This course aims to introduce selected topics of public management research and reform discourse. It is designed to serve students who aspire to work for a public organization or to become informed citizens who can critically assess the functioning of their government organizations. The lectures cover theories and empirical research findings, as well as real-world examples, and the treatment of topics is comparative and international in scope; this approach helps students to look at their own countries from an outside perspective and to see their distinctiveness. It also helps students to see trade-offs involved in different approaches to public management, which can differ substantially at the international level. Discussions are based on cases and questions prepared by the instructor.

Class objectives and themes • Understand an overview of the research fields that the Department of Agricultural and Environmental Biology are working on. • Understand the research results of each laboratory and the latest trends in the research field. • Consider the role of agricultural and environmental biology in food production and environmental problems in the future. Outline of the class In this lecture, the basic knowledge and the latest results of the research conducted in the Department of Agricultural and Environmental Biology will be introduced. Through the understanding of the research and its achievement, we will consider the agricultural biological resources and production systems that will be required in the coming era.

1. 授業内容 本ゼミナールは講義＋ワークショップで構成されるContent and Language Integrated Learning (CLIL; 内容言語統合型学習)型の授業です。 「留学や海外での就職に興味はあるけど、実際どのような準備が必要なのか分からない・・・」 「工学部に行きたいとは思ってはいるけど、工学の知識を使って将来どのようなことができるのかイメージできない・・・」 「工学者はどんな場面でどのような英語を使うのか分からない・・・」 このような疑問を抱いた学生に最適な授業となっています。 1.1【講義】国外の機関で留学・研究・技術開発の経験を積んだ研究者や企業の方々、そして言語習得・国際交渉を極めた達人(以下ゲストスピーカー)の体験談を英語で聞き、それについて話し合います。ゲストスピーカーには、スウェーデン王立大学で博士号を取得した東大工学系研究科の教授、留学をせずともプロの通訳となった言語習得の達人、海外の技術を日本に輸入するために幾度となく国際交渉を行ってきた東大卒の企業マンの方などをお招きする予定です。 1.2【ワークショップ】国際交渉の仕方、英語の履歴書やEメールの書き方、グループプレゼンテーションの仕方などを扱います。第二言語習得理論やストラテジーも扱う予定です。 2. 目的 世界への扉を拓くのに不可欠な英語力、異文化間能力(intercultural competence)を習得し、工学の分野での世界展開に興味を持ってもらうこと、リンガ・フランカ(Lingua Franca; 共通語)としての英語に触れることを目的としています。 3. 授業の特徴 教員も講演者も日英バイリンガルですが、授業の使用言語は英語とします。教員との連絡もすべて英語で行います。 ※1. このゼミは4月8日（月）6限（18：45～）にZoomで行われる工学部合同説明会への参加を予定しています。 ZoomのURLは後日UTAS掲示板のお知らせにて周知いたします。 ※2. 履修者の上限は25人です。履修希望者が25人の上限を超えた場合、授業初日に行うアンケートの内容を考慮し、２週目の授業までに教員が選抜し、その結果をメールします。 In this seminar, we will have the privilege of listening to lectures by guest speakers who have engaged in study, research, and technical development outside of Japan and/or who are experts of language acquisition and international negotiation. These lecturers will be conducted in English. We will discuss their success stories as well as challenges they have faced in establishing their international career. The class will also cover a wide range of topics, such as effective strategies for managing international negotiations, approaches to learning a second language strategically, and guidance on writing a resume/CV, composing emails, and delivering presentations in English. Through engaging in these activities, students will acquire essential English skills that will help them "open the gateway to the world of engineering." They will also gain a deeper understanding of engineering and its global development. It is important to note that English will be the primary language used throughout the seminar, and students are expected to communicate with the instructor and guest speakers in English. *If you are interested in taking this class, please attend the guidance via Zoom on April 8th (Mon) in the 6th period. ------------------------------------------------------------ ※このゼミは4月8日（月）6限（18：45～）Zoomにて行われる工学部合同説明会への参加を予定しています。 ZoomのURLは後日UTAS掲示板のお知らせにて周知いたします。 ------------------------------------------------------------

