focus and a group dynamic
For the research assignment,
students will research into,
prepare, and write an assignment
on an actor, play, movie or musicalof their choice. It is also planned
that students will be given theirscript and be told their acting
partner for their final performance.
How to work from a script into
performance
Continued: how to work from ascript into performance
Each group will have theopportunity to hear each other’s
scenes with an initial reading
clearly expressing an
understanding of the script, thecharacters and their relationship toeach other
Read-through continues

Students will have the opportunity
to rehearse their scripts. Guidance
will be given on rehearsal and text
analysis techniques
Rehearsals (Continued) Students will have the opportunity
to continue to rehearse their scripts— 33 —

発行日：2021/5/1

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：月 1/Mon.1
他学部公開：

グローバル：

成績優秀：

実務教員：

【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.

【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.

【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.

【Fieldwork in class】
なし / No

5

8

A New Australia:
Federation andAustralia’s Role in
WWI"The Lucky Country"
Review & Mid-term
ExamAustralian Literature

9

The Australian Stage

10

Australia on Film PartI

11

Australia on Film PartII

12

Popular Music andAustralia’s
International Profile

6
7

Weekly reading will be【References】
To be announced.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
Aboriginal Australia
3
European Exploration
and Colonization
4
Bushrangers, The Gold
Rush and Early
Immigration

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

Contents
Introduction to the course
Who were the first Australians?
New South Wales: British penalcolonyWhat did the discovery of gold
mean for Australia?
[The class is expected to compare
Australia and Japan in thecontents of Weeks 1 to 4, discussing
with international students.]
Australia gains its independence
from Britain, but is drawn into the"Great War"The post-war boom
Exam will cover the first half of thecourseAn overview of contemporary
Australian literature
Theatre and dance in Australia[The class is expected to compare
Australia and Japan in thecontents of Weeks 5 to 9, discussing
with international students.]
This class will examine thebeginnings of the Australian film
industry, and consider where it istoday
The class will discuss a film shownin class
Class presentations (I)How has popular music contributed
to Australia’s international profile?

— 34 —

発行日：2021/5/1

ARS100ZA

13

Culture14

Course Review
End-term Examination

UK: Society and People
Mitsutoshi SOMURA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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.

【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.

【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.

【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. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

5

Politics

6
7

Religion
Course Review andMid-term Examination

8

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

12

Family LifeThe 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.

【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”.

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

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

Contents
Course overview
Geography, climate and history
Characteristics of its people
The English, the Celts and ethnic
minorities
The class compares UK and Japan
with regard to the conservation ofcultureThe British Constitution and its
government
Christians and non-Christians
Course review, students’ inquiries
and discussions
Written examination
History and changing attitudes
The class is expected to compare
UK and Japan in these aspects,
discussing with international
students
People, society and culture in films
The economy after Thatcher
Foreign policy and its relations
with the US and EU
Changing mores, education andsocial services— 35 —

発行日：2021/5/1
14

ARS100ZA

UK: Society and People

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 4/Fri.4
グローバル：○

成績優秀：【Textbooks】
No textbooks will be used.
reading materials.

実務教員：【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.

【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

5

Politics

6
7

Religion
Course Review andMid-term Examination

8

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

12

Family Life

13

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

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

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

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.

Mitsutoshi SOMURA

他学部公開：

Course Review
End-term Examination

Contents
Course overview
Geography, climate and history
Characteristics of its people
The English, the Celts and ethnic
minorities
The class compares UK and Japan
with regard to the conservation ofcultureThe British Constitution and its
government
Christians and non-Christians
Course review, students’ inquiries
and discussions
Written examination
History and changing attitudes
The class is expected to compare
UK and Japan in these aspects,
discussing with international
students
People, society and culture in films
The economy after Thatcher
Foreign policy and its relations
with the US and EU
Changing mores, education andsocial services
Sport, leisure, and the arts
The class is expected to compare
UK and Japan in these aspects,
discussing with international
students— 36 —

発行日：2021/5/1【Grading criteria】
Class contribution (30%), midterm essay (20%), research presentation(30%), final research report (20%)

ARS100ZA

USA: Society and People【Changes following student comments】
None.

Gregory KHEZRNEJAT
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3
他学部公開：

グローバル：○

成績優秀：【Prerequisite】
None.

実務教員：

【Outline and objectives】
An introduction to a selection of the major issues and themes of culture,politics, and society in the United States. The course first gives a broad
overview of the country’s historical development, focusing on periods,
events, and shifts that directly affect society in the US today. The latter
half of the course examines aspects of US culture and society crucial tounderstanding contemporary US-based discourse, including increasing
politicization, shifting cultural trends, changing demographics, anddiversifying forms of popular media.
【Goal】
Students will familiarize themselves with key aspects of United States
culture and society while building literacy for understanding US-based
media. In particular, students will explore the historical, political, andcultural discourses that underpin a great deal of private and public
communication in the US. Students will also develop critical reading
and writing skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3” and “DP 4”.
【Method(s)】Each class will consist of a lecture on the specified topic followed bygroup discussions. Students will be required to research and give a shortpresentation on a selected topic. In-class feedback will be given for daily
reaction papers, and students will receive personal feedback on written
assignments and presentations. Please note that the teaching approach
may vary according to which threat level we are at: at level 1, 70% of
this course will be held on campus, though at level 2, 50% will be heldon campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

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

Contents
Introduction to the class andselection exam
Colonialism andA brief overview of the origins ofRevolution
the United States
Westward Expansion
Manifest Destiny, slavery, andand Civil War
north/south divisions
The Melting Pot
American immigration at the turnof the century
The City Upon a Hill
Tracing the development of autopian vision of American power
The End (and Return)
The US from the end of the Coldof History
War to the 21st century
US Politics and Culture Understanding US government,in the 21st Century (1) elections, and political systems
US Politics and Culture War, economic upheaval, and thein the 21st Century (2) popularization of political discourse"Hope and Change"
Social divisions and shifting foreign
policy in the Obama administration"Make America GreatPolarization, nationalism, andAgain"
current state of American politics
Literature
Major genres, themes, and figuresof literature in the US
Film
The US film industry and its role inglobal image construction
Popular Entertainment Television, popular music, humor,and other cultural exports
Final Synthesis
A review of the major themes of thecourse【Work to be done outside of class (preparation, etc.)】
Students are expected to review readings and other assigned media
before each class and be prepared to engage in discussions. Preparatory
study and review time for this class are 2 hours each.
【Textbooks】
Readings will be distributed in class as handouts.
【References】
References will be announced in class on an ongoing basis.

— 37 —

発行日：2021/5/1【Changes following student comments】
None.

ARS100ZA

USA: Society and People【Prerequisite】
None.

Gregory KHEZRNEJAT
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 2/Mon.2
他学部公開：

グローバル：○

成績優秀：

実務教員：

【Outline and objectives】
An introduction to a selection of the major issues and themes of culture,politics, and society in the United States. The course first gives a broad
overview of the country’s historical development, focusing on periods,
events, and shifts that directly affect society in the US today. The latter
half of the course examines aspects of US culture and society crucial tounderstanding contemporary US-based discourse, including increasing
politicization, shifting cultural trends, changing demographics, anddiversifying forms of popular media.
【Goal】
Students will familiarize themselves with key aspects of United States
culture and society while building literacy for understanding US-based
media. In particular, students will explore the historical, political, andcultural discourses that underpin a great deal of private and public
communication in the US. Students will also develop critical reading
and writing skills.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3” and “DP 4”.
【Method(s)】Each class will consist of a lecture on the specified topic followed bygroup discussions. Students will be required to research and give a shortpresentation on a selected topic. In-class feedback will be given for daily
reaction papers, and students will receive personal feedback on written
assignments and presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

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

Contents
Introduction to the class andselection exam
Colonialism andA brief overview of the origins ofRevolution
the United States
Westward Expansion
Manifest Destiny, slavery, andand Civil War
north/south divisions
The Melting Pot
American immigration at the turnof the century
The City Upon a Hill
Tracing the development of autopian vision of American power
The End (and Return)
The US from the end of the Coldof History
War to the 21st century
US Politics and Culture Understanding US government,in the 21st Century (1) elections, and political systems
US Politics and Culture War, economic upheaval, and thein the 21st Century (2) popularization of political discourse"Hope and Change"
Social divisions and shifting foreign
policy in the Obama administration"Make America GreatPolarization, nationalism, andAgain"
current state of American politics
Literature
Major genres, themes, and figuresof literature in the US
Film
The US film industry and its role inglobal image construction
Popular Entertainment Television, popular music, humor,and other cultural exports
Final Synthesis
A review of the major themes of thecourse【Work to be done outside of class (preparation, etc.)】
Students are expected to review readings and other assigned media
before each class and be prepared to engage in discussions. Preparatory
study and review time for this class are 2 hours each.
【Textbooks】
Readings will be distributed in class as handouts.
【References】
References will be announced in class on an ongoing basis.
【Grading criteria】
Class contribution (30%), midterm essay (20%), research presentation(30%), final research report (20%)— 38 —

発行日：2021/5/1
14

CUA100ZA

Introduction to Media Theory

Student Presentations
II

Feedback and preparations for final
paper, wrap-up of semester

Stevie Tongshun SUAN

【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.

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4【Textbooks】
No textbook will be required as readings will be provided by the
instructor.

他学部公開：

グローバル：

成績優秀：【References】
Durham, Meenakshi Gigi., and Douglas Kellner. Media and Cultural
Studies: Keyworks. Blackwell, 2006.

実務教員：【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 video clips
and images. Students will be asked to have group discussions oncertain topics and themes. Each week students will be provided with anacademic reading relevant to the topic. These readings will be importantbackground information and/or will be directly addressed as the topic of
the lecture and discussion. Lectures will explain in detail and throughexamples the topic for that class. Discussions based off of the lecture
will be facilitated by questions from the instructor to help the students
explore and develop their critical and analytical skills for that topic.
Students will be assessed on their understanding of the lectures andreadings through their exams. Students will receive feedback in classand in written form, based on a grading rubric provided to the students(by email or a handout).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Modernity and Media

3
4

Semiotics
Ideology5

Post-modernity

6

Material Components

7Media Ecology

8

Networked Media

9Media Platforms

10

Media Reproductions

11

Convergence of Media

12

Virtual Media

13

Student Presentations
I

Contents
How do we think about media?
How media are part of historicalshiftsExamining signs and signification
Interrogating the systems ofworldview in media
Analyzing the beginnings of thecontemporary era and changes inmedia
What media is made out of and its
effects
Interactions between media andsociety
Structures and practices ofinterlinking media
New media production andconsumption dynamics
Mechanical vs. digital reproduction
and their differing implications
Intersections across media andtheir interactions
Examining the simulated and thereal in everyday life
Feedback and preparations for final
paper— 39 —

発行日：2021/5/1
14ART100ZA

Manga Studies

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
グローバル：

成績優秀：○

実務教員：【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.

【Textbooks】
No textbook will be required as readings will be provided by the
instructor.
【References】
Berndt, Jaqueline, editor. Manga, Comics and Japan: Area Studies
as Media Studies. Vol. 156, Orientaliska Studier, 2018, https://orientaliskastudier.se/tidskrifter/156-2/.
【Grading criteria】
Participation 20%
Presentation 40%
Final exam 40%【Changes following student comments】
Not applicable.
【Prerequisite】
None.

【Goal】In addition to teaching the students information about manga, its
surrounding cultures, and business practices, this class aims to develop
critical thinking and analytical skills.
Throughout the semester
students will: 1) learn the specific history of manga; 2) how to analyze
manga as media; 3) examine how manga interacts with other media andsociety; 4) explore how to critically engage with manga.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】Classes will be lecture-based, with visual material such as clips of films
and animation. Students will be asked to have group discussions andanalysis on certain themes and specific manga. Each week students
will be provided with an academic reading relevant to the topic. These
readings will be important background information and/or will bedirectly addressed as the topic of the lecture and discussion. Lectures
will explain in detail and through examples the topic for that class.
Discussions based 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 provided to the students (by email ora handout). Please note that the teaching approach may vary according
to which threat level we are at: at level 1, 70% of this course will be heldon campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Manga’s Visuals
3
Making Manga’s
History4Pre-war Manga
5
Post-war Manga
6
Media Influences

7

Genres I

8

Genres II

9
10
11
12
13

Genres III
Genres IV
Digital Manga
Global Manga
Student Presentations
I

Feedback and preparations for final
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.

Stevie Tongshun SUAN

他学部公開：

Student Presentations
II

Contents
Manga or comics?
Manga’s visual language
Are there pre-modern manga?
Manga in Meiji and Taisho Japan
Tezuka Osamu’s legacy
Manga, cinema, and anime’s
interactions
Industrial genres: mainstreammanga
Shōjo manga and gendered
expression
Gekiga and existential themes
Alternative manga
Effects of changing formats
Manga made outside of Japan
Feedback and preparations for final
paper— 40 —

発行日：2021/5/1【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.

ART100ZA

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

Stevie Tongshun SUAN
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 3/Fri.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.

【References】
Berndt, Jaqueline, editor. Manga, Comics and Japan: Area Studies
as Media Studies. Vol. 156, Orientaliska Studier, 2018, https://orientaliskastudier.se/tidskrifter/156-2/.
【Grading criteria】
Participation 20%
Presentation 40%
Final exam 40%【Changes following student comments】
Not applicable.
【Prerequisite】
None.

【Goal】In addition to teaching the students information about manga, its
surrounding cultures, and business practices, this class aims to develop
critical thinking and analytical skills.
Throughout the semester
students will: 1) learn the specific history of manga; 2) how to analyze
manga as media; 3) examine how manga interacts with other media andsociety; 4) explore how to critically engage with manga.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】Classes will be lecture-based, with visual material such as clips of films
and animation. Students will be asked to have group discussions andanalysis on certain themes and specific manga. Each week students
will be provided with an academic reading relevant to the topic. These
readings will be important background information and/or will bedirectly addressed as the topic of the lecture and discussion. Lectures
will explain in detail and through examples the topic for that class.
Discussions based 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 provided to the students (by email ora handout).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Manga’s Visuals
3
Making Manga’s
History4Pre-war Manga
5
Post-war Manga
6
Media Influences

7

Genres I

8

Genres II

9
10
11
12
13

Genres III
Genres IV
Digital Manga
Global Manga
Student Presentations
I
Student Presentations
II

14

Contents
Manga or comics?
Manga’s visual language
Are there pre-modern manga?
Manga in Meiji and Taisho Japan
Tezuka Osamu’s legacy
Manga, cinema, and anime’s
interactions
Industrial genres: mainstreammanga
Shōjo manga and gendered
expression
Gekiga and existential themes
Alternative manga
Effects of changing formats
Manga made outside of Japan
Feedback and preparations for final
paper
Feedback and preparations for final
paper, wrap-up of semester— 41 —

発行日：2021/5/1

ART100ZA

5Time, Clocks andDepth of Field

6

Document theArtists

7

Contemporary
Documentary
Photographers8Documentary
Concepts

9Project Proposals

10Documentary
Strategies

11

Editing Selections

12

Peer Review

13

Final Portfolio
Review andSubmission
Final Presentationand Wrap-up

Visual Arts
Shiho KITO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 3/Tue.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
Everyone takes photographs in some way or another, but not
everyone is conscious of the responsibilities that come with it.
How can we get better at taking photographs while respecting
the subject, the medium and our own interests? In this course,
we use cameras to explore ’documentary photography’, how it
developed from its inception to the present day, as well as thechallenges it faces in an era of post-truth.
【Goal】
The course aims to foster a critical eye towards photographically generated images. Gaining insight into what
documentary photography is/isn’t, students will learn thebasics of ’making’ photographs (e.g. composition, shutter
speed, aperture, lighting etc.) and gain practical experiencein working with real-life subjects. Drawing upon these skills,
students produce a project portfolio on a theme 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. Workshops, assignments and supporting lectures are employed todevelop students’ understanding of documentary photography
from its beginnings to today. Students create an Instagram
account for the course and post one photograph daily inresponse to a weekly class project. Final submission comprises
a project portfolio, a written project statement, and evidenceof participation (i.e., weekly assignments). Attendance isrecorded weekly using visual media (e.g. photograph).
Submission of assignments and mutual feedback are to be
uploaded on Slack. Please note that the teaching approach mayvary according to which threat level we are at: at level 1, 70%of this course will be held on campus, though at level 2, 50%
will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Composition

3

Lighting

4

Early Documentary
Photographers

Contents
Introducing the course andexpectations
Learning about basic
composition within
photographs.
Making use of available lightand flash light.
Discussing early issues forphotography as a documentary
medium and introducing its
key practitioners.

14

Exploring photography’s
relationship with time andcreating / reducing depth in animage.
Discussing the relationships
between documentary and art
in photography
Discussing contemporary
issues for photography as adiverse range of practices andintroducing key practitioners.
Exploring and developing
achievable documentary
projects.
Discussing and preparing
project proposals.
Exploring and developing
strategies for documenting
subjects.
Exploring possibilities throughpattern, sequence andnarrative.
Assembling and reviewing
draft portfolios with peergroups.
Reviewing final portfolios prior
to submission.
Final students’ presentationon their projects and feedback
session.

【Work to be done outside of class (preparation, etc.)】
Students must regularly take photographs.
Every week
students are expected to participate in a weekly photo projecton Instagram, which will be discussed in class. In order to doso, students are expected to create a new Instagram accountand post a single image taken daily (7 days x 12 weeks = 84
images). They are also expected to use the photobook resourcein the library and do assigned readings. Preparatory study andreview time for this class are 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) Pandra’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.
Meyerowitz, Joel and Westerbeck, Colin (2017) Bystander: A
History of Street Photography, Lawrence King.
Sontag, Susan (1977/2008) On Photography, Penguin Classics.
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.

— 42 —

発行日：2021/5/1

Portfolio: each student must produce a portfolio (booklet) of
8-12 images selected from photographs made of one subject
during the course. Students are free to choose their subject 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.
Presentation: each student must make a short presentation (3minutes) about their final projects.
The final grade is based on: Participation 30%, Presentation
20%, Portfolio 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 (any mobile-phone
cameras will do) and general stationary (e.g. pen, pencil, glue,tape, paperclips). Please note that the use of a smartphone
camera is acceptable for this course. However, if you haveregular access to a better camera, please bring it and the
instructor will show you how to use it.
【Others】
Students are expected to come to class on time, participate andshow interest.
The instructor is a practicing photographer/researcher whose
work have been shown at international media and exhibitions.
【Prerequisite】
None.

— 43 —

発行日：2021/5/1

ART100ZA

4Light & dark

5

Drawing in 3D

6

Lines, angles,
mathematics and logic

7

Light-painting

8

Pixel painting

9

Vectors

10

Visual coding

11

Portfolio preparation

12

Presentation
preparation

13

Portfolio review

14

The bigger picture

Topics in Arts: Fine Arts
Suzanne Carol MOONEY
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 1/Fri.1
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.
【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.
【Which item of the diploma 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】
あり / Yes【Schedule】
No.
Theme
1
Introduction &doodling

2

3

GestureMark-making &tactility

Contents
Introduction to course content.
Explanation of requirements andexpectations.
Short lecture on the history ofdrawing.
Practical exercise: first drawings.
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.
Observing and rendering a subject
in terms of controlled marks.
Instruction on getting the fullrange of marks from your tools.
Practical exercise: Mark-making.

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.
Table discussions reviewing
drawings produced so far.
Group Discussions.
Preparation for making video
presentations about one artist andthe role of drawing within theirpractice.
Individual consultations and group
work in preparation for individual
video presentations.
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

— 44 —

発行日：2021/5/1【Grading criteria】
Participation and attitude - 25%
Tasks - 30%
Completed portfolio - 30%
Presentation - 15%【Changes following student comments】
Not applicable【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:
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.

— 45 —

発行日：2021/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to download and read assigned readings prior tolectures. Students are also expected to create a new Instagram accountand post a single image taken daily (7 days x 13 weeks = 91 images). The
project will require a number of hours spent outside of class in order tomake the work. Preparatory study and review time for this class are 2hours each.

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
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

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

2

Visual Cues

3

Visual Theories

4

Visual Persuasion

5

Visual Stereotypes

6

Visual Analysis

7

Visual Literacy

8

Layout9

Typography

10

Images11

Colour12
13

Constructive Feedback
Peer Review

14

Taking Responsibility【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 and exhibit one poster design(A2 size) relating to a topic chosen in class.
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. Paper and other basic art materials may also be requested
on a weekly basis.
【Others】
Being naturally creative is not a requirement for this course. However,students are expected to come to class on time, participate and showinterest.

【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Sight and Perception【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.

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

【Prerequisite】
None.

— 46 —

発行日：2021/5/1

LIN100ZA

9

Syntax I

10

Syntax II

11

Syntax III

12

Semantics

13

Linguistic Universals
and Relativity

14

Introduction toSociolinguistics and
ELF
Review and Final
Examination

Introduction to Linguistics
Nobumi NAKAI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2
他学部公開：

グローバル：

成績優秀：

実務教員：

【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. Please note that theteaching approach may vary according to which threat level we are at:
at level 1, 70% of this course will be held on campus, though at level 2,
50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction I

2Introduction II

3

Synchronic andDiachronic Linguistics
I
Synchronic andDiachronic Linguistics
II

4

5

Phonetics andPhonology I

6

7

Phonetics andPhonology II
Mid-semester
Examination
Morphology I

8Morphology II

Contents(1) Outlining the course content
and instructional methodologies(2) What is a language?
(3) What is linguistics?
(4) General linguistics and English
linguistics(1) The world’s major languages(2) History of English(3) Numbers of L1 and L2 English
speakers(4) Regional variations of English(1) Diachronic linguistics(2) Synchronic linguistics(1) Sentence(2) Phrase(3) Clause(4) Tense, aspect, mood, and voice(5) Agreement(1) Grammatical structure(2) Theme and rheme(3) Given and new information(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.

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

(1) Morpheme and allomorphs(2) Declension and conjugation(3) Patterns of inflection
Word formation— 47 —

発行日：2021/5/1
10

Syntax II

11

Syntax III

Yutai WATANABE

12

Semantics

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 5/Tue.5

13

Linguistic Universals
and Relativity

14

Introduction toSociolinguistics and
ELF
Review and Final
Examination

LIN100ZA

Introduction to Linguistics

他学部公開：

グローバル：

成績優秀：

実務教員：

【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】
No.
Theme
1
Introduction I

2Introduction II

3

Synchronic andDiachronic Linguistics
I
Synchronic andDiachronic Linguistics
II

4

5

Phonetics andPhonology I

6

7

Phonetics andPhonology II
Mid-semester
Examination
Morphology I

89Morphology II
Syntax I

Contents(1) Outlining the course content
and instructional methodologies(2) What is a language?
(3) What is linguistics?
(4) General linguistics and English
linguistics(1) The world’s major languages(2) History of English(3) Numbers of L1 and L2 English
speakers(4) Regional variations of English(1) Diachronic linguistics(2) Synchronic linguistics(1) Grammatical structure(2) Theme and rheme(3) Given and new information(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.

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

(1) Morpheme and allomorphs(2) Declension and conjugation(3) Patterns of inflection
Word formation(1) Sentence(2) Phrase(3) Clause(4) Tense, aspect, mood, and voice(5) Agreement— 48 —

発行日：2021/5/1

LIN100ZA

Contrastive Linguistics
Geraldo FARIA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 2/Wed.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.
【Which item of the diploma 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). Please note thatthe teaching approach may vary according to which threat level we are
at: at level 1, 70% of this course will be held on campus, though at level2, 50% will be held on campus.

13

Presentations

14

Consolidation【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 orcomputer file.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
No textbook will be used. The teacher will provide handouts, readingmaterial, and links to online data.
【References】
Austin, Peter and Julia Sallabank. The Cambridge Handbook of
Endangered Languages. Cambridge University Press, 2011 ISBN
9780521882156
Introducing Language Typology.
Moravcsik, Edith.
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.
【Prerequisite】
None.
A willingness to tackle language-related puzzles.

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

2

Concepts

3

Diachronic Changes ofa Language/Dialect 1

4

Diachronic Changes ofa Language/Dialect 2

5Contrastive
Descriptions

6

Phonological Contrasts

7

Contrasts between
Writing Systems
MorphologicalContrasts

8

9Lexicological Contrasts

10
11

PhraseologicalContrasts
Syntactic Contrasts

12

Textual Contrasts

Students will give short academicpresentations
End-of-course assessment,
feedback, and wrap-up

Contents
Overview of the course andrequirements
Contrasts and similarities between
dialects of a language and related
languages
Examination of changes (soundvariations): comparisons andcontrasts
Examination of changes (lexical
variations): comparisons andcontrasts
From speech sounds to discourse,
seven types of contrasts will be
examined
Various techniques will be
introduced to examine intralingualand interlingual data.
Midterm review quiz.
Synchronic and diachronic
examination of writing systems.
Diachronic and synchronic
comparisons of data will help
students to better understand twovariants of intralingual andinterlingual data
Variations of word meanings
intralingually and interlingually
Variations of collocations will be
examined cross-dialectally
Structuring sentences acrosslanguages is examined to better
describe and produce well-formed
sentences in a second language
Contrasting recorded diachronicoral stories— 49 —

発行日：2021/5/1
14

LIN100ZA

Quick Survey; Final
Examination

English Grammar: The Basics【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.

Peter EVANS
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 2/Tue.2
他学部公開：

グローバル：

成績優秀：

実務教員：

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

【Textbooks】
Rodney Huddleston and Geoffrey K Pullum, A Student’s Introduction
to English Grammar (Cambridge: Cambridge University Press, 2005).
ISBN 0-521-61288-8.
We’ll only have time to go through part of this book, but later chapterswill serve for a second course, English Grammar Extended.
【References】
Rodney Huddleston and Geoffrey K Pullum, The Cambridge Grammarof the English Language (Cambridge: Cambridge University Press,
2002). (Do not use any book intended for, or often used by, language
learners or high-school students.)【Grading criteria】
Evaluation will be based on two examinations (50% + 50%). Bothexaminations will be “open book”, and will test real understanding andability to analyze (as opposed to mere memorization).
【Changes following student comments】
A further slight reduction in the quantity of what’s shown on screen
during the class, a further slight increase in the quantity of annotations
that can be examined outside the class.
【Others】
Each class slideshow will be openly available on the web.
slideshows are usable on computers, tablets, and most phones.
【Prerequisite】
None.

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

2

Word Categories

3

Verbs (i)4

Verbs (ii)

5

Verbs (iii)6

Quick Survey;
Mid-term Examination

7

Clauses (i)8Clauses (ii)9

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

11
12
13

Rapid reminders; assessing thedegree to which students haveunderstood the second half of thecourseContents
Introduction to the course and its
rationaleClassification among nouns, verbs,
adjectives, and the rest
Verb inflection and paradigms;
finite versus non-finite
Auxiliary versus lexical verbs;
perfective interpretation versus
imperfective
Primary versus perfect tense;
progressive aspect; mood andmodality; futurity; irrealis
Rapid reminders; assessing thedegree to which students haveunderstood the first half of thecourseClause structure, complements,
and adjuncts; subjects; objects
Predicative complements; canonicalclause structures; adjuncts
Nouns, noun phrases, pronouns
and proper nouns; number andcountability; determiners anddeterminatives; noun complements
Internal modifiers versus external
modifiers; fused heads
Pronouns; case
Adjectives as distinguished fromother categories; gradability
Adjective phrases; postpositionaland other adjective use; adverbs;
adverb phrases— 50 —

The

発行日：2021/5/1

EDU100ZATESOL I: Introduction
Machiko KOBORI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
The course is for students intending to teach English; it is an
introduction to second language (L2) acquisition and pedagogy. It
encourages students to raise their awareness as language teachers.
【Goal】
Upon completion of this course, students should be able to do thefollowing:
1. Explain the core issues in L2 acquisition research.
2. Examine the connection between L2 research and pedagogy.
3. Conduct research on instructed L2 learning, and relate the findings
to L2 learning and teaching in Japan.
4. Understand what is needed to qualify as an English teacher.

【References】
Council of Europe. (2001). Common European framework of reference
for languages: learning, teaching, assessment. Cambridge University
Press.
Long, M. H., & Doughty, C. J. (2011). The handbook of language
teaching.Wiley-Blackwell.
白畑智彦・冨田祐一・村野井仁・若林茂則 (著). 2009.『英語教育用語辞典』（改訂版）大修館書店.
文部科学省. 2017.『中学校学習指導要領解説 外国語編』 開隆堂出版.
文部科学省. 2018.『高等学校学習指導要領解説 外国語編・英語編』 開隆堂
出版.
【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.

【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”.

【Equipment student needs to prepare】
PC【Method(s)】The course focuses on the teaching and learning of English. Students
will learn theories of first and second language acquisition and a range
of opportunities to explore research studies and pedagogy on EFL/ESL
education. The course will be highlighted by the students’ individual
performance: they are to choose one of the course topics and then makea presentation on it. Students are also required to take a final exam andsubmit a written assignment on a related issue.
Submission of the final requirements and feedback will be on thelearning management systems (HOPPII and OATube). Please note thatthe teaching approach may vary according to which threat level we are
at: at level 1, 70% of this course will be held on campus, though at level2, 50% will be held on campus.

【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Language, Learning
and Teaching (1)3Language, Learning
and Teaching (2)4Language, Learning
and Teaching (3)5Language, Learning
and Teaching (4)6Language, Learning
and Teaching (5)7First Language
Acquisition
8
Second Language
Acquisition (1)9Second Language
Acquisition (2)10Second Language
Acquisition (3)11Presentation (1)

12
13
14

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

Building a theory of second
language acquisition
Study of models of second language
acquisition (1)Study of models of second language
acquisition (2)Demonstration/observation, review
and discussion (1)Presentation (2)Demonstration/observation, review
and discussion (2)Presentation (3)Demonstration/observation, review
and discussion (3)Final Exam & Wrap-up Consolidation【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.
2. Students are required to prepare for their presentation sessions bycreating presentation materials.
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.

— 51 —

発行日：2021/5/1

EDU100ZA

7

Educational
Technology Pedagogies
2

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：土 1/Sat.1
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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】
No.
Theme
1
Class Intro & Intro to
Educational
Technology

2

Schools of Thought in
Educational
Technology

3

Google in Education 1

4

Google in Education 2

5

Other Ed-tech Players
in Education

6

Educational
Technology Pedagogies
1

Contents
Students will be introduced to theclass themes and told what apps /log ins and devices they need totake the course.
This class will be an overview ofthe different philosophical andpedagogical schools of thought on
educational technology in schools
and colleges / universities.
This course will provide an
overview of Google’s apps and tools
for education and the educational
benefits it offers.
This course will provide a further
overview of Google’s apps and tools
for education and the educational
qualifications Google offers.
This course will provide an
overview of other 3rd party apps
and tools for education and theeducational qualifications theseother groups offer.
This week we will explore in detailthe first set of pedagogicalapproaches that use some of theapps / tools previously covered.

This week we will continue toexplore in detail the second set of
pedagogical approaches that use
some of the apps / tools previously
covered.
Here we will examine mobile
language learning - i.e. how mobile
devices like tables and smart
phones can be used. We will cover
the pros and cons of using thesedevices and the apps on them.
Here we will examine SNS
language learning - i.e. how SNS
apps can be used. We will cover thepros and cons of using different
SNS accounts and how to use themeducationally.
Here we will start the team projectwork. Each team will have a full
digital portfolio of apps and tools
and will have made a multimedia
website using Google Sites.
Continuation of Project week 1
above including guidance on how togive engaging presentations.
Continuation of Project week 1
above.
In these last two weeks the student
groups will present their findings
to the others in the class.
Detailed feedback on all the course
work.

【Work to be done outside of class (preparation, etc.)】
There will be some homework readings almost every week as well as
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 perfomance - 10% / written report - 20%)
【Changes following student comments】
Previous students from the academic 2020 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.

— 52 —

発行日：2021/5/1【Grading criteria】
Evaluations will be based on:(1) Class participation (30%)(2) Presentation (40%)(3) Final report (30%)
Note that no credit will be given to the students with more than two
unexcused absences.

LIN100ZA

Second Language Acquisition
Junya FUKUTA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 4/Wed.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○【Changes following student comments】
Not applicable.
【Prerequisite】
None.

実務教員：

【Outline and objectives】
The aim of this course is to provide students with an essential
understanding of second language acquisition (SLA).
【Goal】
By the end of this course, students will:(1) Understand important concepts and theories in SLA research(2) Understand basic research methods in the SLA field(3) Learn the potential and limitations of applying SLA findings tosecond language teaching and learning【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2” and “DP 4”.
【Method(s)】The course will be conducted via presentations by students, explanationof key terms by lecturer, discussion, and group work. Students are
required to read an assigned chapter and give a presentation in eachclass. I strongly encourage students to make the effort to contributeto discussions by asking questions and sharing your own ideas. The
content of presentations and discussions will be evaluated as "classparticipation". Feedback will be given on the content of the presentationand the students’ comments on that occasion.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientations
2
Introduction to SLA
3
Age

4
5
6
7
8
9
10
11

12
13
14

Crosslinguistic
influence
The linguistic
environment
Cognition

Contents- Course overview- What is SLA?
- On various age effects on SLA andcritical period hypothesis- On L1-L2 linguistic transfer- On the influence of environment
on SLA- Information processing in
psychological aspects of SLA
Development of learner - Cognitivist explanation
language 1
Development of learner - Development of syntax
language 2
Foreign language- On the role of aptitude in SLA
aptitude
Motivation- Various aspects of motivation in
SLA
Affect and other- On individual differences such asindividual differences
personality, speaking styles,
anxiety, willingness tocommunicate, and learning
strategies
Social dimensions of L2 - Sociocultural and interactionist
learning 1
approachSocial de-mentions of- Process of socialization
L2 learning 2
Review and Concluding - wrap-up
Remarks【Work to be done outside of class (preparation, etc.)】
Students are required to read assigned chapters of the textbook, andto prepare to make a presentation several times in the class. This
procedure is expected to take at least two hours each week.
【Textbooks】
Ortega, Lourdes. (2009). Understanding second language acquisition.
London: Hodder. ISBN-13: 978-0340905593【References】
Lightbown, Pasty M. & Nina Spada. (2013). How Languages are
Learned (Oxford Handbooks for Language Teachers) 4th. Oxford
University Press. ISBN-10: 0194541266— 53 —

発行日：2021/5/1

EDU100ZA

Comparative Education
Machiko KOBORI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

11

Presentation (1)

12
13
14

Presentation (2)Presentation (2)Consolidation ofComparative education

Preparation for presentation:
checking contents, materials,
procedure and performance
Discuss and review (1)Discuss and review (2)Final exam and review【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.
2. Students are required to choose one of the related topics and write areflective paper.
3. Preparatory study and review time for this class are 2 hours each.
【Textbooks】
5. Dörnyei, Z., & Ushioda, E. (2011).
motivation. Cambridge UP.

実務教員：【Outline and objectives】
This course provides a range of global perspectives of motivational
issues as core elements in second language (L2) education within
the context of comparative education. Focusing on social, cognitiveand educational aspects of motivational psychology, it explains thedevelopment of the motivational studies to learn second languages (L2s)and significant variables of L2 motivation within the global context. It
also explains how they are affected by globalisation and local settings
related to L2 learners such as their ethnic backgrounds, age, L2 learning
conditions, etc., especially in the teaching of English (foreign languages).
This course also studies how to put the related knowledge into practice:
it gives an insight into collections of the related research studies ranging
worldwide and is expected to stimulate debate on how to deal withmotivational aspects effectively in L2 education.

Teaching and researching【References】
1. Apple, T. M., Silva, Da D., & Fellner, T. (eds.). (2013). Language
learning motivation in Japan. Multilingual Matters.
2. Apple, T. M., Silva, Da D., & Fellner, T. (eds.). (2017). L2 selves andmotivations in Asian contexts. Multilingual Matters.
3. Dörnyei, Z. (2005). The psychology of the language learner. LEA.
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%)
More than 2 unexcused absences will result in failure of this course.

【Goal】
Upon completion of this course, students should be able to do thefollowing:
1. Understand theories of motivation and motivation to learn L2s.
2. Explain the core issues of different perspectives of motivation to learn
L2s.
3. Examine the connection between L2 motivational theories, and global
and local issues of L2 education.
4. Examine how the expertise of L2 motivation is effectively introduced
to L2 education.

【Changes following student comments】
More frequent and detailed notices of class activities and tasks will begiven in order to allow students to prepare for class discussions, final
requirements, etc.

【Which item of 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】
PC【Method(s)】The presentation, final exam and writing assignment are required forthe completion of this course; students are to choose one of the course
topics and are required to make a presentation and submit a writing
assignment on it. Submission of the final requirements and feedback
will be on the learning management systems (HOPPII and OATube).

【Others】
None.
【Prerequisite】
None.

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

2

3

4

5

6

7

8

9
10

Contents
Course guidance on Comparativeeducation
The development of the Theories of motivation in
L2 motivational
psychology: classical perspectives
studies (1)The development of the Theories of motivation in
L2 motivational
psychology: socio-psychologicalstudies (2)perspectives (1)The development of the Theories of motivation in
L2 motivational
psychology: socio-psychologicalstudies (3)perspectives (2)The development of the Theories of motivation in
L2 motivational
psychology: cognitive-psychologicalstudies (4)perspectives (1)The development of the Theories of motivation in
L2 motivational
psychology: cognitive-psychologicalstudies (5)perspectives (2)The development of the Theories of motivation in
L2 motivational
psychology:
studies (6)educational-psychologicalperspectives (1)The development of the Theories of motivation in
L2 motivational
psychology:
studies (7)educational-psychologicalperspectives (2)Global perspectives ofExploring cross-sectional studies
L2 motivation (1)Global perspectives ofExploring longitudinal studies
L2 motivation (2)— 54 —

発行日：2021/5/1
11

LANf100ZA

French A I

1213

Masamichi 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
< 成績優秀者の他学部科目履修制度利用者> 制度ウェブサイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注意を参照
すること。A と B をセットで履修すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
This course is designed for beginners (or more advanced students).
The aim of this course is to help students acquire basic skills ofcommunication. In our epoch of "globalization", knowledge of only one
foreign language (for example, English) is far from sufficient.
By learning French, students will have more opportunities to work on
the world stage.
【Goal】The goal of this course is to develop basic daily communication skills:
asking for information, answering questions, speaking about themselves, and understanding simple texts.
【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 text book (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 students attend
both of the courses). Active participation is necessary not only for theacquisition of communicative skills through various means (e.g. roleplaying), but for an understanding of French culture or that of otherFrench-speaking countries.
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. Please note that the teaching approach may vary according towhich threat level we are at: at level 1, 70% of this course will be heldon campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation Initiation 1
Bonjour.
2
Initiation 2
Je suis français.
3
Lesson 1
Il s’appelle comment?
4
Lesson 2
Qu’est-ce qu’elle faitdans la vie?
5
Lesson 2
Vous parlez anglais?
6
Lesson 3
Vous connaissez Omar
Sy?
7
Lesson 3
Quelle langue est-cequ’on parle au Canada?
8
Lesson 4
Qu’est-ce que vous
aimez?
9
Lesson 4
Qu’est-ce que vous
préférez, la mer ou lamontagne?
10
Lesson 5
Qu’est-ce que vous
aimez faire leweek-end?

Contents
Greeting

14

Lesson 5
Tu voudrais faire quoi
ce week-end?
Lesson 6
Vous aimez le golf?
Examination
Lesson 6
Comment est-ce qu’elle
est?
Review of examination
Lesson 6
Elle n’est pas sérieuse.

Telephone

Explaining preferences
Examination
Explaining preferences

Review of examination
Explaining preferences【Work to be done outside of class (preparation, etc.)】
1st week: Review of greetings and preparation for the next lesson
2nd week: Homework and preparation for the next lesson
3rd week: Review of introductions and preparation for the next
lesson
4th week: Review of expressions for jobs and preparation for
the next lesson
5th week: Homework and preparation for the next lesson
6th week: Homework and preparation for the next lesson
7th week: Review of expressions of likes and preparation for
the next lesson
8th week: Homework and preparation for the next lesson
9th week: Homework and preparation for the next lesson
10th week: Review of expressions for phone conversation andpreparation for the next lesson
11th week Review of expressions for favorite activities andpreparation for the next lesson
12th week: Homework and preparation for the next lesson
13th week: Review of presentation expressions and preparation for theexamination
14th week: Total review
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 (including a listening test) will be held. Continuous
assessment: 50%; term-end examination: 50%. If the term-end
examination is not possible to organize, the grade will be given on thebasis of the accumulation of assignments. 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 classactivities. Active participation in role-playing is important.
【Changes following student comments】
Last year, Covid-19 forced me to rely uniquely on assignments for theevaluation of students’ class performance; every-week submission seems
to have caused some difficulties on both sides of the students and the
instructor: delay of submission, submission of a wrong work, delay of
feedback and so on. I will put more interval between two assignments
so that the class organization might be easier.

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

Introduction;
Asking questions about people
Asking about jobs

【Prerequisite】
None.

Expressions about jobs
Do you know...? 1【】
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.

Do you know …? 2

Expressing likes and dislikes

SundayExpressing what one wants to do— 55 —

発行日：2021/5/1
10

LANf100ZA

French A II
11

Masamichi SUZUKI
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
< 成績優秀者の他学部科目履修制度利用者> 制度ウェブサイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注意を参照
すること。A と B をセットで履修すること。
他学部公開：

グローバル：

成績優秀：○

13

14

実務教員：

【Outline and objectives】
This course is designed for beginners (or more advanced students).
The aim of this course is to help students acquire basic skills ofcommunication. In our epoch of "globalization", knowledge of only one
foreign language (for example, English) is far from sufficient.
By learning French, students will have more opportunities to work on
the world stage.
【Goal】The goal of this course is to develop basic daily communication skills:
asking for information, answering questions, speaking about themselves, and understanding simple texts.
The students must make an effort to reach the level A1 of CEFER.
【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 text book (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 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.
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】
No.
Theme
1
Orientation,
Lesson 7
Quel âge avez-vous?
2
Lesson 7
Vous avez quels coursle mardi matin?
3
Lesson 8
Est-ce que vous avez
une voiture?
4
Lesson 8
Excusez-moi, vous avez
un stylo, s’il vous plaît?
5
Lesson 9
Le Louvre, qu’est-ce
que c’est?
6
Lesson 9
Est-ce qu’il y a un
restaurant italien dansle quartier?
7
Lesson 10
Madame, qu’est-ce quevous faites demain?
8
Lesson 10
Qu’est-ce que vous lisez
en ce moment?
9
Lesson 11
Est-ce que vous faites
du sport?

12

Contents
Speaking about oneself

University life

Describing objects

In the class

Describing sights

Asking for directions

Asking about activities

Asking for more details

Lesson 11
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?

Interview

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: Homework and preparation for the next lesson
13th week: Reviews of the past tense and preparation for examination
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 (including a listening test) will be held. Continuous
assessment: 50%; term-end examination: 50%.
If the term-end examination is not possible to organize, the grade will
be given on the basis of the accumulation of assignments.
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】
Last year, Covid-19 forced me to rely uniquely on assignments for theevaluation of students’ class performance; every-week submission seems
to have caused some difficulties on both sides of the students and the
instructor: delay of submission, submission of a wrong work, delay of
feedback and so on. I will put more interval between two assignments
so that the class organization might be easier.
【Others】
Students should also attend Mr.Okamura’s course French BII .
【Prerequisite】
None.
【】
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.

Speaking about one’s activities— 56 —

発行日：2021/5/1【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。
2015 年度以前に入学した学生は、2 単位となる。

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
< 成績優秀者の他学部科目履修制度利用者> 制度ウェブサイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注意を参照
すること。A と B をセットで履修すること。
他学部公開：

グローバル：

成績優秀：○【Prerequisite】
None.

実務教員：

【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。
We study Elementary French grammar.
【Goal】
フランス語初級文法の修得。初級レベルのオーラル能力。
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 3”.
【Method(s)】
授業開始日： 4 月 22 日。French AI と連動し、教科書『Spirale
Nouvelleédition』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。 Please note that theteaching approach may vary according to which threat level we are at:
at level 1, 70% of this course will be held on campus, though at level 2,
50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
ガイダンス

2

Initiation のつづき

3

Leçon 14
5
6
7

Leçon 1
Leçon 2
Leçon 2
Leçon 3

8
9
10
11
12
13

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

期末テストと総括

Contents
講義の趣旨や計画に関する説明。
Initiation(導入）。
-主語人称代名詞-動詞 aller-男性形と女性形-動詞 être-動詞 aller-動詞 faire-否定文-疑問文-所有形容詞-名詞・形容詞の男性形／女性形-動詞 connaître
-人称代名詞 on-定冠詞-定冠詞１-動詞 préférer
-定冠詞２
-不定法
-vouloir の条件法現在-形容詞の男性形／女性形２-trouver の用法
期末テスト【Work to be done outside of class (preparation, etc.)】
前回の復習。ときどき宿題。各課終了ごとに小テストを出すのでその準備をすること。 Preparatory study and review time for this class 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
Nouvelleédition』（アシェット・ジャポン、2015 年）『新版 ３段階チェック式フランス語トレーニング・コース』（白水社、2003 年）【References】
講義内で適宜指示する。
【Grading criteria】
授業内評価 40%＋期末試験 60%
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。
【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。

— 57 —

発行日：2021/5/1

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
< 成績優秀者の他学部科目履修制度利用者> 制度ウェブサイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注意を参照
すること。A と B をセットで履修すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【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】
No.
Theme
1
Révisions
2
Leçon ７

3

Leçon ７

4

Leçon 85
6

Leçon 8
Leçon 97

Leçon 98
9
10
11

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

Contents
復習
自分について話す（年齢、学年）
科目について話す
時間の使い方時間割について話す
持っているもの
所有を表す
物を借りる
ある場所について説明し、情報を求める
名所について情報を求める
位置づける
中間テスト
何をするか尋ねる、答える
詳しくきく
趣味・余暇について話す
頻度を表す
習慣について話す
家族について話す
テスト【Work to be done outside of class (preparation, etc.)】
宿題（書く練習をする） 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 40 ％＋期末試験 60 ％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.

— 58 —

発行日：2021/5/1
12LANs100ZA

Spanish A I

13Taiga WAKABAYASHI

14

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
< 成績優秀者の他学部科目履修制度利用者> 制度ウェブサイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注意を参照
すること。A と B をセットで履修すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.
While this class will be held on campus, please note that the first week
will be offered online to avoid overcrowding the classroom. The Zoom
URL for the first class will be announced on Hoppii Learning AssistantSystem before the semester begins. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.

【Textbooks】
泉水浩隆『スペイン語キックオフ』（白水社）、2011 年、2205 円【References】
A Spanish-Japanese dictionary is essential for Spanish learning.
Students have to bring a dictionary to the class every week. Althougha particular dictionary is not required, 『 西 和 中 辞 典 』（ 小 学 館 ） is
recommended. Also an electronic dictionary is useful for quick look-ups.
Other Spanish-Japanese dictionaries can be found on the web. For
example:http://gaikoku.info/spanish/dictionary.htm【Grading criteria】
Evaluation is by midterm and final exam. Class participation andattitude towards learning will be taken into consideration.
Evaluation is as follows:
Class participation and attitude: 30%
Midterm exam: 30%
Final exam: 40%【Changes following student comments】
Progress will be adjusted based on student needs.
【Others】
Only this column is described in Japanese, as follows:
必ず Spanish BI と同セメスターで履修すること。
2015 年度以前に入学した学生は、2 単位となります。
【Prerequisite】
None.
【】
Basic Spanish grammar and conversation.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
Alphabet
2
Pronunciation andAccent3
Gender, Singular andPlural

5
6

7
8

9

10

11

Expression of time to say “at ...
o’clock”
Numbers from 1 to 12
Demonstrative
Demonstrative adjectives (“este/a”,
Adjectives and“ese/a”, “aquel/lla”) and pronouns
Pronouns(“esto”, “eso”, “aquello”)
Final Exam & Wrap-up Final exam (written)
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.

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

4

Expression of Time I
Numbers I

Contents
Course overview
The Spanish alphabet
Rules of Spanish pronunciationand spelling
Masculine, feminine and neuternouns of Spanish
Singular and plural form of nouns
Definite and Indefinite Definite (“el”, “la”, “lo”) and
Articlesindefinite (“un”, “una”) articles
Their distinction and singular /plural forms
Adjectives I
Inflection of adjectives with vowel
and consonant termination
Adjectives II
Inflection of adjectives which
express place-names andnationalities
Adjectives whose termination isomitted by inflection
Conjugation of the Verb Conjugation of the verb “ser” which“ser”
expresses nature and quality
Mid-term Exam
Practice of self-introduction in
Self-introduction
SpanishAsking and telling the place oforiginConjugation of the Verb Conjugation of the verb “estar”“estar”
which expresses state andExpression of
condition
Existence
The phrase “Hay ...” which
expresses “There is ...”
Existence, Quality and How to differentiate among “ser”,
State“estar” and “hay”
Prepositions and pronouns
Regular Indicative
Rule of regular indicative
Conjugation of Verbs
conjugation of verbs with “-ar”,(present tense)“-er” and “-ir” terminations— 59 —

発行日：2021/5/1
13LANs100ZA

Spanish A II
14

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
< 成績優秀者の他学部科目履修制度利用者> 制度ウェブサイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注意を参照
すること。A と B をセットで履修すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

3

4

5

6

7

8

9

10
11

12

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

Regular and irregular indicative
conjugation of verbs in thepreterite past tense
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.
【Textbooks】
泉水浩隆『スペイン語キックオフ』（白水社）、2011 年、2205 円【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。
2015 年度以前に入学した学生は、2 単位となります。
【Prerequisite】
None.
【】
Basic Spanish grammar and conversation.

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

Regular and Irregular
Indicative Conjugationof Verbs (preterite pasttense)
Final Exam & Wrap-up

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

Numbers from 100 to 999
Direct and indirect objective
pronouns (“me”, “nos”, “te”, “os”,“lo/le/la”, “los/les/las”)
Verb “gustar”
Use of the verb “gustar” which
expresses “like (to) ...” or “love (to)...”Other Verbs of “gustar” Verbs of “gustar” type whoseTypesubjective corresponds to things ormatters
Reflexive Verbs
Reflexive verbs whose objective
Impersonalcorresponds to the subject
Expressions
Impersonal expressions with thereflexive pronoun “se”
Mid-term ExamExpression of time to say “It’s ...
Expression of Time IIo’clock” and “do 〜 at ... o’clock”
Expression of Weather Expression of weather I
I
Regular Indicative
Regular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)
Expression of Weather Expression of weather IIII
Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)
MonthsNames of months in Spanish— 60 —

発行日：2021/5/1
12LANs100ZA

Spanish B I

13Demonstrative
Adjectives andPronouns
Numbers II

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
< 成績優秀者の他学部科目履修制度利用者> 制度ウェブサイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注意を参照
すること。A と B をセットで履修すること。
他学部公開：

グローバル：

成績優秀：○

14【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.
【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

実務教員：

【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. Please note that theteaching approach may vary according to which threat level we are at:
at level 1, 70% of this course will be held on campus, though at level 2,
50% will be held on campus.

【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 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.
【】
Basic Spanish grammar and conversation.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
Alphabet
Pronunciation andAccent2
Gender, Singular andPlural of Nouns

3

4
5

6
7

8

9

10

11

Review and Final
Exam

Demonstrative adjectives (“este/a”,“ese/a”, “aquel/lla”) and pronouns(“esto”, “eso”, “aquello”)
Numbers from 13 to 30
Questions and concerns about thecontent of the entire semester will
be accepted for the final exam
Review and Final Exam (written)

Contents
Guidance to the classSpanish alphabet
Rules of Spanish pronunciationand spelling
Masculine, feminine and neuternouns of Spanish
Singular and plural form of nouns
Definite and Indefinite Definite (“el”, “la”, “lo”) and
Articlesindefinite (“un”, “una”) articles
Their distinction and singular /plural forms
Adjectives I
Inflection of adjectives with vowel
and consonant termination
Adjectives II
Inflection of adjectives which
express place-names andnationalities
Adjectives whose termination isomitted by inflection
Conjugation of the Verb Conjugation of the verb “ser” which“ser”
expresses nature and quality
Self-introduction
Practice of self-introduction in
SpanishAsking and telling the place oforiginConjugation of the Verb Conjugation of the verb “estar”“estar”
which expresses state andExpression of
condition
Existence
The phrase “Hay …” which
expresses “There is …”
Existence, Quality and How to differentiate among “ser”,
State“estar” and “hay”
Prepositions and pronouns
Regular Indicative
Rule of regular indicative
Conjugation of Verbs
conjugation of verbs with “-ar”,(present tense)“-er” and “-ir” terminations
Expression of Time I
Expression of time: “at … o’clock”
Numbers I
Numbers from 1 to 12— 61 —

発行日：2021/5/1
12LANs100ZA

Spanish B II
13

Yoshifumi Onuki
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
< 成績優秀者の他学部科目履修制度利用者> 制度ウェブサイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注意を参照
すること。A と B をセットで履修すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.

3

4

5

6

7

8

9

10
11

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

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)【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.

【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.
【】
Basic Spanish grammar and conversation.

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

Review and Final
Exam

Regular and irregular indicative
conjugation of verbs in thepreterite past tense【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.

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

14

Regular and Irregular
Indicative Conjugationof Verbs (preterite pasttense)
Differences between
Indefinite andPreterite Past Tenses

Contents
Class overview

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

Numbers from 100 to 999
Direct and indirect objective
pronouns (“me”, “nos”, “te”, “os”,“lo/le/la”, “los/les/las”)
Verb “gustar”
Use of the verb “gustar” which
expresses “like (to) …” or “love (to)…”Other Verbs of “gustar” Verbs of “gustar” type whoseTypesubjective corresponds to things ormatters
Reflexive Verbs
Reflexive verbs whose objective
Impersonalcorresponds to the subject
Expressions
Impersonal expressions with thereflexive pronoun “se”
Expression of Time II
Expression of time to say “It’s …
Expression of Weather o’clock” and “do ~at … o’clock”
I
Expression of weather I
Regular Indicative
Regular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)
Expression of Weather Expression of weather IIII
Irregular Indicative
Irregular indicative conjugations ofConjugation of Verbs
verbs in the indefinite past tense(indefinite past tense)
Names of months in Spanish
Months— 62 —

発行日：2021/5/1
I believe that homework is an essential part of the study program for all
students.

LANc100ZA

Chinese A I【Changes following student comments】
Using e-learning every week

Yuko TAKADA【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。

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
< 成績優秀者の他学部科目履修制度利用者> 制度ウェブサイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注意を参照
すること。A と B をセットで履修すること。
他学部公開：

グローバル：

成績優秀：○【Prerequisite】
None.
【】
This is for learners with little or no prior knowledge of the Chinese
language, or it is for those who are happy to start all over again.

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

3

Lesson 3

4

7

Revision andConsolidation 1
Lesson 5
Revision andConsolidation 2
Lesson 7

8

Lesson 99Lesson 11

1011

Revision andConsolidation 3
Lesson 13

12

Lesson 15

13
14

Lesson 17
Examination &Wrap-up

5
6

Contents
Introduction and overview.
Pronunciation of Chinese as
written in P ī ny ī n (拼音) 1
Pronunciation of Chinese as
written in P ī ny ī n (拼音) 3
Revision and consolidation 1
Greetings and introducing oneself
Revision and consolidation 2
Basic grammar terminology andstructures 2
Basic grammar terminology andstructures 4
Basic grammar terminology andstructures 6
Revision and consolidation 3
Sentences with a predicate verb
“shì” (是) 2
Sentences with a predicate verb “yǒ u” (有) 2
The action-measure complement
Generalization
Examination【Work to be done outside of class (preparation, etc.)】
Listening to the textbook CD, and doing preparation and review work.
Preparatory study and review time for this class are 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.
【Grading criteria】
Grading will be based on weekly tests (30%) and term-end exam (70%).

— 63 —

発行日：2021/5/1

LANc100ZA

Chinese A II
Yuko TAKADA
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 3/Wed.3
Notes：< GIS students > 2015 年度以前入学者は 2 単位
< 成績優秀者の他学部科目履修制度利用者> 制度ウェブサイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注意を参照
すること。A と B をセットで履修すること。
他学部公開：

グローバル：

成績優秀：○

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

— 64 —

発行日：2021/5/1【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。
・Preparatory study and review time for this class are 1 hour.

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
< 成績優秀者の他学部科目履修制度利用者> 制度ウェブサイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注意を参照
すること。A と B をセットで履修すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【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。
【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。 Please note that the teaching approach
may vary according to which threat level we are at: at level 1, 70% of
this course will be held on campus, though at level 2, 50% will be heldon campus.

【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。
【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.

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

3
4
5
6

7
8
9
10
11
12
13
14

Contents
授業概要の説明
発音（一）［簡体字とピンイン］、発音（二）［声母］
第三課あるいは第四課
発音（三）
［韻母］
、発音（四）［二音節
語の声調 20 パターン］
第五課あるいは第六課
自己紹介［您贵姓？］、動詞述語文［你学习什么？］
第七課あるいは第八課
形容詞述語文［北京大学很大］、名詞
述語文［我十八岁］
第九課あるいは第十課
主述述語文［你哪儿不舒服？］、連体
修飾語・連用修飾語［一年级的学生都
学外语］
第十一課あるいは第十二 補語［你每天看几个小时？］、動詞述課
語文（一）［她是谁？］第十三課あるいは第十四 動詞述語文（二）［这是什么？］、動詞
課
述語文（三）［你有铅笔吗？］第十五課あるいは第十六 動詞述語文（四）［你家有几口人？］、課
動詞述語文（五）［这儿有邮筒吗？］第十七課あるいは第十八 動詞述語文（六）［请再念一次］、動詞
課
述語文（七）［去中国干什么？］第十九課あるいは第二十 完了態［这本书你看了吗？］、変化態
課［快要考试了］
復習
Spring 学期の学習項目の総復習
HSK1 級問題
HSK1 級問題の紹介・解説
総括
これまでの学習内容の総括を行う— 65 —

発行日：2021/5/1【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。
・Preparatory study and review time for this class are 1 hour.

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
< 成績優秀者の他学部科目履修制度利用者> 制度ウェブサイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注意を参照
すること。A と B をセットで履修すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【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。
【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。

【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。
【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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
既習項目の復習・確認

2
3
4
5
6

7
8
9
10
11
12
13
14

第二十一課あるいは第二十二課
第二十三課あるいは第二十四課
第二十五課あるいは第二十六課
第二十七課あるいは第二十八課
第二十九課あるいは第三十課
第三十一課あるいは第三十二課
第三十三課あるいは第三十四課
第三十五課あるいは第三十六課
第三十七課あるいは第三十八課
第三十九課あるいは第四十課
復習
HSK2 級問題
総括

Contents
既習項目（第一課〜第二十課）の復習と確認
経験態［你去过海边儿吗？］、進行態・持続態［你在做什么呢？］
形容詞述語文（一）［水饺好吃吗？］、
形容詞述語文（二）［明天比今天还热］
形容詞述語文（三）［比泰山高一点儿］、
名詞述語文（一）［今天几月几号？］
名詞述語文（二）［现在几点？］、名詞
述語文（三）［这只手表多少钱？］
連体修飾語［你的这件新毛衣真漂亮！］、連用修飾語［我在饭馆儿辛辛
苦苦地干了一个月］
程度補語［谁打得好？］、数量補語［你打了几年网球？］結果補語［对不起，我打错了］、方向補語［你退回去吧］
可能補語［我听不懂］、助動詞［我不想见他］
兼語文［让谁讲好呢？］、受身表現［衣服都被淋湿了］
把構文［我把衬衫弄脏了］、存現文［大楼门口出来了一个高个子］
Fall 学期の学習項目の総復習
HSK2 級問題の紹介・解説
これまでの学習内容の総括を行う— 66 —

発行日：2021/5/1
14

LNG100ZA

English in the Movies

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
グローバル：

成績優秀：○

実務教員：【Textbooks】
Reading assignments and handouts will be provided by the instructor.
【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%.
【Changes following student comments】
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.

【Equipment student needs to prepare】
N/A【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. 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 explored with an additional lecture and presentationsof selected movie clips, accompanied by pair/group work and discussions
to promote further understanding. Toward the end of the semester,
students will analyze a movie of their choice and present it in class.
Feedback for assignments will be given either individually (paper/LMS)or shared during the class. Actual lesson plans and contents may be
modified based on students’ progress. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation2

US vs UK English

3

Language and Social
Class
Language and Identity

45

7Language andStereotypes
Language andEthnicity
Language and Gender8

Language and Code9

Non-verbal
Communication
Language andTranslation

6

10

11

Presentation (1)12Presentation (2)13Presentation (3)Submitting individual movie
report, summing up the course【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.

Megumi KOBAYASHI

他学部公開：

ReviewContents
Course guidance, pre-course
questionnaire
Major two dialects of English (e.g.,
Love Actually)
Situation in the UK (My Fair Lady)
Follow up of lesson 3 (My Fair
Lady)
Accent representation in Disney
movies (e.g, Lion King), race issues
World Englishes in movies (e.g., My
Big Fat Greek Wedding)Female vs male speech (e.g.,Legally
Blond)
Language play, secret message(e.g., Harry Potter series)
Gestures, body language (e.g.,
Inglorious Basterds)
Art of translation,
misunderstanding between
speakers of different languages(e.g., Lost in Translation,
Spanglish)
Students groups will givepresentations
Students groups will givepresentations
Students groups will givepresentations— 67 —

発行日：2021/5/1

SOC100ZA

Introduction to Sociology

12

Gender and Sexuality

13

Family14

Global Inequality

Ralph Ittonen HOSOKI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 5/Thu.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
Sociology is an academic discipline, but it is also a “tool box” of ideas
and concepts that helps us understand the world around us and ourown experiences within that world. Topics covered in this course
include culture, socialization, social structure, deviance, stratification,
inequality, gender, race and ethnicity, education, etc.
Through in-class discussions and assignments, students will use their“sociological imaginations” to think critically about various sociologicaltheories, apply that knowledge to make sense of the past and present,
and think about their own unique experiences within the broader social
context of both Japan and the world. Additionally, students will use andapply this knowledge to propose and carry out a research project thatfurthers their understanding of a topic of interest.
【Goal】
Students will (1) learn to use sociological ideas and concepts to criticallythink about society and social research; and (2) utilize those skills
and knowledge to analyze a social issue and effectively output ideas.
Students will be evaluated on demonstration of their understanding of
the theoretical and substantive matter covered throughout the course,
their thoughtfulness and originality in their work, and their ability tocogently communicate their own ideas.
【Which item of the diploma 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 general, each class will consist of a lecture, in-class discussion(s), anda video and/or activity. The average reading load is about 10-15 English
pages per class. Assignments include: weekly reading responses (one or
two short-answer questions on the assigned readings), a research project
proposal, and a research project (paper or presentation). There are no
exams.
At the beginning of each class, I will provide overall feedback for theprevious week’s assignment, and insightful student responses may beintroduced in class as model responses or as a segue into meaningful
in-class discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Introduction

2

The Sociological
Imagination

3

Classical Sociological
Theories

4

Sociological Research

5Socialization

6
7

CultureDeviance

89Social Stratification
and Inequality
Education

10

Race and Ethnicity

11

Race and Ethnicity inJapanContents
Logistics: go over syllabus, attend
to registration concerns, etc.
(Students planning to registermust attend this first class. Ifenrollment is high, we may need toscreen students.)
Think about what it means tostudy social rather than individual
behavior
Discuss Conflict Theory (Marx),
Functionalism (Durkheim), andSymbolic Interactionism (Mead andBlumer)
Explore the different tools andmethods for conducting social
researchThink about what it means andtakes to become a member ofsociety through socialization
Discuss what is culture
Think about what makes someone,
something, or an action "normal"
and "deviant" and how that affects
individuals on a societal level
Discuss inequality in Japan

Think about the differences
between sex, sexuality, and gender
Explore (global) shifts in family
and personal life
Discuss globalization and thetheorized explanations forinequalities that exist at the global
level【Work to be done outside of class (preparation, etc.)】
To prepare for each class, students are expected to read an average of 1015 English pages. Additionally, there are weekly reading responses (oneor two short-answer questions on the assigned readings), so students are
expected to submit their responses before each class. Beginning aroundand continuing throughout the last third of the course, students willpropose and work on a research project. Weekly preparatory study andreview time for this course are on average, 2 hours each.
【Textbooks】
There is no textbook. Please see the detailed syllabus (to be distributedin class) for all assigned and required readings. Most of the readings
can be directly accessed by students online. Those that cannot will beaccessible through email and/or H’etudes.
【References】
None (see the "Textbooks" section for all necessary details)【Grading criteria】
Active participation: 30% (28 points; 2 points/class + 2-point
adjustment)
Reading responses: 30% (30 points; 3 points/response; choose 10 of 14
responses)
Research project proposal: 10%
Research project: 30%
Total: 100% (100 points)*There is no extra credit.
【Changes following student comments】
I would like to encourage more active in-class participation, so I haveincreased the weight of participation as a grading criterion, and will
actively seek responses from students in class.
【Equipment student needs to prepare】
Students should bring at least paper and a writing utensil. In the firstclass, I will also provide construction paper to make name placards;
students must bring theirs to each class so we can all learn each other’snames.
Printouts of the week’s required reading(s) may also be helpful to referback to during class.
Students will be instructed to submit assignments online.
【Others】
Students who wish to enroll should be prepared to keep up withthe assigned required readings and actively participate in in-classdiscussions and activities.
【Prerequisite】
Ability to understand, communicate in, and write academic English ishighly recommended, although I also encourage students who want tochallenge themselves (in such cases, students should let me know their
specific concerns, if any, as soon as possible).

Reflect on the relationship between
education and social mobility
Think about the social constructionof race, and discuss social privilege
Discuss racial dynamics in Japan— 68 —

発行日：2021/5/1

SOC100ZA

10Gender and Migration

11

Hate Speech and Hate
Crime

12
13
14

Review
Guest Lecture
Final Exam andWrap-Up

Cultural and Ethnic Diversity in Japan
Kyung HEE HA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 5/Thu.5
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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• Explain historical and contemporary issues faced by the indigenous
Ainu and Ryukyuan people, former colonial subjects and theirdescendants, as well as recent immigrants, refugees and asylum seekers• Analyze various data sources including policies, legislations,
historical facts, popular cultural production and personal narratives• Understand and analyze a complex set of privileges we live with andhow differently we are situated in the society accordingly• 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”.

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

2

3
4

5

6

7

8

9

Understanding
Identity, positionality,
privilege
Defining Japaneseness【Work to be done outside of class (preparation, etc.)】
Weekly reading and group project. Preparatory study and review time
for this class are 2 hours each. Complete all readings prior to attendingclass in order to make meaningful contribution to discussion.
【Textbooks】
Unless otherwise indicated, reading materials will be available online.
【References】
Further reference may be provided based on students’ areas of interest.
【Grading criteria】
Active Participation: 20%
Current Issue Presentation: 10%
Small Assignments: 20%
Presentation on Readings:20%
Final Exam: 30%【Changes following student comments】
The instructor will distribute assessment sheets to incorporate students’
feedback.
【Equipment student needs to prepare】
None.

【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.

【Schedule】
No.
Theme
1
Introduction: Myth of
Homogenous Japan

Naomi Chi, “Where Migration
Meets Gender in Northeast Asia:
Marriage Migrants and Domestic
and Care Workers in Japan andSouth Korea” Public Policy Studies(2018), 12: 23-38.
Wooki Park-Kim, “Ethnic ‘Korean
schools’ confront discrimination,
hate speech and hate crime” inCultural and Social Division inContemporary Japan, 2019.
Prepare for Final Exam
TBD
Assessing the degree to which
students understand the subject

Contents
Course overview, racial/ethnic
composition of contemporary
Japanese society“White Privilege: Unpacking theInvisible Knapsack”【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.

Hafu: The Mixed-Race Experiencein Japan (2013)
Japan’s Outcast Group: Ian J. Neary, “Chapter 4:
BurakuBurakumin in contemporary
Japan” (pp. 59-83)
Richard M. Siddle, “Chapter 2: The
Japan’s Indigenous
Peoples
Ainu Indigenous people of Japan”(pp. 21-39)
Japan’s Imperial
Eika Tai, “Between Assimilation
Legacies:
and Transnationalism: the debate
Former Colonial
on nationality acquisition among
Subjects and Their
Koreans in Japan”
Descendants
Post-1990s: Dawn of
Chikako Kashiawzaki,“multicultural“Multicultural Discourse andcoexistence” (tabunka
Policies in Japan: An Assessment
kyosei) policyof Tabunka Kyo-sei,” The
Gakushuin Journal ofInternational Studies (2016), 3:
1-15.
Discussion:
Assess your municipal“multicultural
government’s “tabunka kyosei”
coexistence” today
program“Bubble Economy” and Keiko Yamanaka. “Labor migration
New Japanese: Nikkei and circular diaspora formation by
Brazilians and others
Japanese Brazilians in Japan” fromfrom Latin America
Japan and Global Migration, 2003.

— 69 —

発行日：2021/5/1

CUA100ZA

9Work in Japan

10

Gender in Japan

11

Immigrants and Food:
Vietnamese families in
Japan

12

Who are “Japanese”?

13

Wrap up14

Wrap-upIntroduction to Cultural Anthropology
Kyung HEE HA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 3/Tue.3
他学部公開：

グローバル：

成績優秀：

実務教員：

【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【Which item of the diploma 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 Japanese society as a “field” to better understandhow our culture is constructed, (mis)understood, maintained andchallenged. In doing so, we will collectively deepen our understandingof Japanese society -hopefully in a different way than we are used 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】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
Introduction: What isanthropology?

3

4

5

6

7
8

Contents
Course overview, in-class exercise
John Monaghan and Peter Just.
2000. Social and Cultural
Anthropology: A Very ShortIntroduction. Oxford, UK: Oxford
University Press. Pp. 13-33.
What is culture?
John Monaghan and Peter Just.
2000. Social and Cultural
Anthropology: A Very ShortIntroduction. Oxford, UK: Oxford
University Press. Pp. 34-52.
Encounter with theMichael Weiner 2009. “Chapter 1:
Other‘Self ’ and ‘Other’ in Imperial
Japan” in Japan’s Minorities: The
Illusion of Homogeneity. London
and New York: Routledge. pp.1-20.
Representing the Other Japan’s Indigenous Ainu: Takako
Yamada, “Anthropological Studiesof the Ainu in Japan: Past andPresent” Japanese Review ofCultural Anthropology, vol.4, 2003,
pp. 75-106.
Ethics andReviewing fundamental concepts
Responsibility
and issues in Cultural
Anthropology
What does it mean toMixed-Race Japanese: In-classbe Japanese?
screening Hafu (2013)
School to WorkDavid H. Slater. 2009 “The ‘new
Pipeline in Japanworking 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.?

Gordon Mathews. 2004. “Chapter
7: Seeking a Career, Finding a Job”
in Japan’s Changing Generations.
London and New York: Routledge.
pp. 121-136.
“Deciphering Japan Series: Ep.2
Live to Work”
Lynne Nakano and Moeko
Wagatsuma. 2004. “Chapter 8:Mothers and Their Unmarried
Daughters” in Japan’s Changing
Generations. London and New
York: Routledge. pp.137-154.
“Deciphering Japan Series: Ep.1 A
Woman’s Role”
Erina Seto-Suh. 2016. “Chapter 4:
Everyday Practices of ImmigrantVietnamese Women in Japan in
Obtaining Ingredients for the Foodof Their Homeland” in Rethinking
Representations of Asian Women,
pp.69-85.2
Takeyuki (Gaku) Tsuda “Chapter
10: Japanese-Brazilian: Ethnic
Return Migration and the Makingof Japan’s Newest Immigrant
Minority” in Japan’s Minorities:
The Illusion of Homogeneity.
London and New York: Routledge.
pp.207-227.
Review “Deciphering Japan Series:
Ep.4 Being Japanese”
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】
Nanda, Serena and Richard L. Warms. 2014. Culture Counts: A Concise
Introduction to Cultural Anthropology. 3rd Edition. Wadsworth. ISBN:
1285738519
Spradley, James and David M. McCurdy. 2015. Conformity and Conflict:Readings in Cultural Anthropology. Fifteenth Edition. Pearson. ISBN:0205990797【Grading criteria】
Participation: 20%
Small Assignments: 20%
Midterm:20%
Group Presentation20%
Final Paper: 20%【Changes following student comments】
Case studies and other readings have been changed or updated.
Grading criteria have been revised to place more emphasis on student
participation.
【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.
【Prerequisite】
None.

— 70 —

発行日：2021/5/1
14

PSY100ZA

Introduction to Psychology I
Sayaka AOKI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2
他学部公開：

グローバル：

成績優秀：

実務教員：

【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?

【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.

【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. Please
note that the teaching approach may vary according to which threat
level we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

3
4
5
6
7
8

Neuroscience andBehavior
Sensation andPerception I
Sensation andPerception II
State of Consciousness
I
State of Consciousness
II
Review and Midterm
Exam

9

Learning I

10Learning II

11Learning III

12

Memory I

13

Memory II

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.

【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”.

【Schedule】
No.
Theme
1
Introduction to theField of Psychology
2
Psychological Methods

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

— 71 —

発行日：2021/5/1【Changes following student comments】
Students found this class challenging and fast-paced. I will encourage
students to ask more questions in class and will also save some time forreview.

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.

Sayaka AOKI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 2/Mon.2
他学部公開：

グローバル：

成績優秀：

実務教員：

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

2

Twin Studies

3
45

Development
Intelligence I
Intelligence II

6
7

Emotion
Review & Exam 1

8
9
10

13

Personality I
Personality II
Psychological
Disorders I
Psychological
Disorders II
Psychological
Therapies
Review & Exam 2

14

Wrap-up

11
12

Contents
Nature and nurture: what makes
you you?
Disentangling the influence ofgenes and environment
When and how do we develop?
What is intelligence?
Why do people differ in
intelligence?
What is emotion?
Assessing the degree to which
students understand the course
topicsFreudian theory
Humanistic and trait theories
How do we define psychologicaldisorders?
Overview of various psychologicaldisorders
How do we treat psychologicaldisorders?
Assessing the degree to which
students understand the course
topics
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%).

— 72 —

発行日：2021/5/1
14

PSY100ZA

Developmental Psychology

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 3/Mon.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
グローバル：

成績優秀：○【Textbooks】
Reading assignments, including journal articles and book chapters,
along with links to websites, will be uploaded on the course website.
【References】
Kipp & Shaffer (2013) Developmental psychology:
adolescence, 9th edition. Wardsworth publishing.

Childhood and【Grading criteria】
Mid-term exam 35%; Final exam 35%;
Reflection paper 20%; Participation and discussion 10%

実務教員：【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 foranalyzing and integrating social phenomena from the perspective ofdevelopmental psychology.

【Changes following student comments】
For some students, it seems difficult to learn a lot of new concepts.
Therefore, to understand the contents fully, students are encouraged toask questions when they are unsure about what they listened to/read.
【Prerequisite】
None.

【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, Vygotsky, and Bowlby- acquire some knowledge about developmental disorders and childhood
mental disorders, including autistic spectrum disorders, learning
disorders, attention deficit and hyperactivity disorder (ADHD), Down’s
syndrome, etc.
- develop skills of analyzing daily personal and interpersonal phenomena from perspectives of developmental psychology- increase skills for expressing ideas about human behavior in English,
through oral discussions and reflection papers【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
【Method(s)】Each week, students will learn concepts/theories of developmental
psychology through a lecture and an oral discussion. When sharing
ideas during oral discussions, students are expected to integrateknowledge acquired through 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】
No.
Theme
1
Introduction andOverview
2
Human’s early
development
3
Cognitive development(1)
4
Cognitive development(2)
5
Cognitive development(3)
6
Atypical development
in cognitive functioning
7
Mid-term exam &Review
8
Social emotional
Development (1)9Social emotional
Development (2)10Social emotional
Development (3)11Atypical development
in social emotional
functioning (1)12Atypical development
in social emotional
functioning (2)13Other atypicaldevelopment

Assessing the degree to which
students understand the subject【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. Preparatory study and review
time for this class are 2 hours each.

Sayaka AOKI

他学部公開：

Final exam & Wrap-up

Contents
Course overview
Development in infancy and earlychildhood
Piaget’s theory
Vygotsky’s theory
Development of information
processing
Intellectual disability/Learning
disorderAssessing the degree to which
students understand the subject
Development of emotionalrecognition and expression
Theory of attachment
Development of social interaction
Autistic spectrum disorders

Attention-deficit and hyperactivity
disorder(ADHD)
Other childhood disorders andreview— 73 —

発行日：2021/5/1【Work to be done outside of class (preparation, etc.)】
Students should complete assigned readings before each class andregularly review current news in the fields of media and technology(suggested sources to be provided by the instructor). Preparatory study
and review time for this class is two hours per week.

CUA100ZAMedia Studies
Zeliha MUGE IGARASHI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 2/Thu.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
What are the effects of computers, cell phones, and television in ourlives? Does the way we receive news or other information alter our
perceptions of current events? Do our relationships with friends change
depending on how we communicate with them, whether by phone, email,
Facebook, Twitter, or LINE?
The way we interact 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.

【Textbooks】
The text book is available at the library but readings will be provided in
pdf format through HOPPII and Google Drive.
【References】
Campbell, Richard, Christopher R. Martin, and Bettina Fabos. 2017.
Media & culture: mass communication in a digital age. 11th edition.
Bedford/St. Martin’s.
【Grading criteria】
Participation 10%
Reports 20%
Quizzes 20%
Midterm Exam 25%
Final Exam 25%【Changes following student comments】
None.
【Prerequisite】
None.

【Goal】
1.
Introduce the history of major media and communication
technologies.
2. Provide students with theoretical frameworks to understand andinterpret media’s effects.
3. Build fundamental skills of media literacy.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】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 (print, sound, film, internet),
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.
Classes will include analyses of various media forms throughout thesemester. There will be a quiz at the end of each class.
Students are always encouraged to share their views and interesting
media content during class or through the Google Classroom.
General feedback will be provided at the beginning of each class whereas
individual feedback on assignments and quizzes will be provided
through Google Classroom system. Students who prefer to submit
assignments and exams through HOPPII should contact the lecturer
to receive feedback during office hours or by e-mail.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Introduction to Mass
Communication
3
Media Literacy

4
5
6
7
8
9
10
11
12

13
14

Contents
Description of the course.
Introduction to the field of masscommunication.
An introduction and exercises
analyzing various types of media.
Texts and Print
The historical evolution of theprinting press and its significance.
News and Journalism
Early history of news journalism
and its transformation.
Sound and Recording
Early history of sound recording
and the music industry.
Intellectual Property
Piracy and the music industry.
and Piracy
Copyright, fair use, and sampling.
Early Film
The history of early film. From
photography to motion pictures.
Contemporary Film
Genre theory and productstandardization.
The Internet
The history of information
revolution and online cultures.
Video Games
Gaming cultures and the virtualworld.
Discussion Session
1. Internet addiction
2. Relation between democracy andthe internet.
Advertising
Brand logic and persuasive
strategies.
Final Exam & Wrap-up In-class final exam and review.

