This course explores key concepts and conceptions in political philosophy that are relevant to contemporary societies. Our societies are often not well-ordered, allowing even the unreasonable to hold political power, even in so-called "liberal democratic" societies. Given this reality, it is crucial to examine the existence of political obligation - whether there is a duty to obey laws and institutions - as well as the legitimacy of public and social policies and the role of justice and freedom. This course addresses these fundamental questions through a careful study of political philosophy.

"War is hell," said General William Tecumseh Sherman. He knew exactly what he meant. After all, he was the man who led the “March to the Sea" during the American Civil War, mercilessly burning and destroying every Southern town he came across. The 20th century, sometimes called the "century of war," made his words far more prophetic than he could have ever imagined. At least 108 million people have in died in wars during the 20th century. This is a staggering number, in comparison to those who died from all wars through the entirety of preceding human history, between 150 million and one billion people. And even now, more than 20 years into the 21st century, wars show no sign of ceasing. Why have modernization and science, which supposedly contributed to human progress, not yet abolished this barbaric practice of "war"? In 1947, three years after the term "genocide" was coined to describe the systematic destruction of particular race or ethnic group, comedian Charlie Chaplin remarked in his film Monsieur Verdoux: "One murder makes a villain; millions, a hero. Numbers sanctify, my good fellow.” What history and power make this absurdity possible? And what should be done to resolve it? In this class, we will explore the answers to these questions through various documentaries, texts, and vigorous discussion.

This is an introductory course on mathematical methods for public policy analysis, designed for GraSPP students without a strong background in mathematics. Students from non-economics, non-engineering, or non-science majors are especially welcomed. The course helps students develop a solid mathematical foundation, enabling them to apply essential mathematical techniques to public policy issues. It is structured into four parts: 1. differential calculus, 2. linear algebra, 3. multivariate calculus and constrained static optimization, 4. dynamic optimization and linear dynamic systems.

This course examines the implementation of school reforms across different nations and regions, analysing their impact on students, teachers, and educational systems. Through the exploration of relevant theories and concepts, students will develop the analytical tools needed to critically engage with key issues in school reform. Each class is structured around a specific academic paper or book chapter, serving as a foundation for in-depth discussions. Students are required to read the assigned material in advance and submit a short essay (approximately one page) identifying key points of interest and areas of confusion. These essays will enhance the quality of class discussions by fostering thoughtful engagement with the material.

The goal of this class is to introduce how economists think, and help you think like an economist! Specifically, we will see how economists observe real-world phenomena, build simplified models of reality, derive theories to provide policy advice, and test implications with empirical or experimental data.

Course Objectives 目的 The objective of the course is that students will foster scientific understandings of bioresources from genetic and organism levels to higher hierarchy of ecosystem and regional levels including the aspect of utilization of bioresources with emphasis on Asia. アジアにおける生物資源の利用を含めて、遺伝子と個体レベルから生態系・地域レベルでの生物資源の科学的理解を培うこと 7 Goals　目標 ➀To be able to give three examples of bioresources and explain the diversity and hierarchy that are the characteristics of living things;　 生物資源の多様性と階層性の例示 ②To be able to explain "genome editing" and "smart agriculture" with relation to bioresources as examples of technological innovations resulting from rapid advancement in biological science and information sciences; ゲノム編集とスマート農業と生物資源 ③To be able to explain issues related to genetic development of bioresources (to be presented at a later date); 生物資源の遺伝的開発に関する課題 ④To be able to give two specific examples and explain the differences in the use of bioresources due to differences in the natural and social conditions of countries and regions; 国・地域の自然・社会条件の差異と生物資源 ⑤To be able to evaluate the Green Revolution from multiple perspectives as an example of technological innovation of bioresources in the past; 緑の革命の複眼的理解 ⑥To be able to apply and explain dissemination theory to innovations related to bioresources; イノベーションの普及 ⑦To be able to constructively criticize and ask questions about other students' understanding of bioresources. 他の受講生への建設的批評・質問能力

The course is designed for students pursuing the field of agricultural economics to acquire a foundational set of understanding of markets for food products and farm commodities; policy that influence farming, food supply chain, and consumption in the United States; and how economists study policy-relevant decisions related to agriculture and food.

Under the supervision of Professor Chuang, the teaching fellows will lead review sessions covering lecture material, problem sets, homework, and exams. The teaching fellow will also hold a dedicated question-and-answer session.

生命科学の急速な展開に対応するため、先端生命科学専攻には、先導的かつ横断的な教育研究を共通理念としてさまざまな学問的背景を持つ教員が集結した。本講義では、この理念にしたがい、先端生命科学専攻に所属するすべての分野の教員が、入学直後の修士課程1年生を対象にプレスクールという形態の講義をおこなう。各分野の研究のエッセンスともいえる本講義により、生命科学全体を俯瞰する視点を養うとともに、それぞれの分野の研究内容、研究手法などを理解することで分野間の交流を促す。この講義はまた、入学後配属者にとっては配属希望分野決定のための手がかりとなる。 (Department of Integrated Biosciences was founded by integrating researchers with various scientific backgrounds. The aim of this department is to establish, by using transdisciplinary approaches, a new school system comprised of both graduate-level education and leading-edge research, so as to support the rapid development of biosciences and to solve the challenging problems facing humankind. In this series of introductory lectures, students are able to get acquainted with research activities at each laboratory, which will help students to help widen knowledge of various biological issues and facilitate future collaboratory work. This series is helpful also to those students who decide their laboratory after entering the school.)

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