本講義では、身体の動作に関わる機能解剖学、生体工学、神経・筋の仕組みと働きについて学習する。
（1）身体の機能解剖
（2）腱組織の身体活動への貢献
（3）スポーツスキル向上のための身体重心や慣性モーメントの理解
（4）身体動作獲得のための学習過程
（5）対人競技における戦略
これら講義から、我々の運動（あるいは動作）がどのような制御則に基づいているのか？それはどのような機序なのか？について学習する。そして、運動やトレーニングを運動科学的に解釈し、学生諸君それぞれの目的（健康増進やスポーツ競技成績の向上）に応じた運動プログラムを考察する。

身体運動の制御則を科学的に理解し、その知識をもとに自らの日常生活あるいはスポーツ活動に還元することを目標とする。
身体動作の不思議さを感じてもらいたい。

【運動科学について（イントロダクション：授業回数1回】
コンピューターの進化により、近い将来、「AIが人間を支配する」時代が来ると言われてる。しかし、AIで我々の身体を制御することは極めて困難である。その理由は、身体を制御する仕組みが不明であること、それを再現することが不可能であるからである。「運動科学」は身体を制御する仕組みを解明する学問領域である。初回は、「運動科学」の授業内容についてのイントロダクションを行い、我々の運動を科学的に解釈する意義を考えたい。

【動きの解剖学：授業回数3回】
我々の身体運動は、筋活動による骨格の回転運動により起こる。まず、関節の回転運動を理解する。下肢の筋（大腿四頭筋やハムストリングス）の機能について理解する。我々の肩の動作は莫大な自由度を有する。この肩関節の大きな自由度を可能にしているのが、肩関節およびそれをまたぐ筋の特性である。肩関節の複雑な構造を理解する。解剖学は大学になって初めて触れる学問領域であるため、動きの解剖学に関する復習と補足を行う。

【腱の身体動作への貢献：授業回数1回】
我々の日常生活における動作は、非常に効率の良い運動である。これは、腱組織における弾性エネルギーの再利用が直接関連する。また、カンガルーを見ても分かるように、爆発的なパワーを長時間発揮するためにも腱が重要な役割を担う。ここでは、さまざまな身体活動中の筋腱複合体の動態から腱組織の役割について学習する。

【動作スキルの向上：授業回数4回】
身体運動中の「身体重心」「慣性モーメント」「反力」を上手く利用することが、動作スキル向上に関与する。ただし、「身体重心」「慣性モーメント」「反力」は目で見ることができないため、これら変数と運動との関連を日常生活で感じることは難しい。
まずは、「身体重心」「慣性モーメント」の求め方を理解し、一流選手は身体重心や慣性モーメントをどのように利用しているかを理解する。そして、身体重心・慣性モーメント・反力を利用して、スキル向上にどのようにつなげるか考察する。

【立位と歩行動作：授業回数2回】
我々は何気なく立ち・歩いているが、これらの動作は極めて困難な作業である。すべての身体動作（スポーツ動作を含む）には、この立位と歩行の制御が関わってくる。我々の動作を理解するための、立位と歩行の制御則を学習する。

【動作の獲得：授業回数2回】
例えば、スポーツ活動において、新しい動作を獲得するためには練習を工夫する必要がある。どのようにしたら新しい動作を獲得できるのか？どうしたら精度の良い動作を獲得できるのだろうか？この動作獲得のプロセスを運動学習の観点から理解する。

【スポーツの戦略：授業回数1回】
相手を抜きさる（フェイント）および防御する、などスポーツの戦略について科学的に理解を深める。例えば、相手の突破を防御するためには、相手のどこを見て突破する方向を予測するか？相手を抜き去るとき、身体をどのように操作するか？この様な対人競技における駆け引きに関する学術研究は少ないため、これまでの運動科学の授業で学習した生理学・物理学的観点から法則性を見出す。

【フィードバック：1回】

特になし

平常点50点（小テストを4回〜5回）とテスト50点（最終週に実施）により総合的に評価する。
詳細は、初回授業にて説明する。

授業の前週の金曜日に授業で使用するスライドをKULASISにアップロードします。
生理学的用語や解剖学用語について予習をしておくこと。

The course will help students develop presentation skills for academic settings. More specifically, students will learn how to make successful speeches that incorporate quality slides with the appropriate poise for
academic contexts.
学術に必要なプレゼンテーションスキルを向上させます。効果的なスライドを提示させながらスピーチをするスキルを中心とします。

By the end of this course, students should be able to: (1) recognize the characteristics of successful presentations; (2) incorporate techniques learned in class into their own presentations; (3) create and deliver
coherent presentations from the introduction to the conclusion; and (4) give presentations with greater fluency and confidence.

