In modern society, the risk is prevalent and populations and communities are increasingly exposed to natural hazards and environmental risks. Increasing risk awareness and encouraging preparedness in the community requires effective risk communication. Nevertheless, risk managers, city authorities, and environmental risk regulators often find it difficult to communicate risks effectively to the public. Because risk is socially and culturally constructed. The purpose of this course is to explain how planners and practitioners can design and implement communication plans related to environmental risks and disasters.

This course has the following objectives:

1. To introduce basic knowledge of risk communication.

2. To introduce the theories and approaches of risk communication.

3. To gain practical knowledge of risk communication strategies from real-life case studies on disaster and environmental risks.

Week 1: Why to study risk communication? Principles of risk communication.
Week 2: Risk: hazards, exposure and vulnerability.
Week 3: Factors affecting effective risk communication: organization, emotional and social.
Week 4: Cultural theory of risk.
Week 5: Cognitive and heuristic approach for risk communication.
Week 6. Mental model and social amplification of risk.
Week 7: Analyze the audience: minds, attitude and behavior of risk preparedness.
Week 8: The process of developing effective risk communication message.
Week 9: Emergency early warning and evacuation behavior.
Week 10: Risk communication channels and techniques
Week 11: Preparing risk communication plan.
Week 12: Response to risk communication: Household disaster preparedness.
Week 13: Implementing risk communication plan.
Week 14: Successful risk communication strategies and systems: Learning from best practices.
Week 15: Final presentations and examination.
Week 16 : Feedbacks.

特になし

Group Assignment and presentation 2 (30 points X 2 = 60 points)
Open Book Examination 1 (40 points)

- prepare and review class contents, reading textbooks.
- complete short assignments on a regular basis.

Students who want to talk to the instructor must make arrangements in advance by email.

This course provides an introduction to approaches to and topics in Japanese education. The course examines the characteristics of schooling in Japan from the past to today, and includes analysis of contemporary issues in education.

"Education" has several functions: it transmits values, culture, and customs while at the same time instilling societal rules, and selecting individuals (for example through examinations) and allocating them in a certain position within the society. We will study how these social functions operate in Japanese society by comparing Japan's educational system with that of other countries. Students are encouraged to share their own knowledge and experiences.

Class will be interactive, mixing both lectures and discussions with activities, including a field trip, either virtual visit or real visit depending on the situation, to a local school. Throughout the whole course, students will have opportunities to take a close look at what is happening and what has happened in Japanese society by examining Japanese education from various perspectives.

・To gain knowledge and understanding of the characteristics of Japanese education through comparisons with other countries and students' own experiences.
・To develop interest and skills to participate in discussions with classmates from various cultural backgrounds.
・To develop skills in critical analysis through structured reading, written assignments, and a field observation.

Topics
1. Introduction to approaches to education (Session 1)

2. Overview of Japanese education system (Session 1-2)

3. Characteristics of Japanese education (Session 2-9)
(1) Historical background for understanding contemporary Japanese education
(2) Egalitarianism in Japanese elementary education
(3) Ability grouping and effort-ism (Spirit of “Gambaru”)
(4) Individualism and group harmony
(5) Life of adolescents - Roles of Japanese school clubs, functions and culture of cram schools, teacher-student relationships, school-family relationships.
(6) Entrance examinations
(7) Transition from school to work

4. Observation in real educational settings: field trip to a local school (method of the visit and date to be decided)

5. Contemporary education issues (Session 10-14)
(1) Japanese educational problems: a historical overview
(2) Ijime (Bullying) and Futoko (Truancy, Non-attendance)
(3) Over-demanding parents
(4) Language education
(5) Studying abroad

6. Feedback (Session 15)

特になし

Participation in class activities (30%), Mid-term report (book review) (30%), and Final report (40%)*.
*For the final report, students may choose one of the following assignments: (1) A report on observation at school site or (2) An analysis of a personal educational history (In-depth Interview).

授業への参加(30%)、中間レポート（文献紹介）(30%)、期末レポート(40%).

・Students are expected to complete the reading assignments and actively participate in class discussion every week.
・Students are required to give a 10-15 minute presentation on one of the selected reading assignments as a small group.