— 74 —

発行日：2021/5/1
13

POL100ZA

Introduction to International Relations

International Political
Economy IV:
Contemporary issue II(Economic
globalization)
Review and Final-term
essay preparation

Examining a contemporary issue in
IPE.

TAKESHI YUZAWA

14

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

他学部公開：【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,

グローバル：

成績優秀：

実務教員：

【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, economic nationalism, and (neo)marxism.
【Goal】
The course objectives are: (1) To enable students to develop a broad
understanding of the concepts and theories of IR; (2) To enable
students to utilize the concepts and theories of IR for analyzing
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,and (neo)marxism. In order to enhance our knowledge andunderstanding of the dynamic mechanisms of international politics, it isnecessary to master the key concepts and theories of IR. This is because
IR theories, which are built on the accumulated knowledge of scholars
over many years, offer us a tool to simplify complicated international
phenomena.
Submission of assignments and feedback will be via the Learning
Management System Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.

【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】
No.
Theme
1
Introduction:
What is International
Relations?
2
Key Concepts of IR
3
Realism I

4Realism II

5

Liberalism I

6

Liberalism II

7
8

Review and Mid-term
essay preparation
Constructivism

9Case Studies

10International Political
Economy I

11

International Political
Economy II

12

International Political
Economy III:
Contemporary issue
I(Development andUnderdevelopment)

Review of major topics covered by
week 10-12

Contents
Course outline

Presenting major concepts of IR
Examining the realist tradition inIR
Examining the realist tradition inIR
Examining the liberal tradition inIR
Examining the liberal tradition inIR
Review of major topics covered by
week 2-6
Providing an overview of
constructivist approaches to IR
Analyzing specific cases throughthe lens of IR theories
Examining classical theories in the
study of international political
economyExamining contemporary theories
in the study of international
political economy
Examining a contemporary issue in
IPE.

— 75 —

発行日：2021/5/1
14

POL100ZA

Introduction to International Relations

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 3/Tue.3
グローバル：

成績優秀：

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

他学部公開：

Review and Final-term
essay preparation

実務教員：【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, economic nationalism, and (neo)marxism.
【Goal】
The course objectives are: (1) To enable students to develop a broad
understanding of the concepts and theories of IR; (2) To enable
students to utilize the concepts and theories of IR for analyzing
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.

【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%)

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

【Changes following student comments】
Handouts to be provided in a timely manner.

【Method(s)】In terms of the topics covered, this course provides the foundation
for all other IR related courses, such as World Politics, International
Security, the International Relations of the Asia-Pacific, and Seminar(International Relations B). This course will focus on major concepts
and theories of IR, such as realism, liberalism, constructivism, economic
liberalism,and (neo)marxism. In order to enhance our knowledge andunderstanding of the dynamic mechanisms of international politics, it isnecessary to master the key concepts and theories of IR. This is because
IR theories, which are built on the accumulated knowledge of scholars
over many years, offer us a tool to simplify complicated international
phenomena.
Submission of assignments and feedback will be via the Learning
Management System【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】
No.
Theme
1
Introduction:
What is International
Relations?
2
Key Concepts of IR
3
Realism I

4Realism II

5

Liberalism I

6

Liberalism II

7
8

Review and Mid-term
essay preparation
Constructivism

9Case Studies

10International Political
Economy I

11

International Political
Economy II

12

International Political
Economy III:
Contemporary issue
I(Development andUnderdevelopment)International Political
Economy IV:
Contemporary issue II(Economic
globalization)

13

Contents
Course outline

Presenting major concepts of IR
Examining the realist tradition inIR
Examining the realist tradition inIR
Examining the liberal tradition inIR
Examining the liberal tradition inIR
Review of major topics covered by
week 2-6
Providing an overview of
constructivist approaches to IR
Analyzing specific cases throughthe lens of IR theories
Examining classical theories in the
study of international political
economyExamining contemporary theories
in the study of international
political economy
Examining a contemporary issue in
IPE.

Examining a contemporary issue in
IPE.

— 76 —

発行日：2021/5/1
4

POL100ZA

Introduction to Political Science5

Nathan GILBERT QUIMPO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4
他学部公開：

グローバル：

成績優秀：

6

実務教員：

【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. Other would say
it has to do with the nature, distribution and dynamics of power. Politics,
as Andrew Heywood broadly puts it, is “the activity through whichpeople make, preserve and amend the general rules under which theylive.” On the other hand, Harold Lasswell writes that at its most basic
level, politics is the struggle of “who gets what, when, how.” Politicalscience is the study of the theory and practice of politics.
The course “Introduction to Political Science” provides a comprehensive
overview of the study of politics. It explores the various meaningsof politics, as well as political ideas and ideologies. It analyzes thestate, different types of political regimes, and such political concepts
as legitimacy and security. Showing how political science crosscutswith other academic disciplines, the course ventures into political
economy, society and politics, nations and nationalism, identity politics,
and political culture and the media. It delves into constitutions andlaw, the executive, legislative and judicial branches or dimensionsof government, public policy and the bureaucracy.
It examines
representation, elections and voting, political parties and party systems,
interest groups and social movements.
Apart from looking into
multilevel politics (national, subnational and transnational), it also
peers into globalization, world order and global governance.
【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.

【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 emailor through individual consultations. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
What Is Politics?
(Chapter 1, pp. 1-25)
2
Political Ideas and
Ideologies(Chapter 2, pp 26-55)
3
Politics and the State;
Democracy andLegitimacy (Chapters
3-4, pp. 56-90)

Contents
Defining Politics
Studying Politics
Politics in a Global Age
What is Political Ideology
Classical Ideological Traditions
Other Ideological Traditions
Defining the State
Debating the State
Eclipse of the State?
Legitimacy and Political Stability
Democratic Legitimacy

8

9

10

11

12

13

14

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

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

7

Democracy andLegitimacy; Regimes ofthe Modern World(Chapters 4-5, pp.
90-129Nations andNationalism; Political
Economy andGlobalization(Chapters 6-7, pp.
130-171)
Politics, Society and
Identity; Political
Culture and the Media(Chapters 8-9, pp.
172-217)
Review and Exam

Representation,
Elections and Voting;Parties and Party
Systems (Chapters
10-11, pp. 218-258)
Parties and Party
Systems; Groups,
Interests andMovements (Chapters
11-12, pp. 258-291)
Constitutions, Law and
Judges; Political
Executives andLeadership(Chapters 13-14, pp.
292-340)
Assemblies; Public
Policy and the
Bureaucracy (Chapters
15-16, pp. 341-390)s

Democracy
Traditional Systems of Regime
Classification
Modern Systems of Political Rule
What is a Nation?
Varieties of Nationalism
The Future of Nationalism
Political Economy
Varieties of Capitalism
Globalization
Politics and Society
Identity Politics
Political Culture
The Media and Politics
Post-truth Politics
Assess to what degree students
understand topics discussed;
midterm exam
Representation
ElectionsVoting Behaviour
Party Politics
Party Systems
A Crisis of Party Politics?
Group Politics
Social Movements

Constitutions
The Law
The JudiciaryRole of the Executive
Power in the Executive: Who Leads
Leaders and LeadershipRole of Assemblies
Structure of Assemblies
Performance of Assemblies
The Policy Process
Role of the Bureaucracy
Bureaucratic Power: Out ofControl?
Multilevel Politics;
Politics, Territory and Multilevel
Security: Domestic and GovernanceInternational
Subnational Politics(Chapters 17-18, pp.
Transnational Regionalism
391-435)
Security beyond Boundaries?
Domestic Security
International Security
World Order andTwenty-First Century World Order
Global Governance: Is Global Governance
Politics Broken?
A Crisis of ‘Anti-Politics’?
(Chapters 19-20, pp.
Why We Hate Politics
436-473)
Mending Politics?
Exam and 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】
Andrew Heywood (2019), Politics, 5th edition, London: Red Globe Press.
【References】
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.
【Prerequisite】
None.

— 77 —

発行日：2021/5/1
5

POL100ZA

Introduction to Political Science
Nathan GILBERT QUIMPO

6

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 5/Mon.5
他学部公開：

グローバル：

成績優秀：

実務教員：

7

【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. Other would say
it has to do with the nature, distribution and dynamics of power. Politics,
as Andrew Heywood broadly puts it, is “the activity through whichpeople make, preserve and amend the general rules under which theylive.” On the other hand, Harold Lasswell writes that at its most basic
level, politics is the struggle of “who gets what, when, how.” Politicalscience is the study of the theory and practice of politics.
The course “Introduction to Political Science” provides a comprehensive
overview of the study of politics. It explores the various meaningsof politics, as well as political ideas and ideologies. It analyzes thestate, different types of political regimes, and such political concepts
as legitimacy and security. Showing how political science crosscutswith other academic disciplines, the course ventures into political
economy, society and politics, nations and nationalism, identity politics,
and political culture and the media. It delves into constitutions andlaw, the executive, legislative and judicial branches or dimensionsof government, public policy and the bureaucracy.
It examines
representation, elections and voting, political parties and party systems,
interest groups and social movements.
Apart from looking into
multilevel politics (national, subnational and transnational), it also
peers into globalization, world order and global governance.
【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】
No.
Theme
1
Introduction
What Is Politics?
(Chapter 1, pp. 1-25)
2
Political Ideas and
Ideologies(Chapter 2, pp 26-55)
3
Politics and the State;
Democracy andLegitimacy (Chapters
3-4, pp. 56-90)

4

Democracy andLegitimacy; Regimes ofthe Modern World(Chapters 4-5, pp.
90-129Contents
Defining Politics
Studying Politics
Politics in a Global Age
What is Political Ideology
Classical Ideological Traditions
Other Ideological Traditions
Defining the State
Debating the State
Eclipse of the State?
Legitimacy and Political Stability
Democratic Legitimacy
Democracy
Traditional Systems of Regime
Classification
Modern Systems of Political Rule

8

9

10

11

12

13

14

Nations andNationalism; Political
Economy andGlobalization(Chapters 6-7, pp.
130-171)
Politics, Society and
Identity; Political
Culture and the Media(Chapters 8-9, pp.
172-217)
Review and Exam

Representation,
Elections and Voting;Parties and Party
Systems (Chapters
10-11, pp. 218-258)
Parties and Party
Systems; Groups,
Interests andMovements (Chapters
11-12, pp. 258-291)
Constitutions, Law and
Judges; Political
Executives andLeadership(Chapters 13-14, pp.
292-340)
Assemblies; Public
Policy and the
Bureaucracy (Chapters
15-16, pp. 341-390)sWhat is a Nation?
Varieties of Nationalism
The Future of Nationalism
Political Economy
Varieties of Capitalism
Globalization
Politics and Society
Identity Politics
Political Culture
The Media and Politics
Post-truth Politics
Assess to what degree students
understand topics discussed;
midterm exam
Representation
ElectionsVoting Behaviour
Party Politics
Party Systems
A Crisis of Party Politics?
Group Politics
Social Movements

Constitutions
The Law
The JudiciaryRole of the Executive
Power in the Executive: Who Leads
Leaders and LeadershipRole of Assemblies
Structure of Assemblies
Performance of Assemblies
The Policy Process
Role of the Bureaucracy
Bureaucratic Power: Out ofControl?
Multilevel Politics;
Politics, Territory and Multilevel
Security: Domestic and GovernanceInternational
Subnational Politics(Chapters 17-18, pp.
Transnational Regionalism
391-435)
Security beyond Boundaries?
Domestic Security
International Security
World Order andTwenty-First Century World Order
Global Governance: Is Global Governance
Politics Broken?
A Crisis of ‘Anti-Politics’?
(Chapters 19-20, pp.
Why We Hate Politics
436-473)
Mending Politics?
Exam and 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】
Andrew Heywood (2019), Politics, 5th edition, London: Red Globe Press.
【References】
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.
【Prerequisite】
None.

— 78 —

発行日：2021/5/1
5

POL100ZA

Introduction to Comparative Politics
Nathan GILBERT QUIMPO
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 5/Wed.5
他学部公開：

グローバル：

成績優秀：

6

実務教員：

【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, particularly elections, political parties, voters, interest groups
and social movements.
【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.

7

8

9

10

【Which item of the diploma 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

11

12【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction; Key
Concepts (Hague et al.,
Chapter 1)

2

3

4

Contents
Government and Governance
Politics and PowerThe State, Authority andLegitimacy
Ideology
Political Systems
Theoretical
Institutional, Rational Choice,Approaches;
Structural andComparative Methods
Cultural Approaches(Hague et al., Chapters Qualitative,
2-3)
Quantitative andHistorical Methods
The State; Democratic What is a State? Its
Rule (Hague et al.,Origins and Evolution
Chapters 4-5)
Diversity of States
Nations, Nationalism
Future of the State
Direct and Represent-ative
Democracy
Liberal Democracy
Modernization and Democracy
Waves of Democracy
Democratization
Future of Democracy
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

13

14

Communism andPostcommunism(continuation);
Developing Countries(O’Neil, Chapter 10)

Collapse of Communism
Transformation of Political,
Economic and Societal Institutions
Freedom and Equality in
Developing World
Imperialism and Colonialism
Institutions of Imperialism
Challenges of Post-Imperialism
Democracy and Development
Political Economy;
Understanding Political Economy
Constitutions andComparative Political Economy
Courts (Hague et al.,The Welfare State
Chapters 20 and 7);
Development and Global Divisions
The Character and Durability ofConstitutions
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,al., Chapters 8-9)
Parliamentary andSemi-Presidential Executives
Role of Legislatures
One Chamber or Two?
Representatives and Their Work
Bureaucracies; Public
Bureaucracies: Origins andPolicy (Hague et al„
Evolution
Chapters 10 and 19)
E-government
How Bureaucracies are Organized
Models of the Policy Process
Policy Cycle
Policy Diffusion and Convergence
Sub-national
Multi-level Governance
Governments; Political Unitary Systems
Culture (Hague et al„Federal Systems
Chapters 11-12)
Local government
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
Origins and Types of Interest
GroupsChannels of Influence
Ingredients of Influence
Dynamics of Interest Groups
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 (2018), Essentials of Comparative Politics, 6th 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】
Not applicable.

— 79 —

発行日：2021/5/1【Prerequisite】
None— 80 —

発行日：2021/5/1

SES100ZA

8

Ocean

9

Climate change

10Energy11

Environmental
assessment

12

Environmental
activities by business
community
A road to sustainable
development?
Final exam & wrap-up

Introduction to Environmental Science
Ayami OTSUKA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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 thatare considered as most pressing of our time, such as water, waste,energy, climate change, and biodiversity.
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.

13
14

Basic scientific mechanism, thecurrent status, and typicalcountermeasures on the topic arecovered (including student grouppresentation.)
Basic scientific mechanism, thecurrent status, and typicalcountermeasures on the topic arecovered (including student grouppresentation.)
Basic scientific mechanism, thecurrent status, and typicalcountermeasures on the topic arecovered (including student grouppresentation.)
Environmental impact assessment,
life cycle assessment, andenvironmental valuation
Historical background, corporatesocial responsibility, ESGs
Balance between economic, socialand environmental issues
End of semester examination &course review【Work to be done outside of class (preparation, etc.)】
Students are expected to work on reading assignments for lecture-based
sessions. Students are also expected to review class materials after eachclass. The standard time required for preparatory study and review forthis class are 2 hours each. There will be additional group work forgroup presentation (for lecture 5-10).

【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.

【Textbooks】
There is no set textbook for this course. Handouts and other relevantmaterials will be distributed by the instructor.

【Which item of 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】
Evaluation will be based on
1. Class participation & homework assignments/quizzes (35%)
2. Group presentation and report (25%)
3. Exam (40%).
Students are required to meet satisfactory grade for each element toreceive a grade. The group project is assessed on an individual basis.

【Method(s)】The course will be conducted in mixture of lecture-based learning andmore active involvement of students in class discussions and group
work. Students will engage in a group work on the topic of their choice
which will be presented for lecture 5 through 10. There will also be
mini discussions throughout the course. Feedback on students’ work (onassignments and group work, etc.) is given in class and/or through the
Hosei Learning Management System. Fieldwork and/or mini tours on
environmental facilities may be arranged, if the situation allows. Please
note that the teaching approach may vary according to which threat
level we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.

【References】
William P. Cunningham, Mary Ann Cunningham, Environmental
science: a global concern (14th ed.), McGraw-Hill Education, 2018.

【Changes following student comments】
n/a【Prerequisite】
None.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction andGuidance2

5

Human activity andenvironmental
problems
General mechanism ofenvironmental
problems
Rise of environmental
policies
Water issues

6Land and biodiversity

7

Waste management

3

4

Contents
Setting the context: what isenvironment, environmental
problems, and environmental
studies?
Origin of Environmental pollution
in Japan
From environmental economics
perspectives
Environmental policies (in Japanand International)
Basic scientific mechanism, thecurrent status, and typicalcountermeasures on the topic arecovered (including student grouppresentation.)
Basic scientific mechanism, thecurrent status, and typicalcountermeasures on the topic arecovered (including student grouppresentation.)
Basic scientific mechanism, thecurrent status, and typicalcountermeasures on the topic arecovered (including student grouppresentation.)— 81 —

発行日：2021/5/1【Changes following student comments】
Not applicable.

MAN100ZA

Introduction to Business【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.

EYO Shiaw Jia
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3
他学部公開：

グローバル：

成績優秀：【Prerequisite】
Not needed.

実務教員：【Outline and objectives】
Introducing the fundamentals of business. This is an introductory
course for students to learn and to understand the principles andfunctions of business. Students will be exposed to an overview ofbusiness trends, corporate social responsibility, entrepreneurship andvarious functional areas of a firm such as marketing, accounting andfinance. The course is recommended for students with interest in
business as well as 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 HOPPI or
email. Interactive class participation is encouraged. Please note thatthe teaching approach may vary according to which threat level we are
at: at level 1, 70% of this course will be held on campus, though at level2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
The Environment of
Business
3
Business Ownershipand Entrepreneurship(1)
4
Business Ownershipand Entrepreneurship(2)
5Management andOrganization (1)6Management andOrganization (2)7Review & Midterm
Exam
8
Marketing (1)9Marketing (2)10Marketing (3)

11

12

13
14

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

Contents
Introduction to the course
Exploring the world of businessand economics
Choosing a form of businessownership
Small business, entrepreneurshipand franchises
Understanding the management
process
Creating a flexible organization
Assessing the degree to which you
understand the subject
Building customer relationships
Creating and pricing products
Distributing and promoting
products
Exploring social media ande-business
Understanding financial
statements
Understanding business strategies
Assessing the degree to which you
understand the subject【Work to be done outside of class (preparation, etc.)】
Download the lecture slides, read the assigned chapters of the textbook
and complete any assignments given. 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%).

— 82 —

発行日：2021/5/1【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.

EYO Shiaw Jia
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
Introducing the fundamentals of business. This is an introductory
course for students to learn and to understand the principles andfunctions of business. Students will be exposed to an overview ofbusiness trends, corporate social responsibility, entrepreneurship andvarious functional areas of a firm such as marketing, accounting andfinance. The course is recommended for students with interest in
business as well as 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 HOPPI 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】
No.
Theme
1
Introduction andOverview
2
The Environment of
Business
3
Business Ownershipand Entrepreneurship(1)
4
Business Ownershipand Entrepreneurship(2)
5Management andOrganization (1)6Management andOrganization (2)7Review & Midterm
Exam
8
Marketing (1)9Marketing (2)10Marketing (3)

11

12

13
14

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

Contents
Introduction to the course
Exploring the world of businessand economics
Choosing a form of businessownership
Small business, entrepreneurshipand franchises
Understanding the management
process
Creating a flexible organization
Assessing the degree to which you
understand the subject
Building customer relationships
Creating and pricing products
Distributing and promoting
products
Exploring social media ande-business
Understanding financial
statements
Understanding business strategies
Assessing the degree to which you
understand the subject【Work to be done outside of class (preparation, etc.)】
Download the lecture slides, read the assigned chapters of the textbook
and complete any assignments given. 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.

— 83 —

発行日：2021/5/1
Assignment（20%）
Final exam（60%）

MAN100ZA

International Business and Employability【Changes following student comments】
The lecturer will provide more international business and employability
tips.

Takamasa FUKUOKA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【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. Please
note that the teaching approach may vary according to which threat
level we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Multinational
Companies
3
Global Human
Resources

4Internationalization

5

Companies andOrganizations (1)

6

9
10

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

12

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

7
8

13
14

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

【Work to be done outside of class (preparation, etc.)】
Students should read the assigned chapters in the coursebook to prepare
for class discussions. 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%）— 84 —

発行日：2021/5/1
12

ECN100ZA

Macroeconomics I
Alberto J Iniguez M

13

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

14

他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
This course will provide an overview of macroeconomic issues: thedetermination of output, the cost of living and inflation, production
and growth, and the financial and monetary systems. It introduces
basic concepts of macroeconomics and illustrates the principles with theexperiences of the developed and developing economies.
To prepare students for embarking confidently on their journey in theworld of economic analysis and for seriously analyzing the economic
signals and data we all face daily to be able to justify views and opinionswith 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 andanalyze these issues with the tools learned in 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)】This course will be mainly conducted through lectures, with analysis ofappropriate case studies related to each topic. Students will be expected
to read the required material prior to the lecture to discuss and solve
problems in class.

Saving, Investment,
and the Financial
System -2 (Ch26)
The Monetary System(Ch29)The Monetary System(Ch29)
Review & final exam

The market for loanable funds
Problems
The meaning of money

The Federal Reserve system
Banks and the money supply
Assess students’ performance forthe 2nd half of the course (week8-13).

【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 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: 978-981-49-1534-2). You must buy a
MindTap access code as well to submit your assignments. (Required;sold as a bundle)【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: 978-0-39335649-6)【Grading criteria】
1. Participation: 10%
2. Homework: 25%
3. Midterm exam: 30%
4. Final exam: 35%【Changes following student comments】
Students are encouraged to provide feedback and suggestion regarding
the course. Constructive suggestion is appreciated and may be taken forcourse adjustment.
【Equipment student needs to prepare】
A calculator and a ruler are required.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
Students who have completed Understanding Macroeconomics can nottake this course.

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

【Schedule】
No.
Theme
1
Introduction to the
Course (Syllabus)
Ten Principles of
Economics (Ch1)
2
Ten Principles of
Economics (Ch1)
Thinking Like an
Economist (Ch2)3
Thinking Like an
Economist (Ch2)

4

5

6

7

8
9

10

11

Contents
Introduction to the course
Economics and scarcity
Principles of economics
Principles of economics
Economics as science
Economists as policy advisors

The circular-flow diagram
The production possibilities
frontier
Independence and theInternational trade theory
Gains from Trade
Absolute and comparative(Ch3)
advantages
Case study
Measuring a Nation’s
The economy’s income andIncome (Ch23)
expenditure
The components of GDP
Measuring a Nation’s
Real versus nominal GDP
Income (Ch23)
Is GDP a good measure of economic
well-being?
Problems
Review & midterm
Assess students’ performance forexam
the 1st half of the course (week1-6).
Measuring the Cost of
Inflation, the consumer price index
Living (Ch24)(CPI), GDP deflator versus the CPI
Measuring the Cost of
Correcting economic variables for
Living (Ch24)
the effects of inflation
Problems
Production and Growth Economic growth(Ch25)
Productivity
Economic growth and public policy
Production and Growth Economic growth and public policy(Ch25)The East-Asian Miracle
Saving, Investment,
Financial institutions in theand the Financial
economySystem -1 (Ch26)
Saving and investment— 85 —

発行日：2021/5/1

ECN100ZA

Microeconomics I
Maymay HO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 5/Thu.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【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. Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.

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.
【Textbooks】
Mankiw, Gregory. N. (2015) Principles of Microeconomics, 7thedition, Cengage Learning.
【References】
Other materials will be given by the instructor or shall be announced inclass.
【Grading criteria】【Grading criteria】
Class Participation 25% (Attitude 8%, Assignments 8.5%, Recitation
8.5%)*The two lowest-graded assignments will not be included in thecalculation of the final grade.
Case Study Analysis: 15%
Midterm Exam: 30%
Final Exam: 30%【Changes following student comments】
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】
No.
Theme
1
Introduction

2

How Markets Work (1)3

How Markets Work (2)4How Markets Work (3)5Consumers, Producers,
and Efficiency ofMarkets (1)Consumers, Producers,
and Efficiency ofMarkets (2)Review of Class andIn-class Written Exam
Supply, Demand, andGovernment Policies(1)
Supply, Demand, andGovernment Policies(2)
Public Sector (1)Public Sector (2)

6

7
8

9

10
11
12

13
14

Contents
Introduction to the course(Chapters 1, 2)
Market and competition
The demand curve
The supply curve
Equilibrium analysis (Chapter 4)
Problem sets and practicalapplications (Chapter 1 and 4)
Demand elasticity
Supply elasticity (Chapter 5)
Consumer surplus
Producer surplus
Market efficiency (Chapter 7)
Problem sets and practicalapplications (Chapters 5 and 7)
Review of class and in-class written
exam
Price controls and taxes (Chapter
6)
Taxes (continued)(Chapter 8 and 12)Externalities (Chapter 10)
Public goods and common
resources (Chapter 11)
Supply, Demand, andProblem sets and practical
the Public Sector
applications (Chapters 6, 8, 10, 11,
and 12)
Discussion and Review Discussion and review.
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.

— 86 —

発行日：2021/5/1
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【Textbooks】
Mankiw, Gregory. N. (2015) Principles of Microeconomics, 7thedition, Cengage Learning.

Maymay HO
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 5/Wed.5
他学部公開：

グローバル：

成績優秀：【References】
Other materials will be given by the instructor or shall be announced inclass.

実務教員：【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.

【Grading criteria】【Grading criteria】
Class Participation 25% (Attitude 8%, Assignments 8.5%, Recitation
8.5%)*The two lowest-graded assignments will not be included in thecalculation of the final grade.
Case Study Analysis: 15%
Midterm Exam: 30%
Final Exam: 30%【Changes following student comments】
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】
No.
Theme
1
Introduction

2

How Markets Work (1)3

How Markets Work (2)4How Markets Work (3)5Consumers, Producers,
and Efficiency ofMarkets (1)Consumers, Producers,
and Efficiency ofMarkets (2)Review of Class andIn-class Written Exam
Supply, Demand, andGovernment Policies(1)
Supply, Demand, andGovernment Policies(2)
Public Sector (1)Public Sector (2)

6

7
8

9

10
11
12

13
14

Contents
Introduction to the course(Chapters 1, 2)
Market and competition
The demand curve
The supply curve
Equilibrium analysis (Chapter 4)
Problem sets and practicalapplications (Chapter 1 and 4)
Demand elasticity
Supply elasticity (Chapter 5)
Consumer surplus
Producer surplus
Market efficiency (Chapter 7)
Problem sets and practicalapplications (Chapters 5 and 7)
Review of class and in-class written
exam
Price controls and taxes (Chapter
6)
Taxes (continued)(Chapter 8 and 12)Externalities (Chapter 10)
Public goods and common
resources (Chapter 11)
Supply, Demand, andProblem sets and practical
the Public Sector
applications (Chapters 6, 8, 10, 11,
and 12)
Discussion and Review Discussion and review.
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.

— 87 —

発行日：2021/5/1【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.

MAN100ZA

Principles of Business Management
Maymay HO
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 5/Thu.5
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.

【Textbooks】
Reference on reading materials will be provided in class. Electronicslides will be provided.
【References】
Reference on reading materials will be provided in class.
【Grading criteria】
15%Quizzes
15%Projects / homework
35%Midterm exam
35%Final examination【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】
No.
Theme
1
Introduction to the
Principles ofManagement andGlobalization
2
Mission, Strategy,
Objectives andOrganizational
Structure3
Organisational Culture

4

Leadership

5

Business Models I

6Business Models II

7

Decision Making andControl

8

Review of Class
Materials
Cashflow Management

9

10
11

Organisational
Behaviour
Motivation

12

Human Resource
Management

13
14

Discussion and Review
Wrap-up & Review ofClass Materials

Contents
Introduction to the principles ofmanagement and globalization.

Discuss the mission, strategy,
objective and organizational
structure of a company.
Discuss the different types oforganisation cultures.
Discuss the different types ofleadership styles.
What is disruptive Technology?
Discuss about different businessmodels using case studies ofcompanies.
Analyse more examples of how
Design Thinking was applied.
Discuss how decisions are madeand internal controls are in place tohave a favourable outcome.
Review of class materials.
Discuss the importance of cashflow
and analyse a company’s cashflow
statement.
Discuss the types of organisational
behaviour in a company.
How do companies motivate
employees? Discuss the different
theories on how to motivate
employees.
Discuss the role of human resourceand discuss the strategies used byhuman resource to manage
employees to meet long-term
strategy.
Review of class materials
Review of class materials.

— 88 —

発行日：2021/5/1

TRS100ZA

5Tourism: Sustainable
Development

6

Selling Dreams andExperiences: Tourism
Marketing7

Tourism andTechnology

8Issues in Destination
Management
Event Tourism

Introduction to Tourism Studies
John MELVIN
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 5/Tue.5
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：○【Outline and objectives】
The purpose of this course is to provide students with an understandingof tourism.
You will gain an overview of the scale, scope andorganization 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 2021 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
tourism【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】The course is designed to facilitate a free exchange of ideas and information. Lectures will take place in an interactive environment, withstudents contributing through discussions and a group presentation.
These are important elements of the course and will aid in your learning.
The group presentation on a given case study will provide you within-depth understanding of the unique challenges facing a destination.
You will be required to analyze this and present your solutions andrecommendations.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

9
10

Tourism Crisis andDisaster Management

11

Tourism in Japan

12

Group Presentations

13

Future Developments
in Tourism

14

Examination &Wrap-up【Work to be done outside of class (preparation, etc.)】
Students will be assigned 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.
【Changes following student comments】
To encourage and reward cooperation and hard work, the group projectis assessed on an individual basis.
【Others】
I can draw from my experience in organizing events and as marketing
director of a tourism business in the UK to help provide students with
examples and to illustrate issues.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course Content andClass Format
2
The Structure andOrganization of the
Tourism Sector

3

Tourists: Who, What,
Where, Why, How

4

Tourism Impacts in
Developed andDeveloping Countries

Examining the importance ofsustainability & approaches on
how to manage tourism moresustainably
Examining evolving theories ofmarketing, and the particularchallenges of marketing services
such as tourism
Considering the impact oftechnology on the management &organization of tourism
Analyzing destination managementfrom a case study on Venice, Italy
Analyzing the role of events as adestination resource
Analyzing the vulnerability of
tourism and how destinations can
respond to disasters and COVID-19
Examining the past, present andfuture development of tourism inJapan
Student group presentations(topics will be assigned in class)Considering different scenarios
how tourism may develop in the
futureEnd of semester examination &course review

Contents
Setting the context: Understanding
the interdisciplinary nature of
tourism and its importance
Exploring the structure andorganization of the tourism sector
at the local, national &international level
Exploring different typologies of
tourists & evolutions in tourists’motivations, decision-making andbehaviors
Investigating how tourism can
impact positively and negatively onhost communities, economies andenvironments— 89 —

発行日：2021/5/1

TRS100ZA

6

Selling Dreams andExperiences: Tourism
Marketing7

Tourism andTechnology

8Issues in Destination
Management
Event Tourism

Introduction to Tourism Studies
John MELVIN
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 1/Thu.1
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：○【Outline and objectives】
The purpose of this course is to provide students with an understandingof tourism.
You will gain an overview of the scale, scope andorganization 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 2021 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
tourism【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】The course is designed to facilitate a free exchange of ideas and information. Lectures will take place in an interactive environment, withstudents contributing through discussions and a group presentation.
These are important elements of the course and will aid in your learning.
The group presentation on a given case study will provide you within-depth understanding of the unique challenges facing a destination.
You will be required to analyze this and present your solutions andrecommendations.
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

9
10

Tourism Crisis andDisaster Management

11

Tourism in Japan

12

Group Presentations

13

Future Developments
in Tourism

14

Examination &Wrap-up【Work to be done outside of class (preparation, etc.)】
Students will be assigned 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.
【Changes following student comments】
To encourage and reward cooperation and hard work, the group projectis assessed on an individual basis.
【Others】
I can draw from my experience in organizing events and as marketing
director of a tourism business in the UK to help provide students with
examples and to illustrate issues.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course Content andClass Format
2
The Structure andOrganization of the
Tourism Sector

3

Tourists: Who, What,
Where, Why, How

4

Tourism Impacts in
Developed andDeveloping Countries

5

Tourism: Sustainable
Development

Examining evolving theories ofmarketing, and the particularchallenges of marketing services
such as tourism
Considering the impact oftechnology on the management &organization of tourism
Analyzing destination managementfrom a case study on Venice, Italy
Analyzing the role of events as adestination resource
Analyzing the vulnerability of
tourism and how destinations can
respond to disasters and COVID-19
Examining the past, present andfuture development of tourism inJapan
Student group presentations(topics will be assigned in class)Considering different scenarios
how tourism may develop in the
futureEnd of semester examination &course review

Contents
Setting the context: Understanding
the interdisciplinary nature of
tourism and its importance
Exploring the structure andorganization of the tourism sector
at the local, national &international level
Exploring different typologies of
tourists & evolutions in tourists’motivations, decision-making andbehaviors
Investigating how tourism can
impact positively and negatively onhost communities, economies andenvironments
Examining the importance ofsustainability & approaches on
how to manage tourism moresustainably— 90 —

発行日：2021/5/1

FRI100ZA

Information Studies
Alfons JOSEF SCHUSTER
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.

【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.
(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.
【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】
No.
Theme
1
Introduction

2

3

4

5

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

9

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

10

Information Ethics

11

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

6
7
8

12
13

14

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

— 91 —

発行日：2021/5/1
Attendance: To receive credit for the course students must provide a
reason if absent three or more times in one semester.

FRI100ZA

IT in Modern Society【Changes following student comments】
Feedback from students will be encouraged throughout the course.
【Prerequisite】
This is an introductory course, so no prerequisite knowledge is expected.

Niall MURTAGH
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

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

2

Historical Background3

Early Period of IT

45

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

11
12
13
14

Contents
Background to course and detailed
objectives
From 19th century beginnings tothe electronic age
From cash registers to the Turing
Machine and the Enigma
US or UK: where and when modern
IT began
Networks and protocols, DARPA
and Unix
Synergies, funding and mobility
World’s most innovative countries
The early years: Apple, Microsoft,
IBM, Oracle
The new giants of the Net: Google,
Amazon, Facebook
The social generation
Technology for language and art
Intellectual property
Topics selected by students
Discussion and conclusions【Work to be done outside of class (preparation, etc.)】
Students will prepare short reports on topics to be presented in class.
Exercises will be given based on topics covered in class. Preparatory
study and review time for this class are 2 hours each.
【Textbooks】
Notes and online tutorial links will be provided during class.
【References】
Watson, Ian. The Universal Machine: From the Dawn of Computing to
Digital Consciousness. Copernicus, 2012.
Levy, Steven. In The Plex: How Google Thinks, Works, and Shapes Our
Lives. Simon & Schuster, 2021.
The Four: The Hidden DNA of Amazon, Apple, Facebook, and Google.
2018, Scott Galloway.
【Grading criteria】
Students will be evaluated on the basis of project work consisting ofsubmitted presentations (70%) and a quiz at the end of the semester(30%).

— 92 —

発行日：2021/5/1

BSP200ZA

9

Writing Section(Independent Task)

10

Writing Section(Integrated Task)

11

Speaking Section(Independent Task)

12

Speaking Section(Integrated Task)

13

Practice Test (iBT)

14

Wrap-up and Review
the Course

English Test Preparation Advanced
Naomi HIROTA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 5/Fri.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
ETP Advanced is designed to teach effective test-taking techniques andstrategies for the TOEFL ITP and TOEFL iBT.
【Goal】
This course is designed for students who are interested in studying
abroad in the future. The purpose of this course is to help students toattain greater skill in the command of English which shall be reflectedin your scores on the TOEFL ITP. (Target score: 577) or on the TOEFL
iBT(Target score: 90).
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1” and “DP 4”.
【Method(s)】Students will learn the effective test-taking techniques and strategies
for increasing scores in each section (listening / structure and written
expression / reading / writing / speaking) for the TOEFL ITP and TOEFL
iBT through 1) warm-up vocabulary and an idiomatic expressions quiz
every week, and 2) many exercises in and out of lectures. Personal
advice on methods of individual study will be given as required.
Feedback can be given verbally, non-verbally or in written form. Please
note that the teaching approach may vary according to which threat
level we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

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

Structure

5

Written Expression

6

Reading
Comprehension (I)7

Reading
Comprehension (II)8

Mid-term Exam andWriting

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

・V and IE quiz・Learn the basic format for the
independent task (30 minute essay)
・Learn the effective strategy forthe independent task
・TE for the independent task
・V and IE quiz・Learn the basic format for the
integrated task (read / listen /write)
・Learn the effective strategy forthe integrated task.
・TE for the integrated task,
・V and IE quiz・Learn the basic format for the
independent task
・Learn the effective strategy forthe independent task
・TE for the independent task
・V and IE quiz・Learn the basic format for the
integrated task (read/listen/speak)・Learn the effective strategy forthe integrated task
・TE for the integrated task
・V and IE quiz
・Practice test of TOEFL iBT isconducted in the class・Wrap-up and review the course【Work to be done outside of class (preparation, etc.)】
As this is an intensive class, students should prepare by studying
academic/campus vocabulary, doing practice tests and conducting otherforms of self-study prior to the first class. 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) (even unit numbers)2) Exercises
Barron’s Practice Exercises for the TOEFL ® by Pamela J. Sharpe, 7th
Edition (2011)【References】
Cracking the TOEFL iBT with Audio CD, 2016 Edition, Princeton
Review (2015)
Official Guide to the TOEFL Test, 4th Edition (Official Guide to the
TOEFL iBT), Educational Testing Service (ETS) (2012)【Grading criteria】
This is a pass/fail class. Students are required to take the TOEFL ITP
in July, 2021. Students need to attain the required score on the TOEFL
ITP set by GIS. Assessment will be based on the following:
1. Class participation (30%)
2. Mid-term exam/practice test (40%)
3. Homework (30%)
Students will receive credits for passing the course, but passing or
failing will not affect their GPA.
【Changes following student comments】
The lecturer will provide more TOEFL iBT tips.
【Others】
Credits based on TOEFL & IELTS scores. Check the bulletin board.
【Prerequisite】
None.

— 93 —

発行日：2021/5/1
Hutchinson, Ben. Comparative Literature: A Very Short Introduction
Oxford University Press, 2018.

LIT200ZA

Comparative Literature【Grading criteria】
Class contribution (30%), quizzes (20%), midterm examination (25%),
final paper (25%)

Gregory KHEZRNEJAT
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 5/Thu.5
他学部公開：

グローバル：○

成績優秀：【Changes following student comments】
None.
【Prerequisite】
None.

実務教員：

【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 be given to assess comprehension of
weekly readings. Students will also be evaluated through a midterm
examination and final paper. In-class feedback will be given fordaily reaction papers, and students will receive personal feedback on
written assignments. Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

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

14

What is Comparative
Literature?
Interliterary Theory

Contents
Introduction of course content andselection exam
Basic definitions of the field

Relationships between national
and world literature canons
Literature andColonialism and the world
Colonialism (1)literature system
Literature andPostcolonial voices in world
Colonialism (2)literature
World Literature (1)Development of the concept ofworld literature
World Literature (2)The role of world literature today
Review and Midterm
A review of topics covered in the
Examination
first half of the course
Themes and Images (1) Relationships between language
and interpretation
Themes and Images (2) Specific examples of themes andimages used in literature
Literature and
The invisibility of translation
Translation (1)Literature and"Untranslatable" literature
Translation (2)Interartistic
Modernity, hypertextuality, and theComparison
relationship between literature andother forms of media
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.

— 94 —

発行日：2021/5/1

LIT200ZA【Changes following student comments】
None.

Topics in Japanese Literature: History of Japanese
Literature in Translation【Prerequisite】
None.

Gregory KHEZRNEJAT
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 4/Mon.4
他学部公開：

グローバル：○

成績優秀：

実務教員：

【Outline and objectives】
This course examines the social, political, and cultural forces that shape
the canon of Japanese literature available in English translation. In
particular, we will focus on translations published in the United Statesin the postwar period. How did publishers determine which authors to
introduce to an American audience, and how did those choices influence
our image of Japanese literature in Japan, the US, and globally?
【Goal】
Students will think critically about the discourses of translation,
publication, and world literature. Students will also develop criticalreading and writing skills through class assignments.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】Classes will consist of lectures followed by group discussions. Quizzes
will be used to check reading comprehension, and students will complete
two papers for midterm and final evaluations. 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】
No.
Theme
1
Introduction

2

13

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

14

Final Synthesis

3
4

5
6
7
8
9
10
11
12

Contents
Introduction to the course andselection exam
A comparison of early translationsof Japanese literature into English
Knopf and the Japanese literature
publication project
Osaragi, Homecoming

Tanizaki, In Praise of Shadows
Tanizaki, In Praise of Shadows
Loti, Madame Chrysantheme
A review of topics covered in thefirst half of the course
Tanizaki, Some Prefer Nettles
Tanizaki, Some Prefer Nettles
Tanizaki, Some Prefer Nettles
Kawabata, Japan, the Beautiful,and Myself
Murakami Haruki and othercontemporary authors intranslation
A review of the major themes of thecourse【Work to be done outside of class (preparation, etc.)】
Students are expected to perform close readings of assigned texts andshould be ready to engage in discussion each week. 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%)— 95 —

発行日：2021/5/1
14

SOC200ZA

American History and Society【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.

Robert SINCLAIR
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 2/Mon.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.

【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.
【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. Submission of assignments and feedback will be
via the Learning Management System. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

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

5

US Political
Institutions

6

US Religious Culture

7
8

Review & Midterm
Exam
US Education

9

US Economy

10

US Foreign Policy (1)11

US Foreign Policy (2)12US Social Services

13

US Culture: Arts,
Sports and Leisure

Final Exam & Wrap-up Assessing the degree to which
students understand the subject

Contents
America, idea vs. reality,
organization of the course,
selection exam
Birth of a Nation, American
Revolution and Constitution, Civil
War, Reconstruction, Gilded Age
Progressive Era, The New Deal,rise as a superpower, The Cold War,
recent developments
Native Americans, African
Americans, immigration
The US Constitution, Federal
Government, branches ofgovernment
US religions, church and state,
religion and education
Assessing the degree to which
students understand the subject
The American education system,
education and democracy, recent
problems
Economic Liberalism, social classand economy, the contemporary
economyCurrent attitudes, history ofAmerican foreign policy until WWI
History of American foreign policy
to recent times
History of social services,
organization, public vs. private
services
History, the arts, sporting activities
and leisure— 96 —

発行日：2021/5/1

HIS200ZA

5The Catholic Church,State Building andEconomic Recovery

6

Joan of Arc: A
Charismatic Leader ina Time of Social
Turmoil

7

The Renaissance

8

European Explorationand Expansion

9

The Columbian
Exchange

10

Religious Warfare inEurope11

Asian Relations with
Europe

12

The Slave Trade andAfrica13

Transformation in
Europe

14

The Enlightenment inEuropeEuropean History
Brian Joseph SAYERS
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 2/Wed.2
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
As the world becomes an increasingly globalized place, the study ofhistory is more relevant than ever in order to understand the forces thathave shaped our society. This course will adopt a thematic and broadly
chronological approach in charting some of the major political, social,and economic changes that took place in European History from theLate Medieval to Early Modern period. It will also assess the impactof those events upon the rest of the world. Particular emphasis will
be placed on themes such as the Crusades, the Renaissance, European
Exploration and Expansion, and the Enlightenment.
【Goal】
The aim of this course is to enable students to reach a deeper
understanding of the key events in European History from the Late
Medieval to Early Modern period. In doing so they will enhancetheir ability to think critically about those events and express theiropinions about them in both writing and speaking. Students will
also develop their interpersonal skills through their participation inclassroom 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)】Classes will be held in both lecture and seminar style. PowerPoint
lectures will be followed by small group discussions in which students
within each group will compare their answers (written in note form
before class) to questions accompanying the assigned reading. The
findings of each group are reported back to the lecturer leading to a
general class discussion. Finally, feedback is given by the lecturer. In
the last class, comments and explanations are given for assignments
for all classes taken during the semester. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction:
Development ofMaritime Trade

2

Christian Europe

3

The Crusades from
Dual Perspectives

4

The Black Death

Contents
By the tenth century sea routes
were becoming more important
than land networks forlong-distance trade. Improved
navigational aids, bettermap-making, refinements inshipbuilding, and new politicalsupport for shipping madeseaborne trade easier and slashedits cost.
Europe from 1000 ‒ 1300 was a
region of strong contrasts,
especially with respect to Christianidentity in contrast to the world ofIslam to the east and south.
The meeting of two cultures Christian and Muslim - in theEuropean crusades between 1095
and 1272 offers a unique
opportunity to see how thesedifferent societies viewed one
another.
The spread of the Black Death was
the fourteenth century’s mostsignificant historical development.
Nearly 50 million of Europe’s 80
million people perished between
1347 and 1351.

No region suffered more from theBlack Death than western
Christendom, and arguably noregion made a more spectacularcomeback. Europeans responded bycreating new political and culturalforms.
The immense historical impact of a
French peasant girl, Joan of Arc,demonstrates the importance ofcharismatic individuals during
periods of social turmoil.
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.
By opening new sea-lanes in the
Atlantic, European explorers set
the stage for a majortransformation in world history:
the establishment of overseas
colonies for the purpose ofenriching themselves and theirmonarchs.
The Spanish came to the Americas
for gold and silver, but in thecourse of conquest and settlement
they also learned about crops suchas potatoes and corn. They broughtwith them horses, wheat,grapevines, and sugarcane, as well
as devastating diseases. Historians
call this transfer of previously
unknown plants, animals, people,
and products in the wake of
Columbus’s voyages the Columbian
exchange.
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.
Europeans’ overseas expansion hadoriginally looked toward trade with
Asia, and now the products fromtheir New World colonies, such as
silver and gold, enabled them torealize that ambition.
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.
Between 1600 and 1750, religious
conflict and the consolidation ofdynastic power, spurred on by
long-distance trade, transformed
Europe. Commercial centersshifted northward, as Spain andPortugal lost ground to Englandand France.
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.

【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.

— 97 —

発行日：2021/5/1
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 participation in class discussions (30%)
completion of exercises for class (30%) and essay (40%)
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
Please bring reading materials provided by the lecturer and completed
assignments each week to class.
【Prerequisite】
None.

— 98 —

発行日：2021/5/1

HIS200ZA

History of English Studies in Japan
Mitsutoshi SOMURA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 3/Tue.3
他学部公開：

グローバル：

成績優秀：

実務教員：

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

【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】
No.
Theme
1
Introduction
2
Encounters with
Britain and America
3
The Journal of Iwakura
Embassy
4
The Starting Point ofEnglish Studies inJapan
5Fukuzawa Yukichi

6

Natsume Soseki

7

English Studies andthe WarCourse Review
Mid-term examination

8

9
10
11
12

13

14

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

Contents
The course guidance
A survey of Japan from the arrival
of Perry to globalisation
Japan in the age of imperialism
and survival of the fittest
From Dejima to Edo: frominterpretation to academia
Western Civilization and theprogressive thought
An archetype of the English
teacher in Japan
Nationalism, English and its
education
Course review,
students’ inquiries, and discussion
written examination
Post-war American society andculture in films
From its hegemony in 1950s toCounterculture
English and the left intellectuals in
Japan
The grammar-translation method
and the communicative method.
Students’ presentation
The age of English and linguistic
imperialism.
Student’s presentation
Students’ inquiries, and discussion
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.

— 99 —

発行日：2021/5/1

CUA200ZA

Cultural Studies
Zeliha MUGE IGARASHI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 3/Thu.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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 film, advertising, fashion, music, everyday
commodities, and other mediums combines with institutions of power inshaping 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 a communication tool; how the clothes you
wear communicate your social status to others; and how discourse andideologies formulate your ideas of race, gender, and beauty.

【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【Grading criteria】
Participation 10%
Assignments 30%
Quizzes 20%
Mid-term 20%
Final 20%
【Changes following student comments】
None.
【Others】
Taking "Media Studies" class will be an advantage in student selection.

【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.
There will be a quiz at the end of each class.
General feedback will be provided at the beginning of each class whereas
individual feedback on assignments and quizzes will be provided
through Google Classroom system. Students who prefer to submit
assignments and exams through HOPPII should contact the lecturer
to receive feedback during office hours or by e-mail.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Theory I:
Representation
3
Theory II: Language
and Linguistics

4

Theory III: Semiotics

5
6
7

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

8
9
10
11
12
13
14

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

Contents
An introduction to cultural studies.
Examination of different
understandings of this keyword.
Ferdinand de Saussure and thelanguage of signs(the signifier andthe signified).
Roland Barthes and semiotics.
Four Steps to analyzing culturalobjects.
Michel Foucault and discourse.
Louis Althusser and interpellation.
Basics of Marxist theory.
Relation between consumption andidentity formation.
The genre system and productstandardization.
Self identity and social identity.
Typing and stereotyping.
Social construction of femininity
and its reflection in the media.
Social construction of masculinity
and its reflection in the media.
What is "kawaii"? Whatdoes"kawaii" do?
Concluding remarks and Quiz #2.

【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 will be uploaded to HOPPII and Google Drive.

— 100 —

発行日：2021/5/1
14

PHL200ZA

Intercultural Ethics
Kazuhiro WATANABE
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 3/Fri.3
他学部公開：

グローバル：

成績優秀：

実務教員：

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

【References】
A full bibliography will be given to students at the beginning of thecourse.
【Grading criteria】
Students will be evaluated on the basis of class participation (40%) anda final review report (60%). The review report is due on the last day ofregular classes and should be handed in directly to the professor at thattime.
【Changes following student comments】
Not applicable, due to change in lecturer.
【Equipment student needs to prepare】
Students should register their email address on 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.

【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】
No.
Theme
1
Introduction to the
Course and Overview
of The UN Project"Dialogue Among
Civilizations"2
Case Studies

4

5

6

7

8

9

10

11
12

13

The creation of "third cultures"【Textbooks】
There are no textbooks for 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”.

3

Conflict Resolution【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.

Contents
Intercultural education, scienceand technology, media, ethics,
leadership

Universal human rights; religious
conflict; climate change; whaling
Methodological Issues
Empirical, theoretical, andnormative approaches tointercultural ethics
Theories of
Unilinear model of cultural
Globalization evolution; modernism;
Convergence Theory
universalism
Theories ofMultilinear model of cultural
Globalization evolution; postmodernism;
Divergence Theory
particularism
Theories of
Ecological model of cultural
Globalization - Dual
evolution; post-postmodernism;
Theoryconstructivism
Theoretical Approaches Examples and objections;in Interculturalconnections with universalism
Communication Objectivism
Theoretical Approaches Examples and objections;in Interculturalconnections with relativism
Communication Subjectivism
Theoretical Approaches Situatedness; relationalism;in Intercultural
constructivist models
Communication Interactive
Cross-cultural
Anomic intercultural situations
Dialogue: InterculturalSituations
Cross-cultural
Gun control in the US; hiring
Dialogue: Examples
practices in Japan
Cross-cultural
Avoidance; adaptation;
Dialogue: Possible
confrontation; domination; dialogue
Resolutions
Cross-cultural
Ethnocentric, internal,
Criticismcross-cultural, and integrative
criticism— 101 —

発行日：2021/5/1

SOC200ZA

Sociology of Law

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：土 2/Sat.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
グローバル：

成績優秀：○【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. Please note that theteaching approach may vary according to which threat level we are at:
at level 1, 70% of this course will be held on campus, though at level 2,
50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

2

3
4
5

6

7
8

9

11

Topics on Law andSocial Change
Presentations

13

Presentations andWrap-up

14

Final Exam

実務教員：

【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.

【Schedule】
No.
Theme
1
Orientation

Topics on Law andSocial Change

12

Kelesha NEVERS

他学部公開：

10

Contents
General introduction to the topics,
objectives, and goals for thesemester.
Learning the Basics
What is law? Sources and types oflaw. Functions of law. What issociology of law concerned with?
Why Do (or Don’t ) We Incentive, Punishments and their
Obey the Law?
effects; Evolution of Law
Theoretical
Functionalism; Marxist/Conflict;
Perspectives
Critical Legal Studies
LawmakingWhat is the relationship between
law and society? What is therelationship between social
structure, culture, and law?
Midsemester ExamThis proctored exam consists of a
shortessay, multiple choice, and fill-in
the blank questions.
Sanctions and Social
Is law a tool for domination? How
Control
and why the law is mobilized
Conflict Resolution and The process through which legal
Litigation
disputes emerge? Court and Social
ChangeLaw and Social Change How does law impact society?
Should social change precede law
reform?

Law as the cause of social change.
Can we solve social ills by changing
the law?
Can legal change effectively bringabout social change?
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 in class and online. Encyclopediaof Law & Society: American and Global Perspectives ‒ Sociology ofLaw, Sage Publication, Inc., pages 2-6; The Common Place of Law ‒Transforming Matters of Concern into the Objects of Everyday Life,
Susan S. Silbey and Ayn Cavicchi, pages 556-565; Why People Obey
the Law, Tom R. Tyler, Yale University Press, Pages 3-4, 6-7, 19-27; 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 and Social Change - Discrimination, the Law - andBlacks 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.

— 102 —

発行日：2021/5/1

SOC200ZA

10Case Study: Homicidein Honduras

11

The Lesser Evil

12

Perpetrators, Victims
and Bystanders

13

The Problem of
Accountability

14

Final Exam andConclusion

Sociology of Violence
Yuki NAKAMURA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 4/Fri.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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】
No.
Theme
1
Introduction
2
Sociological Theory ofViolence: Functionalist
Theory3Sociological Theory ofViolence: Interactionist
Theory4Sociological Theory ofViolence: Control
Theory5Modernity, State
Monopoly and the
Civilizing Process

6

Structural Violence
and Perpetrator-less
Crimes7

Bureaucracy andViolence

8

The Problem of Agency

9

Review and Mid-term
Examination

Contents
What is Violence?
Violence will be analyzed from thefunctionalist perspective
Violence will be analyzed from theinteractionist perspective
Violence will be analyzed from theperspective of Control Theory in
Sociology
Norbert Elias’ and Max Weber’s
work will be briefly discussed toshow how processes ofmodernization enable the state tosystematically control violence
Social injustice andperpetrator-less crimes will bepresented as a form of structural
violence throughout the theories
developed by Johan Galtung
Bureaucracy and the Milgram
experiment will be discussed toshow how certain social
mechanisms enable large-scale
atrocities
Reinterpretations of the Milgram
experiment that emphasize
individual action and its
unintended consequences will be
reviewed
Review and Mid-term Examination

Recent developments andconsequences 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】
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.
Vetlesen, Arne Johan. Evil and Human Agency: Understanding
Collective Evildoing. Cambridge, UK: Cambridge UP, 2005.
【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】
Basic knowledge on Sociology will be assumed.
【Prerequisite】
None— 103 —

発行日：2021/5/1

SOC200ZA

Crime and Society

11

Corrections

12

Presentations

13

Presentations andSemester Wrap-up

14

Final Exam

Kelesha NEVERS
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：土 1/Sat.1
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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. Please note that the teaching approach mayvary according to which threat level we are at: at level 1, 70% of thiscourse will be held on campus, though at level 2, 50% will be held on
campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

3

Crime Trends and
Rates

4

Crime Trends and
Rates

5

Theoretical Insights

6

Midsemester Exam

7

Law Enforcement

89

Law Enforcement
Court Systems andProcesses
Court Systems andProcess

10【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 Justicein Japan, Supreme Court of Japan, pg. 4-5, Does Japan Have a Low
Crime? Bui and Farrington, Pages 7-10; -Crime and Deviance in Japan;
White-Collar Crime in US and Japan; Criminological Theories; Outlineof Criminal Justice in Japan, Supreme Court of Japan. Any changes tothis list will be announced online and in 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.
【Equipment student needs to prepare】
Internet access a with smartphone, tablet, and/or computer.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
Learning thefundamentals

Goals of Punishment andRehabilitation; Community
corrections and Reintegration
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.

【Others】
None

Contents
Introduction and Overview of thecourseWhat is a Crime? Criminal Law
and the Nature and Elements of
Crime
What do we know about patterns ofviolent and property crimes andvictimization in Japan and the US?
What is organized and corporate
crimes and how accurate is thedata?
How do we attempt to explain
crime with Classical, Structuraland Social Process theories
This proctored exam consists of ashort essay, multiple choice, andfill-in the blank questions.
Crime and Law Enforcement rolein discovery and control
Law of Arrest, Search, and Seizure
Pretrial and Trial Activities inJapan and the US
Court Methods and Challenges【Prerequisite】
Understanding Society or Introduction to Sociology— 104 —

発行日：2021/5/1
12

SOC200ZA

Race, Class and Gender I: Concepts & Issues
Kyung HEE HA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 4/Tue.4
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course is taught through a combination of lectures, documentaryviewings, and small-group discussions and presentations. Verbal andwritten feedback will be given on assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Overview: Identities
and Inequalities
2
Foundation:“Inequality”

34
5Foundation: “Social
Class”
Social Class in the
United States
Social Class in Japan

6

Foundation:“Race and Ethnicity”

7

Differential Inclusion
into the Society

8Defining Japaneseness

9Foundation:“Gender”
Gender Inequality in
Workplace10

11

Gender Inequality inJapanContents
In-class activity“2. Some Principles ofStratification”“3. Inequality by Design”
Is “color” still “5. Classes in
Capitalism and Pre-Capitalism”“12. Who Rules America?”“19. American Apartheid”
David H. Slater, “The ‘new working
class’ of urban Japan: Socializationand contradiction from middle
school to the labor market” (2009)“24. Racial Formation”“30. The Continuing Significance ofRace”
Peggy McIntosh (2003) “White
Privilege: Unpacking the Invisible
Knapsack” Understanding
Prejudice and Discrimination (pp.
191-196).
Yen Le Espiritu, “Chapter 3:‘Positively No Filipinos Allowed”’
Differential Inclusion andHomelessness” Home Bound:
Filipino American Lives acrossCultures, Communities, andCountries. Berkeley: University ofCalifornia Press, 2003.
Film: Hafu: The Mixed-RaceExperience in Japan (2013)“36. The Social Construction of
Gender”
Christine Williams, “The Glass
Escalator, Revisited: Gender
Inequality in Neoliberal Times,
SWS Feminist Lecturer” Gender &Society, vol. 27 no. 5, 2013: 609-629
Jennifer L. Hirsch, “Culture,
Gender, and Work in Japan: A Case
Study of a Woman in Management”
Ethos, vol. 28, no. 2, 2000: 248-269

13
14Foundation:“Intersectionality”“Intersectionality: A Tool for
Gender and Economic Justice” (pp.
1-5)
Haengja Chung, “Gender andEthnicity at Work: Korean‘Hostess’ Club Rose in Japan” inGender and Labour in Korea andJapan, London and New York:
Routledge, 2009.
Prepare for Final Paper Students prepare for final paper
Wrap up and Review
Review of the concepts and casestudies【Work to be done outside of class (preparation, etc.)】
In addition to preparing for discussions and presentations, students
are expected to review class materials after each class, note down
reflections on the videos shown in class, and do the prescribed readings.
Preparatory study and review time for this class are 2 hours each.
Verbal and written feedback will be given on assignments.
【Textbooks】
No textbook will be used. Readings and other materials will be
distributed in class and/or uploaded on the course website.
【References】
None.
【Grading criteria】
Participation:20%
Current Issue Presentation:10%
Small Assignments:20%
Group Presentation:20%
Final Paper:30%【Changes following student comments】
Students have generally found the class interesting, informative andthought-provoking. However, some in the past have also indicated thatthe workload was heavy. Changes have been made to the assignments
and exercises to make the workload more manageable.
【Equipment student needs to prepare】
None. Students are welcome to bring a laptop to take notes.
【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.
Our goal in this class will not be to memorize or master a series ofclear-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 sucha learning environment, students should speak to each other andthe instructor with respect. Abusive and harsh language will not betolerated. Students with special needs should notify the instructor as
early as possible, no later than the third week of the semester.
【Prerequisite】
Students who intend to enroll in this class are expected to have passed
Introduction to Sociology. This prerequisite may be waived if students
have taken courses in Cultural Studies or Cultural Anthropology.

— 105 —

発行日：2021/5/1
12Media Effect in JapanMedia Effects

1314Group Discussion
Wrap-up and Final
Exam

Zeliha MUGE IGARASHI【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 each per week.

SOC200ZA

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 2/Thu.2
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実務教員：【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.
【Goal】
Students will learn basic theories of media effects research.
These will allow students to recognize and analyze methods used bydifferent types of media that they encounter in their everyday lives.
Through their group presentations, student will have the opportunity
to put media effects in perspective and to discuss these with theirclassmates. Theme such as violence, consumer desire, nationalism,
gender, and culture industries will be analyzed in detail.

【Textbooks】
There is no single textbook required for this course. Readings will be
uploaded to HOPPII and Google Drive.
【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 5%
Assignments 45%
Final Exam 30%【Changes following student comments】
None.
【Others】
Taking Media Studies or Cultural Studies classes during fall semester
will be an advantage if there is need for student selection.
【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 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.
Each course consists of both a lecture and discussion. Classes will also
often include the textual reading of a particular media such as magazine
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 threeassignments and to present one of these in class.
General feedback will be provided at the beginning of each class whereas
individual feedback on assignments and quizzes will be provided
through Google Classroom system. Students who prefer to submit
assignments and exams through HOPPII should contact the lecturer
to receive feedback during office hours or by e-mail. Please note that theteaching approach may vary according to which threat level we are at:
at level 1, 70% of this course will be held on campus, though at level 2,
50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Media as Medium

3
4Media Effects
Media Influence

5
6Media Theory I
Media Effect: Case
Study I

7
8Media Theory II
Student Presentations

9
10

Media Theory III
Media Effect: Case
Study II

11

Society Culture andMass Media

Idols and Japanese entertainment
industry.
Group discussion on media effects.
Wrap-up and Final ExamContents
Description of the course.
"The medium is the message"(McLuhan)Introduction to media effects.
Brief historical overview of media
influence on individuals andsociety.
Cultivation Theory
Effect of Media. Violence andSexuality.
Assignment #1 due.
Student presentations.
Agenda setting and framing.
Presentations on cultivation theory,
agenda setting and framing.
Uses and gratifications.
Anime, manga, and gaming inJapan.
Student presentations on uses andgratifications.
Culture industries.

— 106 —

発行日：2021/5/1【Textbooks】
Berger, John. Ways of Seeing. London: Penguin, 2008. ISBN: 9780141035796
Additional reading material will be provided by the instructor.

ART200ZA

Art History【References】
Material will be provided by the instructor.

Sarah ALLEN
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 4/Tue.4
他学部公開：

グローバル：

成績優秀：

実務教員：

【Grading criteria】
Class participation: 20%
Homework assignments: 30%
Presentation: 30%
Essay: 20%【Changes following student comments】
Not applicable.

【Outline and objectives】
20th-century art history, appreciation and interpretation. Students willlearn to critically analyze various forms of art within their social andhistorical context.
【Goal】
This course will introduce various 20th-century art movements and help
students acquire the theoretical tools necessary to analyze, understandand appreciate art and its context.

【Equipment student needs to prepare】
USB for presentation【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)】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. Please note that the teaching approach mayvary according to which threat level we are at: at level 1, 70% of thiscourse will be held on campus, though at level 2, 50% will be held on
campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Ways of Seeing I

3

Post-Impressionism to
De Stijl

4Ways of Seeing II

5Dada, Surrealism

6

Ways of Seeing III

7

Wartime Propaganda
Art, Abstract
Expressionism
Advertising, Pop Art

8

9Contemporary Art andPopular Culture10

Post-modernism,
Architecture

11

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

12
13
14

Contents
Explanation of course concepts andstudent selection
Discussion of Berger’s ideas inrelation to images presented inclass
History and influences of late
19th-early 20th-century
movements
Discussion of Berger’s ideas inrelation to images presented inclass
History and influences of
20th-century movements
Discussion of Berger’s ideas inrelation to images presented inclass
History and influences of
20th-century movements anddevelopments
History and influences of
20th-century visual culture anddevelopments
History and influences of
20th-century movements anddevelopments
History and influences of
20th-century movements anddevelopments
Presentations about an artist,
work(s), group, or movement
Presentations about an artist,
group, work(s), or movement
Presentations about an artist,
group, work(s), or movement
Art spaces and events of cultural
significance【Work to be done outside of class (preparation, etc.)】
Readings, completing worksheets and other written assignments,
postings on the class website, preparation for group discussion, andresearch. Preparation for class presentation and essay. Preparatory
study and review time for this class are 2 hours each.

— 107 —

発行日：2021/5/1

ART200ZA

Asian Popular Culture
Stevie Tongshun SUAN
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 1/Fri.1
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成績優秀：○

実務教員：【Outline and objectives】
This class will examine popular culture across Asia, focusing on theregion of East Asia, specifically media and cultural practices in South
Korea, China, Taiwan, and Japan. Over this semester we will examine
how various media ̶ music, film, TV dramas, and internet videos ̶are part of local cultural practices in each place. This will include
an examination of their histories in the area, their connections tosociety, and what cultural practices they accompany. However, insteadof focusing exclusively on different countries, we will concentrate on how
these cultural products work across borders, operating transnationally.
By close examination of the production, distribution, and consumptionof these media across East Asia, we will discover surprising connections
beyond the countries they are usually associated with. In other words,
we will analyze the links between these countries that are facilitatedby the media. With this in mind, this class will ultimately consider
how media flows across national boundaries and engages with cultural
regionalism.

10

Communities of Craft
Across Borders

11

Regional Relations
through Media
Student Presentations
Student Presentations
Student Presentations

12
13
14

Feedback and Discussion
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.
【Textbooks】
No textbook will be required as readings will be provided by the
instructor.
【References】
Hunt, Leon, and Leung Wing-Fai. East Asian Cinemas: Exploring
Transnational Connections on Film. Tauris, 2008.
Iwabuchi, Koichi, et al. Routledge Handbook of East Asian Popular
Culture. 2017.
【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 contemporary East Asiansocieties and media, this class aims to develop critical thinking andanalytical skills. Throughout the semester students will: 1) learn
methodologies to examine popular culture from Asia; 2) explore thehistories of various popular cultural products from Asia; 3) examine how
cultural practices cross national boundaries and interact; 4) consider
how these cultural products engage with regionalization in Asia.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】Classes will be lecture-based, with visual material such as clips offilms and animation. Students will be asked to have group discussions
on certain themes. Each week students will be provided with anacademic reading relevant to the topic. These readings will be importantbackground information and/or will be directly addressed as the topic of
the lecture and discussion. Lectures will explain in detail and throughexamples the topic for that class. Discussions based off of the lecture
will be facilitated by questions from the instructor to help the students
explore and develop their critical and analytical skills for that topic.
Students will be assessed on their understanding of the lectures andreadings through their exams. Students will receive feedback in classand in written form, based on a grading rubric provided to the students(by email or a handout). Please note that the teaching approach mayvary according to which threat level we are at: at level 1, 70% of thiscourse will be held on campus, though at level 2, 50% will be held on
campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Transnational Flows ofMusic
3
Transnational
Production of Music
4
Commonality of Film
Practices5
Film Adaptation
Across Borders
6
Sharing an Imaginary
Beyond Nations
7
Fan Practices in Asia
8
Online Fan Cultures
Across Asia
9
Dynamic Influences on
TV Programs

Illustrators producing
transnational imagery in South
Korea
Adapting TV dramas across Asia

Contents
What is Asian Popular Culture?
Influences and interactions ofAmerican pop music in Japan
Transnational K-pop production
Images of urban Asia in 1990s film
Korean film adaptations in
dialogue with global media
Contemporary animation in China
Cosplay practices across China
Online fandom and media in China
and Japan
Transnational components ofpuppet drama on Taiwanese TV— 108 —

発行日：2021/5/1

8ART200ZA

Japanese Popular Culture

9

Akiko MIZOGUCHI

10

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 4/Wed.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
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他学部公開：

グローバル：

成績優秀：○【Goal】
Students will learn to critically engage with, analyze andaddress various modes of Japanese popular culture in the
global context.
Students will become familiar with theories of visual andcultural studies.
【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.
Feedback to the comment cards will be given in the beginningof each class. Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of thiscourse will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

2

Theories 1: Images,
Power, and Politics

3

Theories 2: Viewers
Make Meaning
Theories 3:
Spectatorship,
Power and
Knowledge
Theories 4:
Postmodernism,
Globalization and
Popular Culture
Topics in Japanese
Popular Culture 1
Topics in Japanese
Popular Culture 2

4

5

6
7

13
14

実務教員：

【Outline and objectives】
Popular culture pervades our everyday experiences. Drawing
on visual and cultural studies, we will look at the historicaland theoretical study of visual culture as described in a book
written for North American university students in the first few
weeks. Then, we will look at the research involving specificexamples of Japanese popular culture.

【Schedule】
No.
Theme
1
Introduction

12

Topics in Japanese
Popular Culture 3
Topics in Japanese
Popular Culture 4
Topics in Japanese
Popular Culture 5
Topics in Japanese
Popular Culture 6
Research Workshop
1
Research Workshop
2
Summary

Takarazuka and kabuki“Shôjo” in popular culture
Anime fandom in the global
context
Japanese fashion (designer
fashion and street fashion)
Student presentations of final
paper projects. Feedbacks 1Student presentations of final
paper projects. Feedbacks 2
Revisiting basic theories ofvisual and cultural studies inrelation to Japanese popular
culture【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 be asked
to speak about the weekly articles at least once during thesemester.
Also, students will conduct research, write, and make classpresentations. Preparatory study and review time for this classare 2 hours each.
【Textbooks】
Sturken, Marita and Lisa Cartwright. Practices of looking: anintroduction to visual culture, 2nd ed. NY: Oxford University
Press, 2009. (The assigned sections will be made available on
Hoppii. Students will not be required to purchase a copy.)【References】
Tobin, Joseph J. ed., Re-Made in Japan: Everyday Life andConsumer Taste in a Changing Society. New Haven andLondon: Yale University Press, 1992.
Richie, Donald. The Image Factory: Fads & Fashions in Japan.
London: Reaktion Books, 2003.
Martinez, D.P. (ed.). The Worlds of Japanese Popular Culture:
Gender, Shifting Boundaries and Global Cultures. Cambridge:
Cambridge University Press, 1998.
Craig, Timothy J. (ed.). Japan Pop!: Inside the World ofJapanese Popular Culture. NY: M.E. Sharp, 2000.
Yano, Christine R. Pink Globalization: Hello Kitty’s Trek acrossthe Pacific. Durham and London: Duke University Press, 2013.
【Grading criteria】
The final grade will be determined by evaluation in thefollowing areas: (1) Contribution to class discussion andcomment cards (50%), (2) Presentation of the final paper
project (10%), (3) Final paper (minimum 700 words) (40%).
【Changes following student comments】
I have streamlined the theoretical contents.

Contents
Defining visual and cultural
studies
Image and ideology, how wenegotiate the meaning ofimagesReception and the audience【Others】
Do not miss the first class as a selection process may occur.
【Prerequisite】
None.

Appropriation and cultural
production, gender and thegaze
Producer’s intended meanings,
reflexivity and postmodern
identity
The Imperial Family and the
media in postwar JapanSports as popular culture
Students hand in the topics oftheir final research projects— 109 —

発行日：2021/5/1【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 Lynn COX
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 3/Wed.3
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成績優秀：○

実務教員：【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 related to a specific topic, drawing on examples from various
musical traditions and practices from around the 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.

【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 Participation: 25%, Short Writing Assignments: 50%, Group
Presentation: 25%【Changes following student comments】
Following student feedback, added more time for learning and reviewof technical terminology as well as more time for certain reading
assignments.
【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.

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

2

4

Basic Concepts ofMusic 1
Basic Concepts ofMusic 2
Music and Ethnicity 1

5Music and Ethnicity 2

6Music and Gender

7

Music and Spirituality

8

Music and Community

9

10Music andMarginalized
Communities
Music and War

11Music and Politics

12

Group A Presentations

13

Group B Presentations

14

Final Review andWrap-Up

3

Contents
Overview of the course andrequirements;
selection evaluation (enquete)
Pitch, scales, modes, melody
Rhythm, timbre, texture
Expression of ethnic identity
through traditional forms ofmusic-making
Complex expressions of ethnic
identity or national culture
through contemporary forms ofmusic-making
Traditional gender roles formusic-making; Culturally definedroles of ’masculine’ and ’feminine’
as expressed in music.
The role of music in religious
rituals and traditions; Music as an
expression of spirituality
Music as a tool for social
interaction
Music as a tool of resistanceagainst oppression
Music for battle; Music as acelebration of war;
Music as a tool for propaganda;
Music for resistance and revolution
Final presentations by students inGroup A with follow-up discussions
Final presentations by students inGroup B with follow-up discussions
review of topics and materials— 110 —

発行日：2021/5/1
9

LIT200ZA

10

Performance Studies

11

Stevie Tongshun SUAN

12

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 3/Thu.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
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成績優秀：○

実務教員：【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.

13
14【Grading criteria】
Participation 20%
Presentation 40%
Final paper 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 / No456
78

Performativity of
Language

Student presentations; final paper
submission【References】
Bial, Henry. The Performance Studies Reader. 3rd ed., Routledge, 2013.

【Method(s)】Classes will be lecture-based, with visual material such as video clips.
Students will be asked to have group discussions on certain themes.
Students will be asked to have group discussions on certain themes.
Each week students will be assigned a section from Schechner’s book.
This reading will be important background information and/or will bedirectly addressed as the topic of the lecture and discussion. Lectures
will explain in detail and through examples the topic for that class.
Discussions based off of the lecture will be facilitated by questions fromthe instructor to help the students explore and develop their critical andanalytical skills for that topic. At the end of the semester, students will
be expected to do a short presentation on an assigned topic, and submit
a final report on the topic of the presentation. Students will be assessedon their understanding of the lectures and readings as reflected in theirpresentation and paper. Students will receive feedback in class and in
written form, based on a grading rubric provided to the students (byemail or a handout). Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.

Conceptualizing
Performance
Ritual Practices
Modern Rituals
Playing and
Performance
Philosophies of Play

Student presentations【Textbooks】
Schechner, Richard. Performance Studies: An Introduction. 3rd ed.,Routledge, 2013.

【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”.

3

Shifting Frames ofReference
Intercultural
Performances
Student Presentations
I
Student Presentations
II

How gender is constituted aspractice
Types of acting and theirimplications on us
Stages in everyday life and how
they effect us
Performance on the global stage【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.

【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.

【Schedule】
No.
Theme
1
Introduction
2
What is Performance?

Performativity ofGenderWays of Performing

Contents
What is performance studies?
Performance beyond the theatricalstage
Ways of examining performances
around us
Types of rituals across cultures
Regular practices in modern society
Thinking about "playing" beyond
games
Gradients of playfulness in various
contexts
How are words active on us— 111 —

発行日：2021/5/1

ART200ZA

7

Consumer Cameras

8

Objects of Memory

9

Another Way of
Telling

10Photo Project:
Research
Photo Project:
Proposal
Photo Project: Peer
Review
Photo Project: Final
Submission
Photo Project: Final
Review

History of Photography
Shiho KITO
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 3/Tue.3
他学部公開：

グローバル：

成績優秀：

実務教員：

11
【Outline and objectives】
How old is photography? Can you imagine visually recording
your lunch without a mobile-phone camera? How can you
share a photograph without Instagram, Twitter, or LINE?
Photography was born out of a desire to remember someone
or something, but to many people, it is still ’magic’ that
happens inside a black box. This course looks at the historyof photography to help us re-evaluate how digital images havebecome an integral part of daily experiences.

12
13
14

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.

【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 informed consumers/producers.

【Work to be done outside of class (preparation, etc.)】
Students are expected to prepare required materials for class(instructions will be given each week), as well as download
and do assigned readings. The final project (photo project)
will require students to make photographs outside of classhours. In addition, students must maintain a workbook
that records questions for self-directed research assignments
and describes/reflects upon their creative activities at class(Examples will be shared in the first class). Preparatory study
and review time for this class are 2 hours each.

【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】
No textbook will be used. Handouts and reading materials will
be distributed in class.

【Method(s)】This course uses a practice-based learning approach to guidestudents through a chronological history of photographic
processes.
Each week, a workshop is conducted thatevokes 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 works
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. Attendanceis recorded weekly using visual media (e.g. photograph).
Submission of assignments and mutual feedback are to be
uploaded on Slack.

【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.

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

2

Tracing Shadows-2

3

Fixing the Shadows

4

DIY Cameras-1

5

DIY Cameras-2

6

Burning for Desire

Contents
Introducing the course andexpectations.
Recording memories visually
without a camera.
Discussing the history ofphotography from a technology
perspective.
Making pinhole cameras /camera obscura at home.
Making pinhole cameras /camera obscura at home.
Discussing the history ofphotography from an art
perspective.

【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.
Workbook: Weekly contribution to their workbooks will beminimum of 2 pages per week including documentation of classactivities and self-directed research works.
Final Project: each student must produce a personal photoproject (min. of 10 images). Please note that each student will
be asked to pay for an online book printing service to produce
his/her portfolio book. Printing will cost 300 - 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 xPhoto Essay Project 50%.
【Changes following student comments】
The course has been modified to encourage more practicalengagement with the history of photography.

— 112 —

発行日：2021/5/1【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 photographer/researcher whose
work have been shown at international exhibitions and media.
【Prerequisite】
None.

— 113 —

発行日：2021/5/1
13
14

ART200ZA

Film Theory and Analysis
Akiko MIZOGUCHI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 5/Wed.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
This course introduces students to the terms and theories theyneed to know to think and write critically about film. In addition,
students will also learn about important works in the history ofcinema.
【Goal】
1.Students will develop analytical skills in reading cinematic texts.
2.Students will learn key theories, terms, and arguments of film
studies.
3.Students will develop writing skills to make an argument.
4.Students will develop discussion skills to exchange ideas withothers.
5.Students will become familiar with major directors and works.
【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 120 years and involves many regions, the list of thefilms examined in this course is eclectic. Some examples are as
follows: The Battleship Potemkin, Rear Window, Mishima, Don’t
Look Now, Tropical Malady, Citizen Kane, Sunrise, Rebel Without
a Cause, Bonnie and Clyde, The Hidden Fortress, Xala, The 400
Blows, Ultra Miracle Love Story, Happy Together and Alien.
Feedback to the comments will be given in the beginning of eachsession. Please note that the teaching approach may vary according
to which threat level we are at: at level 1, 70% of this course will
be held on campus, though at level 2, 50% will be held on campus.