Week 1: Orientation and goal setting for the course
Week 2: Elements of good presentations: voice, eye contact, gestures, etc. - Part 1
Week 3: Elements of good presentations: voice, eye contact, gestures, etc. - Part 2
Week 4: PowerPoint slide design - Using PowerPoint effectively
Week 5: Presentation types - Informative vs Persuasive - Part 1
Week 6: Presentation types - Informative vs Persuasive - Part 2
Week 7: Mid-term presentations
Week 8: Elements of a good introduction
Week 9: Body of a presentation - Part 1
Week 10: Body of a presentation - Part 2
Week 11: Elements a good conclusion
Week 12: Review of the course
Weeks 13-14: Final individual presentations
Feedback

特になし

The grading policy will be as follows:
Short presentations 30%
Active class participation 30%
Final presentation 40%

Students are expected to watch videos or read materials outside of class in order to prepare for class discussions. Students are also expected to prepare adequately for all presentations.

The purpose of Academic Discussion is to equip learners with the necessary communication skills to engage with the academic community, expand their intellectual interests, and improve critical thinking skills. Current topics from the humanities, social sciences and natural sciences will be explored from an interdisciplinary perspective with a primary emphasis on academic speaking and listening. Students will be expected to express their ideas in various types of settings (i.e. group discussion, debate, presentations) and prepare for these exchanges by listening to and viewing audio and video materials outside of class.

A central part of this course will be group discussions. Therefore, active participation of students is crucial to the success of this course. Regarding academic speaking, students are expected to exercise their ability to express their views in discussions and debate, as well as improve comprehensibility through pronunciation practice. Regarding academic listening, students are expected to perform self-directed listening tasks using various types of audio and video recordings. These materials will be used to provide additional information to feed in-class discussions. Presentations will be considered in the assessment of students for the completion of this course.

本授業は，学術コミュニティにおいて必要とされるコミュニケーション能力を身につけ，知的好奇心を広げ，批判的思考力を向上させることを目的とする。人文学・社会科学・自然科学の最新のトピックについて，スピーキングとリスニング技能の育成に焦点を当てつつ，学際的な視点から探求する。指定の音声・動画教材を予習し，様々な授業内活動（グループディスカッション，ディベート，プレゼンテーション）で意見交換することが期待される。

本授業では，グループディスカッションが中心的な活動となるため，積極的な授業参加が求められる。アカデミックスピーキングに関しては，発音練習を通して理解されやすい話し方を身につけるとともに，ディスカッションやディベートで意見を表現する能力を育成する。アカデミックリスニングに関しては，様々な種類の音声・動画素材を用いた自学自習が必須であり，これをもとに授業内活動を行う。プレゼンテーションを成績評価の一部とする。

By the end of this course, students will be able to:
-initiate and maintain a conversation
-articulate a complete idea relating to a specified topic
-respond to other classmates' ideas and opinions
-manage a conversation in various settings using discussion strategies, such as agreeing/disagreeing, asking for clarification, changing the topic, etc.
-present and support opinions in a logical manner
-paraphrase an idea in order to clarify or verify information
-orally summarize ideas from in-class discussions and listening materials
-demonstrate comprehension through verbal and non-verbal cues in conversation
-identify the purpose of statements and supporting information in oral discourse

The course will cover both student-selected and teacher-selected topics. Classes will rotate between student-led discussions and specialized lectures prepared by the instructor. The order and number of classes for each topic will depend on student enrollment and progression in the course.