During one of the classes between Session 7 and Session 9, we will visit or virtually visit a nearby local elementary school for a participant observation. Students will need to cover any necessary transportation fees and enroll in the Personal Accident Insurance for Students while Pursuing Education and Research.
第７回〜９回のうち１回は、小学校実習を行う予定である。訪問の方法はその時の状況によって判断する。旅費（交通費）が必要な場合、原則として受講生の負担となる。学生教育研究災害傷害保険に各自加入しておくこと。

※
このクラスは英語で行われますが、E2科目ではありません。例年、留学生が受講しており、多様な文化的背景の学生が共に学ぶ機会となっています。

What makes you you? Is personality or the situation more powerful in shaping how people think and act? Why are some people capable of “evil” behavior? What does the world look like from the perspective of a newborn baby? Do movies accurately portray mental illness? How do we treat psychological disorders ?

Psychology is the scientific study of the brain, the mind, and behavior. This course surveys psychology’s classic and modern research findings, methods, and real world applications, to answer these philosophical questions and more about what it means to be human. Psychology II will focus on main applications and subfields inside psychology.

By the end of this course, students will be able to:
1. Tell a story about the major themes in psychological science, such as the nature-nurture or person-situation debate, and use psychological concepts at the individual and social level to illustrate these themes.
2. Interpret and apply classic research findings, schools of thought, and methodological approaches from personality, developmental, social, and clinical psychology for real world issues.
3. Discuss how different sub-fields in psychology connect together to explain what it means to be human.

This course also develops students’ communication and critical thinking skills in English.

With advanced notice to students, the instructor may make minor adjustments to the schedule below as required.


1 Course welcome and topic introduction
2 Developmental Psychology I: Focus on early life
3 Developmental Psychology II: Focus on later life
4 Personality and the self
5 Social Psychology I
6 Social Psychology II
7 Social Psychology III
8 Midterm
9 Clinical Psychology I
10 Clinical Psychology II
11 Clinical Psychology III
12 Health Psychology
13 Cultural Psychology
14 Review week
15 Final examination
16 Feedback week

The course format includes interactive lectures. The course uses brief demonstrations (experiments, interactive activities, short film) to illustrate concepts. Course time may also include small group discussion and time for questions & answers.

特になし

Written mid-term examination consisting of multiple choice and open-ended questions= 30%

Written cumulative final examination consisting of multiple choice and open-ended questions= 40%

For both exams, raw score grading [0-100] system is used.

Class activities - 30%

Optional extra activities such as reports and participation in research may be introduced during class. These activities may provide additional points to the final grade.

To make satisfactory progress in the course, students will be expected to spend approximately 90 minutes each week outside of class reviewing lecture materials, class notes, and the online textbook.

Walk-in office hours will be available each week. Students may use office hours to discuss course material or for other general questions, such as studies. Students are also welcome to make appointments for office hours by emailing the instructor in advance and arranging a mutually convenient time.

The time and location for walk-in hours will be announced in week 1. Instructions for how to contact the instructor by email will also be announced in week 1.

Work is a central institution of modern capitalist societies, and sociology plays a central role in its analysis. During this lecture, several core theories, case studies, and international comparisons of labor markets and industries are presented, analyzed and discussed. Students learn about the histrocial development of industrial societies, the current postindustrial labor institutions, the specificity of the Japanese labor market, the sociopolitical construction of several markets, and the welfare regimes in different countries. Students acquire a sound knowledge about important sociological theories on work, and in parallel they understand the development of capitalist societies from the 19th century until nowadays.

The course aims at understanding the basics of sociology of work, so that students develop a critical sense about the functioning and the social functions of this institution. Students will therefore acquire knowledge on several approaches and theories dealing with the role of work in our modern capitalist societies. Several case studies will also be introduced to illustrate these approaches.

Week 1. Introduction
Week 2. Theories of Work and Organizations
Week 3. Taylorism, Fordism, and the Industrial Society
Week 4. The Sociopolitical Construction of Markets
Week 5. Firms and Corporations
Week 6. The Emergence of Service Industries (1)
Week 7. The Emergence of Service Industries (2)
Week 8. Review Class
Week 9. The EU Single Market and Labor Issues
Week 10. Labor & Industrial Relations in Japan (1)
Week 11. Labor & Industrial Relations in Japan (2)
Week 12. The Dual Labor Market (1)
Week 13. The Dual Labor Market (2)
Week 14. Conclusions

The lectures will be delivered in English. There are no prerequisite to take this course, though it would be better to have some basic sociological knowledge.

Final report (70%), class attendance (30%)

During each class, the first ten-fifteen minutes are dedicated to the review of the previous class. Students are asked to prepare each lesson on a weekly basis.

Students should email the teacher to make an appointment.

