This course examines cultural heritage, law and policy across countries in the Asia-Pacific region, with a particular focus on Indigenous cultural heritage and traditional knowledge, alongside international and comparative approaches to the protection of heritage. The term ‘cultural heritage’ can refer to a broad range of concepts, including tangible heritage (sites, monuments, objects), intangible heritage (language, stories, customs, lore), movable and immovable heritage. It may refer to the cultural heritage of a specific country, and/or the cultural heritage of specific Indigenous groups within that country. Law and policy do not always recognise these distinctions. Issues affecting cultural heritage can range from the impact of colonisation; a failure to recognise and protect Indigenous groups; the impact of war; and modern environmental factors. The first part of the course introduces students to the course concepts, focusing on traditional knowledge, Indigenous cultural heritage, the role of colonisation, and more general approaches to the term ‘cultural heritage’. It then examines the different international organisations that oversee and legal frameworks that have been introduced in this area, some effective and some less so, in addition to the approaches that individual countries have adopted in protecting these different areas, using existing intellectual property regimes or bespoke heritage law. The second part of the course focuses on specific country case studies, including Australia, New Zealand, Vietnam and Indonesia, examining the Indigenous cultural heritage and traditional knowledge of groups within these countries and the various, significant challenges that these Indigenous groups have faced. It then examines the Ainu people and recent legal efforts in Japan recognise and protect the culture of this group, before turning to the comprehensive domestic and international protection that Japan has adopted for its cultural heritage more generally. The course finishes with a reflection on the role of museums in the displacement of Indigenous cultural heritage and cultural heritage more generally; the ongoing, recent attempts to return Indigenous tangible cultural heritage to ancestors; and how law may help or hinder such attempts. Students do not need to have undertaken any prior legal study to successfully complete this course.

This course explores the culture, industry, and politics of the piano through interdisciplinary approaches and active learning. The piano is a musical instrument that originated in Europe and developed into its modern form through the technological innovations in the Industrial Revolution. The instrument has not only occupied a central place in the history of Western music but also played a critical role in the shaping of class, gender, racial/ethnic/national consciousness, identities, and practices around the world. In the second half of the twentieth century, East Asian nations of Japan, South Korea, and China have become major producers and consumers of the piano, and many of the world’s most acclaimed pianists in genres ranging from classical to jazz and electronic are Asian. In this course, we will examine the diverse meanings of the piano and its music for peoples and societies around the world, especially in Europe, the United States, and Asia. The topics include: technology, industry, and business of piano manufacturing and sales; evolution of piano performance and pedagogy; notions of pianistic virtuosity and (dis)ability; class, gender, and family formation through piano lessons; piano and its music as a tool of nationalism and imperialism; globalization and cultural hybridity of the piano; representations of the piano across cultural genres; piano and its music in the digital age. Through the course, students will: - learn to think of piano not only as a musical but also a social instrument - understand historical, political, and economic factors that shape the music industry and musical practice - understand various forms of empowerment and mobilization as well as exclusion, marginalization, and exploitation through musical practice - learn interdisciplinary approaches to the study of music, including American studies, cultural studies, disability studies, ethnography, ethnomusicology, history, law, musicology, and sociology The course will address the following themes of Sustainable Development Goals (SDGs): Goal 4: Quality education Goal 5: Gender equality Goal 8: Decent work and economic growth Goal 9: Industry, innovation and infrastructure Goal 10: Reduced inequalities Goal 12: Responsible consumption and production

This course explores the culture, industry, and politics of the piano through interdisciplinary approaches and active learning. The piano is a musical instrument that originated in Europe and developed into its modern form through the technological innovations in the Industrial Revolution. The instrument has not only occupied a central place in the history of Western music but also played a critical role in the shaping of class, gender, racial/ethnic/national consciousness, identities, and practices around the world. In the second half of the twentieth century, East Asian nations of Japan, South Korea, and China have become major producers and consumers of the piano, and many of the world’s most acclaimed pianists in genres ranging from classical to jazz and electronic are Asian. In this course, we will examine the diverse meanings of the piano and its music for peoples and societies around the world, especially in Europe, the United States, and Asia. The topics include: technology, industry, and business of piano manufacturing and sales; evolution of piano performance and pedagogy; notions of pianistic virtuosity and (dis)ability; class, gender, and family formation through piano lessons; piano and its music as a tool of nationalism and imperialism; globalization and cultural hybridity of the piano; representations of the piano across cultural genres; piano and its music in the digital age. Through the course, students will: - learn to think of piano not only as a musical but also a social instrument - understand historical, political, and economic factors that shape the music industry and musical practice - understand various forms of empowerment and mobilization as well as exclusion, marginalization, and exploitation through musical practice - learn interdisciplinary approaches to the study of music, including American studies, cultural studies, disability studies, ethnography, ethnomusicology, history, law, musicology, and sociology The course will address the following themes of Sustainable Development Goals (SDGs): Goal 4: Quality education Goal 5: Gender equality Goal 8: Decent work and economic growth Goal 9: Industry, innovation and infrastructure Goal 10: Reduced inequalities Goal 12: Responsible consumption and production