1 - Introduction and course overview
2 - Listening strategies & practices
3 - Discussion strategies & practices
4 - Topic specific discussions
5 - Topic specific discussions
6 - Topic specific discussions
7 - Student-led discussions
8 - Student-led discussions
9 - Student-led discussions
10 - Student-led discussions
11 - Panel discussion preparation & Presentation workshop
12 & 13 - Panel discussion presentations
14 - Review and course wrap-up
15 - Feedback

特になし

Evaluation will be based on active participation in class (30%), listening participation (outside of class) (20%), speaking assessment (15%), performance self-assessment (20%), presentations (15%)

The speaking assessment format will be determined based on student enrolment. Presentations will be in the form of a group panel discussion to allow students to practice conference-like presentation skills.

Students are required to listen to assigned and self-selected materials outside of class, reflect and comment on the themes presented in these materials, and prepare discussion points for in-class participation. Relevant materials will be made available to students through email as the course progresses.

Class correspondence will be via mailing list. Students are advised to use digital materials for work outside of class. Instruction on use of digital materials will be given in the first few weeks of class.

Value, Meaning, and the Shape of a Life

What makes something valuable?
How do norms, ideals, and social expectations shape our judgments and actions?
How do people make sense of their lives in the face of conflict, loss, regret, and hope?

This course introduces philosophical reflection on value, meaning, and normativity as they arise in human life. Rather than treating values as abstract objects or fixed rules, we will examine how practices of evaluation are embedded in action, social life, and self-understanding. Particular attention will be paid to how character is formed and assessed, how social norms and relations with others shape responsibility and recognition, and how perception and attention influence what matters to us.

The course explores how values are expressed, challenged, and revised over time, and how individuals make sense of their lives through patterns of action, response, and reflection. Drawing on examples from personal life, shared practices, and everyday decision-making, students will encounter influential ideas from twentieth- and twenty-first-century philosophy that continue to shape contemporary debates about value, meaning, responsibility, and transformation.

No prior knowledge of philosophy is assumed. Lectures will use PowerPoint. Each class will consist of approximately 60 minutes of lecture followed by group discussion and the use of a shared document to facilitate interaction. Active participation during the lectures is encouraged.

By the end of this course, students will be able to:

Understand central philosophical questions about value, normativity, and meaning

Distinguish different kinds of value, reasons, and norms that structure human life

Reflect critically on concepts such as justice, character, regret, hope, and responsibility

Develop skills in philosophical reasoning, interpretation, and discussion

Apply philosophical ideas about value and meaning to concrete examples from everyday life

1-2. Introduction: Value and normativity
What is value?
Norms, evaluation, and justification

3-4. Reasons and ideals
Different kinds of reasons
Ideals and forms of life

5-6. Character and the evaluation of a life
Character, commitment, and responsibility
Evaluating actions and evaluating lives

7-8. Social norms, responsibility, and recognition
Norms, expectations, and social practices
Responsibility, blame, and recognition

9-10. Vision and attention
Seeing, noticing, and salience
The role of attention in ethical life

11-12. Meaning, regret, and hope
Making sense of things
Orientations towards the past and the future

13-14. Change, conflict, and transformation
Value conflict and tragedy
Revision, loss, and growth

15. Feedback class

A good level of English comprehension (listening, reading and writing) is recommended for this course. No previous knowledge of philosophy is presumed, though familiarity with the background concepts of the discipline will be an advantage. All texts will be provided in advance.

Students will be expected to write a short reflection after each class. These will be worth a total of 60% of the grade. The final 40% will be determined by a short essay submitted online at the end of the semester.

Texts to be read for class will be uploaded to LMS in advance. Each week students should expect to read a small amount of philosophy in English.

Communication via email and LMS. Instructors office hours to be found on KULASIS or by enquiry.

This course will introduce students to the social history of technology in modern Japan from 1945 to the early 21st century. Special attention will be paid to the problem of connecting technology to issues of labor, gender, and the environment. Along the way, the course provides an overview of several approaches to science and technology studies (STS).

Greater appreciation for key themes in the history of technology in modern Japan, as well as familiarity with some recent research trends.

1 Introduction
2 Approaching the Course
3-4 Technology in Postwar Japan (1945-1950s)
5-7 High Growth and Technological Dilemmas (1950s-1970s)
8-10 Creating Post-Industrial Japan (1970s-1990s)
11-13 Challenges in the New Millennium (1990-2000s)
14 Conclusion
15 Feedback

特になし

Evaluation will be based on a midterm and a final written exam (40%+60%). Students absent from more than four classes may not be able to pass the course.