本授業では、地理情報システム（GIS）に初めて触れる受講生を想定して具体的なデータを用いてGISの入門的・基本的な分析手法に関する実習を行う。これにより、地理学の研究遂行に必要な地図作成能力や地理情報の分析に関する基礎的能力を習得することを目標とする。また、作図や分析の結果を受講生どうしで共有して意見交換を行うことで、より適切な地図表現やプレゼンテーション能力を涵養する。実習にあたっては、WebGISおよび無料のソフトウェア、データを使用して授業を進める。

GIS（地理情報システム）の原理や方法を理解し、GISを用いた基礎的な地図作成能力および分析手法を習得する。

受講生の人数や進度に応じて、回数や順番を変更する場合がある。

第１回　授業概要：地図とGIS
第２〜14回　以下の内容についてそれぞれ1〜2回をかけて実習を行い、適宜受講生によるプレゼンテーションとディスカッションを取り上げる。
GISの基本操作
地理空間情報の取得
空間データの構造と視覚化
統計地図の作成と注意点
距離・面積の測定
アドレスマッチング
ジオリファレンス
地形データの入手と地形表現
空間検索
バッファリングと空間分割
第15回　フィードバック

実習は、Windows環境を想定している。基本的なWindowsの操作方法を理解していることが望ましい。

平常点100％（実習への参加と課題提出40％、プレゼンテーション40％、グループワークまたはディスカッションへの参加状況20%）

事前に配布した資料を用いて事前学習を行い，授業後には復習・自習を行って実習内容の確認または課題を行う。

実習指導および質疑応答に適切に対応するため、上限を15名とする。とくに履修を希望する学生には事前課題による「教員推薦」を行う予定。
この授業ではパソコンを利用する。USB メモリなどの外部記録装置を各自用意して持参すること。
実習は、Windows環境を想定している。
GISソフトは無料のものを用いる予定なので、私有のパソコンで予習や復習をすることを推奨する。ただし、パソコンのスペックによってはデータ処理に時間がかかる可能性もある。
毎回の参加とグループワークやディスカッションへの積極的な参加が求められる。

冷戦終結後、資本主義だけが残った。世界のほぼすべての国で資本主義システムが採用されたが、そのことが新たな問題を引き起こしている。二〇〇八年の世界金融危機後、先進国の経済成長率は大幅に鈍化し、「長期停滞」に突入しているという見方が広がっている。多くの途上国が成長したことでグローバルな南北格差は縮小したが、国内の所得格差はどの国でも拡大傾向にある。金融化の影響で資産バブル、とりわけ住宅・不動産バブルが各地で起きており、今後新たな危機の引き金となる可能性が高い。こうした現代の資本主義にまつわる諸問題を、歴史的、理論的に考察するのが本講義の目的となる。

世界経済の現状について基本的事項を理解し、および現代の資本主義が直面する諸問題についての理解を深める。

以下のトピックを取り上げる。なお項目毎の回数は固定的なものではなく、進行状況に応じて適宜、修正される。

（１）資本主義の危機とは何か？【３回】
一九三〇年代、七〇年代の危機と比べた時、現代の経済危機にはどのような特徴があるのか。歴史を振り返りつつ解説する。

（２）経済成長と長期停滞【４回】
近代的な経済成長はどのような背景で起きたのか。また、最近の先進国で見られる経済停滞は、どのような要因によるのか。複数の学説について解説するとともに、近年の「脱成長論」についても取り上げる。

（３）格差・不平等の拡大【４回】
格差や不平等の拡大が起きている歴史的・理論的な背景と、最近のポピュリズム政治の関係、また現代の教育システムとの関連についても解説する。

（４）金融化と資産バブル【３回】
資本主義の歴史につきものの資産バブルについて、日本のバブルやリーマンショック前のアメリカのバブルを事例に解説する。その上で、危機後に行われた実験的な経済政策の今後について考える。

授業回数はフィードバックを含め全15回とする。

特になし

レポート試験（３０００字程度）によって評価する。

レポートの作成にあたっては統計資料の活用と講義中に指示する参考文献の読解が不可欠となる。

This course is an introductory undergraduate course that teaches the fundamentals of macroeconomics and application of economics concepts. It provides a solid foundation for macroeconomic analysis and thinking that can last throughout their education and subsequent professional careers.

After completing this course, students should have developed a range of skills enabling them to understand economic concepts and use those concepts to analyze specific questions.
By the end of this course, students should be able to understand economic growth, recession/booms, un-/employment, de-/inflation, and the financial system.