Where would you like to go for your next holiday? Wherever you choose as your destination, you are entitled to visit there because everyone has the right to sightseeing. However, you may be unable to exercise this right due to harmful events such as pandemics, economic depressions, political turmoil, and natural disasters. We also must bear in mind that tourism may have detrimental impacts on our world. A dire consequence of mass tourism is overtourism, a situation in which excessive tourists negatively affect environment, culture, and society. How can we make tourism more sustainable? This is the question we address during this course. The objective of this course is to explore the interrelationship between tourism and economic, environmental, and sociocultural conditions. The content of the course includes definitions of sustainable tourism, some cases of unsustainable tourism development, causes of unsustainable tourism, strategies for sustainable tourism, and best practices of sustainable tourism. Students who have never learnt about tourism are welcome because this course covers topics fundamental to the tourism discourse, such as authenticity. One of the expected learning outcomes is to propose a novel strategy to make tourism sustainable and resilient. Sustainable Development Goals: Targets of SDG 8 (Decent work and economic growth), SDG 12 (Responsible consumption and production), and SDG 14 (Life below water) explicitly mention their relevance to tourism. Target 8.9: “By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products”. Target 12.b: “Develop and implement tools to monitor sustainable development impacts for sustainable tourism which creates jobs, promotes local culture and products”. Target 14.7: “By 2030 increase the economic benefits to SIDS and LDCs from the sustainable use of marine resources, including through sustainable management of fisheries, aquaculture, and tourism”. However, many other SDGs are relevant to tourism. For example, tourism is a contributing factor in climate change (SDG 13).

Where would you like to go for your next holiday? Wherever you choose as your destination, you are entitled to visit there because everyone has the right to sightseeing. However, you may be unable to exercise this right due to harmful events such as pandemics, economic depressions, political turmoil, and natural disasters. We also must bear in mind that tourism may have detrimental impacts on our world. A dire consequence of mass tourism is overtourism, a situation in which excessive tourists negatively affect environment, culture, and society. How can we make tourism more sustainable? This is the question we address during this course. The objective of this course is to explore the interrelationship between tourism and economic, environmental, and sociocultural conditions. The content of the course includes definitions of sustainable tourism, some cases of unsustainable tourism development, causes of unsustainable tourism, strategies for sustainable tourism, and best practices of sustainable tourism. Students who have never learnt about tourism are welcome because this course covers topics fundamental to the tourism discourse, such as authenticity. One of the expected learning outcomes is to propose a novel strategy to make tourism sustainable and resilient. Sustainable Development Goals: Targets of SDG 8 (Decent work and economic growth), SDG 12 (Responsible consumption and production), and SDG 14 (Life below water) explicitly mention their relevance to tourism. Target 8.9: “By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products”. Target 12.b: “Develop and implement tools to monitor sustainable development impacts for sustainable tourism which creates jobs, promotes local culture and products”. Target 14.7: “By 2030 increase the economic benefits to SIDS and LDCs from the sustainable use of marine resources, including through sustainable management of fisheries, aquaculture, and tourism”. However, many other SDGs are relevant to tourism. For example, tourism is a contributing factor in climate change (SDG 13).

The course objectives include but are not limited to, ● Understanding the policy issues that center on international relations, business continuity, and risk/crisis management to protect intellectual property, assets, reputation, and other organizational assets from any threat or attack related to cybersecurity. ● Understanding the role of technical standards to supplement legal and regulatory requirements. ● Analyzing critical incidents including data breaches or related events to design and implement organizational strategies to address such risks. ● Gaining a basic understanding for future technical and other research in security (whether it is public or private sector) ● Gaining a basic grounding for policy via the examination of current research issues and problems ● Gaining experience handling real-world security policy challenges through analysis of public documents and artifacts using written and oral communication. ● Developing the multidisciplinary skills needed to analyze, manage, and resolve the challenges associated with public policy, international relations, and governance. ● Students are encouraged to take experiment provided by Interfaculty Initiative in Information Studies/Graduate School of Interdisciplinary Information Studies