【Textbooks】
Corrigan, Timothy. A Short Guide to Writing About Film. Eighth
Edition. NY: Longman, 2011. (The assigned sections will be madeavailable on Hoppii. Students will not be required to purchase a
copy.)【References】
Monaco, James. How to Read a Film: Movies Media and Beyond.
Fourth Edition. NY: Oxford University Press, 2009.
Braudy, Leo and Marshall Cohen. (eds.). Film Theory andCriticism. Seventh Edition. NY: Oxford University Press, 2009.
Richie, Donald.
A Hundred Years of Japanese Film Tokyo:
Kodansha International, 2001.
Miyao, Daisuke (eds.). The Oxford Handbook of Japanese Cinema.
Oxford: Oxford University Press, 2014.
Rich, B.Ruby. New Queer Cinema: The Director’s Cut. Durham:
Duke University Press, 2013.
【Grading criteria】
The final grade will be based on class participation and classdiscussions and comment cards (50%), presentation (10%), and the
project paper (minimum 700 words) (40%).
【Changes following student comments】
Theatrically released animation films (anime) can be the subjectsof project papers as well as live-action films.
【Others】
Do not miss the first class as a selection process may occur.
Students are encouraged to refer to the other sections of the
textbook using the copy in the GIS reference room.
【Prerequisite】
None.

【Fieldwork in class】
なし / No

2
3

4
5
6
7
8
9

10

11

12

Film Terms andWriting About Film
Questioning Films

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

Student presentations 2
Film theory and analysis in the
global context【Work to be done outside of class (preparation, etc.)】
Students will read assigned sections of the textbook before class.
Students will review the assigned sections after class.
Students will prepare their presentations.
Students will write project papers on a film of his/her choice.
Preparatory study and review time for this class are 2 hours each.

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

Research Workshop 2
Summary

Contents
Course overview
Audience and aims of film
criticism
How to take visual notes
Talking back to the movies(Students submit research
project titles)
Themes, narrative
Characters, point of view
Mise-en-scène and realism
Composition and the image
Methods and resources of theresearch on film
History and national cinemas

Genres, auteurs

Formalism and ideology

Student presentations 1— 114 —

発行日：2021/5/1

LAN200ZA

Digital Writing and Publication

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 3/Fri.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
グローバル：

Collaborative Working
Practices II

11

Ethics of Digital
Writing I
Ethics of Digital
Writing II
AI and the Future of
Writing
Final Exam and Wrap
Up

12Mark James BIRTLES

他学部公開：

10

成績優秀：○

実務教員：【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.

13
14【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%,collabotative project 25%, final exam 25%.
【Changes following student comments】
As requested, there will be more time given to completing thecollaborative task.
【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.

【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. Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

3

Identifying the
Audience4

Choosing a Voice andWriting to a Brief

5

AP Style

6

Editing

7

Review and Midterm
Exam
Visual Style andPublication

8

9

Collaborative Working
Practices I

Written examination and summary【Work to be done outside of class (preparation, etc.)】
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”, and “DP 4”.

【Schedule】
No.
Theme
1
Introduction2
Principles of Good
WritingOver the two sessions, students
will work as a team to create
original digital content
Current debates regarding
ownership, copyright and fair use
Current debates regarding
standards and ethical codes
Will the machines take over?

Contents
Course overview
This session will focus on thefoundation of good copywriting
practices
Before we write a single word, weneed to answer three questions:who is our audience? What do they
need? What is our purpose?
This session will look at theimportance of tone and examples of
the kind of brief a writer may be
given
A close look at the importance ofwriting to a specific style, using thestandard AP stylebook
A dive into the world of content
editing
Review and written examination ofcontent thus far
An examination of the interplay
between text, images, video andcolourOver the two sessions, students
will work as a team to create
original digital content— 115 —

発行日：2021/5/1
11

LAN200ZA

12Digital Writing and Publication

13

Mark James BIRTLES

14

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 4/Fri.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.

【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%,collabotative project 25%, final exam 25%.
【Changes following student comments】
As requested, there will be more time given to completing thecollaborative task.
【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.

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

Identifying the
Audience4

Choosing a Voice andWriting to a Brief

5

AP Style

6

Editing

7

Review and Midterm
Exam
Visual Style andPublication

8

9

Collaborative Working
Practices I

10Collaborative Working
Practices II

Written examination and summary【Textbooks】
No textbook will be required in class, materials will be supplied by the
instructor.

【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.

3

Current debates regarding
ownership, copyright and fair use
Current debates regarding
standards and ethical codes
Will the machines take over?

【Work to be done outside of class (preparation, etc.)】
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”, and “DP 4”.

【Schedule】
No.
Theme
1
Introduction2
Principles of Good
Writing

Ethics of Digital
Writing I
Ethics of Digital
Writing II
AI and the Future of
Writing
Final Exam and Wrap
Up

Contents
Course overview
This session will focus on thefoundation of good copywriting
practices
Before we write a single word, weneed to answer three questions:who is our audience? What do they
need? What is our purpose?
This session will look at theimportance of tone and examples of
the kind of brief a writer may be
given
A close look at the importance ofwriting to a specific style, using thestandard AP stylebook
A dive into the world of content
editing
Review and written examination ofcontent thus far
An examination of the interplay
between text, images, video andcolourOver the two sessions, students
will work as a team to create
original digital content
Over the two sessions, students
will work as a team to create
original digital content— 116 —

発行日：2021/5/1
12Social Media Study
Workshop I

13Social Media Study
Workshop II

Mark James BIRTLES

14

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

Final Presentationsand Wrap Up【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.

LAN200ZA

Language, Social Media and Society

他学部公開：

グローバル：

成績優秀：

実務教員：

【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 the broader impact of social
media, using appropriate ideas and terminology• Implement linguistic analysis on social media discourse• Plan, conduct, write and present a short study into current language
use on social media【Which item of the diploma 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, discussion-led
sessions and supervised research. Submission of assignments andfeedback will be via the Learning Management System. We will
actively engage with the social, political and ethical issues surroundingsocial media use and how this shapes our world. We will also employ
methodological approaches to investigate the impact of the language
we use on social media and, in turn, how social media impacts ourlanguage. Finally, this will be synthesized into an original andmeaningful investigation into social media use. Please note that theteaching approach may vary according to which threat level we are at:
at level 1, 70% of this course will be held on campus, though at level 2,
50% will be held on campus.

【Textbooks】
No textbook will be required in class, materials will be supplied by the
instructor.
【References】
Crystal, D. (2006). Language and the Internet (Second Edition).
Cambridge, England: Cambridge University Press.
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 20%, ministudy design and write up 35%, Presentation 15%.
【Changes following student comments】
This is the first year the course has been run, feedback from students is
welcomed.
【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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
What is Social Media?

3

Social Media andLanguage

4

Netspeak: Changes in
Language

5

Social Media and its
Impact on Society I

6Social Media and its
Impact on Society II

7Midterm Exam

8

Learning to Analyse
Discourse

9Internet Research
EthicsSocial Media Study
Examples10

11

Designing a Social
Media StudyClass time allotted for thesupervised research and writing up
of students’ mini study
Class time allotted for thesupervised research and writing up
of students’ mini study
Student presentations on thefindings of their mini study andfinal thoughts from the instructor

Contents
Course overview
Definition of social media and its
place in the wider historicalcontext of computer-mediatedcommunication
How a linguist might approachsocial media and the different
aspects of language which can bestudiedFrom LOL to the emoji ‒ how has
the internet shaped the way inwhich communicate?
A focus on the positive andnegative ways in which social
media has fundamentally affectedsociety
A focus on the positive andnegative ways in which social
media has fundamentally affectedsociety
Written examination of content
thus far
Quantitative and qualitative
approaches to studying social
media discourse
Ethical aspects of using online dataand potential privacy issues
A critique of existing social media
studies as a springboard forstudents’ own study
The basic principles of research
design and methodology— 117 —

発行日：2021/5/1
14

PSY200ZA

Social Psychology I
Yu NIIYA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 2/Fri.2
他学部公開：

グローバル：○

成績優秀：

実務教員：

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

【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.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

4Social Cognition II

5

9

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

10

Conformity II

11
12

Obedience
Persuasion I

13

Persuasion II

6
7
8

What have we learned so far?
Multiple choice and short-essays【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.

【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”.

【Schedule】
No.
Theme
1
Introduction
2
Methods in Social
Psychology
3Social Cognition I

Review & Final ExamContents
What is social psychology?
How do social psychologists study
behaviors?
How do we perceive our socialworld?
How do we make sense of our socialworld?
When do attitudes predict
behaviors?
When do behaviors predict
attitudes?
How much is the social world “outthere” vs. “in our head”?
What have we learned so far?
Multiple choice and short-essays
Why do people conform?
Informational social influence
Why do people conform? Normativesocial influence
What leads to attitude change
When do people get convinced?
Elaboration likelihood model
How can you persuade others?
Persuasion technique— 118 —

発行日：2021/5/1

PSY200ZA

Social Psychology II
Michael MYERS
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 1/Mon.1
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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 before each class and be able toexplain the major concepts and theories they have learned. If there
are any parts they do not fully understand, students are encouraged
to consult the lecturer during class 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. (2019). Social Psychology (13th ed.) McGrawHill.
The reference book will be available in the library and the GIS Reference
Room for those who wish to learn about each topic in more detail.
Handouts and reading materials are on the course website.
【Grading criteria】
Students are evaluated by means of two exams (25% each), in-classactivities (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 introductory courses in psychology(e.g., Introduction to Psychology I/II, Developmental Psychology) may be
given priority in the selection. Students are strongly encouraged to takethis class if they intend to enroll in Self and Culture seminar.
【Prerequisite】
None.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
【Method(s)】Methods of instruction include lectures, films, individual and small
group activities, and discussions. Students will engage in various
hands-on activities and experiments to experience the concepts theylearn in class. Students will be asked to reflect on their daily experiences
and share examples that illustrate these concepts. Student will receive
feedback from the lecturer in the form of in-class comments and writtencomments 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】
No.
Theme
1
Introduction

2
3

Attraction
Close Relationships 1

4
5

Close Relationships 2
Prosocial Behavior

6

Aggression

7

Review and Midterm
ExamGroup Influence 1
Group Influence 2

8
9
10
11
12
13
14

Group Influence 3
Stereotyping andPrejudice 1
Stereotyping andPrejudice 2
Conflict andPeacemaking
Review & Final ExamContents
Overview of course andrequirements; what topics arecovered throughout the course
What increases liking?
What causes relationships to begin
or fail?
Group Work I
When and why we help (or don’thelp)?
What are the determinants ofaggression?
Review of weeks 1-6; midterm
exam
Task performance in groups
Decision-making in groups;
Group Work II
Cooperation vs. competition
What causes prejudice?
Group Work III
How can we reduce prejudice andconflict?
Review of weeks 8-13, final exam

— 119 —

発行日：2021/5/1
9

PSY200ZA

Educational Psychology
10

Dexter DA SILVA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 5/Fri.5
他学部公開：

グローバル：

成績優秀：

実務教員：

11

【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】
No.
Theme
1
Introduction to
Educational
Psychology and to the
Course2

Learning

3

Human Development

4Intelligence5

Language
Development andLanguage Learning

6

Memory7

Retrieval Practice8

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

12

13
14

Motivation

Goal theory; theoretical models of
motivation;
intrinsic / extrinsic;
self-determination theory (SDT);
personal investment;
Motivation in Foreign
Socio-educational model;
Language Learningcurrent 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.

— 120 —

発行日：2021/5/1
Spiegler, M. D., & Guevremont, D. C. (2015). Contemporary behavior
therapy, 6th ed. Belmont, CA, : Wadsworth/Cengage Learning.

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 (50%)

Sayaka AOKI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 3/Mon.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Changes following student comments】
For the final exam, students are expected to start preparation wellin advance, as they need to develop their own answers by reflecting
on their own lives. For this purpose, the questions are shared in the
beginning of this course.
【Equipment student needs to prepare】
Class materials are uploaded on the class websites【Others】
None【Outline and objectives】
This course focuses on how psychology is applied in the field. Students
will acquire new perspectives to analyze and conceptualize the world
and themselves. They will also acquire some psychological skills thatcan be applicable in their daily life.

【Prerequisite】
None【Goal】
Upon completion of this course, students will have(1) learned some psychological concepts and theories that are applied in
the clinical, educational, and workplace settings(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 problems in 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)】This course is taught primarily through lectures and in-class activitiesstudents are expected to be engaged in. At the end of each class,students write 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. The course concludes with a final exam. Please
note that the teaching approach may vary according to which threat
level we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction of thecourse2
Assessment (I)

3
4
5
6
7
8

9
10
11
12
13
14

Contents
How psychology is applicable inreal settings
Overview of psychologicalassessment - How do we know
ourselves?
Assessment (II)Psychological tests (i)Assessment (III)
Psychological tests (ii)
Assessment (IV)Questionnaire
Assessment (V)Interview
Assessment (VI)
Observation
Intervention (I)Overview of psychologicalintervention - How do we change
ourselves?
Intervention (II)Cognitive behavior therapy
Intervention (III)
Dialectic behavior therapy
Intervention (IV)
Emotional control
Intervention (V)Behavioral management
Intervention (VI)
Motivation control
Final Exam & Wrap-up 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】
Salvia, J., Ysseldyke, J., & Witmer, S. (2012). Assessment in special
and inclusive education, 12th ed. Belmont, CA, : Wadsworth/Cengage
Learning.

— 121 —

発行日：2021/5/1

PSY200ZA

Quantitative Research Methods
Yu NIIYA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 3/Mon.3
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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.

【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.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【References】
Morling, B. (2017). Research methods in psychology: Evaluating a worldof information (3rd ed.). New York, NY: W.W. Norton & Company.
Harris, S. R. (2014). How to critique journal articles in the social
sciences. Los Angeles, CA: Sage.
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【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

3
4

The Fundamentals of
Research:Four
Validities
Variables andMeasurements
Descriptive Research

5

Correlational Research
I

6

Correlational Research
II
Correlational Research
III
Correlational ResearchIV
Data analyses I

7
8
9
10
11
12
13
14

Contents
What is research? Why should we
care?
What is good research? How do I
know if I can trust the findings?
How do we define variables? How
do we measure them?
What do people do? Evaluating
frequency claims with observations
How are two variables related?
Evaluating association claims withsurveys
Writing clear questions: closed vs.
open ended questions
How generalizable are my findings?
Sampling issues and validities
Creating a questionnaire

Comparing means and computing
correlations
Experimental Research Common experimental designs;
I
random assignment and control
Experimental Research Designing and conducting a fieldII
experiment
Experimental Research Various threats to internal validity
III
Data Analyses 2
Comparing percentages
Students Poster
Poster presentations of group
Presentations
research— 122 —

発行日：2021/5/1
10

ECN200ZA

Macroeconomics II

11

Alberto J Iniguez M
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 5/Fri.5
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○【Outline and objectives】
This course will provide students with more knowledge of the core
theories in macroeconomics, particularly on the economics of open
economies, unemployment, monetary growth and inflation, and themodel of aggregate demand and supply. Moreover, the role of fiscal andmonetary policy to stimulate the economy will be discussed.
To prepare students for embarking confidently on their journey in theworld of economic analysis and for seriously analyzing the economic
signals and data we all face daily to be able to justify views and opinionswith 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 the theoreticalperspectives
3. Assess macroeconomic theories in terms of their policy implications
4. Articulate macroeconomic debates clearly, using both technical toolsof analysis and an intuitive approach.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course will be mainly conducted through lectures, with analysis ofappropriate case studies related to each topic. Students will be expected
to read the required material prior to the lecture to discuss and solve
problems in class. Assignments and related feedback will be given
via the learning-management system. Additionally, midterm-exam
feedback will be provided in class.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course (Syllabus)
Independence and theGains from Trade(Ch3)2
Consumers, Producers,
and the Efficiency ofMarkets (Ch7)3
Application:
International Trade(Ch9)4Open-economy
macroeconomics (Ch31)

5

6

7

8
9

Contents
Introduction to the course
International trade
Absolute and comparativeadvantages

13

14

実務教員：

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

12

Aggregate demand andaggregate supply -1(Ch33)
Aggregate demand andaggregate supply -2(Ch33)The influence ofmonetary and fiscal
policy on aggregate
demand (Ch34)
The short-run trade-off
between inflation andunemployment (Ch35)
Review & final exam

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
How fiscal policy influences
aggregate demand
The Phillips curve
Shifts in the Phillips curve
Assess students’ performance forthe 2nd half of the course (week8-13).

【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 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: 978-981-49-1534-2). You must buy a
MindTap access code as well to submit your assignments. (Required;sold as a bundle)【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: 978-0-39335649-6)【Grading criteria】
1. Participation: 10%
2. Homework: 25%
3. Midterm exam: 30%
4. Final exam: 35%【Changes following student comments】
Students are encouraged to provide feedback and suggestion regarding
the course. Constructive suggestion is appreciated and may be taken forcourse adjustment.
【Equipment student needs to prepare】
A calculator 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 this course.)
Students who have taken other economics courses need to discuss with
the instructor for permission.

Consumer surplus
Producer surplus
Market efficiency
The determinants of trade
The winners and losers from trade
Case study
The international flows of goods
and capital
The prices for internationaltransactions
Open-economy
A first theory of exchange-rate
macroeconomics (Ch31) determination
Unemployment (Ch28) Identifying unemployment
Case study
Job Search
Minimum wage laws
Unemployment (Ch28) Minimum wage laws
Union and collective bargaining
The theory of efficiency wages
Problems
Review & midterm
Assess students’ performance forexam
the 1st half of the course (week1-6).
Money Growth and
The classic theory of inflation
Inflation -1 (Ch30)
Money Growth and
The cost of inflation
Inflation -2 (Ch30)
Case study— 123 —

発行日：2021/5/1
13
14

ECN200ZA

Microeconomics II
Maymay HO
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 4/Wed.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
This is the second part to an introductory course in microeconomics.
(See prerequisite below.)
In this semester, we will continue covering fundamental concepts andprinciples in microeconomics. This time, we will focus on producer andconsumer theory and the labor market. In the first half of the semester,we will study firm behavior and market structures. In the second halfof the semester, we will discuss consumer theory. The labor market andincome determination will also be examined.
【Goal】The intention of this course is to integrate theory and application.
At the end of the course, students should grasp and be able todiscuss fundamental concepts in microeconomics, i.e. how different
market structures affect producers and consumers and how the labormarket works. Students should be able to examine issues related
to consumption, production, the labor market, income inequality, andpoverty.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】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.

【Work to be done outside of class (preparation, etc.)】
1. Readings- Students are expected to read the textbook chapterscarefully and to prepare for the lecture. Special attention should be
paid to understanding the tables and the graphs.
2. Short assignments- Students are at times given assignments tostrengthen their understanding of the application of the concepts.
Assignments will be presented and discussed in class.
3. Student Group Presentation- Students form groups to make apresentation on current issues relating to Japan’s fiscal situation. Topics
may include: Japanese government debt, tax measures, debt service,social security expenditures, or other government expenditures. Specificguidelines will be given in class.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Mankiw, Gregory. N. (2015) Principles of Microeconomics, 7th edition,
Cengage Learning.
【References】
Other materials, if any, will be given by the instructor or shall beannounced in class.
【Grading criteria】
Assignments and Class Participation: 25%*The two lowest-graded assignments will not be included in thecalculation of the final grade.
Student Group Presentation: 15%
Midterm Exam: 30%
Final Exam: 30%【Changes following student comments】
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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
CourseProducer Theory (1)2Producer Theory (2)3Producer Theory (3)49Producer Theory:
Firms inNon-competitive
Markets (1)Producer Theory:
Firms inNon-competitive
Markets (2)Producer Theory:
Firms inNon-competitive
Markets (3)Producer Theory:
Firms inNon-competitive
Markets (4)Review & Mid-term
ExamConsumer Theory (1)10Consumer Theory (2)11Labor Economics (1)12Labor Economics (2)

5

6

7

8

Discussion and Review Discussion and review.
Final Exam & Wrap-up Review & In-class written exam.

Contents
Introduction to the course
Costs of production (Chapter 13)
Firms in competitive markets(Chapter 14)
Problem sets and practicalapplications (Chapters 13 and 14)
Monopoly (Chapter 15)

Monopolistic competition (Chapter
16)

Oligopoly (Chapter 17)

Problems sets and practicalapplications (Chapters 15, 16, and17)
Review & In-class written exam
Preferences and optimization(Chapter 21)
Solving selected problems andapplications in Chapter 21
Labor demand and supply
Equilibrium in the labor market(Chapter 18); Determinants ofwages
Economics of discrimination(Chapters 19, 20)
Problem sets and practicalapplications (Chapters 18, 19, and20)— 124 —

発行日：2021/5/1【Others】
This course requires students to have some basic understanding of
Statistics and Mathematics.
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.
Some business or accounting knowledge is preferred.

ECN200ZA

Foundations of Finance
EYO Shiaw Jia
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 1/Fri.1
他学部公開：

グローバル：○

成績優秀：【Prerequisite】
None

実務教員：

【Outline and objectives】
Learning the fundamental concepts of finance. This is a basic level
finance course that focuses on the core principles of finance, including
financial statements, financial performance, time value of money andrisk analysis. Even if you are not planning a career in finance, a working
knowledge of finance will help you to understand and interpret financial
information around you. This is important because financial decisions
are everywhere, both for you and the firm that you will work for.
【Goal】
This course presents the fundamental concepts of finance to students.
The goal of this class is to develop corporate finance tools that areused in business. At the end of this course, students will learn andunderstand the quantitative and analytical skills necessary to make agood financial decision.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
【Method(s)】This course is taught primarily through 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】
No.
Theme
1
Introduction andOverview
2
Understanding
Financial Statements(1)
3
Understanding
Financial Statements(2)
4
Evaluating Firms’
Financial Performance(1)
5
Evaluating Firms’
Financial Performance(2)
6
Review & Midterm
Exam
7
The Time Value ofMoney (1)8
The Time Value ofMoney (2)9Interest Rates (1)10Interest Rates (2)11Risk and Rates of
Return (1)12Risk and Rates of
Return (2)13Review and Discussion

14

Contents
Introduction to the course
The Income statement

The Balance sheet

Using financial ratios

Analyzing financial ratios

Assessing the degree to which you
understand the subject
Present value, future value andannuity
Interest rate and uneven cash flow
Bond rating
Determinants of interest rate
Stand-alone risk
Risk in a portfolio context

Issues related to financial
management
Final Exam & Wrap-up Assessing the degree to which you
understand the subject【Work to be done outside of class (preparation, etc.)】
Students are expected to download the lecture slides, read the textbook
and complete any assignments given. 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.
【References】
Further materials will be provided by the instructor.
【Grading criteria】
Students will be evaluated based on class participation (20%), quizzes(10%) and two exams (70%).
【Changes following student comments】
Not applicable.

— 125 —

発行日：2021/5/1【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 4/Fri.4
他学部公開：

グローバル：

成績優秀：

実務教員：

【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 (2015), Study Guide
and Workbook for Accounting for Non-Accountants 3rd edition, Solana
Dreams Publishing Company.
Jae K. Shim, Joel G. Siegel, Nick Dauber, Anique A. Qureshi (2014),
Dictionary of Accounting Terms 6th edition, Barrons Educational Series.
Thomas R. Ittelson (2009), Financial Statements revised and expanded
edition, Career Press.
【Grading criteria】
Projects / Homework / Class participation / Discussion 50%, Mid-term
review exam 20%，and final exam 30%【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】
No.
Theme
1
Introduction

2

Basics of Accounting

3

Accounting and
Financial Statements

4

Accounting Principles①

5

Accounting Principles②

6

The Balance Sheet ①

7

The Balance Sheet ②

8

The Income Statement①

9

The Income Statement②10

Review & Mid-Term
Exam (Quiz Questions)
The Cash Flow
Statement

11

12

The System ofBookkeeping

13

Posting and Trial
Balance
Wrap-up Discussion

14

Review & Final ExamContents
Learn and discuss how accounting
functions in the economy andsociety (handouts and slides)
Learn the basic structure offinancial accounting (Ch. 1,
handouts and slides)
Learn the framework of accounting
and basic financial statements (Ch.
1, handouts and slides)
Learn the generally accepted
accounting principles: GAAP (Ch.
2, handouts and slides)
Learn the generally accepted
accounting principles (Ch. 2,
handouts and slides)
Understand the basics of thebalance sheet (Ch. 3, handouts andslides)Learn how to analyze the numberson the balance sheet (Ch. 3,
handouts and slides)
Learn the basic structure of theincome statement (Ch. 4, handouts
and slides)
Learn how to analyze the numberson the income statement (Ch. 4,
handouts and slides)
Review of previous course
materials and mid-term exam
Learn the basic structure of the
cash flow statement (Ch. 5,
handouts and slides)
Learn the double-entry
bookkeeping (Ch. 7, handouts andslides)Understand the important steps inthe process of double-entry
bookkeeping (Ch. 7, handouts andslides)Comprehensive review and final
exam— 126 —

発行日：2021/5/1
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：火 5/Tue.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【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. Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Speech Production 1

3
4
5
6
7
8
9
10

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

11
12
13

Speech Perception 2
Speech Perception 3
Speech Perception 4

14Speech Perception 5

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

【Work to be done outside of class (preparation, etc.)】
Students are expected to review what was covered in class every week. If
you miss a class, please be sure to contact your classmates or 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%).

— 127 —

発行日：2021/5/1

LIN200ZA

Teaching Pronunciation
Katsuya YOKOMOTO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 5/Mon.5
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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 outcome. 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. Please note that the teaching approach may vary according towhich threat level we are at: at level 1, 70% of this course will be heldon campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

3

Teaching English
consonants

4

The vowel system

5

Teaching English
vowels

6

Review: Teaching
consonants and vowels
Connected speech

78Teaching connectedspeech9Stress10

Teaching stress

Prominence andteaching prominence

12Intonation in English

13

Teaching prominence
and intonation

14

Review: teaching
beyond individual
soundsRoles of prominence in English
Practical issues in teachingprominence in English
What is intonation in English?
Expressing different meanings
using intonation
Microteaching: Prominence andIntonation
Practical issues in teachingintonation in English
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】
No.
Theme
1
Introduction:
Pronunciation andpronunciation teaching
2
The consonant system

11

Contents
Variations in English
Priorities in pronunciationteaching
Phonetic symbols of English
consonants
How to pronounce consonants in
EnglishMicroteaching: Consonants
Practical issues in teaching English
consonants
Phonetic symbols of English vowels
How to pronounce vowels in
EnglishMicroteaching: Vowels
Practical issues in teaching English
vowels
Review and midterm exam
What is connected speech?
Reduction and linking in English
Microteaching: Connected speech
Practical issues in teachingconnected speech
Word stress in English
Sentence stress in English
Microteaching: Word/SentencestressPractical issues in teaching stressin English— 128 —

発行日：2021/5/1

LIN200ZA

11

Speech Acts

12

Presupposition

13

Practice (2)14Examination &Wrap-up

Semantics and Pragmatics
Nobumi NAKAI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 2/Fri.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
Semantics is the study of meaning in language. Pragmatics is thestudy of the ways people use language in actual conversations. The aimof this course is to provide students with an essential understandingof semantics and pragmatics, with examples drawn from English andJapanese.
【Goal】
By the end of the course, students will:(1) Have a general understanding of the interface between semantics
and pragmatics.
(2) Understand key concepts and major theories in the fields.
(3) Survey the wide range of semantic and pragmatic phenomena in all
their richness and variety.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course begins by covering some essential issues of semantics.
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.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2

3

4

5

6

7
8

9

10

【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 will be provided in theclassroom.
【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 (25%), in-classassignments (25%), and a final exam (50%). More than two unexcusedabsences will result in failure of the course. Attendance at the first classis mandatory.
【Changes following student comments】
Not applicable.

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

Outlines many of the jobs thatspeakers accomplish with language
and the ways in which they
accomplish them.
Discusses another precondition for
felicity.
Provides exercises, discussion
questions, and activities.
Semester-end exam

【Equipment student needs to prepare】
The handouts are downloadable in PDF format.

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

【Others】
None.
【Prerequisite】
None.

— 129 —

発行日：2021/5/1

4

LIN200ZA

English Grammar Extended
5Peter EVANS
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 4/Tue.4
他学部公開：

グローバル：

成績優秀：

7

実務教員：

【Outline and objectives】
Essentials of the grammar of the English language, part 2.

8【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 authors of the textbook
describe (on p.vii) several applications, including the following
two:(i) “In many professions (the law being a particularly clear
example) it is a vital part of the content of the work to be able
to say with confidence what meanings a particular sentence 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 sometimes starting 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】
No.
Theme
1
Introduction;
Preposition Phrases(i)2

Preposition Phrases(ii)

3

Preposition Phrases
(iii)

6

Contents
A warm-up after a break ofmonths or longer since English
Grammar: The Basics;
prepositions, as traditionallyand more recently understood
Grammaticized uses of
prepositions; preposition
stranding; structure of
preposition phrases
Preposition phrase
complements; prepositional
idioms and fossilization

9

10

11

12

13

14

Negation andPolarity

Subclausal and clausal
negation; polarity items; scopeof negation
Clause Types (i)Asking, exclaiming, directing:speech acts; interrogatives andquestions
Clause Types (ii)
Exclamatives; imperatives anddirectives
Subordination andSubordinate content clauses:
Content Clauses
declarative, interrogative andexclamative
Relative Clauses (i) Relative clauses (RCs) as noun
modifiers; RCs versus content
clauses; wh, that and bare RCs
Relative Clauses (ii) Integrated versus
supplementary relative
clauses; who, whose, whom;
fused relatives
Grade andComparative and superlative;
Comparison
more, most, less and least;
different kinds of comparisons;comparative clauses
Non-finite Clauses
Four kinds of non-finite clauses(i)(to- and bare infinitivals,
gerund-participials, past
participials); forms andfunctions of these
Non-finite Clauses
Catenative construction;(ii)
raised subjects and objects;
verbless clauses
Coordination (i)Headless coordinate structure;symmetry (or not) incoordination; correlative
coordination
Coordination (ii)
Layered (nested) coordination;
distributive versus joint
coordination; modified andgapped coordinates; movement
in coordination【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 and Geoffrey K Pullum, A Student’s
Introduction to English Grammar (Cambridge: Cambridge
University Press, 2005; ISBN 0-521-61288-8). (Students
will have already used this in the 100-level course English
Grammar: The Basics.)【References】
Rodney Huddleston and Geoffrey K Pullum, The Cambridge
Grammar of the English Language (Cambridge: Cambridge
University Press, 2002). (Do not use any grammar bookintended for, or often used by, 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 a lot of class time, thereby
allowing the course content to expand to cover coordination(traditionally if rather misleadingly called “conjunction” or“coordinating conjunction”).
【Others】
http://tinyurl.com/pe-grammar makes each class slideshow
available to anyone, anywhere.

— 130 —

発行日：2021/5/1【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 six chapters of the textbook in order to catch up).

— 131 —

発行日：2021/5/1

LIN200ZA

8Morphological
Oddities (ii)9

Lexical Semantics(i)

10

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

The Words of English
Peter EVANS
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 1/Tue.1
Notes：< GIS students > 2008-2015 年度入学者は配当年次 1〜4 年
他学部公開：

グローバル：

成績優秀：

12

実務教員：

【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】
No.
Theme
1
Words: An
Introduction
2
The Phonology ofEnglish3

Phonological Words

4

Word Origins (i)5Word Origins (ii)67Prefixes andSuffixes

Morphological
Oddities (i)

11

13
14

The History ofEnglish Vocabulary
The History ofEnglish Phonology

Stress shifting and theGermanic/Latinate distinction;
suppletion; retention/loss of
irregular forms
Entailment; meanings offunction words; meanings ofcontent words
Meaning and grammar;argument structure
Factors in deciding what aword refers toSyntactic frames and semanticroles; influence of function
words
The historical sources of thewords 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 second and third classes in 2020,
the students had to write out the content of https://tinyurl.com/
we-cather in normal spelling.) 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%Contents
Words, listemes and idioms
Spelling and pronunciation;
the International Phonetic
Alphabet
Phonotactics; the syllable;
parsing the speech stream
Affixation, compounding, andminor morphological processes
Widening, narrowing, andother semantic change;
conversion; borrowing; coining
Compositionality; function vscontent; the free vs the bound;roots vs stems; inflection vsderivation; affixal syntax andphonology; allomorphy;
productivity
Multiple morphemes for thesame job; root alterations;remnants from the past

【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 use in class 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.
【Prerequisite】
None.

— 132 —

発行日：2021/5/1

LIN200ZA

Psycholinguistics
Mako ISHIDA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 3/Thu.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
This course will cover the basic notions of psycholinguistics‒ how languages are acquired, learnt, used, and understoodin daily situations. It primarily focuses on human speechcommunication - how auditory and visual information isprocessed and integrated in the human brain. We will explore
research findings in linguistics, acoustics, psychology, andneuroscience.

13

Neuroscience 2

14

Checkpoint

Short-term memory andlong-term memory
Review and final exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to review what was covered in classevery week. If you miss a class, please be sure to contact
your classmates or the course instructor about lecture notes
and assignments. Preparatory study and review time for thisclass are 2 hours each.
【Textbooks】
No textbook will be used.
provided in class.

Handouts and worksheets are【References】
Berninger, V.W., & Richards, T.L. (2002). Brain literacy foreducators and psychologists. San Diego, CA: Academic Press.
Carroll, D.W. (2008). Psychology of language (5th edition).
Belmont, CA: Cengage Learning/Wadsworth.
O’Grady, W., Dobrovolsky, M., & Katamba, F. (1996).
Contemporary linguistics: An introduction. Essex: Pearson
Education.

【Goal】
There are three main goals:(1) Students understand the basic structures of language.
(2) Students understand communication strategies including
auditory and optical illusion.
(3) Students understand the basic brain structure andfunctions for human speech communication.

【Grading criteria】
Attitude and participation (20%), Pop quizzes (20%), Midterm
exam (30%), Final exam (30%).
Please be sure to attend every class. Absence three times
without prior and reasonable notice will result in the failure ofthis course. A delay can be counted as an absence. Pop quizzes
are “open-notes” (not “open-book”), and they are intended toassess your comprehension of materials.

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

【Changes following student comments】
No particular change.

【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 andgroups. Feedback for course contents and assignments will be
provided in class.

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

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

2
3
4
5
6
7
8
9
10
11
12

Language
Acquisition
SpeechCommunication 1
SpeechCommunication 2
SpeechCommunication 3
SpeechCommunication 4
Checkpoint
Communication
Strategies 1
Communication
Strategies 2
Communication
Strategies 3
Vocabulary andMemoryNeuroscience 1

Contents
What do we do when we
communicate?
How did we acquire a first
language?
The basic components oflanguage 1
The basic components oflanguage 2
The basic components oflanguage 3
Ambiguity & Grice’s
conversational maxims
Review and midterm exam
The cocktail party effect and
McGurk effectSlips of the ear, slips of the
tongue, slips of the pen
Polite fictions & Sapir-Whorf
hypothesis
How many words do you needto know?
The basic brain anatomy andlanguage processing— 133 —

発行日：2021/5/1

LIN200ZA

9

Linguistic Featuresand Indexicality

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：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 4/Tue.4
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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
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. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Overview

2

Linguistics andSociolinguistics

3

Languages andDialects
Regional and Social
Variations
William Labov’s
Studies

45Language and Gender

6

Language andEthnicity

7

Mid-semester Exam
Language and Social
Class (Part 1)
Language and Social
Class (Part 2)

8

Contents
Outlining the course content andinstructional methodologies(1) Definitions of linguistics andsociolinguistics(2) Interaction between linguistic
and social variables(1) How many languages are there
in the world?
(2) Languages and dialects(3) Regional and social variations(1) The social stratification of the
non-prevocalic /-r/ in NYC(2) Centralized diphthongs in
Martha’s Vineyard(1) Genderlect(2) Sexism and PC(3) Gender and attitudes(1) AAVE(2) Ethnic markers in utterances(3) Australian accents and ethnic
groups in Sydney(4) Features of Maori English(1) Mid-semester examination(2) Three Australian accents(1) Indicators, markers andstereotypes(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 sources. 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.
Trudgill, P. (2003). A glossary of sociolinguistics. Oxford University
Press.
Wardhaugh, R., & Fuller, J. M. (2015).
An introduction tosociolinguistics (7th 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 sources.
The handouts are downloadable in PDF format.
【Others】
It is recommended that students have completed 100-level linguistics
courses with good grades. This course is cross-listed with the Global
Open Program. Non-GIS students may join if they demonstrate solidbackground in linguistics and meet the minimum English proficiency
requirement: TOEFL iBT® 80 or IELTS 6.0.
【Prerequisite】
No prerequisite is required.

(1) Three New Zealand accents(2) H-dropping in Bradford andNorwich— 134 —

発行日：2021/5/1

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
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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
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】
No.
Theme
1
Course Overview

2

Linguistics andSociolinguistics

3

Languages andDialects
Regional and Social
Variations
William Labov’s
Studies

45Language and Gender

6

Language andEthnicity

7

Mid-semester Exam
Language and Social
Class (Part 1)
Language and Social
Class (Part 2)

8

9Linguistic Featuresand Indexicality

Contents
Outlining the course content andinstructional methodologies(1) Definitions of linguistics andsociolinguistics(2) Interaction between linguistic
and social variables(1) How many languages are there
in the world?
(2) Languages and dialects(3) Regional and social variations(1) The social stratification of the
non-prevocalic /-r/ in NYC(2) Centralized diphthongs in
Martha’s Vineyard(1) Genderlect(2) Sexism and PC(3) Gender and attitudes(1) AAVE(2) Ethnic markers in utterances(3) Australian accents and ethnic
groups in Sydney(4) Features of Maori English(1) Mid-semester examination(2) Three Australian accents(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 sources. 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.
Trudgill, P. (2003). A glossary of sociolinguistics. Oxford University
Press.
Wardhaugh, R., & Fuller, J. M. (2015).
An introduction tosociolinguistics (7th 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 sources.
The handouts are downloadable in PDF format.
【Others】
It is recommended that students have completed 100-level linguistics
courses with good grades. This course is cross-listed with the Global
Open Program. Non-GIS students may join if they demonstrate solidbackground in linguistics and meet the minimum English proficiency
requirement: TOEFL iBT® 80 or IELTS 6.0.
【Prerequisite】
No prerequisite is required.

(1) Three New Zealand accents(2) H-dropping in Bradford andNorwich(1) Indicators, markers andstereotypes(2) Indexicality(3) Enregisterment— 135 —

発行日：2021/5/1
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 2/Tue.2
他学部公開：

グローバル：○

成績優秀：

実務教員：

【Outline and objectives】
The ratio of native to non-native users of English in the world is roughly
estimated to be 1:3. However, it was only towards the turn of the
century that sociolinguists/applied linguists took a keen interest in the
expanding use of English as a lingua franca (ELF), which is due to theglobalisation in all aspects of society, including mass media and pop
culture. Arguably, some Expanding Circle countries, where English does
not have an official language status, have recently overshadowed theOuter Circle ones in proficiency and frequency of use.
The former part of the course observes how extensively English
is used in international contexts, mainly among non-native speakers,
while analysing phonetically examples of L2-accented speech. It
also refers to the limitations in the traditional models of the World
English(es) put forward by B. Kachru and other scholars. The latter
half discusses native-speakerness, bilingualism and native-speakerism,
all of which exert a significant influence on pedagogical practices,and suggests how these notions could/should be modified from theperspective of ELF. The course is concluded with an analysis of status
and function of English in present-day Japan.
【Goal】
By the end of the course, students will:(1) understand key terminology and concepts in ELF and World
English(es),(2) have an awareness of the wider use of English in non-native speaking
contexts, and(3) become familiar with interpreting quantitative/qualitative data for
linguistic research.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course is a combination of lectures and 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. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Overview
World Englishes (Part1)

2World Englishes (Part2)

3

Limitations of theThree-circle Model

4

Introduction to ELF

5English inInternational Contexts(Part 1)

6

English inInternational Contexts(Part 2)
Phonetic Features of
L2 English

7

10

Contents(1) Outlining the course content
and instructional methodologies(2) The three-circle model of World
Englishes(1) The diasporas of English(2) Development of postcolonial
Englishes(1) Kachru’s (1985) model(2) Other models of World
English(es)(1) What is a lingua franca?
(2) English as a Lingua Franca(ELF)(3) ELF users(1) English in Europe(2) English in internationalorganisations(3) English in business(4) English media for non-L1
English speaking viewers(1) English in aviation(2) English in pop culture

11

12

13

14

Mid-semester ExamCore Features of ELF(Part 1)
Core Features of ELF(Part 2)Native Speakerness
and Critical Period
Hypothesis (Part 1)(1) Mid-semester examination(2) 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) EFL users’ accommodation to
the ENL norm
ELF in Japan(1) History of ELF/EIL 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 sources. 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 sources.
The handouts are downloadable in PDF format.
【Others】
It is recommended that students have completed 100-level linguistics
courses with good grades. This course is cross-listed with the Global
Open Program. Non-GIS students may join if they demonstrate solidbackground in linguistics and meet the minimum English proficiency
requirement: TOEFL iBT® 80 or IELTS 6.0.
【Prerequisite】
No prerequisite is required.

(1) German-accented English(2) Spanish-accented English(3) Chinese-accented English(4) Japanese-accented English— 136 —

発行日：2021/5/1
9

LIN200ZA

English as a Lingua Franca
Yutai WATANABE

10

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

グローバル：○

成績優秀：

実務教員：

【Outline and objectives】
The ratio of native to non-native users of English in the world is roughly
estimated to be 1:3. However, it was only towards the turn of the
century that sociolinguists/applied linguists took a keen interest in the
expanding use of English as a lingua franca (ELF), which is due to theglobalisation in all aspects of society, including mass media and pop
culture. Arguably, some Expanding Circle countries, where English does
not have an official language status, have recently overshadowed theOuter Circle ones in proficiency and frequency of use.
The former part of the course observes how extensively English
is used in international contexts, mainly among non-native speakers,
while analysing phonetically examples of L2-accented speech. It
also refers to the limitations in the traditional models of the World
English(es) put forward by B. Kachru and other scholars. The latter
half discusses native-speakerness, bilingualism and native-speakerism,
all of which exert a significant influence on pedagogical practices,and suggests how these notions could/should be modified from theperspective of ELF. The course is concluded with an analysis of status
and function of English in present-day Japan.

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) EFL users’ accommodation to
the ENL norm
ELF in Japan(1) History of ELF/EIL 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【Goal】
By the end of the course, students will:(1) understand key terminology and concepts in ELF and World
English(es),(2) have an awareness of the wider use of English in non-native speaking
contexts, and(3) become familiar with interpreting quantitative/qualitative data for
linguistic research.

【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 sources. Preparatory
study and review time for this course 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”.

【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.

【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】
No.
Theme
1
Course Overview
World Englishes (Part1)

2World Englishes (Part2)

3

Limitations of theThree-circle Model

4

Introduction to ELF

5English inInternational Contexts(Part 1)

6

English inInternational Contexts(Part 2)
Phonetic Features of
L2 English

7

8

Mid-semester ExamCore Features of ELF(Part 1)

Contents(1) Outlining the course content
and instructional methodologies(2) The three-circle model of World
Englishes(1) The diasporas of English(2) Development of postcolonial
Englishes(1) Kachru’s (1985) model(2) Other models of World
English(es)(1) What is a lingua franca?
(2) English as a Lingua Franca(ELF)(3) ELF users(1) English in Europe(2) English in internationalorganisations(3) English in business(4) English media for non-L1
English speaking viewers(1) English in aviation(2) English in pop culture【Textbooks】
No textbooks are used. All handouts are posted on the course website,while additional materials will be provided in the classroom.

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

(1) German-accented English(2) Spanish-accented English(3) Chinese-accented English(4) Japanese-accented English(1) Mid-semester examination(2) Lingua Franca Core

— 137 —

発行日：2021/5/1

LIN200ZA

Topics in Applied Linguistics A: Linguistic Landscapes

12

Presentation
Preparation

13

Student Presentations(1)
Student Presentations(2)
Summary

14

Chie SAITO

Discussing and preparing
presentations (Research designs
must be completed by this class)Student in-class presentations
Student in-class presentations
Review the course

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 4/Thu.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること【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.

他学部公開：【Textbooks】
All handouts are posted on the course website.

グローバル：

成績優秀：○

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

【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】
No.
Theme
1
Introduction

2

Signage in Tokyo (1)3Signage in Tokyo (2)4Signage in Tokyo (3)5Previous research (1)6Previous research (2)7Previous research (3)8Previous research (3)9New perspectives on
linguistic landscape (1)New perspectives on
linguistic landscape (2)New perspectives on
linguistic landscape (3)1011Contents
Course description andrequirements
Terminology (what is linguistic
landscapes?)
Methodology (how to classify andanalyze signs)
Linguistic soundscapes, braille,
and pictograms
Linguistic landscapes in Bangkok,
Thailand
Linguistic landscapes in Kuala
Lumpur, Malaysia
Linguistic Landscapes in Brussels,
Belgium
Linguistic Landscapes in Montreal,
CanadaErrors in the use of English in LL
in overseas
Errors in the use of English in LL
in Japan
Application of linguistic landscapes
as a learning toolin the classroom— 138 —

発行日：2021/5/1

MAN200ZA

10Case study of businessnegotiation

11

Student Presentations(1)

12

Student Presentations(2)

13

Student Presentations(3)

14

Review, Recap andFeedback

Business Negotiation
Akio YAMAMOTO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 4/Tue.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
The ability to negotiate with greater skill is what makes all thedifference in business performance and also career advancement. This
course aims to provide basic guidance to students who wish to live andwork in a diversified global environment, and to achieve success incross-cultural business negotiations based on the lecturer’s extensive
business experience in many countries.
【Goal】(1) To help students develop skills and knowledge by learning
key strategies for successful negotiation through exploring various
situations.
(2) To understand each step in the negotiation process chronologicallyfrom preparation through performance.
(3) To help students develop negotiation tactics through case studies androle play activities in various business scenes.
【Which item of the diploma 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 how to react and respond in difficult
negotiation scenarios in a diversified culture. Students are required tomake an individual presentation based on his/her personal negotiation
experience and submit a term paper describing such experiences at theend of the course. Feedback of presentations and term papers will begiven to students by the lecturer during the lessons and in the classwebsite. Please note that the teaching approach may vary according towhich threat level we are at: at level 1, 70% of this course will be heldon campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Work to be done outside of class (preparation, etc.)】
Students are expected to review class handout materials and findrelevant material related to various kinds of negotiation to build
arguments for discussions and a Q&A session. Also, each student
needs to prepare for an individual presentation based on their personal
experience of difficult negotiation. 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】
William Ury. Getting to Yes with Other Worthy Opponents New York:
Harper One, 2015.
George Siedel. Negotiating for Success: Essential Strategies and Skills
New York: Van Rye Publishing, LLC, 2014.
Erin Meyer, The Culture Map: decoding how people think, lead, and getthings done across cultures New York: Public Affairs, 2014.
【Grading criteria】
Participation in class, discussion, mini-presentation and Q&A (40%);
individual presentation in English (30%); term paper in English basedon individual presentation (30%).
【Changes following student comments】
The lecturer will provide more business negotiation tips based on 20
years of work experiences in various countries.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course2What is Negotiation?

3

Preparation for
Negotiation (1)4Preparation for
Negotiation (2)5Key strategies andtactics for negotiation(1)
Key strategies andtactics for negotiation
(2)

6

7

8

9

Key strategies andtactics for negotiation(3)
Improving negotiationstyle in business (1)Improving negotiationstyle in business (2)Learn various types of claims inbusiness and how to deal withclaims in construction industry asa case study.
Individual presentation in English
based on his/her personal
experience of difficult negotiation(Group 1).
Individual presentation in English
based on his/her personal
experience of difficult negotiation(Group 2).
Individual presentation in English
based on his/her personal
experience of difficult negotiation(Group 3).
Review and feedback of the overall
lessons and individual
presentations. All students shallsubmit a term paper in English
based on individual presentations.

Contents
Introduction of course outline,
objectives, goal, teaching method
and schedule
Meaning and importance ofnegotiation in business as well as
in daily life
Basic checklist of preparation for
negotiation
Bargaining power, win/lose options,dealing with difficult people
Different types of negotiation(position-based/interest-based)
BATNA and ZOPA
Theory and role-play exercises on(1) Find out what the other party
really wants (2) Think logically
Theory and role-play exercises on(3) Protect yourself withalternative tactics (4) Propose
realistic plans
Theory and role-play exercises on(5) The silence is not gold
Negotiation styles in different
countries
How to achieve amicablenegotiation (Key Point-1, role-playexercises)
How to achieve amicablenegotiation (Key Point 2 & 3,
role-play exercises)— 139 —

発行日：2021/5/1【References】
Reading references will be provided in class.

MAN200ZA

General Topics II: Business Ethics【Grading criteria】
15%Quizzes
15%Projects / homework
35%Midterm exam
35%Final examination

Maymay HO
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 3/Wed.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.
This course aims to provide students to understand and deal with thefundamentals of ethics. We will look at various case studies to observe
how companies operated within the grey area and/or have not acted
responsibly in a highly competitive environment. This course will thendelve into how companies have internal control processes in place toensure that such fraud does not occur. Students are encouraged to gainawareness of the interconnectedness of organizations and nations in a
globalized world and how their actions as managers will affect different
stakeholders, nations and the world as a whole.

【Changes following student comments】
None.
【Equipment student needs to prepare】
None.
【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. Skills
they acquire through this course should prepare them to understandkey technical terms and give a better understanding of the 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)】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】
No.
Theme
1
Introduction
2
Types of Fraud
3
Continuing Monitoring
and Investigation
4
Risk Management Sarbanes Oxley (SOX)
5Enterprise Risk
Management
6
Review of Materials
7
Regulatory Failure

8
9

10
11
12
13
14

Contents
Introduction to Business Ethics.
Discuss types of corporate fraud.
Discuss methods of continuingmonitoring and investigation.
Discuss risk management and the
key principles of SOX.
Discuss the principles of enterpriserisk management.
Review of materials.
Discuss regulatory failure usingcase study.
Auditors: Guardians or Discuss the role of auditors andHelpers of Fraud
their impact on fraud.
Companies which have Analyse case studies on companies
Gone Under Due tohave unethical behaviour
Fraud
employees.
Bedazzled
Discuss how companies are setup
to defraud the tax man.
Pharmaceutical Fraud Discuss ethical behaviour in thepharmaceutical industry.
Cryptocurrency andDiscuss the impact ofCDO
cryptocurrency on ethics.
Discussion and Review Discussion and Review.
Wrap-up, Review ofWrap-up, review of class & in-classClass & In-classwritten exam.
Written Exam【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 provided. Slides and related
readings are recommended before class.
【Textbooks】
Electronic slides will be provided.

— 140 —

発行日：2021/5/1
4

MAN200ZA

Organizational Behavior
5

Junko SHIMAZOE
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 5/Fri.5
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○【Goal】
This course has three goals. First, students are expected to understandscientific approach to study organizations. For example, what does itmean to study organizational behavior in a scientific manner? What
are objects of studying, organizational structure, performance, routines,
or interactions among people and organizations? How is it possible
to explain relationship between behavior of people and organizational
behavior? Second, students are expected to understand “organic
aspects” of organizations. Organizations are more than machines
whose structures and rules repeatedly generate intended results.
Members interact with each other and in organizational contexts, fromwhich unintended outcomes may emerge. In addition, organizations
are influenced from temporal, geographical, and other environmental
conditions. It is important for students to understand organizations asevolving and interactive actors with members and other organizations.
Finally, students are expected to become able to explain problems
caused by modern organizations in their own words. Regardless ofcareer after graduation, organizations are everywhere in modern life,and students may encounter from minor to major issues caused both inand by organizations. It is essential for students to apply concepts thatthey learn in this course to organizational behavior that they observe inreal life.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.

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

3

Diversity in an
Organization
Individual Differences#1

Contents- Syllabus- What is OB?
- Why does OB matter?
- Diversity and its challenges- Values- Personality

8

9

10

11

12

13

【Method(s)】In each class, I will assign readings to explore the topic of the next class.
Finish them before class.
Active participation in class are required. In this course, we will use
lectures by the instructor, audiovisual materials, discussion, and grouppresentations. The contents covered in class will go beyond assigned
readings of the week. In the case of being unable to come to the class,send an e-mail in advance to the lecturer unless the reason is that you
are sick.
In this course, students work together to study and make a presentation
about organizational accidents. In the group presentation, explain theprobable causes of the accidents and their implications to society using
the knowledge from this course. Do not simply repeat what the internet
sources, books, or other authorities say about the problems. Build yourown explanation based on what you learn in this course.
Students will receive feedback on their presentations in class.

2

7

実務教員：

【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.

【Schedule】
No.
Theme
1
Introduction

6

14

Individual Differences#2
Attitudes andBehaviors- Perception- Work attitudes and behaviors- Psychological contract- Relationships at work
- OCB
Motivating Work
- Job design
Environment- Goal setting- Performance appraisals- Performance incentives
Motivation- Maslow’s Hierarchy- EPG theory- Theory X, Theory Y
Stress and Emotion at - Stress
Workplace- Stress process- Workplace stressors- Role demands- Outcomes of stress- Individual differences inexperiences and managing stress- Organizational approaches tomanaging stress- Emotions- Emotional contagion- Emotions at work
- Emotional laborGroups and Teams- Groups- Development stages- Cohesion- Problems of too much cohesion- Teams- Team roles- Types of teams- Designing effective teams
Decision Making- Decision making- Ideal process- Reality- Game plan?
Organizational- Organizational accident
Accident and Learning - Risk vs. uncertainty- Normal accident- Organizational learning- Barriers to organizational
learning- high-reliability organization
Power in an- Power
Organization- Sources and conditions of power
Knowledge- Knowledge management
Management- Intellectual capital- Organizational memory
Leadership- Traits for leadership
Organizational Change - Types of leadership- Process and forces oforganizational change
Organizational Culture - Organizational culture- Types of organizational culture- Why culture matters- Weakness of the strong culture- Strength of the adaptive culture- Organizational socialization- OutcomesGroup Presentation- Presentations- Wrap-up【Work to be done outside of class (preparation, etc.)】
In each class, I will assign readings to explore the topic of the 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】
Organizational Behavior (online textbook available at https://open.lib.
umn.edu/organizationalbehavior/)【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— 141 —

発行日：2021/5/1
・Porter, M.E (1998) Competitive Advantage , Free press.
・Barney, J.B (2007) Resource-Based Theory: Creating and Sustaining
Competitive Advantage , Oxford University Press.
・Edmondson, Amy C (2012) Teaming: How Organizations Learn,Innovate and Compete in the Knowledge Economy, Jossey-Bass.

MAN200ZA

Strategic Business Management
Takamasa FUKUOKA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 5/Mon.5
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
Every company, regardless of scale, needs to develop and implement
different types of strategies, at different levels of the business cycle,
to grow and make sustainable sales/profits in a competitive andchanging marketplace. Students will examine both classic and practicaltheories/frameworks from various business management perspectives(e.g. competitive strategy, team building, and alliances) to explore
effective strategies to be taken in different business situations.

【Grading criteria】
Class participation (10%)
Assignments (30%)
Midterm exam (30%)
Final exam (30%)
【Changes following student comments】
N/A【Others】
This course is conducted based on academic knowledge and thelecturer’s global business experience.
【Prerequisite】
None.

【Goal】The goal of this course is to realize the importance of business strategies
to be taken in different situations and to develop basic understanding
and knowledge. Students are expected to effectively use the knowledge
gained through this course in a future business environment.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】In this course, students will learn a wide variety of theories
and frameworks on business strategy for companies to survive inthe marketplace with sustainable management through lectures,
discussions, and analyses of business cases. Moreover, as a wrap-up,
we will also discuss the future outlook of business management as ascience.
Feedback can be given verbally, non-verbally or in written form. Please
note that the teaching approach may vary according to which threat
level we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Introduction
2
What is Strategy?
3Competitive Strategy

4
5
6
7

8

9
10
11
12
13
14

Contents
Course Introduction
Learn the Definition of “Strategy”
Learn Five Forces, Cost leadership,
Differentiation, Focus, andPositioning strategy
Management
Learn Resource Based View andResources and Strategy Core Competency
Growth Strategy
Learn Product/Market Expansion
Grid
Supply Chain Strategy Learn Vertical/Horizontal
Integration, Value chain
Review and Midterm
Review of what students haveExamlearned in the first half of thiscourse and midterm exam
Strategic Alliance・Learn when and why companies
choose strategic alliances
・Learn some types of strategic
alliance
Team building and
Learn how to build/develop a teamStrategy
Emotion andLearn EQ/SQ
Psychology
Knowledge creation in Learn collective intelligenceorganizations
Strategy for Startups
Learn strategies for Startups tosustain business growth
Case studies
Learn various strategies throughanalyses of case studies
Review and Final
Review of what students haveExamlearned from this course and final
exam【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 will be provided by the instructor.
【References】
・Porter, M.E (1998) Competitive Strategy , Free press.

— 142 —

発行日：2021/5/1【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 4/Mon.4
他学部公開：

グローバル：○

成績優秀：

実務教員：○【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. Please
note that the teaching approach may vary according to which threat
level we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Course Introduction
2
What is a Brand?

3

Brand Equity

4

Brand Loyalty

5

Brand Awareness

6

Perceived Quality

7

Brand Associations

8

Name, Symbol and
Slogan9

Brand Extension

10

Brand Identity

11

Brand Personality

12

Brand Strategies overTime
Managing Brand
Systems
Review and Final
Exam

13
14

Contents
Course introduction
Learn how the definition of"brand".
Learn how new brand equity is aset of assets.
Learn new brand loyalty is one of
the brand assets, and key
considerations when placing avalue on a brand that is to bebought or sold.
Learn new brand awareness andthe strength of a brand’s presencein the consumer’s mind.
Learn about how new perceived
quality is a brand association thatis elevated to the status of a brandasset.
Learn how new brand equity is
supported in great part byassociations that consumers makewith a brand.
Learn how the new name, symboland slogan are the basic core
indicators of a brand.
Learn about line extensions, brandstretching, brand extensions, andco-branding.
Learn the definition of brandidentity and related concepts.
Learn how new brand personality
is a set of human characteristics
associated with a given brand.
Learn the reason why consistency
is good.
Learn how to manage brands in acomplex environment.
Review of what students havelearned from this course and finalexam.

— 143 —

発行日：2021/5/1

TRS200ZA

5

Event Funding &Support6

Event Marketing andPromotion

7

Human
Resource/Volunteer
Management

8

Guest Speaker

9

Risk Management,
Licensing and Healthand Safety

10

Financial Management
and Budgeting

11

Event Case Study 1

12

Event Case Study 2

13Group Presentations

14

Post Event Evaluationand the Event Legacy& Wrap-up【休講】Event Management
John MELVIN
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：○【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. This includes important theoreticalconsiderations as well as applied knowledge relating to the factors forthe successful planning, promotion, implementation and evaluation of
events within different contexts.
This course will cover the critical techniques and strategies required
to plan successful special events. Upon completion of this course, you
should be able to:1) Understand the range of factors behind the successful conceptualization and design of events
2) Understand different sources of event funding and support
3) Understand and apply appropriate risk management practices4) Understand the role and management of event volunteers
5) Appreciate the varied aims and objectives of different events andconsider strategies to achieve a positive event impact and legacy【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】The course is primarily lecture-based, though you will have a numberof opportunities to discuss issues in small groups. A range of casestudies can help you consolidate your learning by illustrating the lecture
content with real examples.
In groups, students will design a unique event, which will provide an
opportunity to apply the theories and concepts from the lectures.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2

Event
Conceptualization

3

The Event
Environment

4

Designing the Event
Experience【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 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 encourage and reward cooperation and hard work, the group projectis assessed on an individual basis.
【Changes following student comments】
Rather than an examination, the course will continue to use a term
paper as part of the overall assessment.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course Content andClass Format

Analyzing how events can utilize
various forms of support (e.g.
grants and sponsorship) to more
effectively realize aims andobjectives
Analyzing contemporary
approaches to event marketing
marketing and the challenges ofmarketing an intangible experience
Managing human resources for the
event including volunteer
recruitment, motivation andretainment
A guest speaker experienced in theevents industry will discuss aspectsof event management
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 strategies of theimportance of planning for an
event’s legacy

Contents
Understanding the events industry,
the importance of events, the rangeof events and the areas this classwill cover
The various influences ondeveloping an event concept andthe issues to be included in theplanning process
Examining the unique context andstakeholder networks that events
must negotiate and how thisinfluences the event design andmanagement process
Developing the attendee experience(theme, program, venue, etc.) tobest achieve an event’s particular
objectives【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.

— 144 —

発行日：2021/5/1【Grading criteria】
Students will be evaluated based on class participation (20%),
assignments (15%), group presentations (20%), and one final exam(45%).

MAN200ZA

Principles of Marketing【Changes following student comments】
Not applicable.

EYO Shiaw Jia
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 2/Fri.2
他学部公開：

グローバル：○

成績優秀：

実務教員：

【Outline and objectives】
Learning the fundamental concepts of marketing. This is a basic levelmarketing course that focuses on the concepts and approaches that
constitute the contemporary marketing theory as well as its applicationsin practical business circles. The purpose of this course is to provide
the students with a keen understanding of the marketing functions inbusiness and the knowledge of developing and implementing successful
marketing strategies.

【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 who have taken Introduction to Business or other businesscourses are preferred.
【Prerequisite】
Introduction to Business【Goal】
This course introduces students to the fundamental concepts ofmarketing, its functions and organizations, marketing strategies usedby companies and the role of marketing in the society. Students learn
how to understand the marketplace, how to create customer value,
how to target and segment the market, and how to build customer
relationships.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course is taught primarily through lectures and presentations.
Feedback is given during class time and through using other tools suchas HOPPII or email. Interactive class participation is encouraged.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
Understanding theMarketplace

3
4
5

6

7
8
9
10
11
12
13
14

Understanding
Consumers (1)Understanding
Consumers (2)Designing a
Customer-Driven
Strategy (1)Designing a
Customer-Driven
Strategy (2)New ProductDevelopment (1)New ProductDevelopment (2)Understanding Pricing
and its Strategies (1)Understanding Pricing
and its Strategies (2)Promotion Mix (1)Promotion Mix (2)Competitive Marketing
Strategies
Final Exam & Wrap-up

Contents
Introduction to the course
What is marketing?
Analyzing the marketing
environment
Consumer markets and consumer
buying behavior
Case studies and presentations
Creating value for target customer

Case studies and presentations

Products, services and brands
Product life-cycle strategies
New product pricing strategies
Case studies and presentations
Retailing and Wholesaling
Advertising and Public Relations
Understanding competitivemarketing strategies
Assessing the degree to which you
understand the subject【Work to be done outside of class (preparation, etc.)】
Download the lecture slides, read the assigned chapters of the textbook
and complete any assignments given. Preparatory study and review
time for this class are 2 hours each.
【Textbooks】
Kotler, Phillip and Armstrong, Gary.
Edition, Pearson Education, 2017.

Principles of Marketing, 17th

【References】
Further materials will be provided by the instructor.

— 145 —

発行日：2021/5/1
5MAN200ZA

Marketing Research
6

Kayhan TAJEDDINI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 4/Thu.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

7

8
9

実務教員：

【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

10

11

12

13
14

【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.

【References】
Burns A. C. & Bush, R. F. (2014): Marketing Research 7/E, Prentice Hall,
New Jersey.

【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

2

Overview of Marketing
Research Process3

Secondary Data andResearch Question

4

Measurement

This session introduces two
important groups of data gathering
instrument:(1) Survey and interview(2) Questionnaire.
SampleThis session discusses sample
method and sample size.
Midterm Exam
Midterm exam
Basic Statistics
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【Textbooks】
Naresh K. Malhotra (2015) Essentials of Marketing Research: A
Hands-On Orientation, Prentice Hall, ISBN-10: 0137066732 •ISBN-13: 9780137066735- Alvin C. Burns, Ann Veeck, Ronald F. Bush (2016) Marketing Research(8th Edition)【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.

【Schedule】
No.
Theme
1
Introduction

Data Gathering
Instrument

Contents
This session introduces the role ofmarketing research and the outlineof this course.
This session gives an overview ofthe process of marketing research
and an introduction on research
design.
This session explains the role ofsecondary data and how to clarify
research question from secondary
data.
This session discusses
measurement and measurement
scales.

— 146 —

発行日：2021/5/1

MAN200ZA

5

Segmenting, Targeting,Customer Value
Propositioning, andPositioning

6

Business Models

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

Entrepreneurship and New Ventures
Sean MICHAEL HACKETT
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 1/Tue.1
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
Entrepreneurship & New Ventures (ENV) is an active learning course
centered on the fundamentals of entrepreneurship and entrepreneurial
management. It is positioned as an entry point for students who thinkthat they might want to start their own business “someday,” and want tolearn 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 through creativity and business modeling,translate the business concepts into minimum viable product definitions
informed by design thinking and lean startup customer development
approaches, and then prepare to drive 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

3

Opportunity
Recognition &Evaluation

4

Creativity &Entrepreneurship【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 145 minutes to read theassigned reading, reflect, and write the pre-class journal entry before
each class, and at least 145 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.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
The Fundamentals of
Entrepreneurship2
Nuts & Bolts andHypotheses Associatedwith Registering a
Business in Tokyo

In this session we will discuss
positioning (the effort to influence
consumer perception of a brand or
product) and customer value
propositioning for targetedcustomer segments.
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.

Contents
This session is an overview of thecourse.
In this session we will discuss thebasic requirements for registeringa business in Tokyo. We will also
consider the hypotheses founders
must develop as they go throughthe registration process.
In this session we will consider how
to evaluate whether an idea is justa thought exercise or it is a genuine
business opportunity appropriate
for us to pursue.
In this session we will consider
when creativity is essential for an
organization, and when it isunwelcome.

【Grading criteria】
LMS registration: 7 points (5%)
Class participation & attitude: 39 points (28%)
Journal entries: 48 points (34%)
Group Experiential Exercises: 22 points (15%)
Final deliverable: 25 points (18%)
Total available points: 141 (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.

— 147 —

発行日：2021/5/1• IMPORTANT: It is my hope that this course can be taught in person(face-to-face). However, if circumstances require me to teach this course
online and you want a link to join the Zoom Live Session 01 (i.e. thefirst class) then please visit https://hackettlabs.com/gis/ and complete
the APPLICATION FORM before the deadline specified on the website.
【Prerequisite】
None— 148 —

発行日：2021/5/1
14

MAN200ZA

Creative Industries
Stevie Tongshun SUAN
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 5/Thu.5
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グローバル：

成績優秀：○

実務教員：【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.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】Classes will be lecture-based, with visual material such as clips offilms and animation, group activities and discussions on certain themes.
Students will be asked to have group discussions on certain themes.
Each week students will be provided with an academic reading relevantto the topic. These readings will be important background information
and/or will be directly addressed as the topic of the lecture anddiscussion. Lectures will explain in detail and through examples the
topic for that class. Discussions based off of the lecture will be facilitatedby questions from the instructor to help the students explore anddevelop their critical and analytical skills for that topic. Students will
be assessed on their understanding of the lectures and readings throughtheir exams. Students will receive feedback in class and in written
form, based on a grading rubric provided to the students (by email ora handout).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No2

8
9Anime’s Business
Structure
Media-mix andMarketing I
Media-mix andMarketing II
Media-mix andMarketing III(Re)Conceptualizing
Creativity I(Re)Conceptualizing
Creativity II
Smartphone Games
Kawaii Culture

10
11
12
13

Fashion I
Fashion II
Student Presentations
Student Presentations

3
4
5
6
7

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

【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.

【Schedule】
No.
Theme
1
Introduction

Student Presentations【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.

Contents
What are Japan’s creative
industries?
History and technology
Case study I
Case study II
Anime tourism
Creativity and branding
Robots and creativity
Production and problematics
Local and global branding
successes
Fashion and lifestyle branding
Branding Japanese Americana
Feedback and Discussion
Feedback and Discussion— 149 —

発行日：2021/5/1

TRS200ZA

6Japan and Asia

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：火 3/Tue.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

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成績優秀：○

実務教員：○【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 2020
saw 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 how Japan can takeadvantage of the Tokyo Olympics in 2021 and the impact of UNESCOWorld Heritage Site designation of Mt. Fuji. We will analyze different
management and marketing 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 emerge in 2021 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 organizations involved in planning
tourism in Japan
3) Consider destination management and how to harness the social andeconomic potential of tourism for revitalizing Japan at national andlocal 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 discuss issues in small groups. 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. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

4

Tourism as Economic
and Social Lifeline

5

Tourism Marketing【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】
The reference book is available in the library and in the GIS Reference
Room.
Funck, C. and Cooper, M. (2013) Japanese Tourism: Spaces, Places andStructures. Berghahn: New York
【Grading criteria】
1. Class participation & 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.
【Changes following student comments】
To encourage and reward cooperation and hard work, the group projectis assessed on an individual basis.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course Content andClass Format
2
The Roots of JapaneseTravel Culture andTourism Development
3
Destination
Management

Examining the current & historicalconnections with some of Japan’s
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 destination
management through a case 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.
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

Contents
Considering the current state ofJapanese tourism and recent
trendsExploring the historicaldevelopment and evolution of the
tourism sector in Japan
Analysis of destination
management approaches, and an
introduction to some of the key
institutions involved in tourism
management and planning inJapan
Exploring destination
management, and the economic
potential of tourism for local andregional development ’off thebeaten track’Analyzing approaches to tourism
marketing planning at national
and prefectural level【Others】
Although not essential, students are encouraged to have taken (orconcurrently 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.

— 150 —

発行日：2021/5/1
10

EDU200ZATESOL II: Teaching Methodology
11

Machiko KOBORI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 4/Thu.4
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
The course is mainly provided for students intending to teach English.
Its purpose is to give an insight into the basic issues in teaching
methodology for L2 education. It will also encourage students todevelop their own teaching performance with a consideration to makeconsistency in language education from the primary to secondary levels.
【Goal】
Upon completion of this course, students should be able to do thefollowing:
1. Understand different types of L2 teaching methods and approaches.
2. Learn how to apply some findings of linguistic studies to L2 English
teaching.
3. Consider L2 education in relation to crucial issues of semantics andpragmatics.
4. Grasp the knowledge and skills for teaching languages to qualify as
an English teacher.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 2” and “DP 4”.
【Method(s)】The course will focus on theoretical and practical aspects of themethodology of teaching EFL/ESL. It will also provide opportunities to
explore a wide rage of EFL/ESL teaching scenes in different countries
with reflections on those in Japan; for example EFL/ESL classrooms
for learners who vary in age, gender, nationality and occupation canbe examined. The students will relive EFL/ESL teaching scenes byfollowing principles and techniques discussed and suggested in a rangeof teaching methods and approaches: they follow the model English
lessons and demonstrate them in the form of micro-teaching. They
are also required to create the related teaching materials along withthe lessons. The final exam and a written assignment are required
for the completion of this course and, in a written assignment, they
demonstrate their study of the model lessons.
Submission of the final requirements and feedback will be on thelearning management systems (HOPPII and OATube). Please note thatthe teaching approach may vary according to which threat level we are
at: at level 1, 70% of this course will be held on campus, though at level2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

13
14

1. The Grammar-Translation
Method
2. The Direct Method
3. The Audio Lingual Method
4. The Silent Way
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.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Introduction to
Language Teaching
Methods
3
Language Teaching
Methods andApproaches (1)4Language Teaching
Methods andApproaches (2)5Language Teaching
Methods andApproaches (3)6Language Teaching
Methods andApproaches (4)7Language Teaching
Methods andApproaches (5)8Language Teaching
Methods andApproaches (6)9Micro-teaching (1)12Micro-teaching (2)Contents
Course overview
Historical overview of language
teaching methods and approaches【Equipment student needs to prepare】
PC

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

The Audio-Lingual Method / The
Silent Way
Dissugestopedia / Community
Language Learning (CLL)
Total Physical Response (TPR) /Communicative Language
Teaching (CLT)Content-based Instruction /Content and Language Integrated
Learning (CLIL)
The Participatory Approach /Cooperative Learning
Creating a lesson plan: checking
contents, materials, procedure andperformance— 151 —

発行日：2021/5/1【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：火 5/Tue.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
The course is for students intending to teach English. Its purpose
is to give an insight into syllabus design and lesson planning for L2
education. It encourages students to examine, discuss and create
L2 resources with a consideration to make consistency in language
education from the primary to secondary levels.
【Goal】
Upon completion of this course, students should be able to demonstrate
the following:
1. Identify the components of a language course.
2. Design course materials that match educational objectives.
3.
Employ a principled approach to the design, creation, andimplementation of EFL/ESL course syllabi and teaching materials.
4. Grasp the knowledge and skills for teaching languages to qualify as
an English teacher.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
【Method(s)】The course focuses on issues in planning and conducting EFL/ESL
lessons: it encourages student teachers to take into consideration theimportance of lesson planning when designing an EFL/ESL course. It
also provides opportunities for the exploration of a wide range of ideas
and examples in the syllabus design from different countries, withreflections on those in Japan. Students are expected to acquire a basic
understanding of how to create a lesson plan with materials needed for
managing the language classroom. Students are also required to create
their own English lessons and teaching materials, with the opportunity
to put them into practice. Students will complete a writing assignment
and a final examination that reflects their work on teaching plans,performance and lesson materials.
Submission of the final requirements and feedback will be on thelearning management systems (HOPPII and OATube).
【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】
No.
Theme
1
Introduction
2
Syllabus Design (1)

3
4
5

6
7
8

9

10

11

12

13

14

Contents
Course guidanceAims and objectives: concepts andclassification
Syllabus Design (2)Outcomes: concepts andclassification
Syllabus Design (3)The context and levels of planning:
curriculum and teaching procedure
Syllabus Design (4)The context and levels of planning:
lesson plans for the lower andupper secondary levels
Issues in Teaching
Aims and objectives: concepts andMaterials (1)classification
Issues in Teaching
Selecting and creating teaching
Materials (2)materials: sounds to structure
Issues in Teaching
Selecting and creating teaching
Materials (3)materials: language functions,cultures and communication
Issues in Teaching
Selecting and creating teaching
Materials (4)materials: using audio-visual aids
and ICT
Lesson Planning
Creating a lesson plan: checking
contents, materials, procedure andperformance
Micro-teaching (1)Lower secondary level:
demonstration/observation, review
and discussion
Micro-teaching (2)Upper-secondary level:
demonstration/observation, review
and discussion
Micro-teaching (3)Team-teaching:demonstration/observation, review
and discussion
Final Exam & Wrap-up Consolidation and review— 152 —

発行日：2021/5/1【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 choose one of the related topics and write areflective paper.
3. Preparatory study and review time for this class are 2 hours each.

EDU200ZA

English Teaching in Primary School
Machiko KOBORI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 5/Thu.5
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
This course provides a range of perspectives of psychological, linguistic
and educational theories for the teaching of English to primary pupils
as young learners. Its purpose is to give an insight into the theoreticalissues of primary pupils’ second language learning (SLL), referring toprimary modern foreign languages (PMFL), in particular, English as
a foreign language (EFL). It also looks at practical issues in language
teaching and learning: the global movement towards second language(L2) education in primary school. It is for students who want to learn
about modern EFL pedagogy for young learners; it will encourage thestudents to develop their own perspectives on primary pupils’ SLL withconsideration to make consistency in L2 education from the primary to
secondary levels.
【Goal】
Upon completion of this course, students should be able to do thefollowing:
1. Understand the core issues of theories of primary pupils’ SLL.
2. Explain different perspectives of the core issues of L2 education inprimary school.
3. Examine the connection between the core issues of primary pupils’
SLL and PMFL pedagogy.
【Which item of 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】
1.
Cameron, L. (2001).
Teaching languages to young learners.
Cambridge University Press.
【References】
1. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language
integrated learning (1st ed.). Cambridge University Press.
2. Curtain, H. & Dahlberg, A. C. (2005). Languages and children:
Making the match. Pearson.
3. Ellis, G., Brewster, J., & Girard, D. (2002). The primary English
teacher’s guide. (New). Penguin English Guides.
4. Nikolov, M. (2009). Early learning of modern foreign languages:
Process and outcomes. Oxford University Press.
5. 文部科学省 (2001).『小学校英語活動実践の手引き』開隆堂.
6. 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%)
More than 2 unexcused absences will result in failure of this course.
【Changes following student comments】
More frequent and detailed notices of class activities and tasks will begiven in order to allow students to prepare for class discussions, final
requirements, etc.
【Equipment student needs to prepare】
PC【Others】
None【Prerequisite】
None.

【Method(s)】The presentation, final exam and writing assignment are required forthe completion of this course; students are to choose one of the course
topics and are required to make a presentation and submit a writing
assignment on it. Submission of the final requirements and feedback
will be on the learning management systems (HOPPII and OATube).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

3

4

5

6

7
8
9
10
11

12
13
14

Theoreticalperspectives of PMFL
(1)
Theoreticalperspectives of PMFL
(2)
Theoreticalperspectives of PMFL
(3)
Theoreticalperspectives of PMFL
(4)
Theoreticalperspectives of PMFL
(5)PMFL pedagogicalapproaches (1)PMFL pedagogicalapproaches (2)PMFL pedagogicalapproaches (3)PMFL pedagogicalapproaches (4)Presentation (1)Presentation (2)Presentation (3)Consolidation ofEnglish teaching inprimary schoolContents
Course guidance on English
teaching in primary school
Rationales of English Teaching inPrimary School
Thinking and learning of young
learners (1)Thinking and learning of young
learners (2)SLL of young learners (1)SLL of young learners (2)Issues in curriculum development
Issues in four skills development
Issues in dynamics of language
choice and use
Issues in assessing primary pupils
Preparation for presentation:
checking contents, materials,
procedure and performance
Discuss and review (1)Discuss and review (2)Final exam and review— 153 —

発行日：2021/5/1

SOC200ZA

Education and Society
Christpher D. HAMMOND
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 5/Thu.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【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 amacro-level sociological perspective, the objectives of the course are to:- Introduce learners to a range of theories and approaches to criticallyanalyze the roles of education in society- Examine academic achievement and student well-being throughinternational comparisons- Consider the purposes of higher education for individuals and societies- Explore the role of education as a political tool for the inculcation ofnational and global identities- 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.
【Which item of the diploma 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 on demand lectures andonline discussions. Emphasis will be placed on critical thinking, groupand whole-class discussions, and independent research. Assessment
will take the form of written assignments and presentations.
Feedback will be given by comments and grading of weekly reflective
assignments, and a rubric-based grade and comments on the final
research paper.