Course Description:
This course begins with an introduction to supply and demand and the basic forces that determine an equilibrium in a market economy. Next, it introduces a framework for learning about macroeconomics indicator, such as the Gross Domestic Product (GDP) and the Consumer Price Index (CPI). We then turn our attention to specific economic problems such as recessions, unemployment, inflation, international trade etc. The final section of the course provides an opportunity of independent learning. It helps students to deeply understand basic tools of macroeconomics and the way to apply them to real world economic policy.

Content Outline:
1. What is Economics
2. Economic Methods and Questions
3. Optimization, Choice in the World of Scarcity
4. Equilibrium, Demand and Supply
5. Pricing Elasticity
6. The Macroeconomic Perspective
7. Inflation and The cost of Living
8. Economic Growth
9. Employment and Unemployment
10. Money and Banking
11. Monetary Policy and Bank Regulation
12. The International Trade and Capital Flows
13. Students’ Conference on Selected Macroeconomic Topics (I)
14. Students’ Conference on Selected Macroeconomic Topics (II)
15. Feedback

Course Methodology:
The course will use primarily interactive lectures and case studies to help students develop knowledge of “real world” economics. Quizzes will be spread out over the term of the course. The last three lectures will be accompanied by group presentation, all students are required to participate. Group will be required to select a research topic a list of topics presented by the instructor.

特になし

Quizzes (6/10); Presentations (4/10);

- Prepare and review class contents (textbook).
- Complete and submit all assignments, and take quizzes by the assigned due dates.

to be announced

Introduction
For this academic year, both Political Science I and II will be focusing on the political philosophy subfield. This subfield deals with perennial questions and basic problems in politics, which must continuously be examined and inquired, even though most members of political societies often consider them settled and no further arguments needed. Such questions, for example, are: What is a good life? What is a good political society? What is justice? What is power?

Toward the end of Political Science I and II, hopefully, students will: a) possess basic understanding of political philosophy, and will employ such knowledge as a guide to probe more deeply and sophisticatedly on the intertwining relations of three notions: youth, education and utopia; b) realize that the two introductory courses are very crucial not only for their quotidian lives, but also for each as a member of a political society as well as an earthling on this delicate yet fragile earth.

Issue and Approach
In general, the introduction to political philosophy taught in many countries has been dominated by the body of knowledge that only follows various traditions of the so-called “western worlds.” Hence, any attempts to discern basic political problems have predominantly been influenced by such traditions from such worlds. I myself have, to a large degree, been influenced by those traditions, too. Nonetheless, in order for our journey throughout this year to be broader, I have also chosen a few philosophical texts from some traditions of the “eastern worlds.” With limited time, however, we will be focusing only on two of the most important strands of the so-called “Chinese civilization”: classical Confucianism and classical Daoism. Altogether for this academic year, there will be three sets of issues:

Part 1: Love of Wisdom: An Answer for “What is Philosophy?”
Part 2: A Perspective on “Utopia”: Plato’s Republic
Part 3: Human Togetherness (?): Be(com)ing Humans, How should humans be?, and “The Political”

3.1 A Confucian View
3.2 Two Daoist Views
3.3 Social Contract Philosophies

While the first two parts are the contents of Political Science I, the third part is the focus of Political Science II. Students who intend to take only one of these two courses must be clear which tradition they would like to prioritize. If it is the “western”, they should take Political Science I. If it is the “eastern”, Political Science II is their choice.

The two courses aim to enable students:

- To understand some traditions of political philosophy at the introductory level;
- To understand certain views of political philosophy regarding youth, education, and utopia;
- To pay attention, to think and to question our quotidian lives’ surroundings by employing perspectives from political philosophy.

In this course, close reading of the texts is the key method of learning. Students will be trained - at the introductory level -- how to read philosophical texts. We will, therefore, be reading parts of each text, keeping in mind that we will be probing more deeply and sophisticatedly on:

First, the intertwining relations of the three notions: youth, education and utopia.

Second, whether or not humans have to be together?; the difference between being humans and becoming humans; how should humans be?; and different perspectives on “the political”.


