Aims 1. To introduce students to the history of the lands that now make up most of Poland, Lithuania, Belarus, and Ukraine, from the sixteenth century until the 1930s. 2. To consider civic and ethno-linguistic concepts of ‘nation’ and ‘nationalism’ within this historical context. 3. To enhance the ability to understand and to appreciate how people have existed, acted and thought in the past in the context of the complexity and diversity of historical situations, events and intellectual outlooks. In particular, students should consider how people in the past have evaluated the times in which they were living. 4. To enhance the ability to use and evaluate texts and other source materials both critically and empathetically, as well as appreciating the limits and challenges of the extant record. The critical evaluation of texts should include an understanding of the questions which historians ask and why they do so. By the end of the course students will have read a wide selection of historical works. 5. To enhance the ability to frame and sustain an argument. Arguments should be structured, coherent, relevant, and concise, and should take into account all aspects of a given problem. Objectives By the end of the course, students should have acquired: 1. Enhanced generic skills: these may be defined as -- (i)self-direction and self-discipline; (ii)independence of mind and initiative; (iii) the ability to work with others and to have respect for the reasoned views of others; (iv)the ability to identify, gather, deploy and organize evidence, data, and information; and familiarity with appropriate means of achieving this; (v)analytical ability and the capacity to consider and solve problems, including complex problems; (vi)structure, clarity and fluency of expression; (vii)intellectual maturity and integrity; (viii)empathy and imaginative insight; (ix)ability to organize time, work, and personal resources to optimal effect. 2. A body of historical knowledge relating to the Polish-Lithuanian Commonwealth to 1795 as well as the territories that formerly constituted it, from the partitions until the 1930s.

Aims 1. To introduce students to the history of the lands that now make up most of Poland, Lithuania, Belarus, and Ukraine, from the sixteenth century until the 1930s. 2. To consider civic and ethno-linguistic concepts of ‘nation’ and ‘nationalism’ within this historical context. 3. To enhance the ability to understand and to appreciate how people have existed, acted and thought in the past in the context of the complexity and diversity of historical situations, events and intellectual outlooks. In particular, students should consider how people in the past have evaluated the times in which they were living. 4. To enhance the ability to use and evaluate texts and other source materials both critically and empathetically, as well as appreciating the limits and challenges of the extant record. The critical evaluation of texts should include an understanding of the questions which historians ask and why they do so. By the end of the course students will have read a wide selection of historical works. 5. To enhance the ability to frame and sustain an argument. Arguments should be structured, coherent, relevant, and concise, and should take into account all aspects of a given problem. Objectives By the end of the course, students should have acquired: 1. Enhanced generic skills: these may be defined as -- (i)self-direction and self-discipline; (ii)independence of mind and initiative; (iii) the ability to work with others and to have respect for the reasoned views of others; (iv)the ability to identify, gather, deploy and organize evidence, data, and information; and familiarity with appropriate means of achieving this; (v)analytical ability and the capacity to consider and solve problems, including complex problems; (vi)structure, clarity and fluency of expression; (vii)intellectual maturity and integrity; (viii)empathy and imaginative insight; (ix)ability to organize time, work, and personal resources to optimal effect. 2. A body of historical knowledge relating to the Polish-Lithuanian Commonwealth to 1795 as well as the territories that formerly constituted it, from the partitions until the 1930s.

古代・中世から現在までの医療者（医師や看護師など）の歴史と倫理を講義する The history and ethics of medical practitioners from the ancient and medieval periods are lectured.

古代・中世から現在までの医療者（医師や看護師など）の歴史と倫理を講義する The history and ethics of medical practitioners from the ancient and medieval periods are lectured.

This course explores fundamental issues of "law and the environment" from comparative, international/transnational, and socio-legal perspectives. This course aims to understand the basic framework of the environmental rule of law widely shared in a global society. Starting with introducing Japan’s environmental law and experiences, this course sheds light on basic concepts and principles of the environmental rule of law and calls attention to the need to examine how science and risk analysis connect with the law.

This course explores fundamental issues of "law and the environment" from comparative, international/transnational, and socio-legal perspectives. This course aims to understand the basic framework of the environmental rule of law widely shared in a global society. Starting with introducing Japan’s environmental law and experiences, this course sheds light on basic concepts and principles of the environmental rule of law and calls attention to the need to examine how science and risk analysis connect with the law.

This course introduces qualitative research methods and provides hands on opportunities to experience research practice, focusing on five major qualitative research approaches (narrative approach, phenomenology, grounded theory, ethnography, case study). It involves thorough discussions of qualitative research methodology including its nature, design, data collection procedures, and conceptualization. The course further familiarizes students with and guides them through the process of conducting their own pilot study related to each student s discipline and interests. At the end of this course, students will be able to: 1. define what qualitative research and data are 2. design effective qualitative research in relation to their research questions 3. collect and organize qualitative data under ethical consent practices 4. analyze qualitative data and ensure its validity 5. report their conceptualization of qualitative data as research findings

This course introduces qualitative research methods and provides hands on opportunities to experience research practice, focusing on five major qualitative research approaches (narrative approach, phenomenology, grounded theory, ethnography, case study). It involves thorough discussions of qualitative research methodology including its nature, design, data collection procedures, and conceptualization. The course further familiarizes students with and guides them through the process of conducting their own pilot study related to each student s discipline and interests. At the end of this course, students will be able to: 1. define what qualitative research and data are 2. design effective qualitative research in relation to their research questions 3. collect and organize qualitative data under ethical consent practices 4. analyze qualitative data and ensure its validity 5. report their conceptualization of qualitative data as research findings

This course aims at helping students better understand current situations of education in Asia, particularly under the influence of globalization. We will discuss theoretical, institutional and practical dimensions of education, with particular interests of how education could contribute to the promotion and realization of more sustainable society.

Students are welcome to this class where we will learn about and discuss issues surrounding global society and language. Sociolinguistics explores how language and society are connected. It looks at how language shapes, and is shaped by, factors like identity, gender, ethnicity, education, class, sexuality, power, and culture. These are topics that both students and teachers have real-life experience with. In this course, we will share our experiences, thoughts, and opinions on them. Different languages and the social and historical backgrounds of the people who speak them affect how policies are made, especially as we work toward the 17 Sustainable Development Goals (SDGs). Because of this, it is very important to understand the role language plays in society—and how this understanding can help us reach our global development targets. For example, recognizing language diversity is crucial at a time when many populations around the world are vulnerable. Understanding their varied linguistic needs allows us to create inclusive policies that respect multiple languages and benefit everyone. By the conclusion of this course, it is hoped that you will have obtained knowledge of sociolinguistics and the role language plays in sectors relevant to global society through readings and class discussions. You will have ample opportunity to share your thoughts and opinions on these issues as we gain a collective understanding of how language will enable us to work towards the SDGs and navigate obstacles along the way.