11

Education and Culture

12

Cram schools

13

School Uniforms

14

Final reports due【Work to be done outside of class (preparation, etc.)】
Preparatory reading for the lecture and willingness to engage indiscussion is expected. Students will be required to research specifictopics, engage in group and whole class discussions and deliver
academic presentations. Preparatory study and review time for thisclass are 2 hours each.
【Textbooks】
There is no textbook for this class【References】
McCowan, Tristan, and Elaine Unterhalter, eds. Education andinternational development: An introduction. Bloomsbury Publishing,2015. ISBN: 9781472510686
Phillips, D., & Schweisfurth, M. (2014). Comparative and international
education: An introduction to theory, method, and practice. A&C Black.
ISBN: 1847060595
Lauder, H., Brown, P., Dillabough, J. A., & Halsey, A. H. (2006).
Education, globalization, and social change. Oxford university press.
ISBN: 0199272530
UNESCO Institute for Statistics - http://uis.unesco.org
OECD - http://www.oecd.org【Grading criteria】
30% (Active Participation)
30% (Assignments)
40% (final research-based report)【Changes following student comments】
not applicable【Equipment student needs to prepare】
NA【Others】
NA【Prerequisite】
None【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

What should be taught
in schools? For what
purpose?

3

4

Measuring education
success: excellence andequity in international
comparison
Higher Education

5

Student Activism

6

Education and Social
Class
Final Reports
Workshop (1)Final Reports
Workshop (2)Education andInternational
Development
Education andCitizenship

7
8
9

10

Preschool in Three Cultures:
China, Japan and the USA
Shadow education and its social
influence
Lecture and discussion on the
purposes of school uniforms• Student presentations of final
reports

Contents
Introduction and explanation of thecourseLecture and discussion: what is‘quality’ in education? Considering
the purposes of formal education
The Grand Challenges of
Education: Participation,
Relevance, Quality, Flexibility andFunding
The PISA test and student
well-being in East Asia

Social functions of universities,
higher education and the labormarket, issues of funding andaccessComparing student-led social
movements
Access, achievement, identities,
and issues
Information and Literature
Searching, Media Literacy
Writing research questions
Education and the Sustainable
Development Goals
Education for National and Global
Citizenship— 154 —

発行日：2021/5/1

8

POL200ZA

Political Theory
Kazuhiro WATANABE

9

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 2/Fri.2
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10

11

実務教員：

12
【Outline and objectives】
In this course we explore the history of Western politicalthought from antiquity to the present in view to gaining
a comprehensive knowledge and understanding of historicaldevelopments of key 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 contemporary political theories
and trace back through history to the legacy of the ancient
Greeks mostly in reverse chronological order. Each classconsists of a lecture and class/group discussion to follow. There
will be some in-class/take-home tasks to facilitate students’
understanding of the topic. Good comments in reaction papers
will be introduced in the class and used in deeper discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Contemporaries I

3Contemporaries II

4Socialism

5

German Philosophy
and Nationstate
AmericanIndependence andFrench Revolution

6

7

Enlightenment,
Liberalism, andRepublicanism inFranceContents
Overview of course andrequirements
Analytic political philosophy:
Rawls, Sen, Nozick, andSandelContinental politicalphilosophy: Weber, Schmitt,and Arendt
The age of ideologies: Marx,
Lenin, Trotsky, Stalin, andBernstein
Ethical life: Kant, Fichte, andHegel
Turn of modern politicalprinciples: Jefferson,
Hamilton, Burke, andTocqueville
Development of modern
political principles:
Montesquieu and Voltaire

Enlightenment,
Liberalism, andRepublicanism inEngland andScotlandAbsolutism versus
Social Contract
Theories
Renaissance andReformation
Early and Medieval
Christian Thoughts
Hellenistic to
Roman

13

Ancient Greek

14

Wrap-up

Formation of modern politicalprinciples: Harrington,
Bentham, Hume, and Mill

Rise of modern politicalprinciples: Bodin, Hobbes,
Locke, and Rousseau
Civic humanism and fall of theCatholic church: Machiavelli,
Luther, and Calvin
Corpus Christianum:Augustine and Aquinas
From Republic to Empire:
Cicero, Seneca, and otherHellenistic philosophers
Polis and politics: Plato andAristotle
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.
【Equipment student needs to prepare】
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 for thesubmission of assignments.
【Others】
Students who intend to register for this course are required toattend the first class. A screening survey will be conducted in
the class if necessary.
【Prerequisite】
There is no prerequisite for this course.

— 155 —

発行日：2021/5/1

POL200ZA

Japanese Politics
Jeffrey JAMES HALL
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 6/Tue.6
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
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実務教員：【Outline and objectives】
This course provides an introduction to Japanese politics, economics,
and society. It has four main focuses: 1) the emergence of Japan’s
postwar political system and the dominance of the Liberal Democratic
Party, 2) Japan’s rapid economic growth and its subsequent decline, 3)
the role of citizen activism, interest groups, and bureaucracy in Japan’s
politics, and 4) major foreign policy issues facing Japan.
【Goal】The goal of this course is to provide students with a broad overview
of the issues and main questions surrounding the Japanese political,
economic, and social system.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course will be structured around lectures. Each student will be
expected to attend each week’s class. There will be in-class discussions,so students are expected to express their opinions or ask relevant
questions.
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.
The mid-term will involve a combination of in-class short answer
questions, short essays, and a take-home paper assignment. The final
exam will be a paper, to be turned in through the online system (Hoppii).
Feedback: in the case of the in-class midterm exam, the professor will
provide written feedback on the exam sheets, which will be returned to
students with the grade details. In the case of assignments submitted on
Hoppii, feedback will be included online when the assignment is graded.

13

Foreign Policy Issues(3) - Documentary14

Foreign Policy Issues(3)【Work to be done outside of class (preparation, etc.)】
Before each week’s class, students are be expected to read an assigned
article (10 to 20 pages in length) and for some of the weeks.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Readings will be uploaded to Hosei’s Online Management System(Hoppii).
【References】
The following books are not required reading, but can be useful asreferences.
Curtis, G. L. (1999). The logic of Japanese politics: Leaders, institutions,and the limits of change. New York: Columbia University Press.
Hayes, L. D. (2009). Introduction to Japanese Politics. New York:
Routledge.
Samuels, R. J. (2008). Securing Japan: Tokyo’s grand strategy and thefuture of East Asia. Ithaca: Cornell University Press.
Samuels, R. J. (2013). 3.11: Disaster and Change in Japan. Cornell
University Press.
Shinoda, T. (2013). Contemporary Japanese politics: Institutionalchanges and power shifts. New York: Columbia University Press.
Smith, S. A. (2016). Intimate rivals: Japanese domestic politics and arising China / Sheila A. Smith. New York: Columbia University Press.
Stockwin, J. A. (2008). Governing Japan: Divided politics in a resurgent
economy. Malden, MA: Blackwell Pub.
【Grading criteria】
Question Sheets, Documentary Reactions, and Participation: 20%
Midterm exam: 40%
Final Report: 40%【Changes following student comments】
Greater weight has been added to the non-exam and non-report grades.
【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】
No.
Theme
1
Japan: The Emergenceof The Modern State

2
3
4
5
6
7
8

Historical Overview ofJapanese Politics I
Historical Overview ofJapanese Politics II
Historical Overview ofJapanese Politics III
Historical Overview ofJapanese Politics IV
Historical Overview ofJapanese Politics V
The politics of postwar
Japan
Review & Midterm
Exam

9

The politics of postwar
Japan 2

10

The politics of postwar
Japan 3 / Documentary11

Foreign Policy Issues(1)
Foreign Policy Issues(2)

12

We will watch a documentary about
Japanese political activism (andthe Okinawa base issue)
Most current foreign policy issues
in 2021

Contents
Syllabus and requirements are
introduced, together with somehistorical background on theemergence of the modern Japanesestate
Meiji Period Politics
Late Meiji and Taisho democracy
The Pacific War and Japanesepolitics 1
The Pacific War and Japanesepolitics 2
The American occupation
Postwar politics in Japan 1 discussing the rise of the LDPAssessing the degree to which
students understand the subject
and Midterm exam
Discussing the power of the LDP
and how it held power for so many
years
Discussing the changes in Japanese
domestic politics since the 1990s.
We will also watch a documentary
about election campaigns in Japan.
A discussion of recent issues inJapanese foreign policy
A discussion of the U.S.-Japan
alliance and Japan’s foreign policy— 156 —

発行日：2021/5/1

POL200ZA

American Politics and Foreign Policy
Jeffrey JAMES HALL
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 6/Tue.6
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
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成績優秀：○

9

Civil Rights and Racial
Discrimination

10

America’s Role in Asia

11

The end of the Cold
War - a Unipolarworld?
Politics in America
today / Documentary 1

1213

Politics in America
today / Documentary 2

14

Trump and America
after 2020

実務教員：

【Outline and objectives】
This course is designed to introduce students to the inner workingsof American domestic and foreign policy. It will utilize historicaland contemporary examples to help students understand how theUnited States rose to power and why it has acted in certain historicalcircumstances. Students will be expected to formulate their own
opinions on the topics introduced so they can debate and discuss major
issues.
【Goal】
1) Students are expected to develop an understanding of basic structureof the United States government.
2) Students are expected to gain knowledge of the ways in which
different branches of the United States government interact and impact
foreign policy.
3) Students are expected to understand and critically analyze
how governmental and non-governmental factors (lobbyists, voter
sentiment) influence American politics and foreign policy.
4) Students are expected to understand some of the political ideals thathave influenced American politics since the country’s founding.
5) Students are expected to develop their ability to engage in academic
research and writing through the completion of short essays.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course will be structured around lectures.
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: in the case of the in-class midterm exam, the professor will
provide written feedback on the exam sheets, which will be returned to
students with the grade details. In the case of assignments submittedon Hoppii, feedback will be included.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【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: 20%
Documentary Responses: 20%
Midterm exam: 30%
Final exam(report to be submitted on the course website): 40%【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.

【Schedule】
No.
Theme
1
Introduction

2

3

4

5

6

7

8

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 America under
President Trump and issues to be
faced in the next presidential term.

【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.

【Prerequisite】
None.

【Fieldwork in class】
なし / NoA discussion of the civil rights
movement in the United States andcontinuing issues
Focus on relations with Japan and
the Cold War in Asia
A discussion of America’s politics
after the Cold War.

Contents
Introduction to the founding of theUnited States
Foundations
The United States Constitution ‒The Federalists and debates overtyranny & democracy
Historical Background Explaining the functioning of theof American Political
U.S. government through historical
System 1
examples.
Historical Background Explaining the functioning of theof American Political
U.S. government through historical
System 2
examples.
Review & Midterm
Assessing the degree to whichExam
students understand the subject
and Exam: short-answer questions
and a short-essay (online test via
Hoppii)
The 2020 Election This class will be held on the week
Major Issues- Can
before the 2020 Presidential
Trump win?
election. We will discuss key issues
that will influence the election
result.
The 2020 Election
A short discussion of the 2020
-Analysis / American as election results, followed by aan Empire
discussion of U.S. foreign policy inthe early 20th century.
America as a SuperA discussion of America’s domestic
Power - The Cold War
and foreign policy in the Cold War
period— 157 —

発行日：2021/5/1
11

POL200ZA

China’s Domestic Politics and Foreign Policy

12

Xie ZHIHAI

13

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

14

他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
This course will address the basic knowledge, theoretical models andperspectives of Chinese domestic politics and foreign policy. For
domestic politics, this course will introduce the Chinese political
ideology and party-state structure, and analyze the current politicalinstitution and leadership system, as well as its political struggle
and possible agenda for political reform. For foreign policy, thiscourse will shed some light on the black box of Chinese foreign
policy decision-making process, elaborate the hot topics related toChinese foreign policy including nationalism, maritime ambition, OBOR
strategy, and finally provide some detailed analysis on China’s most
two important bilateral foreign relations: China-US relations andChina-Japan relations.
【Goal】To help students gain basic knowledge, theoretical models andperspectives of Chinese domestic politics and foreign policy. Students
will obtain the ability and skills to analyze issues related to Chinesepolitics and foreign policy. Students will also be able to deepen theirunderstanding about what is happening related to China nowadays.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】Lectures will be conducted based on PowerPoint slides every week.
Students are required to read related materials 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. Please note that the teaching approach may vary according towhich threat level we are at: at level 1, 70% of this course will be heldon campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOrientation

2

3

4

5

6

7

8

9

10

Chinese Political
Ideology and theParty-State Structure
The Collective
Leadership andChinese Political
Institution
Factions in CPC:
Princelings VS
Communist Youth
League; Beijing VS
Shanghai
The Anti-Corruption
Campaign and Chinese
Political Struggle
The Agenda of Chinese
Economic and Political
ReformChinese Social
Structure andState-Social Relations
The Black Box ofChinese Foreign Policy
Decision-Making
Nationalism, Public
Opinions and Chinese
Foreign Policy
China’s Rising
Maritime Strategy andTerritorial Disputes in
the Seas

Contents
Introduction on the course andGeneral Introduction to Chinese
Politics and Foreign Policy
This theme deals with the role ofMarxism-Leninism in Chinesepolitics and party-state system.
This theme deals with the so-called
collective leadership and theoperating political institution.
This theme deals with the power
struggle among different politicalfactions in Chinese Communist
Party.
This theme covers theanti-corruption campaign and its
relationship with China’s politicalstruggle.
This theme deals with China’s
economic and political reforms.
This theme deals with China’s
social structure and hierarchy.
This theme deals with thedecision-making process of foreign
policy.
This theme deals with China’s
nationalism and its influence on
foreign policy.
This theme deals with China’s
maritime strategy and ambitions.

OBOR, 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 OBOR 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— 158 —

発行日：2021/5/1

POL200ZA

7

Political Protest andRevolt8
9

Review & Mid-term
Africa andInternational Politics
Continental, Regional
Cooperation, andExternal Bilateral
Relations

Politics of Africa
Laiban Kithinji KINYUA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 5/Wed.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
This course aims to introduce the students to key important concepts,
themes, and approaches of politics in Africa. This course has, among
others, objectives such as; a) to create awareness and an understandingof major issues of African politics, and b) to familiarise the students withthe approaches and theories applied by political scientists in analysing
the political development 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 political science through the study of politics in Africa.
Furthermore, students will be exposed to readings and discussions thatwill develop and enhance academic reading and writing skills in social
sciences with an aim to create interest in doing research in social issues.
Overall, this course will also encourage students to create interestand inclinations towards Africa related issues including areas beyond
politics in order to expand students 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 discussions
on each week’s thematic areas. As an exercise to help students acquire
reading and comprehension skills for academic articles, students will
be expected to submit 5 key terms and 1 thesis statement from eachassigned reading. The key terms and thesis statement will form thebasis for in-class discussions. Students are also 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 bear inmind that the style of the class is not a monologue, but a discussion
format. Students input will be through class discussions and researchbased essay during the evaluation.
For all written assignments, students will receive written feedback withcorrections and recommendations from the instructor. Students arealso encouraged to consult the instructor after the class session (theinstructor will be available for 30 minutes after class), or make an
appointment through email. Please note that the teaching approach
may vary according to which threat level we are at: at level 1, 70% of
this course will be held on campus, though at level 2, 50% will be heldon campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction I

2Introduction II

3
4

Introduction III
Colonialism andPost-Colonial Legacy

5

The African Political
Ideology and Identity

6

Political Parties,
Elections, and
Democracy

10

Contents
Africa in global political discourse:
How is Africa talked about in the
global political discourse, and how
should we talk about Africa?
Africa is not a country series.
Countries, capitals, people groups,
languages, historical andcontemporary politicaldevelopment.
The African political thought.
The purpose of colonialism:
outcomes of Berlin Conference,origin of the state in Africa, role of
the African educated elites incolonial rule and national
liberation.
State capitalism. African
nationalism, ethnicity, and social
class.
Rise of multiparty democracy inAfrica. Role of clientelism, andethnicity in multiparty politicalsystems in Africa.

11

China and India in
Africa12

Japan in Africa

13

Politics, theories, andmodels of developmentin Africa

14

End-term

African civil wars. Military coupd’état in post-independent African
states. Conflicts resolution andpeace building.
In-class examination.
Economic and political relations.
The new scramble for Africa.
Intra-African relations (AU, SADC,ECOWAS, and NEPAD).
Pan-Africanism and regional
integration.
Former colonial rulers and theEuropean Union, USA, and theinternational organisations.Casestudy: African Growth &Opportunity Act (AGOA)
The African resource question.
Case study: Forum on China Africa Cooperation (FOCAC).
Foreign aid policy and the TICAD
process.
Case study: TICAD IV-VII.
How the youthful population in
Africa is becoming key actor in ICT
revolution and new investments
models. M-Pesa revolution in
Kenya.
End-term evaluation report.

【Work to be done outside of class (preparation, etc.)】
In order for the students to participate and express thought in classand in written examinations, they need to make adequate preparations.
The instructor will issue guiding questions at the end of every class forthe next reading. Attempting to answer these questions will help thestudents to grasp the main theme of assigned readings. At least twicein the semester, students will be asked to watch recommended news
items and documentaries outside of class.
【Textbooks】
Thomson, A. (2016). An introduction to African politics (4th ed.).
London: Routledge.
Englebert, P., & Dunn, K. (2014). Inside African politics. Cape Town:
UCT Press.
【References】
A wide range of diverse materials and recommended readings will be
provided in class for every session.
【Grading criteria】
10% Identification of key terms and the main claim of the assigned
readings.
40% Pop Quizzes.
25% Mid-Term Examination.
25% End-Term Evaluation Report.
The purpose of pop quizzes is to enhance students’ comprehension of key
concepts covered in the class in addition to preparing them for mid andend term exams. There will be five pop quizzes. The dates and timing
for the pop quizzes will not be disclosed to the students. Out of 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 mid term and end term evaluation 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. Whereas the preview of the questions will not be
encouraged, the theme for essays will be given before hand to allow
students to make prior research.
【Changes following student comments】
The size of the class will be considerably reduced to facilitate meaningful
discussions.
【Equipment student needs to prepare】
Students personal learning materials such as A4 folders, pens, andpencils.
【Prerequisite】
None.

— 159 —

発行日：2021/5/1【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 4/Tue.4
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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 actor,
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. Second edition. Red Globe 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.
Nau, Henry R. Perspectives on International Relatios: Power, Institutions, Ideas. Sixth edition. CQ Press, 2018.
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(45%), Final
Essay (55%)
Regarding a group presentation, the performance of each student will
also be assessed by the Group Evaluation Form. Students in the same
presentation group will be required to evaluate each other independently 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 providedd 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】
No.
Theme
1
Introduction
2
Analytical tools I I

3Analytical tools II

4World War I (1)5World War I (2)6World War II (1)7World War II (2)8The Cold War (1)9The Cold War (2)10International Conflicts
in the Post-Cold War
Era
The Roles ofInternational Law andOrganization

11

12

13
14

Non-state actors andchallenges tosovereignty
Prospects for a World
Order I
Prospects for a World
Order II/The final
essay preparation

Contents
Course outline
Learning analytical tools for
examining world politics.
Learning analytical skill for
examining world politics.
Analyzing the causes of World War
I from theoretical perspectives
Analyzing the process of World War
I from theoretical perspectives
Analyzing the causes of World War
II from theoretical perspectives
Analyzing the process of World War
II from theoretical perspectives
Analyzing the origin of the Cold
War from theoretical perspectives
Analyzing the end of the Cold Warfrom theoretical perspectives
Analyzing the causes and nature ofcontemporary international
conflicts
Examining the roles ofinternational law and organizationin the maintenance of internationalorder
Examining the roles and effects of
non-state actors in world politics
Examining prospects for a worldorder
Examining prospects for a worldorder/preparing to write the finalessay— 160 —

発行日：2021/5/1
10

POL200ZA

Religion and Politics
11

Christopher KAVANAGH
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 2/Tue.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：

12

13

14

【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 definedin the course, refers not only to doctrinal beliefs and formal institutions
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 theend of the course, students will have a greater understanding of the rolethat religious individuals, groups, and larger traditions play in politics.
【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.
【Which item of the diploma 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 lecture,class discussion, and small group discussion. Each class will include a
lecture followed by a class/group discussion based on related readings.
Over the course of the semester, students will be required to give
two short oral presentations related to the topics covered during theclasses. Presentations should be submitted with a script and students
will receive written feedback.

【Textbooks】
All readings will be distributed by the instructor.
【References】
Not Applicable【Grading criteria】
Presentations 20%
Mid-term exam 20%
Final exam 30%
Weekly in-class responses 15%
Active participation 15%【Changes following student comments】
The course content has been entirely revised due to a new teacher taking
over the course.
【Equipment student needs to prepare】
Students will need to complete readings before each class. At various
points in the semester, students should be prepared to lead andparticipate in discussions of ideas and concepts covered in readings.
【Prerequisite】
None.

【Fieldwork in class】
なし / No

3

Religion and the State:
Compatibility, Conflict,and Convergence

4

Secularization Thesis& Resurgent
Religiosity
Religious Identity &Intergroup Conflict (1)56Religious Identity &Intergroup Conflict (2)7Review & Mid-term
Exam
Religion and Social
Issues: Evolution,
Abortion, andSame-Sex Marriage

89Religious Activism
and Social Protest

Group presentation and follow up
discussion exploring Buddhism andShinto’s role in JapaneseStatecraft.
Examining the role 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.
Online Gurus,
Reviewing new interactions
Conspiracy Cults, &between religion and politics in the
New Politicalcontemporary world, especially in
Movements
the online sphere.
Final Exam & Wrap-up Course wrap up and final exam

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly reading assignments,
participate in class discussions, and prepare two group presentations.
Preparatory study and review time for this class is estimated to be atleast 4 hours.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Religion and Politics:
Course Introduction
and Overview
2
The evolutionary roleof religion in society

Student Round Table:
Buddhism, Shinto, andthe role of religion in
the Japanese State
State Religion & War

Contents
Introduction to the course andreview of the syllabus.
Defining religion and politics.
Exploring the role of religion inhuman societies from a cultural
evolutionary perspective.
Discussing its role in enablinglarge scale cooperation.
An examination of the varied
relationships between religions andstates, drawing on historical andcontemporary examples.
A critical assessment of theSecularization Thesis andalternative theories
Exploring the role of Buddhist
nationalism and Hindu minority
identities in Sri Lanka
Examining the role of religious
identity in the Israel/Palestine
conflict & Northern Irish ‘Troubles’
Review and Midterm Exam
Investigating the role that religion
plays in controversial social issues.
Focusing on debates surrounding
the teaching of evolution, abortion,and same sex marriage.
Exploring the ability for religion tofunction as a source of activism
including as an anti-state
counter-hegemonic, emancipatory
force.

— 161 —

発行日：2021/5/1

International Security【References】
Baylis, John, Wirtz, James J and Gray, Colin S. Strategy in theContemporary World. Sixth Edition. Oxford University Press, 2018.

TAKESHI YUZAWA【Grading criteria】
Contribution to discussion (10%), mid-term essay (45%), final examination (45%)

POL200ZA

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 2/Thu.2
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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.

【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 courseshould have adequate English skills to complete thecourse 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】
No.
Theme
1
Introduction
2
Military Security

3

Regime Security

4

Societal Security

5

Human Security

6

9

Environmental
Security
Review and Mid-term
essay preparation
The Evolution ofModern Warfare
The Arms Trade

10

Nuclear Proliferation

11

Humanitarian
Intervention

12

Terrorism

13

Review andPreparation for the
final exam
Final Exam

7
8

14

Contents
Introduction
Exploring the concepts of military
security
Exploring the concepts of regime
security
Exploring the concepts of societal
security
Exploring the concepts of humansecurity
Exploring the concepts ofenviromental security
Review of week 2-7
Examining changes in warfare
Examining the key aspects of thecontemporary arms trade
Examining the important aspectsof nuclear proliferation
Providing an overview of theheated debate in terms of thevalidity of humanitarian
intervention
Analyzing the threat that terrorism
poses to countries and the world
Review of major topics covered by
week 9-13
Written test

【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, Fifth edition.
Oxford University Press, 2019.
Williams, Paul D and McDonald, Matt (ed). Security Studies: An
Introduction. Third edition. Routledge, 2018.

— 162 —

発行日：2021/5/1

POL200ZA

International Organizations
Ayako KOBAYASHI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 3/Fri.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
This course provides students with fundamental knowledge of International Organization, with a focus on the United Nations (UN), and theorganization’s three founding pillars, i.e., peace and security, humanrights, and development.
【Goal】At the end of this course, participants will be able to explain basic
theories of International Organization, historical background, organizational development, and challenges in the crisis of multilateralism.

【Grading criteria】
Short essays 45% (15% per essay x 3), Final report 55%(1) Short essays: We will study three main pillars of the UN: peaceand security, human rights, and development. Participants will write
one short essay (400-800 words) on each pillar. Pick one importantconcept/theory/framework discussed in the lectures and explain it withspecific examples.
(2) Final report: Pick one of serious global challenges (natural disaster,
armed conflict, pandemic, poverty, climate change …), and discuss itwith a theory/framework/concept you learn in this course and/or specificexamples either in the past or the present in a 1,000- to 2,000-wordessay excluding references/bibliography. You should include UN or NGO
documents, academic articles, and books. Do not depend exclusively
on the internet for your research material. The final report should beanalytical, not be descriptive.
*The instructor will have a preparation session on the final report at
one of the class meetings in November, in which she will give detailed
instructions and answer students’ questions. Also, participants can ask
questions by email before the deadline.
【Changes following student comments】
No feedback as this course starts in 2021.
【Others】
Office hours available by an email appointment.
【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 is a combination of lecture and discussion sessions. It isreading-intensive, and students are expected to keep up with reading
assignments to be prepared for lectures, in-class discussions, shortessays, and a final report.
Participants are asked to do group activities in the part of human rights
and development, as an expert describes we can learn these issues
through experience.
The lecturer will give a feedback on a short essay in class one week after
the submission deadline unless there is an emergency.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction: Why Do
We Study International
Organizations?

2
3

Peace and Security (1)Peace and Security (2)4Peace and Security (3)5Peace and Security (4)6Human Rights (1)7Human Rights (2)8Human Rights (3)9Human Rights (4)

10
11
12

Development (1)Development (2)Development (3)1314Development (4)Conclusion

Contents
Course Introduction
Course Contents
Syllabus Overview
Grading Criteria
Collective Security
Peacekeeping in the Cold War andits aftermath
Peace and Security since 1999
Protection of Civilians
Robust Peacekeeping
Contemporary Challenges
How to Search UN Documents
The UN, Human Rights, andHumanitarian Affairs
Classroom Activity 1
Mapping Human Rights
Applying Human Rights
Standards, and the Role of Experts
and NGOs
International Criminal Court
Classroom Activity 2
Coffee and Human Rights (to be
decided)Human Rights in the Future
Theories of Development in the UN
Human Development
Sustainable Development as a
Process
Classroom activity 3
Revisiting the Three Pillars of the
UN【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Thomas G. Weiss, David P. Forsythe, Roger A. Coate, and Kelly-Kate
Pease, The United Nations and Changing World Politics [8th edition,
Revised and Updated with a New Introduction], Routledge, 2020.
【References】
The lecturer will introduce helpful articles, books, and official
documents in class.

— 163 —

発行日：2021/5/1
6

POL200ZA

Public Policy
Nathan GILBERT QUIMPO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 5/Tue.5
他学部公開：

グローバル：

成績優秀：

7

8

実務教員：

【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.”As a field of study, public policy is a subdiscipline of political science.
This course examines the nature of public policies, how they are made,
implemented and evaluated, and the central institutions and actors
involved in policy-making. While exploring how politics determines
public policy and how the latter draws from political theories andconcepts, 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 andadoption; implementation; and evaluation. The course also covers
governance and policy-making; public policies beyond the nation-state;
and policy change 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 the course, thegroups will be asked to submit written reports and to make powerpoint
presentations on the policies studied and policy outcomes and impacts.
【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.

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)】The course will consist mainly of lectures and open discussion. Students
will be asked as well as encouraged to express their views on the topic
being discussed. Audio-visual aids such as short video clips, photos,
maps and illustrations will be used to help make issues and events much
more concrete and vivid to students, and to help stimulate or enliven
discussion and debate. Feedback on assignments will be provided duringclass discussions, by email or through individual consultations. Please
note that the teaching approach may vary according to which threat
level we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction (Knill andTosun, Chapter 1)

2

3

4

5

Contents
What Is a Public Policy?
Analytical Perspectives on the
Policy-Making Process
Opportunities and Challenges for
Policy-Making
The Nature of Public
Typologies of Public Policies
Policies (Knill andPolicy Dimensions
Tosun, Chapter 2)
Policy Styles
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
Theoretical Approaches Structure-Based Models
to Policy-Making (Knill Institution-Based Models
and Tosun, Chapter 4) Interest-Based Models
Overview of the Models
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 Process14

Decision-Making (Knill
and Tosun, Chapter 6)

Determinants of Policy
Formulation
Institutional and Procedural
Dimensions of Decision-Making
Decision-Making in The United
Kingdom, Australia, Canada andThe United States
Review & Midterm
Assess to what degree students
Exam
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, 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】
Christoph Knill & Jale Tosun, Public Policy: A New Introduction, 2ndedition, London: Red Globe Press, 2020.
Tomohito Shinoda, “The Policy making Process in Japan,” in Robert
J. Pekkanen & Saadia M. Pekkanen (eds.), The Oxford Handbook ofJapanese Politics (online publication), Oxford: Oxford University Press,
2020.
【References】
Thomas R. Dye, Understanding Public Policy, 15th edition, London and
New York: Pearson Education, 2017
Anneliese Doods, Comparative Public Policy, Houndmills and New York:
Palgrave Macmillan, 2013.
【Grading criteria】
Participation in class discussions and debates, and fulfillment of
assignments: 40% of overall course mark.
Midterm examination: 30%
Final examination: 30%【Changes following student comments】
None.
【Prerequisite】
None.

— 164 —

発行日：2021/5/1
13

POL200ZA

14

Foreign Policy Analysis
TAKESHI YUZAWA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 3/Tue.3
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

3

The Rational Actor
Model

4

Cognitive andPsychologicalApproaches I

5

Cognitive andPsychologicalApproaches II

6

The Role of Advisers
and Bureaucracies

7

Domestic Influences:
Public Opinion andMedia
External Influences:
The Impacts ofInternational
Structures

8

9
10

11

12

Case Studies I: The
Cuban Missile Crisis
Case Studies II: The
United States and the
Iraq War
Case Studies III: The
United Kingdom andthe Iraq War
Case Studies IV: The
Yom Kippur War

Case studies based on a grouppresentation and discussion
Final exam,
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】
Smith, Steve, Hadfield, Amelia and Dunne,Tim. (eds), Foreign Policy:
Theories, Actors, Cases. Third edition. Oxford University Press, 2016.
Alden, Chris and Amnon, Aran. (eds), Foreign Policy Analysis: New
Approaches. Second edition. Routledge, 2017.
Morin, Jean-Frédéric, and Paquin, Jonathan, Foreign Policy Analysis: A
Toolbox . Palgrave Macmilan, 2018.
Mintz Alex and DeRouen, Karl R. Jr, Understanding Foreign Policy
Decision Making . Cambridge University Press, 2010.
Hudson, Valerie M. Foreign Policy Analysis: Classic And Contemporary
Theory . Third edition. Rowman & Littlefield Pub, 2019.
Breuning, Marijke.
Foreign Policy Analysis:
A Comparative
Introduction. Palgrave Macmillan, 2007.
【Grading criteria】
Contributions to class discussion and group presentations (45%), Final
examination (55%).
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.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Actors and Structures

Case Studies V: The
Syrian Civil War
Final Exam andWrap-upContents
Course outline
Identifying the actors andstructures influencing foreign
policyExamining models and approaches
to foreign policy decision-making
from a rational actor perspective
Examining cognitive andpsychological models which identify
boundaries to rational
decision-making
Examining cognitive andpsychological models that identify
boundaries to rational
decision-making
Examining the role ofbureaucracies in foreign policy
decision-making
Examining the role of the public
and the media in foreign policy
decision-making
Examining how the structural
distribution of states’ capabilities
constrains the policy options thatare realistically available topolicy-makers
Case studies based on a grouppresentation and discussion
Case studies based on a grouppresentation and discussion
Case studies based on a grouppresentation and discussion
Case studies based on a grouppresentation and discussion— 165 —

発行日：2021/5/1

POL200ZA

Japan’s Foreign Policy

10Japan and Russia

11Japan and ASEAN

12Japan andInternational
Cooperation
Japan and Climate
Security

Heiko LANG
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 3/Wed.3
Notes：< GIS students > 2019 年度までの入学者は配当年次 1〜4 年
他学部公開：

グローバル：

成績優秀：

実務教員：

【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”.

13

14【Textbooks】
As the main textbook, we will employ a fairly recent publication: Brown,
James D. J. and Kingston, Jeff (eds.) 2017: Japan’s Foreign Relations in
Asia, New York: Routledge. The relevant chapters will be uploaded tothe 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.

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

5

6
7
8
9

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 week.
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.

【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. Please
note that the teaching approach may vary according to which threat
level we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.

【Schedule】
No.
Theme
1
Topics in Japan’s
Foreign Relations
2
International Relations
Theory, East Asia, andJapan
3Main Determinants ofJapanese Foreign
Policy4Main Issues of Japan’s
Post War Diplomacy

Conclusion: Quo vadis,
Japan?

Japan’s relations with the RussianFederation
Japan’s relations with Southeast
Asia
Japan’s policies in internationalorganizations

Contents
Introduction to the course content

Understanding “International
Relations” and Japan’s policies
theoretically
Overview over the domestic andinternational factors that shape
Japan’s foreign policy
Turning points and continuous
characteristics of Japan’s foreign
policy after 1952
Japan and Regionalism Japan’s efforts to influence thein East Asia
emerging regional political andeconomic order in East Asia
Japan and the United
The shifting alliance between
StatesJapan and the United States
Mid-Term Exam
Exam and summary of the course
content so far
Japan and China
Japan’s relations with China
Japan and the Korean Japan’s relations with North andPeninsulaSouth Korea— 166 —

発行日：2021/5/1
7

ECN200ZA

Development Economies

89Upalat KORWATANASAKUL
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 1/Thu.1
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

10

11
12

実務教員：

【Outline and objectives】
This course is an introduction to economic development with aparticular emphasis on economic issues in East and Southeast Asia.
Economic development is concerned with the advancement of thecommon good, the effective management of social problems, themeeting of human needs, and the equitable distribution of society’s
resources. As such, this course explores the economic and social
factors that promote or hinder economic development and how
these factors affect the well-being of individuals and communities incontemporary societies.This course will cover issues such as economic
growth, agricultural development, food security, population, education,
migration, poverty reduction, health and aging, and more.
【Goal】
1. To introduce students to the field of economic development with astrong emphasis on East and Southeast Asia;
2. To provide students with an understanding of the key concepts
and issues related to economic development such as economic
growth, agricultural development, food security, population, education,
migration, poverty reduction, health and aging,among others; and3. To encourage students to explore alternative paths of economic development that promotes 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 with analysis ofappropriate case studies related to each topic. Students are expected toanalyse real-life cases and make presentations to the class. Feedback
will be given to students at the end of each presentation. Please notethat the teaching approach may vary according to which threat level weare at: at level 1, 70% of this course will be held on campus, though at
level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

13

14

3

4

5

6

Assess students’ understanding of
the 1st half of course materials(Week 1-6)
Population, labour, and The population of Southeast Asia
human capital(Ch10)
Population, labour, and Education in Southeast Asia:
human capital
investments, achievements, andreturns(Ch12)
Population, labour, and Internal and international
human capitalmigration in Southeast Asia
(Ch13)
Poverty and political
The drivers of poverty reduction
economy(Ch14)
Poverty and political
The political economy of policy
economyreform: insights from Southeast
Asia(Ch15)
Twenty-first-century
Dual-burdens in health and aging:challenges
emerging population challenges inSoutheast Asia
(Ch16)
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】
Coxhead, Ian , "Routledge Handbook of Southeast Asian Economics"(Abingdon: Routledge, 18 Dec 2014 ), Routledge Handbooks Online.
Print ISBN: 9780415659949
eBook ISBN: 9781315742410
Adobe ISBN: 9781317586050【References】
Additional references will be provided in the class.
【Grading criteria】
1. Class participation: 50%
2. Midterm exam: 25%
3. Final exam: 25%* Class participation includes class attendance, group discussion, andpresentation.
【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】
No.
Theme
1
Introduction andOverview
2
Growth anddevelopment over thelong term

Review & Midterm
Exam

Contents
Introduction and Overview- Growth and development over thelong term- Trade, growth, and distribution inSoutheast Asia, 1500 ‒ 1940
- A century of growth, crisis, war
and recovery, 1870 ‒ 1970
(Ch1-3)Growth andInternal and external sources ofdevelopment over theSoutheast
long term
Asian growth since 1970
(Ch4)
Food, agriculture, andThe dynamics of agricultural
natural resources
development and food security inSoutheast Asia
(Ch5)Food, agriculture, andNatural resources, thenatural resources
environment and economic
development inSoutheast Asia
(Ch6)
Trade, investment, and - Global production sharing, tradeindustrialisation
patterns, and industrialization inSoutheast Asia
- Foreign direct investment inSoutheast Asia
- Regional trade agreements andenterprises in Southeast Asia
(Ch7, 8, 9)— 167 —

発行日：2021/5/1【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.

SES200ZA

Environment and Development【Textbooks】
There are no textbooks for this course.

Gregory TOTH
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 6/Tue.6
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○【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.

実務教員：【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.

【Equipment student needs to prepare】
None【Others】
Instructor reserves the right to adapt this syllabus as they deem fit
during the course.
【Prerequisite】
None.

【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.
【Which item of the diploma 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】
No.
Theme
1
Introduction
2
Development Theory

3

The Environment

4

Environmental Law

5

Sustainable
Development

6

Official Development
Assistance
Global Institutions

7
8
9

Foreign Direct
Investment
Trade andDevelopment

10

Agriculture andDevelopment

11

Anti-globalization andPost-development

12

Environmental Law(revisited)

13
14

Presentations
Conclusion

Contents
Course overview
Classical / contemporary in thecontext of the National, Regional,
and International
Values/Valuation, Eastern/Western
perspectives, converging ethics
Philosophical underpinnings,
North/South perspectives,
converging norms
United Nations et al., andimplementing the precautionary
principle
Premises and politics, USAID,
JICA, etc.
World Bank, International
Monetary Fund, etc.
Purposes, pluses, and protections
World Trade Organization,
environmental impacts andprotections
World Food Program, Food andAgriculture Organization,
sustainable technology, etc.
Beyond detraction, proposed
alternatives, theories, successes,
and false starts
Fragmentation and convergence inenvironment and development(compatibility)
Group format, Zoom presentations
Course retrospective (remaining
presentations, as necessary)— 168 —

発行日：2021/5/1【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.

SES200ZA

Society and Environmental Change
Ayami OTSUKA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 2/Fri.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.

【Textbooks】
No textbook is specified. Handouts and other relevant materials will be
distributed by the instructor.
【References】
Routledge international handbook of social and environmental change(1st ed.) edited by Stewart Lockie, David A. Sonnenfeld and Dana R.
Fisher: Oxon-New York, 2014.
Others will be introduced in class.
【Grading criteria】
Evaluation will be based on
1. Class participation & homework assignments/quizzes (35%)
2. Group project and presentation (30%)
3. Final exam (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 and group
work. Students also have the opportunity to work in a group project
towards the end of the course. More specific instructions are given inclass for group work. Feedbacks to students work (on assignments andgroup work, etc.) are 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】
No.
Theme
1
Course guidance2

Our everyday life andthe environment

3

9Background issues forchange 1
Background issues forchange 2
Background issues forchange 3
Food culture and its
environmental
implications
Fordism as culturalimperialism
Counterculture andfuture visioning
Different cultures

10

Social futures I

11

Social futures II

12

Designing sustainable
society I
Designing sustainable
society II
Final exam & wrap-up

4
5
6

7
8

13
14

Contents
What is environment? What is
culture & society?
Conceptual development ofenvironment and history ofenvironmental problems
Urbanization and culturaltransformation
Population, economic development
and limits to growth
Sustainable development andglobalization
Shrimp, Tuna, and Mushroom[group work]
Fordism and consumerism,“Auto-pia,” fast-fashion, ICT
Back-casting and typologies ofsocial futures
Forest, Ladakh, and green capitaland Islamic society
Transition town, de-growth, andbenefits of inconvenience
Smart cities/Society5.0 and rural
revitalization
Energy slave, norm culture,
cultural evolution
Student presentation
End of semester examination &course review— 169 —

発行日：2021/5/1

LIT300ZA

Advanced Topics in American Literature:
Southern Literature

US

Gregory KHEZRNEJAT
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 1/Thu.1
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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】
No.
Theme
1
Introduction

2

Defining the South

3

Postwar Culture andModernity
Community andMemoryRace in the Postwar
South (1)Race in the Postwar
South (2)Southern Gothic
Review and Midterm
Examination
Precariousness in the
Changing South
Grotesque Allegories

4
5
6
7
8
9
10
11
12
13
14

Culture andAuthenticity
The Modern South (1)The Modern South (2)Final Synthesis

Contents
Introduction to the course andselection exam
An overview of the culture andhistory of the South
Tate, Ode to the Confederate Dead
Faulkner, A Rose for Emily
Wright, The Ethics of Living Jim
Crow
Welty, Where is the Voice Coming
From?
Capote, A Tree of NightA review of topics covered in thefirst half of the course
Dickey, selected poems
O’Connor, A Good Man is Hard to
Find
Walker, Everyday Use
Gates, Colored People
Rash, Speckled Trout
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.

— 170 —

発行日：2021/5/1【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.

LIT300ZA

Modern Japanese Fiction in Translation
Gregory KHEZRNEJAT
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 5/Mon.5
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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. Please note thatthe teaching approach may vary according to which threat level we are
at: at level 1, 70% of this course will be held on campus, though at level2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3
4
5
6

7

8
9

Transnational
Literature
Creating the Modern
Japanese Canon
Culture Shock andInterpretation
Exophony and Border
Crossing
Language, Literature,and Imagined
Communities
Language and theConstruction of
Identity
Review and Midterm
Examination
Language andBelonging

10

Identity as Costume

11

The Right to Language

12Transnationalism andBorrowed Ideology
Writing Within the
Canon
Final Synthesis

13
14

Contents
Introduction of course content andselection exam
Concepts of transnational
literature
Mack, Manufacturing Modern
Japanese Literature
Tawada, Where Europe Begins
Tawada, Where Europe Begins
Mizumura, A True Novel

Mizumura, The Fall of Language in
the Age of English
A review of topics covered in thefirst half of the course
Levy, A Room Where theStar-Spangled Banner Cannot Be
Heard
Levy, A Room Where theStar-Spangled Banner Cannot Be
Heard
Levy, A Room Where theStar-Spangled Banner Cannot Be
Heard
Zoppetti, Ichigensan
Zoppetti, Ichigensan
Review major themes of the courseand discuss new frontiers intransnational Japanese literature【Work to be done outside of class (preparation, etc.)】
Students are expected to perform close readings of weekly reading
assignments and prepare to actively engage in class discussions.
Preparatory study and review time for this class are 2 hours each.

— 171 —

発行日：2021/5/1【Changes following student comments】
None.

LIT300ZA

Creative Writing【Prerequisite】
None.

Gregory KHEZRNEJAT
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 3/Mon.3
他学部公開：

グローバル：○

成績優秀：

実務教員：

【Outline and objectives】
How does a good short story create an emotional reaction in the reader?
How can we learn to use those techniques in our own writing? In thisworkshop-based course, students will be introduced to the basic skills,
tools, and theory of short narrative prose writing, both through reading
short stories and composing and editing an original piece of writing
over the course of the semester. We will focus on fundamental elementsof traditional short fiction, such as characters, dialogue, and narrative
viewpoint. Students will also learn about the processes of planning,
composing, editing, and revision. This course is designed for varying
levels of English ability and writing ability, and will include special
emphasis on the composition of fiction in a second language.
【Goal】
Students will learn and apply the fundamental techniques of writing
short stories. Students will also become more critical readers bydeveloping an awareness of the technical elements of prose writing.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
【Method(s)】Classes will consist of lectures followed by short discussions and writing
practice. Additionally, classes will include workshops in which students
read and respond to stories composed by their peers. In-class feedback
will be given for daily reaction papers, and students will receive personal
feedback on drafts of their story.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Writing Fiction in a
Second Language

3

Getting Started

456Viewpoint
Characters
Plot

7
8

Scene Construction
Editing and Revision9

Dialogue

10

Themes11

Workshop (1)12Workshop (2)13Workshop (3)14Final Synthesis

Contents
Introduction to the course andselection exam
The benefits and challenges ofcomposing fiction in a second
language
Planning a story and finding astarting point for the first draft
Determining narrative viewpoint
Constructing believable characters
Structures for building andresolving narrative tension
Building stand-alone scenes
Basic techniques for editing andrevising the first draft
Writing realistic dialogue indiverse voices
Finding and polishing thematicelements within a draft
Students read and respond tostories by their classmates
Students read and respond tostories by their classmates
Students read and respond tostories by their classmates
A review of the major themes of thecourse【Work to be done outside of class (preparation, etc.)】
Students must complete assigned readings for each class. In addition,
students will compose, revise, and present a piece of short fiction.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
Readings will be provided as handouts in class.
【References】
Strunk, William, and E.B. White. The Elements of Style (4th Edition).
Pearson, 1999.
Forster, E. M. Aspects of the Novel. Penguin, 2005.
【Grading criteria】
Class contribution and short assignments (30%), reader feedback (20%),
first short story draft (20%), revised short story draft (30%)— 172 —

発行日：2021/5/1
12

PHL300ZA

Readings in Philosophy

13
14

Robert SINCLAIR
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 3/Mon.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.

【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.
【References】
International Ethics: Concepts, Theories, and Cases in Global Politics,
4th Edition, Mark R. Amstutz, 2013, Rowman and Littlefield.
The Global Justice Reader, edited by Thom Brooks, 2008, WileyBlackwell.
Global Ethics: An Introduction, Heather Widdows, 2014, Routledge.
More difficult, but useful, discussions of these issues can be found in thefollowing articles from the Stanford Encyclopedia of Philosophy (http://plato.stanford.edu/): global justice, international distributive justice,globalization, cosmopolitanism, citizenship and many others.
【Grading criteria】
Evaluation will be based on a selection exam (10%) class participation(15%) and two exams (75%).
【Changes following student comments】
Some small changes have been made to the topics covered in the class.
【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.

【Method(s)】Students will attend lectures, read related materials and have two
written examinations. Submission of assignments and feedback will be
via the Learning Management System. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

2World Poverty

3

Global Economic
Equality

4

Against Global
Egalitarianism
Nationalism andPatriotic Sentiments

5

6
7
8

9

10
11

The Universality of
Human Rights
Review & Midterm
Exam
Human Rights: State
Sovereignty, Cultureand Gender
Just Wars andHumanitarian
Intervention
Borders: Immigration,
Secession and Territory
Climate Change
Justice: Sharing the
BurdenProblems with democracy,
Alternatives? Cosmopolitan versus
international
Real world problems, the need for a
global theory of justiceFinal 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.

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

【Schedule】
No.
Theme
1
Introduction

Global Democracy:
Cosmopolitan VersusInternational
Conclusion

Contents
What is this thing called global
justice? Global justice as normativeinquiry, Organization of the course,
selection exam
Moral responsibility and global
poverty, utilitarianism andrights-based approaches
Global egalitarianism, justice as
fairness, resources versus
capabilities
Questioning global Egalitarianism,
Rawl’s laws of peoples
The problem of nationalism,
cosmopolitanism, patriotism andpartiality
The nature of human rights,
universal rights, liberal rights
Review
Possible conflicts between humanrights and sovereignty, culture andgenderJust war theory, militaryintervention
Ethics of immigration, secession
and territorial rights
Climate justice, subsistence, percapita emissions, who pays?

— 173 —

発行日：2021/5/1

ART300ZA

10Movements since the
80s

11
12
13
14

Research Workshop 1
Research Workshop 2
Research Workshop 3
Summary

Advanced Topics in Contemporary Art
Utako SHINDO
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：水 3/Wed.3
他学部公開：○

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
Since the early 20th century we have witnessed a number of artistic
movements: the birth of conceptual art, abstract expressionism, the riseof pop art and minimalism, the extension into earth, body, the movement
toward performance, video, installation, and public art. Amidst allthese transformations, how does contemporary art continue to makemeanings, communicate, become significant to us? This course looks
at various topics in contemporary art and closely examines how art
functions in our society. Artistic practices in Europe, North America,
Japan and other Asian countries are mainly examined.
【Goal】
Students will learn major movements, artists and terms in contemporary art.
Students will understand the key developments from the modern art tothe contemporary.
Students will become active and discerning participants/viewers ofcontemporary art, equipped with basic analytical frameworks.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】Classes combine lectures, video clips, discussions, and student
presentations. In addition, students are required to attend at least
one off-campus museum or gallery exhibition relevant to the class(determined by the instructor). Students will then make presentations
and write their research papers. The last 5 to 10 minutes at eachpresentation will be set aside for discussions with other students andfor the feedback given by the instructor. The written comments will bealso provided to each student for her/his research paper.
Students need to be aware that some works shown in class may address
controversial issues such as homophobia, racial prejudice, and may
include nudity.

【Work to be done outside of class (preparation, etc.)】
Students need to keep up with the readings and must be prepared forclass discussions. As part of their research, students are required tomake at least one visit to an art exhibition suggested by the instructor inorder to prepare their presentations and research papers. Preparatory
study and review time for this class are 2 hours each.
【Textbooks】
No textbook will be used. Readings will be made available on Hosei
course management system or distributed as handouts.
【References】
References will be made available on H’etudes.
【Grading criteria】
Final grades are determined by contribution to class discussions (30%),
a project paper based on a field trip to an art exhibition and research(30%), a presentation of the project (10%) and and the final exam (image
identification and essay questions) (30%).
In the presentation, each student will introduce two artworks theyencountered at the exhibition and explain why they liked them. S/hewill conduct research on these works to write the paper. The durationof the presentation is usually between 6 and 8 minutes but this will
depend on the enrollment and will be decided in class.
【Changes following student comments】
More art movements have been added.
【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】
あり / Yes【Schedule】
No.
Theme
1
Introduction23Modern toContemporary 1
Modern toContemporary 2

4Modern toContemporary 3

5

From Europe to
America6

Post Minimalism 1

7

Post Minimalism 2

8

Post Minimalism 3

9

From Feminism Art,
Gender Art to Queer(Race-conscious) Art

New Painting, Site Specific,
Cultural Intervention, Politicalactivism, Relational Art,
Participatory Art, Socially Engaged
Art, Cinema; Basquiat, Tadashi
Kawamata, Haake, Matta- Clark,
Tiravaniya, McQueen, Shizuka
Yokomizo, Koki Tanaka
Student presentations 1
Student presentations 2
Student presentations 3
Summary and final exam

Contents
Overview of the course(A selection process may occur)
Rays of Modernism; Impressionism& Post Impressionism, Symbolism
Full bloom of Modernism;
Surrealism, Cubism, Russian
Constructivism, Orientalism,
Invention of Photography
Spread of modernism, then Wars;
Industrial production, Bauhaus,Interdisciplinary art
education/commune (Art, Design,
Architecture, Textile, Theater,
Dance)
Abstract Expressionism, Action
Painting, Minimalism, Mexican
muralista art, Art Informel;
Mondrian, Rothko, Pollock, Stella
Post minimalism, Land Art, Earth
Work, Combine Painting,Installation Art; Post Modernism,
Robert Smith, Agnes Martin,
Lee-U-Fan
Video Art & Performance; Warhol,
Acconci, Paik, Abramovi ć , Beuys,
Cage, Cunnigham, Gutai, Fluxes
Conceptual Art, Pop Art; Duchamp,
Lewitt, Art & Language,
Dematerialization, Broodtharers,
Hi-Red Center, Nouveau réalisme,
Warhol, Lichtenstein
Sherman, Kruger, Emin,
Morimura, Felix Gonzales=Torres,
Dumb Type, Transbody, Barney,
Stelarc, Ryudai Takano— 174 —

発行日：2021/5/1

ART300ZA

Art in the Real World
Suzanne Carol MOONEY
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 1/Fri.1
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
Despite art being a part of human culture and civilisation for millennia,
the art world is often looked upon as something outside of everyday
life. In this course, we will examine how art and everyday life areintertwined. This will be followed by study on the forms art takes incontemporary society, the value of art, spaces for art, and case studies
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 exhibition, the multifaceted approaches of artists, and also
the infrastructure of the world of contemporary art in Japan and abroad,and how the art world is not distinct from 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 theprocess involved in contemporary art-making. Students are guided
through the practical creative processes of making original artworks
such as:• Drawing to communicate• Curating a series of images to create a narrative• Combining text and images to change meaning
Students will also research an artist working now, in the 21st century,
and will make a presentation 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.
For this class, preparatory study is 2 hours and review time is 2 hours.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus.

9

Text and Images:
Making meaning

10

Outside of the gallery
system11

Curation as practice12

Student Presentations
I & discussion
Student Presentations
II & discussion
Final discussion andreview

13
14

Study of examples from art andonline media. Practical exercises inmaking meaning
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 record ideas,
samples of artworks, and other experiences throughout the semester.
Preparatory study and review time for this class is 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, evidence of activities completed in class that week.
Presentation: each student must make a short presentation on aworking artist within the context of the course.

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

The final grade is calculated as follows:
Participation 40%
Weekly submitted responses: 30%
Presentation 30%【Fieldwork in class】
あり / Yes【Changes following student comments】
Not applicable.

【Schedule】
No.
Theme
1
Introduction

2

Art as communication

3

Worthless art(?)

4

Art with value

5

Connecting with the
land

6
7

Originality: It’s all
been done before
Art as action

8

A working artist

Contents
Introduction to the class outline
and explanation of expectations.
Workshop and group discussion onwhat art is and why it is important.
Sharing experiences throughdrawing. Practical activity to
explore the communicative
qualities of images.
Artists with subversive approaches
to value: Marcel Duchamp, Andy
Warhol, Jeff Koons, Tracy Emin,
etc.
Group and class discussion on
artworks with value for the 21st
century
Artists who work directly in thelandscape: Robert Smithson,
Richard Long, Christo and JeanClaude, Nancy Holt, etc.
Tracing the thread of an idea in art【Equipment student needs to prepare】
Students will need a laptop, a notebook (e.g.
blank sketchbook/notebook), and general stationary (e.g. pen, pencil, glue, tape,scissors).
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, participate in group discussions
often, and to submit weekly responses on time through an online system.
【Prerequisite】
None.

Performance art and happenings,
activism as art, and the importanceof documentation
A visit from (or case study of) anartist, discussing their works andcareer— 175 —

発行日：2021/5/1

ART300ZA

Film Studies

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：土 2/Sat.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
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Genre I: Melodrama,
Colour, Affect

12

Genre II: Film Noirand Lighting
Sound, Cinephilia,
Discontinuity Editing,and the French New
Wave
Semester Recap andFinal Exam Screening

13

Andree LAFONTAINE

他学部公開：

11

14【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.
【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. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.

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

【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 analytical essay: 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.

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

3

4

5

6
7

8

9

10

For their final, students will watch
a film in class and write ananalytical essay.

【Textbooks】
All readings will be provided by the instructor and made available
online.

実務教員：【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.

2

Written on the Wind (Douglas Sirk,
1945, US); Far From Heaven (Todd
Haynes, 2002, US).
Double Indemnity (Billy Wilder,1944, US).
Cléo de 5 à 7 (Agnès Varda, 1962,
France).

Contents
Course overview and classdiscussion over questions such as"What is film?"; "What makes afilm experience meaningful?"; "Why
do we watch films?" etc.
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).
Classical Hollywood,
Cleopatra (Cecil B. DeMille, 1934,
the Studio System, and US); Casablanca (Michael Curtiz
Mise-en-scène
1942, US).
Soviet montage,
Potemkin (Sergei Eisenstein, 1925,
Russian Cinema, andUSSR);
the Kuleshov EffectOctober (Sergei Eisenstein, 1927,
USSR).
Cinematography,
Selection of Alfred Hitchcock clips.
Composing the Frame,
and Authorship
Narrative Form I andCitizen Kane (Orson Welles,
Information Control
1941,US).
Narrative Form II,
Do the Right Thing (Spike Lee,
Camera Angle
1989, US); Seven Samourai (Akira
Kurosawa, 1954, Japan).
Editing, and Camera
Clips from Touch of Evil (Orson
Movement, and theWelles, 1958) and Spectre (SamLong Take
Mendes, 2015).
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.
Art Cinema and the
Selection of clips from Michelangelo
Festival Circuit
Antonioni films; The Great Beauty(Paolo Sorrentino, 2013, Italy).

— 176 —

発行日：2021/5/1

ARS300ZA

Contemporary British Culture

12

Popular Music andFashion13

Sport and Cultural
Heritage

14

Review
End-term Examination

Mitsutoshi SOMURA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 2/Tue.2
他学部公開：

グローバル：

成績優秀：

実務教員：

【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. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.

【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.
【Textbooks】
Textbooks will not be used. Handouts and reading materials will be
provided by the lecturer.
【References】
David Christopher (2015). British Culture: An Introduction (3rd edn).
London: Routledge.
Michael Higgins, Clarissa Smith and John Storey (eds.)(2010). The
Cambridge Companion to Modern British Culture.
Cambridge:
Cambridge University Press.
Peter Childs and Michael Storry (1999). Encyclopedia of Contemporary
British Culture. London: Routledge.
The BBC History website (The Making of Modern Britain): http://bbc.
co.uk/british/modern/overview_1945_present_01.shtml【Grading criteria】
Evaluation will be based on class participation (30%), a writing
assignment (20%), and exam (50%). More than two unexcused absences
will result in failure of the course.
【Changes following student comments】
Nothing in particular.
【Prerequisite】
Students should have completed UK: Society and People or have somebasic knowledge about British society and culture.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
A Survey of Post-war
Britain 1950-79
3A Survey of Post-war
Britain 1980-present
4English Language

5

Journalism and the
Media

6
7

Literature (Poetry andNovel)
Theatre8

Cinema9Internet andCyberculture

10

TV and Radio

11

Art, Architecture and
DesignRock’n’roll, Mods, Beatles, Punk,
post-Punk, club, Britpop, thebusiness of music
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

Contents
Outlining the course
Timeline and the economic,
political and social context
Timeline and the economic,
political and social context
English and the society, RP, PC, theCeltic languages
Newspaper, magazine, alternative
publications
The class compares Britain andJapan with regard to theconservation of culture
Experiments, women, ethnic
minority, children, publication
Realism, absurdity, musical, newdramas, comedy, theatre after
ThatcherSocial realism, pop style, Heritage
films, Ken Loach, Independent
films
Trends in social media, video
games, the web and the law
The class is expected to compare
Britain and Japan in these aspects,
discussing with international
students
BBC, commercial TV, politicalsatire, soap opera, reality TV
Francis Bacon, Damien Hirst,
Tracey Emin, Modernist andpost-modernist architects— 177 —

発行日：2021/5/1
11

SOC300ZA

Social Theory: Perspectives on Inequality
12

Yuki NAKAMURA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 5/Fri.5
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
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13
14

実務教員：

【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”.

It’s All Together Now:
Black Feminist Standpoint Theory:
Race, Class and Gender Patricia Hill Collins
Intersectional Theories:
understanding multiple
inequalities
Global Inequality
Dependency Theory andWorld-Systems Theory:
Fernando Henrique Cardoso, Enzo
Faletto and Immanuel Wallerstein
Basic Concepts andStudent presentation based on
Theories
theories introduced in class.
Theories on Inequality: What have we learned? Where to
One More Timego 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 started to be integrated into the lectures in
2017.

【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.

【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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Prerequisite】
None【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Overview

2
3
4

5

6

7

8

9
10

The Trio in Classical
Theories (1)The Trio in Classical
Theories (2)The Trio in Classical
Theories (3)Yet Another View?
Norms and Inequality
The Cultural Turn inSocial Theory?

Contents
Overview of theories to be covered.
Nature of the class. Course
requirements.
Karl Marx on social class
Max Weber on social stratification

Emile Durkehim on the division oflabor in society
Ralph Dahrendorf’s theory of theorigin of inequality
Pierre Bourdieu’s Distinctions andthe significance of taste andlifestyle
Presentation andStudent presentation andDiscussion: A
discussion on Davis and Moore’s"Common Sense"
structural-functionalist theory andTheory and its Critique Tumin’s critiqueRace, Ethnicity andTheories related to racial
Inequality (1)inequality: The work of W.E.B. Du
Bois, Michael Omi & Howard
Winant, Joe Feagin
Race, Ethnicity andTheories related to racial
Inequality (2)inequality: Critical Race theories(CRT)
Student Presentation
Student presentation andand Discussion
discussion of CRT
The "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
Friedan— 178 —

発行日：2021/5/1
12SOC300ZA

13

Race, Class and Gender II: Global Inequalities

14

Kukhee Choo
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 6/Tue.6
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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.
【Goal】A major goal is to develop students’ sensitivity towards issues ofinequality and skills in social analysis and critical thinking. By
exploring issues related to family, employment, violence, prostitution,and human and sex trafficking, in an international and global context,
students will learn to see how any global issue is multidimensional,
and specifically, how inequalities are complex and constituted by theinterconnection of race, class, gender, sexuality, and other bases ofinequality.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】The course is taught through a combination of lectures, video-viewings,
and class discussions based on readings and videos.
Comments/feedback for assignments (tests and reports, etc.) are given
during office hours. Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.

【Textbooks】
No textbook will be used. Handouts, readings and other materials will
be distributed in class and uploaded on the Hosei Learning Management
System.
【References】
Alcoff, Linda Martin, and Eduardo Mendieta. "Identities: race, class,gender, and nationality." (2003); Weber, Lynn. Understanding race,class, gender, and sexuality: A conceptual framework. McGraw-Hill
Humanities, Social Sciences & World Languages, (2001).
【Grading criteria】
Class participation (10%)
Class readings summaries/presentation (or equivalent evaluation)(20%)
Speaking up during class discussions (20%)
Midterm research exam/project (20%)
Final research exam/project (30%)
【Changes following student comments】
Students have found the class useful and thought-provoking, but somehave found the workload too heavy. The instructor has reduced andrevised the assignments so as to allow students to delve more deeply
into the topics in each.
【Prerequisite】
To take this class, students are expected to have passed Race, Classand Gender I. This prerequisite may be waived if a student has theequivalent academic background.

【Fieldwork in class】
なし / No

6

7

Work: Opportunity,
Mobility andExploitation (2)Midterm review

8

War and Violence (1)9War and Violence (2)10Prostitution and Sex
Tourism (1)11

Prostitution and Sex
Tourism (2)Data on human and sex trafficking
in the world today
Born into Brothels (on children in a
red-light district in India)
What have we learned about race,class, gender and sexuality?
Final review【Work to be done outside of class (preparation, etc.)】
Students are expected to review class materials after each class, write
down reflections on the videos shown in class, do the prescribed
readings, and prepare for discussions. Preparatory study and review
time for this class are 2 hours each.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Overview: The
Significance of Race,
Class, Gender, andSexuality (RCGS)
2
Theoreticalunderstanding of Race,
Class, Gender, andSexuality
3
Family in the Global
Context: Changes andStability (1)4Family in the Global
Context: Changes andStability (2)5Work: Opportunity,
Mobility andExploitation (1)Human and Sex
Trafficking (1)Human and Sex
Trafficking (2)Race, Class, Gender,
and Sexuality:
revisited

Contents
Requirements and topics for RCGII
Discussion of news items andstudents’ experiences with respect
to RCGS
Articles on RCGSGender gaps around the world(World organization reports)
Transnational adoption
First Person Plural (ontransnational adoption)
Globalization and the reproductionof inequality (on globalization andlabor), "The ideological tensions ofCapitalism: Universalism versus
Racism and Sexism"
Migrant workers: Domestic andcare workers(migrant domestics in the U.S.)
Review of the RCGS theories andarticlesWar, masculinity and genderviolence
God Sleeps in Rwanda (on massrape and ethnic cleansing)
Mass rape as war crime
The "comfort women" issue
Discussion on the Japan-Korea
agreement on the comfort womenissue
Prostitution as an institution andmale sex tourism
Bangkok Girl (sex tourism inThailand)How Scandinavian countries
eradicated illegal prostitution— 179 —

発行日：2021/5/1

SOC300ZA

3

Identity/ies for
Diasporic Subjects

4"Military Wives"

5
6"To Save the Children"
Militarized Process of“Leaving”

7

War, Racism andIncarceration
Forced Identity

Migration and Diaspora
Chris Hyunkyu PARK
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 5/Thu.5
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
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実務教員：

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 seminar will first locate the roots of diasporas.
As early historical references of the Jewish diaspora and the Black
diaspora suggest, the displacement of people and communities fromthe original homeland often involved both internal and external forcesthat rendered them “exiles” or “slaves” against their will. Similarly,
more recent diasporas emerge as a result of conflicts, wars, colonization,
decolonization and globalization that result dispersion of people as“immigrants,” “refugees” and “adoptees.” Situating diaspora in broader
projects of nation-building and empire-building, the course will ask andcomplicate the questions not simply about who, but also when, how, andunder what circumstances people become disaspora, as well as how they(re)construct diasporic subjectivity and identity. Finally, the course will
have a special focus on women’s experiences and voices.
【Goal】At the end of this course, you should be able to:• Explain such concepts as nationalism, citizenship, identity andbelonging• Explain historical and contemporary issues faced by various
displaced people categorized as “immigrants,” “refugees,” and “adoptees”
in their process of transmigration, settlement, and creation of diasporiccommunities• Analyze various data sources including policies, legislations,
historical facts, popular cultural production and personal narratives• Use intersectionality as a lens of analysis to discuss issues pertaining
to identity formation【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】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 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.
Please check your university email account and Hoppii regularly to keep
yourself updated.

10
11

12
13
14

【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 allowed 2 unexcused absences. These include medical
reasons, job interviews, family emergency and train delays. If you arrive
late or leave early, each will be counted as one ½ absence. If you miss 20
min of class time, it will be considered as 1 absence. 3 or more absences
will result in not-passing. You must complete all the assignments topass the course. If you have special need, exceptions may be made.
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.
【Prerequisite】
Students who intend to enrol in this class are expected tohave passed or taken Understanding Society or Introduction toSociology. This prerequisite may be waived through consultation with
the instructor.

【Fieldwork in class】
あり / Yes

2

Definitional Questions:
Diaspora

Between Home andHomelandGroup Presentation I
Group Presentation II

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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Course Overview &Self-introduction

Racialized as “Invisible
Asians”
Orphan with Two
Mothers
Diasporic Homecoming

Why the poorest don’t migrate:
examining systems, links, chains,routes, networks and diverse
migrant motivations.
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

Contents
Introduction and course
expectations.
Four migration themes. Global
stocks and flows
Migrant categories, return
migration, migrants to citizens,
diasporas and transnational
communities.

— 180 —

発行日：2021/5/1【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
36 photographs made during the week before, which will be discussed
in class. They are also expected to use the photo book resource in thelibrary and do assigned readings. 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
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
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実務教員：【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 36 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.

【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 a better camera (and wish
to use it), please bring it and the instructor will show you how to use it.
【Others】
Being naturally creative is not a requirement for this course. However,students are expected to come to class on time, participate and showinterest.
【Prerequisite】
None.

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

2

Looking Again

3
4

The Landscape of
Rephotography
Re-entering the Past

5

Now and Again

6
7

Conversations with the
futurePhoto Book Research

8

Developing Strategies

9

Developing Sequences

10

Refining Selections

11

Expanding Horizons

12

Draft Photobook

13

Photobook Review

14

Final Photobook
ReviewContents
Introducing the course andexpectations.
Photographing the campus ‘in’time.
Discussing rephotography as adiverse set of visual strategies.
Discussing the relationshipbetween rephotography and place.
Discussing the relationshipbetween rephotography and time.
Sharing ideas for visually exploringtime and place in Tokyo.
Analysing photo books in theuniversity library.
Discussing and reviewing
work-in-progress in terms ofstrategies.
Discussing and reviewing
work-in-progress in terms ofsequences.
Discussing and reviewing
work-in-progress in terms of
selections.
Discussing and reviewing
work-in-progress in terms ofoutcomes.
Making preparations for producing
a booklet.
Reviewing reflection and notation
in workbooks.
Making final improvements tobooks prior to submission.

— 181 —

発行日：2021/5/1
13
14

CUA300ZA

Comparative Media

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 2/Fri.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
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実務教員：【Outline and objectives】
In this class we will explore how different media operate, exploring how
various mediums ̶ such as animation, cinema, visual art, theater,
comics, and literature ̶ allow us to see and understand the world
in different ways. By using theories and methods developed for each
media, we will gain a better understanding of how each media operates,
and what it allows us to see or hides from our view. In order to keep somecommon ground, we will compare each of these media to a particular
type of animation: anime. While comparing and contrasting these
media, we will be analyzing specific anime works, detailing how they
touch on topics such as societal critique, politics, gender, technology,
spectatorship, geopolitics, and consumerism. Throughout the classwe will be using Christopher Bolton’s book, which compares anime todifferent media, to guide the course.

【Textbooks】
Bolton, Christopher.
Press, 2018.

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

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】Classes will be lecture based, with visual material such as clips of films
and animation. Students will be asked to have group discussions oncertain themes. Each week students will be assigned a section from
Bolton’s book. This reading will be important background information
and/or will be directly addressed as the topic of the lecture anddiscussion. Lectures will explain in detail and through examples the
topic for that class. Discussions based off of the lecture will be facilitatedby questions from the instructor to help the students explore anddevelop their critical and analytical skills for that topic. Students will
be assessed on their understanding of the lectures and readings throughtheir exams. Students will receive feedback in class and in written
form, based on a grading rubric provided to the students (by email ora handout). Please note that the teaching approach may vary according
to which threat level we are at: at level 1, 70% of this course will be heldon campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

3

4
5
6
7
8
9
10
11
12

ExploringContemporary Visual
Arts
Comics and Sequential
Media
Live-Action Cinema
Usages of Cinema andTV
Serialized Media
Traditional Theater
Traditional Theater II
Non-human
Performances
Spectators and Media
Literature: Old Media,
New Media

Interpreting Anime.

University of Minnesota【References】
References to different online articles and other media will be provided
in class.

【Goal】In addition to teaching the students about contemporary media andsociety, this class aims to develop critical thinking and analytical skills.
Throughout the semester students will: 1) learn methodologies toanalyze various media; 2) examine the specific operations of each media;
3) learn how to analyze the media’s relationship to society; 4) explore
how to conduct in-depth analyses of specific media works.

【Schedule】
No.
Theme
1
Introduction
2
Reading Anime

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 Tongshun SUAN

他学部公開：

Student Presentations
Student Presentations

Contents
Comparing media
Methods for interpretation in
relations to other media
Post-modernity and its relationshipto media
Considering adaptations: mangavs. anime versions
Cinema and the problems of"realism"
Media and its relationship to
warfareAnalyzing episodic narratives
Noh theater’s narrative andperformance patterns
Bunraku and operations of puppets
Puppets and connection to conceptsof cyborgs
Gender and viewership acrossmedia
Fantasy and self-hood as presented
in different mediums— 182 —

発行日：2021/5/1
10

CUA300ZA

Stevie Tongshun SUAN
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 3/Thu.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
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グローバル：

13
14

Student Presentations
Student Presentations

11

Media and Globalization

他学部公開：

12

Local Folklore Gone
GlobalEcology as a Global
Issue
A Technological Globe

成績優秀：○

実務教員：【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.

【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.
【Textbooks】
No textbook will be required as 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 off of the lecture
will be facilitated by questions from the instructor to help the students
explore and develop their critical and analytical skills for that topic.
Students will be assessed on their understanding of the lectures andreadings through their exams. Students will receive feedback in classand in written form, based on a grading rubric provided to the students(by email or a handout).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Media Flows Acrossthe World
3
Transnational
Production of Media
4
Global History ofMedia
5Global Expansion ofAnimation
6
Animation as Global
Technology

7

Globalized Aesthetics

8

Animating Characters
Differently

9

Ethics of Global
Actions

Traditional cultures in conflict with
globalization
Environmentalism in various typesof animation
Imagining a global world incyberpunk animation
Feedback and Discussion
Feedback and Discussion

Contents
Media’s part in globalization
Different ways of thinking about
globalization
Animation production acrossnational borders and Regions
Transnational influences from
Russia, US, and Japan
Differences and similarities ofconsuming media in various locales
Effects of technology in the ways
we see and think about
globalization
Implications of anime’s globally
recognizable stylistics
Disney’s techniques vs. anime’s
techniques and their relationshipto culture
How animation considers
diplomacy in an interconnectedworld— 183 —

発行日：2021/5/1
9

CUA300ZA

Stevie Tongshun SUAN
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 1/Thu.1
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
グローバル：

成績優秀：○

12

Making Japan’s Food

13
14

Student Presentations
Student Presentations

10

Media and the Nation

他学部公開：

11

Otaku Consumption/Production
National Visibility ofFujoshiPost-Bubble TV

Conceptualizing different types ofconsumption patterns of otaku
Rise of female otaku consumers inearly 2000s
Celebrity and lifestyle in TV
dramas in 1990s and 2000s
Contemporary "food focused TV" inimagining the nation
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.
【Textbooks】
No textbook will be required as readings will be provided by the
instructor.

実務教員：【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.

【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 off of the lecture
will be facilitated by questions from the instructor to help the students
explore and develop their critical and analytical skills for that topic.
Students will be assessed on their understanding of the lectures andreadings through their exams. Students will receive feedback in classand in written form, based on a grading rubric provided to the students(by email or a handout). Please note that the teaching approach mayvary according to which threat level we are at: at level 1, 70% of thiscourse will be held on campus, though at level 2, 50% will be held on
campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Contents
1
Introduction
Nations and media
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— 184 —

発行日：2021/5/1
14

CUA300ZAMedia Research

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 5/Tue.5
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
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グローバル：

Final research project & wrap-up【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours each.
Students must read required readings before class. Each class will haveabout 30-80 pages of reading per class.

Kukhee Choo

他学部公開：

Final research project& wrap-up

成績優秀：○

実務教員：【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. Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

3

Photography

4

Film

5
6

Film
Telephone

7

Radio

8
9

Review & research
project
Television

10
11
12

Computers
Video games
Internet

13

Digital divide【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"【Grading criteria】
Class participation (10%)
Class readings summaries/presentation (or equivalent evaluation)(20%)
Speaking up during class discussions (20%)
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.
【Others】
The content of this syllabus my be subject to change.
【Prerequisite】
None.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Print culture【Textbooks】
No text book required.

Contents
Overview of media technology
Printing press, nationalism, andcommunities
First photography, stereoscopic
images, and historical
understandings
Invention of cinema, soundtechnology and aura
Animation technology
Telegraph wire, telephone and fearof connection
War and radio, commercializationand fan culture
Review & research project
Postwar development, shifting
concepts of time & space
Mediated technologies and fear
Reconfiguring spaciality and senses
Communities, democracy andnetworks
Wealth and technology, internet
and human rights— 185 —

発行日：2021/5/1【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.

MAN300ZA

Impact of Artificial Intelligence
Maymay HO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 4/Thu.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.

【Textbooks】
Electronic slides will be provided.
【References】
References will be provided in class slides.
【Grading criteria】
15% Quizzes
15% Projects / homework
35% Midterm exam
35% Final examination【Changes following student comments】
None.
【Equipment student needs to prepare】
None.
【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.
Submission of assignments and feedback will be via the Learning
Management System. Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Robotics in Business3

AI to Improve
Customer Experience
AI to Allow
Entrepreneurship
Review of Class
Materials
AI to Drive Business
Performance
AI in Healthcare

4
5
6
7
8
9

10

11

12
13
14

Hacking, Fraud andCybercrime
Machine Learning In
Business andRegression RevisitedHands on
Demonstration of R
Language
Hands on
Demonstration on
Microsoft Machine
Learning
AI and Current Affairs
Discussion and Review
Wrap-up & Review ofClass Materials.

Contents
Introduction to Artificial
Intelligence.
Introduction to Robotics inBusiness.
Discuss on how AI improves
customer experience.
Discuss on how AI encourages
entrepreneurship.
Review of class materials.
Discuss how AI drives businessperformance.
Discuss how AI drives inhealthcare industry.
Discuss the impact on hacking,fraud and cybercrime.
Revise the regression. Discussmachine learning in business.
Perform demonstration of R
language.
Perform demonstration on
microsoft machine learning.

Discuss AI and current affairs.
Discussion and review.
Review of Class Materials.

— 186 —

発行日：2021/5/1【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
Ai FUKUZAWA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 3/Thu.3
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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】
Not applicable.
【Prerequisite】
Students must have taken and received credits in at least one(preferably both) of the following courses: Social Psychology I, Social
Psychology II. Exception applies to those who have gone study abroad
the previous year(s). Please ask the instructor for permission on thefirst day of class.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】Instructional methods include lectures, films, discussion over assigned
readings, and small group activities.
Final grades are based on two exams (25% each), reaction papers for
assigned readings (25%), and class participation (25%).
At the beginning of class, feedback for the previous class is given using
some comments from submitted reaction papers. Please note that theteaching approach may vary according to which threat level we are at:
at level 1, 70% of this course will be held on campus, though at level 2,
50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Culture andSocialization I
3
Culture andSocialization II
4
Culture and the Self I

5
6
7
8

9
10
11
12
13
14

Contents
What is cultural psychology?
Development of the cultural mind
Education practices

Cultural differences inself-concepts
Culture and the Self II Consequences for self-consistency
and egoism
Culture and Motivation Goals and theories underlyingI
motivation
Culture and Motivation Cultural differences in motivation,II
control, and choice
Review and Midterm
What have we learned so far?
ExamMultiple choice questions andshort-essays
Culture and Emotion
Universality and cultural variationin emotions
Culture and Cognition Cultural differences in cognition
I
Culture and Cognition Where do cultural differences comeII
from?
Acculturation andTime course of acculturation andBiculturalism I
factors that influence acculturation
Acculturation and
The bicultural self
Biculturalism II
Review and Final
What have we learned so far?
ExamMultiple choice questions andshort-essays— 187 —

発行日：2021/5/1
7

PSY300ZA

Community Psychology

8
9

Toshiaki SASAO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 2/Wed.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

10

11

12

実務教員：
13

【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) “Experiencing a Different
Cultural Ecology (a field exercise, if classes held face-to-face)”, (c)Biography Paper, (d) Learning Logs (x2), (e) a take-home final. 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

3
4

Embracing Social
ChangeEmpowerment

5

Community andCitizen Participation

6

Ecological andEnvironmental
Approaches (1)Appreciating and
Affirming Human andCultural Diversity
Prevention, Strengths& Promotion
Approaches (1)Prevention, Strengths& Promotion
Approaches (2)Stress & Coping
Approaches

Discusses ecological interventions
and a video presentation
In-Class Review and/or Film
Review
Discusses models of humandiversity and interventions aroundthe world
Discusses key concepts inprevention science
Introduces “best practices” inprevention interventions

Compare and contrast several
clinical approaches to stress andcoping with CP approaches
Social Justice
Introduces the idea of social justiceApproaches
for community psychology
Emerging Trends inEnds the course with discussion on
Community Psychology several recent trends and future
directions in CP research andpractice【Work to be done outside of class (preparation, etc.)】
Students are expected to complete all the reading assignments (if any),
and are prepared to engage in class activities and discussion. The course
requirements and assignments are explained above in the Method(s)section, but depending on the level of students’ preparation and interest,chances are that some of the requirements may be subject to changeslightly, if not entirely. 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 will be introduced in class.
【Grading criteria】
The following show approximate activity-by-activity percentage points
toward your final course grade: (a) Active Participation, Preparation,
and Engagement (10%); (b) “Experiencing A Different Ecology” (25%);(c) Biography Paper (15%); and (d) Learning Logs (30%), and (e) TakeHome Final (30%).
【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.
【Prerequisites】
None.