現代ヨーロッパ政治の中心的な争点について，世論や選挙がどのようなものとなっているのか，学術論文（定番といえるものからやや先端のもの）の読解とペーパー執筆を通じて理解を深めます。扱うテーマは，欧州統合，移民，ナショナリズム，環境保護，経済と福祉の5つです。ディスカッションでは欧州外（日本・北米・他地域）の政治現象の検討も含めます。 　受講者は本授業を通じ，欧州の事例／経験にもとづく比較の観点から，これらの政策課題について幅広く世界を分析するための知識と視点を習得することになります。 We will deepen our understanding of public opinion and elections regarding the salient issues on contemporary European politics, through reading academic article (both widely known and somewhat cutting-edge) and writing own term-papers. The course covers five topics; European integration, immigration, nationalism, environmental protection, and economics/welfare. Comparisons with other regions (eg. Japan, North America, etc) are welcome in discussions. Successful students will acquire the knowledge and perspective to analyze these global policy issues from a comparative perspective based on European cases/experiences. [note: the lectures and discussions will be given in Japanese, but students may submit comments and a final term-paper in English.]

現代ヨーロッパ政治の中心的な争点について，世論や選挙がどのようなものとなっているのか，学術論文（定番といえるものからやや先端のもの）の読解とペーパー執筆を通じて理解を深めます。扱うテーマは，欧州統合，移民，ナショナリズム，環境保護，経済と福祉の5つです。ディスカッションでは欧州外（日本・北米・他地域）の政治現象の検討も含めます。 　受講者は本授業を通じ，欧州の事例／経験にもとづく比較の観点から，これらの政策課題について幅広く世界を分析するための知識と視点を習得することになります。 We will deepen our understanding of public opinion and elections regarding the salient issues on contemporary European politics, through reading academic article (both widely known and somewhat cutting-edge) and writing own term-papers. The course covers five topics; European integration, immigration, nationalism, environmental protection, and economics/welfare. Comparisons with other regions (eg. Japan, North America, etc) are welcome in discussions. Successful students will acquire the knowledge and perspective to analyze these global policy issues from a comparative perspective based on European cases/experiences. [note: the lectures and discussions will be given in Japanese, but students may submit comments and a final term-paper in English.]

With the release of ChatGPT and its impressive ability to generate long-form human-like speech, what use is there in writing at all? To answer this question, we will embrace discussion of large language models (LLMs), such as ChatGPT, and investigate the ways in which they may help or harm our growth as learners and educators. Additionally, we will explore the risks and limitations of LLMs in contexts such as education, journalism, social media, and research. Through active engagement in this course, students will learn to: *Use writing as a form of thinking to investigate, unravel, and refine complicated concepts *Assess the effects that automated tools (e.g. ChatGPT) can have on learning and communication *Decide when LLMs will more likely aid or hinder these endeavors through writing with and without their usage *Engage critically and confidently with these new tools and the content generated with their use Successfully acquiring these skills will help students prepare to dive deeper into academically and societally relevant discussions on the use of language models, and grant them the ability to formulate and deliver even complicated conclusions clearly.

With the release of ChatGPT and its impressive ability to generate long-form human-like speech, what use is there in writing at all? To answer this question, we will embrace discussion of large language models (LLMs), such as ChatGPT, and investigate the ways in which they may help or harm our growth as learners and educators. Additionally, we will explore the risks and limitations of LLMs in contexts such as education, journalism, social media, and research. Through active engagement in this course, students will learn to: *Use writing as a form of thinking to investigate, unravel, and refine complicated concepts *Assess the effects that automated tools (e.g. ChatGPT) can have on learning and communication *Decide when LLMs will more likely aid or hinder these endeavors through writing with and without their usage *Engage critically and confidently with these new tools and the content generated with their use Successfully acquiring these skills will help students prepare to dive deeper into academically and societally relevant discussions on the use of language models, and grant them the ability to formulate and deliver even complicated conclusions clearly.