This course will introduce learners to a range of theories, issues and debates about diversity, equity and inclusion in education. By the end of the course, students should develop a consideration of the intricate task of considering issues of diversity, equity, and inclusion for all. Ensuring that people of various groups (e.g. people with disabilities, ethnic minorities and indigenous peoples, refugees, migrants, females, LGBTQ+) have access to quality education is a challenging one that requires proper examination and confrontation of a range of issues, including politics, society, culture, and the various forms and systems of education. This course offers an opportunity for students to pursue research in aspects of their interest in educating people. Students who are already working on a project or thesis can ask for permission to use this course to develop aspects of their research.

For Raymond Williams, the distinguished British thinker, the concept of culture could broadly mean one of two things. Culture could stand for the entire way of life of a society with its beliefs, norms, sensibilities, practices and institutions. Culture also famously refers to the arts with their internal distinctions between high, popular, independent and underground streams. We will look into these different facets of modern and contemporary Arab cultures by focusing on how they reckoned with power as imperialism, colonialism, and post-colonial authoritarianism. We will do so through a variety of academic disciplines and works spanning different genres: memoirs, novels, films, theoretical tracts, music, histories, political speeches and ethnographies. How do these authors depict key historical transformations taking place in the Arab world? What are the different angles through which political questions are apprehended? How do these different works negotiate the relationship between Self and Other, Domination and Emancipation? These will be some of the central questions that will guide our explorations of Modern Arab cultures.

広く産学官にわたってグローバルに活躍するために必要な「俯瞰力」を養成することを目指す。物質科学の各分野について最先端の知識を修得し、自分の専門分野と周辺分野がどのように関連するか、あるいはし得るか、について深く考察するために、第一線で活躍する講師の方々にその分野の最前線を概観していただく。さらに、それらの講義を通して異分野間のコミュニケーションを円滑に進めるための具体的方法論を学ぶ。 This survey course is designed to enable students to develop the broad perspective that is required of global leaders working in and across industry, academia, and government. Students will gain knowledge and insight on advancements in each field of materials science research, given by leading researchers working on the frontline in those fields. This will allow students to consider how peripheral fields are related to their own area of expertise, and to consider the potential for forging bridges between related fields in the future. In addition, students will learn specific methodologies designed to facilitate smooth communication among different disciplines.

At the 2024 Paris Olympic Games, Australia, a country with a population of 27 million, placed 4th in the final medal tally. This was behind the United States of America (population 340 million); China (population 1.4 billion); and Japan (population 123 million). The total Australian population is smaller than the population of the greater Tokyo metropolitan area, yet how does Australia continue to both excel and dominate in the sports arena? Many Australian athletes – including swimmer Dawn Fraser; tennis player Evonne Goolagong; cricketers Allan Border, Mark Taylor and Steve Waugh; and athlete Cathy Freeman – have been named Australian of the Year. All countries love sport, but how has sport, from cricket, to different types of football, swimming, athletics and baseball become part of Australia’s national identity? How has sport become enmeshed in Australian society and culture and what role has law played in this relationship? ‘Sport, Law & Society in Australia’ examines both Australia’s love of sport and the legal controversies that have caused national divides and engulfed some of the nation’s biggest sporting stars. No prior legal knowledge or study of Australia is required to successfully undertake this course. The first two classes will introduce students to Australia, the country’s love of sport and the basics of the Australian legal system. We will then turn an examination of intellectual property, broadcasting rights, athlete contracts and athlete use of social media, focusing on the Olympic Games – and the many legal issues that arise from hosting and participating in the Olympics – and national sporting teams. In the following classes we will focus on law and ethics case studies involving some of Australia’s biggest sporting scandals of the new millennium, including the Australian cricket team ‘Sandpapergate’ controversy; the Swimming Australia team culture review; and racism and discrimination against Indigenous Australian athletes. The course will then examine injuries and compensation; use of performance enhancing drugs; and the role of the Court of Arbitration in Sport. Students will be encouraged to examine and reflect upon how sport, athletes and law impact a society, and what reforms or changes may be necessary in this area.

•The seminar experience: Students will develop critical approaches to reading a set of shared texts, while communicating their ideas, asking questions, and actively listening to peers in a free and honest exchange of multiple viewpoints. •Communication and critical thinking: Students will sharpen analysis and argumentation skills through a variety of expressive modes. •Ethical reasoning: Students will evaluate the historical, social, and cultural bases of prevailing beliefs. •Diversity & Universality: Students will investigate fundamental questions of human experience from a variety of perspectives. •Connecting texts to the world: Students will make connections between historical texts about human existence and current moral, social, and political issues.

•The seminar experience: Students will develop critical approaches to reading a set of shared texts, while communicating their ideas, asking questions, and actively listening to peers in a free and honest exchange of multiple viewpoints. •Communication and critical thinking: Students will sharpen analysis and argumentation skills through a variety of expressive modes. •Ethical reasoning: Students will evaluate the historical, social, and cultural bases of prevailing beliefs. •Diversity & Universality: Students will investigate fundamental questions of human experience from a variety of perspectives. •Connecting texts to the world: Students will make connections between historical texts about human existence and current moral, social, and political issues.

This module aims to investigate aspects of the history of past pandemics or "plagues" and how they have impacted on society. We will attempt to answer questions such as: Where do plagues come from? How do they spread? What counter measures have been taken in response to plagues throughout history? What have been the attitudes of society to victims of plague, and how have these changed? Finally, we will look at how infectious diseases have been significant factors in some major historical events. Part of the module will include student-led analysis of past pandemics. These may be historical but could also include more recent and emerging diseases such as Ebola and Zika virus. Sustainable Development Goals: Goal 3: Good Health and Well-being

This module aims to investigate aspects of the history of past pandemics or "plagues" and how they have impacted on society. We will attempt to answer questions such as: Where do plagues come from? How do they spread? What counter measures have been taken in response to plagues throughout history? What have been the attitudes of society to victims of plague, and how have these changed? Finally, we will look at how infectious diseases have been significant factors in some major historical events. Part of the module will include student-led analysis of past pandemics. These may be historical but could also include more recent and emerging diseases such as Ebola and Zika virus. Sustainable Development Goals: Goal 3: Good Health and Well-being

現代に生きる者が直面している問題についてその起源にさかのぼってそれがなぜ発生したか、どこに問題があるかを解明するために、戦後日本の歴史を振り返っていく。その際には、戦後日本の政治や経済、社会のあり方の枠組みが形成される1960年頃までを特に重視して詳しく述べるが、授業自体は1990年代までを扱う。また、これまでの歴史研究で見逃されがちであった、マイノリティの活動やアジア近隣諸国との関係についても、意識的に論じていく。 その際には、同時代の史料をなるべく多く提示して、それを批判的に読み解く機会も設ける。それを通じて歴史学の手法の初歩を学んでいく。

This course surveys world-historical phenomena and events across the globe during the modern period. By employing three analytical perspectives—comparative, connected, globalization— it enables students to understand the formation of the present-day world, which is characterized by intricate and interconnected human webs. It covers a diverse range of topics, including wars, food, knowledge, animals, emigrants, disease, the industrial revolution, trade, colonialism, nationalism, and the environment. By engaging with the three perspectives introduced by this course (comparative, connected, globalization), students will deepen and broaden their understanding of significant historical phenomena and events from the thirteenth to twentieth centuries. They will also develop essential skills for academic discussion, which empower them to critically analyze historical topics and effectively articulate their ideas.