【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction &Overview
2
Community Psychology(CP): History, Values, &Assumptions

Ecological andEnvironmental
Approaches (2)Midterm Review

Contents
Provides a course overview,expectations, & requirements
Introduces and discusses key
historical events, values andassumptions in CP practice andresearch
Discusses the nature of socialchange and theories
Introduces several empowerment
models and theories of
empowerment
Discusses theoretical frameworks
for community and citizen
participation
Introduces ecological models forunderstanding life space— 188 —

発行日：2021/5/1
5

PSY300ZA

6Clinical Psychology

7

Keiko ITO

8

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 6/Tue.6
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

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

実務教員：【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.

13
14

4

Group project
discussion / Libarary
research
Overview ofAssessment (1)Overview ofAssessment (2)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【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.

【Fieldwork in class】
なし / No

3

Anxiety disorder(includes panic/
OCD / PTSD)
Mood disorder (depression /bipolar)Schizophrenia【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.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Orientation &Guidance.
2
History

Major Psychiatric
Disorder (1)Major Psychiatric
Disorder (2)Major Psychiatric
Disorder (3)Developmental
DisordersContents
What do clinical psychologists
think and what models do we use?
The history of psychiatry andclinical psychology.
Assessment of psychopathology
and personality
Projective tests personality test

Intelligence testing
Neuropsychological assessment,
behavioral assessment
DSM & ICD 10— 189 —

発行日：2021/5/1
9

PSY300ZA

Psychology of Morality

10

Christopher KAVANAGH
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 1/Tue.1
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

11

12

13

実務教員：
14

【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 that will be provided in advance.
Over the course of the semester, students will be required to give
two oral presentations exploring selected topics on the psychology ofmorality. The mid term and final exams will consist of questions thatwill evaluate what you have learnt from this course. Exam feedback
will be provided via the Learning Management System.

【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).
【Grading criteria】
Presentations 20%
Mid-term exam 20%
Final exam 30%
Weekly in-class responses 15%
Active participation 15%【Changes following student comments】
The course content has been revised due to a new teacher taking overthe course.
【Equipment student needs to prepare】
The lecture may be taught online. Student needs to make sure that they
have the proper equipment (PC/tablet etc.) to join the meeting.
【Others】
None.
【Prerequisite】
You must have taken and received credits in at least 2 courses in
psychology.

【Fieldwork in class】
なし / No

2

What is morality?

3

Where does morality
come from?
Morality and religion

4

5

6

7
8

Developmental
Psychology and
Morality (I)Developmental
Psychology and
Morality (II)Mid-Term Exam &Review
Emotions and Moral
Judgments

An examination of comparative
studies of morality and what it tells
us about human moral systems.
Acts vs. Persons,
Exploring how we judge theIntentions vs.
morality of others and the role that
Consequences
intentions and consequences canplay.
The role of punishment Examining the role of punishment
in morality
in moral systems and how it
influences psychological responses
Mind Perception andExamining the role that
Moral Judgment
perceptions of mentality play inmorality.
Morality and Politics
Exploring the role that moral
sentiments play in determining
political beliefs.
Final Examination &The final exam covers all the topics
Wrap-upfrom Week 1.

【Work to be done outside of class (preparation, etc.)】
Students are expected to complete weekly reading assignments,
participate in class discussions, and prepare two group presentations.
Preparatory study and review time for this class are at least 4 hours.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Introduction to
Psychology of Morality

Is morality unique tohumans?

Contents
Introduction to the course andreview of the syllabus. Defining
morality.
Introducing key psychologicaltheories of morality, including
moral foundations theory.
Exploring the evolutionary origins
of morality.
Examining the complex
relationship between religion andmorality.
Addressing the evidence for innate
moral intuitions in infants.
Examining moral development
trajectories through childhood andwhether this varies cross culturally.
Mid-Term Exam & Review
Examining the role that emotional
responses, especially disgust, playin determining moral judgments— 190 —

発行日：2021/5/1

LIN300ZA

9Complements andAdjuncts

10Complement
Sentences (i)11Complement
Sentences (ii)
Invisible Lexical
Items
Noun Phrase
Structure

Syntactic Theory
Peter EVANS
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 5/Wed.5
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

12
13

実務教員：

【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 phenomena
in general 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

Diagnostics for andcomplications in the
distinction between
complements and adjuncts
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】
No.
Theme
1
Introduction【Changes following student comments】
Dropping the section on formal arguments (valuable but
inessential), dropping the exercises-only weeks, and having notjust part of evaluation by weekly assignments but all of it. This
frees up a lot of class time: we can slow down in some places
but nevertheless cover more material in the course as a wholethan in previous years.

2

3

4

5
6

7

8

Contents
Linguistics and syntax
reintroduced
Phrase Structure
Sentence-generation rules;
Rules
phrase structure rules; tree
diagrams
Hypothesized
Grammars as hypothesized byGrammars
linguists; testing hypothesizedgrammarsComparing Rules
Comparing rules that haveand Theories
different implications;comparing grammars thatseem to have the same
implications
Constituency
What constituency is and how
to test for it
Trees and Tree
Syntactic trees; proforms;
Relations; Category antecedents; c-command;
categories of words (parts ofspeech) and of phrases, andcategory determination
Revising Grammars Refresher in logic;
experimentation; bug-fixing
and refinements
Introducing the
The categorial and the
Lexicon; Features,subcategorial; features andHeads and Phrases feature inheritance; exocentricphrases; theta-roles;
modification【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.

— 191 —

発行日：2021/5/1

LIN300ZA

6

Productivity andCreativity

7

Lexeme Formation(iv)

8

Inflection (i)9Inflection (ii)10

Typology

11

Words and
Sentences

12

Sounds andMorphemes

13

Theories ofMorphology (i)14Theories ofMorphology (ii)Morphology: Building Words
Peter EVANS
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 3/Wed.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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】
No.
Theme
1
Introduction

2

3

4

5

Contents
Morphemes, words, lexemes
and other confusables
Words, Dictionaries, Conventions of publishedand the Mental
dictionaries versus the
Lexiconhypothesized structure of themental lexicon; the publisheddictionary as resource
Lexeme Formation
Morphemes, prefixes and(i)
suffixes, bound bases,
formatives, etc
Lexeme Formation
Compounding: headedness,(ii)
endo-/exocentricity, subordinative/attributive/coordinative
compounds
Lexeme Formation
Conversion, infixes, internal(iii)
stem changes, reduplication,etc

How a prefix or suffix may be
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 fourth week
in 2020 asked students to do two things. First was to findnouns (such as uncountry) created by prefixing a noun with un.
(This in turn required registering for, using, and familiarizingthemselves with english-corpora.org.) Secondly, they had toconsider the prefixes re and de in report, deport, receive, deceive,
remit and demit, and decide whether these were the same as
those in rewash, rewind, reload, or debug, de-ice, derail; andwhy they were or weren’t. Allow two hours a week for the
weekly assignment too.
【Textbooks】
Rochelle Lieber, Introducing Morphology, 2nd ed (Cambridge:
Cambridge University Press, 2016; ISBN 978-1-107-48015-5)【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.
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.

— 192 —

発行日：2021/5/1【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 use in class 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.

— 193 —

発行日：2021/5/1

LIN300ZA

English Dialects around the World

9

Australian English I

10
11

Australian English II
New Zealand English I

12

New Zealand English
IISingapore English

Yutai WATANABE
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 5/Tue.5
他学部公開：

グローバル：○

成績優秀：

13

実務教員：

【Outline and objectives】
No language has ever been so extensively used on Earth as English istoday. However, the language, spoken by well over 400 million people
as a mother tongue, has developed a wide range of variations due toregional and social factors. This course aims to survey the phonetic,
lexical and syntactic features of some varieties of standard English in
the UK, North America and Australasia, with frequent reference totheir historical and cultural backgrounds. Special attention is paid toAustralian and NZ English, considering the increased significance ofthe southern hemisphere countries in business and education. It is
often predicted that L2 speakers of English in Asia alone will likely
outnumber monolingual English speakers of the Inner Circle within thiscentury. Mention is made of Singapore English as an example of New
Englishes.
【Goal】
By the end of the course, students will:(1) better understand the richness and diversity of the English
language,(2) get familiar with the IPA vowel and consonant charts,(3) be able to identify major English accents in the world, and(4) become more familiar with the lexical/syntactic features of Canadian,Australian and NZ English in particular.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course is a combination of lectures and discussions about
pre-assigned topics. The lectures are delivered using PowerPoint
slides and Internet sources. Students have to address review andapplication questions given in advance. Attendance at the first classis mandatory.
Submitted assignments and tests are reviewed in detail and commented
on in the following week’s lecture. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14【Textbooks】
No textbooks are used. All handouts are posted on the course website
while additional materials will be provided in the classroom.
【References】
Detailed references and suggestions for further reading are listed oneach chapter handout. The following books will be helpful as a general
introduction.
Melchers, G., Shaw, P., & Sundkvist, P. (2019). World Englishes (3rded.). Abingdon: Routledge.
Trudgill, P., & Hannah, J. (2017). International English: A guide tovarieties of English around the world (6th ed.). Abingdon: Routledge.
【Grading criteria】
Evaluation will be based on in-class quizzes and take-home tasks (20%),
a mid-semester exam (40%) and a final exam (40%). More than two
unexcused absences will result in failure of the course.
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
The handouts are downloadable in PDF format.
【Others】
It is recommended that students have completed 100/200-level
linguistics courses with good grades.
This course is cross-listedwith the Global Open Program. Non-GIS students may join if they
demonstrate solid background in linguistics and meet the minimum
English proficiency requirement: TOEFL iBT® 80 or IELTS 6.0.
【Prerequisite】
No prerequisite is required.

【Schedule】
No.
Theme
1
Course Overview
English Speakers in
the World

3

4
5

6
7

8

(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.

【Fieldwork in class】
なし / No

2

Review and Final
Examination(1) History(2) Pronunciation
Vocabulary(1) History(2) Major linguistic features andattitudes(3) Pronunciation
Vocabulary

Contents(1) Outlining the course content
and instructional methodologies(2) L1 and L2 English speakers(3) Pidgin and creole English
Review of Phonetic and (1) IPA
Phonemic(2) Vowels
Transcriptions(3) Consonants(4) Diacritics(5) Phoneme and allophones
British English I(1) British English(2) Dialect, accent and variation(3) RP (Received Pronunciation)(4) Modified RP
British English II(1) Cockney English(2) Estuary English
US English I(1) History(2) Regional varieties(3) Eastern New England type(4) New York City type(5) Southern type
US English II(1) GA (General American)(2) Midland type
US English III(1) Northern typeMid-semester(2) US English and British English
Examination(3) Mid-semester exam
Canadian English(1) History(2) Pronunciation(3) Grammar and vocabulary(4) Spelling— 194 —

発行日：2021/5/1

LNG300ZA

English in Asia
Megumi KOBAYASHI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 2/Fri.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
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実務教員：【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 students’ progress.

11

Presentation (2)12Presentation (3)13Presentation (4)14Review【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.
【Textbooks】
Reading assignments and handouts will be provided by the instructor.
【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 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】
No.
Theme
1
Orientation

2

English in Asia (1)3English in India

4

English in Singapore

5English in thePhilippines

6

English in Asia (2)7English in China/HongKong

8English in Korea

9English in Japan

10

Presentation (1)Student groups will givepresentations
Groups of students will make apresentation
Student groups will givepresentations
Submit summary, summing up

Contents
Course guidance
What is “World Englishes”?
Overview (Southeast Asia and
ASEAN)
Languages in India, historicalbackground and the role of English,
Samples of Indian English (e.g.,
English Vinglish)
Languages in Singapore, historicalbackground and the role of English,
samples of Singlish
Languages in the Philippines,
historical background and the roleof English, samples of Filipino
English (e.g., Bride for Rent)
Overview (East Asia), Comparisonof China, Korea, and Japan,
introduction to the presentation
Historical background and the roleof English in China, English
education, samples of ChineseEnglish (e.g., Rush Hour)
Historical background and the roleof English in Korea, English
education, samples of Korean
English (e.g., Please Teach MeEnglish)Historical background and the roleof English in Japan, English
education, samples of JapaneseEnglish (e.g., Last Samurai)
Student groups will givepresentations— 195 —

発行日：2021/5/1【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：水 2/Wed.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
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実務教員：【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).

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

2

3

4
5
6

7

8

9
10

11

12

13
14

Contents
Overview of the course andrequirements
Concepts
Language overview and policies
that affect its use by members of agiven society
Language Planning
Language policies prescribed bygovernments to standardize
language use
Language and Social
Social stratification and linguisticClass
differentiation within a society
Language andNational languages (standard
Geography
registers) versus dialects
Designing a ProjectPreparation for a study
Related to Language(requirements, data, analysis, text
Policyproduction, and presentation)
Language and Gender Constraints (types, consequences,and formation of gender-neutral
language) imposed by the gender of
speakers.
Mid-term review quiz
National Policies on
Implications of governmental
Foreign Language
regulations on the choice of foreign
Studieslanguage studies
Multilingualism
The language of minority groups
within a larger society
Endangered Languages Assimilation, language death,and Fieldwork Studies linguistic and societal implications/ Language policy research models
Migrations andHuman migration and its effects on
Pidginization of
language (second language,
Languages
linguistic transition, and thelanguage of the next generation)
Profession-specific
Specialized language as a means toRegisters
distance groups from
non-specialists
Presentations of group Students will give short academic
projects
presentations, followed by feedback
Consolidation
End-of-course assessment,
feedback, and wrap-up— 196 —

発行日：2021/5/1【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.

EYO Shiaw Jia
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 3/Tue.3
他学部公開：

グローバル：○

成績優秀：

実務教員：

【Outline and objectives】
Learning and applying principles of international business.
Globalization will continue to impact international activities andinfluence local outcomes.
A major driver of globalization is thecontinuous growth of international business. In this course, students
will learn concepts, processes and strategies of international business
management. Emphasis will be on issues impacting international
business and how companies conduct business to compete successfullyin the global market.

【Grading criteria】
Students will be evaluated based on class participation (20%),
assignments (15%), group presentation (20%) 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.
Knowledge of business or economics is desired.
【Prerequisite】
None【Goal】The goal of this course is to understand the environment of international
business, and its advantages and disadvantages, while developing
critical thinking skills by analyzing the practicality of issues relating
to international business.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This course is taught primarily through lecture and discussions.
Feedback is given during class time or through tools such as HOPPII
or email. Interactive class participation is encouraged. Please note thatthe teaching approach may vary according to which threat level we are
at: at level 1, 70% of this course will be held on campus, though at level2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
Key Concepts ofInternational Business
3
Globalization ofMarkets andInternationalization of
the Firm
4
The Environment ofInternational Business
5
Case Studies: HarleyDavidson and Siemens
6
Government
Intervention
7
Case Studies: Airbus,
Boeing and Russell
Corporation
8
Emerging Markets,
Developing Economies
and Advanced
Economies (1)9Emerging Markets,
Developing Economies
and Advanced
Economies (2)10International
Monetary and
Financial Environment
11
Strategy andOrganization in theInternational Firm
12
Case Studies: Lenovo
and Nissan
13International Business
Issues14
Final Exam & Wrap-up

Contents
Introduction to the course
What is international business?
Dimensions and drivers of market
globalization

Ethics and cultural environment ofinternational business
Discussion of case studies andpresentations
Rationale and instruments ofgovernment intervention
Discussion of case studies andpresentations
Understanding emerging markets

Potential, risks and challenges of
emerging markets

Exchange rates, currencies,
monetary and financial system.
Integration-responsivenessframework.
Discussion of case studies andpresentations
Debates of current issues ininternational business
Assessing the understanding of thesubject【Work to be done outside of class (preparation, etc.)】
Download and print out the handouts before each class. Read theassigned chapters in the textbook and complete any assignments given.
Preparatory study and review time for this class are 2 hours each.

— 197 —

発行日：2021/5/1

ECN300ZA

International Economics

7

Wrapping up

8

New trade model (1)9New trade model (2)10The impact of trade on
income distribution

11

Trade and exchange
rate

12

Trade policy

13

The infant industry
argument

14

Political economy andcontroversy of trade
policyAyako SAIKI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 1/Tue.1
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
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成績優秀：○

実務教員：【Outline and objectives】
This class is an advanced level course of that focuses on the concept
of international economics. International economics is concerned withthe consequences of international differences in productive resources
and consumer preferences and the international institutions (the IMF,
WTO, etc.) that oversee and regulate them. It seeks to explain thepatterns and consequences of transactions and interactions between
the inhabitants of different countries, including trade, investment andtransaction. In this class, we focus on trade, but will also tough uponinternational finance.
Some knowledge of Economics is desired, but not required as long as you
will put an extra effort. If you don’t understand any concepts, please ask
me immediately before falling behind.
I will make a detailed PPT so that you can understand the material. It
is important that you do not fall behind. During the semester, there willbe 4 quizzes (not pre-announced easy-so-solve mini test) which carries 5
points each (20 total) either before or after the class, depending on theschedule.
【Goal】The intention of this course is to integrate theory and application ofInternational Economics. At the end of the course, students shouldbe able to read The Economist (UK) and understand the key concepts.
Why trade occurs, how it affects our day-to-day lives, why countries
sometimes take protectionist measure and who will gain/hurt from thosemeasures, etc. I encourage active discussion in the class, and those who
make comments and questions by raising hands during the class would
get an extra one point.
【Which item of the diploma 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 evaluation of your performance is based on the exam, an essay,
and importantly, in-class participation (active engagement of theclass).Submission of essays and feedback will be via the Learning
Management System.
Students are expected to participate actively in class. The originality
and critical thinking is highly welcome. Finally, students form groups
to make a presentation at the end of the semester about financial crises
and policy responses. (The lecture schedule may be adjusted dependingon the pace of the class or at the discretion of the instructor. Any changes
will be announced in class.) Please note that the teaching approach mayvary according to which threat level we are at: at level 1, 70% of thiscourse will be held on campus, though at level 2, 50% will be held on
campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to thecourse

2
3

4

5

6

Overview ofInternational Trade
Ricardian Model

Contents
Overview of International
Economics and key subjects tocover in this class.
Chapter 2 + Handout (TBA)

Chapter 3: We learn the first
generation of theory of why tradeoccurs using the concept of relative
productivity.
Specific Factors andChapter 4: We learn the income
Income Distribution
distribution effect of trade based on
Ricardian Model
Heckscher-Ohlin Model Chapter 5: We learn how relative
factor abundance determines thetrade.
Standard Trade Model Chapter 6: We study standard
trade model using relative supply
and demand

We re-learn the three trade models
we covered
Chapter 7: We study new models of
trade using network effect,
increasing returns to scale. We also
discuss the role oftelecommunication and how they
reduced the transaction cost.
Chapter 7: We study theimportance of intra-industry trade;vertical integration/horizontal
integration; global value chains,etc.
We study the real-world example of
how trade affects income
distribution using an example from
India. Reference: Topalova (1999)
Chapter 17: We study how tradeaffect exchange rate, and viceversa.
Chapter 8: We study various tools
countries employ to governinternational trade (preferential
trade agreement, tariffs, importquotas), and how WTO handles
them.
Chapter 11: We learn how
developing countries often protect
certain industries they want togrow and succeed sometimes (failsometimes)
Chapter 10 and 12: We will learn
various political aspects of trade
policy and discuss their pros andcons.

【Work to be done outside of class (preparation, etc.)】
The total study time outside of the class will be about 4 hours.
Two days before the lecture, I will post detailed PowerPoint slides and/or
relevant materials of the lecture. You are expected to have a look at theslide before the class (you’ll probably need approx. 1.5 hour) ‒ no need
to be able to understand everything, but it helps if you identify whichpart you have difficulties understanding, because other students might
be having the same problem at the same part. If you Email me the day
before the lecture which part you don’t quite understand and you wantme to focus on, I highly appreciate it. Then, after the class, you willneed approx. 2.5-3 hours (it may have some fluctuation depending on
the difficulty of the materials covered and your English proficiency). If
you have any questions, do ask me anytime.
【Textbooks】
Required textbook: Krugman, Paul, Maurice Obstfeld and Marc Melitz.
International Economics: Theory & Policy 10th ed. (Essex: Pearson
Education Limited, 2015) There will be some copies of this textbook in
the library.
(for Chapter 10) Topalova, P. (2010) Factor Immobility and Regional
Impacts of Trade Liberalization: Evidence on Poverty from India,
American Economic Journal: Applied Economics, vol. 2 (4) Oct 2010.
Downloadable from https://www.aeaweb.org/articles?id=10.1257/app.2.
4.1*this will be used as a benchmark to get an idea of distributional impactof trade, and you do not have to understand all the Econometrics details.
【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 totime.
https://www.imf.org/en/Publications/WEO (IMF: World Economic Outlook)• https://www.cia.gov/the-world-factbook/ (CIA World Factbook)
For those of you who are interested in more advanced reading, I would
recommend:- Caves, Frankel and Jones, “World Trade and Payments,” Pearson
College Division (Used in Kennedy School of Government, Harvard
university (MA Level))- Rogoff and Obstfeld (MIT Press) “Foundations of International
Economics,” The MIT Press. (Ph.D. Level, requires advanced mathskills)【Grading criteria】
There will be four non-preannounced mini test (not difficult), which
carries 5 points each (20 Total)
Essay (30 points): deadline is the end of the semester, but I encourage
you to start early, I will be happy to help you choosing a topic, finding areference, structuring the paper, etc. PLEASE do not plagiarize. Thereis a software to detect plagiarized material and when there is a sufficientevidence, you will fail from the class.
Final exam (30 points),— 198 —

発行日：2021/5/1
Active participation in the discussion in the class (20 points, 1 points
each time you make discussions/questions (needs to be a valid andrelevant for the class, of course) It can go up to 30 points).
【Changes following student comments】
Students are strongly encouraged to provide feedback and suggestion
regarding the course, either during the class or by Email/during officehours.
【Others】(1) Attendance
Attendance is important in this course. There will be four quizzes (notpre-announced mini tests) during the semester.
(2) Academic Integrity
You are expected to be honest in all of your academic work. Allegationsof alleged academic dishonesty will be subject to sanctions, including
failing.
(3) Disability Statement
If you are a student who needs accommodations, please talk with me
and present your letter of accommodation as soon as you can. In
order to provide test accommodations, I need the documentation over48 hours in advance; accommodation cannot be made retroactively.
If you have questions about documenting a disability or requestingaccommodations, please contact the Administration Office and talk tome immediately as the class starts.
【Prerequisite】
None— 199 —

発行日：2021/5/1
6MAN300ZA

International Finance7

Ayako SAIKI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 1/Tue.1
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
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成績優秀：○

8

実務教員：【Outline and objectives】
The course is an advanced class to learn key concepts of international
finance. We cover topics such as foreign exchange market, exchange
rate fluctuation, exchange rate regime, national income, the balanceof payments, money flows and price levels; capital flows and rapidlyinternationally integrated financial markets; monetary and fiscal policy
in open economies; international macroeconomic interdependence andpolicy coordination; supply relationships, inflation, and nominal anchors
for monetary policy; currency unions, the determination of exchange
rates in international money markets; and international portfolio
diversification.
【Goal】You should be able to apply theories we learn in the class in a real-world
phenomenon, such as exchange rate movement, balance of paymentcrisis, financial globalization (goal: being able to understand thesemi-annual IMF’s World Economic Outlook, Chapter 1-3 for example)

9

10

11

【Which item of the diploma 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 evaluation of your performance is based on the exam, an essay(Submission of assignments and feedback will be via the Learning
Management System) and importantly, in-class participation (active
engagement of the class). Students are expected to participate actively
in class. The originality and critical thinking is highly welcome. Finally,
students form groups to make a presentation at the end of the semester
about financial crises and policy responses. (The lecture schedule may
be adjusted depending on the pace of the class or at the discretion of the
instructor. Any changes will be announced in class.)

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

2

National Income andBalance of Payments

3

Exchange Rate
Regimes (1)4Exchange Rate
Regimes (2)5Exchange Rate
Determination: An
Asset Approach (1)Contents
Overview of International Finance;
The importance of studying thiscourse; The key concepts that wewill learn in this class.
Chapter 13: We will learn the basic
concept of international accounting
exercise; foreign transactions (BoP)
and NIPA (dealing with bothforeign and domestic account).
Chapter 18: We will learn different
exchange rate systems and how
they have developed over timesince the end of the World War II.
- Relevant cases
Chapter 19: We will assess to thebenefits and costs of the world’s
largest currency union, Euro;
Dollar’s dominance and Chinese
Renminbi’s ambition to become theInternational Currency.
Supplementary Reading: Frankel,
J. (1999), No Single Currency
Regime is Right for All Countries
or At All Times, NBER WP,
Downloadable fromhttps://www.nber.org/papers/w7338
Chapter 14: We will learn therelationship between interest rateand exchange rate under thefloating exchange rate regime.
(No-Arbitrage Condition, Covered
Interest Parity Condition)

13

14

Exchange Rate
Determination: An
Asset Approach (2)Exchange Rate
Determination:
Purchasing Power
ParityChapter 15: A continuation of
Week 5.

Chapter 15: A continuation of
Week 5.
Chapter 16: We will learn one of
the most popular and intuitivemodels to assess the long-term
direction of exchange rate
movement.
Purchasing PowerWe learn the most basic and widely
Parity (2)used model to assess the current
exchange rate is over-valued orunder-valued.
Additional reading: The Economist,
Burganomics
https://www.economist.com/bigmac-index
Fixed exchange rate
We learn how the central bank fix
systemexchange rate, and why somecountries adopt currency
substitution.
Financial
We will learn how the global
Globalization:
financial markets are strongly
Opportunity and Crisis connected, and its pros (such as
being able to borrow from abroad)and cons (contagious financial
crisis)How to Regulate
Sometimes excessive capital flows
Financial Globalization cause problem later on, especiallyfor emerging economies.
Material: Habermeier, K
Kokenyne, A & Baba, C (2011).
"The Effectiveness of Capital
Controls and Prudential Policies inManaging Large Inflows," IMF
Staff Discussion Notes 2011/014,
International Monetary Fund.
Digital Currencies and The prevalence of digital currency
the Future of Global
such as Libra imposes policy
Monetary Systemchallenges on policymakers aroundthe globe. We will learn what they
are and how they try to tackle theproblem.
Materials:https://www.imf.org/en/News/Articles/
2020/10/30/sp103020-new-formsof-digital-money
https://www.youtube.com/watch?v=
Qs-i__EO6OI&authuser=1 (watch
only introductory part before theclass)
Financial markets in
We will learn key differences
advanced andbetween advanced and emerging
emerging economies;
economies’ financial markets,
the dollar’s dominance focusing specially on the role of thein the world financial
dollar.
market
The Digital Disruption - Cryptocurrencies(Future of Finance)- AI and automation- Universal Income- Brexit【Work to be done outside of class (preparation, etc.)】
Two days before the lecture, I will post detailed PowerPoint slides and/or
relevant materials of the lecture. You are expected to have a close lookat the slide before the class (approximately 1.5 hour or so) ‒ no need
to be able to understand everything, but it helps if you identify whichpart you have difficulties understanding, because other students might
be having the same problem at the same part. If you Email me the day
before the lecture which part you don’t quite understand and you wantme to focus on, I highly appreciate it. Then, after the class, you willneed approx. 2.5-3 hours (it may have some fluctuation depending on
the difficulty of the materials covered and your English proficiency). If
you have any questions, do ask me anytime.
【Textbooks】
Required textbook: Krugman P. R., Obstfeld M. and Melitz M.
(2018).International Finance: Theory and Policy (11th Edition). Pearson
Education. Some copies will be available from the library.
【References】
IMF: World Economic Outlook (semi-annual), especially Chapter 1-3
CIA World Factbook (Useful when writing an essay): https://www.cia.
gov/the-world-factbook/
For students who want to study more:- Caves, Frankel, & Jones (2007). World Trade and Payments (10th Ed)- Rogoff and Obstfeld (1996), Foundations of international macroeconomics (standard Ph.D. level textbook, requires math skills).

— 200 —

発行日：2021/5/1
I strongly recommend to subscribe/read The Economist (UK) and the
Financial Times (UK)
【Grading criteria】
Quizzes (20 points), Essay (20 points: deadline is the end of thesemester, but I encourage you to start early), Final exam (40 points),
participation in the class (for every questions and comments, you will
get one point).
When writing an essay, please do not plagiarize. There is a software
for plagiarism detection, and when you do plagiarize, you will get thefailing grade for this class.
【Changes following student comments】
Your feedback will be highly appreciated, either during the class, during
my office hours (TBA), or Emails.
【Equipment student needs to prepare】
Not applicable.
【Others】(1) Attendance is important in this course. There will be four quizzes(not pre-announced mini tests) during the semester.
(2) Academic Integrity
You are expected to be honest in all of your academic work. Allegationsof alleged academic dishonesty will be subject to sanctions, including
failing.
Disability Statement
If you are a student who needs accommodations, please talk with me
and present your letter of accommodation as soon as you can. In
order to provide test accommodations, I need the documentation over48 hours in advance; accommodation cannot be made retroactively.
If you have questions about documenting a disability or requestingaccommodations, please contact the Administration Office and talk tome immediately as the class starts
Students who have taken Macroeconomics I or equivalent are preferred.
【Prerequisite】
None.

— 201 —

発行日：2021/5/1
11

MAN300ZA

Supply Chain Management
12

Kayhan TAJEDDINI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 5/Thu.5
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.

13
14

5
6

7
8

9
10

Course Review
Final exam

【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【Fieldwork in class】
あり / Yes

4

Maintenance and Reliability【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.

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

Project Management
Design of Goods andServicesManaging Quality,
Statistical Process
Control
Process Strategy andSustainability
Capacity andConstraint
Management,
Location Strategies
Midterm Exam
Layout Strategies
Human Resources, Job
Design, and Work
Measurement
Supply-Chain
Management
Outsourcing as a
Supply Chain Strategy
Inventory Management

Short-Term Scheduling, JIT and
Lean Operations【Textbooks】
Jay Heizer, Barry Render, 2011, Operations Management, 10e
Principles of Operations Management, 8e
Pearson Education, Inc. publishing as Prentice Hall
ISBN-13: 9780135107263【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.

2
3Aggregate Planning
Material Requirements Planning(MRP) and ERP【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.

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

【Schedule】
No.
Theme
1
Introductory Session
Operations andProductivity

Aggregate Planning
Material Requirements
Planning (MRP) and
ERP
Short-Term
Scheduling, JIT and
Lean Operations
Maintenance andReliability
Course Review
Final ExamContents
Course description, objectives andexpectations.
Operations Strategy in a Global
Environment
Forecasting
Design of Goods and Services
Managing Quality, Statistical
Process Control
Process Strategy andSustainability
Capacity and Constraint
Management, Location Strategies,

Midterm Exam
Layout Strategies
Human Resources, Job Design, andWork Measurement
Supply-Chain Management
Outsourcing as a Supply Chain
Strategy
Inventory Management— 202 —

発行日：2021/5/1

MAN300ZA【休講】Services MarketingJohn MELVIN
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

9

Service Quality

10

Service Delivery

11

Case Study

12
13Group Presentations
Marketing,
Sustainability &Corporate Social
Responsibility (CSR)
Examination &Wrap-up14

実務教員：○【Outline and objectives】
The purpose of this course is to provide students with an in-depth
understanding of the theoretical and practical processes of marketing
services, with a particular focus on tourism. Driven particularly by
globalization and advances in technology, organizations’ and customers
are experiencing closer and more interactive relationships than before,
with important consequences for marketing.
It is essential forcompanies and destinations to understand the 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 consumer value creation and the consumer
experience, the course will apply these to the management andmarketing of services.
From the consumer perspective, students will learn about consumer 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 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.

【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.
【Changes following student comments】
To encourage and reward cooperation and hard work, the group projectis assessed on an individual basis.
The Week 10 lecture on service delivery now considers staff intercultural
sensitivity.
【Others】
Although not essential, students are strongly encouraged to havetaken 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 or 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.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to the
Course Content andClass Format
2
Consumer Value
Creation

4

5

6

7

8

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 and preview the lecture slides before eachclass. Preparatory study and review time for this class are 2 hours each.

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

3

Examining consumer perceptions ofquality and organizational strategy
Examining the role of employees infacilitating consumer value
creation, including intercultural
sensitivity
Exploring the impact on tourism of
the coronavirus and possible
recovery paths
Student group presentations
Analyze organizational approaches
towards sustainability and more
responsible business approaches

Contents
Setting the context: introducing
the characteristics of services andthe challenges of service marketing
Considering the concept of value,
and analyzing theories relating to
the new marketing paradigm ofvalue co-creation
The Experience
Analyzing the implications for
Economyservice providers as economies
evolve beyond goods and services
Managing the
Exploring different influences on
Consumer Experience
the service experience, and thevarious stages of service delivery
Service Systems andExploring the design of the service
the Servicescapeenvironment and the impact onservice consumption
Buyer Decision Making Examining the influences on
decision-making and howorganizations can manage these
Innovation and New
Considering the challenges andService Development
opportunities for organizations indeveloping new services
Developing Service
Investigating branding and
Brandsdifferentiation— 203 —

発行日：2021/5/1

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：TBA
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
This course is designed to introduce and explore the diversified
perspectives and understandings on Corporate Social Responsibility(CSR). We are going to develop an understanding of CSR in the global
context and learn why and how modern corporations are managing
CSR in their business activities. The major topics dealt with in thiscourse will be Defining CSR, CSR Concepts and Theories, Cases For andAgainst CSR, Responsibilities to Stakeholders, CSR in the Marketplace,
CSR in the Workplace, and etc.
【Goal】The goal of this course is to help students build the basic understandingof CSR, know how CSR is applied in different arenas of business andexplore CSR management in companies. Students will be able to define
CSR and explain the meanings of CSR strategic practices in modern
corporations after taking this course.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】The class format consists of lecture and discussion, group work, classpresentation, assignments, quizzes, and exams. In order to develop a
global vision and analytical thinking, students will be encouraged to
discuss their findings from the course materials and compare their own
personal cultural views with those of their peers. Therefore, regularattendance is required for this course.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &Introduction

2

CSR in a Global
Context

3

The Cases for andagainst CSR -1

4

The Cases for andagainst CSR-2

5

CSR Concepts andTheories -1

6

CSR Concepts andTheories -2

7

Responsibilities to
Stakeholders -1

8

Responsibilities to
Stakeholders -2

9Case Study -1
Mid-term Exam

10

CSR in theMarketplace

Contents
Confirm the course syllabus andgive instructions regarding
readings and preparation for classmeetings.
Introduce the key concepts incorporate social responsibility, theessential issues relevant to the
responsible management ofbusinesses. Textbook: pp.3-25(lecture & discussion)
Discuss different perspectives forand against CSR. Textbook:
pp.27-65 (lecture & discussion)
Discuss different perspectives forand against CSR. Textbook:
pp.27-65 (lecture & discussion)
Explore the concepts and theories
of CSR. Textbook: pp.66-96 (lecture& discussion)
Explore the concepts and theories
of CSR. Textbook: pp.104-127(lecture & discussion)
Who are the stakeholders? Howshould companies respond to thesestakeholders? Textbook:
pp.133-164 (lecture & discussion)
What are the responsibilities ofcompanies for stakeholders?
Textbook: pp.168-198 (lecture &discussion)Company A regards employees as
No.1 stakeholders and adopt
stakeholder-oriented management
philosophy and implement CSR
positively.
How to improve the bottom line byimplementing an engaging,authentic, and business-enhancing
CSR program that helps staff andbusiness thrive. Textbook:
pp.213-250 (lecture & discussion)Company B- BOP business inAfrica. A case study on thebusiness designed for people wholive at the bottom of the basepyramid.
Discuss human rights andwork-life balance issues in theworkplace. Textbook: pp.253-289(lecture & discussion)Company C - family friendly
company. A case study on thework-life balance implementations.
Company D - corporate citizenshipin the community. A case study on
corporate citizenship andsustainable development.

【Work to be done outside of class (preparation, etc.)】
Students are required to have their own text material copies andprepare for each class by reading through the materials to be covered
before coming to class. The textbook is available in the library but you
are recommended to have your own textbook. 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.

— 204 —

発行日：2021/5/1

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：TBA
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
This course is designed to introduce and explore the diversified
perspectives and understandings on Corporate Social Responsibility(CSR). We are going to develop an understanding of CSR in the global
context and learn why and how modern corporations are managing
CSR in their business activities. The major topics dealt with in thiscourse will be Defining CSR, CSR Concepts and Theories, Cases For andAgainst CSR, Responsibilities to Stakeholders, CSR in the Marketplace,
CSR in the Workplace, and etc.
【Goal】The goal of this course is to help students build the basic understandingof CSR, know how CSR is applied in different arenas of business andexplore CSR management in companies. Students will be able to define
CSR and explain the meanings of CSR strategic practices in modern
corporations after taking this course.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】The class format consists of lecture and discussion, group work, classpresentation, assignments, quizzes, and exams. In order to develop a
global vision and analytical thinking, students will be encouraged to
discuss their findings from the course materials and compare their own
personal cultural views with those of their peers. Therefore, regularattendance is required for this course.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &Introduction

2

CSR in a Global
Context

3

The Cases for andagainst CSR -1

4

The Cases for andagainst CSR-2

5

CSR Concepts andTheories -1

6

CSR Concepts andTheories -2

7

Responsibilities to
Stakeholders -1

8

Responsibilities to
Stakeholders -2

9Case Study -1
Mid-term Exam

10

CSR in theMarketplace

Contents
Confirm the course syllabus andgive instructions regarding
readings and preparation for classmeetings.
Introduce the key concepts incorporate social responsibility, theessential issues relevant to the
responsible management ofbusinesses. Textbook: pp.3-25(lecture & discussion)
Discuss different perspectives forand against CSR. Textbook:
pp.27-65 (lecture & discussion)
Discuss different perspectives forand against CSR. Textbook:
pp.27-65 (lecture & discussion)
Explore the concepts and theories
of CSR. Textbook: pp.66-96 (lecture& discussion)
Explore the concepts and theories
of CSR. Textbook: pp.104-127(lecture & discussion)
Who are the stakeholders? Howshould companies respond to thesestakeholders? Textbook:
pp.133-164 (lecture & discussion)
What are the responsibilities ofcompanies for stakeholders?
Textbook: pp.168-198 (lecture &discussion)Company A regards employees as
No.1 stakeholders and adopt
stakeholder-oriented management
philosophy and implement CSR
positively.
How to improve the bottom line byimplementing an engaging,authentic, and business-enhancing
CSR program that helps staff andbusiness thrive. Textbook:
pp.213-250 (lecture & discussion)Company B- BOP business inAfrica. A case study on thebusiness designed for people wholive at the bottom of the basepyramid.
Discuss human rights andwork-life balance issues in theworkplace. Textbook: pp.253-289(lecture & discussion)Company C - family friendly
company. A case study on thework-life balance implementations.
Company D - corporate citizenshipin the community. A case study on
corporate citizenship andsustainable development.

【Work to be done outside of class (preparation, etc.)】
Students are required to have their own text material copies andprepare for each class by reading through the materials to be covered
before coming to class. The textbook is available in the library but you
are recommended to have your own textbook. 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.

— 205 —

発行日：2021/5/1

TRS300ZA

6

Politics of Cultural
Tourism & Dark
Heritage Sites

7

World Heritage Sites 1

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 2/Mon.2
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：○【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 in aparticular destination, 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】
No.
Theme
1
Introduction to
Cultural Tourism (CT)2

People: Cultural
Tourists & Host
Communities

3

Cultural Tourism andAuthenticity

4

Impacts of Cultural
Tourism

5

Culture & Nation
Branding

Consider the impact ofsocio-political attitudes in how
culture is interpreted and whose
version of history prevails
Consider concepts and definitionsof heritage tourism, and the
management of built and natural
heritage resources
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 the 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 casestudies
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 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】
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 from thepublisher’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
【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 encourage and reward cooperation and hard work, the group projectis assessed on an individual basis.
【Changes following student comments】
To encourage and reward cooperation and hard work, the group projectwill be assessed on an individual basis.

Contents
Introduction to the definitions ofculture, different forms of CT and
the diverse range of tangible &intangible CT resources
Analyzing demand for CT and therole of CT in destination
management & development. Also,
considering the importantsocio-cultural role of CT from thehost community’s perspective.
What is an ’authentic’ experience?
Considering the authenticity oftangible and intangible resources,
and the importance of authenticity
for visitors & local communities.
Considering the socio-cultural
impacts of CT on host communities,
culture & creativity as well as the
economic impacts of CT
Consider the strategic role ofculture for developed & developing
countries’ tourism portfolios【Others】
Although not essential, this course will be easier for students who havetaken other tourism-related courses, such as the 100-level ’Introduction
to Tourism Studies’ or the 200-level ’Event Management’ 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.

— 206 —

発行日：2021/5/1

EDU300ZA

English Teaching in Primary School: Advanced
Tomoko SHIGYO

グローバル：

Lesson Planning (1)Micro-teaching (1)9Issues 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)10Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 1/Fri.1
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

7
8

成績優秀：○

実務教員：【Outline and objectives】
This course is for students who want to know modern
approaches based on second language learning theories toprimary pupils: learning language construction, literacy, andassessment. It will also encourage students to develop a lessonplan of English at primary school with a consideration to
make consistency in language education from the primary to
secondary levels.
【Goal】
Upon completion of this course, students should be able to do
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.

【Method(s)】This course looks at how children learn to read and write in
the learning language and how teachers should design foreign
language class to facilitate them to read and write by using
picture books and CLIL. Each students are to create andsubmit lesson plans and demonstrate it in class. Feedback will
be given on students’ performance through the whole processof creating the lesson plan and conducting the micro-teachingsession in each class, and its effectiveness will be reflected
on by all students in class. The final assignment for thecompletion of this course is required to revise the lesson plans.
Please note that the teaching approach may vary according towhich threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on
campus.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Issues in Children
Learning L2:
Literacy (1)3Issues in Children
Learning L2:
Literacy (2)4Issues in Children
Learning L2:
Picture books
5
Issues in Children
Learning L2:
Stories (1)6Issues in Children
Learning L2:
Stories (2)Contents
Course guidancePhonological awareness andchildren’s development
For starting to read and writein English

12
13
14

Consolidation ofEnglish Teaching inPrimary School:
Advanced

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.

【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”.

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

11

Curriculum development (1)Micro-teaching (1), review anddiscuss(1)Introduction of CLIL

【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 children 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.『生きる力を育む初等英語教育ー津田塾大学からの提言』（2015）
吉田真理子・田近裕子（編著）朝日出版社
7. 文部科学省（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. Lesson demonstration (30%)
3. Final assignment (40%)
More than 2 unexcused absences will result in failure of thiscourse.
【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
PC【Prerequisite】
None.

Development of Children’s
literacy–picture books
Learning through stories

Language and stories— 207 —

発行日：2021/5/1
14

EDU300ZATESOL IV: Testing and Evaluation
Machiko KOBORI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 5/Thu.5
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
This course is for student teachers of English. It explains how toevaluate learners and teachers in L2 education. It encourages students
to examine, discuss and assess practices in L2 education.
This course focuses on issues in assessing EFL/ESL learners andteachers: it encourages student teachers to reflect on EFL/ESL learning.
The course provides opportunities to explore a wide range of ideas witha consideration to make consistency in language education from theprimary to secondary levels.
【Goal】
Upon completion of this course, students should be able to demonstrate
the following:
1. Explain the core issues in L2 education testing.
2. Identify testing components.
3. Design testing materials that match educational objectives.
4.
Employ a principled approach to the design, creation andimplementation of materials testing and evaluation.
5. Understand what is required to qualify as an English teacher.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
【Method(s)】Student teachers will learn how to create English tests, and then makepresentations. They must create their own English tests. The course
finishes with a writing assignment and final examination.
Submission of the final requirements and feedback will be on thelearning management systems (HOPPII and OATube). Please note thatthe teaching approach may vary according to which threat level we are
at: at level 1, 70% of this course will be held on campus, though at level2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Issues in Assessing
Language Learning (1)3Issues in Assessing
Language Learning (2)4Issues in Assessing
Language Learning (3)5Issues in Assessing
Language Learning (4)6Issues in Assessing
Language Learning (5)Issues in Assessing
Language Learning (6)Issues in Assessing
Language Learning (7)789Issues in Assessing
Language Learning (8)10Planning Tests (1)11Planning Tests (2)12Demonstration of
Testing (1)13Demonstration of
Testing (2)Contents
Course guidanceAims and methods

Final Exam & Wrap-up Consolidation and review【Work to be done outside of class (preparation, etc.)】
1.
Every week before attending class, students are required tocomprehend the assigned readings.
2. Students are required to create an original test plan before their
testing demonstration.
3. Preparing testing materials is also mandatory.
Preparatory study and review time for this class are 2 hours each.
【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

Issues in action research
1. Teaching and testing
2. Kinds of tests and testing
3. Common test techniques
1. Validity
2. Reliability
3. Achieving beneficial backwash
1. Stages of test development
2. Test administration
1. Scoring procedures
2. Criterial level of performance
1. Testing writing
2. Testing oral ability
3. Testing reading
1. Testing listening
2. Testing grammar andvocabulary
3. Testing overall ability
Introduction to testing for the
lower secondary level: checking
contents, materials, procedure andperformance
Introduction to testing for theupper secondary level: checking
contents, materials, procedure andperformance
Testing for the lower secondary
level: test administration, scoring,evaluation and review
Testing for the upper secondary
level: test administration, scoring,evaluation and review— 208 —

発行日：2021/5/1【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.

POL300ZA

International Relations of the Asia-Pacific
TAKESHI YUZAWA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 2/Thu.2
他学部公開：

グローバル：○

成績優秀：

実務教員：

【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.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus.

【Textbooks】
There is no assigned textbook for this course. Students are required toread the journal articles and the book chapters specified in the reading
list.
【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 orWorld Politics".
Non-GIS students wishing to take part in this course shouldhave a basic knowledge of International Relations theories
and adequate English skills to complete the course work andassignments.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
The United States andthe Asia-Pacific3

China and theAsia-Pacific I

4China and theAsia-Pacific II

5

Japan and theAsia-Pacific I

6Japan and theAsia-Pacific II

7

Mid-term Exam andReview
The Development of
ASEAN
Korea and Australia

8
9

10

11

12

13

14

Economic Cooperation
and Integration in the
Asia-Pacific
Security Cooperationand Multilateralism in
the Asia-Pacific
Prospects for Regional
Order in the
Asia-Pacific I
Prospects for Regional
Order in the
Asia-Pacific II
Review and Wrap-up

Contents
Course outline
Examining US foreign and security
policies with special reference to
the Asia-Pacific region
Examining China’s foreign andsecurity policies with specialreference to the Asia-Pacific region
Examining China’s foreign andsecurity policies with specialreference to the Asia-Pacific region
Examining Japan’s foreign andsecurity policies with specialreference to the Asia-Pacific region
Examining Japan’s foreign andsecurity policies with specialreference to the Asia-Pacific region
Written test and review of major
topics covered by week 2 to 6
Investigating the processes behindthe development of ASEAN
Discussing issues relating to the
Korean Peninsula and toAustralian foreign policy
Investigating the problems andprospects for regional economic
cooperation
Investigating the problems andprospects for regional security
cooperation
Examining prospects for regionalorder
Examining prospects for regionalorder
Wrap-up— 209 —

発行日：2021/5/1

POL300ZA

Advanced Comparative Politics
Nathan GILBERT QUIMPO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 4/Fri.4
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
This course seeks to broaden and deepen the students’ knowledge ofcomparative politics. Integrating theories, concepts and approaches
in comparative politics and case studies, the course blends countryto-country and thematic approaches. Comprehensive country studies
help students in seeing similarities and differences among states
and regimes around the world and in grasping and applying key
theories and concepts. The course also provides students with a morethorough understanding of the contemporary discourses and debates
on key topics studied in “Introduction to Comparative Politics,” suchas states and political systems, democratic and authoritarian regimes;
political development; political culture; political processes; and theimpact of globalization. The course also offers deeper discussions onsome important issues or themes that may have been only cursorily
covered in introductory politics or comparative politics courses, suchas constitutions, branches of government, subnational government,
elections and political parties. Government and politics, together withbrief histories, of the following countries will be studied and compared:
Japan, United Kingdom, Germany, United States, France, Russia,
China, India, Mexico, Nigeria, Iran and possibly also Turkey.
【Goal】
The course aims to raise the students’ knowledge and understandingof comparative politics to a more advanced level; to help them gaina stronger and more thorough grasp of the theories, concepts andapproaches in comparative politics; and to help them develop their skills
in examining real-world problems and issues more incisively and inpresenting their positions more cogently, using theories and methods
in comparative politics.

9

Politics in China

10

Politics in India

11

Politics in Mexico

12

Politics in Nigeria

13

Politics in Iran

14

Politics in Turkey;
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.
【Textbooks】
John McCormick. 2020, Cases in Comparative Government and Politics,
London: Red Globe Press,【References】• Andrew Heywood, 2019, Politics, 5th edition, London: Red Globe
Press.
• G. Bingham Powell, Jr., Russell J. Dalton, Kaare W Strom,2015.
Comparative Politics Today: A World View, 11th edition, Essex: Pearson.
• Articles from journals, newspapers or magazines and chapters fromother books.
【Grading criteria】
Participation in discussions: 40% of overall course mark.
Midterm exam: 30%
Final exam: 30%.
【Changes following student comments】
Not applicable.
【Others】
It is recommended that participants have taken at least a basic coursein politics or an introductory course in comparative politics in previous
semesters.
【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 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 emailor through individual consultations. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Politics in Japan

3

Politics in the United
Kingdom
Politics in Germany

45
6

Politics in the UnitedStatesPolitics in France

7

Review & Exam

8

Politics in Russia

Ch. 13, McCormick + recent article
on China
Ch. 8, McCormick + recent article
on India
Ch. 9, McCormick + recent article
on Mexico
Ch. 10, McCormick + recent article
on Nigeria
Ch. 14, McCormick + recent article
on Iran
Ch. 11, McCormick + recent article
on Turkey; final exam

Contents
Comparing government andpolitics; political systems(McCormick, ch. 1, 2)
Political systems (continuation);
Ch. 6, McCormick + recent article
on Japan
Ch. 3, McCormick + recent article
on UK
Ch. 4, McCormick +recent article on Germany
Ch. 5, McCormick + recent article
on US
Ch. 7, McCormick + recent article
on France
Assess to what degree students
understand topics discussed;
midterm exam
Ch. 12, McCormick + recent article
on Russia— 210 —

発行日：2021/5/1

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.

POL300ZA

Globalization and Political Change
Jenny De Asis BALBOA
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 3/Tue.3
Notes：< 成績優秀者の他学部科目履修制度利用者> 制度ウェブ
サイトより 3．科目別の注意事項 (1) GIS 主催科目の履修上の注
意を参照すること
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
This course aims to shed light on the current global politicaltrends and transformations. In the second half of the decadeof 2010s, we had seen an unexpected stream of politicalchanges. It includes the election of Trump as US President
and its costly legacy in the domestic and global politics, theemergence of populist and authoritarian leaders in Europe
and Asia, the UK’s vote for Brexit and the uncertainty
after the referendum, the resurgence of far right movementsin the US and Europe, the clash between climate change
activists and deniers. Those events are thought to be thenegative consequences of globalization, notably the deepeningof inequality, the cultural clash, and the divide of values,
which led to social and economic fragmentation and politicalturbulence. The perceived consequences of globalization–
particularly the inequality, the deep cultural and values divide,and the global threats on national security– prompted various
political actions and shifts that have profound implications
on the political structure. Recently, the COVID-19 pandemic
and the health and economic crisis it generated significantly
changed our lives, while deepening the economic equality
and tensions that we experienced before, and potentiallyexacerbating global divisions. These issues need thoroughexamination and reflection since they significantly affectour future, 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.
【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 spread. 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 political 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 and final examinations. We will
also have Active Learning Tasks composed of class debates
and individual student report to apply what you learned, andenhance your presentation skills.

【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, suchas debates and discussions. To make the class more lively
and interesting, you are encouraged to participate actively
and share your opinion regarding the topic of the day andthe 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】
No.
Theme
1
Introduction andOverview of the
Course

2

3

4

5
6
7
8
9
10

11

Impact andConsequences of
Globalization (a)Impact andConsequences of
Globalization (b)Impact andConsequences of
Globalization (c)Recent Trends in
Global Politics (a)Recent Trends in
Global Politics (b)Recent Trends in
Global Politics (c)Recent Trends in
Global Politics (d)Individual student
reportThe Future of
Globalization and
Politics
New Policy
Strategies (a)12

New Policy
Strategies (b)13

New Policy
Strategies (c)— 211 —

Contents
Week-by-week explanation of
the course
Explanation of class policy,
Active learning tasks, andgrading system.
Definitions of globalization
Debates on the nature andconsequences of globalization.
Globalization and inequality

Global rift, resistance andbacklash
Active learning task 1: Class
Debate on the Impact ofGlobalization
Rise of illiberal democracy
Rise of populist andauthoritarian leaders
Brexit and the far rightmovement in Europe
Post-truth politics
Active learning task 2:
Student Report
Globalization in the Post-Covid
World
Social Protection as a Critical
Agenda in the Post-Covid
World/ New Normal
Active learning task 3: Round
Table Discussion on
Globalization, the Pandemic
and government strategies inhandling the health andeconomic crisis
Strategies to counter
populism, illiberalism anddeniers of history and science発行日：2021/5/1

14

Review andexamination

Wrap-up discussion
Final examination【Equipment student needs to prepare】
None.

【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours
each. The students are expected to read the assigned materials
prior to class and conduct research for the active learning
tasks.

【Prerequisite】
None.

【Textbooks】
Class materials will be provided by the Instructor.
【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
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 PublishingSen, 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) Midterms examination - 30%
2) Final examination - 30%
3) Active Learning Tasks - 30%
4) Class participation - 10%
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 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.

— 212 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Introduction

POL300ZA

Peace Building
Aigul KULNAZAROVA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 4/Wed.4
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2

実務教員：【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 others. The course is designed
for upper-level undergraduate students specializing in global
studies, international relations, security and similar programs.
Building on lectures, seminar 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 skills.

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 seminar discussions with active learning tools designed
for each class. In addition, feedback will be provided after
student presentations, discussions, debates, and group work("good", or "what needs to be improved", etc.). Detailed writtencomments for the discussion and final term papers will be
provided individually. These comments will be sent by email
or posted on the designated course website within 1-3 weeks ofsubmission. The class will meet once a week for 100 minutes.
Please note that the teaching approach may vary according towhich threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on
campus.

91011【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 213 —

Contents
Explanation of the course
syllabus: weekly readings,
assignments, grading
requirements, etc.
What is peacebuilding?
Elements of peacebuilding
Peace and
Positive and negative peace
Peacebuilding in
Theoretical diversity (realism,
International
liberalism, constructivism,
Relationscosmopolitanism, criticaltheory)Practical approaches to peace:preventive diplomacy,
peacemaking, peacekeeping
and peacebuilding
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: The "New UN
Peacekeeping" in Cambodia
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発行日：2021/5/1

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 and Final unconventional warfare
Case Study
Gendering international
Presentationsaffairs
Climate challenges
Global health: era of
pandemics?
Peer evaluation of final
presentations
The Future ofGroup discussion of course
Peacebuilding andtopicsFinal Case Study
Peer evaluation of final
Presentations
presentations

The final case study project will have two parts: an in-classanalytical presentation of the case study and a research paper.
The presentation will be evaluated based on (1) content,(2) use of class readings and other literature, and (3) time
management. Presentations will be scheduled for the 13thand 14th week of the semester. The research paper should
focus on a specific aspect of conflict - prevention, intervention,
resolution, post-conflict peacebuilding. It will be assessed
based on (1) clear statement of the research question andargument, (2) ability to use evidence, (3) presentation ofcounter-arguments, counter-facts, etc. in support of the main
thesis using both course materials and other sources. The
paper format is 10 double-spaced pages, including references
and notes. Final case study papers must be submitted by week
14. For each day of late submission of the paper, the grade will
be reduced by 0.25 points.
【Changes following student comments】
Not applicable【Work to be done outside of class (preparation, etc.)】
Preparatory study and review time for this class are 2 hours
per week. In addition, each assignment will require 2 to 5
hours of preparation each week, including discussion papers,
final term projects 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 department’s website.
【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).

【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, discussion paper and final case study
project (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 expected grades for the course.
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 and/or internationallaw, international security, human rights, global politics ishighly recommended.
【Prerequisite】
No course prerequisites are required.

【Grading criteria】
Participation: 25%
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: 25%
In addition to weekly regular reading, each student will haveto discuss 1-2 journal articles on designated days. Eachstudent should critically discuss selected journal article(s) andsubmit core points on 3 double-spaced pages. The discussion
paper should focus on the theoretical knowledge and empiricalevidence related to the argumentation of the article(s), assess
whether the author succeeds in his/her goals, and establish
links to other topics.
Final Case Study Project: 50% (20% for presentation, 30% for
paper)— 214 —

発行日：2021/5/1
11

POL300ZA

International Development Policy
12

Ippeita NISHIDA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 4/Tue.4
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成績優秀：○

実務教員：【Outline and objectives】
International development policies have been formulated along two
domains, one by the donor coordination group (i.e. providers of Official
Development Aid), traditionally represented by the OECD-DAC andanother at the multilateral agenda setting forum such as the United
Nations. While both serve the purpose of advancing the lives of people
and discussions are mutually-related, each has distinct interests andconstraints. In this course, we aim to understand how international
development policy/agenda is being formulated and what the current(and future) issues are. Specifically, students will explore (1) the
rationale and evolution of development policies by the donor community,(2) the more holistic and people-centered agenda setting at the United
Nations and (3) current policy debates on Sustainable Development
Goals (SDGs) that will govern development agenda till 2030.
【Goal】
The course objectives are:1) To enable students to assess the development policy debates frommultiple aspects.
2) To make students able to differentiate development agenda
formulation process at different stakeholder groups.
3) To equip students with the holistic understanding of the SDGs andtheir implications through groupwork.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This class will have lectures and interactive discussions, as well asgroup presentations. Active participation is expected. Students will
undertake a final exam and have occasional short papers to write.
Insightful comments from papers will be introduced in class and usedin deeper discussions.
The course is composed of two parts. The first part (weeks 3-6) will
have lectures on debates among traditional donors. In the second part
(weeks 7-13), lectures will cover key discourses of the United Nations’adaptation of the Sustainable Development Goals, and students will
make group presentations on selected topics from the SDG 17 goals.
This year, we aim to assess the impact of COVID-19 on SDGs. Please
note that the teaching approach may vary according to which threat
level we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3

Overview of Discourse
Foreign Aid

4

ODA

5

Donor’s Debate

6

New Issues

7

United Nations

8

SDGs

9

Synthesis Discussion

10

Group Presentation 1

Contents
Course outline, facts and trends*on-line
History and institutions
Use of “aid” in foreign policy /tasking group presentation
Concept of “Official Development
Assistance (ODA)”
OECD-DAC, aid financing, Shaping
development debate
Rise of new donors, state fragility,
environment, etc.
UN for development, People-centric
approach
Formulating the “Sustainable
Development Goals (SDGs)”
Reconciling states’ interests andglobal agenda
SDGs / selected topics by two
teams. Reciprocal criticalappraisal, and exchanges withfloor.

13

14

Group Presentation 2

SDGs / selected topics by two
teams. Reciprocal criticalappraisal, and exchanges withfloor.
Group Presentation 3
SDGs / selected topics by two
teams. Reciprocal criticalappraisal, and exchanges withfloor.
Group Presentation 4
SDGs / selected topics by two
teams. Reciprocal criticalappraisal, and exchanges withfloor.
Final Exam & Wrap-up In-class or take home. Review ofthe learnings.

【Work to be done outside of class (preparation, etc.)】
Reading and writing assignments.
Groupwork for presentation.
Preparatory study and review time for this class are 2 hours each.
【Textbooks】
There is no assigned textbook for this course. Students are required toread handouts and suggested articles/chapters from the references.
【References】
Students are encouraged to read following references to further theirunderstandings.
OECD (2006), DAC in Dates: The History of OECD’s Development
Assistance Committee(available online at www.oecd.org/dac/1896808.pdf )Lancaster, Carol (2007), Foreign Aid: Diplomacy, Development,
Domestic Politics, University of Chicago Press
UN Document, A/RES/70/1, 21 October 2015 Transforming our world:the 2030 Agenda for Sustainable Development (available online at http://
www.un.org/sustainabledevelopment/sustainable-development-goals/ )Sachs, Jeffrey D (2015), The Age of Sustainable Development, Columbia
University Press
Wickstead, Myles A. (2015) Aid and Development: A Brief Introduction,
Oxford University Press
Hynes, W. and S. Scott (2013), The Evolution of Official Development
Assistance: Achievements, Criticisms and a Way Forward, OECD
Development Co-operation Working Papers, No. 12, OECD Publishing(available at http://dx.doi.org/10.1787/5k3v1dv3f024-en)【Grading criteria】
Class Participation: 20%
Occasional Assignment Papers: 25%
Group Presentation: 20%
Final Exam: 35%【Changes following student comments】
Constructive comments and feedback from students are always
welcomed and will be taken into consideration.
【Equipment student needs to prepare】
None in the class.
But, access to PC/electric device and Wi-Fi may be required, as the class
may need to be held on-line (e.g. first class).
【Others】
In order for students to successfully complete the class, basic
understandings of the development thoughts as well as international
relations are needed.
Thus, GIS students wishing to registerfor this class are recommended to have taken “Introduction to
Development Studies” and/or “Development Studies”. Also, knowledgeof international relations, international organizations and foreign policy
will be of benefit.
Also, week 1 attendance is mandatory to register for this class.
【Prerequisite】
None(see "Others" for recommended classes).

— 215 —

発行日：2021/5/1

SES300ZA

International Environmental Policy
Gregory TOTH
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 6/Mon.6
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成績優秀：○

実務教員：【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.

10

Agroforestry

11

Review

12

Student Presentations
I
Student Presentations
II
Conclusion

13
14【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】
No.
Theme
1
Introduction
2
Environment

3

Environmentalism

4
5

PolicyEnv. Policy-Government I

6

Env. Policy-Government II

7

Env. Policy-Government III
Env. Policy - Private

89Env. Policy-Nongovernment

Policy analysis of sustainable
farming model and development
impacts; carbon sequestration
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

Contents
Course overview
Background of global
environmental issues and efforts tocurb them; local and indigenous
communities
History of environmental
movement and significant
milestones
What and how of policy analysis
Role of global institutions, e.g.,
United Nations; WTO; etc.;
Sustainable Development
Deeper exploration ofenvironmental treaties,
agreements, conventions, etc., e.g.,
Convention on Biological Diversity,
carbon credits
International Environmental Law
in action
Corporate Social Responsibility;
Environment, Social, andGovernance; Greenwashing
Importance of non-governmentalorganizations, e.g. CGIAR(Consultative Group on
International Agricultural
Research); Certification schemes— 216 —

発行日：2021/5/1
9

POL300ZA

Global Political Economy
10

Nathalie CAVASIN
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 1/Wed.1
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成績優秀：○

11

実務教員：【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 of the Covid-19 pandemic, on climate change andenergy policy among others topics. Specific attention will be put on
the role of China and its increased participation in the global political
economies and also on the recent trends regarding India’s political
economy.
【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). If
we can use video conference tools such as Zoom, we may be able to have
online discussions during the class time.

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)】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 two weeks on a topic from the news in
relation with the course contents topics. In addition, there will be
an individual essay (topic to decided later with the supervision of theprofessor) and a book review project to be written. Students will receive
written feedback (eventually oral feedback and mini-discussion with theprofessor in class or through video conferences (using Zoom), dependingon the numbers of students) by the professor. Please note that theteaching approach may vary according to which threat level we are at:
at level 1, 70% of this course will be held on campus, though at level 2,
50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview of the Course
2
Understanding theevolution of the world
economy3
Post-war global
economy4
International tradepatterns
5- Transnational
production systems- Discussion on theimpact of transnational
corporations
6
How the global
financial system
operates
Decision on the topics
for theessay-presentation
project
7- International Divisionof Labor- Analyzing women in
the world economy
8
Understanding thenotion of development
today

Contents
Theories of global political economy(Chap. 1&2 of the Textbook)
Evolution of the world economy
from the industrial revolution(Chap.3&4)
The global economy: from 1945 totoday (Chap.5)
International trade (Chap.6)
Transnational production(Chap.7)

The global financial system (Chap.
8)

The international division of labor(Chap.9)

Economic development (Chap. 11)

14

Discussion and debate
Submission of the Book
Review
Essay - Submission(group 1)
What are the mostchallenging
environmental issues
today in the world?
Essay-Presentation(group)Essay - Submission(group 2)
Ideas on global political
economies
Essay-Presentation(group)Looking at the security
in political economy
Essay - Submission(group 3)
Essay-Presentation(group)
How the domestic andinternational politics
determine
have an impact on the
global economy isfunctioning
Essay - Submission(group 4)
Essay-Presentation(group)Submission of the last
assignment (criticalreview of an academic
paper)
Discussion on how thedomestic andinternational politics
determine have an
impact on the global
economy is functioning

Gender (Chap. 10)

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 class are 2hours each.
【Textbooks】
O’Brien R., and Williams M., Global political economy: evolution anddynamics, London, Red Globe Press, 2016.
Additional materials will be distributed in class by the professor.
【References】
Examples of on-line websites to access the news:- The New York Times- The Guardian- The Economist- Foreign Affairs- The Wall Street Journal- Time- Foreign Policy【Grading criteria】
Participation and attitude(15%)
Participation (news debriefing report and one news report presentation)(20%)
Book Review (20%) (Submission by email on Class 9)
Essay (30%) (Submission by email from Class 9 to to 12(according togroup number)(Final: Written assignment- critical review of an academic paper) to besubmitted by email during the class 13 (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.

— 217 —

発行日：2021/5/1【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.
【Prerequisite】
N/A— 218 —

発行日：2021/5/1
5

POL300ZA

International Law
Kiyoshi ADACHI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 2/Mon.2
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グローバル：

成績優秀：○

6

実務教員：【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.

7
8

9【Goal】At the end of the course, students should be able to have a basic
understanding of international law instruments, with an emphasis on
recognizing the impact and limitations of treaties in their historical,
economic, social and 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”.

10【Method(s)】The course will be conducted using lectures, group discussion and one
negotiation simulation exercise. Students are encouraged to submit
paper outlines and drafts of the term paper for feedback by the endof June. The class will have the opportunity to provide feedback toeach other after the simulation exercise. Students will need access to
the Internet in order to access some of the cases, treaties and articles.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to
International Law

2Treaties

3

Treaties

4

Treaties Related toSecurity and
Humanitarian Issues

Contents
How Does International Law Differ
from National Law?
Sources of International Law
Codified Treaty Law ‒ By Whom,and How, are Treaties Made?
Customary International Law ‒The Paquete Habana case
A Brief History of Treaties
The Vienna Convention
Key Elements of Treaties ‒ a
Framework for Analysis
A Brief History of Treaties
The Vienna Convention
Key Elements of Treaties ‒ a
Framework for Analysis
Treaties and Wars ‒ Versailles,
Potsdam and San Francisco
The UN Charter
The Geneva Convention
The 1951 Refugee Convention and1967 Protocol
The Comprehensive
Nuclear-Test-Ban Treaty

11

12

13

14

Treaties and Wars ‒ Versailles,
Potsdam and San Francisco
The UN Charter
The Geneva Convention
The 1951 Refugee Convention and1967 Protocol
The Comprehensive
Nuclear-Test-Ban Treaty
Human Rights
Universal Declaration of Human
RightsInternational Covenant on
Economic and Social Rights
International Covenant on Civil
and Political Rights
Convention on the Elimination of
All forms of Discrimination against
Women
Mid-Term Examination In-class examination
Health-related Treaties The UN Drug Control Conventions(1961, 1971 and 1988)
Framework Convention on Tobacco
Control
Treaties on Economic,
The WTO Agreements
Commercial andMultilateral Agreement on Traderelated Issues
in Goods
Agreement on Trade-related
aspects of Intellectual Property
Rights
Policy Space and Developing
Countries
Bilateral 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
Treaties on Economic,
The WTO Agreements
Commercial andMultilateral Agreement on Traderelated Issues
in Goods
Agreement on Trade-related
aspects of Intellectual Property
Rights
Policy Space and Developing
Countries
Bilateral 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
Environmental
CITES, Convention on BiologicalTreaties
Diversity, UNFCCC
Group Simulation Exercise
Environmental
CITES, Convention on BiologicalTreaties
Diversity, UNFCCC
Group Simulation Exercise
Global Commons
Law of the Sea ‒ UNCLOS andongoing negotiations
Outer Space, Antarctica
Wrap-Up
The Possibilities and Limits ofInternational Law
Treaties Related toSecurity and
Humanitarian Issues【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】
Suggested reference material will be provided in class【Grading criteria】
1 Mid-Term Examination35%
1 Paper40%
Group Work and Participation 25%
Class attendance will be reflected in the score for group work andparticipation.
【Changes following student comments】
n/a— 219 —

発行日：2021/5/1【Prerequisite】
None.

— 220 —

発行日：2021/5/1
11

SOC300ZA

Law in a Globalizing World

12

What does the future
hold for globalization?
(Nevers and Toth)
Presentations (Nevers
and Toth)

Gregory TOTH, Kelesha NEVERS
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 6/Mon.6
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成績優秀：○

実務教員：【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.
【Which item of the diploma 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.

13

Presentations (Nevers
and Toth)14

Wrap-Up the semester(Nevers and Toth)【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 %), final report (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【Fieldwork in class】
なし / No

2

What is Law? What is
Globalization? (Toth)3

How does globalizationof the law
affect national legal
systems? (Toth)
Freedom of Expression
and Religion (Toth)

4

5
6

7

8
9

10

Student presentation(s) and classdiscussion. Topics to be decided
based on the interests of thestudents.
Student presentation(s) and classdiscussion. Topics to be decided
based on the interests of thestudents.
Discussion and peer 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.

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

Fragmentation / Convergence;
inevitability vs nationalization.

Contents
Course guidance and general
introduction to the role of law in a
globalizing world. Overview of the
discussion topics.
Defining law and globalization;
What are the causes and impacts ofglobalization? Internationalorganizations
Hard law versus soft law;international organizations;
reputational harm

Comparative analysis of freespeech and the right to worship (ornot) as one chooses.
Right to Life (Nevers)
Comparative analysis -death
penalty; International declarations
Gender Issues (Nevers) How does globalization
change/impact gender roles?
Empowerment; disenfranchisement
Crime andComparison of criminal justice
Enforcement (Nevers)
systems; Are we more or less safe
in a globalizing world?
Humanitarian Law
Crime and punishment in war time
(Nevers)
Right to a Healthy
Global treaties and otherEnvironment (Toth)agreements protecting theenvironment; sustainable
development
Freedom to Trade
WT0 and investment treaties; local(Toth)
and regional impacts; detractors— 221 —

発行日：2021/5/1

MAN300ZA

Financial Statement Analysis

12

Introduction to Income
Tax

13

Corporate Fraud,Internal Controls andSustainability
Reporting
Wrap Up & Review of
All Lectures

Maymay HO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 3/Wed.3
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グローバル：

成績優秀：○

14【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.

【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.

【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 basic knowledge of accounting (e.g.
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.
Submission of assignments and feedback will be via the Learning
Management System. Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

2

Revision of Basic
Accounting Concepts

3

Using Financial
Statements for
Short-Term Analysis(1)4Practical Analysis ofFinancial Ratios 1
Practical Analysis ofFinancial Ratios 2

5

6

7

8

9
10
11

Impact of Working
Capital on Financial
Ratios
Impact of Working
Capital on Financial
Ratios
Revision on Ratios and
How Impact Financial
Ratios and Financial
Statements.
Review of Lectures 1-8
Preparation of
Cashflow Statement
Review on the
Preparation of
Cashflow Statement

Review of all lectures【Textbooks】
None. Electronic handouts and reading material will be provided.

実務教員：【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.

【Schedule】
No.
Theme
1
Revision of Basic
Accounting Concepts

Discuss the tax system in Japanand how it impacts corporate
behaviour
Corporate Fraud, Enterprise Risk
Management and Sustainability
Reporting.

Contents
Revision of double entries andreview of the financial statements
format.
Revision of double entries andreview of the financial statements
format.
Apply ratios for a short-term
financial analysis.
Apply the technique of short-term
financial analysis to the real
corporate financial numbers.
Question practice on the use offinancial ratios.
Question practice on how double
entries affect the use of financial
ratios.
Discuss the impact of working
capital on financial ratios.
Question practice on working
capital on financial ratios.
Question practice.

Review of previous lectures 1-8.
Preparation of Cashflow
Statement.
Review on the Preparation of
Cashflow Statement.

— 222 —

発行日：2021/5/1

MAN300ZA

9Time value of moneyand fair value
accounting ③

10

Accounting for
intangibles ①

11

Accounting for
intangibles ②
Accounting for
intangibles ③

Advanced Accounting
Noriaki OKAMOTO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 4/Fri.4
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成績優秀：○

実務教員：【Outline and objectives】
In this "Advanced Accounting" course, the main objective is to deeply
consider selected accounting topics. They are 1) Globalization of
Accounting (IFRS), 2) Conceptual Framework for Financial Reporting,3) Fair Value Accounting, and 4) Accounting for Intangibles (including
Goodwill). These are all globally contentious topics. Considering anddiscussing about these accounting matters will help students learn thecurrent state of accounting.
【Goal】
Students will be able to learn the theories and standards in the selectedareas of accounting. Real corporate financial statements are used forthe case studies in this course. Also we will work on multiple-choicequestions to gain practical knowledge.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
【Method(s)】This course is taught through lectures, discussions and exercises. At
my discretion, I may assign one or more mini-projects to be completed
during, or outside of, the class. Students are encouraged to ask
questions and to request that particular points be explained if theyremain confused or uncertain about items discussed during the class.
Feedback on the students’ performance in the assignments during thecourse will be given regularly. Please note that the teaching approach
may vary according to which threat level we are at: at level 1, 70% of
this course will be held on campus, though at level 2, 50% will be heldon campus.

12

13
14

【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 forpresentations, there will be homework during the course. Preparatory
study and review time for this class are 2 hours each.
【Textbooks】
Donald, E. Kieso, Jerry, J. Weygandt, and Terry, D. Warfield (2020),
Intermediate Accounting: IFRS Edition 4th edition, Wiley.
【References】
Jae K. Shim, Joel G. Siegel, Nick Dauber, Anique A. Qureshi (2014),
Dictionary of Accounting Terms 6th edition, Barrons Educational Series.
Tokyo Chamber of Commerce and Industry (東京商工会議所) (2019),
BATIC 公 式 テ キ ス ト Subject 2 2019 edition, Chuo-Keizai Group
Publishing（中央経済社）.
【Grading criteria】
Projects / homework 30%,Class participation / discussion 30%, Review exam 20%，and Finalpresentation 20%【Changes following student comments】
None【Equipment student needs to prepare】
A calculator【Others】
Purchasing the textbook is not required.
【Prerequisite】
Students are expected to have basic kowledge of accounting (e.g.
Accounting: A6282).

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

2

3

4

5

6

7

8

Basic financial
statements andaccounting standard
setters ①
Basic financial
statements andaccounting standard
setters ②
Various financial
statements andconceptual frameworkfor financial reporting①
Various financial
statements andconceptual frameworkfor financial reporting②
Various financial
statements andconceptual frameworkfor financial reporting③
Time value of moneyand fair value
accounting ①
Time value of moneyand fair value
accounting ②

Review exam
Final presentation

Discuss and analyze theapplication of time value of moneyand fair value accounting(handouts/slides)
Understand current accounting
standards for intangibles(handouts/slides)
Analyze intangibes on financial
statements (handouts/slides)
Discuss and analyze current
accounting for intangibles(handouts/slides)
Comprehensive review exam
Final presentations(individual/group) and Q&A

Contents
Review the basic framework offinancial accounting(handouts/slides)
Review and discuss the basic
financial statements(handouts/slides)
Understand global politics ofaccounting standard setting(handouts/slides)
Learn the basic conceptual basis
for financial reporting(handouts/slides)

Discuss and analyze the conceptual
framework for financial reporting(handouts/slides)

Discuss and analyze the conceptual
framework for financial reporting(handouts/slides)

Learn the theoretical basis of timevalue of money and fair value
accounting (handouts/slides)
Discuss and analyze theapplication of time value of moneyand fair value accounting(handouts/slides)— 223 —

発行日：2021/5/1【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.

ECN300ZA

Stock Investment【Prerequisite】
Foundations of Finance or any Accounting classes.

EYO Shiaw Jia
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 2/Tue.2
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実務教員：【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】
No.
Theme
1
Introduction andOverview
2
Basics of Stock
Investing (1)3
Basics of Stock
Investing (2)4Basics of Stock
Investing (3)5Investment Strategies(1)
6Investment Strategies(2)
7
Investment Strategies(3)8Investment Strategies(4)9Investment Strategies(5)
10Investment Strategies(5)
11
Financial Markets andInstitutions
12
Distribution to
Shareholders
13
Stock Market
Discussion
14
Final Exam & Wrap-up

Contents
Introduction to the course
Setting up your virtual accountCommon approaches and risks
Snapshot of the market
Investing for growth and income
Decoding company documents
Analyzing industries
Technical analysis (SMA, MACD)
Technical analysis (Momentum,
Volume and RSI)
Portfolio discussion
Ten signs of stock price increase
and decrease
Types of financial markets
Dividends versus capital gains
Stock market booms and crashes
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, For Dummies, 2016.
Rockefeller, Barbara. Technical Analysis For Dummies, For Dummies,
2019.
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.

— 224 —

発行日：2021/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to complete assignments as instructed andprepare for class. Continue to research into his/her topic and write an
essay. Preparatory study and review time for this class are 4 hours each.