Preparation consists of weekly readings, including research articles and historical sources.

私たちはしばしば、美術作品を「読む」という言い方をする。美術作品が「見る」のみならず「読む」対象となりうるのは、何故だろうか。作品を「読む」こと。それは、作品の情報を収集し、整理し、再構成しながら、作品の遍歴と物語を辿る作業である。
制作者、技法、寸法や制作年にはじまり、収蔵先、所蔵者および展示の履歴、修復記録など作品に関連する情報は無数に存在する。これらの情報は、時に、肉眼では見ることのできない在り方で私たちの前に立ち現れることがある。本授業では、主に保存修復学的な手法を用いてさまざまな西洋美術作品（主に絵画）の歴史を読み解き、作品の内外に紐づけられている情報の鉱脈を探り、解釈を重ねることを試みる。

1．芸術学特有の基本的な用語や考え方を理解する
2．作品に親しみ、名称、作者、時代、表現の特徴や影響関係について理解し、知識を深める
3．1と2を踏まえて、それぞれの作品及び作者の個性や、時代、社会との関わりなどについて考え、自らの言葉で説明することができる力を身につける
4．情報の収集の仕方、また、確実な情報に基づく調査研究の方法を学び、自らの考えを論理的に組み立てる方法を実践的に身につける

第1回：イントロダクション
第2回：ヨハネス・フェルメールの下層──キューピッドの再登場
第3回：パブロ・ピカソと主題の変更──支持体のリサイクル
第4回：ジョルジュ・ルオーと制作のプロセス──作品はいつ「完成」するのか？
第5回：ディエゴ・ベラスケスとヴァンダリズム──切り裂きと塩酸
第6回：レンブラント・ファン・レイン作品の再創造──AIの自画像
第7回：クロード・モネと半壊した画布──返却された絵画の修復
第8回：フランシスコ・デ・ゴヤの下層──「黒い絵」シリーズをめぐって
第9回： ヴィンセント・ファン・ゴッホと遠近法──定められたイメージを超えて
第10回： ウィリアム・ターナーとジョン・コンスタブル──裏面の記述
第11回：レオナール・フジタの乳白色──レシピの再現
第12回：エドヴァルド・ムンクの作品保管法──損傷の予知
第13回：ピエト・モンドリアン──構図の変更
第14回：ゲルハルト・リヒターの写真と描画──作品の制作過程を考える
第15回：フィードバック

特になし

成績は平常点５０％（毎回授業後のコメントシートの提出）、学期末レポート５０％で評価する。

授業中に指示します

授業前後の時間に対応します。
個別の連絡手段（メールアドレスなど）は初回の授業の際に伝えますので、必ず出席をお願いします。

In today’s global community, how should a person conceptually prepare herself to be an effective “intercultural” communicator? Inconceivable even a decade ago, this era has witnessed tremendous transnational cultural flows -- of people, practices and products -- as well as local cultural complexities. Each not only encounters her own cultural intricacy, but also needs to effectively operate in culturally-complex contexts -- no matter in the cyber or physical spaces. These contexts range from the home and neighborhood; to places of work, worship and recreation; and to regions and the world.

For this academic year, the guiding concept for both Intercultural Communication I and II will be “cultural fluency.” The two courses will be based on the second edition of my Thai book: "Light, Water and Rice Stalk: Cultural Fluency for Alterity" (2020). There are four sets of topics, the first two of which will be explored in Intercultural Communication I, and the latter two in this course:

Part 1. “Cultural Fluency,” Difference and Voice
Part 2. Basic Elements of “Cultural Fluency”: AHA
Part 3. Listen to Others, Listen to Otherness
Part 4. Light, Rice Stalk and Cultural Fluency

The two courses explore concepts, theories and events as well as employ sounds (melodic or not) and images (moving or otherwise) -- as pedagogical tools -- to deepen students’ understanding of effective "intercultural communication."

Since these two courses are predominantly conceptual/theoretical, they aim to enable students to develop a set of conceptual abilities to think through processes of “intercultural communication.” Students will, therefore, be doing a large amount of reading, discussing, and finally writing. (Note: All the readings can be accessed through LMS.)