This course examines cultural heritage, law and policy across countries in the Asia-Pacific region, with a particular focus on Indigenous cultural heritage and traditional knowledge, alongside international and comparative approaches to the protection of heritage. The term ‘cultural heritage’ can refer to a broad range of concepts, including tangible heritage (sites, monuments, objects), intangible heritage (language, stories, customs, lore), movable and immovable heritage. It may refer to the cultural heritage of a specific country, and/or the cultural heritage of specific Indigenous groups within that country. Law and policy do not always recognise these distinctions. Issues affecting cultural heritage can range from the impact of colonisation; a failure to recognise and protect Indigenous groups; the impact of war; and modern environmental factors. The first part of the course introduces students to the course concepts, focusing on traditional knowledge, Indigenous cultural heritage, the role of colonisation, and more general approaches to the term ‘cultural heritage’. It then examines the different international organisations that oversee and legal frameworks that have been introduced in this area, some effective and some less so, in addition to the approaches that individual countries have adopted in protecting these different areas, using existing intellectual property regimes or bespoke heritage law. The second part of the course focuses on specific country case studies, including Australia, New Zealand, Vietnam and Indonesia, examining the Indigenous cultural heritage and traditional knowledge of groups within these countries and the various, significant challenges that these Indigenous groups have faced. It then examines the Ainu people and recent legal efforts in Japan recognise and protect the culture of this group, before turning to the comprehensive domestic and international protection that Japan has adopted for its cultural heritage more generally. The course finishes with a reflection on the role of museums in the displacement of Indigenous cultural heritage and cultural heritage more generally; the ongoing, recent attempts to return Indigenous tangible cultural heritage to ancestors; and how law may help or hinder such attempts. Students do not need to have undertaken any prior legal study to successfully complete this course.

Big Tech companies such as Google, Amazon, Meta, Apple and Microsoft play an important role in the digital economy and in our daily lives. You are probably reading this text through a product or service offered by one of these companies. How convenient! Yet the rapid growth and enormous power of these companies have also raised serious concerns. Have these companies become digital monopolies? Have they abused their market power to exclude smaller competitors? Have they become so large that they can no longer be regulated? Do they pose risks to democracy and other public values? This course examines these questions primarily through the lens of competition law, while also paying close attention to other key areas of digital regulation. The main focus is on the EU, Japan and the U.S. but developments in other jurisdictions may be discussed where relevant. By the end of the course, students should be able to: •Understand the main legal problems raised by Big Tech •Explain the legal tools used to address these problems, •Describe and compare how the EU, Japan and the U.S. regulate Big Tech.

Big Tech companies such as Google, Amazon, Meta, Apple and Microsoft play an important role in the digital economy and in our daily lives. You are probably reading this text through a product or service offered by one of these companies. How convenient! Yet the rapid growth and enormous power of these companies have also raised serious concerns. Have these companies become digital monopolies? Have they abused their market power to exclude smaller competitors? Have they become so large that they can no longer be regulated? Do they pose risks to democracy and other public values? This course examines these questions primarily through the lens of competition law, while also paying close attention to other key areas of digital regulation. The main focus is on the EU, Japan and the U.S. but developments in other jurisdictions may be discussed where relevant. By the end of the course, students should be able to: •Understand the main legal problems raised by Big Tech •Explain the legal tools used to address these problems, •Describe and compare how the EU, Japan and the U.S. regulate Big Tech.

This course examines Japan's foreign policy and its relationship with the world since 1945. The class will be held as a seminar, and active participation is expected. There are three underlying perspectives/themes throughout the class, which we will refer to during each session. -Realist/Strategic perspective: The US-Japan alliance is supported by the public as the best way to keep Japan safe and secure, the “Plan A” for Japan. What does Japan need to do to keep “Plan A” viable? Or, should Japan need to consider a “Plan B” or some revisions to the “Plan A”? -Norms/Values perspective: I will discuss the four “values” inherent in Japanese foreign policy: pacifism, universal values, developmentalism, and Asianism. How do they change and intersect across time? To what extent do values matter? Are they shared by the public and reflected in policy? -Domestic Politics/Civil-Military Relations perspective: How do Japan’s foreign policy decision-making process and institutions differ from other countries? What are its historical origins, and how has it evolved?

This course examines Japan's foreign policy and its relationship with the world since 1945. The class will be held as a seminar, and active participation is expected. There are three underlying perspectives/themes throughout the class, which we will refer to during each session. -Realist/Strategic perspective: The US-Japan alliance is supported by the public as the best way to keep Japan safe and secure, the “Plan A” for Japan. What does Japan need to do to keep “Plan A” viable? Or, should Japan need to consider a “Plan B” or some revisions to the “Plan A”? -Norms/Values perspective: I will discuss the four “values” inherent in Japanese foreign policy: pacifism, universal values, developmentalism, and Asianism. How do they change and intersect across time? To what extent do values matter? Are they shared by the public and reflected in policy? -Domestic Politics/Civil-Military Relations perspective: How do Japan’s foreign policy decision-making process and institutions differ from other countries? What are its historical origins, and how has it evolved?

This course is a collaboration between Uppsala University (UU) in Sweden and the University of Tokyo (UTokyo). The UU students are from the Master Programme in Industrial Management and Innovation with a special interest in issues related to business and technology. The UTokyo students are latter year undergraduate students in Environmental Sciences. This course aims to explore methods of sustainable management and governance within global enterprises, premised on the interdependence between “Sustainability Management” and “Environmental Law and Ethics”. It primarily consists of interactive lectures and compulsory seminars (joint videoconference seminar series with UU students / Virtual Exchange), with UTokyo and Uppsala U. students presenting case reports. Assessment is based on case study reports, active participation in seminars, and one individual written assignment (essay).

This course is a collaboration between Uppsala University (UU) in Sweden and the University of Tokyo (UTokyo). The UU students are from the Master Programme in Industrial Management and Innovation with a special interest in issues related to business and technology. The UTokyo students are latter year undergraduate students in Environmental Sciences. This course aims to explore methods of sustainable management and governance within global enterprises, premised on the interdependence between “Sustainability Management” and “Environmental Law and Ethics”. It primarily consists of interactive lectures and compulsory seminars (joint videoconference seminar series with UU students / Virtual Exchange), with UTokyo and Uppsala U. students presenting case reports. Assessment is based on case study reports, active participation in seminars, and one individual written assignment (essay).