LIT400ZA

Seminar: British Culture and Literature I
Mitsutoshi SOMURA
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 4/Fri.4, 金 5/Fri.5
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6401,A6402 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
Study in this seminar is interdisciplinary. Literature, society, andculture are directly or indirectly associated with each other. Culture
is about the way of living for a particular group of people or society,including their ideas, customs and social behavior. Politics and economy
in society affect culture very much, and vice versa. Britain is ‘aforeign country - they do things differently,’ so comparison will bemade between two cultures, British and Japanese. Cultural issues
in Britain concerning nation, migration, globalisation, family, religion,
gender, ethnicity, class, and so on always become more political andcontroversial because of the plurality of their identities. Bearing thesein mind, students will understand Britain in human terms, read modern
literary works closely by referring to critical terms and theories, andcultivate an appreciation for literature. Students will read literaryworks, study modern British culture, conduct research, and write an
essay.
【Goal】
Students will (1) further knowledge of the developments of society andculture in Britain after the 1980s, (2) learn how to read and appreciate
literature in English, and (3) improve research and writing skills.

【Textbooks】
Christopher, David. (2015). British Culture: An Introduction (3rd. edn.).
London: Routledge.
Another textbook and reading materials will be specified at the
beginning of the seminar.
【References】
Higgins, Michael, Clarissa Smith and John Storey. (eds.) (2010). The
Cambridge Companion to Modern British Culture. Cambridge: CUP.
Abercrombie, Nicholas and Alan Warde. (2000). Contemporary British
Society (3rd edn.). Cambridge: Polity Press.
Oakland, John. (2016). British Civilization: An Introduction (8th edn.).
London: Routledge.
Stevenson, R. (2004). The Oxford English Literary History Series, v.12.
1960-2000: The Last of England?. Oxford: OUP.
Davies, Alistair and Alan Sinfield. (eds.) (2000). British Culture of the
Postwar: An Introduction to Literature and Society 1945-1999. London:
Routledge.
Childs, Peter and Mike Storry. (eds.) (1999). Encyclopedia ofContemporary British Culture. Abingdon: Routledge.
For detailed timeline in Britain 1947-2005 : http://www.bbc.co.uk/
history/british/timeline/present_timeline_noflash.shtml【Grading criteria】
Grades are based on class participation (50%), and a writing assignment(50%). More than two unexcused absences can result in failure of thecourse.
【Changes following student comments】
More time will be given for class discussion.
【Prerequisite】
Students should have completed Introduction to English Literature ,UK: Society and People and Contemporary British Culture. If you
haven’t, contact the instructor.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】The seminar consists of lectures, students’ presentations and discussion.
Students are required to read the materials, make preparations forclass, and deliver PowerPoint presentations both on the assignments
and his/her essays in progress. Students will continue to research into
a topic he/she chooses and complete an essay at the end of the academic
year. Feedback is given by Hoppii. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
Britain after the 1980s
Reading Literature
3
Country and People 1
Reading Literature
4
Country and People 2
Reading Literature
5
Religion
Reading Literature
6
Politics
Reading Literature
7
Government andRegions
Reading Literature
8
Economy
Reading Literature
9
Class
Reading Literature
10
WelfareReading Literature
11
Education
Reading Literature
12
FamilyReading Literature
13
Media
Reading Literature
14
Course Review
Reading Literature

Contents
Course overview
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ Presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Course review,
students’ inquiries, and discussion— 225 —

発行日：2021/5/1【Work to be done outside of class (preparation, etc.)】
Students are expected to complete assignments as instructed and makepreparations for class. Continue to research into his/her topic and write
an essay. Preparatory study and review time for this class are 4 hours
each.

LIT400ZA

Seminar: British Culture and Literature II
Mitsutoshi SOMURA
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 4/Tue.4, 火 5/Tue.5
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6403,A6404 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
Study in this seminar is interdisciplinary. Literature, society, andculture are directly or indirectly associated with each other. Culture
is about the way of living for a particular group of people or society,including their ideas, customs and social behavior. Politics and economy
in society affect culture very much, and vice versa. Britain is ‘aforeign country - they do things differently,’ so comparison will bemade between two cultures, British and Japanese. Cultural issues
in Britain concerning nation, migration, globalisation, family, religion,
gender, ethnicity, class, and so on always become more political andcontroversial because of the plurality of their identities. Bearing thesein mind, students will understand Britain in human terms, read modern
literary works closely by referring to critical terms and theories, andcultivate an appreciation for literature. Students will read literaryworks, study modern British culture, conduct research, and write an
essay.
【Goal】
Students will (1) acquire knowledge of the developments of society andculture in Britain after the 1980s, (2) learn how to read and appreciate
literary works in English, and (3) improve research and writing skills.

【Textbooks】
Christopher, David. (2015). British Culture: An Introduction (3rd. edn.).
London: Routledge.
Other textbooks and reading materials will be specified at the beginningof the seminar.
【References】
Higgins Michael, Clarissa Smith and John Storey. (eds.) (2010). The
Cambridge Companion to Modern British Culture. Cambridge: CUP.
Abercrombie, Nicholas and Alan Warde. (2000). Contemporary British
Society (3rd edn.). Cambridge: Polity Press.
Oakland, John. (2016). British Civilization: An Introduction (8th edn.).
London: Routledge.
Stevenson, R. (2004). The Oxford English Literary History Series, v.12.
1960-2000: The Last of England? Oxford: OUP.
Davies Alistair and Alan Sinfield. (eds.) (2000). British Culture of the
Postwar: An Introduction to Literature and Society 1945-1999. London:
Routledge.
Childs Peterand Mike Storry.
(eds.)(1999).
Encyclopedia ofContemporary British Culture. Abingdon: Routledge.
For detailed timeline in Britain 1947-2005: http://www.bbc.co.uk/
history/british/timeline/present_timeline_noflash.shtml【Grading criteria】
Grades are based on class participation (50%), and the academic essay(50%). More than two unexcused absences can result in failure of thecourse.
【Changes following student comments】
More time will be given for class discussion.
【Prerequisite】
Students should have completed Introduction to English Literature ,UK: Society and People and Contemporary British Culture. If you
haven’t, contact the instructor.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】The seminar consists of lectures, students’ presentations and discussion.
Students are required to read the materials, make preparations forclass, and deliver PowerPoint presentations both on the assignments
and his/her essays in progress. Students will continue to research into
a topic he/she chooses and complete an essay at the end of the academic
year. Feedback is given by Hoppii.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction
Reading Literature
2
Cultural Timeline after
the 1980s 1
Reading Literature
3
Cultural Timeline after
the 1980s 2
Reading Literature
4
Heritage andBritishness
Reading Literature
5
Literature 1
Reading Literature
6
Literature 2
Reading Literature
7
Literature 3
Reading Literature
8
Literature 4
Reading Literature
9
CinemaReading Literature
10
Television and Radio
Reading Literature
11
Popular Music
Reading Literature
12
Art, Fashion andArchitecture
Reading Literature
13
SportsReading Literature
14
Course Review

Contents
Course overview
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Students’ presentations, inquiries
and discussion
Course review,
students’ inquiries, and discussions— 226 —

発行日：2021/5/1
7

LIN400ZA

Seminar: Diversity of English I
8Yutai WATANABE
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 3/Fri.3, 金 4/Fri.4
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6405,A6406 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○【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. Please note that the teaching approach
may vary according to which threat level we are at: at level 1, 70% of
this course will be held on campus, though at level 2, 50% will be heldon campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

Essential Phonetics

3

Models of World
Englishes (Part 1)

4

Models of World
Englishes (Part 2)

5

Sound Change of NZE
in Progress (Part 1)

6

Sound Change of NZE
in Progress (Part 2)

11

English in the
Expanding Circle

12

Indexicality of L2
accents

13

Attitudes towards L1
and L2 English

14

Conclusion(1) Outline of the model(2) Phase I (1790s-1840)(3) Phase II (1840-1907)
Phase III (1907-1973)(1) Phase IV (1973-1990s)(2) Phase V (1990s-)
Phonetic features observed in NZ
films(1) Scandinavian-accented English
and English in Scandinavia(2) Spanish-accented English andEnglish in Spain/Latin America(3) Japanese-accented English(1) Indexicality ofJapanese-accented English in NZ(2) Identification of the provenanceof speakers (McKenzie, 2015)(1) Japanese students’ attitudes(Sasayama, 2013)(2) Thai students’ attitudes(McKenzie et al., 2016)(3) Norwegian students’ attitudes(Rindal & Piercy, 2013)(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.

【Fieldwork in class】
なし / No

2

10

実務教員：

【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 andAustralian English. The latter part of the semester is devoted to thefeatures of L2-accented English in the Expanding Circle.

【Schedule】
No.
Theme
1
Course Overview

9

Formation of NZE
Based on Schneider’sDynamic Model (Part1)
Formation of NZE
Based on Schneider’sDynamic Model (Part2)
Formation of NZE
Based on Schneider’sDynamic Model (Part3)
NZ Accents in Films

Contents(1) Outlining the course content
and instructional methodologies(2) APA style: In-text citations andreferences(3) Hosei and GIS libraries andonline databases(1) IPA(2) Phoneme and allophones(1) The world’s major languages(2) Indo-European language family(3) L1 and L2 English(4) Kachru’s (1985) three-circle
model of English(1) Limitations of Kachru’s (1985)
model(2) McArthur’s (1987) model(3) Modiano’s (1999) model(4) Svartvik & Leech’s (2006) model(1) Rhoticity(2) /l/ vocalisation(3) TR-affrication(4) Flapping /t/(1) TH-fronting(2) Short front vowels(3) The NEAR/SQUARE merger【Equipment student needs to prepare】
The presentations are delivered using PowerPoint slides and Internet
sources. The handouts are downloadable in PDF format.
【Others】
Successful applicants must be knowledgeable and enthusiastic about
the seminar themes. It is essential that they have completed most
200-level linguistics courses, particularly Sociolinguistics and English
as a Lingua Franca with good grades.
【Prerequisite】
No strict prerequisite is required.

— 227 —

発行日：2021/5/1

LIN400ZA

6Euro-English andAttitudes towards
English in Mainland
Europe7English Education in
Japan

8

Current Use ofEnglish in Japan

9

Preparation for
seminar papers
Students’
Presentation (Part 1)
Students’
Presentation (Part 2)
Editing (Part 1)
Editing (Part 2)
Conclusion

Seminar: Diversity of English II
Yutai WATANABE
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：金 3/Fri.3, 金 4/Fri.4
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6407,A6408 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【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
is dedicated to English in the Expanding Circle, particularly inmainland Europe and Japan. We compare the two regions in theusers’ ideologies and attitudes towards L1 English as the target
in teaching/learning and English as a lingua franca (ELF). In theprocess of individual and/or collaborative research, we also discuss
a number of sociolinguistic issues: the dichotomy between L1 andL2 speakers, the native-speakerism, plurilingual individuals in
multilingual societies, CEFR, 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 monolingualism as normal andbilingualism as unusual, 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.
Each student is 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

2
3

4
5

11
12
13
14

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 posted on
the course website and the handouts emailed by presenters. They
also need to listen to and analyse sound recordings. 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.

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

10(1) Euro-English (Jenkins et al.,2001)
(2) Conceptualising English in
Europe (Motschenbacher, 2016)(3) EU teachers’ views on ELF(Groom, 2012)(4) German and Swedish
teachers’ attitudes (Mohr et al.,2019)(1) The Suggested Course of
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(1) Business and employment(2) Media and show business(3) Linguistic landscapes
Questions and suggestions

Contents
Outlining the course content andinstructional methodologies
Project Introduction
Introducing each research
project
Native-speakerism(1) Native-speakerism (Holliday,
and ELF
2006)(2) Disadvantages ofnative-speakerism in ELT(Kirkpatrick, 2007)(3) ELF and reconceptualisationof English (Seidlhofer, 2011)(4) EFL vs. ELF (Seidlhofer,
2011)
Review
Review of previous studies
English in(1) English in international
International Context organisations(2) English in aviation and pop
culture【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 sources. The handouts are downloadable in PDF format.
【Others】
Successful applicants must be knowledgeable and enthusiastic
about the seminar themes. It is essential that they have completed
most 200-level linguistics courses, particularly Sociolinguistics andEnglish as a Lingua Franca with good grades.
【Prerequisite】
No strict prerequisite is required.

— 228 —

発行日：2021/5/1
12Presentation (1)Seminar: Language Teaching and Learning I

13

Presentation (2)14Consolidation

Machiko KOBORI【Work to be done outside of class (preparation, etc.)】
Every week before attending class, students are required to comprehend
the assigned readings. Preparatory study and review time for this classare 4 hours each.

EDU400ZA

Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 4/Tue.4, 火 5/Tue.5
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6409,A6410 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
The course is for students wanting to explore effective teaching andlearning through giving an insight into the educational theory, lesson
planning for educators, and educational specific skills within the context
of the second language (L2) education. It focuses on issues affecting
L2 motivation, especially in the language classroom, and different
motivational strategies for fulfilling successful achievement in learning
L2s. It explains how to elicit and maintain L2 learners’ motivation, andprovides opportunities for developing practical techniques that motivate
language learners. It encourages students to examine, reflect on anddiscuss significant aspects of successful teaching and language learning.
It encourages students to consider how they can contribute to learnerachievement.
【Goal】
The course provides opportunities to:
1. explore challenging issues in language teaching and learning.
2. learn basic ideas for effective teaching.
3. acquire theoretical knowledge of motivational strategies in L2
education.
4. examine the connection between motivational strategies and L2
learning conditions.
5. examine how the expertise of motivational strategies are effectively
introduced to L2 education.
【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 reflective 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 and OATube). Please
note that the teaching approach may vary according to which threat
level we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.

【Textbooks】
Dörnyei, Z. (2020). Innovations and challenges in language learning
motivation. Routledge.
【References】
1. Dörnyei, Z. (2001). Motivational strategies in the language classroom.
Cambridge UP.
2. Dörnyei, Z. (2005). The psychology of the language learner. LEA.
3. Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity andthe L2 self. Multilingual Matters.
4. Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching
motivation. Cambridge UP.
5. Kyriacou, C. (2009). Effective teaching in schools: Theory and practice.
Oxford UP.
6. Larsen-Freeman, D. & Anderson, M. (2011). Techniques andprinciples in language teaching. Oxford UP.
7. Schunk, D. H. (2016). Handgook 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】
PC【Others】
1. Students are required to practice L2 teaching targeting L2 learners
at different ages and levels for assuring L2 motivational theories andstrategies.
2. Information about schedules of visiting and running language
courses/classes in schools, etc. are provided and discussed in the class.
3. Preparatory study and review time for this class are 4 hours each.
【Prerequisite】
All or at least one of the courses presented below:
1. TESOL Ⅰ, Ⅱ, Ⅲ, & Ⅳ
2. Comparative education
3. English teaching in primary school or advanced【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
Motivation andlanguage learning (1)3Motivation andlanguage learning (2)4Motivation andlanguage learning (3)5Motivation andlanguage teaching (1)Motivation andlanguage teaching (2)Motivation andlanguage teaching (3)Motivation andlanguage teaching (4)Motivation andlanguage teaching (5)Motivation andlanguage teaching (6)Motivation andlanguage teaching (7)

6
7
8
9
10
11

demonstration/observation,review
and discussion (1)demonstration/observation,review
and discussion (2)Review and discussion

Contents
Course guidance on seminar Ⅰ
The overview of the development of
the L2 motivational studies
The overview of the L2
motivational studies of L2 learners:
good learners
The overview of the L2
motivational studies of L2 learners:
young learners
Studies of L2 teachers (1)Studies of L2 teachers (2)Studies of L2 motivational
strategies (1)Studies of L2 motivational
strategies (2)Studies of L2 motivational
strategies (3)Studies of creating lessons basedon L2 motivational strategies (1)Studies of creating lessons basedon L2 motivational strategies (2)— 229 —

発行日：2021/5/1
11

EDU400ZA

Seminar: Language Teaching and Learning II

Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 3/Thu.3, 木 4/Thu.4
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6411,A6412 はセットで受講すること。
グローバル：

成績優秀：○

実務教員：【Outline and objectives】
The course is for students wanting to explore effective teaching andlearning through giving an insight into the educational theory, lesson
planning for educators, and educational specific skills within the context
of the second language (L2) education. It focuses on issues affecting
L2 motivation, especially in the language classroom, and different
motivational strategies for fulfilling successful achievement in learning
L2s. It explains how to elicit and maintain L2 learners’ motivation, andprovides opportunities for developing practical techniques that motivate
language learners. It encourages students to examine, reflect on anddiscuss significant aspects of successful teaching and language learning.
It encourages students to consider how they can contribute to learnerachievement.
【Goal】
The course provides opportunities to:
1. explore challenging issues in language teaching and learning.
2. learn basic ideas for effective teaching.
3. acquire theoretical knowledge of motivational strategies in L2
education.
4. examine the connection between motivational strategies and L2
learning conditions.
5. examine how the expertise of motivational strategies are effectively
introduced to L2 education.
【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 reflective 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 and OATube).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Introduction
2
Exploring L2
Motivation ResearchStudies (1)3Exploring L2
Motivation ResearchStudies (2)4Exploring L2
Motivation ResearchStudies (3)5Exploring L2
Motivation ResearchStudies (4)6Exploring L2
Motivation ResearchStudies (5)7Exploring L2
Motivation ResearchStudies (6)8Exploring L2
Motivation Researchstudies (7)9Exploring L2
Motivation ResearchStudies (8)10Exploring L2
Motivation ResearchStudies (9)14Consolidation (2)12Machiko KOBORI

他学部公開：

13

Exploring L2
Motivation ResearchStudies (10)Exploring L2
Motivation ResearchStudies (11)Consolidation (1)Essay writing: presentation anddiscussion (2)Essay writing: presentation anddiscussion (3)L2 motivational theories andresearch studies: review anddiscussion
L2 motivation and language
teaching: review and discussion【Work to be done outside of class (preparation, etc.)】
Every week before attending class, students are required to comprehend
the assigned readings. Preparatory study and review time for this classare 4 hours each.
【Textbooks】
1. Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching
motivation. Pearson Education.
2. Creswell, W. J. & Creswell, J. D. (2018). Research Design. (5th ed).
SAGE.
【References】
1. Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language
research: construction, administration, and processing. Routledge.
2. Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity andthe L2 self. Multilingual Matters.
3. Dörnyei, Z. (2020). Innovations and challenges in language learning
motivation. Routledge.
4. Schunk, D. H. (2016). Handgook 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】
PC【Others】
1. Students are required to conduct their own research investigation tocomplete their seminar paper.
2. Students are required to practice L2 teaching targeting L2 learners
at different ages and levels for assuring L2 motivational theories andstrategies.
3. Preparatory study and review time for this class are 4 hours each.
【Prerequisite】
1. Seminar: Language Teaching and Learning Ⅰ
2. All or at least one of the courses presented below:
a. TESOL Ⅰ, Ⅱ, Ⅲ, & Ⅳ
b. Comparative educationc. English teaching in primary school or advanced

Contents
Course guidance on Seminar Ⅱ
Original text reading (1): review of
the theoretical perspective ofmotivation and L2 learners
Original text reading (2): review of
the theoretical perspective ofmotivation and L2 teachers
Original text reading (3): review ofmotivation and curriculum
development
Researching L2 motivation (1)Researching L2 motivation (2)Essay writing: topics and methods(1)
Essay writing: topics and methods(2)
Essay writing: topics and methods(3)
Essay writing: presentation anddiscussion (1)— 230 —

発行日：2021/5/1

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, 月 5/Mon.5
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6413,A6414 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【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. Please note thatthe teaching approach may vary according to which threat level we are
at: at level 1, 70% of this course will be held on campus, though at level2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2

3

Doing Social Research
Critiquing Academic
Works
Reading on
Intersectionality (1)4Reading on
Intersectionality (2)5Research Proposal

6

Research Reading andDiscussion (1)7Research Reading andDiscussion (2)8Research Reading andDiscussion (3)Research Reading andDiscussion (4)10Research Reading andDiscussion (5)11Research Reading andDiscussion (6)12Research Workshop
and Consultation
Research Paper
Presentations (1)Research Paper
Presentations (2)1314Presentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’research
Individual consultations on
research projectStudent presentations anddiscussion of researchStudent presentations anddiscussion of research【Work to be done outside of class (preparation, etc.)】
Every week, there is work to do: reading, preparation for presentation,
and/or conducting research. Students are expected to keep up 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.
【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.

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

9

Contents
Getting acquainted
Discussion of the goals of thisseminar and the responsibility ofeach seminar member
Explanation of seminar research,decision on topic, and individual
research
Overview of social research
Learning to critique a journal
articleStudent presentation anddiscussion of a reading relevant tointersectionality
Student presentation anddiscussion of a reading relevant tointersectionality
Student presentation of researchinterests and topics
Learning to use library resourcesin researchPresentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’research【Prerequisite】
Students are expected to have passed Race, Class and Gender I.
However, this prerequisite may be waived if a student has theequivalent academic background.
Students are expected to take both Intersectionality I and Intersectionality II, and in principle, they are expected to continue for two years.
Special arrangements will be made for students who study abroad forone or two semesters.

— 231 —

発行日：2021/5/1
12SOC400ZA

13

Seminar: Intersectionality: Multiple Inequalities II

14

Diana KHOR
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 4/Mon.4, 月 5/Mon.5
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6415,A6416 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【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

2

Research Workshop (1)3Research Workshop (2)4Research Reading andDiscussion (1)5Research Reading andDiscussion (2)6Research in Progress

7

Seminar Reading (1)8Seminar Reading (2)9Research Reading andDiscussion (3)10Research Reading andDiscussion (4)11Research Reading andDiscussion (5)Individual consultation and peer
critique on research project
Research paper presentations anddiscussions
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.
【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.

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

Research Workshop
and Consultation
Research Paper
Presentations (1)Research Paper
Presentations (2)Contents
Getting re-acquainted
Reflection on what students havelearned in the Spring semester
Students will do in-class exercisesand discuss published research toprepare them to conduct their own
research
Students will do in-class exercisesand discuss published research toprepare them to conduct their own
researchPresentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’researchResearch paper progress report andhelp session
Decision on individual researchreadings in the second half of theseminarStudent presentation anddiscussion on a reading relevant tointersectionality
Student presentation anddiscussion on a reading relevant tointersectionality
Presentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’researchPresentation and discussion of areading related to students’research【Prerequisite】
Students are expected to have passed Seminar: Intersectionality I.
Students are expected to take both Intersectionality I and Intersectionality II, and in principle, they are expected to continue for two years.
Special arrangements will be made for students who study abroad forone or two semesters.

— 232 —

発行日：2021/5/1
11

PSY400ZA

Seminar: Self and Culture I
Yu NIIYA
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 3/Mon.3, 月 4/Mon.4
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6417,A6418 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【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,by drawing on empirical literature in social and cultural psychology.
Throughout the year, the seminar will meet twice a week. In thespring, class time will be devoted to group discussions on assigned
readings that examine how research in social psychology can help
improve societies inflicted with the current pandemic. Students will
gain a comprehensive knowledge on factors that explain compliancewith various restrictions, the psychology behind panic buying, howtension emerges between ingroups vs. outgroups, how people process
self-threatening information, and how to alleviate stress, and increasewell-being of the self and others, during the pandemic.
【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.

12

What helps others feelbetter?
Students’ paper 1

13

Students’ paper 2

14

Final Synthesis【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
discussion questions. Students will also formulate a research question
and a hypothesis, review relevant literature on the topic, design anexperimental study, collect and analyze data, and write up a final report.
Preparatory study and review time for this class are 4 hours each.
【Textbooks】
Harris, S. R. (2014). How to critique journal articles in the social
sciences. Los Angeles, CA: Sage.
【References】
The weekly readings and other resources will be posted on the course
website.
【Grading criteria】
Students are evaluated based on weekly reaction papers (20%), active
participation in class discussion (30%), leading the discussion (20%),
quality of research project (10%), and a final research paper (20%).
【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.
【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.

【Which item of the diploma 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 discussions, presentations, and small
group projects. Students will receive written feedback on their weekly
reaction papers. Please note that the teaching approach may vary
according to which threat level we are at: at level 1, 70% of this course
will be held on campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction andOverview
2
What can social
psychology do to help
manage the current
pandemic?
3
What encourages
people to comply withthe restrictions?
4
Panic buying

5
6

To wear or not to wear
masks
Getting the rightinformation

7

What have you learned
so far?

8

Ingroups vs outgroups

9

Making difficult
decisions
What helps us feelbetter?

10

Identifying factors that help
promote others’ well-being
Discussing students’ research
proposals
Discussing students’ research
proposals
What have we learned and what
are the next steps?

Contents
Share course overview,expectations, & requirements
Identifying topics and theories that
can help understand and improve
people’s behaviors during apandemic
Identifying personality andsituational factors associated withcompliance with social-distancing
Identifying the psychologicalcauses and consequences of panic
buying
Explaining the motivation behindmask-wearing behaviors
Explaining why people become
defensive and skeptical about
health-threatening information
Students report on what they havelearned so far and proposal forintervention research
Identifying why stressful situations
cause tension between ingroups
and outgroups
Discussing how people makedecisions about priorities
Identifying factors that promote
well-being during a pandemic— 233 —

発行日：2021/5/1

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, 金 2/Fri.2
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6419,A6420 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.
Throughout the year, the seminar will meet twice a week. In thefall, both days will be devoted to group discussions on student led
research. Third year students will design and prepare an experiment
to be conducted the following year; fourth year students will analyze
their data and write a research paper in APA-style. Students will
receive guidance on each step of research, from identifying and refining
a research question, conducting a literature review, to creating aquestionnaire, analyzing data, and reporting the results.
【Goal】
Upon completion of the course, students are expected to achieve thefollowing goals:(a) to design and implement a small-scale empirical study on the basisof previous research and skills learned during the Spring Term;(b) to analyze and interpret collected data using statistical software (e.g.,
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】
No.
Theme
1
Introduction andOverview
2
Developing a Research
Proposal: A Review
3
Refining Your Research
Proposal (1)4Refining Your Research
Proposal (2)5Preparing for Research
Implementation
6
Research Debriefing &Feedback (1)7Research Debriefing &Feedback (2)8Analyzing andInterpreting Data (1)9Analyzing andInterpreting Data (2)10Analyzing andInterpreting Data (3)11Writing and Presenting
an APA Research
Paper (1)12
Writing and Presenting
an APA Research paper(2)
13
Writing and Presenting
an APA Research paper(3)
14
Research Presentation

Contents
Shares course expectations andgoals
Reviews the process of developing a
research proposal
Reviews and shares student
research proposals
Reviews and shares student
research proposals
Discusses the procedural mattersfor implementing research
Shares and gets feedback on the
progress of student research
Shares and gets feedback on the
progress of student research
Shares and gets feedback on data
analyses
Shares and gets feedback on data
analyses
Shares and gets feedback on data
analyses
Reviews APA writing and engages
in peer review
Reviews APA writing and engages
in peer review
Reviews APA writing and engages
in peer review
Reviews the entire semester, andshares research findings— 234 —

発行日：2021/5/1
Comments for assignments are given during class and office hours.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus.

POL400ZA

Seminar: International Relations I【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

TAKESHI YUZAWA
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：木 4/Thu.4, 木 5/Thu.5
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6421,A6422 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
This is an annual seminar course, examining major contemporary
challenges and questions in international relations (IR). The firsttwo decades of the 21st century have witnessed dramatic changes ininternational relations. It has become increasingly obvious that therelative power and influence of the United States over world politics
are declining vis-à-vis new rising stats, 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 authoritarian states. This trend has been further reinforcedby rising public distrust of existing political systems in many ofwestern 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 theworld order in the 21st century?
In order to address this question, this seminar will examine thefollowing:
1) Shifts in power distribution among major states, including the UnitedStates, China, Japan, India, and the major European countries.
2) Prospects for international institutions and global governance.
3) The rise of non-state actors: the role of NGOs and multinational
corporations in world politics.
4) 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 overdemocracy, capitalism, human rights, and self-determination in the
Middle East, Africa, and East Asia.
Seminar participants will examine these critical issues by utilizing
major theories of IR.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Review of IR Theories
3
Seminar Topic 1
4
Seminar Topic 2
5Debate 1
6
Seminar Topic 3
7
Seminar Topic 4
8Debate 2 and the
Mid-term Presentation(4th year students)
9
Seminar Topic 6
10Seminar Topic 7
11
Debate 3
12Seminar Topic 8
13
Seminar Topic 9
14
Debate 4/Final
Research Proposal
Presentation (Fourthyear students)

Contents
Course outline
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 (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 2022). 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.

— 235 —

発行日：2021/5/1【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

POL400ZA

Seminar: International Relations II【Fieldwork in class】
なし / No

TAKESHI YUZAWA【Schedule】
No.
Theme
1
Revised Research
Proposal I
2
Revised Research
Proposal II
3
Newspaper Content
Analysis I
4Role play I
5Research ProjectWorkshop6
Mid-term Presentation
on Research Papers(Third-year students)
7
Mid-term Presentation
on Dissertations(Fourth-year students)
8
Research ProjectWorkshop
9
Role play II
10
Newspaper Content
Analysis II
11
Research ProjectWorkshop
12
Research ProjectWorkshop
13
Final Presentation on
Research Papers(Third-year students)
14
Final Presentation on
Dissertations(Fourth-year students)

Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：木 4/Thu.4, 木 5/Thu.5
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6423,A6424 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【Outline and objectives】
This is an annual seminar course, examining major contemporary
challenges and questions in international relations (IR). The firsttwo decades of the 21st century have witnessed dramatic changes
in international relations. It has become increasingly obvious that
America’s relative power and influence over world politics are declining
vis-à-vis new rising stats, most notably China. At the same time, thelegitimacy of Western liberal norms and values (such as democracy,
the rule of law, and human rights) that have constituted an importantfeature of an American-led order are being challenged by the riseof alternative norms and values, supported by rising authoritarianstates.
This trend has been further reinforced by rising publicdistrust of existing political systems in many of western democracies(in particular the United States), mainly stemming from detrimental
effects of economic globalization. In addition, the international politicalstage, which was previously dominated by states, has increasingly
featured non-state actors, including non-government organizations,multinational corporations, and terrorist groups. The enormous growthof non-state actors poses serious challenges to the power and authorityof 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 major states, including the UnitedStates, China, Japan, India, and the major European countries.
2) Prospects for international institutions and global governance.
3) The rise of non-state actors: the role of NGOs and multinational
corporations in world politics.
4) 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 overdemocracy, capitalism, human rights, and self-determination in the
Middle East, Africa, and East Asia.
Seminar participants will examine these critical issues by utilizing
major theories of IR.
【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.

Contents
Presenting revised research
proposals
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) (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 2022). 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.

— 236 —

発行日：2021/5/1

TRS400ZA

Seminar: Tourism Management I
John MELVIN
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：月 4/Mon.4, 月 5/Mon.5
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6425,A6426 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

4

Seminar Reading 3

5

Research Methods

6

Seminar Reading 4

7

Seminar Reading 5

8

Research Project9

Seminar Reading 6

10

Seminar Reading 7

11

Research Workshop
and Consultation
Presentations on
Student Research
Proposal 1
Presentations on
Student Research
Proposal 2
Final Discussion12

実務教員：○【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 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 semester.
【Goal】The goal of this seminar is to provide students with academic andpractical knowledge relating to management and marketing that canfacilitate their progression into the world of work.
Upon completion of this course, students will have acquired enhanced
research and analytical skills. They will develop their ability to design,organise and manage an original tourism-related research project.
Additionally, through in-class discussions and presentations, students
will gain valuable experience in persuasively expressing and defending
their opinions on a range of issues relating to business management andmarketing.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】The seminar consists of in-depth analysis of various issues related tosustainable tourism management. In the spring semester, students are
introduced to some core texts and research and are encouraged to start
to consider which areas they intend to focus on. In the fall semester,
students will begin to refine their topic and develope a firm research
proposal.
In the second year of the seminar, students will research and write theirextended research paper.
While some seminars will be instructor-led, students will play anincreasing role in giving presentations & leading discussions on theCore Readings. As students’ own research develops, they will givepresentations on their research, and share their growing expertise withothers.
Assignments will be submitted via Hoppii; insightful answers will beshared in class to facilitate discussion. Please note that the teachingapproach may vary according to which threat level we are at: at level 1,
70% of this course will be held on campus, though at level 2, 50% will beheld on campus.

13

14

Seminar Reading 1

3

Seminar Reading 2

Roundtable discussion on
first-semester progress andexpectations for the second
semester【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 2020 field trip and summer trip were cancelled, hopefully thesituation in 2021 will improve and we will be able to go.
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).

【Fieldwork in class】
あり / Yes

2

Presentations and discussions on
students’ own research【Work to be done outside of class (preparation, etc.)】
Students must complete the assigned reading as preparation for classes.
Preparatory study and review time for this class are 4 hours each.

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

Considering third case study on
tourism marketing
Introduction to research methods
in business
Considering fourth case study on
the tourist experience
Considering fifth case study on
destination management
Discussion on students’ topics andresearch questions
Considering sixth case study on
destination management
Considering seventh case study on
differentiation
Individual consultations on
students’ research projects
Presentations and discussions on
students’ own researchContents
Overview of the seminar;
The importance of adopting
sustainable approaches.
Considering first case study on
tourism management
Considering second case study on
destination management andmarketing— 237 —

発行日：2021/5/1

TRS400ZA

Seminar: Tourism Management II

10

Seminar Reading 3

11

Research Workshop
and Consultation
Presentations on
Student Research
Projects 1
Presentations on
Student Research
Projects 2
Final Discussion

12

John MELVIN
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 4/Mon.4, 月 5/Mon.5
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6427,A6428 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：○【Outline and objectives】
This seminar continues from the Tourism Management I seminar,
though with a greater focus on students’ independent research projects.
In addition to a field trip, students are expected to conduct investigative
research that will form the basis of an extended research paper to be thecompleted during the second year of the semester.
Building on knowledge acquired in the Spring seminar on the
management and marketing of tourism, the class content will continue
to blend analysis of seminal research with illustrative and up-to-datecase studies from a range of domestic and international destinations
on tourism management. 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.

13

14【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%).
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 2020 field trip and summer trip were cancelled, hopefully thesituation in 2021 will improve and we will be able to go.
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】
No.
Theme
1
Introduction

2

Research Topic
Presentation

3

Seminar Reading andResearch Themes
Seminar Reading 1

4
5
6
7
8
9

Field Study
Preparation
Field Study(off-campus)
Field Study Feedback
Research Project
Progress Update
Seminar Reading 2

Considering third case study on
tourism management
Individual consultations on
students’ research projects
Presentations and discussions on
students’ individual research
projects
Presentations and discussions on
students’ individual research
projects
Roundtable discussion on
second-semester progress andexpectations for the second year

Contents
Overview of the Fall seminar;
reflection on what students havelearned in the Spring semester
Based on the research conducted in
the Spring semester and over thesummer break, students will
present their research proposals(3rd year students) or researchplans (4th year students) for thissemester
Discussion on the focus of thissemester’s reading
Considering first case study on
tourism management
Preparation for the field study
based on students’ interests
Conducting the field study at a
tourism-related site
Considering the field study findings
Research project progress report;
discussion of readings
Considering second case study on
tourism management— 238 —

発行日：2021/5/1【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.

MAN400ZA

Seminar: Entrepreneurship & Innovation I
EYO Shiaw Jia【Textbooks】
No textbook will be used

Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：火 1/Tue.1, 火 2/Tue.2
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6429,A6430 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：【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.

【Outline and objectives】
In this seminar, students will learn theories, concepts and issues related
to entrepreneurship and innovation.

【Grading criteria】
Students will be evaluated based on class participation (20%), casestudy presentations and discussions (50%) and a term paper (30%).

【Goal】The goal of this seminar is to provide students with fundamental
theories, and contemporary practices of entrepreneurship and innovation. Students will learn the importance of entrepreneurship andinnovation to a country’s economic growth. In addition, through casestudies, students will learn how firms use innovation to create new
products, new markets, new organizations, new business model and newindustries.

【Changes following student comments】
Not applicable【Prerequisite】
Students who passed the interview process for the seminar.

【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【Method(s)】This seminar introduces students to the concept of entrepreneurshipand innovation. This is a growing economic field that positions
knowledge, technology, entrepreneurship, and innovation at the centerof the economic model. Through readings of academic journals andtextbooks, students will learn the concepts, theories and research
being done in this field. Key concepts related to this seminar include
dimensions of innovation (product, process, radical, incremental,
disruptive, open innovation); invention and commercialization of
innovation; entrepreneurship; start-ups and venture capital; diffusionof innovation; and policy towards innovation. This course is taught
primarily through presentations and discussions. Feedback is given
during class time, using tools such as HOPPII and email. Students givepresentations on selected readings as well as on their own research.
Please note that the teaching approach may vary according to which
threat level we are at: at level 1, 70% of this course will be held on
campus, though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Innovation Theories,
Dimensions andInnovation Models (1)3Innovation Theories,
Dimensions andInnovation Models (2)4Innovation Theories,
Dimensions andInnovation Models (3)5Disruptive Innovation(1)
6
Disruptive Innovation(2)

7

Disruptive Innovation(3)

8

Disruptive Innovation(4)
Open Innovation (1)Open Innovation (2)Open Innovation (3)Open Innovation (4)History’s Best
Examples of BusinessTransformation (1)History’s Best
Examples of BusinessTransformation (2)

9
10
11
12
13

14

Contents
Overview of the seminar
Schumpeter on innovation andentrepreneurship
Innovation diffusion theories

Case studies

Understanding disruptive
innovation and its impact
Case studies
Photography industry
Medical industry
Case studies
Retail industry
Entertainment industry
Case studies
Telecommunication industry
Understanding open innovation
Case studies
Case studies
Case studies
Final presentation and discussion

Reflection on what we have learnt— 239 —

発行日：2021/5/1【Grading criteria】
Students will be evaluated based on class participation (20%), casestudy presentations and discussions (50%) and a term paper (30%).

MAN400ZA

Seminar: Entrepreneurship & Innovation II【Changes following student comments】
Not applicable.

EYO Shiaw Jia
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：火 3/Tue.3, 火 4/Tue.4
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6431,A6432 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○【Prerequisite】
Passed Seminar: Entrepreneurship and Innovation I

実務教員：【Outline and objectives】
In this seminar, students will learn theories, concepts and issues related
to entrepreneurship and innovation.
【Goal】
This is a continuation of the seminar from the Spring semester. We willcontinue to learn concepts and theories related to entrepreneurship andinnovation but more emphasis will be placed on case studies. Students
will refine their skills in discussion and presentation. Students will also
conduct their own research related to a theme in this seminar.
【Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “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】
No.
Theme
1
Introduction
2
Industry Analysis (1)

3
4
5
6

7
8
9
10
11
12
13
14

Contents
Review of theories we have learnt
Industry attractiveness andPorter’s Five Forces
Case studies
Case studies

Industry Analysis (2)Resources andCapabilities (1)Competitive Advantage Case studies
Blue Ocean Strategy
How to create uncontested market(1)
space and make the competition
irrelevantBlue Ocean Strategy
Case studies(2)
Technology-based
Strategies in technology-based
Industries (1)industries
Technology-based
Case studies
Industries (2)National Innovation
Understanding innovation at a
System (1)nation’s level
National Innovation
Innovation and competitiveness
System (2)National Innovation
Case studies
System (3)Final presentation (1)Presentations and discussion
Final presentation (2)Reflection on what we have learnt【Work to be done outside of class (preparation, etc.)】
Every week, there is work to do: reading and preparation for discussion/presentation. Students are required to read the assigned readings
adequately to be able to engage in active discussion in class. 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.

— 240 —

発行日：2021/5/1
13

MAN400ZA

14

Seminar: Global Strategic Management I
Takamasa FUKUOKA
Credit(s)：4 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：金 3/Fri.3, 金 4/Fri.4
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6433,A6434 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

実務教員：○【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.
【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.

【Textbooks】
No textbook will be used in this class. Handouts (journal articles) will
be provided by the instructor.
【References】
Harvard business school case studies (details will be provided by the
instructor)【Grading criteria】
Participation (presentation / discussion etc.)（40%）
Assignment（20%）
Interim Report (3rd year students)（40%）
Final Report (4th year student)（40%）
【Changes following student comments】
N/A【Others】
This course is conducted based on academic knowledge and thelecturer’s global business experience.
【Prerequisite】
None.

【Method(s)】To achieve the goal, this seminar is mainly conducted through: (a)learning theoretical studies and case studies, (b) visiting companies
and local areas, (c) doing joint research and collaboration withcompanies and local governments (product development, focus group,etc.), (d) conducting on-site survey (questionnaire, interview, etc.), (e)approaching from manager’s perspective, (f) making presentations anddiscussion based on “facts and data” and “experience”, (g) participatingin business contests.
In addition, we sometimes use case methods being currently used by theMBA program in western countries.
Feedback can be given verbally, non-verbally or in written form. Please
note that the teaching approach may vary according to which threat
level we are at: at level 1, 70% of this course will be held on campus,
though at level 2, 50% will be held on campus.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes

2

Research Method35

Analysis ofManagement Strategy(1)Analysis ofManagement Strategy(2)Case Study (1)6Case Study (2)7Case Study (3)8Library Tour

9

Prior Research (1)10Prior Research (2)11Prior Research (3)12Presentation for
Research Proposal (1)4Presentations and discussion on
the individual research proposal
Wrap-up【Work to be done outside of class (preparation, etc.)】
・Students are expected to engage in sub-seminar to deepen understanding of the management strategy, analysis methods, business model, etc.
・Students need to make good preparations for individual / group study
・Students are encouraged to join the summer training camp
Preparatory study and review time for this class are 4 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”.

【Schedule】
No.
Theme
1
Overview

Presentation for
Research Proposal (2)Wrap-upContents
Confirmation of the goals of thisseminar and the responsibility ofeach seminar member
Understanding of the Qualitativeand Quantitive approach withvarious samples
Understanding of the analysis
methods for management strategy
Understanding of the analysis
methods for management strategy
Discussion on the case study fromthe strategic view point
Discussion on the case study fromthe strategic view point
Discussion on the case study fromthe strategic view point
Learning of how to use the library
database
Presentation and discussion on theprior researchPresentation and discussion on theprior researchPresentation and discussion on theprior researchPresentations and discussion on
the individual research proposal— 241 —

発行日：2021/5/1
9MAN400ZA

Seminar: Global Strategic Management II
10

Sairan HAYAMA
Credit(s)：4 ｜ Semester：秋学期授業/Fall ｜ Year：3〜4
Day/Period：月 4/Mon.4, 月 5/Mon.5
Notes：< 成績優秀者の他学部科目履修制度利用者> ウェブサイ
トの 3．科目別の注意事項＞ (1) GIS 主催科目の履修上の注意を参照。授業開始前に事前面談が必要。A6435,A6436 はセットで受講すること。
他学部公開：

グローバル：

成績優秀：○

11
12

13

14

実務教員：

【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.
【Which item of the diploma 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.

3
4
5
6

7

8

Preparation for the
Field Study
Field Study (Outside
the Campus)
Presentation andDiscussion
Presentation of yourfield study
Preparation ofBusiness Plan
Competition (1)― Marketing Analysis
Preparation ofBusiness Plan
Competition (2) ―Planning
Preparation ofBusiness Plan
Competition (3) ―Presentation andDiscussion

Discussion on the case study fromthe strategic viewpoint
Case Study (2)Discussion on the case study fromthe strategic view point
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【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【Fieldwork in class】
あり / Yes

2

Revised presentation anddiscussion【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.

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

Preparation ofBusiness Plan
Competition (4) ―Final Presentation andDiscussion
Case Study (1)Contents
Overview of the course guidelines
for the fall semester and confirm
the syllabus
Preparation for the field study
based on students’ interest
Conduct of field study based on
students’ interest
Presentation and Discussion basedon the findings in the field study
Findings and Management Issues
for your field study
Marketing analysis (analysis of thestatus quo)

Planning from a strategic viewpoint

Presentation and discussion— 242 —

発行日：2021/5/1

2

CAR100LA

Introduction to Career Design
Tomokazu OYAGICredit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1
Day/Period：火 5/Tue.5
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): キャリアデザイン入門
他学部公開：

グローバル：

成績優秀：

3

実務教員：

【Outline and objectives】
この授業では、①大学での過ごし方と②社会で働くということについて、一緒に考えることで、皆さんが学生生活を有意義に過ごせるよう支援していきたいと思います。授業の中では、より長期的な人生を歩む上で必要となる考え方や、社会ではたらくことについての基本的な知見を提供します。
これらを通じて、自分で考えて行動できるような姿勢を培うことが、
この授業の目的です。
【Goal】
自分の頭で考え、率先して行動できるようになることを目標とします。受験を含む高校まででは、課題が与えられ、正解をできるだけ早く見つける能力が求められてきました。しかし社会では、自ら問題を発見し、解決に向けて行動していく必要があります。また、誰かが正解を与えてくれるわけではありません。正解も一つではないでしょう。今日の正解が明日も正しいとは限りません。
そのような中では、自ら課題をみつけ、解決策を考え、そして実行し続けていく姿勢が求められます。大学の 4 年間では、考えながら行動し続ける姿勢、言い換えれば PDS（Plan,Do,See）サイクルを回して行ける基本的な力を身につけてほしいと思います。
最初は小さな一歩でも構いません。半年の間に、授業をきっかけにして何か行動してみることを目指しましょう。

4

5【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】【この授業はハイブリット型（教室での対面授業+一部オンライン）
で実施します】基本的には教室での対面で授業を実施しますが、一部の授業回や課
題の取り組みはオンラインで実施します。毎回の授業において各授業回に関連した課題を提示するので、一定期間内において指示された課題レポートの作成に取り組み、学習支援システムを利用して提出してください。
授業内では参加型の授業スタイルを積極的に取り入れます。教員や学生同士のコミュニケーション機会を重視します（グループ・ワー
ク、対話、相談、フィードバック、リアクション・ペーパー等）。た
だし、新型コロナ感染症の状況によっては参加型授業の実施について一部変更となる可能性があります。
また、リアクションペーパー等におけるコメントや課題に関しては、
授業内で紹介するなどしてフィードバックをします。

6

7【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
オリエンテーション

Contents
本科目の授業趣旨、授業の進め方、求める参加態度、カリキュラ
ム等について概要と授業を受講す
る意義について説明する。【キーワード：キャリアデザイン、旅をしよう！】— 243 —

大学での学び大学とはどのような場なのか、何のために大学で学ぶのか、大学の付加価値について考える。また、大学生時代にしかできない法政大
学という場を有効に活用する学び方や、大学生として生活、学修していく際の基礎知識について学ぶ。【キーワード：自ら学ぶ、大学の活用】
激変する社会環境と直 現代は世界的に社会環境が激変し面する課題ている時代である。このような時代において社会が直面している課
題を SDGs の観点から読み起こ
し、みなさん自身がこれらの諸課題に対してどのような関与、貢献ができそうかについて考える。併せて、わが国の将来に向けて重大な課題となっている少子高齢化の問題についても考えていく。
【キーワード： SDGs、少子高齢化、パンデミック】
働き方と多様性
これからの変化の激しい社会において自分を生かしていく働き方について考えていく。ダイバーシティーに関する基本的考え方に加え、雇用形態の変化やパラレル
キャリア、短時間労働化の可能性、テレワークなど、新しい働き方のあり方について考える。
【キーワード：ダイバーシティー】
働くことの意味
働くとはどういうことなのか？
これまでの主な労働論や労働観にも触れながら、これからの時代の「働く」を考えていく。特に、働く目標と目的、動機、働くことを通じての自己実現と幸福の追求、
提供価値の対価としての報酬、これからの働き方などの側面から考えていく。【キーワード：労働観、
働く目的】
結婚、家族、ジェン
社会生活を営んでいくための基礎
ダーを取り巻く諸問題 的な単位であるとともに生活の基盤ともなる家族、および、その周辺で密接に関連している結婚やジェンダーに関する諸問題について考察する。併せて共働き問題、
子育て問題、家族関係の変容についても触れていく。【キーワード：結婚、家族、ジェンダー】
グローバル化社会と異 これからの世の中はグローバルな
文化理解活動が今まで以上に当たり前になってくる。そのような社会において活動していくためには各自がグローバル人材として成長していくことが必要である。そのためにはどのような資質を備えていくべ
きなのかについて学ぶ。【キーワード：グローバル化、カル
チャーマップ】

発行日：2021/5/1

8

9

10

11

12

13

インターンシップ

インターンシップとひとことで言っても多種多様なタイプがあり、それぞれに期待できる効果も異なる。インターンシップは大学に在学しながら社会人としての体
験を企業の内側から体感ができる
貴重な機会なので、積極的な参加を期待したい。本授業では本学でのインターンシップ参加の窓口であるキャリアセンターの職員が先輩たちの事例や参加する際の注意
点などについて解説する。【キーワード：インターンシップ】
思考のメカニズム
自分自身の行動を計画し実践していくための基礎は、物事を正しくとらえ、正しく考え、正しく判断
していくことである。ここでは、そのための基礎的技術について学ぶ。特に、思考のメカニズム、ロジカルシンキング、クリティカル
シンキングを重点的に取り上げて学ぶ。【キーワード：ロジカルシ
ンキング、クリティカルシンキン
グ、フェルミ推定】
意思決定と認知バイア いま身の回りで起きていることがス
らのうち、皆さんのキャリアデザ
インに深くかかわってくる概念について基礎的な理解を深める。具
体的には「ものごとの捉え方（認知）」、「自分が自由にできる裁量権（選択）」、「決めることに関するこころの動き（意思決定）」について学んでいく。【キーワード：二重過程理論、認知バイアス】
仕事と幸福
キャリアデザインの究極的な目的
は、キャリア形成を通じた幸福の追求である。ここでは様々な幸福論について触れたのちに、セリグ
マンの PERMA モデルを取り上げて、幸福（ウエルビーイング）になるための要素についてキャリ
アデザインの観点から考えていく。【キーワード：ウエルビーイ
ング、PERMA モデル、自己効力、幸福経営】
チャンスを広げるため チャンスを広げられる人は自分のの行動様式の改革前にある偶然の出会いをチャンスとして捉えて行動できるかどうかにかかっている。自分でチャンスを広げていくことができる行動様式について 4S トランジション理論、プランドハプスタンス理論から学んでいく。【キーワード： 4S
トランジション理論、プランドハ
プスタンス理論、セレンディピ
ティ】
学生生活と就職の準備 本学の学生は、卒業後の進路として 9 割が就職をする。就職がキャ
リアのゴールではないが、多くの学生が直面する就職活動がいつご
ろから始まり、どのような準備が必要なのかについて、卒業生のデータも踏まえながらキャリアセンターの職員が解説する。【キーワード：自己理解、就職活動】

14

学生時代の過ごし方

春学期が終わろうとしているいま、これから卒業までの 3 年半をどう過ごすかを考える。卒業までに成し遂げたいこと、それを成し遂げるためにどのような活動が必要かを具体的に議論する。そして、「明日から取り組むこと」をみなさん自身で決め、グループ内で共有する。【キーワード：過ご
し方、付き合い方、自己戦略】【Work to be done outside of class (preparation, etc.)】
本授業の準備・復習・課題レポートの作成等に要する時間は、各 2
時間を標準とします。より深い理解のために有益な資料、参考図書、作業等は授業内で示します。授業後にそれらに目を通したり、作業したり、インターネットや文献等の活用による自発的学習によって自分自身の知識やスキルの向上を目指されることを期待します。
【Textbooks】
特に定めません。
【References】
授業内において、必要に応じて副読本、参考文献等を紹介します。
【Grading criteria】
毎回の課題レポートの記述内容の評価を点数化し、その全 14 回分を合計した総合点で評価（100 ％）します。記述内容の評価においては、記述内容のオリジナリティ、論理構成、表現法を重点に評価します。単位取得には特段の事情がない限り課題レポートの期限内提出率が 70 ％以上であることが必要です。やむを得ない事情で期限内の提出が難しい場合には、早めに担当教員（大八木智一）と相談してください。
【Changes following student comments】
本年度より課題レポートの記述内容において、みなさんの「オリジナリティのある考え方」に対する評価を重点評価項目に加えます。
世間一般の考え、どこかの本やネットに書いてあったような考えでなく、みなさん自身が自分の頭でよく練った「考え」を評価します。
一般的に「正しい」考えより、みなさんが「考え抜いた」内容を記述内容には期待します。
【Equipment student needs to prepare】
当日示す授業資料は、「学習支援システム」にもアップするので、各
自パソコン、タブレット等を教室に持参することが可能です。同じ
授業資料は授業中においても教室内で投影します。また、授業内容
は一定期間学習支援システム上で公開する（課題を除く資料のみ）ので、復習等にも活用してください。学習用の使用機材は、できればスマートフォンではなく、PC やタブレットを用意されることをお勧めします。
【Others】
新型コロナ感染症の拡散状況によって、授業方法が春学期の途中でも変更になる場合があります。その場合は、随時ご連絡します。また、授業内容等に関する質問、問い合わせにはメールで受け付けます。必要に応じて対面での対応も可能です。コンタクト先について
は授業開始後に（初回授業において）お知らせします。
【】
The purpose of this class is to develop a posture in which you
can think and act by yourself through this class. In this class,
we provide the basic idea that we need to achieve the desirable
career formation and the basic knowledge about working insociety.

— 244 —

発行日：2021/5/1

2

CAR100LA

Introduction to Career Design
Minoru TAKAHASHI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1
Day/Period：月 2/Mon.2
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): キャリアデザイン入門
他学部公開：

グローバル：

成績優秀：

実務教員：

3

【Outline and objectives】
この授業では、①大学での過ごし方と②社会で働くということについて、一緒に考えることで、皆さんが学生生活を有意義に過ごせるよう支援していきたいと思います。
授業の中では、より長期的な人生を歩む上で必要となる考え方や、社会や働くということについての基本的な知見を提供します。これらを通じて、自分で考えて行動できるような姿勢を培うことが、この授業の目的です。
【Goal】
自分の頭で考え、率先して行動できるようになることを目標とします。受験を含む高校まででは、課題が与えられ、正解を出来るだけ早く見つける能力が求められてきました。しかし社会では、自ら問題を発見し、解決に向けて行動していく必要があります。また、誰かが正解を与えてくれるわけではありません。正解も一つではないでしょう。今日の正解が明日も正しいとは限りません。
そのような中では、自ら課題をみつけ、解決策を考え、そして実行し続けていく姿勢が求められます。大学の４年間では、考えながら行動し続ける姿勢、言い換えれば PDS（Plan,Do, See）サイクルを回して行ける基本的な力を身につけてほしいと思います。
最初は小さな一歩で構いません。半年の間に、授業をきっかけにして、何か行動してみることを目指しましょう。

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5【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】■授業方式
オンデマンド授業（コンテンツ配信）とオンライン（リアルタイム
配信）の併用を行います。
（コロナ禍のため、対面の授業は行わない
予定です）
■授業形態
講師による講義と、学生参加型の授業スタイル（オンライン上でのディスカッション、学習支援システム、メールを活用します）とな
り、教員や学生同士のコミュニケーション機会を多く持ちます。
■課題等の提出・学習支援システムを利用して行います。
・講義後のリアクションペーパーの提出、最終レポート、その他講師が講義で指定した課題等の提出となります。
■フィードバック方法
・提出された課題については、学習支援システムを通じてフィード
バックを行います。
・講師とのメールも活用してフィードバックを行います。
・提出された課題を、授業内で取り上げる場合があります。

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7【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
オリエンテーション

Contents【オンデマンド授業】企業の人事部長経験、現役の人事パラレルワーカー（複業者）として、私自身のキャリアケースをお話しします。また、授業の内容、進め方、受講のルールなど、この授業を通して何を学ぶべきなのかをお伝えします。

— 245 —

大学での学び【オンライン授業（リアルタイム配信型）】「大学でもっと多くのことを学んでおけば良かった」。多くの大人がそう考えています。大学は、キャリアの始まり。学び方
も姿勢も大きく変えなければいけません。では、大学という場所では何を学び、何を活かしていくべ
きなのか。現役社会人の立場から皆さんに伝え、これからの大学での学び方を考えます。
社会に出るというトラ 【オンデマンド授業】大学を卒業
ンジション
すると、多くの皆さんが社会に出ていきます。このステップは、人生でも最大級のトランジション（変わり目）になります。そこで何が変わるのかを学び、自分自身のキャリアで何を考え、行動していくかを解説します。
働くことの意味【オンライン授業（リアルタイム配信型）】「働く」意味の一つは「労働に対する対価（＝給料）を得る」というものですが、果たしてそれだけでいいのでしょうか？
では「働きがい」とはどういうことでしょうか？ 働くことは本当に辛いことなのでしょうか？ 大
人でも悩むこのテーマをみなさんと一緒に考えます。
外部環境と個人のキャ 【オンデマンド授業】世界が未曽リア
有のコロナ禍に直面し、大きく変化してきています。これからの日
本は世界でも未曽有の少子化による労働人口減少に直面します。未来の日本でこれからどんなことが起こるのか？ そして、その中でどのように生きていくべきなのか。皆さんを取り巻く社会の外部環境について解説します。
働き方と多様性【オンライン授業（リアルタイム配信型）】女性は勿論、外国人、高齢者、障害者、LGBTQ など、働く人も多様になってきており、これからの時代は働き方そのものが大きく変わります。企業の人事部長経験や現役のパラレルワー
カー（複業者）の視点から、これからの社会の変わりゆく多様性の解説と、「多様性とは何か」をみなさんで考えます。
なぜ企業は採用をする 【オンデマンド授業】なぜ企業はのか「採用」を行うのでしょうか？ 現役の企業人事だからこそ話せる、企業がなぜ採用をするのか、どんなことを考えて採用を行っているのかを赤裸々にお話しします。就活の相手となる企業の考えを理解することで、自分のこれからのキャリアを考えます。

発行日：2021/5/1

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組織におけるコミュニ 【オンライン授業（リアルタイム
ケーション配信型）】組織に属すると、周囲の人と必ずコミュニケーションを行っていかねばなりません。組織
の目的と個人の目的は時としてずれてしまうこともあります。社会に出ると、好きでない人と付き合
わねばならないことも多くあります。そんな組織で、どのようにコミュニケーションをとっていくべ
きなのか。組織におけるコミュニ
ケーションを解説しつつ、みなさんと考えていきます。
キャリアモデルケース 【オンデマンド授業】現役で働いスタディている社会人をお呼びして、その方のキャリアと、どういう想いでキャリアを培ってきたのかをお話しいただきます。そして、そのキャリアモデルをもとに、自分自身のキャリアに置き換えて考えます。
「評価される」とはど 【オンライン授業（リアルタイム
ういうことか配信型）】社会人になり、経験を重ね、スキルやノウハウがつくと、立場が変わり、社会的責任が大きくなり、お給料も上がっていきます。そのキャリアプロセスでは常に「評価される」ということが行われます。「評価される」ということはどういうことなのかを解説を交えながらみなさんと考えます。
【オンデマンド授業】インターン
インターンシップ（キャリアセンター担 シップとひとことで言っても多様なタイプがあり、それぞれに期待当）できる効果も異なります。イン
ターンシップは大学に在学しながら社会人の体験ができる貴重な機会。本授業では大学キャリアセン
ター職員が先輩の事例や参加の注意点などを解説します。
ポストコロナのオンラ 【オンライン授業（リアルタイム
イン時代に向けてやる 配信型）】コロナ禍で、世界中の環境が激変しました。大変なことべきこともありますが、一方でテクノロ
ジーや働き方の変化は大きく進むことになります。個人の自由度や選択肢は高まっていますが、その分求められるものが高度化しています。ポストコロナ時代の未来をみなさんが幸せに生きていくためにやるべきことを解説しつつ、みなさんと考えていきます。
学生生活と就職の準備 【オンデマンド授業】就職はキャ（キャリアセンター担 リアのゴールではないですが、大当）学生活に重なる就職活動とはどのようなものか、そのために準備しておくことを大学キャリアセン
ター職員が解説します。
学生生活の過ごし方 【オンライン授業（リアルタイム配信型）】春学期が終わろうとしているいま、これから卒業までの３年半をどう過ごすかを考えます。卒業までに成し遂げたいことと、それを成し遂げるためにどのような活動が必要かを具体的に紙に書き出し、グループでディス
カッションをしながら「大学時代に何をやるか」の目標を設定しま
しょう。

【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。
また、復習のために、本受講の受講者は、必ず「本授業専用のキャリアマイノート」を準備し、毎回の授業の内容および感じたことを記載してもらいます。
なお、上記のほか、授業内で案内した書籍や、自主的なレポートは積極的に受け付けます (自主的な取り組みは加点評価を行います。積極的に取り組んでみてください)【Textbooks】
特に定めません。
【References】
授業内で、参考になる書籍を適宜案内します。積極的に読んでみてください。
【Grading criteria】
毎回授業後に提出してもらうリアクションペーパーが 70%。期末レポートが 30%の割合で評価します。また、平常点も加味します。
本授業は、授業の内容を通して「自らのキャリアと向き合う」ことを求めます。単に授業を聞くだけでなく、以下の点を求めます。
①考察をする「考察」とは「物事を明らかにするために調べて考えること」です。
授業で伝えた内容をもとに、さらに「考察」してもらうことが必要です。
②自分自身に向き合う
本授業は「自らのキャリアを考える」ことを主眼に置いています。授業内容をもとに必ず自分自身に照らした考察を求めます。
③自身の行動に落とし込む
本授業で伝えた知見は、それをもとに自身の行動が変わることが必要です。
また、提出を求める課題以外でも、授業で案内した書籍を読んで自分自身を振り返ったり、授業内容をもとに「行動した」レポートな
どは、随時任意で提出することができます。その場合、提出内容を精査した上で、加点評価として加味します。積極的に提出してくだ
さい。
【Changes following student comments】「自分自身のキャリアを真剣に考えたい」人のみが受講してください。
自分自身と向き合うためには、時間と熟慮が必要です。積極的な受講意識が必要になります。
【Equipment student needs to prepare】
本授業専用「キャリアマイノート」を必ず準備して、毎回の授業に臨んでください。授業内で学んだこと、そして感じたことを積極的にキャリアマイノートに記載してください。そのための筆記用具は必ず持参してください。
【Others】■講師プロフィール
新卒で JCB 入社、その後 NTT、トヨタグループ企業で新規事業企
画、営業などを歴任。その後 40 歳にして人事に転身。トヨタファイナンス、創業 100 年企業、IT 企業の HDE（現 HENNGE）で人事部長を歴任。これまで 2,000 人を超える新卒学生と面接を行ってきている。
現職は「マイクロ人事部長」として、複数社の企業の組織改革や人事に携わっている。
現職企業人事としてリアリティのあるキャリアデザイン講義となります。
https://www.dodadsj.com/content/180403_takahashi/
https://bizhint.jp/report/398484【】
In this lesson, we think about your university life and work insociety together.
I support you can spend great time in your university life.
In this class, I provide the basic knowledge on the concept
necessary for your “long-term” life and working in society.
Through this opportunity, the purpose of this lesson is to create
your good attitude that you can think and act by yourself.

— 246 —

発行日：2021/5/1

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CAR100LA

Introduction to Career Design
Tomokazu OYAGICredit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1
Day/Period：木 1/Thu.1
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): キャリアデザイン入門
他学部公開：

グローバル：

成績優秀：

3

実務教員：

【Outline and objectives】
この授業では、①大学での過ごし方と②社会で働くということについて、一緒に考えることで、皆さんが学生生活を有意義に過ごせるよう支援していきたいと思います。授業の中では、より長期的な人生を歩む上で必要となる考え方や、社会ではたらくことについての基本的な知見を提供します。
これらを通じて、自分で考えて行動できるような姿勢を培うことが、
この授業の目的です。
【Goal】
自分の頭で考え、率先して行動できるようになることを目標とします。受験を含む高校まででは、課題が与えられ、正解をできるだけ早く見つける能力が求められてきました。しかし社会では、自ら問題を発見し、解決に向けて行動していく必要があります。また、誰かが正解を与えてくれるわけではありません。正解も一つではないでしょう。今日の正解が明日も正しいとは限りません。
そのような中では、自ら課題をみつけ、解決策を考え、そして実行し続けていく姿勢が求められます。大学の 4 年間では、考えながら行動し続ける姿勢、言い換えれば PDS（Plan,Do,See）サイクルを回して行ける基本的な力を身につけてほしいと思います。
最初は小さな一歩でも構いません。半年の間に、授業をきっかけにして何か行動してみることを目指しましょう。

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5【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】【この授業はハイブリット型（教室での対面授業+一部オンライン）
で実施します】基本的には教室での対面で授業を実施しますが、一部の授業回や課
題の取り組みはオンラインで実施します。毎回の授業において各授業回に関連した課題を提示するので、一定期間内において指示された課題レポートの作成に取り組み、学習支援システムを利用して提出してください。
授業内では参加型の授業スタイルを積極的に取り入れます。教員や学生同士のコミュニケーション機会を重視します（グループ・ワー
ク、対話、相談、フィードバック、リアクション・ペーパー等）。た
だし、新型コロナ感染症の状況によっては参加型授業の実施について一部変更となる可能性があります。
また、リアクションペーパー等におけるコメントや課題に関しては、
授業内で紹介するなどしてフィードバックをします。

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7【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
オリエンテーション

Contents
本科目の授業趣旨、授業の進め方、求める参加態度、カリキュラ
ム等について概要と授業を受講す
る意義について説明する。【キーワード：キャリアデザイン、旅をしよう！】— 247 —

大学での学び大学とはどのような場なのか、何のために大学で学ぶのか、大学の付加価値について考える。また、大学生時代にしかできない法政大
学という場を有効に活用する学び方や、大学生として生活、学修していく際の基礎知識について学ぶ。【キーワード：自ら学ぶ、大学の活用】
激変する社会環境と直 現代は世界的に社会環境が激変し面する課題ている時代である。このような時代において社会が直面している課
題を SDGs の観点から読み起こ
し、みなさん自身がこれらの諸課題に対してどのような関与、貢献ができそうかについて考える。併せて、わが国の将来に向けて重大な課題となっている少子高齢化の問題についても考えていく。
【キーワード： SDGs、少子高齢化、パンデミック】
働き方と多様性
これからの変化の激しい社会において自分を生かしていく働き方について考えていく。ダイバーシティーに関する基本的考え方に加え、雇用形態の変化やパラレル
キャリア、短時間労働化の可能性、テレワークなど、新しい働き方のあり方について考える。
【キーワード：ダイバーシティー】
働くことの意味
働くとはどういうことなのか？
これまでの主な労働論や労働観にも触れながら、これからの時代の「働く」を考えていく。特に、働く目標と目的、動機、働くことを通じての自己実現と幸福の追求、
提供価値の対価としての報酬、これからの働き方などの側面から考えていく。【キーワード：労働観、
働く目的】
結婚、家族、ジェン
社会生活を営んでいくための基礎
ダーを取り巻く諸問題 的な単位であるとともに生活の基盤ともなる家族、および、その周辺で密接に関連している結婚やジェンダーに関する諸問題について考察する。併せて共働き問題、
子育て問題、家族関係の変容についても触れていく。【キーワード：結婚、家族、ジェンダー】
グローバル化社会と異 これからの世の中はグローバルな
文化理解活動が今まで以上に当たり前になってくる。そのような社会において活動していくためには各自がグローバル人材として成長していくことが必要である。そのためにはどのような資質を備えていくべ
きなのかについて学ぶ。【キーワード：グローバル化、カル
チャーマップ】

発行日：2021/5/1

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インターンシップ

インターンシップとひとことで言っても多種多様なタイプがあり、それぞれに期待できる効果も異なる。インターンシップは大学に在学しながら社会人としての体
験を企業の内側から体感ができる
貴重な機会なので、積極的な参加を期待したい。本授業では本学でのインターンシップ参加の窓口であるキャリアセンターの職員が先輩たちの事例や参加する際の注意
点などについて解説する。【キーワード：インターンシップ】
思考のメカニズム
自分自身の行動を計画し実践していくための基礎は、物事を正しくとらえ、正しく考え、正しく判断
していくことである。ここでは、そのための基礎的技術について学ぶ。特に、思考のメカニズム、ロジカルシンキング、クリティカル
シンキングを重点的に取り上げて学ぶ。【キーワード：ロジカルシ
ンキング、クリティカルシンキン
グ、フェルミ推定】
意思決定と認知バイア いま身の回りで起きていることがス
らのうち、皆さんのキャリアデザ
インに深くかかわってくる概念について基礎的な理解を深める。具
体的には「ものごとの捉え方（認知）」、「自分が自由にできる裁量権（選択）」、「決めることに関するこころの動き（意思決定）」について学んでいく。【キーワード：二重過程理論、認知バイアス】
仕事と幸福
キャリアデザインの究極的な目的
は、キャリア形成を通じた幸福の追求である。ここでは様々な幸福論について触れたのちに、セリグ
マンの PERMA モデルを取り上げて、幸福（ウエルビーイング）になるための要素についてキャリ
アデザインの観点から考えていく。【キーワード：ウエルビーイ
ング、PERMA モデル、自己効力、幸福経営】
チャンスを広げるため チャンスを広げられる人は自分のの行動様式の改革前にある偶然の出会いをチャンスとして捉えて行動できるかどうかにかかっている。自分でチャンスを広げていくことができる行動様式について 4S トランジション理論、プランドハプスタンス理論から学んでいく。【キーワード： 4S
トランジション理論、プランドハ
プスタンス理論、セレンディピ
ティ】
学生生活と就職の準備 本学の学生は、卒業後の進路として 9 割が就職をする。就職がキャ
リアのゴールではないが、多くの学生が直面する就職活動がいつご
ろから始まり、どのような準備が必要なのかについて、卒業生のデータも踏まえながらキャリアセンターの職員が解説する。【キーワード：自己理解、就職活動】

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学生時代の過ごし方

春学期が終わろうとしているいま、これから卒業までの 3 年半をどう過ごすかを考える。卒業までに成し遂げたいこと、それを成し遂げるためにどのような活動が必要かを具体的に議論する。そして、「明日から取り組むこと」をみなさん自身で決め、グループ内で共有する。【キーワード：過ご
し方、付き合い方、自己戦略】【Work to be done outside of class (preparation, etc.)】
本授業の準備・復習・課題レポートの作成等に要する時間は、各 2
時間を標準とします。より深い理解のために有益な資料、参考図書、作業等は授業内で示します。授業後にそれらに目を通したり、作業したり、インターネットや文献等の活用による自発的学習によって自分自身の知識やスキルの向上を目指されることを期待します。
【Textbooks】
特に定めません。
【References】
授業内において、必要に応じて副読本、参考文献等を紹介します。
【Grading criteria】
毎回の課題レポートの記述内容の評価を点数化し、その全 14 回分を合計した総合点で評価（100 ％）します。記述内容の評価においては、記述内容のオリジナリティ、論理構成、表現法を重点に評価します。単位取得には特段の事情がない限り課題レポートの期限内提出率が 70 ％以上であることが必要です。やむを得ない事情で期限内の提出が難しい場合には、早めに担当教員（大八木智一）と相談してください。
【Changes following student comments】
本年度より課題レポートの記述内容において、みなさんの「オリジナリティのある考え方」に対する評価を重点評価項目に加えます。
世間一般の考え、どこかの本やネットに書いてあったような考えでなく、みなさん自身が自分の頭でよく練った「考え」を評価します。
一般的に「正しい」考えより、みなさんが「考え抜いた」内容を記述内容には期待します。
【Equipment student needs to prepare】
当日示す授業資料は、「学習支援システム」にもアップするので、各
自パソコン、タブレット等を教室に持参することが可能です。同じ
授業資料は授業中においても教室内で投影します。また、授業内容
は一定期間学習支援システム上で公開する（課題を除く資料のみ）ので、復習等にも活用してください。学習用の使用機材は、できればスマートフォンではなく、PC やタブレットを用意されることをお勧めします。
【Others】
新型コロナ感染症の拡散状況によって、授業方法が春学期の途中でも変更になる場合があります。その場合は、随時ご連絡します。また、授業内容等に関する質問、問い合わせにはメールで受け付けます。必要に応じて対面での対応も可能です。コンタクト先について
は授業開始後に（初回授業において）お知らせします。
【】
The purpose of this class is to develop a posture in which you
can think and act by yourself through this class. In this class,
we provide the basic idea that we need to achieve the desirable
career formation and the basic knowledge about working insociety.

— 248 —

発行日：2021/5/1

3

CAR100LA

Introduction to Career Design
Tomokazu OYAGICredit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1
Day/Period：木 2/Thu.2
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): キャリアデザイン入門
他学部公開：

グローバル：

成績優秀：

実務教員：

4
【Outline and objectives】
この授業では、①大学での過ごし方と②社会で働くということについて、一緒に考えることで、皆さんが学生生活を有意義に過ごせるよう支援していきたいと思います。授業の中では、より長期的な人生を歩む上で必要となる考え方や、社会ではたらくことについての基本的な知見を提供します。
これらを通じて、自分で考えて行動できるような姿勢を培うことが、
この授業の目的です。
【Goal】
自分の頭で考え、率先して行動できるようになることを目標とします。受験を含む高校まででは、課題が与えられ、正解をできるだけ早く見つける能力が求められてきました。しかし社会では、自ら問題を発見し、解決に向けて行動していく必要があります。また、誰かが正解を与えてくれるわけではありません。正解も一つではないでしょう。今日の正解が明日も正しいとは限りません。
そのような中では、自ら課題をみつけ、解決策を考え、そして実行し続けていく姿勢が求められます。大学の 4 年間では、考えながら行動し続ける姿勢、言い換えれば PDS（Plan,Do,See）サイクルを回して行ける基本的な力を身につけてほしいと思います。
最初は小さな一歩でも構いません。半年の間に、授業をきっかけにして何か行動してみることを目指しましょう。

5

6【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】【この授業はオンライン（オンデマンド型）で実施します】
基本的に学習支援システムを活用したオンライン（オンデマンド型）
で実施します。毎回各授業回に関連した音声付の授業資料と課題を提示するので、授業が予定されている日程から一定の期間内（1 週間程度）の内で、各自が自由に時間を確保して、大学の「学習支援システム」にアクセスして授業を受講するシステムによって行われます。
学習支援システムの利用法については別途案内があるので、各自利用方法について学んでおいてください。また、各回の課題レポートについては、基本的に次々回の授業資料においてフィードバックしていきます。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No

7

8【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
オリエンテーション

2

大学での学びContents
本科目の授業趣旨、授業の進め方、求める参加態度、カリキュラ
ム等について概要と授業を受講す
る意義について説明する。【キーワード：キャリアデザイン、旅をしよう！】
大学とはどのような場なのか、何のために大学で学ぶのか、大学の付加価値について考える。また、大学生時代にしかできない法政大
学という場を有効に活用する学び方や、大学生として生活、学修していく際の基礎知識について学ぶ。【キーワード：自ら学ぶ、大学の活用】— 249 —

激変する社会環境と直 現代は世界的に社会環境が激変し面する課題ている時代である。このような時代において社会が直面している課
題を SDGs の観点から読み起こ
し、みなさん自身がこれらの諸課題に対してどのような関与、貢献ができそうかについて考える。併せて、わが国の将来に向けて重大な課題となっている少子高齢化の問題についても考えていく。
【キーワード： SDGs、少子高齢化、パンデミック】
働き方と多様性
これからの変化の激しい社会において自分を生かしていく働き方について考えていく。ダイバーシティーに関する基本的考え方に加え、雇用形態の変化やパラレル
キャリア、短時間労働化の可能性、テレワークなど、新しい働き方のあり方について考える。
【キーワード：ダイバーシティー】
働くことの意味
働くとはどういうことなのか？
これまでの主な労働論や労働観にも触れながら、これからの時代の「働く」を考えていく。特に、働く目標と目的、動機、働くことを通じての自己実現と幸福の追求、
提供価値の対価としての報酬、これからの働き方などの側面から考えていく。【キーワード：労働観、
働く目的】
結婚、家族、ジェン
社会生活を営んでいくための基礎
ダーを取り巻く諸問題 的な単位であるとともに生活の基盤ともなる家族、および、その周辺で密接に関連している結婚やジェンダーに関する諸問題について考察する。併せて共働き問題、
子育て問題、家族関係の変容についても触れていく。【キーワード：結婚、家族、ジェンダー】
グローバル化社会と異 これからの世の中はグローバルな
文化理解活動が今まで以上に当たり前になってくる。そのような社会において活動していくためには各自がグローバル人材として成長していくことが必要である。そのためにはどのような資質を備えていくべ
きなのかについて学ぶ。【キーワード：グローバル化、カル
チャーマップ】
インターンシップ
インターンシップとひとことで言っても多種多様なタイプがあり、それぞれに期待できる効果も異なる。インターンシップは大学に在学しながら社会人としての体
験を企業の内側から体感ができる
貴重な機会なので、積極的な参加を期待したい。本授業では本学でのインターンシップ参加の窓口であるキャリアセンターの職員が先輩たちの事例や参加する際の注意
点などについて解説する。【キーワード：インターンシップ】

発行日：2021/5/1

9

10

11

12

13

14

思考のメカニズム

自分自身の行動を計画し実践していくための基礎は、物事を正しくとらえ、正しく考え、正しく判断
していくことである。ここでは、そのための基礎的技術について学ぶ。特に、思考のメカニズム、ロジカルシンキング、クリティカル
シンキングを重点的に取り上げて学ぶ。【キーワード：ロジカルシ
ンキング、クリティカルシンキン
グ、フェルミ推定】
意思決定と認知バイア いま身の回りで起きていることがス
らのうち、皆さんのキャリアデザ
インに深くかかわってくる概念について基礎的な理解を深める。具
体的には「ものごとの捉え方（認知）」、「自分が自由にできる裁量権（選択）」、「決めることに関するこころの動き（意思決定）」について学んでいく。【キーワード：二重過程理論、認知バイアス】
仕事と幸福
キャリアデザインの究極的な目的
は、キャリア形成を通じた幸福の追求である。ここでは様々な幸福論について触れたのちに、セリグ
マンの PERMA モデルを取り上げて、幸福（ウエルビーイング）になるための要素についてキャリ
アデザインの観点から考えていく。【キーワード：ウエルビーイ
ング、PERMA モデル、自己効力、幸福経営】
チャンスを広げるため チャンスを広げられる人は自分のの行動様式の改革前にある偶然の出会いをチャンスとして捉えて行動できるかどうかにかかっている。自分でチャンスを広げていくことができる行動様式について 4S トランジション理論、プランドハプスタンス理論から学んでいく。【キーワード： 4S
トランジション理論、プランドハ
プスタンス理論、セレンディピ
ティ】
学生生活と就職の準備 本学の学生は、卒業後の進路として 9 割が就職をする。就職がキャリアのゴールではないが、多くの学生が直面する就職活動がいつごろから始まり、どのような準備が必要なのかについて、卒業生のデータも踏まえながらキャリアセンターの職員が解説する。【自己理解、就職活動】
学生時代の過ごし方
春学期が終わろうとしているいま、これから卒業までの 3 年半をどう過ごすかを考える。卒業までに成し遂げたいこと、それを成し遂げるためにどのような活動が必要かを具体的に議論する。そして、「明日から取り組むこと」をみなさん自身で決め、グループ内で共有する。【キーワード：過ご
し方、付き合い方、自己戦略】【References】
授業内において、必要に応じて副読本、参考文献等を紹介します。
【Grading criteria】
毎回の課題レポートの記述内容の評価を点数化し、その全 14 回分を合計した総合点で評価（100 ％）します。記述内容の評価においては、記述内容のオリジナリティ、論理構成、表現法を重点に評価します。単位取得には特段の事情がない限り課題レポートの期限内提出率が 70 ％以上であることが必要です。やむを得ない事情で期限内の提出が難しい場合には、早めに担当教員（大八木智一）と相談してください。
【Changes following student comments】
本年度より課題レポートの記述内容において、みなさんの「オリジナリティのある考え方」に対する評価を重点評価項目に加えます。
世間一般の考え、どこかの本やネットに書いてあったような考えでなく、みなさん自身が自分の頭でよく練った「考え」を評価します。
一般的に「正しい」考えより、みなさんが「考え抜いた」内容を記述内容には期待します。
【Equipment student needs to prepare】
授業資料は「学習支援システム」に一定期間公開するので、各自パ
ソコン、タブレット等を利用して受講、学習してください。できればスマートフォンではなくパソコン、タブレットを使用されることをお勧めします。
【Others】
新型コロナ感染症の拡散状況によって、授業方法が秋学期の途中でも変更になる場合があります。その場合は、随時ご連絡します。また、授業内容等に関する質問、問い合わせにはメールで受け付けます。必要に応じて対面での対応も可能です。コンタクト先について
は授業開始後に（初回授業において）お知らせします。
【】
The purpose of this class is to develop a posture in which you
can think and act by yourself through this class. In this class,
we provide the basic idea that we need to achieve the desirable
career formation and the basic knowledge about working insociety.

