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?

The purpose of this course is to examine how Japan’s transformation into a modern nation was shaped and represented through visual culture. Great emphasis is placed on group work, as students are expected to actively collaborate with peers to analyze visual materials, share perspectives, and co-construct knowledge. Through these interactive and cooperative activities, students will also have the opportunity to enhance their English communication skills and connect with a community of internationally minded peers. この授業では、日本が近代国家へと変化していく過程を、当時の絵画や写真、広告などの「視覚資料」を通して学びます。授業では、オンライン教材やビデオ講義、歴史資料を用いながら、ディスカッションや課題に取り組みます。特にグループワークを重視しており、視覚資料の分析やプレゼンテーションなどを通して、学生同士が協力しながら学びを深めていきます。これらの活動を通して、視覚的リテラシー、歴史的思考力、異文化理解力を養うとともに、英語によるコミュニケーション能力の向上も目指します。国際的な視野を広げたい方や、英語を実践的に使って学びたい方に適した内容となっています。

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

変動帯で形成される地形は，内的営力と外的営力が相互に作用して形成されている。この講義ではそれらの概観と一つ一つの要素について説明する．特に内的営力を担う活断層や沈み込み帯の地殻変動などについて，変動帯の地形形成を論じる変動地形学，現在の変動を測る測地学, 数値モデリングの視点から解説し，実際の研究例を紹介する。 Geomorphology in large-scale orogenic belts at plate boundaries has been developed by the interaction between endogenetic and exogenetic processes. Its overview and each component will be explained in this lecture. We especially discuss the roles of active faults and crustal deformation in subduction zones from the point of views in geodetic measurements, tectonic geomorphology and numerical modeling.

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.

Please check the grading scale that applies to this course. If the Course Code ends without “- P/F”, this is a course with a letter grade (A+, A, B, C, F). If the Course Code ends with “-P/F”, this is a Pass/Fail Course The later Wittgenstein’s views about language and meaning, especially as presented in Philosophical Investigations, are among the most important arguments in twentieth century philosophy, exerting great influence not only over traditional philosophy, but also a diverse and widespread range of fields in the humanities, social sciences, and cognitive science. This course will focus on Wittgenstein’s transition from the theory of language as a logical picture of reality outlined in the Tractatus, still in essence a dominant view of language, to his later understanding of language and meaning in terms of language’s use in social “language games”. The three most significant arguments for the development of this general view in Philosophical Investigations will be studied: meaning as use; considerations about rule following and the consequences for intentionality and representation; the impossibility of a private language. A general understanding of the later Wittgenstein’s anti-theoretical philosophical method will emerge along with an understanding of the relevance of the later Wittgenstein for current philosophical questions about language.

Please check the grading scale that applies to this course. If the Course Code ends without “-P/F”, this is a course with a letter grade (A+, A, B, C, F). If the Course Code ends with “-P/F”, this is a Pass/Fail Course The later Wittgenstein’s views about language and meaning, especially as presented in Philosophical Investigations, are among the most important arguments in twentieth century philosophy, exerting great influence not only over traditional philosophy, but also a diverse and widespread range of fields in the humanities, social sciences, and cognitive science. This course will focus on Wittgenstein’s transition from the theory of language as a logical picture of reality outlined in the Tractatus, still in essence a dominant view of language, to his later understanding of language and meaning in terms of language’s use in social “language games”. The three most significant arguments for the development of this general view in Philosophical Investigations will be studied: meaning as use; considerations about rule following and the consequences for intentionality and representation; the impossibility of a private language. A general understanding of the later Wittgenstein’s anti-theoretical philosophical method will emerge along with an understanding of the relevance of the later Wittgenstein for current philosophical questions about language.