Week 1: Introduction and Course Queries


Part 3: Human Togetherness (?):
Be(com)ing Humans, How should humans be?, and “the Political”


• Prologue: History, Philosophy and Knowledge


Part 3.1: A Confucian View – The Lunyu


3.1.1 Classical Chinese Philosophy: An Introduction

Week 2:

- Philosophic and Linguistic Background

Week. 3:

- The Analects (Lunyu)


3.1.2 Reading the Text

Week 4:

- Confucius. The Analects of Confucius, Books 1-4

Week 5:

- Confucius. The Analects of Confucius, Books 5-8

Week 6:

- Confucius. The Analects of Confucius, Books 9-12

Week 7: 1st Quiz and Review (50%)


Part 3.2: A Daoist View -- The Daodejing


3.2.1 Philosophical Treatment et al.

Week 8:

- Wind & the World
- A Prelude
- Historical Introduction

Week 9:

- Philosophical Introduction: Correlative Cosmology (1st Session)

Week 10:

- Philosophical Introduction: Correlative Cosmology (2nd Session)

Week 11:

- Philosophical Introduction: Correlative Cosmology (3rd Session)


3.2.2 Reading the Text

Week 12:

- Ames & Hall. Dao De Jing, Chapters 1-10

Week 13:

- Ames & Hall. Dao De Jing, Chapters 11-20

Week 14:

- Course Summary

Week 15:

- 2nd Quiz (50%)

Week 16:

-Feedback Session

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.

2 Quizzes

1st Quiz: 50%
2nd Quiz: 50%

Notes: Since this is a philosophical course, students will, thus, be expected to evince their philosophical understanding. The quizzes’ questions will ask students to demonstrate their “coming to terms” with this course’s philosophical texts. Throughout the semester, therefore, each student must ensure that s/he will have a sound and solid philosophical grasp.

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 purpose of this course is to introduce students to an international history of East Asia in the period from the Opium War to the end of the Second World War, focusing on China, Japan and Korea. It begins by looking at the impact of the arrival of Western imperialism in the mid-nineteenth century and the response to this in East Asia. It discusses the difficulties provoked by modernization and nationalism in the first-half of the twentieth century, taking in the outbreak of two world wars, the rise of communism, fascism and liberal internationalism. The course will focus throughout on the global transfer of ideas that helped to shape imperialism and revolution in East Asia.

This course has 3 main objectives:
1. Gain a basic background in the history of modern East Asia.
2. Understand how East Asia interacted with nineteenth century ideologies such as Nationalism, Imperialism and Communism.
3. Read and analyze primary source documents and academic articles written in English.

The Class will develop as follows:

1. Introduction

European Imperialism in East Asia

2. The Opium War 1839
3. Rebellion in China 1854-1901
4. European images of Asia: The Yellow Peril

Japanese Imperialism in East Asia

5. The Meiji Empire 1868-1877
6. Imperial control of Korea 1868-1910
7. Opium and the Japanese Empire


Revolution in East Asia

8. The Collapse of the Qing Empire 1911
9. The First World War and Empire in East Asia
10. The Guomindang, the Comintern, and the Chinese Communist Party

Empire and War

11. Japan Italy and Germany: A New World Order
12. The Greater East Asia Co-Prosperity Sphere 1940
13. War and the End of Empire in East Asia

14. Review
15. Feedback

特になし

Evaluation is based on the following:

Active participation in class 20%
Assignments 40%
End of Term Paper 40%

- Those who are absent from four classes or more without good reason will not pass.

Each week students will read and answer questions on an academic article and a primary source document to prepare for in class discussion.

この授業の目的は、西洋文明にとって最も重要な書物といってよい「聖書」を英語で講読することにより、格調高い文章を読みこなす英語力を習得するとともに、聖書に現れる基本的な事柄や思想についてもある程度の理解をすることである。

格調高い聖書の英語を読みこなすことを到達目標とする。

ヘブライ語聖書（いわゆる旧約聖書）の英語訳（数種類）を用い、聖書において現れる主要な人物ごとに（アダム、アブラハム、モーセなど）、関連する箇所を読む。場合によっては、聖書原典のみならず、後代のユダヤ教やキリスト教における聖書解釈の該当箇所も英語訳で読み、参考にする。

１つの人物像につき３回ほど授業を行い、４週目には、その人物像に関する理解を深めるためのまとめのテストを行う。これを繰り返し行い、後期においては３〜４の聖書の主要な人物について学ぶ。

第一回：ガイダンス
第二回〜第五回：テーマ１
第六回〜第九回：テーマ２
第十回〜第十三回：テーマ３
第十四回：総括
第十五回：フィードバック

特になし

毎回の授業への積極的な参加（十分な予習、自発的な発言及び議論への参加）が最も重要であり、成績評価において70％を占める。残りの30パーセントは、四週目に行うまとめのテストである。
5回以上欠席した場合は成績評価の対象としない。

毎週、テキストの予習が必要となる。