Week 1:
- Introduction and Course Queries

Part 3. Listen to Others, Listen to Otherness

Part 3.1. A Child, Death and A Mother

Week 2:
- A Child, Death and A Mother

Part 3.2. Water & Becoming

Week 3:
- The Daodejing
Week 4:
- Smooth Space & On Influence-1
Week 5:
- Smooth Space & On Influence-2
Week 6:
- 1st Quiz and Review
Week 7:
- “Before the Law”
Week 8:
- Future, Justice and Fluency
Week 9:
- Speech & Trauma
Week 10:
- 2nd Quiz and Review

Part 3.3. Memory, Hearing and Listening

Week 11:
- Soundscape
Week 12:
- Listening
Week 13:
- Memory, Otherness and Violence
Week 14:
- 3rd Quiz and Review


Part 4. Light, Rice Stalk and Cultural Fluency

Week15:
- Feedback Session
- Course Summary: Light, Rice Stalk and Cultural Fluency

1) Good level of English language ( TOEFL ITP score ≧525) is required (the full score is 677). (For more information on how to convert the score, among others, see: https://theedge.com.hk/conversion-table-for-toefl-ibt-pbt-cbt-tests/)

2) Comparatively speaking, this course is both reading-intensive and writing-intensive. Thus, any students who plan to take too many courses in this semester will have a hard time fulfilling this course’s requirements.

3 Quizzes

Week 6: 30%
Week 10: 30%
Week 14: 40%

Notes: Since this course is predominantly conceptual, students will be expected to demonstrate their conceptual understanding. The quizzes’ questions will ask students to: a) define some of this course’s key terms; b) apply those terms to analyze certain social realities in light of the course’s overall theme -- i.e., “cultural fluency”. Throughout the semester, therefore, each student must ensure that s/he will adequately have a good conceptual grasp of those key terms.

Students will study each week's prepared PowerPoint slides as well as reading assignments before class time in order to effectively engage in class discussion.

Consultations can be arranged as needed.

The topic of this course is "Narrative Art in Ancient China," and it focuses on artistic productions with narrative content. In other words, it will explore works of art that illustrate stories. These stories may originate from religious backgrounds or be derived from legends, myths, or literature. As we trace the historical evolution of Chinese art, we will examine various forms of narrative art and the diverse methods employed by artists to convey notions of time and space. These methods may vary based on factors such as cultural background, aesthetic preferences, and the intended function of the art objects, among others.

The course aims to enable students to develop art historical skills for identifying subjects and content in ancient Chinese art while fostering a broader understanding of the artistic production process within the historical and cultural context of the period under examination.

1. General introduction to the course
2. Modes of narration in art (I)
3. Modes of narration in art (II)
4. Time and space in Chinese art
5. Chinese visual narratives (I): Mythological stories
6. Chinese visual narratives (II): Historical narratives
7. Chinese visual narratives (III): Didactic stories and exemplar biographies
8. Chinese visual narratives (IV): Poetic narratives
9+10. Museum visit (equivalent to two classes and scheduled for a weekend day in late November or early December)
11. Buddhist narratives (I): Jataka and avadana stories (previous lives of the Buddha)
12. Buddhist narratives (II): Buddha's life stories
13. Buddhist narratives (III): Buddha’s life stories
14. Summary of the course
≪Final examination≫
15. Feedback (upon request)

No special prerequisites. A general knowledge on the history of China, although not compulsory, is recommended.

Attendance and participation are required for unites 2-13.
Evaluation is determined by the following components:
Preparation and participation in class activities, as well as active engagement in class discussions (30%); Participation in the museum excursion and related activities, including the submission of a short report (20%); Performance on the final exam (50%).

Students will be provided with the relevant literature of the topic taught for reviewing the lessons.
Class activities may necessitate prior preparation or subsequent follow-up, often including small research assignments or readings for in-class discussion.
As part of the course, there is an excursion for a museum visit, typically scheduled on a weekend day in November or December (either a Sunday or a Saturday, depending on the museum). This excursion usually takes about 2 to 3 hours, and the exact date will be announced in class. Please note that this excursion is equivalent to two class sessions and entails the submission of a short report.
Final exam preparation is based on provided materials and class notes.