【Work to be done outside of class (preparation, etc.)】
本授業の準備・復習・課題レポートの作成等に要する時間は、各 2
時間を標準とします。より深い理解のために有益な資料、参考図書、作業等は授業内で示します。授業後にそれらに目を通したり、作業したり、インターネットや文献等の活用による自発的学習によって自分自身の知識やスキルの向上を目指されることを期待します。
【Textbooks】
特に定めません。

— 250 —

発行日：2021/5/1

CAR100LA

第3回

学生と社会人

第4回

ストレスとレジリエンス（復元力）

第5回

学生生活と就職の準備

第6回

働き方と多様性

第7回

やる気とモチベーション

第8回

セルフマネジメント

第9回

働くことの意味Introduction to Career Design
Azusa MIYAKI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1
Day/Period：金 1/Fri.1
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): キャリアデザイン入門
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
この授業では、①大学での過ごし方と②社会で働くということについて、一緒に考えることで、皆さんが学生生活を有意義に過ごせるよう支援していきたいと思います。
授業の中では、より長期的な人生を歩む上で必要となる考え方や、社会や働くということについての基本的な知見を提供します。これらを通じて、自分で考えて行動できるような姿勢を培うことが、この授業の目的です。
【Goal】
自分の頭で考え、率先して行動できるようになることを目標とします。受験を含む高校まででは、課題が与えられ、正解を出来るだけ早く見つける能力が求められてきました。しかし社会では、自ら問題を発見し、解決に向けて行動していく必要があります。また、誰かが正解を与えてくれるわけではありません。正解も一つではないでしょう。今日の正解が明日も正しいとは限りません。
そのような中では、自ら課題をみつけ、解決策を考え、そして実行し続けていく姿勢が求められます。大学の４年間では、考えながら行動し続ける姿勢、言い換えれば PDS（Plan,Do,See）サイクルを回して行ける基本的な力を身につけてほしいと思います。
最初は小さな一歩で構いません。半年の間に、授業をきっかけにして、何か行動してみることを目指しましょう。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】●参加型の授業スタイルを積極的に取り入れます。教員や学生同士のコミュニケーション機会を重視します（グループ・ワーク、対話、相談、フィードバック等）。
●大学の行動方針レベルが２となった場合、この授業は原則として
オンラインで行います（オンデマンド型・オンライン型等の組み合わせた形態で進めていく予定）。授業実施形態の詳細は、別途「学習支援システム」よりお知らせします。
●課題・リアクションペーパーの提出は「学習支援システム」を通じて行う予定です。
●課題・リアクションペーペー等における良いコメントは授業内で紹介し、さらなる議論に活かします。適宜「学習支援システム」にて個別フィードバックを実施します。

第 10 回 グローバル人材とは【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
第 1 回 オリエンテーション

第2回

大学での学び

第 11 回 激変する社会環境と課
題Contents
授業主旨、進め方、成績評価方
法、求められる参加態度、およびカリキュラム等について概要を説明します。
キャリアとは？ キャリアデザイ
ンとは？ 語源や定義、さまざまな捉え方についても解説します。
大学とはどういう場なのか、何のために大学で学ぶのか、大学の付加価値等について考えていきます。また、大学での学び方についても触れていきます。

— 251 —

社会人には何が求められているのだろう。学生とは何が異なるのだろう。それぞれの役割を比較し、社会人基礎力やライフスキルなどを理解することで、現在の自分の強みや将来にむけて強化すべき力を考えていきます。
適度なストレスは、何かを頑張る
ための良い刺激となり、自己成長
へ繋がります。一方、心が苦しくなったり、嫌な気分になったり、やる気をなくしたりする悪いスト
レスもあります。ストレスを理解し、対処する方法を学びます。
本学の学生は、卒業後の進路として 9 割が就職をします。就職がキャリアのゴールではないが、多くの学生が直面する就職活動がいつ頃から始まり、どのような準備が必要かを卒業生のデータを踏まえながらキャリアセンター職員が解説します。
変化の激しい社会において自分らしく働くには、多様な選択があります。労働の領域におけるダイ
バーシティー（多様性）、多様な雇用形態、パラレルキャリア、テ
レワークなど、新しい働き方のあり方について考えていきます。
これまでの自分を振り返り、自身の価値観の形成、やる気に影響を与えた出来事や人との出会いなど、モチベーションの源泉を見つ
けていきます。
自分自身が掲げた目標やビジョンを実現するために必要な行動、セルフマネジメントを学んでいきます。自分を成長に必要なサポート
やコーチの存在などについても考
えていきます。
働く意味・働きがいとは何かを考
えていきます。自分の周りで仕事をしている人 (親、兄弟、親戚など) にインタビューを実施して、その結果を持ち寄り共有します。
身近な大人は、何のために働いているのかをグループで議論し発表します。
グローバル化社会で活躍する人材になるには、英語をはじめとした外国語の能力は確かに大切です。
さらに異文化を理解する能力などが求められます。「グローバル人
材」「グローバル化社会」について議論します。
世の中はどのように変化していくのか、見通しが立てにくい時代を生きていく上で、私たちが活用できるプランドハプンスタンス理論・意思決定理論などを紹介していきます。またどのような人材として成長していくのが望ましいかについて考えていきます。

発行日：2021/5/1
第 12 回 インターンシップ

第 13 回 企業や組織を知る

第 14 回 学生生活の過ごし方

インターンシップとひとことで言っても多様なタイプがあり、それぞれに期待できる効果も異なります。インターンシップは大学に在学しながら社会人としての体験を企業の内側から体感ができる貴重な機会なので積極的な参加を期待しています。本授業では窓口であるキャリアセンター職員が過去の先輩の事例や参加する際の注意点などを解説します。
今気になっている会社や公共機関、各種団体などについて情報収集します。また、皆さんがこれまで知らなかった会社や組織についても情報収集し、結果について議論します。
春学期が終わろうとしているいま、これから卒業までの３年半をどう過ごすかを考えていきます。
卒業までに成し遂げたいことと、それを成し遂げるためにどのような活動が必要かを具体的に紙に書き出し「明日から取り組むこと」
を決め、グループ内で共有していきます。

The aim of this course is to cultivate attitudes that you canthink and act by yourself.

【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。
【Textbooks】
特に定めない。学習支援システムにて資料を共有します。必要に応じてダウンロードをしたりプリントアウトをして、学習に役立ててください。
【References】
授業の中で適宜指示をします。
【Grading criteria】
・毎回のリアクションペーパー＜ 70 ％＞、期末試験での成績＜ 30%＞
・リアクションペーパーは、各授業テーマについての理解度や新たな気づきなど、記述内容・論理構成等を評価します。
【Changes following student comments】
・昨年度の授業は、学生同士のグループディスカッション・学生と担
当教員との対話・社会で活躍するゲストスピーカーの講演と質疑応
答など、オンラインでも双方向のコミュニケーションを活発に行ってきました。
・学生の意見を踏まえて、今年度も、学生と教員・学生同士・学生と先輩社会人との相互コミュニケーションを活発におこなう機会を引き続き重視します。
【Equipment student needs to prepare】
・オンライン授業用の通信端末機器
・筆記用具
・本授業用の専用ノート（デジタルも可）※他に必要なものがあれば、授業の中で適宜指示をします。
【Others】●担当教員は、コンサルティングファーム、IT・メーカー企業にて約 20 年以上にわたる人事部門での実務経験があります。現在はメーカーに勤務しています。
●企業や大学では、社員や学生のキャリアカウンセリングを実施し、様々な個別相談にものってきました。相談件数は数千件に及びます。
フリーランスのキャリアコンサルタントとしても仕事を請け負っています。
●授業では、これまでの私自身の経験や企業・組織の実態なども共有し、社会に出ていく準備期間にあたる大学時代でのキャリアデザ
インの重要性などを伝えていきます。
【】
This course introduces the concepts necessary for a long-term
life, and basic knowledge of society and working.
Students are required to think about (1) how to spend atuniversity and (2) working in society. It also enhances the skills
needed to spend campus life meaningfully．

— 252 —

発行日：2021/5/1

CAR100LA

5

他者との関わり

6

多様なキャリアの捉え方

7

偶然と転機を活かす
キャリア

8

キャリア・ストーリー

9

働き方と多様性10

ワーク・ライフ・バランス

11

学生生活と就職の準備

12

インターンシップ

13

大学での学び14

学生生活の過ごし方

Introduction to Career Design
Hiromi FUJISAWA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1
Day/Period：集中・その他/intensive・other courses
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): キャリアデザイン入門
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
この授業では、①大学での過ごし方と②社会で働くということについて、一緒に考えることで、皆さんが学生生活を有意義に過ごせるよう支援していきたいと思います。
授業の中では、より長期的な人生を歩む上で必要となる考え方や、社会や働くということについての基本的な知見を提供します。これらを通じて、自分で考えて行動できるような姿勢を培うことが、この授業の目的です。
【Goal】
自分の頭で考え、率先して行動できるようになることを目標とします。受験を含む高校まででは、課題が与えられ、正解を出来るだけ早く見つける能力が求められてきました。しかし社会では、自ら問題を発見し、解決に向けて行動していく必要があります。また、誰かが正解を与えてくれるわけではありません。正解も一つではないでしょう。今日の正解が明日も正しいとは限りません。
そのような中では、自ら課題をみつけ、解決策を考え、そして実行し続けていく姿勢が求められます。大学の４年間では、考えながら行動し続ける姿勢、言い換えれば PDS（Plan, Do, See）サイクル
を回して行ける基本的な力を身につけてほしいと思います。
最初は小さな一歩で構いません。半年の間に、授業をきっかけにして、何か行動してみることを目指しましょう。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】
授業方式は、オンデマンド授業（コンテンツ配信）とオンライン（リアルタイム配信）の併用で実施し、参加型の授業スタイルを積極的に取り入れます。教員や学生同士のコミュニケーション機会を重視します（グループ・ワーク、対話、相談、フィードバック、リアク
ション・ペーパー等）。 なお、リアクション・ペーパーにおけるコメント等に関しては、授業内で紹介するなどしてフィードバックをします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
オリエンテーション

2

キャリアとは

3

働くことの意味4

自己理解を深める

Contents
授業の概要、進め方、成績評価方
法等を説明します。
キャリアとは何か、大学生にとってのキャリアとは何か、なぜキャリアデザインが必要なのか、検討します。また、自身の価値観を探るワークを行います。
あなたにとって働くことの意味や意義、やりがいとは何か、社会の中で自分自身がどのような役割を担っていくのか、ワークを通して検討します。
キャリアデザインの枠組みと自己理解の基本姿勢を学び、あなた自身が見ている「今の自分」について分析するワークを行います。

コミュニケーションのプロを招いて、他者との関わり方やコミュニ
ケーションの基礎等について学びます。他者との関わりは、自己理解を深め、自身の可能性をひらく
ことに繋がります。
多様なキャリアに関する理論を学
び、長期的なキャリアを歩むために必要となる考え方の修得を目指します。
偶然を活かすキャリア理論について学びます。参考動画の視聴を通して偶然を味方につける方法を検討します。
ゲストスピーカーにご登壇いただ
きキャリア・ストーリーをお話いただきます。これまでの学んできたキャリアに関する理論が実際のキャリアのなかで説明できるのか探っていきます。
多様な雇用形態、パラレルキャリ
ア、短時間労働化、テレワークなど、これからの変化の激しい社会における働き方について考えていきます。
ワーク・ライフ・バランスとは何か、結婚、出産や育児といったラ
イフ・イベントに関するゲストス
ピーカーの事例をもとに検討します。
本学の学生は、卒業後の進路として 9 割が就職します。就職がキャリアのゴールではないが、多くの学生が直面する就職活動がいつ頃から始まり、どのような準備が必要かを卒業生のデータを踏まえながらキャリアセンター職員が解説します。
インターンシップとひとことで言っても多様なタイプがあり、それぞれに期待できる効果も異なります。インターンシップは大学に在学しながら社会人としての体験を企業の内側から体感ができる貴重な機会です。本授業では窓口であるキャリアセンター職員が過去の先輩の事例や参加する際の注意点などを解説します。
大学での学びとは何か、春学期の授業を振り返ります。本授業と他の授業の接点や自身の生活における学びの応用など、ワークを通して検討します。
春学期が終わろうとしているいま、これから卒業までの３年半をどのように過ごすかを考えます。
卒業までに成し遂げたいことと、それを成し遂げるために何が必要か、学生生活の目標を設定します。

【Work to be done outside of class (preparation, etc.)】
本授業の準備・復習時間は、各 2 時間を標準とします。
各回の授業では当該テーマに関して生活の中で接点を探したり、それをきっかけに学びを深めたりすることを期待した発展ワークを出題します。日常生活でも学びを応用する機会を増やしていきましょう。
【Textbooks】
教科書は使用しません。毎回各講義に関連した資料を配布します。
資料は「授業支援システム」上に PDF ファイルにて配布します。
【References】
授業中に適宜紹介します。

— 253 —

発行日：2021/5/1【Grading criteria】
成績評価は、以下の通りです。
リアクションペーパー（毎回）： 60 ％、レポート： 40 ％【Changes following student comments】
昨年度ゲストスピーカー登壇について好評を得たため、今年度も予定しています。なお、授業内での意見によって運営方法等は変更することがあります。
【Equipment student needs to prepare】
配布資料（レジュメ、ワークシート等）や課題提出等で授業支援シ
ステムを利用します。各自印刷のうえ、授業に持参してください。
【Others】
新卒で人材紹介会社にて人事コンサルティング営業に従事したのち、メーカー販社兼商社にて法人営業に就き、ベンチャー企業と創業 100
年を超える老舗企業を経験しました。また、3 つの大学でキャリア
カウンセラーとして、累計 2,000 件を超えるキャリアカウンセリン
グの経験あります。
企業経験の観点からはリアルに、キャリアカウンセリングの観点からは皆さんと近い目線でキャリアデザインについて一緒に考えていきたいと思います。
【】
This course deals with the how to spend at university andworking in society.
By thinking them together, I will support you so that you canspend your student life meaningfully.
In the classroom, we provide basic knowledge about the way of
thinking, society, and working that are necessary for walking alonger-term life.
It also enhances the development of students’ attitude to act
autonomously.

— 254 —

発行日：2021/5/1

3

CAR100LA

Introduction to Career Design
Tomokazu OYAGICredit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1
Day/Period：火 4/Tue.4
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): キャリアデザイン入門
他学部公開：

グローバル：

成績優秀：

実務教員：

4
【Outline and objectives】
この授業では、①大学での過ごし方と②社会で働くということについて、一緒に考えることで、皆さんが学生生活を有意義に過ごせるよう支援していきたいと思います。授業の中では、より長期的な人生を歩む上で必要となる考え方や、社会ではたらくことについての基本的な知見を提供します。
これらを通じて、自分で考えて行動できるような姿勢を培うことが、
この授業の目的です。
【Goal】
自分の頭で考え、率先して行動できるようになることを目標とします。受験を含む高校まででは、課題が与えられ、正解をできるだけ早く見つける能力が求められてきました。しかし社会では、自ら問題を発見し、解決に向けて行動していく必要があります。また、誰かが正解を与えてくれるわけではありません。正解も一つではないでしょう。今日の正解が明日も正しいとは限りません。
そのような中では、自ら課題をみつけ、解決策を考え、そして実行し続けていく姿勢が求められます。大学の 4 年間では、考えながら行動し続ける姿勢、言い換えれば PDS（Plan,Do,See）サイクルを回して行ける基本的な力を身につけてほしいと思います。
最初は小さな一歩でも構いません。半年の間に、授業をきっかけにして何か行動してみることを目指しましょう。

5

6【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】【この授業はオンライン（オンデマンド型）で実施します】
基本的に学習支援システムを活用したオンライン（オンデマンド型）
で実施します。毎回各授業回に関連した音声付の授業資料と課題を提示するので、授業が予定されている日程から一定の期間内（1 週間程度）の内で、各自が自由に時間を確保して、大学の「学習支援システム」にアクセスして授業を受講するシステムによって行われます。
学習支援システムの利用法については別途案内があるので、各自利用方法について学んでおいてください。また、各回の課題レポートについては、基本的に次々回の授業資料においてフィードバックしていきます。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No

7

8【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
オリエンテーション

2

大学での学びContents
本科目の授業趣旨、授業の進め方、求める参加態度、カリキュラ
ム等について概要と授業を受講す
る意義について説明する。【キーワード：キャリアデザイン、旅をしよう！】
大学とはどのような場なのか、何のために大学で学ぶのか、大学の付加価値について考える。また、大学生時代にしかできない法政大
学という場を有効に活用する学び方や、大学生として生活、学修していく際の基礎知識について学ぶ。【キーワード：自ら学ぶ、大学の活用】— 255 —

激変する社会環境と直 現代は世界的に社会環境が激変し面する課題ている時代である。このような時代において社会が直面している課
題を SDGs の観点から読み起こ
し、みなさん自身がこれらの諸課題に対してどのような関与、貢献ができそうかについて考える。併せて、わが国の将来に向けて重大な課題となっている少子高齢化の問題についても考えていく。
【キーワード： SDGs、少子高齢化、パンデミック】
働き方と多様性
これからの変化の激しい社会において自分を生かしていく働き方について考えていく。ダイバーシティーに関する基本的考え方に加え、雇用形態の変化やパラレル
キャリア、短時間労働化の可能性、テレワークなど、新しい働き方のあり方について考える。
【キーワード：ダイバーシティー】
働くことの意味
働くとはどういうことなのか？
これまでの主な労働論や労働観にも触れながら、これからの時代の「働く」を考えていく。特に、働く目標と目的、動機、働くことを通じての自己実現と幸福の追求、
提供価値の対価としての報酬、これからの働き方などの側面から考えていく。【キーワード：労働観、
働く目的】
結婚、家族、ジェン
社会生活を営んでいくための基礎
ダーを取り巻く諸問題 的な単位であるとともに生活の基盤ともなる家族、および、その周辺で密接に関連している結婚やジェンダーに関する諸問題について考察する。併せて共働き問題、
子育て問題、家族関係の変容についても触れていく。【キーワード：結婚、家族、ジェンダー】
グローバル化社会と異 これからの世の中はグローバルな
文化理解活動が今まで以上に当たり前になってくる。そのような社会において活動していくためには各自がグローバル人材として成長していくことが必要である。そのためにはどのような資質を備えていくべ
きなのかについて学ぶ。【キーワード：グローバル化、カル
チャーマップ】
インターンシップ
インターンシップとひとことで言っても多種多様なタイプがあり、それぞれに期待できる効果も異なる。インターンシップは大学に在学しながら社会人としての体
験を企業の内側から体感ができる
貴重な機会なので、積極的な参加を期待したい。本授業では本学でのインターンシップ参加の窓口であるキャリアセンターの職員が先輩たちの事例や参加する際の注意
点などについて解説する。【キーワード：インターンシップ】

発行日：2021/5/1

9

10

11

12

13

14

思考のメカニズム

自分自身の行動を計画し実践していくための基礎は、物事を正しくとらえ、正しく考え、正しく判断
していくことである。ここでは、そのための基礎的技術について学ぶ。特に、思考のメカニズム、ロジカルシンキング、クリティカル
シンキングを重点的に取り上げて学ぶ。【キーワード：ロジカルシ
ンキング、クリティカルシンキン
グ、フェルミ推定】
意思決定と認知バイア いま身の回りで起きていることがス
らのうち、皆さんのキャリアデザ
インに深くかかわってくる概念について基礎的な理解を深める。具
体的には「ものごとの捉え方（認知）」、「自分が自由にできる裁量権（選択）」、「決めることに関するこころの動き（意思決定）」について学んでいく。【キーワード：二重過程理論、認知バイアス】
仕事と幸福
キャリアデザインの究極的な目的
は、キャリア形成を通じた幸福の追求である。ここでは様々な幸福論について触れたのちに、セリグ
マンの PERMA モデルを取り上げて、幸福（ウエルビーイング）になるための要素についてキャリ
アデザインの観点から考えていく。【キーワード：ウエルビーイ
ング、PERMA モデル、自己効力、幸福経営】
チャンスを広げるため チャンスを広げられる人は自分のの行動様式の改革前にある偶然の出会いをチャンスとして捉えて行動できるかどうかにかかっている。自分でチャンスを広げていくことができる行動様式について 4S トランジション理論、プランドハプスタンス理論から学んでいく。【キーワード： 4S
トランジション理論、プランドハ
プスタンス理論、セレンディピ
ティ】
学生生活と就職の準備 本学の学生は、卒業後の進路として 9 割が就職をする。就職がキャリアのゴールではないが、多くの学生が直面する就職活動がいつごろから始まり、どのような準備が必要なのかについて、卒業生のデータも踏まえながらキャリアセンターの職員が解説する。【自己理解、就職活動】
学生時代の過ごし方
春学期が終わろうとしているいま、これから卒業までの 3 年半をどう過ごすかを考える。卒業までに成し遂げたいこと、それを成し遂げるためにどのような活動が必要かを具体的に議論する。そして、「明日から取り組むこと」をみなさん自身で決め、グループ内で共有する。【キーワード：過ご
し方、付き合い方、自己戦略】【References】
授業内において、必要に応じて副読本、参考文献等を紹介します。
【Grading criteria】
毎回の課題レポートの記述内容の評価を点数化し、その全 14 回分を合計した総合点で評価（100 ％）します。記述内容の評価においては、記述内容のオリジナリティ、論理構成、表現法を重点に評価します。単位取得には特段の事情がない限り課題レポートの期限内提出率が 70 ％以上であることが必要です。やむを得ない事情で期限内の提出が難しい場合には、早めに担当教員（大八木智一）と相談してください。
【Changes following student comments】
本年度より課題レポートの記述内容において、みなさんの「オリジナリティのある考え方」に対する評価を重点評価項目に加えます。
世間一般の考え、どこかの本やネットに書いてあったような考えでなく、みなさん自身が自分の頭でよく練った「考え」を評価します。
一般的に「正しい」考えより、みなさんが「考え抜いた」内容を記述内容には期待します。
【Equipment student needs to prepare】
授業資料は「学習支援システム」に一定期間公開するので、各自パ
ソコン、タブレット等を利用して受講、学習してください。できればスマートフォンではなくパソコン、タブレットを使用されることをお勧めします。
【Others】
新型コロナ感染症の拡散状況によって、授業方法が春学期の途中でも変更になる場合があります。その場合は、随時ご連絡します。また、授業内容等に関する質問、問い合わせにはメールで受け付けます。必要に応じて対面での対応も可能です。コンタクト先について
は授業開始後に（初回授業において）お知らせします。
【】
The purpose of this class is to develop a posture in which you
can think and act by yourself through this class. In this class,
we provide the basic idea that we need to achieve the desirable
career formation and the basic knowledge about working insociety.

【Work to be done outside of class (preparation, etc.)】
本授業の準備・復習・課題レポートの作成等に要する時間は、各 2
時間を標準とします。より深い理解のために有益な資料、参考図書、作業等は授業内で示します。授業後にそれらに目を通したり、作業したり、インターネットや文献等の活用による自発的学習によって自分自身の知識やスキルの向上を目指されることを期待します。
【Textbooks】
特に定めません。

— 256 —

発行日：2021/5/1

2

CAR100LA

Career Design Advanced
Tomokazu OYAGICredit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): キャリアデザイン応用
他学部公開：

グローバル：

成績優秀：

3

実務教員：

【Outline and objectives】
この授業では、「組織活動と働き方・生き方」に焦点を当て、これからの企業等での組織活動の諸相の理解を通じて、自分自身のキャリ
アデザインのあり方を考えていくことを目的とします。
この授業を通じて、残された大学生活の時間を自分自身で有効にプ
ロデュースしていくための素養を身につけていくことも大切な作業です。そのために、各自のキャリアをデザインしていくうえで考えておくべき多様な視点を提供し、それらを考慮に入れた各人の戦略的なキャリアデザインが構築できるように支援していきたいと思います。
【Goal】
この授業を通じて、これから長い人生となる皆さんが、自分たちの思い描く人生にできるだけ近づけるようになるための基本的な態度と構想力を身につけることが到達目標です。特にこの授業では、生き方・働き方と企業等での組織活動との接点に焦点を当てているので、本授業の受講を通じて、皆さんが自分自身の生き方や働き方に関して少しでも具体的にイメージできるようになり、それが皆さん
なりのキャリアデザインを検討していくうえで活かせるようになることをめざします。

4

5

6【Which item of the diploma policy will be obtained by taking thisclass?】

7【Method(s)】【この授業はオンライン（オンデマンド型）で実施します】
基本的に学習支援システムを活用したオンライン（オンデマンド型）
で実施します。毎回各授業回に関連した音声付の授業資料 (一部動画) と課題を提示するので、授業が予定されている日程から一定の期間内（1 週間程度）の内で、各自が自由に時間を確保して、大学の「学習支援システム」にアクセスして授業を受講するシステムによって行われます。学習支援システムの利用法については別途案内があるので、各自利用方法について学んでおいてください。また、各回の課題レポートについては、基本的に次々回の授業資料においてフィードバックしていきます。

8【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
オリエンテーション
仕事研究①
「公務」

9
Contents
本講義の目的、達成目標、授業の進め方、成績評価方法の周知、授業に臨む姿勢、カリキュラムについての概要を説明する。併せて、この講義受講の意義について解説する。
ついで、公務の仕事について学んでいく。公務員は基本的には行政機関で働く人々を指すが、ここでは、公務員の仕事内容と役割、民間企業との働き方の違いに焦点をあてて学んでいく。

10— 257 —

仕事研究②
「営業」

いくら良い商品やサービスが提供
できても営業活動がないと企業はお金を得られない。ここではこの「営業」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究③
企画の仕事は商品やサービスの企「企画」
画だけでなく、会社の経営計画の分野におよぶ幅の広い仕事である。ここではこの「企画」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究④
開発の仕事は一言でいうと企業に「開発」
おいて付加価値を創出していくた
めの活動と言える。ここではこの「開発」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究⑤
コンサルティングは、企業や団体「コンサルティング」 が外部の頭脳（ノウハウ、専門知
識、ネットワーク）を得たいときに活躍する仕事である。ここでは
この「コンサルティング」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究⑥
マーケティングは、商品やサービ「マーケティング」
スが効率的に売れるように、市場調査をはじめ製造、販売などの幅広い企業活動のプロセスに関与する仕事である。ここではこの「マーケティング」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究⑦
現代における企業活動の領域は国「海外市場でのビジネ 内にとどまらず、多くの企業が海ス」
外の市場、顧客、企業とのかかわ
りあいの中でビジネスを展開している。ここではこの「海外市場でのビジネス」について実例をもとに作成した教材視聴を通じて理解を深めていく。
働き方研究①
組織が一定の成果を挙げるために「チームワーク」
は個々のメンバーが集団全体の目
的をよく理解して、コミュニケー
ションをとりながら、必要に応じてお互いの考えや行動、態度などを調整しあうことが必要となる。
ここでは、チームワークの特性を分析したうえで、優れたチーム
ワークを育む方策を学ぶ。
働き方研究②
リーダーシップとは、目的に向「リーダーシップ」
かって、あるいは目標達成のために構成メンバーやチームに対して働きかけて、具体的な行動を促す力のことである。ここではリー
ダーシップとそれを支えるフォロ
ワーシップにも言及し、それらの特性や要素について整理するとともに、それぞれの育成方法について学んでいく。
働き方研究③
自己実現を目指して生きていくた「モチベーション」
めには、常に自分自身が成長し続け、自分自身を改革し続けることが重要な要素となる。ここでは、自分自身が成長していくために「強みの活かし方」「モチベーションの高め方」などの観点からの自分自身の考え方や行動を問い直していく。

発行日：2021/5/1

11

12

13

14

働き方研究④「メンタルヘルス」

仕事や生活を通じて生じるストレスによる心身への負荷や圧迫、あるいはものごとの捉え方によるネガティブな感情の形成は、自分自身のキャリア形成にマイナスに働くことが多い。そのため、ここでは心身の負荷を軽減するためのいくつかの方法を理論とともに学んでいく。
キャリア戦略①
キャリア選択の多様化が進む現代「キャリア選択の考え においては適職選びには正解はな方」
いが、これまでの調査や研究の活用によって、少なくともより「正解」に近い選択は可能である。ここでは職業選択において陥りがちな問題について、最近のキャリア
選択理論を紹介しながら各自の正解に近づけるためのキャリア選択のあり方について検討を加える。
キャリア戦略②「自分自身のキャリア形成」＝「人「人生の経営戦略」
生経営」と捉え、企業の経営理論で用いられる方法論の自分の人生
経営戦略への応用を試みる。キャ
リア形成プロセスを通じて、各自が自分の望む人生の実現に少しでも近づいていくための考え方と行動について検討していきたい。
これからの激動の社会を生き抜い
キャリア戦略③「自己実現に近づくた ていくためには、フレキシブルに自分自身を変化させ、チャンスをめの行動様式変革戦
自分でお膳立てして、自分のキャ略」
リアの可能性を少しでも拡大していく行動が必要である。そのために、各自が行動様式を見直し、また行動様式を変革していく戦略を考えていく。

【Others】
新型コロナ感染症の拡散状況によって、授業方法が秋学期の途中でも変更になる場合があります。その場合は、随時ご連絡します。また、授業内容等に関する質問、問い合わせにはメールで受け付けます。必要に応じて対面での対応も可能です。コンタクト先について
は授業開始後に（初回授業において）お知らせします。
【】
In this class,the purpose is to think about how to design yourcareer plan through the understanding of various aspects ofcorporate activities and your internal values.

【Work to be done outside of class (preparation, etc.)】
本授業の準備・復習・課題レポートの作成等に要する時間は、各 2
時間を標準とします。より深い理解のために有益な資料、参考図書、作業等は授業内で示します。授業後にそれらに目を通したり、作業したり、インターネットや文献等の活用による自発的学習によって自分自身の知識やスキルの向上を目指されることを期待します。
【Textbooks】
特に定めません。
【References】
授業内で都度紹介します。
【Grading criteria】
毎回の課題レポートの記述内容の評価を点数化し、その全 14 回分を合計した総合点で評価（100 ％）します。記述内容の評価においては、記述内容のオリジナリティ、論理構成、表現法を重点に評価します。単位取得には特段の事情がない限り課題レポートの期限内提出率が 70 ％以上であることが必要です。やむを得ない事情で期限内の提出が難しい場合には、早めに担当教員（大八木）と相談してください。
【Changes following student comments】
本年度より課題の記述内容において、みなさんの「オリジナリティのある考え方」に対する評価を重点評価項目に加えます。世間一般の考え、どこかの本に書いてある考えではなく、みなさんが自分の頭でよく練った「考え」を評価します。一般的に「正しい」考えより、みなさんが「考え抜いた」考えを記述内容を期待します。
【Equipment student needs to prepare】
授業資料は「学習支援システム」に一定期間公開するので、各自パ
ソコン、タブレット等を利用して受講、学習してください。できればスマートフォンではなくパソコン、タブレットを使用されることをお勧めします。

— 258 —

発行日：2021/5/1

2

CAR100LA

Career Design Advanced
Tomokazu OYAGICredit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 1/Wed.1
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): キャリアデザイン応用
他学部公開：

グローバル：

成績優秀：

3

実務教員：

【Outline and objectives】
この授業では、「組織活動と働き方・生き方」に焦点を当て、これからの企業等での組織活動の諸相の理解を通じて、自分自身のキャリ
アデザインのあり方を考えていくことを目的とします。
この授業を通じて、残された大学生活の時間を自分自身で有効にプ
ロデュースしていくための素養を身につけていくことも大切な作業です。そのために、各自のキャリアをデザインしていくうえで考えておくべき多様な視点を提供し、それらを考慮に入れた各人の戦略的なキャリアデザインが構築できるように支援していきたいと思います。
【Goal】
この授業を通じて、これから長い人生となる皆さんが、自分たちの思い描く人生にできるだけ近づけるようになるための基本的な態度と構想力を身につけることが到達目標です。特にこの授業では、生き方・働き方と企業等での組織活動との接点に焦点を当てているので、本授業の受講を通じて、皆さんが自分自身の生き方や働き方に関して少しでも具体的にイメージできるようになり、それが皆さん
なりのキャリアデザインを検討していくうえで活かせるようになることをめざします。

4

5

6【Which item of the diploma policy will be obtained by taking thisclass?】

7【Method(s)】【この授業はオンライン（オンデマンド型）で実施します】
基本的に学習支援システムを活用したオンライン（オンデマンド型）
で実施します。毎回各授業回に関連した音声付の授業資料 (一部動画) と課題を提示するので、授業が予定されている日程から一定の期間内（1 週間程度）の内で、各自が自由に時間を確保して、大学の「学習支援システム」にアクセスして授業を受講するシステムによって行われます。学習支援システムの利用法については別途案内があるので、各自利用方法について学んでおいてください。また、各回の課題レポートについては、基本的に次々回の授業資料においてフィードバックしていきます。

8【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
オリエンテーション
仕事研究①
「公務」

9
Contents
本講義の目的、達成目標、授業の進め方、成績評価方法の周知、授業に臨む姿勢、カリキュラムについての概要を説明する。併せて、この講義受講の意義について解説する。
ついで、公務の仕事について学んでいく。公務員は基本的には行政機関で働く人々を指すが、ここでは、公務員の仕事内容と役割、民間企業との働き方の違いに焦点をあてて学んでいく。

10— 259 —

仕事研究②
「営業」

いくら良い商品やサービスが提供
できても営業活動がないと企業はお金を得られない。ここではこの「営業」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究③
企画の仕事は商品やサービスの企「企画」
画だけでなく、会社の経営計画の分野におよぶ幅の広い仕事である。ここではこの「企画」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究④
開発の仕事は一言でいうと企業に「開発」
おいて付加価値を創出していくた
めの活動と言える。ここではこの「開発」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究⑤
コンサルティングは、企業や団体「コンサルティング」 が外部の頭脳（ノウハウ、専門知
識、ネットワーク）を得たいときに活躍する仕事である。ここでは
この「コンサルティング」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究⑥
マーケティングは、商品やサービ「マーケティング」
スが効率的に売れるように、市場調査をはじめ製造、販売などの幅広い企業活動のプロセスに関与する仕事である。ここではこの「マーケティング」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究⑦
現代における企業活動の領域は国「海外市場でのビジネ 内にとどまらず、多くの企業が海ス」
外の市場、顧客、企業とのかかわ
りあいの中でビジネスを展開している。ここではこの「海外市場でのビジネス」について実例をもとに作成した教材視聴を通じて理解を深めていく。
働き方研究①
組織が一定の成果を挙げるために「チームワーク」
は個々のメンバーが集団全体の目
的をよく理解して、コミュニケー
ションをとりながら、必要に応じてお互いの考えや行動、態度などを調整しあうことが必要となる。
ここでは、チームワークの特性を分析したうえで、優れたチーム
ワークを育む方策を学ぶ。
働き方研究②
リーダーシップとは、目的に向「リーダーシップ」
かって、あるいは目標達成のために構成メンバーやチームに対して働きかけて、具体的な行動を促す力のことである。ここではリー
ダーシップとそれを支えるフォロ
ワーシップにも言及し、それらの特性や要素について整理するとともに、それぞれの育成方法について学んでいく。
働き方研究③
自己実現を目指して生きていくた「モチベーション」
めには、常に自分自身が成長し続け、自分自身を改革し続けることが重要な要素となる。ここでは、自分自身が成長していくために「強みの活かし方」「モチベーションの高め方」などの観点からの自分自身の考え方や行動を問い直していく。

発行日：2021/5/1

11

12

13

14

働き方研究④「メンタルヘルス」

仕事や生活を通じて生じるストレスによる心身への負荷や圧迫、あるいはものごとの捉え方によるネガティブな感情の形成は、自分自身のキャリア形成にマイナスに働くことが多い。そのため、ここでは心身の負荷を軽減するためのいくつかの方法を理論とともに学んでいく。
キャリア戦略①
キャリア選択の多様化が進む現代「キャリア選択の考え においては適職選びには正解はな方」
いが、これまでの調査や研究の活用によって、少なくともより「正解」に近い選択は可能である。ここでは職業選択において陥りがちな問題について、最近のキャリア
選択理論を紹介しながら各自の正解に近づけるためのキャリア選択のあり方について検討を加える。
キャリア戦略②「自分自身のキャリア形成」＝「人「人生の経営戦略」
生経営」と捉え、企業の経営理論で用いられる方法論の自分の人生
経営戦略への応用を試みる。キャ
リア形成プロセスを通じて、各自が自分の望む人生の実現に少しでも近づいていくための考え方と行動について検討していきたい。
これからの激動の社会を生き抜い
キャリア戦略③「自己実現に近づくた ていくためには、フレキシブルに自分自身を変化させ、チャンスをめの行動様式変革戦
自分でお膳立てして、自分のキャ略」
リアの可能性を少しでも拡大していく行動が必要である。そのために、各自が行動様式を見直し、また行動様式を変革していく戦略を考えていく。

【Others】
新型コロナ感染症の拡散状況によって、授業方法が秋学期の途中でも変更になる場合があります。その場合は、随時ご連絡します。また、授業内容等に関する質問、問い合わせにはメールで受け付けます。必要に応じて対面での対応も可能です。コンタクト先について
は授業開始後に（初回授業において）お知らせします。
【】
In this class,the purpose is to think about how to design yourcareer plan through the understanding of various aspects ofcorporate activities and your internal values.

【Work to be done outside of class (preparation, etc.)】
本授業の準備・復習・課題レポートの作成等に要する時間は、各 2
時間を標準とします。より深い理解のために有益な資料、参考図書、作業等は授業内で示します。授業後にそれらに目を通したり、作業したり、インターネットや文献等の活用による自発的学習によって自分自身の知識やスキルの向上を目指されることを期待します。
【Textbooks】
特に定めません。
【References】
授業内で都度紹介します。
【Grading criteria】
毎回の課題レポートの記述内容の評価を点数化し、その全 14 回分を合計した総合点で評価（100 ％）します。記述内容の評価においては、記述内容のオリジナリティ、論理構成、表現法を重点に評価します。単位取得には特段の事情がない限り課題レポートの期限内提出率が 70 ％以上であることが必要です。やむを得ない事情で期限内の提出が難しい場合には、早めに担当教員（大八木）と相談してください。
【Changes following student comments】
本年度より課題の記述内容において、みなさんの「オリジナリティのある考え方」に対する評価を重点評価項目に加えます。世間一般の考え、どこかの本に書いてある考えではなく、みなさんが自分の頭でよく練った「考え」を評価します。一般的に「正しい」考えより、みなさんが「考え抜いた」考えを記述内容を期待します。
【Equipment student needs to prepare】
授業資料は「学習支援システム」に一定期間公開するので、各自パ
ソコン、タブレット等を利用して受講、学習してください。できればスマートフォンではなくパソコン、タブレットを使用されることをお勧めします。

— 260 —

発行日：2021/5/1

3

CAR100LA

Career Design Advanced
Tomokazu OYAGICredit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 1/Thu.1
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): キャリアデザイン応用
他学部公開：

グローバル：

成績優秀：

4

実務教員：

【Outline and objectives】
この授業では、「組織活動と働き方・生き方」に焦点を当て、これからの企業等での組織活動の諸相の理解を通じて、自分自身のキャリ
アデザインのあり方を考えていくことを目的とします。
この授業を通じて、残された大学生活の時間を自分自身で有効にプ
ロデュースしていくための素養を身につけていくことも大切な作業です。そのために、各自のキャリアをデザインしていくうえで考えておくべき多様な視点を提供し、それらを考慮に入れた各人の戦略的なキャリアデザインが構築できるように支援していきたいと思います。
【Goal】
この授業を通じて、これから長い人生となる皆さんが、自分たちの思い描く人生にできるだけ近づけるようになるための基本的な態度と構想力を身につけることが到達目標です。特にこの授業では、生き方・働き方と企業等での組織活動との接点に焦点を当てているので、本授業の受講を通じて、皆さんが自分自身の生き方や働き方に関して少しでも具体的にイメージできるようになり、それが皆さん
なりのキャリアデザインを検討していくうえで活かせるようになることをめざします。

5

6

7【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】【この授業はハイブリット型（教室での対面授業+一部オンライン）
で実施します】基本的には教室での対面で授業を実施しますが一部の授業回や課題の取り組みはオンラインで実施します。毎回の授業において各授業回に関連した課題を提示するので、一定の期間内において指示された課題レポートの作成に取り組み、学習支援システムを利用して提出してください。また、課題レポート等におけるコメントに関しては、授業内で紹介するなどしてフィードバックをします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

8

9【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
オリエンテーション
仕事研究①
「公務」

2

仕事研究②
「営業」

Contents
本講義の目的、達成目標、授業の進め方、成績評価方法の周知、授業に臨む姿勢、カリキュラムについての概要を説明する。併せて、この講義受講の意義について解説する。
ついで、公務の仕事について学んでいく。公務員は基本的には行政機関で働く人々を指すが、ここでは、公務員の仕事内容と役割、民間企業との働き方の違いに焦点をあてて学んでいく。
いくら良い商品やサービスが提供
できても営業活動がないと企業はお金を得られない。ここではこの「営業」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。

10— 261 —

仕事研究③
「企画」

企画の仕事は商品やサービスの企
画だけでなく、会社の経営計画の分野におよぶ幅の広い仕事である。ここではこの「企画」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究④
開発の仕事は一言でいうと企業に「開発」
おいて付加価値を創出していくた
めの活動と言える。ここではこの「開発」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究⑤
コンサルティングは、企業や団体「コンサルティング」 が外部の頭脳（ノウハウ、専門知
識、ネットワーク）を得たいときに活躍する仕事である。ここでは
この「コンサルティング」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究⑥
マーケティングは、商品やサービ「マーケティング」
スが効率的に売れるように、市場調査をはじめ製造、販売などの幅広い企業活動のプロセスに関与する仕事である。ここではこの「マーケティング」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
現代における企業活動の領域は国
仕事研究⑦「海外市場でのビジネ 内にとどまらず、多くの企業が海外の市場、顧客、企業とのかかわス」
りあいの中でビジネスを展開している。ここではこの「海外市場でのビジネス」について実例をもとに作成した教材視聴を通じて理解を深めていく。
働き方研究①
組織が一定の成果を挙げるために「チームワーク」
は個々のメンバーが集団全体の目
的をよく理解して、コミュニケー
ションをとりながら、必要に応じてお互いの考えや行動、態度などを調整しあうことが必要となる。
ここでは、チームワークの特性を分析したうえで、優れたチーム
ワークを育む方策を学ぶ。
働き方研究②
リーダーシップとは、目的に向「リーダーシップ」
かって、あるいは目標達成のために構成メンバーやチームに対して働きかけて、具体的な行動を促す力のことである。ここではリー
ダーシップとそれを支えるフォロ
ワーシップにも言及し、それらの特性や要素について整理するとともに、それぞれの育成方法について学んでいく。
働き方研究③
自己実現を目指して生きていくた「モチベーション」
めには、常に自分自身が成長し続け、自分自身を改革し続けることが重要な要素となる。ここでは、自分自身が成長していくために「強みの活かし方」「モチベーションの高め方」などの観点からの自分自身の考え方や行動を問い直していく。

発行日：2021/5/1

11

12

13

14

働き方研究④「メンタルヘルス」

仕事や生活を通じて生じるストレスによる心身への負荷や圧迫、あるいはものごとの捉え方によるネガティブな感情の形成は、自分自身のキャリア形成にマイナスに働くことが多い。そのため、ここでは心身の負荷を軽減するためのいくつかの方法を理論とともに学んでいく。
キャリア戦略①
キャリア選択の多様化が進む現代「キャリア選択の考え においては適職選びには正解はな方」
いが、これまでの調査や研究の活用によって、少なくともより「正解」に近い選択は可能である。ここでは職業選択において陥りがちな問題について、最近のキャリア
選択理論を紹介しながら各自の正解に近づけるためのキャリア選択のあり方について検討を加える。
キャリア戦略②「自分自身のキャリア形成」＝「人「人生の経営戦略」
生経営」と捉え、企業の経営理論で用いられる方法論の自分の人生
経営戦略への応用を試みる。キャ
リア形成プロセスを通じて、各自が自分の望む人生の実現に少しでも近づいていくための考え方と行動について検討していきたい。
これからの激動の社会を生き抜い
キャリア戦略③「自己実現に近づくた ていくためには、フレキシブルに自分自身を変化させ、チャンスをめの行動様式変革戦
自分でお膳立てして、自分のキャ略」
リアの可能性を少しでも拡大していく行動が必要である。そのために、各自が行動様式を見直し、また行動様式を変革していく戦略を考えていく。

【】
In this class,the purpose is to think about how to design yourcareer plan through the understanding of various aspects ofcorporate activities and your internal values.

【Work to be done outside of class (preparation, etc.)】
本授業の準備・復習時間としては、各 2 時間の学習を標準とします。
より深い理解のために有益な資料、参考図書、作業等は授業内で示します。授業後にそれらに目を通したり、作業したりして自分自身の知識やスキルの向上を目指されることを期待します。
【Textbooks】
特に定めません。
【References】
授業内で都度紹介します。
【Grading criteria】
毎回の課題レポートの記述内容の評価を点数化し、その全 14 回分を合計した総合点で評価（100 ％）します。記述内容の評価においては、記述内容のオリジナリティ、論理構成、表現法を重点に評価します。単位取得には特段の事情がない限り課題レポートの期限内提出率が 70 ％以上であることが必要です。やむを得ない事情で期限内の提出が難しい場合には、早めに担当教員（大八木）と相談してください。
【Changes following student comments】
本年度より課題の記述内容において、みなさんの「オリジナリティのある考え方」に対する評価を重点評価項目に加えます。世間一般の考え、どこかの本に書いてある考えではなく、みなさんが自分の頭でよく練った「考え」を評価します。一般的に「正しい」考えより、みなさんが「考え抜いた」考えを記述内容を期待します。
【Equipment student needs to prepare】
授業資料は、「授業支援システム」に一定期間公開するので、各自パ
ソコン、タブレット等によってを受講、学習をしてください。
【Others】
新型コロナ感染症の拡散状況によって、授業方法が秋学期の途中でも変更になる場合があります。その場合は、随時ご連絡します。また、授業内容等に関する質問、問い合わせにはメールで受け付けます。必要に応じて対面での対応も可能です。コンタクト先について
は授業開始後に（初回授業において）お知らせします。

— 262 —

発行日：2021/5/1

3

CAR100LA

Career Design Advanced
Tomokazu OYAGICredit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 5/Tue.5
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): キャリアデザイン応用
他学部公開：

グローバル：

成績優秀：

4

実務教員：

【Outline and objectives】
この授業では、「組織活動と働き方・生き方」に焦点を当て、これからの企業等での組織活動の諸相の理解を通じて、自分自身のキャリ
アデザインのあり方を考えていくことを目的とします。
この授業を通じて、残された大学生活の時間を自分自身で有効にプ
ロデュースしていくための素養を身につけていくことも大切な作業です。そのために、各自のキャリアをデザインしていくうえで考えておくべき多様な視点を提供し、それらを考慮に入れた各人の戦略的なキャリアデザインが構築できるように支援していきたいと思います。
【Goal】
この授業を通じて、これから長い人生となる皆さんが、自分たちの思い描く人生にできるだけ近づけるようになるための基本的な態度と構想力を身につけることが到達目標です。特にこの授業では、生き方・働き方と企業等での組織活動との接点に焦点を当てているので、本授業の受講を通じて、皆さんが自分自身の生き方や働き方に関して少しでも具体的にイメージできるようになり、それが皆さん
なりのキャリアデザインを検討していくうえで活かせるようになることをめざします。

5

6

7【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】【この授業はハイブリット型（教室での対面授業+一部オンライン）
で実施します】基本的には教室での対面で授業を実施しますが一部の授業回や課題の取り組みはオンラインで実施します。毎回の授業において各授業回に関連した課題を提示するので、一定の期間内において指示された課題レポートの作成に取り組み、学習支援システムを利用して提出してください。また、課題レポート等におけるコメントに関しては、授業内で紹介するなどしてフィードバックをします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

8

9【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
オリエンテーション
仕事研究①
「公務」

2

仕事研究②
「営業」

Contents
本講義の目的、達成目標、授業の進め方、成績評価方法の周知、授業に臨む姿勢、カリキュラムについての概要を説明する。併せて、この講義受講の意義について解説する。
ついで、公務の仕事について学んでいく。公務員は基本的には行政機関で働く人々を指すが、ここでは、公務員の仕事内容と役割、民間企業との働き方の違いに焦点をあてて学んでいく。
いくら良い商品やサービスが提供
できても営業活動がないと企業はお金を得られない。ここではこの「営業」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。

10— 263 —

仕事研究③
「企画」

企画の仕事は商品やサービスの企
画だけでなく、会社の経営計画の分野におよぶ幅の広い仕事である。ここではこの「企画」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究④
開発の仕事は一言でいうと企業に「開発」
おいて付加価値を創出していくた
めの活動と言える。ここではこの「開発」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究⑤
コンサルティングは、企業や団体「コンサルティング」 が外部の頭脳（ノウハウ、専門知
識、ネットワーク）を得たいときに活躍する仕事である。ここでは
この「コンサルティング」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
仕事研究⑥
マーケティングは、商品やサービ「マーケティング」
スが効率的に売れるように、市場調査をはじめ製造、販売などの幅広い企業活動のプロセスに関与する仕事である。ここではこの「マーケティング」の仕事について実例をもとに作成した教材視聴を通じて理解を深めていく。
現代における企業活動の領域は国
仕事研究⑦「海外市場でのビジネ 内にとどまらず、多くの企業が海外の市場、顧客、企業とのかかわス」
りあいの中でビジネスを展開している。ここではこの「海外市場でのビジネス」について実例をもとに作成した教材視聴を通じて理解を深めていく。
働き方研究①
組織が一定の成果を挙げるために「チームワーク」
は個々のメンバーが集団全体の目
的をよく理解して、コミュニケー
ションをとりながら、必要に応じてお互いの考えや行動、態度などを調整しあうことが必要となる。
ここでは、チームワークの特性を分析したうえで、優れたチーム
ワークを育む方策を学ぶ。
働き方研究②
リーダーシップとは、目的に向「リーダーシップ」
かって、あるいは目標達成のために構成メンバーやチームに対して働きかけて、具体的な行動を促す力のことである。ここではリー
ダーシップとそれを支えるフォロ
ワーシップにも言及し、それらの特性や要素について整理するとともに、それぞれの育成方法について学んでいく。
働き方研究③
自己実現を目指して生きていくた「モチベーション」
めには、常に自分自身が成長し続け、自分自身を改革し続けることが重要な要素となる。ここでは、自分自身が成長していくために「強みの活かし方」「モチベーションの高め方」などの観点からの自分自身の考え方や行動を問い直していく。

発行日：2021/5/1

11

12

13

14

働き方研究④「メンタルヘルス」

仕事や生活を通じて生じるストレスによる心身への負荷や圧迫、あるいはものごとの捉え方によるネガティブな感情の形成は、自分自身のキャリア形成にマイナスに働くことが多い。そのため、ここでは心身の負荷を軽減するためのいくつかの方法を理論とともに学んでいく。
キャリア戦略①
キャリア選択の多様化が進む現代「キャリア選択の考え においては適職選びには正解はな方」
いが、これまでの調査や研究の活用によって、少なくともより「正解」に近い選択は可能である。ここでは職業選択において陥りがちな問題について、最近のキャリア
選択理論を紹介しながら各自の正解に近づけるためのキャリア選択のあり方について検討を加える。
キャリア戦略②「自分自身のキャリア形成」＝「人「人生の経営戦略」
生経営」と捉え、企業の経営理論で用いられる方法論の自分の人生
経営戦略への応用を試みる。キャ
リア形成プロセスを通じて、各自が自分の望む人生の実現に少しでも近づいていくための考え方と行動について検討していきたい。
これからの激動の社会を生き抜い
キャリア戦略③「自己実現に近づくた ていくためには、フレキシブルに自分自身を変化させ、チャンスをめの行動様式変革戦
自分でお膳立てして、自分のキャ略」
リアの可能性を少しでも拡大していく行動が必要である。そのために、各自が行動様式を見直し、また行動様式を変革していく戦略を考えていく。

【Others】
新型コロナ感染症の拡散状況によって、授業方法が秋学期の途中でも変更になる場合があります。その場合は、随時ご連絡します。また、授業内容等に関する質問、問い合わせにはメールで受け付けます。必要に応じて対面での対応も可能です。コンタクト先について
は授業開始後に（初回授業において）お知らせします。
【】
In this class,the purpose is to think about how to design yourcareer plan through the understanding of various aspects ofcorporate activities and your internal values.

【Work to be done outside of class (preparation, etc.)】
本授業の準備・復習・課題レポートの作成等に要する時間は、各 2
時間を標準とします。より深い理解のために有益な資料、参考図書、作業等は授業内で示します。授業後にそれらに目を通したり、作業したり、インターネットや文献等の活用による自発的学習によって自分自身の知識やスキルの向上を目指されることを期待します。
【Textbooks】
特に定めません。
【References】
授業内で都度紹介します。
【Grading criteria】
毎回の課題レポートの記述内容の評価を点数化し、その全 14 回分を合計した総合点で評価（100 ％）します。記述内容の評価においては、記述内容のオリジナリティ、論理構成、表現法を重点に評価します。単位取得には特段の事情がない限り課題レポートの期限内提出率が 70 ％以上であることが必要です。やむを得ない事情で期限内の提出が難しい場合には、早めに担当教員（大八木）と相談してください。
【Changes following student comments】
本年度より課題の記述内容において、みなさんの「オリジナリティのある考え方」に対する評価を重点評価項目に加えます。世間一般の考え、どこかの本に書いてある考えではなく、みなさんが自分の頭でよく練った「考え」を評価します。一般的に「正しい」考えより、みなさんが「考え抜いた」考えを記述内容を期待します。
【Equipment student needs to prepare】
授業資料は、「授業支援システム」に一定期間公開するので、各自パ
ソコン、タブレット等によってを受講、学習をしてください。

— 264 —

発行日：2021/5/1
第 14 回LAW100LA

まとめ及び学期末レポー
ト

総復習並びにレポートの作成及び提出

Law (Constitution of Japan)【Work to be done outside of class (preparation, etc.)】
授業前後に参考書の該当部分を併せて読むことを勧めます。この授業の準備
学習・復習時間は、各 2 時間を標準とします。

Shiaki CHIN

【Textbooks】
テキストは使用しません。

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): 法学（日本国憲法）
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
この授業は、主に初学者を対象に、法と国家及び社会の関係に関する理解を踏まえ、日本国憲法の理念や構成を理解することをテーマとしています。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て解説した上で、以降の期間で日本国憲法に関する講義を行う予定です。①立憲主義や権力分立等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 つがその柱となります。受講生が初学者であることを踏まえ、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ます。

【References】
伊藤正己・加藤一郎編『現代法学入門〔第 4 版〕』
（有斐閣双書、有斐閣、2005 年）
伊藤正己『憲法入門〔第 4 版補訂版〕』（有斐閣双書、有斐閣、2006 年）
末川博編『法学入門〔第 6 版補訂版〕』（有斐閣双書、有斐閣、2014 年）
初宿正典・高橋正俊・米沢広一・棟居快行『いちばんやさしい憲法入門〔第 6版〕』（有斐閣アルマ、有斐閣、2020 年）
その他の参考書は、必要に応じてその都度紹介します。
【Grading criteria】
学期末レポート（80 ％）及び授業内小レポート（20 ％）によって評価します。なお対面授業に復帰することになった場合、「成績評価の方法と基準」の変更は「学習支援システム」上に掲示します。
【Changes following student comments】
特にありませんが、法学部の専門科目ではなく、ILAC 科目であることに留意します。
【】
The aim of this course is to help students acquire an understanding of
the basic concepts related to law in general, and the history, principles
and contents of the Constitution of Japan.

【Goal】
受講生が日本国憲法の基本原理及びそれに基づく内容構成、特徴等の「正しい理解」を通じ、憲法を中心とした法体系の基本構造を把握し、併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・制度的知識及び資質を習得することを目標としています。それと同時に、現実の社会における様々な法関係に対し、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）」の涵養も目指します。
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】「学習支援システム」上で教材配信型のオンライン授業を行い、毎回配信する
レジュメ及び資料を受講生が読む形で授業を進めます。また計 5 回の授業内
小レポートを課し、それに対するフィードバックは第 14 回授業のまとめに際して包括的に行います。なお対面授業に復帰することになった場合、「授業の進め方と方法」の変更は「学習支援システム」上に掲示します。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
第1回
オリエンテーション
第2回

法の特質

第3回

憲法の特質

第4回

近現代国家の憲法

第5回

日本の憲法の歴史

第6回

日本国憲法の特質

第7回

統治機構①

第8回

統治機構②

第9回

統治機構③

第 10 回

基本的人権①

第 11 回

基本的人権②

第 12 回

基本的人権③

第 13 回

平和主義

Contents
講義概要（シラバス）の説明
法と社会及び国家との関係
道徳等との関係
権利義務との関係
法の分類
法律等との関係
国際法との関係
憲法の分類
近代憲法の成立
立憲主義及び基本原理
現代憲法の特質大日本帝国憲法の制定及び特質
日本国憲法の制定
日本国憲法の構成
日本国憲法の理念及び基本原則
国会及び選挙
議院内閣制
内閣
裁判所
違憲審査制
財政及び地方自治
象徴天皇制
憲法保障
憲法改正
人権総論
包括的基本権法の下の平等
身体的自由権
精神的自由権
経済的自由権
社会権
参政権及び国務請求権
国民の三大義務規定の背景
規定の内容及び解釈
安全保障— 265 —

発行日：2021/5/1【Work to be done outside of class (preparation, etc.)】
授業前後に参考書の該当部分を併せて読むことを勧めます。この授業の準備
学習・復習時間は、各 2 時間を標準とします。

LAW100LA

Law (Constitution of Japan)【Textbooks】
テキストは使用しません。

Shiaki CHIN
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): 法学（日本国憲法）
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
この授業は、主に初学者を対象に、法と国家及び社会の関係に関する理解を踏まえ、日本国憲法の理念や構成を理解することをテーマとしています。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て解説した上で、以降の期間で日本国憲法に関する講義を行う予定です。①立憲主義や権力分立等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 つがその柱となります。受講生が初学者であることを踏まえ、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ます。

【References】
伊藤正己・加藤一郎編『現代法学入門〔第 4 版〕』
（有斐閣双書、有斐閣、2005 年）
伊藤正己『憲法入門〔第 4 版補訂版〕』（有斐閣双書、有斐閣、2006 年）
末川博編『法学入門〔第 6 版補訂版〕』（有斐閣双書、有斐閣、2014 年）
初宿正典・高橋正俊・米沢広一・棟居快行『いちばんやさしい憲法入門〔第 6版〕』（有斐閣アルマ、有斐閣、2020 年）
その他の参考書は、必要に応じてその都度紹介します。
【Grading criteria】
学期末レポート（80 ％）及び授業内小レポート（20 ％）によって評価します。なお対面授業に復帰することになった場合、「成績評価の方法と基準」の変更は「学習支援システム」上に掲示します。
【Changes following student comments】
特にありませんが、法学部の専門科目ではなく、ILAC 科目であることに留意します。
【】
The aim of this course is to help students acquire an understanding of
the basic concepts related to law in general, and the history, principles
and contents of the Constitution of Japan.

【Goal】
受講生が日本国憲法の基本原理及びそれに基づく内容構成、特徴等の「正しい理解」を通じ、憲法を中心とした法体系の基本構造を把握し、併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・制度的知識及び資質を習得することを目標としています。それと同時に、現実の社会における様々な法関係に対し、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）」の涵養も目指します。
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】「学習支援システム」上で教材配信型のオンライン授業を行い、毎回配信する
レジュメ及び資料を受講生が読む形で授業を進めます。また計 5 回の授業内
小レポートを課し、それに対するフィードバックは第 14 回授業のまとめに際して包括的に行います。なお対面授業に復帰することになった場合、「授業の進め方と方法」の変更は「学習支援システム」上に掲示します。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
第1回
オリエンテーション
第2回

法の特質

第3回

憲法の特質

第4回

近現代国家の憲法

第5回

日本の憲法の歴史

第6回

日本国憲法の特質

第7回

統治機構①

第8回

統治機構②

第9回

統治機構③

第 10 回

基本的人権①

第 11 回

基本的人権②

第 12 回

基本的人権③

第 13 回

平和主義

第 14 回

まとめ及び学期末レポー
トContents
講義概要（シラバス）の説明
法と社会及び国家との関係
道徳等との関係
権利義務との関係
法の分類
法律等との関係
国際法との関係
憲法の分類
近代憲法の成立
立憲主義及び基本原理
現代憲法の特質大日本帝国憲法の制定及び特質
日本国憲法の制定
日本国憲法の構成
日本国憲法の理念及び基本原則
国会及び選挙
議院内閣制
内閣
裁判所
違憲審査制
財政及び地方自治
象徴天皇制
憲法保障
憲法改正
人権総論
包括的基本権法の下の平等
身体的自由権
精神的自由権
経済的自由権
社会権
参政権及び国務請求権
国民の三大義務規定の背景
規定の内容及び解釈
安全保障
総復習並びにレポートの作成及び提出— 266 —

発行日：2021/5/1
第 14 回LAW100LA

まとめ及び学期末レポー
ト

総復習並びにレポートの作成及び提出

Law (Constitution of Japan)【Work to be done outside of class (preparation, etc.)】
授業前後に参考書の該当部分を併せて読むことを勧めます。この授業の準備
学習・復習時間は、各 2 時間を標準とします。

Shiaki CHIN

【Textbooks】
テキストは使用しません。

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 5/Thu.5
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): 法学（日本国憲法）
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
この授業は、主に初学者を対象に、法と国家及び社会の関係に関する理解を踏まえ、日本国憲法の理念や構成を理解することをテーマとしています。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て解説した上で、以降の期間で日本国憲法に関する講義を行う予定です。①立憲主義や権力分立等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 つがその柱となります。受講生が初学者であることを踏まえ、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ます。

【References】
伊藤正己・加藤一郎編『現代法学入門〔第 4 版〕』
（有斐閣双書、有斐閣、2005 年）
伊藤正己『憲法入門〔第 4 版補訂版〕』（有斐閣双書、有斐閣、2006 年）
末川博編『法学入門〔第 6 版補訂版〕』（有斐閣双書、有斐閣、2014 年）
初宿正典・高橋正俊・米沢広一・棟居快行『いちばんやさしい憲法入門〔第 6版〕』（有斐閣アルマ、有斐閣、2020 年）
その他の参考書は、必要に応じてその都度紹介します。
【Grading criteria】
学期末レポート（80 ％）及び授業内小レポート（20 ％）によって評価します。なお対面授業に復帰することになった場合、「成績評価の方法と基準」の変更は「学習支援システム」上に掲示します。
【Changes following student comments】
特にありませんが、法学部の専門科目ではなく、ILAC 科目であることに留意します。
【】
The aim of this course is to help students acquire an understanding of
the basic concepts related to law in general, and the history, principles
and contents of the Constitution of Japan.

【Goal】
受講生が日本国憲法の基本原理及びそれに基づく内容構成、特徴等の「正しい理解」を通じ、憲法を中心とした法体系の基本構造を把握し、併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・制度的知識及び資質を習得することを目標としています。それと同時に、現実の社会における様々な法関係に対し、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）」の涵養も目指します。
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】「学習支援システム」上で教材配信型のオンライン授業を行い、毎回配信する
レジュメ及び資料を受講生が読む形で授業を進めます。また計 5 回の授業内
小レポートを課し、それに対するフィードバックは第 14 回授業のまとめに際して包括的に行います。なお対面授業に復帰することになった場合、「授業の進め方と方法」の変更は「学習支援システム」上に掲示します。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
第1回
オリエンテーション
第2回

法の特質

第3回

憲法の特質

第4回

近現代国家の憲法

第5回

日本の憲法の歴史

第6回

日本国憲法の特質

第7回

統治機構①

第8回

統治機構②

第9回

統治機構③

第 10 回

基本的人権①

第 11 回

基本的人権②

第 12 回

基本的人権③

第 13 回

平和主義

Contents
講義概要（シラバス）の説明
法と社会及び国家との関係
道徳等との関係
権利義務との関係
法の分類
法律等との関係
国際法との関係
憲法の分類
近代憲法の成立
立憲主義及び基本原理
現代憲法の特質大日本帝国憲法の制定及び特質
日本国憲法の制定
日本国憲法の構成
日本国憲法の理念及び基本原則
国会及び選挙
議院内閣制
内閣
裁判所
違憲審査制
財政及び地方自治
象徴天皇制
憲法保障
憲法改正
人権総論
包括的基本権法の下の平等
身体的自由権
精神的自由権
経済的自由権
社会権
参政権及び国務請求権
国民の三大義務規定の背景
規定の内容及び解釈
安全保障— 267 —

発行日：2021/5/1【Work to be done outside of class (preparation, etc.)】
授業前後に参考書の該当部分を併せて読むことを勧めます。この授業の準備
学習・復習時間は、各 2 時間を標準とします。

LAW100LA

Law (Constitution of Japan)【Textbooks】
テキストは使用しません。

Shiaki CHIN
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 5/Thu.5
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): 法学（日本国憲法）
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
この授業は、主に初学者を対象に、法と国家及び社会の関係に関する理解を踏まえ、日本国憲法の理念や構成を理解することをテーマとしています。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て解説した上で、以降の期間で日本国憲法に関する講義を行う予定です。①立憲主義や権力分立等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 つがその柱となります。受講生が初学者であることを踏まえ、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ます。

【References】
伊藤正己・加藤一郎編『現代法学入門〔第 4 版〕』
（有斐閣双書、有斐閣、2005 年）
伊藤正己『憲法入門〔第 4 版補訂版〕』（有斐閣双書、有斐閣、2006 年）
末川博編『法学入門〔第 6 版補訂版〕』（有斐閣双書、有斐閣、2014 年）
初宿正典・高橋正俊・米沢広一・棟居快行『いちばんやさしい憲法入門〔第 6版〕』（有斐閣アルマ、有斐閣、2020 年）
その他の参考書は、必要に応じてその都度紹介します。
【Grading criteria】
学期末レポート（80 ％）及び授業内小レポート（20 ％）によって評価します。なお対面授業に復帰することになった場合、「成績評価の方法と基準」の変更は「学習支援システム」上に掲示します。
【Changes following student comments】
特にありませんが、法学部の専門科目ではなく、ILAC 科目であることに留意します。
【】
The aim of this course is to help students acquire an understanding of
the basic concepts related to law in general, and the history, principles
and contents of the Constitution of Japan.

【Goal】
受講生が日本国憲法の基本原理及びそれに基づく内容構成、特徴等の「正しい理解」を通じ、憲法を中心とした法体系の基本構造を把握し、併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・制度的知識及び資質を習得することを目標としています。それと同時に、現実の社会における様々な法関係に対し、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）」の涵養も目指します。
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】「学習支援システム」上で教材配信型のオンライン授業を行い、毎回配信する
レジュメ及び資料を受講生が読む形で授業を進めます。また計 5 回の授業内
小レポートを課し、それに対するフィードバックは第 14 回授業のまとめに際して包括的に行います。なお対面授業に復帰することになった場合、「授業の進め方と方法」の変更は「学習支援システム」上に掲示します。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
第1回
オリエンテーション
第2回

法の特質

第3回

憲法の特質

第4回

近現代国家の憲法

第5回

日本の憲法の歴史

第6回

日本国憲法の特質

第7回

統治機構①

第8回

統治機構②

第9回

統治機構③

第 10 回

基本的人権①

第 11 回

基本的人権②

第 12 回

基本的人権③

第 13 回

平和主義

第 14 回

まとめ及び学期末レポー
トContents
講義概要（シラバス）の説明
法と社会及び国家との関係
道徳等との関係
権利義務との関係
法の分類
法律等との関係
国際法との関係
憲法の分類
近代憲法の成立
立憲主義及び基本原理
現代憲法の特質大日本帝国憲法の制定及び特質
日本国憲法の制定
日本国憲法の構成
日本国憲法の理念及び基本原則
国会及び選挙
議院内閣制
内閣
裁判所
違憲審査制
財政及び地方自治
象徴天皇制
憲法保障
憲法改正
人権総論
包括的基本権法の下の平等
身体的自由権
精神的自由権
経済的自由権
社会権
参政権及び国務請求権
国民の三大義務規定の背景
規定の内容及び解釈
安全保障
総復習並びにレポートの作成及び提出— 268 —

発行日：2021/5/1

6

HSS100LA

Physical Education
7

Shigeharu AKIMOTO
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 1/Mon.1
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): Elementary Health and Physical Education
他学部公開：

グローバル：

成績優秀：

8

9

実務教員：

10
【Outline and objectives】
Understanding the various physical activities and their effecton daily health and/or fitness level. Learning teamwork andpersonal role within a group through various exercises that
require technique and/or tactical knowledge.
【Goal】
1. Learning about various ways of exercising.
2. Understanding the basics of a healthy lifestyle.
3. Learning about basic self control and its importance.
4. Exercising simple decision making, leadership, communication in a dependent and co-dependent environment.
5.
Creating a demand for future self-education andself-development.
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】This class is comprised of 8 lectures and 6 practical lessons;however, this may be changed due to the situation of COVID-19
and the university guidelines. Currently this class is planned
to be held offline (face to face), therefore, please follow theuniversity guidelines carefully when you participate in classes(e.g. sanitizing your hands prior to participation). If you haveany difficulty to participate due to the situation of COVID-19,
please inform the teacher as soon as possible in order toparticipate online.
Also, Due to the coronavirus pandemic, if there are too many
students registered for this class, we may have to choose
students via random selection in order to avoid a large groupgathering. Further details of this will be announced throughHoppii before the first lesson starts.
When reaction papers are submitted by students, the teacher
will comment 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】
No.
Theme
1
Guidance(Lecture)
2
Walking &Stretching(Lecture & Practical
Lesson)3Diet and Nutrition(Lecture)4
Principles ofTraining(Lecture)
5Sport and Injury(Lecture)

Contents
Introduction of the course.
Learning how to stretch andthe importance of walking ineveryday life.
Learning about basic nutritionand healthy lifestyle.
Learning the basic principlesof training.
Learning about various risk of
injuries in sport and theirprevention and recovery.

11

12

13
14

Table Tennis(Lecture & Practical
Lesson)Sound Table Tennis(Lecture & Practical
Lesson)The Olympics andParalympics(Lecture)Sport and Society(Lecture)
Disability Sport(Lecture)
Football & Boccia(Lecture & Practical
Lesson)Volleyball & Sitting
Volleyball(Lecture & Practical
Lesson)Adaptation in Sport(Lecture)
Summarizing the
Course(Lecture)

Learning the outline of table
tennis.
Learning about game based
table tennis as well as its
adaptation for people withvisual impairments.
Learning about the Olympic
and Paralympic Games.
Learning about the role ofsport in society.
Learning the outline of
disability sports.
Learning the outline ofFootball and Boccia.
Learning the outline ofVolleyball and Sitting
Volleyball.
Learning about adaptation inSports.
Overview of the course andsummarizing what students
have learned through group
discussions.

【Work to be done outside of class (preparation, etc.)】
Each student is required to prepare themselves to have a good
physical and mental condition in order to participate safely inthe lesson. Also, each student is required to study for 2 hours
before and after each lesson accordingly.
【Textbooks】
No textbook will be used.
【References】
Reference books may be introduced as and if necessary.
【Grading criteria】
Attitude and Active Participation in Discussions and Practical
Lesson: 60%
Understanding of the contents, Reports & Reaction Paper: 40%*The grading criteria above is the basic grading principle,
however, other criteria can be applied for those with difficulties
of participation especially for practical lessons due to various
reasons.
【Changes following student comments】
1) The target of each lesson will be introduced at the begging ofeach lecture in order for students to understand the importanceof each lesson.
2) The contents of each lesson may be modified and adapted
to more familiar ones for students to encourage their better
understanding.
3) The contents of next lesson will be introduced in order for
students to prepare and be ready.
【Others】
・Each student is required to bring their own proper sports wear
and indoor shoes for practical lessons.
・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.
・If students do not feel well or have (possible) injuries before
or after the class, students must inform their condition to theteacher for safety.
【】
Understanding the various physical activities and their effecton daily health and/or fitness level. Learning teamwork andpersonal role within a group through various exercises that
require technique and/or tactical knowledge.

— 269 —

発行日：2021/5/1

8

IDN100LA

Introduction to Hosei Studies
9

Fumiko KOBAYASHI, Junichi OGURA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 4/Fri.4
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): 大学を知ろう ＜法政学＞への招待
他学部公開：

グローバル：

成績優秀：

10

11

実務教員：

【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 140 年以上となる本学の歴史、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。

12

13

【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、自らの将来へのヒントを得る。
【Which item of the diploma policy will be obtained by taking thisclass?】【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 Hoppii 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.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
「山の手」の市ヶ谷キャンパス〜法政大学
と地域社会

2

3

4

5

6

7

Contents
ガイダンスとして授業の概要を説明したのち、市ヶ谷キャンパス周辺地域の歴史・地理環境、本学の地域連携活動を紹介する。（科目責任者＝小倉淳一）
市民社会の開明とノン 創立者の一人、青年薩埵正邦のエリートの夢〜法政大 「志」と「奮闘」を中心に、本学創学と日本近現代史①
立期について講義する。（浜村彰）
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）
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）
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）
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）
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歌唱指導を受ける。（児美川孝一郎）

14

大内総長とその時代〜
法政大学と日本近現代史④
法政大学のスポーツ

戦後の本学の復興・発展期を担った大内兵衛総長の功績とその教育的理想を考える。（横内正雄）
戦前よりさまざまな部活動が行われ、オリンピアンを含め数々の名選手を輩出した本学のスポーツの特徴を考える。（ゲスト講師）
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。
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。今年度はおなじみの LINEで 31 歳にして執行役員となった
奥井麻矢さん（キャリアデザイン
学部卒）をお招きする予定。
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、市ヶ谷に新たに置かれた 4 学部について学ぶ。(職員・各学部教員)「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。廣瀬克哉総長の講評を受け、もっとも優れた発表に総長賞を授与する。（廣瀬克哉総長・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。
昨年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 Hoppii 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 11 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、授業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。
【】
Welcome to Hosei University! Would you like to know when,
how and why your university and faculty were founded?

— 270 —

発行日：2021/5/1

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.

— 271 —

発行日：2021/5/1

3

IDN200LA

Hosei Studies A
Tatsuroh KOMATA, Toshio TAKAYANAGI
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 5/Fri.5
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): 法政学の探究ＬＡ
他学部公開：

グローバル：

成績優秀：

4

実務教員：

【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 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

8

【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】科目責任者の教員が毎回同席し、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。
＊各回のオンラインでの実施形式・実施方法は学習支援システム
を通じて、事前にお伝えします。

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

10【Schedule】
No.
Theme
1
導入

2

Contents
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、古俣達郎）
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）

11— 272 —

本学草創期を支えた日 フランス人法学者のボアソナード
本近代法の父 ボアソ （1825-1910 年）は、明治政府顧
ナード
問として来日し、近代法典の整備と法学教育に尽力した。ボアソ
ナードの事績と薫陶を受けた教え
子たちの活動を紹介し、その歴史的意義を考える。（村松玄太）「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）「法政スピル（法政精 中野勝義は本学の卒業生で、ANA神）」を体現した中野 の創業者である。随筆家内田百閒の愛弟子であった中野の生涯は法勝義
政と航空に捧げられたといっても過言ではない。中野の生涯を、郷里の北海道、法政大学、民間航空を軸に振り返る。（古俣達郎）
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）
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）「不安の時代」を代表 西田幾多郎を中心とする「京都学する思想家派」随一の俊才とされ、昭和前期のアカデミズムとジャーナリズムの双方で幅広く活躍しながら、第 2 次大戦直後に悲劇的な獄死をとげた哲学者・三木清の生涯と思想を紹介・検討する。（衣笠正晃）
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）

発行日：2021/5/1

12

13

14

近代スキー発展の礎を 白馬スキー場を切り拓いた法政大築いた福岡孝行
学教授の福岡孝行。近代日本のスキー文化を形作った先駆者であり、法政スポーツの発展に尽力したその功績を振り返る。（福岡孝純）
戦後法政大学の歴史と 『法政大学百年史』（1980 年）、
人物『法政大学と戦後五〇年年』（2004年）など、長年にわたり法政大学の歴史の編纂に携わられている
飯田泰三法政大学名誉教授をお招きし、戦後の法政大学の歴史を形作った様々な人物についてお話いただく。（飯田泰三）
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。
(小倉淳一、明田川融、古俣達郎）【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、開館したばかりの 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、極力足を運んでみてください。
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。講義担当者がプリントを適宜配付します。
【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）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、必ず文献に当たるよう心がけてください。
【Changes following student comments】
学術的でありながら、同時に自らの生き方の参考になるような授業を目指します。
【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ので、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。
「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。
【】
This intermediate class aims to explore the history and thespirit of Hosei University, by following the achievements andpersonality of several specific individuals.