Receiving hours for students: by appointment.
Students participating in the museum visit should have the "Personal Accident Insurance for Students Pursuing Education and Research" (学生教育研究災害傷害保険) coverage. For the museum visit, students are responsible for their transportation expenses.

民俗学とは、人間の「せつなさ」と「しょうもなさ」に寄り添う学問ではないかと思う。普通の人々が日々の暮らしのなかから創り上げ、承け伝えてきたコトバ、モノ、ワザといった営みの総体、そしてその結果として存在する「私たち自身」を「民俗資料」と名付け、そこから、文字資料には決して書き残されることのなかった普通の人々の歴史を探ることを試みる学問である。本講義は、民俗学の目的と方法を学史的に概略した上で、人生儀礼、信仰行事、口頭伝承、等々の個別分野を論じる予定である。

民俗学の基本的な考え方を理解し、聞き書きなどの初歩的な実践方法を習得することを目指す。

　１．使用上の注意　　　　　　　　　　
　２．民俗学の歴史　　　　　　　　　
　３．民俗学の方法　　　　　　　　　　
　４．そだつ—人生儀礼—　　　　　　　
　５．めとる—婚姻—　　　　　　　　　
　６．とむらう—葬送—
　７．期末レポート作成の注意１
　８．いのる—信仰—
　９．まつる—年中行事—
１０．おどる—民俗芸能—
１１．期末レポート作成の注意２
１２．つたえる—口頭伝承１—
１３．なづける—口頭伝承２—
１４．ものがたる—口頭伝承３—
１５．まとめ（フィードバック）

衣食住、経済生活、社会組織を扱う「民俗学Ⅰ」は前期に開講する。

授業中に課すミニ・レポート（40点）および「聞き書き」を課題とする期末レポート（60点）によって評価する。詳細は講義中に指示する。

・履修前には、十数年分の「人生経験」があればよい。
・授業後に、講義内容に関連して各自の生活体験を報告する「ミニ・レポート」が課される。「簡単に済ませようと思う」なら10分とかからず作成可能である。
・期末レポートでは初歩的な「聞き書き」が課される。これも「簡単に済ませようと思う」なら１時間程度の調査と半日程度の文章作成で可能である。
・もちろん、「簡単に済ませようと思わない」ならこの限りではない。そして学問とは、むしろそのような営みであるはずだ。

知的好奇心の旺盛な受講生を歓迎する。また、民俗学に限ったことではないが、学問を学ぶ以上、「事実と論理」の前にひざまづく覚悟が肝要である。

This class will focus on non-human primates (prosimians, monkeys, apes) and why they are of particular interest to biologists, anthropologists, and psychologists. Students will learn about the distribution of primates, their socio-ecological strategies, social systems, cognitive abilities and welfare. Observational and experimental investigations of these and related phenomena will be reviewed and analyzed. The aim is to investigate the ecological and psychological status of primates in today's world. The course also aims to provide students with the opportunity to communicate about primates in English.

The class aims to help students acquire knowledge about the evolution of primates - their structure, social and nonsocial behaviour, and how they adapt to changing environmental circumstances, and to use written and spoken English to express their knowledge.

1. Introduction to Primate Behaviour and Cognition
2. Primate Diversity
3. Primate Habitats
4. Primate Diet and Feeding Adaptations
5. Early Influential Primate Studies I
6. Early Influential Primate Studies II
7. Early Influential Primate Studies III
8. Mid-term Test and Review
9. Primate Communication I: Visual and Tactile
10. Primate Communication II: Olfactory and Auditory
11. Primate Social Behaviour I: Social Organization
12. Primate Social Behaviour II: Dominance Hierarchies
13. Primate Intelligence
14. Primate Welfare
15. Course Feedback

Please note that the order and content of specific classes may change.

特になし

Assessment will be based on two components as follows:

1) A mid-term test consisting of 25 multiple-choice questions (each worth 1%) and five short-answer questions written in the students' own words (each worth 5%) (Total: 50%)

2) A final exam consisting of 25 multiple-choice questions (each worth 1%) and five short-answer questions written in the students' own words (each worth 5%) (Total: 50%)

Students are expected to review the lecture handouts after each class, and to consult other sources (books, journals, appropriate websites).