— 273 —

発行日：2021/5/1
第7回

IDN200LA

Hosei Studies B
第8回

Tatsuroh KOMATA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 4/Tue.4
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): 法政学の探究ＬＢ
他学部公開：

グローバル：

成績優秀：【Goal】
1. 法政大学の歴史はもちろんのこと、日本近現代史や大学の歴史に関する基礎的な知識を得ることができます。
2. 身近なテーマを学問的な「問い」へと発展させる視野を養います。
3. 調査研究の前提となるテーマ設定の具体化や各種資料の調査方法・読解方法について学ぶことができます。
4. 演習形式が中心となるため、各学部の専門ゼミ履修への準備になります。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】授業計画に則り、講義形式と演習形式を組み合わせて進行します。
第 4 回では HOSEI ミュージアムで見学調査を行い、第 7・14 回では上映された映像について議論を行います。なお、受講生は授業内で報告（1 回）を行う必要があります。報告（発表）や質問、リア
クションペーパー等に対するフィードバックは授業中に行います。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

第3回

第4回

第5回

第6回

第 11 回

第 12 回

第 13 回
第 14 回【Work to be done outside of class (preparation, etc.)】
事前学習では、HOSEI ミュージアムに展示されているコンテンツ、同デジタルアーカイブの調査や授業内で紹介された文献の読解を行います。復習では、毎回科目担当者が配布した資料と授業支援システムにアップロードされた資料を読み直します。
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】
テキストは使用せず、毎回、科目担当者が資料を配布します。
【References】『法政大学八十年史』（1961 年）、
『法政大学百年史』（1980 年）、
『法政大学と戦後五〇年』（2004 年）、
『法律学の夜明けと法政大学』（1992年）、唐澤富太郎『学生の歴史−学生生活の社会史的考察』（1955 年）
【Grading criteria】
平常点と授業内の報告（各 50 ％）にて判断します。
【Changes following student comments】
学部を超えた交流の機会となるよう、受講者が自由に発言できる「場」を形成したいと思います。
【Equipment student needs to prepare】
報告用の PC などの機器は科目担当者が用意します。

【Fieldwork in class】
あり / Yes

第2回

第 10 回

実務教員：【Outline and objectives】
この授業では、「学生（法政大学の学生＝法大生）」の歴史と文化に焦点をあてます。法政大学で学生生活を過ごすなか、ふと疑問に思ったことや関心を抱いたことを日本近現代史、大学史などの学問的な観点から検証します。具体的なテーマとして、体育会・文化系
団体・サークルの由来、自主法政祭の歴史、留学生の変遷、法政大学
におけるジェンダー、そして、外濠・神楽坂を中心とした周辺地域の特徴などを挙げることができます。法政大学の歴史を通して、日本の近現代や日本の大学のあり方を捉え直す機会となるでしょう。
また、2020 年度に開設された HOSEI ミュージアムの展示コンテ
ンツやデジタルアーカイブをはじめ、映像資料なども活用し、様々な資料から「法政学」を探究します。

【Schedule】
No.
Theme
第 1 回 導入

第9回

映像から学ぶ法政大学 法政大学を舞台にした映画『横道世之介』を鑑賞し、そこで描かれた学生像について議論します。
体育会・文化系団体・ 体育会・文化系団体・サークルにサークルに関するテー 関するテーマ設定を科目担当者とマ設定と資料紹介
ともに行います。
その他、学生活動や学 上記（体育会・文化系団体・サー生の歴史に関するテー クル）以外の学生活動や学生の歴
マ設定と資料紹介
史に関するテーマ設定を科目担当者とともに行います。
地域などに関するテー 主に外濠・神楽坂など法政大学のマ設定と資料紹介
周辺地域に関するテーマ設定を科目担当者とともに行います。
体育会・文化系団体・ 体育会・文化系団体・サークルを
サークルをテーマとし テーマとした受講生の報告を行いた報告ます。
その他、学生活動や学 上記（体育会・文化系団体・サー
生の歴史をテーマとし クル）以外の学生活動や学生の歴た報告
史をテーマとした受講生の報告を行います。
地域などをテーマとし 主に地域などをテーマとした受講
た報告
生の報告を行います。
映像上映と総括
法政大学創立百周年記念映画『オレンジのその情熱と…』を鑑賞し、科目担当者による総括を行います。

Contents
本授業の目標、スケジュール等を説明します。
法政大学の歴史−東京 法律学校時代の法政大学の歴史を
法学社創立から大学昇 主に「学生」の観点から振り返り格まで−ます。
法政大学の歴史−大学 大学昇格後の法政大学の歴史を主昇格から現在まで−に「学生」の観点から振り返ります。
HOSEI ミュージアム HOSEI ミュージアムを訪問し、での学び
展示内容から法政大学に関わる様々なテーマについて知見を得ます。
デジタルアーカイブの HOSEI ミュージアムデジタル
使い方
アーカイブをはじめ、各種デジタ
ルアーカイブ、データベースの使用方法を学びます。
テーマ設定方法と報告 「問い」の立て方、テーマ設定のの基礎を学ぶ
方法をはじめ、レジュメの作成やプレゼンテーション方法など、報告の基礎を学びます。

【Others】
関連科目「大学を知ろう ＜法政学＞への招待」で学んだ内容を前提としますので、同科目の既修者か、それと同等の前提知識を得てから受講してください。後者の場合、大学公式 HP に掲載されている「HOSEI MUSEUM」が参考になります。
【】
This course explores the history and culture of Hosei students.
We examine questions and interests in student life from anacademic perspective. Students will learn the modern andcontemporary history of Japan, the history of Universities
through the history of Hosei University.

— 274 —

発行日：2021/5/1【References】『プチ・ロワイヤル仏和辞典』
電子辞書

LANf200LA

French C I
Tamio OKAMURA
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 3/Tue.3
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): フランス語４Ⅰ
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
言語と社会は切り離せない。本授業の目的は、フランスとフランス語圏の社会と文化についての時事的文章を読み、翻訳することを通し、基礎文法を復習し、語彙を増やし、表現力を高めることである。

【Grading criteria】
平常点（宿題を含む）50 ％期末試験 50 ％【Changes following student comments】
授業内で答え合わせをしなかった宿題に関しては、hoppii を通じて正答配布ないし添削配布をする。
【】
This class aims to improve the student’s reading abilities aswell as increase French vocabulary.The student will be asked
to read and translate texts about French society and culture.
There will also de ample time to review grammar points
learned in previous class.

【Goal】
フランス時事についての文章を読み、関連する簡単な作文ができるよ
うになること。フランス語３級レベル程度に達成することを目指す。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】毎回、フランス時事が紹介された文章を読む。意味や文法を確認し、音読する。練習問題や短い会話練習をする。
宿題に関するフィードバックは、授業ないし 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】
No.
Theme
第 1 回 ガイダンス

第2回

１章

名前と姓

第3回

１章

名前と姓

第4回

ジャック・シラ

黄色いヴェスト

第8回

２章
ク
２章
ク
３章
運動
３章
運動
４章

第9回

４章

気候変動

第5回
第6回
第7回

ジャック・シラ

黄色いヴェスト
気候変動

第 10 回 ８章 本物のカマン
ベール７
第 11 回 ８章 本物のカマン
ベール
第 12 回 10 章 ケンゾー
第 13 回 10 章

ケンゾー

第 14 回 期末試験

Contents
教科書・授業・成績評価に関する
説明
文法復習
本文読解
指示代名詞
本文読解
受動態
本文読解
複合過去
本文読解
半過去
本文読解
最上級
本文読解
最上級
本文読解
接続法
本文読解
接続法
本文読解
中性代名詞
本文読解
中性代名詞
本文読解
現在分詞とジェロンディフ
本文読解
現在分詞とジェロンディフ
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。
【Textbooks】
石井洋二郎、ミシェル・サガズ『時事フランス語
plage 2021）』（朝日出版社、1900 円＋税）
文法事項に関しては随時プリントを配布する。

2021 年版（À la— 275 —

発行日：2021/5/1

LANf200LA

French C I
Masahisa INAGAKI
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：月 2/Mon.2
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): フランス語４Ⅰ
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
簡単なフランス語のテキストを訳読することを通して、１年時に学習した文法事項に対する理解を深め、語学力の向上を目指します。
また、仏和辞典の使い方も徹底的に鍛えていきます。
【Goal】
仏和辞典があればフランス語の文章をある程度理解できるようになるレベルに到達すること。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】出席者一人一人、担当の文章を訳読してもらいます。
提出物は添削したうえで次の授業で返却します。
質問等は授業の前後に受け付けます。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
第 1 回 第１課
第 2 回 第２課
第 3 回 第３課
第 4 回 第４課
第 5 回 第５課
第 6 回 第６課
第 7 回 第７課
第 8 回 第一回小テスト（予定）
第 9 回 第８課
第 10 回 第９課
第 11 回 第１０課
第 12 回 第２回小テスト（予定）第 13 回 予備日
第 14 回 総括

Contents
名前と性
ジャック・シラク
黄色いヴェスト運動
気候変動
電動キックスケーター
アンヌ・イダルゴ
L214
第一回小テスト（予定）
本物のカマンベール
睡眠不足
ケンゾー
第２回小テスト（予定）
予備日
まとめと期末試験【Work to be done outside of class (preparation, etc.)】
予習の必要はありません。毎回宿題が出ますから、必ずやってくること。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】『時事フランス語

2021 年度版』（朝日出版社）を使用します。

【References】
参考書は授業中に指示します。
仏和辞典を毎回必ず持参すること。
【Grading criteria】
期末試験（５０％）と二回の小テスト（各 25 ％）に平常点を加味して評価を下します。
詳しくは第一回授業で説明します。
【Changes following student comments】
学生に理解度を考慮し、進度を調整していくよう努める。
【】
lecture of simple text in French language— 276 —

発行日：2021/5/1

French C I【Textbooks】『時事フランス語 2021 年度版』石井洋二郎、ミシェル・サガズ著(朝日出版社)

Mio NAKAMURA【References】
特にありません

LANf200LA

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 5/Wed.5
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): フランス語４Ⅰ
他学部公開：

グローバル：

成績優秀：

実務教員：

【Grading criteria】
授業中の音読・和訳・プレゼンなどの平常点 50%、期末課題または期末試験 50%で総合的に評価します。
【Changes following student comments】
読んだ内容やプレゼンに対するグループでの意見交換の時間をもう少し増やします。
【】
This is a reading class for articles on current affairs written in
French.

【Outline and objectives】
フランス語で書かれた時事問題の記事を読む、講読の授業です。
【Goal】
初見のフランス語でも正しく発音ができ、辞書で単語の意味を調べれば内容を理解することができるレベルを目指します。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】各章のテーマについての解説を読んでから、音読練習をして、日本語に訳してみましょう。読んだ内容を発展させてより詳しく調べた結果を、各回 2 名ずつパワーポイン等により発表してもらいグルー
プディスカッションを行います。Zoom 使用の同時配信型で授業を行う場合は、音読のパートではビデオをオンにして教員の口元を確認しながら復唱してみましょう。対面で授業ができるようになった
場合にも、音読・日本語訳は一人ずつで行いますが、発表とそれの内容についてのディスカッションは 4〜5 名のグループで行います。
質問のやり取りや訳文の提出、発表を終えた掲示資料の提第 1 回目の授業は、Zoom を使ったオンライン上で授業と同じ時間帯に行われます。
「お知らせ」に ID とパスワードを提示しますので、そちらを使って参加してください。出は、初回の授業でお伝えするメール
アドレスにお願いします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Contents
1 回目 １．名前と姓
指示代名詞
2 回目 2．ジャック・シラク 格調高い言い回し
3 回目 3．黄色いヴェスト運 中性代名詞
動
4 回目 4．気候変動
動詞から名詞への変換
5 回目 5．電動キックスケー 無生物主語の文
ター
6 回目 6．アンヌ・イダルゴ 序数
7 回目 7．L214(完全菜食主 比較表現義団体)
8 回目 8．本物のカマンベー 数量を伴う代名詞
ル
9 回目 9．睡眠不足「〜すること」という表現
10 回目 10．ケンゾー
過去時制
11 回目 11．コロナウイルス 期間をあらわす表現
12 回目 12．学校での携帯電 助動詞
話禁止
13 回目 13．共和制と君主制 形容詞
14 回目 期末試験
試験または課題【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。
ストリーミングの音声を使って、授業までに発音を練習しておきましょう。単語の意味を調べて、内容がきちんと伝わる訳を準備しておきましょう。テーマから発展させて調べた結果をプレゼン形式で発表できるように準備しましょう。

— 277 —

発行日：2021/5/1【Textbooks】
石井洋二郎、ミシェル・サガズ『時事フランス語
plage 2021）』（朝日出版社、1900 円＋税）

LANf200LA

French C II
Tamio OKAMURA
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 3/Tue.3
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): フランス語４Ⅱ
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
言語と社会は切り離せない。本授業の目的は、フランスとフランス語圏の社会と文化についての文章を読み、翻訳することにより、基礎文法を復習し、語彙を増やし、表現力を高めることである。
【Goal】
フランス時事についての文章を読み、関連する簡単な作文ができるようになること。フランス語検定 3 級レベル程度に達成することを目指す。
【Which item of the diploma policy will be obtained by taking thisclass?】【References】
プチ・ロワイヤル仏和辞典
電子辞書【Grading criteria】
平常点（宿題を含む）50 ％期末試験 50 ％【Changes following student comments】
授業内で答え合わせをしなかった宿題に関しては、hoppii を通じて正答配布ないし添削配布をする。
【Others】
初回への出席をもって受講資格としますので、初回に欠席しないよ
うに。
【】
This class aims to improve the student’s reading abilities
as well as increase French vocabulary. The student will be
asked to read and translate texts about French society andculture. There will also be ample time to review grammar
points learned in previous classes.

【Method(s)】毎回、フランス文化や社会の側面が紹介された文章を読む。意味や文法を確認し、音読をする。多くの練習問題や短い会話練習をする。
宿題に関するフィードバックは、授業ないし 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】
No.
Theme
第 1 回 11 章 コロナウィル
ス
第 2 回 11 章 コロナウィル
ス
第 3 回 14 章 マルセル・プ
ルースト
第 4 回 14 章 マルセル・プ
ルースト
第 5 回 15 章 レフェットリ
オ：連帯、エコロ
ジー、美食
第 6 回 15 章 レフェットリ
オ：連帯、エコロ
ジー、美食
第 7 回 16 章 理想宮殿 ne… ni 〜 ni 〜
第 8 回 16 章 理想宮殿
第9回
第 10 回
第 11 回
第 12 回
第 13 回

18 章 パリ万国博覧会
18 章 パリ万国博覧会
19 章 30 年前：雲仙19 章 30 年前：雲仙補習

第 14 回 期末試験

2021 年版（À laContents
本文読解
複合過去
本文読解
複合過去
本文読解
半過去
本文読解
序数
本文読解
中性代名詞 y その１
本文読解
その他の中性代名詞
本文読解
ne … ni 〜 ni 〜
本文読解
その他の否定表現
本文読解
分詞構文
本文読解
絶対分詞構文
本文読解
単純未来
本文読解
前未来
大過去、時制の一致等、文法の補い
期末試験【Work to be done outside of class (preparation, etc.)】
事前に文章を読み、単語を辞書で調べる。音読する。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。

— 278 —

発行日：2021/5/1

LANf200LA

French C II
Masahisa INAGAKI
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：月 2/Mon.2
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): フランス語４Ⅱ
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
簡単なフランス語のテキストの訳読を通して、１年時に学習した文
法事項の理解を深め、語学力の向上を目指します。また、仏和辞典の使い方も徹底的に鍛えていきます。
【Goal】
仏和辞典があれば、ある程度のフランス語の文章を理解することのできるレベルに到達すること。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】出席者一人一人、担当する文章を訳読してもらいます。
提出物は添削したうえで次の授業で返却します。
質問等は授業の前後に受け付けます。
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
第 1 回 第 11 課
第 2 回 第 12 課
第 3 回 第 13 課
第 4 回 第 14 課
第 5 回 第 15 課
第6回
第7回
第8回
第9回
第 10 回
第 11 回
第 12 回
第 13 回
第 14 回

第１回小テスト（予定）
第 16 課
第 17 課
第 18 課
第 19 課
第 20 課
第２回小テスト（予
定）
予備日
総括

Contents
コロナウイルス
学校での携帯電話禁止
共和制と君主制
マルセル・プルースト
レフェットリオ ―連帯、エコロ
ジー、美食
第１回小テスト（予定）
理想宮殿
カンカド
パリ万国博覧会
30 年前 ―雲仙
モンレアル
第２回小テスト（予定）
予備日
まとめと期末試験【Work to be done outside of class (preparation, etc.)】
予習は必要ありません。毎回宿題が出ますので、必ずやってきてください。
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】『時事フランス語

２０２１年度版』（朝日出版社）【References】
教室で指示します。
仏和辞典を毎回必ず持参すること。
【Grading criteria】
期末試験（５０％）と二回の小テスト（各 25 ％）に平常点を加味して評価を下します。
詳しくは第一回授業で説明します。
【Changes following student comments】
授業の進度に注意します。
【】
lecture of simple texts in French language— 279 —

発行日：2021/5/1【Changes following student comments】
読んだ内容やプレゼンに対するグループでの意見交換の時間をもう少し増やします。

LANf200LA

French C II
Mio NAKAMURA
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：水 5/Wed.5
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): フランス語４Ⅱ
他学部公開：

グローバル：

成績優秀：【】This is a reading class for articles on current affairs written in
French.

実務教員：【Outline and objectives】
フランス語で書かれた時事問題の記事を読む、講読の授業です。
【Goal】
初見のフランス語でも正しく発音ができ、辞書で単語の意味を調べれば内容を理解することができるレベルを目指します。
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】各章のテーマについての解説を読んでから、音読練習をして、日本語に訳してみましょう。読んだ内容を発展させてより詳しく調べた結果を、各回 2 名ずつパワーポイン等により発表してもらいグルー
プディスカッションを行います。Zoom 使用の同時配信型で授業を行う場合は、音読のパートではビデオをオンにして教員の口元を確認しながら復唱してみましょう。対面で授業ができるようになった
場合にも、音読・日本語訳は一人ずつで行いますが、発表とそれの内容についてのディスカッションは 4〜5 名のグループで行います。
質問のやり取りや訳文の提出、発表を終えた掲示資料の提出は、初回の授業でお伝えするメールアドレスにお願いします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1 回目 14．マルセル・プ
ルースト
2 回目 15．レフェットリオ
3 回目 16．理想宮殿
4 回目 17．カンカド
5 回目 18．パリ万国博覧会
6 回目 19．30 年前
7 回目 20．モンレアル
8 回目 政治記事 1
9 回目 政治記事２
10 回目 社会記事１
11 回目 社会記事 2
12 回目 文化記事 1
13 回目 文化記事 2
14 回目 期末試験

Contents
半過去・複合過去時制「前者」「後者」の言い方
否定表現
前置詞
過去分詞・現在分詞
形容詞から副詞への変換
人称代名詞・中性代名詞
条件法
間接話法 (時制の一致)
接続法
現在分詞・ジェロンディフ
疑問詞を使う間接話法
同格・列挙の方法試験または課題【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。
ストリーミングの音声を使って、授業までに発音を練習しておきましょう。単語の意味を調べて、内容がきちんと伝わる訳を準備しておきましょう。テーマから発展させて調べた結果をプレゼン形式で発表できるように準備しましょう。
【Textbooks】『時事フランス語 2021 年度版』石井洋二郎、ミシェル・サガズ著(朝日出版社)【References】
特にありません【Grading criteria】
授業中の音読・和訳・プレゼンなどの平常点 50%、期末課題または期末試験 50%で総合的に評価します。

— 280 —

発行日：2021/5/1【Textbooks】
Communication progressive du français - Niveau débutant 出
版社： CLE International 作者： Claire Miquel ISBN : 978-209-038445-1

LANf200LA

French D I
Gaillard NICOLAS
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 3/Thu.3
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): フランス語コミュニケーション (初級) Ⅰ
他学部公開：

グローバル：

成績優秀：

実務教員：

【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。

【References】
仏和・和仏の辞書があると便利です。
【Grading criteria】
平常点 100 ％ (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。
【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【】In this class, students will study French conversation andculture at a beginner level. Students will improve theirspeaking, listening and writing skills.

【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?】【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】
No.
Theme
1
Demander desarticles2
À la poste
3
Parler des quantités
4
Parler des quantités
5
Demander le prix
6
Passer une
commande
7
Passer une
commande
8
Faire uneréservation
9
Faire uneréservation
10
Faire des achats
11
Faire des achats
12
Hésiter
13
Prendre rendez-vous
14
Prendre rendez-vous

Contents
買い物する パン屋で買い物する 郵便局で量のことを話す 朝市で量のことを話す スーパーで値段をたずねる 文房具屋で注文する 魚屋さんで
注文する

カフェで

予約する

ホテルで

予約する

駅で

買い物する
買い物する
買い物する
アポを取る
アポを取る

服屋で
靴屋で
花屋で
歯医者で
病院で

【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。

— 281 —

発行日：2021/5/1【Textbooks】
Communication progressive du français - Débutant 出版社： CLE International 作者： Claire Miquel ISBN : 978-2-09038445-1

LANf200LA

French D II
Gaillard NICOLAS
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：木 3/Thu.3
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): フランス語コミュニケーション (初級) Ⅱ
他学部公開：

グローバル：

成績優秀：【References】
仏和・和仏の辞書があると便利です。
【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。
【Changes following student comments】
フランス人の生活をもっと話します。

実務教員：【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。

【Equipment student needs to prepare】
CD プレヤー【】In this class, students will study French conversation andculture at a beginner level. Students will improve theirspeaking, listening and writing skills.

【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。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Demander desrenseignements
2
Demander desrenseignements
3
Demander desrenseignements
4Exprimer une
obligation
5
Autoriser etinterdire6
Vérifier
7
Protester
8
Exprimer desintentions, desprojets + Test
9
Exprimer desintentions, desprojets10
Localiser
11
Localiser
12
Localiser

13
14

S’informer par
téléphone
Comparer +Examen final

Contents
情報を尋ねる 地下鉄で情報を尋ねる スポーツクラブで情報を尋ねる

観光局で義務を伝える 役所で許す・禁じる

スキー所で確かめる 海水浴所でクレームを言う キャンプ所で意図と計画を言う 自転車レンタ
ル所で + 中間テスト
意図と計画を言う

銀行で位置を説明する デパートで位置を説明する 地方で位置を説明する 紛失したものを探す
電話で問い合わせる 貸し家の賃貸比較する バカンスについて
期末テスト【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。

— 282 —

発行日：2021/5/1【Equipment student needs to prepare】
オンライン授業を受講するため通信環境・PC の準備をしてください。

LANc200LA

Chinese C I【Others】
学生の様子によって、内容を調整する場合があります。

Koon koCredit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 4/Fri.4
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): 中国語作文初級Ⅰ
他学部公開：

グローバル：

成績優秀：【】
In this course, we will improve the writing skill of Chinese
through reviewing the basic grammar.

実務教員：【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、自然なリズムで話せ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デマンドとオンライン授業（リアルタイム）を実施する場合もあります。その時、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】
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】
対面授業が再開された場合には期末試験を実施し 40 ％にします。ふだんの成績は 60 ％にします。再開されなかった場合には、毎回の課題の実施状況によって評価します。
【Changes following student comments】
発音の指導を徹底的にやるつもりです。

— 283 —

発行日：2021/5/1【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【】
In this course, we will improve the writing skill of Chinese
through reviewing the basic grammar.

Koon koCredit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 4/Fri.4
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): 中国語作文初級Ⅱ
他学部公開：

グローバル：

成績優秀：

実務教員：

【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デマンドとオンライン授業（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】
No.
Theme
1回
能願動詞の使い方
2回
方向補語
3回
結果補語
4回
可能補語
5回
兼語文
6回
受身文
7回
「是……的」構文
8回
存現文
9回
介詞の使い方
10 回 「比較」の表現
11 回 「把」構文
12 回
動量補語・時量補語
13 回
複文・「了」の使い方
14 回
総復習

Contents
例文解説、翻訳の練習
例文解説、翻訳の練習
例文解説、翻訳の練習
例文解説、翻訳の練習
例文解説、翻訳の練習
例文解説、翻訳の練習
例文解説、翻訳の練習
例文解説、翻訳の練習
例文解説、翻訳の練習
例文解説、翻訳の練習
例文解説、翻訳の練習
例文解説、翻訳の練習
例文解説、翻訳の練習
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】
対面授業が再開された場合には期末試験を実施し、40 ％にし、ふだんの成績は 60 ％にする。再開されなかった場合には、毎回の課題の出来具合によって評価する。
【Changes following student comments】
学生から高く評価されした。続けてこのやり方でやります。
【Equipment student needs to prepare】
オンライン授業を受講するため通信環境・PC の準備をしてください。

— 284 —

発行日：2021/5/1【】
In this course, we will use the basic audio-visual materials andimprove the listening skill of Chinese.

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
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): 中国語視聴覚初級Ⅰ
他学部公開：

グローバル：

成績優秀：

実務教員：

【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】
No.
Theme
1
ガイダンス
2
第１課
3
第１課
4
第１課
5
第２課
6
第２課
7
第２課
8
第３課
9
第３課
10
第３課
11
第４課
12
第４課
13
第４課
14
授業の総まとめと試験

Contents
授業内容に関するガイダンス
文法理解と応用
会話と応用
読解文の理解と応用
文法理解と応用
会話と応用
読解文の理解と応用
文法理解と応用
会話と応用
読解文の理解と応用
文法理解と応用
会話と応用
読解文の理解と応用試験・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】
課題提出 授業への参加度 ６０％

期末レポート試験４０％【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。

— 285 —

発行日：2021/5/1

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
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): 中国語視聴覚初級Ⅱ
他学部公開：

グローバル：

成績優秀：

実務教員：

【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】
No.
Theme
1
ガイダンス復習

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

Contents
授業内容に関するガイダンスと復習
第５課
文法理解と応用
第５課
会話と応用
第５課
読解文の理解と応用
第６課
文法理解と応用
第６課
会話と応用
第６課
読解文の理解と応用
第７課
文法理解と応用
第７課
会話と応用
第７課
読解文の理解と応用
第８課
文法理解と応用
第８課
会話と応用
第８課
読解文の理解と応用
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】
課題提出 授業への参加度 ６０％

期末レポート試験４０％【Changes following student comments】
特に無し。
【】
In this course, we will use the basic audio-visual materials andimprove the listening skill of Chinese.

— 286 —

発行日：2021/5/1【References】
授業の進行によって随時提示。

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
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): スペイン語４Ⅰ
他学部公開：

グローバル：

成績優秀：

実務教員：

【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。

【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。
【】
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.

【Goal】
スペイン語での日常会話ができるようになる。また、辞書を使用しながら、少し長めのテキストを読解できることを目標とする。
【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【Schedule】
No.
Theme
1
スペイン語
2
スペイン語で自己紹介
3
生活習慣、スペイン語圏の家族
4人の一生、家族

5
6

7
8
9
10
11
12
13
14

Contents
南米にスペイン語を話す国々
目的人称代名詞、再帰代名詞。
現在進行形 / 現在分詞のその他の用法。
復習:直説法点過去。過去を表す
副詞句。
中南米諸国への日本人 関係詞 I ：関係詞代名詞
移民
町で
SER. ESTAR. HABER.
TENER
直説法線過去:活用 / -mente で終わる副詞
昔と今
直説法線過去の用法 / 品質形
容詞
旅行
直説法点過去と線過去 / 旅行：
活動と携行品
天候
色々な副詞節余暇活動
過去分詞 / 直説法現在完了：
活用 / 余暇生活 / 勧誘表現
社会生活
直説法現在完了の用法 / 過去分詞のその他用法未来を表す副詞
直説法未来：活用 / 直説法未来の用法
推測
直説法未来完了：活用と用法
確実性を示す表現
直説法過去未来：活用【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。本授業の宿題・復習時間は、あわせて１時間を標準とします。
【Textbooks】
Entre amigos 2, 2da. edición,(総合スペイン語コース中級ー改訂版ー)
Editorial Asahi— 287 —

発行日：2021/5/1
楽しく覚えるスペイン語「改訂版」
スペイン語中級

LANs200LA

Spanish C I【References】
授業の進行によって随時提示。

Osno Illanes DE SASAKUBO H
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 3/Fri.3
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): スペイン語４Ⅰ
他学部公開：

グローバル：

成績優秀：【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。

実務教員：【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】
スペイン語での日常会話ができるようになる。また、辞書を使用しながら、少し長めのテキストを読解できることを目標とする。

【】
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【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【Schedule】
No.
Theme
1
Introducción alcurso
2Elena se prepara
para ir a verle
3
Elena se prepara
para ir a verle
4
Ya ha llegado a
Valencia5
Ya ha llegado a
Valencia
6
Iremos a Peñíscola
7
Iremos a Peñíscola

8

9

10
11
12
13
14

El partido de fútbol.
¿ Qué estápasando?
El partido de fútbol.
¿ Qué estápasando?
Antes todo era
diferente
Antes todo era
diferente
El año pasado fuia...
El año pasado fui
a...
期末テスト

Contents
スペイン語で紹介、挨拶、授業の説明再帰動詞・代名詞
日常生活、習慣、日課
現在完了形・頻度を表す副詞・
近い過去・習慣について話す
未来形、関係代名詞、副詞
友人を紹介する、仮定の話をする、他’
比較級と最上級、現在進行形

アドバイス、同時進行する言動、今行っていることを話す
線過去、旅行しながら過去を思い出す
過去の状態, 行動、日常について述べる
点過去、時を表す副詞
過去のある時点での出来事,
過去の重要事項について話す
まとめ、テスト【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。本授業の宿題・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— 288 —

発行日：2021/5/1

LANs200LA

13

６課

14

期末試験

Spanish C I
Etsuko MIYATA
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：水 2/Wed.2
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): スペイン語４Ⅰ
他学部公開：

グローバル：

成績優秀：【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】『西和中辞典』(小学館)『わかるスペイン語』西川喬

実務教員：【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)】
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。

【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。特にわからない単元や確認したい文法について記入してください。質問などについては授業内で復習するなどの対応を行います。
【】
To be able to communicate in Spanish especially using basic
and intermediate level vocabularies. The goal is to be able toexpress each opinion on varios subjects in Spanish.

【Fieldwork in class】
なし / No

2

１課

3

１課

4

２課

5

２課

6

３課

7

３課

8

４課

9

４課

10

５課

11

５課

12

６課

(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６０％取得しないと単位は取れない。

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
オリエンテーション

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。

Contents
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。
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。
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。
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。
不定詞と「弱い代名詞」。セビー
ヤ（スペイン）について知る。
現在分詞、進行形。ハバナ（キューバ）について知る。
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。
過去分詞、受動態。テオティワカン（メキシコ）について知る。
結果状態、点過去。テオティワカン（メキシコ）について知る。
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。
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。
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。

— 289 —

発行日：2021/5/1

Editorial Asahi

LANs200LA【References】
授業の進行によって随時提示。

Spanish C II
Osno Illanes DE SASAKUBO H
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 2/Tue.2
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): スペイン語４Ⅱ
他学部公開：

グローバル：

成績優秀：【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。

実務教員：【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。

【】
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.

【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【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
家具

2
3

調度品
命令形

4

食べ物/
スポーツ

5

意見

6
7
8
9
10
11
12

13
14

Contents
家具と調度品 / 直説法過去完了：
活用と用法
直説法の時制：まとめ/関係詞 II
命令形 I: tu / vosotros に対する肯定命令 / 命令形の用法命令形と目的人称代名詞 / 再帰代名詞
無人称表現
用法 II

/ 直説法過去未来の接続法現在：活用 / 接続法の用法 I:名詞節過去形 II ：usted/ustedes に対する肯定命令
命令
否定命令 / 願望、依頼、命令表
す表現
数
接続法の用法 II ：副詞節
環境問題
接続法の用法 III:形容詞節/
自然と人間
接続法現在完了: 活用と用法
願望表現
接続法の用法 I Ｖ：独立文 / 接続法過去：活用
スペイン語圏の映画
接続法過去/ 条件文 I
会話で用いられる表現 接続法過去完了:活用 / 接続法過去完了の用法 /直説法過去未来完了:活用と用法
後悔
条件文 II
丁寧な依頼
接続法の時制：まとめ【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。本授業の宿題・復習時間は、あわせて１時間を標準とします。
【Textbooks】
Entre amigos 2, 2da. edición,(総合スペイン語コース中級ー改訂版ー)— 290 —

発行日：2021/5/1【Textbooks】
Te Veo. Nivel intermedio.
Editorial DTP
スペイン語中級
楽しく覚えるスペイン語

LANs200LA

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
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): スペイン語４Ⅱ
他学部公開：

グローバル：

成績優秀：

実務教員：

【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?】【References】
授業の進行によって随時提示。
【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。
【】
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.

【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【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
¿ Dónde nos
conocimos?

2
3
4
5
6
7
8
9
10

11

12

13

14

Contents
時を表す語句とそれに合った 3
つの過去（現在完了形・線過去・点過去）¿ Dónde nos
歴史上の出来事と伝記、レシピ、
conocimos?
料理
La paella.Enséñame 命令法
La paella.Enséñame 命令・アドバイス・指示の仕方、
待ち合わせをする、他
Ya había estado
過去完了形、時を表す副詞
aquí.
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
映像
ラテンアメリカの映画
Quiero que venga
接続法現在
mucha gente
Quiero que venga
願望・要求・許可・禁止
mucha gente
Un regalo para mi
過去未来形、接続法過去形
madre. ¿ Qué lecomprarías?
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?
La fiesta. ¡ Dice
間接語法、金言・名言集
que saques unas
cervezas!
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!
期末テスト
まとめ、テスト【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。本授業の宿題・復習時間は、あわせて１時間を標準とします。

— 291 —

発行日：2021/5/1【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
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): スペイン語４Ⅱ
他学部公開：

グローバル：

成績優秀：

実務教員：

【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?】【References】
中級スペイン語文法【】
To be able to communicate in Spanish especially using basic
and intermediate level vocabularies. The goal is to be able toexpress each opinion on varios subjects in Spanish.

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

4

７課

5

８課

6

８課

7

９課

8

９課

9

１０課

10

１０課

11

１１課

12

１１課

13

１２課

14

期末試験

白水社

【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などを記入してください。質問などについては授業内で復習するなどの対応を行います。

【Method(s)】
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。

【Schedule】
No.
Theme
1
復習
2
復習
3
７課

山田善郎著

【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６０％取得しないと単位は取れない。

Contents
春学期の復習春学期の復習直説法未来、直説法過去未来。メ
キシコ市（メキシコ）
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）
直説法未来完了。クスコ（ペルー）について知る。
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。
接続法現在の活用。ポトシ（ボリビア）について知る。
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。
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。
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。
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。
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。
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
秋学期に学んだことを確認。

— 292 —

発行日：2021/5/1

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
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): スペイン語コミュニケーションⅠ
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
この講座はオンラインで実施する。Zoom を通じ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)】モデルの重要な表現解説と置き換え練習後、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。最後にその日に学習した内容の理解度を確認んするためにリスニングの小テストを行う。授業後提出する宿題がない。自分で書き換え文章のフィードバックは毎回 Break Out Room の練習中の時にその場で行う。

【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 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。次回の授業で確認のための簡単な口頭試験を行う。学習の目安は毎回 60 分程度である。
【Textbooks】
なし【References】
なし【Grading criteria】
1. 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。
出席点ではありません → 30 ％2. 毎回の小テストに基づく点数 30 ％ →3. 期末の理解度確認テストに基づく点数 →40 ％【Changes following student comments】
特になし【Equipment student needs to prepare】
ZOOM を使って授業を行うので、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【】
This course will be conducted online in real time throughZoom. You will practice communicating familiar topics to theother party, make model sentences and practice important
expression explanations and replacements. The goal is to beable to write your own sentences by replacing expressions
based on model sentences.

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

2

Mi nombre 2

3

Mi familia 1

4

Mi familia 2

5

Mi ciudad 1

6

Mi ciudad 2

7

Mi universidad 1

8

Mi universidad 2

9Un día normal 1

10

Un día normal 2

11

Descripciones 1

12

Descripciones 2

13

まとめ

14

期末理解度の確認

Contents
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、読解練習、発音練習、語彙練習、発話練習、再構
築練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニングと発話— 293 —

発行日：2021/5/1

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
Notes：< GIS students > Cross-listed in Ichigaya Liberal Arts
Center (ILAC): スペイン語コミュニケーションⅡ
他学部公開：

グローバル：

成績優秀：

実務教員：

【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２０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。次回の授業で確認のための簡単な口頭試験を行う。学習の目安
は毎回 60 分程度である。
【Textbooks】
なし【References】
なし【Outline and objectives】
この講座はオンラインで実施する。Zoom を通じ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)】モデルの重要な表現解説と置き換え練習後、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。最後にその日に学習した内容の理解度を確認んするためにリスニングの小テストを行う。授業後提出する宿題がない。自分で書き換え文章のフィードバックは毎回 Break Out Room の練習中の時にその場で行う。

【Grading criteria】
1. 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。
出席点ではありません → 30 ％2. 毎回の小テストに基づく点数 30 ％ →3. 期末の理解度確認テストに基づく点数 →40 ％【Changes following student comments】
特になし【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【】
In this course, you will practice communicating familiar topics
to the other party. Make model sentences and practiceimportant expression explanations and replacements. The
goal is to be able to write your own sentences by replacing
expressions based on model sentences.

【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Mi mejor viaje 1

2

Mi mejor viaje 2

3

Mis gustos 1

4

Mis gustos 2

5

Mi mejor regalo 1

6

Mi mejor regalo 2

711

Mi personaje
preferido 1
Mi personaje
preferido 2
Después de mi
graduación 1
Después de mi
graduación 2
Navidad 1

12

Navidad 2

13

Mi opinión

14

Examen8910Contents
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニング練習、発音練習、語彙練習、再構築練習、発話練習
リスニングと発話— 294 —

発行日：2021/5/1

HIS300LE

13.

Contemporary
Japan

14.

Final Examination

Modern and Contemporary History of Japan
Marco TINELLO
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：土 2/Sat.2
Notes：< GIS students > Cross-listed in ESOP
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
This course explores the modern and contemporary historyof Japan 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 mid-1800
century to the present.
【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 andcontemporary 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 ofthe 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.

【Work to be done outside of class (preparation, etc.)】
A resume (outline) will be released each week during the class.
Students are required to read in advance a paper and be
prepared for discussion. The average study time outside ofclass per week would be roughly 4 hours.
【Textbooks】
Resumes and copies of reading materials will be available
during the course.
【References】
Gordon, A.: A Modern History of Japan: from Tokugawa Timesto the Present, Oxford University Press, 2003.
Jansen, Marius B.: The Making of Modern Japan. Belknap
Press, 2000.
Sven, Saaler (ed.): Routledge Handbook of Modern Japanese
History. Routledge, 2017.
【Grading criteria】
Participation:
20% (Student’s participation in class isevaluated weekly)
Class contribution and discussion questions: 30%
Final examination: 50%【Changes following student comments】
Not applicable.
【Others】
Office Hours: By appointment【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction

2.
3.
4.
5.
6.
7.

8.

9.

10.

11.
12.

Present-day Japan and its
contemporary diplomatic
issuesCourse conclusion and Final
Examination

Contents
Overview of the Course andExplanation of Basic Concepts
East AsianJapan and its traditonal
diplomacy
relations with East Asia
The Edo Period
The Tokugawa bakufu’s
foreign relations
The Late Edo Period The arrival of the Western(1)
powers in East Asia
The Late Edo Period The opening of Japan(2)
The Late Edo Period The collapse of the Tokugawa(3)bakufuThe Meiji
The establishment of the Meiji
Revolution
government and the creationof a modern state
The Meiji Period (1) The annexation of Ryukyu andthe treaty with Korea from a
global perspective
The Meiji Period (2) From the Sino-Japanese War
and Russo-Japanese War to
the Annexation of Korea
The Taisho and
The Japanese empire fromShowa Eras
ascendance to collapse: The
Second World War
The Showa Era (1)The American occupation andits legacy
The Showa Era (2)Changes in Japan after theSecond World War— 295 —

発行日：2021/5/1
8

SOC300LE

Families and Sexualities in Japan
9

Saori KAMANO
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：火 4/Tue.4
Notes：< GIS students > Cross-listed in ESOP

10

他学部公開：

11

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
This course gives an overview of contemporary family lives,
systems, policies, as well as pertinent historical facts in Japan.
【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.

Sexual orientationand gender identity(1)———Sexual orientationand gender identity(2)———Sexual orientationand gender identity(3)———Issues regarding
reproduction (1)
———-

12

Issues regarding
reproduction (2)
———-

13

Sex industry (1);International
marriage (1)
———-

14

Sex industry (2);International
marriage (2)———-【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.
*Note : This course will be conducted fully online.

【Fieldwork in class】
なし / No

2.

3

4

5

6

7

Marriage and having
children (1)———Marriage and having
children (2)———Lives of married
couples (1)———-Marriage and having
children (3);Lives of married
couples (2)———Koseki system andvariation in/alternatives to "thefamily” (1)———Koseki system andvariation in/alternatives to "thefamily” (2)———-Transgenders———-

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.)】
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.
【Textbooks】
Students are expected to read the handouts and the assigned
readings in place of "textbooks".

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

Same-sex couples, lesbians andgay men’s lives———-【References】
References will be provided for each topic in class.

Contents
Introduction to the course: Whatis “the family”? What do studies
of “sexualities” include?; Detailsof the course structure———Institution of marriage;
Demographic trends (1)———Declining marital rate andbirthrate———Relationship between husband
and wife; Housewives andmotherhood; “Work-familybalance”———Student presentations based onreadings and/or survey ofuniversity———-【Grading criteria】
10% Participation
25% Presentation
20% In-class quizzes and reaction papers
45% Take-home final examination【Changes following student comments】
Have reduced material to be covered, in response to student
request.
【Equipment student needs to prepare】
Students are expected to download class materials through Google
Classroom and/or HOPPI.
【Others】
The course is for students who have interest in families andsexualities, open-mindedness,and enthusiasm in learning. The
course might not be for students who are uncomfortable withnumbers, since many of the course materials consist of tables andgraphs. Students who are interested in taking the class must
attend the first class.

Koseki System; Divorce;
Lone-parent families; Cohabiting
couples and kongaishi———Student presentations based onreadings and/or survey ofuniversity students———-— 296 —

発行日：2021/5/1

SOC300LE

12.

Gender & Work

13.

Challenges of an Aging
Society
Summing up

Japanese Social Problems
Sachiko HORIGUCHI

14.

Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 3/Thu.3
Notes：< GIS students > Cross-listed in ESOP
他学部公開：

グローバル：

成績優秀：

実務教員：

【Outline and objectives】
We will draw on a "social constructionist" framework and examine how
certain social problems have been discovered, defined, and dealt within post-war Japan. We begin the course by providing an overview ofsociological approaches, in particular, a social constructionist approach
to social problems, and critically examining Nihonjin-ron (theories ofJapanese-ness) to provide frameworks for approaching Japanese social
problems. We will then discuss specific Japanese social problems aroundthe 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, throughtaking 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 sense of Japanesesocial problems in post-war Japan. It is expected that students willdevelop 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 this class?】【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. Every student will makea presentation (either individually or in groups) or write a paper ona chosen topic. Feedback will be given on the Learning Management
System for assignments submitted on the Learning Management
System, and in class for work done in class (e.g. presentations).
*Note : This course will be conducted fully online.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2.

SociologicalApproaches to Social
Problems

3.

Approaches toJapanese Society:Nihonjin-ron
Critical Approaches toJapanese Society
A Case Study of aJapanese Social
Problem: Hikikomori(Youth Social
Withdrawal)
Approaching JapaneseSocial Problems

4.
5.

6.

7.

8.

9.
10.
11.

Rethinking
Motherhood and theJapanese Family
Suffering
School-children
Education and"Internationalization"
Otaku: From a "Moral
Panic" to "Cool Japan"
LGBTQ: Accepted or
Not?

【Work to be done outside of class (preparation, etc.)】
Students should expect to spend about 4 hours every week outside ofclass for work related to this class. Every student should submit a self
introduction of 200 words or 2-3 minute recording, including reasonsfor taking this course, topics of interest, and goals for the course. For
assignments students may have missed due to late registration, it istheir responsibility to submit them by the 4th session. Students must
prepare reading notes on assigned readings prior to class. They will
also use a significant amount of time outside class in preparation for anindividual/ group presentation or a paper on a topic of their choice. They
will also be expected to share articles for discussion in class twice during
the semester.
【Textbooks】
We will not use a textbook.
【References】
Goodman, Roger, Yuki Imoto, and Tuukka H. I. Toivonen. A Sociology ofJapanese Youth: From Returnees to NEETs. London: Routledge, 2012.
【Grading criteria】
Active class participation (participation in class discussions/completionof in-class tasks) 42%; reading notes (checked in 10 sessions, minimum
A4 half page notes including key arguments, key terms & definitions,and a discssion question) 20%; self introduction 4% (200 word text or
2-3 minute recording, including reasons for taking this course, topics ofinterest, and goals for the course); 2 article assignments (5%x2, sharing
an article on a Japanese social problem; in-class discussions of thearticles will involve applications of a social constructionist approach tosocial problems) 10%; presentation/paper 20% (5-minute presentation or
1000-word paper on a topic of choice); end of semester essay reflection(200 words) on what you learned in the course 4%【Changes following student comments】
Students commented that they would like to have more time forgroup/class discussions, so ample time for discussion is allocated. Students’ preferences for assignments and topics have been incorporated
into the course.
【Equipment student needs to prepare】
Hosei Learning Management System/Google classroom will be used.
【Others】
Prerequisites: None. You must attend the first class if you are interested
in the course. You should be ready to read miniumum 3-10 pages ofacademic text, to facilitate and join discussions, to make a presentations
or to write an academic paper for an English-medium class. You should
also be interested in and committed to the study of Japanese social
problems.

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

Examining thesalaryman
masculinity through acase study of karoshi (death due toovertime work)
Examining "good death" and carefor the elderly
Summary and discussion of media
reports on Japanese social
problems (article assignment 2)

Contents
Making sense of Japanese social
problems
Introduction to the social
constructionist perspective onsocial problems (self introductiondue)
Overview of key concepts in
Nihonjin-ron
Overview of critiques against
Nihonjin-ron
Lecture of instructor’s research on
hikikomori

Discussion of media reports on
Japanese social problems (article
assignment 1)
Examining gendered division oflabor in the home through a casestudy of child abuse
Examining ijime (bullying), futoko(school non-attendance), andviolence in schools
Examining kikokushijo (returnees),
their problems and privileges
Examining shifting interpretationsof otaku subcultures
Examining shifting perspectives on
LGBTQ issues— 297 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Introduction to the
Course2What isGlobalization?

SOS300LE

Global and Transnational JapanKei TAKATA
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 3/Thu.3
Notes：< GIS students > Cross-listed in ESOP
他学部公開：

グローバル：

成績優秀：

3
4

実務教員：

5
【Outline and objectives】
This course looks at Japanese society through the lens ofglobalization and its transnational relations with foreigners
and foreign societies. On the one hand, Japan’s relative
geographical isolation as an archipelago that is surrounded by
the sea has cultivated a unique aesthetic culture that attracts
people across the world in recent times, as well as being oneof the driving forces behind its economic development. Yet atthe same time, this could also be a critical factor in generatinga peculiar social system and norms that sometimes generate
a considerable gap with the “global standards.” Hence, intheory, the global process would be an agency that shape,
reshape and alter the social structure in both positive andnegative 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 throughreading and discussing the effect of transnationalism ‒ both
inbound/import and outbound/export - on migration, work, civilsociety, tourism, education, family, culture, identity, language,
Olympics among others. The course also introduces theoretical
approaches to understand 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
the transnational and relational approach would then provide
us with insights to understand the why and how, as wellas in what way Japan is changing in this contemporary era.
Students are expected to gain skills and insights to criticallyanalyze Japanese globalization through comparative approachwith other countries from East Asian, North America, Europe
among other regions that you are familiar with.
*Note : This course will be conducted fully online.
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】The course follows a mixed lecture-seminar format, combining
formal presentations, short lectures, and group discussions
designed for ESOP students at Hosei.
Each student isrequired to make a presentation on assigned readings during
the semester. In the class, followed by the presentation,
participants are expected to discuss the topics through criticalreadings of the materials. Students will choose a topic related
to the themes of the course for the final paper.
The instructor will provide feedback to the presentations
during the class. Students can also access the instructor during
office hours (prior appointment needed).

6

7

8

9
10
11
12

13

14

Contents
Course Introduction/Course
Overview
Theories of globalization andtransnationalism; History of
Globalization
Globalization and
Globalization and Japan;
Japan
Kokusaika and Gurōbaruka
Japanese Returnees Japanese returnees;
Kikokushijo; Youth
New Migrants inContemporary migration fromJapan
Asia; Student migration
JapaneseJapanese migration to
Emigration
overseas; Japanese inoverseas; Labor migration
Mixed Race (Hāfu)
Globalization and racial
and Identity
hybridity; Hāfu, Daburu,
Mixed
Multiculturalism
Multiculturalism andandCosmopolitanism; Tabunka
Cosmopolitanism
Kyōsei; Multicultural city
Globalization,
Transnational culture flow;
Culture and Politics Cool Japan; Nation branding
Globalization of
Global language;
Language
Englishinization
Globalization of
Globalization of higher
Education
education
Globalization andInbound tourism, Foreign
Tourism
tourists: Tourism and socialchangeTokyo Olympics and Tokyo Olympics; Global mega
Global Events
events; Globalization andNationalism
Final Presentations Student presentations on
chosen topics【Work to be done outside of class (preparation, etc.)】- Reading assignments (every week)- Preparation for reading presentation- Preparation for project presentation- Final paper
The average study time outside of class per week would beroughly 4 hours.
【Textbooks】
Readings will be provided by the instructor.
【References】
Reference materials will be suggested by the instructor
whenever appropriate.
【Grading criteria】
Class Participation and Discussions: 20%
Presentations (Reading & Project): 30%
Final Paper: 50%【Changes following student comments】
This is a new course and has not yet received student
evaluations.
【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.
【None】
None【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【None】
None【Fieldwork in class】
なし / No【None】
None【None】
None— 298 —

発行日：2021/5/1【None】
None— 299 —

発行日：2021/5/1
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.
*Note : This course will be conducted fully online.

SOC300LE

Journalism in Japan I
Robert Sakai IRVINE
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：金 5/Fri.5
Notes：< GIS students > Cross-listed in ESOP
他学部公開：

グローバル：

成績優秀：

実務教員：

【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 formal 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).

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
What is journalism
for?

2

3

4

5

6

7
8

【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.

9

10

11

12

13

14

— 300 —

Contents
Outline of the class. Reflections
on your assumptions about the
purposes of journalism. Class
discussion and short essay
assigned.
Small paper, big
Introducing Japanese print news
paper, huge paper
outlets and reporting styles.
Comparison withEnglish-language newspapers.
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.
War and the news
Delving into the treacherous
space between news andpropaganda in WWII Japan.
What is the news media’s
responsibility during wartime?
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?
Access Journalism
What is "access journalism", andcan it be used to strangle freereporting? We will also explore
Japan’s kisha clubs.
Essay consultations
Individual consultations with the
instructor on your final paper.
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."
Hot Potato Topics II
Presentations to the class on
specific hot potato topics. Groupdiscussion.
Hot Potato Topics II
Presentations to the class on
continued
specific hot potato topics. Groupdiscussion.
How far is too far?
Debating the limits of freedom ofspeech in a newspaper. Is there
such a thing as ’too offensive toprint’?
Essay Presentations I Students give presentations on
their essay topic, and answer
questions from their peers andthe instructor. Constructive
feedback.
Rough draft of final paper
due by class time.
Essay Presentations
Students give presentations onIItheir essay topic, and answer
questions from their peers andthe instructor. Constructive
feedback.
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?
Final paper due by class time.

発行日：2021/5/1【Work to be done outside of class (preparation, etc.)】- Weekly reading assignments.
- Read and be ready to discuss at least one news article about Japanper 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, presentation preparation, 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%
As this is a heavily discussion-focussed class, you should be willingto state your views on the topics covered and engage both the
instructor and your classmates in debate and exchanges of ideas.
Everyone will have plenty of chances to speak, and you will be given
the time you need to express yourself, so make your voice heard.
Preparation: 20%
Be ready to discuss the weekly readings in detail and from multiple
angles. Please note that you will sometimes be asked very
specific questions about the readings, and to make short grouppresentations regarding the material.
Also, have at least one Japan-related article from that week’s news
ready to discuss in every class.
Short essay: 10%
Weekly reflections on Hoppii discussion forum: 10%
Final Essay Presentation: 20%
Final Essay: 20%
Your team will be required to submit its opening statement,
arguments and evidence, and an annotated bibliography (15%).
You will also need to submit a short paper on your own position
on your topic (15%), which may be different from the one your team
took on debate day.
NOTE: Three unexplained absences will result in an automatic E
grade.
【Changes following student comments】
The topic for Class 6 has been changed from "kisha clubs" to accessjournalism more broadly. Kisha clubs will still be used as a casestudy.
【Equipment student needs to prepare】
A computer or mobile device capable of running Zoom.
【Others】
This class will be held on Zoom.

— 301 —

発行日：2021/5/1【Schedule】
No.
Theme
1
What makes a goodnews article?

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
Notes：< GIS students > Cross-listed in ESOP
他学部公開：

グローバル：

成績優秀：2

Part I: The Japanese
news media
landscapePart II: Building anarticle3

Coverage

4

Sources5

Access journalism
and Japan’s kisha
clubs

6

Getting personal

7

Anonymity

8

Documentary
screening I

9Documentary
screening II
Snowden as a source

実務教員：【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 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

10

11

Driving thediscussion

12

Things foreign

13
14

PR and the press
New Media【Fieldwork in class】
なし / No

Contents
Outline of the class. Class
discussion: What makes a goodnewspaper article? And what are
the ethicalfoundations of writing one?
Short essay assigned. Due inClass 3.
Part I: The Japanese news media
landscape: Who are the big
players in Japan’s news media?
What are its unique features?
And what’s it like to be a
Japanese reporter?
Part II: What are the major
types of article, and how is eachone built?
Who gets coverage? And why?
Short essay due.
Article assignment 1: Write abasic news article based onprovided information. Due inClass 4.
Goldmines and landmines.
Article 1 due.
What is "access journalism"?
ANd what are kisha clubs, afairly 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.
Can reporters be friends with
their sources? Case study: The
Mainichi Shimbun and thereturn of Okinawa.
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.
Citizenfour screening.
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. Due in Class 11.
Citizenfour cont’d.
Discussion of Edward Snowden
as a news source, and histreatment by reporters.
Advocacy journalism,
agenda-setting and the
purpose of reporting the news.
Article 3 due.
Overseas news coverage inJapan, and Japanese news
coverage overseas.
What’s news and what’s an ad?
What are the ethical implicationsof instant news? How does thedigital news landscape in Japan
compare to overseas?

【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.

— 302 —

発行日：2021/5/1- Write three news articles and one short essay.
The average study time outside of class per week would be roughly
4 hours.
【Textbooks】
Students will receive readings in each class. 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: 25%
As this is a heavily discussion-focussed class, you should be willingto state your views on the topics covered and engage both the
instructor and your classmates in debate and exchanges of ideas.
Everyone will have plenty of chances to speak, and you will be given
the time you need to express yourself, so make your voice heard.
Preparation: 25%
Be ready to discuss the weekly readings in detail and from multiple
angles. Please note that you will sometimes be asked very
specific questions about the readings, and to make short grouppresentations regarding the material.
Also, have at least one Japan-related article from that week’s news
ready to discuss in every class.
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】
I will make sure to allow time for discussion on the article writing
assignments after they have been handed back, to better prepare
students for the next assignment in the series.
I have also changed the topic of Class 5 to Access Journalism, tobroaden the discussion of the issue out from kisha clubs.
【Others】
This is a practically focussed sister class to JiJ I: Journalism and
the Power of the Press in Japan, though it may be taken on its own
with no problem. Some foundation material is shared with Powerof the Press, but the core focus and tasks are different.

— 303 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Introduction
2
Representation
TheorySOS300LE

Media Representations
Zeliha MUGE IGARASHI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 3/Thu.3
Notes：< GIS students > Cross-listed in ESOP
他学部公開：

グローバル：

成績優秀：

3

実務教員：

【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 are covered more widely
whereas some do not even make it to mainstream media outlets.
Have you heard of "Las Tesis"? Do you know "Greta Thunberg"?
Do you know the "#metoo" movement? What about the "#kutoo"
campaign? How much do you know about the COVID-19 situation
around the world?
Countries have dominant ideologies that are formulated throughinstitutions of power and diffused through mainstream media.
Consequently, we are subject to stereotypical media representations formulated by the dominant culture and ideology that we live
in. This determines what we are informed about and in which way.
This class is designed for students to have media literacy throughthe analysis of identity formation linked to race, ethnicity, andgender in Japan.
Repetitive and stereotypical media representations have a significant impact on how we think about different events, minority
groups or subcultures. Lectures will combine theories from cultural
studies, media studies and gender studies to analyze stereotypicalrepresentations in mainstream media outlets in Japan.
Through this class, students will gain academic skills to identify
these stereotypical media representations and to examine thesefrom a critical perspective.

4
5
6
7
8

9

10
11

12
13

14

Contents
Introduction to class contents.
Representation theory. Minority
vs. majority. Stereotypes in the
media.
Media Literacy
Media Literacy Worksheet
1. Description
2. Analysis
3. Interpretation
4. Evaluation
5. Engagement
Gender I
Femininity in Japan.
Gender II
Masculinity in Japan.
Gender III
Gender roles and child rearing inJapan.
Gender IV: Sexuality Sexualization in the Media.
Japan vs. the “West”
Discussion Session I
Social Construction of Gender inJapan and the Gender Gap.
Mainstream representations in
the media.
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【Goal】
Each class will start with a theoretical introduction from either
cultural studies, media studies or gender, followed by discussion
on the media chosen by students.
The analysis of media will allow students to understand dynamics
of media representations in Japan and to differentiate between
mainstream ideology versus minorities and subcultures.
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 anddisadvantaged groups are portrayed in the media and how
mainstream ideas are reproduced and strengthened through media
representations.

【Work to be done outside of class (preparation, etc.)】
Students are required to read assigned material before class andcome prepared to discuss the content at each lecture.
Preparation for class will take about two hours per week dependingon the students language proficiency, academic background, andfamiliarity with theories in assigned readings. The average study
time outside of class per week would be roughly two hours.
There is homework every week, students are asked to bring a media
that is relates to the topic to be covered in each lecture.

【Which item of the diploma policy will be obtained by taking thisclass?】【References】
Students are expected to follow the news about Japan. Some usefullinks are as follows:
https://mainichi.jp/english/
https://www.japantimes.co.jp/
https://japantoday.com/
https://the-japan-news.com/
Students are more than welcome to share other media outlets inclass.

【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.
There will be discussion sessions during which students will havethe opportunity to work in small groups and discuss theories
learned in class with examples before the mid-term and thefinal exams. All students are required to actively participate indiscussion throughout the semester.
General feedback will be provided at the beginning of each class
whereas individual feedback on assignments and quizzes will be
provided through Google Classroom system. Students who preferto submit assignments and exams through HOPPII should contact
the lecturer to receive feedback during office hours or by e-mail.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Textbooks】
There will be no single textbook.
Lectures will rely on diverse books and texts, these will be madeavailable to students through HOPPII as well as Google Classroom.

【Grading criteria】
Participation10%
Homework10%
Discussion Sessions30%
Mid-term Exam25%
Final Exam25%
Grading criteria is subject to change in accordance with the numberof students registered.
【Changes following student comments】
None.

【Fieldwork in class】
なし / No— 304 —

発行日：2021/5/1【Others】
I recommend taking "Cultural Studies" or "Media Studies" classes
during Fall semester and "Media Effects" class in Spring semester
before taking this class.

— 305 —

発行日：2021/5/1
8

ARSe300LF

East Asian Media
Kukhee Choo
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 6/Tue.6
Notes：< GIS students > Cross-listed in ESOP
他学部公開：

グローバル：

成績優秀：

9

実務教員：
10

【Outline and objectives】
The last decades of the 20th century witnessed a great shift in thelandscape of East Asian media and popular culture. Border-crossing
visual cultural flows in conjunction with trans-Asian co-production
among East Asian countries have not only strengthened the imaginary
bond of "Asia," but also have cultivated a wider pan-Asian identity.
This course will engage the interdisciplinary field of visual media andpopular 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, andthe 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 andhow the local visual media flow has influenced the global.
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 hybridized trans-national identities• cultivate a better understanding how East Asian visual cultural flows
border cross and interact with globalization【Which item of the diploma policy will be obtained by taking this class?】【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【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Nationalism andPopular Culture3

Early "Asian" Cinema

4

Transnational Hong
Kong Films

5

Postcolonial Japanese
Pop Culture

6

Japanese Trendy
Drama

7

Midterm review

Contents
Lecture about popular culture in
Asia.
"National Identity, Popular Culture
and Everyday
Life","Conceptualizing East Asian
Popular Culture""From transnationalism tonativism? The rise,
decline and reinvention of aregional Hokkien entertainment
industry","The Early Developmentof East Asian Cinema in a Regional
Context""Transnational imagination inaction cinema: Hong Kong and themaking of a global popular
culture", "Transnational
collaborations, local
competitiveness:
Mapping the geographies offilmmaking in/through Hong Kong""Consuming Japan: Early Korean
girls comic book artists’ resistanceand empowerment", “Japanese
popular music in Hong Kong”"Romancing the Everyday: Hong
Kong women watching Japanese
Dorama", “Popular Cultural
Capital and Cultural Identity:
Young Korean Women’s Cultural
Appropriation of Japanese TV
Dramas”
Midterm review exam

11

12

13

14

Pan Asian Music Flows "Go with your feelings: Hong Kong
and Taiwan Popular Culture in
Greater China", " Reconsidering
Transnational Cultural Flows ofPopular Music in East Asia:
Transbordering Musicians in Japanand Korea searching for "Asia""
Millennial Flows"Postcolonial Hong Kong cinema:
Utilitarianism and (trans)local","Promise and perhaps love:
Pan-Asian production and theHong Kong-China
interrelationship"
Millennial Flows“Time and the Neighbor: JapaneseMedia Consumption of Asia in the
1990s”,"Globalization and cinema
regionalization in East Asia"
Korean Wave/ Korean“Inroads for cultural traffic:
Drama
Breeding Korea’s cinematiger”,"Hybridity and the rise of Korean
popular culture in Asia"
21st Century Cool“Nationalizing ‘Cool‘: Japan’s
Japan
Global Promotion of the Content
Industry","Akihabara:
Conditioning a Public "Otaku"
Image"
Rise of China’s Soft"The rise of China’s soft power",Power"Courting the world" ,"Re-imagining China’s future"
Final review
Final review exam,【Work to be done outside of class (preparation, etc.)】
Keep up with the weekly readings so as to be able to contribute to theclass discussions.
Prepare a presentation or reading summaries.
Prepare for midterm exam and final exam.
The average study time outside of class per week would be roughly 4hours.
【Textbooks】
Reading materials will be provided as handouts or made available on
Hoppii. (Each student is responsible for keeping all the readings andbringing the assigned reading to class on the designated day.)【References】
The instructor will suggest reference materials whenever appropriate.
【Grading criteria】
Class participation (10%)
Speaking up during class discussion (20%)
Class readings summaries/presentation (or equivalent evaluation)(20%)
Midterm test (20%)
Final test (30%)
【Changes following student comments】
Not applicable【Others】
The content of this syllabus my be subject to change.

— 306 —

発行日：2021/5/1

MAN300LE

5

Valuing Equity

6

Net Present Valueand Other
Investment Criteria

7

Review, Mid-term
Test
Risk and Return

Corporate Finance
Akashi HONGO
Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：火 4/Tue.4
Notes：< GIS students > Cross-listed in ESOP
他学部公開：

グローバル：

成績優秀：

実務教員：

8

【Outline and objectives】
This course is an introduction to financial management forcompanies which operate globally. It focuses on how companies
invest in real assets, how they raise money to pay for theinvestments, and how those assets ultimately affect the value ofthe firm. The course discusses the basic principles of financial
management and applies them to the main decisions faced byfinancial managers in global firms.
This is a challenging course; it covers a broad area that is very
important to anyone expecting work in management in Japan.
Case examples from Japan will be taken up throughout the course.
【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 successful completion of the course you will be able tounderstand:
What determines the value of assets, businesses, and corporations
How financial managers make investment decisions
How to estimate the company’s cost of capital (or the hurdle rate ofdecision making, based on modern finance theory)
The pros and cons of various financing means and how financing
affects the value of a company【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】The class consists of lectures, numerous in class exercises anddiscussions. Active class participation is encouraged. Submissionof assignments and feedback are to be uploaded on the Learning
Management System.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Finance and Value ofa Company

2

Accounting and
Finance3Time Value of Money

4

Valuing Bonds

Contents
Introduction
Topics and Persons Concerned in
Corporate Finance
Goal of Company
What Is the Value of a Company?
Financial Markets and Financial
Institutions
Accounting Figures andFinancial Statements
ROA and ROE
PER and PBRFree Cash Flow
Discounting to Present Value
Present Value of Multiple Cash
Flows
Inflation and Present Value
Calculation
Perpetuity, an Annuity, aPerpetuity with Growth
Default Risk and Credit Risk
Premium
Credit Rating

9

Risk Free Rate andRisk Premium

10

Portfolio Risk and
CAPM

11

Weighted Average
Cost of Capital

12

Optimal Capital
Structure

13

Payout Policy

14

Review, Wrap-up /Final Test

Dividend Discount Model
Growth Rate and PER
The Relation Between ROE,
Expected Return and PBR
Calculation of NPVInternal Rate of Return
Payback Period
Terminal Value
Review, Mid-term Test
Total Shareholder’s Return
Expected Return
Risk
Variance, Standard Deviation
Portfolio Risk
Effect of Diversification
The Risk Measure for a
Diversified Portfolio: Beta
CAPM
Security Market Line
Cost of Equity and Cost of Debt
Tax Savings Effect of The Risk
Measure for a Diversified
Portfolio: Beta
CAPM
Security Market Line
Cost of Equity and Cost of Debt
Tax Savings Effect of Debt
Calculation of WACC
Business Cost of Capital and
WACC of the company
Variation of Corporate Financing
Capital Structure Doesn’t Matter
Effect of Tax Savings
Costs of Financial Distress
Dividends
Share Repurchases
How Do Companies Decide on
Payout?
Signaling
Shareholder Special Benefit
Plans
Review, Wrap-up / Final Test【Work to be done outside of class (preparation, etc.)】
Materials discussed in class (pdf files) will be available online
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.
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 becovered in the coming class.
In-class exercises are designed to check your understanding what iscovered in class and may constitute a portion of class participation
points.
Post class exercises are in the form of homework assignment andsubject to grading.
The average study time outside of class per week would be roughly
4 hours.
【Textbooks】
Akashi Hongo, A Bilingual Introduction to Corporate Finance, 2nd
Edition, Chuo Keizai 2019 (本合暁詩『対訳 英語で学ぶコーポレートファイナンス入門（第 2 版）』, 中央経済社 2019), ISBN: 978-4-502-30201-5【References】
Akashi Hongo, A Bilingual Introduction to Valuation, Chuo Keizai
2019,(本合暁詩『対訳 英語で学ぶバリュエーション入門』, 中央経済社
2019』), ISBN: 978-4-502-31671-5
Supplemental materials will be distributed in class and online.
【Grading criteria】
1)Mid-term Examination (35%): in class, individual— 307 —

発行日：2021/5/1
2)Final Examination (40%): in class, individual
3)Homework Assignments (15%)4)Class Participation [individual] (10%): Active and constructiveclass participation is encouraged. Attendance constitutes part ofthe evaluation.
【Changes following student comments】
Not applicable— 308 —

発行日：2021/5/1

MAN300LE

Class 6

Marketing in the ICT
industry ‒ II
(Y.Arisawa)

Class 7

Marketing Strategiesof Sogo Shosha - I(K. Tsurumi)
Marketing Strategiesof Sogo Shosha - II
(K. Tsurumi)
Marketing of Food
products in Japan - I(N. Kanazawa)
Marketing of Food
products in Japan - II
(N. Kanazawa)
Marketing of Food
products in Japan - III(N. Kanazawa)
Marketing in the
Automobile industry - I(R. Ito)Marketing in the
Automobile industry II (R. Ito)
Marketing in the
Automobile industry III (R. Ito)

Marketing in Japan
Yoshiko SUZUKI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：2〜
4
Day/Period：木 4/Thu.4
Notes：< GIS students > 1) Cross-listed in ESOP 2) This course
is limited to five students. Please see the GIS website for details： https://bit.ly/30y9hFc
他学部公開：

グローバル：

成績優秀：Class 8Class 9Class 10

実務教員：
Class 11【Outline and objectives】
Students will learn actual marketing strategy and management in eachof the following fields of industry as well as principles and concepts.
1. Consumer Goods
2. ICT (Information and Communication Technology)
3. Sogo Shosha (Integrated Trading Company)
4. Food
5. Automobile【Goal】
Student will deepen their understanding on the peculiarity andcommonality of Japan and Japanese companies through their marketingstrategies and management as well.
*Note : This course will be conducted fully online.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】This is an interactive course which focuses on recent developments inmarketing with attention to actual processes and strategies in eachindustry. It aims to introduce the practical views and opinions ofexperienced players in the field of marketing. In the class, probably the
final class of each lecturer, comments and explanation are given for theassignment(reports). Their following brief profiles may help students
enrolling in the lecture.
-Yoshiko SUZUKI
Worked for U.S-based consumer goods companies for 25 years, engaging
in marketing of import tobacco, cosmetics and apparel industries.
-Yutaka ARISAWA
Worked for Sumitomo Corp. and later SCSK Corp. Engaged in ICT
field all through business career including overseas telecommunication
projects, e-commerce and software integration business. Stationed inIndian subcontinent and U.S.A. and worked for several projects in Asia
for about 20 years.
-Kunio TSURUMI
Worked for Sumitomo Corp. since 1976. Engaged in marketing, Public
Relations and Research. Stationed in UK and U.S.A. for about 12 years.
-Norikazu KANAZAWA
Worked for Sumitomo Corp.,Sumifru Singapore PTE LTD and Summit
Oil Mill engaging in marketing of food industry. Stationed in Canada,
U.S.A., Singapore and China for about 15 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.

Class 12Class 13Class 14

Marketing of Sogo Shosha, how doyou improve corporate image?
Overview of Japanese Foodindustry
Actual Marketing of Vegetable Oils

Case study, Food Safety andLabeling
Introduction and Overview of Auto
Industry
Practices of Japanese Automanufacturers
Future of Auto Industry【Work to be done outside of class (preparation, etc.)】
Students are expected to complete regular reading assignments andprepare an individual project or report. The average study time outsideof class per week would be roughly 4 hours.
【Textbooks】
Textbook is not required. The instructors’ own materials will be given
each time as the basis for their classes and relevant reading materials
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 the class, but also to
participate in case studies and group discussions actively given in theclass.
Final grade will be determined as follow;
Class participation: 30%
Writing assignment (reports) 70%【Changes following student comments】
Not applicable.
【Equipment student needs to prepare】
To be informed later if any.
【Others】
For GIS students, this course is limited to five students. GIS will
determine the five students. For more information, please visit the GIS
office. (GIS students who entered prior to 2012 can apply for the course
at the Global Education Center.)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Class 1 Overview of Marketing(Y. Suzuki)
Class 2 Marketing inConsumer Goods - I(Y. Suzuki)
Class 3 Marketing inConsumer Goods - II
(Y. Suzuki)
Class 4 Marketing inConsumer Goods - III(Y. Suzuki)
Class 5 Marketing in the ICT
industry ‒ I(Y.Arisawa)

Issues and Opportunities of the
ICT industry in Japan andOverview of
the ICT Industry of Japan and theWorld
What is “Sogo Shosha”? It’s origin
and function.

Contents
Principles and concepts ofMarketing
What is consumer goods
marketing?
Changes of consumer goods
marketing in Japan with time
Future of consumer goods
marketing in Japan
Historical Outline of the ICT
industry and Impact of the Internet
Revolution
in Japan— 309 —

発行日：2021/5/1
7

POL300LE

Global Governance8

Credit(s)：2 ｜ Semester：秋学期授業/Fall ｜ Year：2〜4
Day/Period：金 4/Fri.4
Notes：< GIS students > Cross-listed in ESOP
他学部公開：

グローバル：

成績優秀：

9

実務教員：

10
【Outline and objectives】
This course aims at learning the concept, history, nature, andcurrent state of global governance, focusing on six different
thematic issues: (a) peace and security; (b) humanitarian aid andthe rule of law; (c) human rights; (d) public health; (e) development;and (f) migration and asylum. Students are to discuss and analyse
structures, institutions, actors, and limits of global governanceby engaging in critical analysis and case studies. Particularemphasis is put on examining how Japan is contributing to global
governance.
【Goal】
Students will learn theories and praxis concerning global governance. Students will also (a) acquire skills to engage in group
discussions and conduct case studies and group presentations (ifthe situation permits); (b) enhance capacity of logical and criticalthinking, and (c) improve academic communication skills.
【Which item of the diploma policy will be obtained by taking thisclass?】【Method(s)】Apart from lectures by the instructor (and possibly by a guest
speaker), students are to engage in group discussions during
each class, conduct case studies, and make at least one (group)
presentation.
Detailed and written feedback and comments are provided toindividual students on all written assignments including a short
mid-term reaction paper and a long academic essay to be submitted
at the end of the term.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Peace and security
governance I

3Peace and security
governance II

4

Humanitarian
governance and therule of law I

5

Humanitarian
governance and therule of law II

6

Human rights
governance I

Contents
Concept of global governanceand outline of the course;
discussions on presentation
plans
Concepts, history, institutions,and current state of global peaceand security governanceCase studies and a (group)
presentation on an aspect of
global peace and security
governance, focusing on cases ofJapan
Concepts, history, institutions,and current state ofhumanitarian governance andthe rule of law
Case studies and a (group)
presentation on an aspect of
global humanitarian governance,
focusing on cases of Japan
Concepts, history, institutions,and current state of humanrights governance

11

12

13

14

Human rights
governance II

Case studies and a (group)
presentation on an aspect of
global human rights governance,
focusing on cases of Japan
Global health
Concepts, history, institutions,
governance I
and current state of global
health governance
Global health
Case studies and a (group)
governance II
presentation on an aspect of
global health governance,
focusing on cases of Japan
Development
Concepts, history, institutions,
governance I
and current state of development
governance
Development
Case studies and a (group)
governance II
presentation on an aspect of
global development governance,
focusing on cases of Japan
Migration andConcepts, history, institutions,
asylum governance I and current state of global
migration and asylum
Migration andCase studies and a (group)
asylum governance II presentation on an aspect of
global migration and asylum
governance, focusing on cases ofJapan
Review
Essay writing on unseen
questions or essay assignment【Work to be done outside of class (preparation, etc.)】
Students are required to read reference materials (whose list will
be distributed on Hoppii) prior to each class. Students are also to
conduct case studies and make a (group) presentation at least once
per term, focusing on cases of Japan. The average number of study
hours outside of class would be roughly 4 hours per week.
【Textbooks】
Thomas G. Weiss and Rorden Wilkinson (eds.) 2018, International
Organization and Global Governance (Second Edition), Routledge:
LondonThomas Risse, Tanja A. Borzel, and Anke Draude (eds.) 2018, The
Oxford Handbook of Governance and Limited Statehood, Oxford:
Oxford University Press【References】
David Levi-Faur (ed.) 2012, The Oxford Handbook of Governance,
OUP: Oxford(* particularly the section on Global Governance)
Jan Aart Scholte, 2005, Globalization: a critical introduction,
second edition, revised and updated, London: Red Globe Press.
Ramesh Thakur 2016, The United Nations, Peace and Security:
From Collective Security to the Responsibility to Protect, CUP:
Cambridge
Michael Barnett, 2009, The International Humanitarian Order(Security and Governance), Routledge: London
Colin McInnes, Kelley Lee, and Jeremy Youde (eds.)
2018
The Oxford Handbook of Global Health Politics, Oxford: Oxford
University Press.
Ahmed Shafiqul Huque and Habib Zafarullah (eds.)
2005,
International Development Governance, CRC Taylor and Francis
Brian C. Smith, 2007, Good Governance and Development,
Macmillan
Alexander Betts (eds.) 2011, Global Migration Governance, OUP:
Oxford【Grading criteria】
Participation (i.e. active engagement in the discussions at class)20%
Presentation 20%
Final test/essay 60%* Students’ communication skills, critical analytical skills, andoriginal ideas will be evaluated.
【Changes following student comments】
N/A【Equipment student needs to prepare】
Access to good internet connection— 310 —

発行日：2021/5/1【Others】
The instructor has practical experience in working for theJapanese government (Ministry of Foreign Affairs and Ministryof Justice) and UN agencies (UNHCR and IOM) in the areasof migration, asylum, and human rights for about 15 years.
The instructor’s knowledge and perspectives gained through thepractical experience will be shared with the students.
【None】
None— 311 —

発行日：2021/5/1
Week 5

ECN300LE

Advanced Economics
Week 6

Samuel KWABENA OFORI
Credit(s)：2 ｜ Semester：春学期授業/Spring ｜ Year：3〜
4
Day/Period：水 5/Wed.5
Notes：< GIS students > Cross-listed in ESOP, Prerequisite:
Microeconomics II and Macroeconomics II他学部公開：

グローバル：

成績優秀：【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.
【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.
*Note : This course will be conducted fully online.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

Week 3

Week 4The Nature and Roleof Intellectual
Property

The Measurement of
Innovation and
Productivity

Week 8

実務教員：【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.

【Schedule】
No.
Theme
Week 1 The Nature andImportance ofInnovation
Week 2 The Nature andImportance ofInnovation

Week 7

Contents
Introduction to the course
What is Innovation?
Stages of Innovation
Basic concepts in Innovation
Process and Product Innovation
Incentives to invent andInnovate
Why Intellectual Property Rights(IPRs) are awarded?
Main Forms of Intellectual
Property Rights :Patents, Trademarks, Copyright,
and Designs
How firms Can benefit from IPRs
IPR strategies
Innovation Surveys
Assessing the Inputs toInnovation
Innovation Index
R&D Expenditures
Partial and Total Factor
Productivity

Week 9

Week
10

Week
11

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 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】
Swann, Peter.G. M. (2009). The Economics of Innovation An
Introduction.Edward Elgar Publishing.
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[ Students are not required to purchase textbooks]【References】
None【Grading criteria】
Evaluation is based on Homework/Assignments
Project(20%), and a Final Exam (30%)(50%),【Changes following student comments】
Not applicable.
【Others】
This course requires students to have intermediate knowledge of
economics and business.

— 312 —