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。

国際秩序が揺らぐ今日、安全保障の視点と自由貿易の拡大による経済発展の両立を持続可能な形で実現するにはどうすれば良いのか。自由民主主義国家間の合意として構築された戦後秩序の原点に立ち返り、その後の歴史を動かしてきた要素間の連関を学び、より望ましい姿とそれを実現するための政策を構想する力をつける。

The aim of this module is to introduce students to key concepts and issues that constitute the agenda of Security Studies today. It stresses different approaches to understanding security; and the key ongoing transitions and drivers within the global system, which has led to a mix of so-called ‘old’ and ‘new’ security challenges to be addressed. Various historical and theoretical debates on what might be termed ‘classical’ or ‘old’ security concepts in the 21st century are examined, such as the return of Great Power competition and major war, the Security Dilemma, Arms Races; territorial disputes and geo-political rivalry. At the same time, it also enables students to understand current issues such as climate change; trans-national terrorism; and infectious diseases. It is anticipated that students will develop a deeper and more nuanced understanding of the complexities of the global system in the 21st century. Through prescribed academic writings, students are directed to the linkage between emerging global events and to think critically about how the global security agenda of the new millennium will be shaped by drivers of change such as globalisation and major power transitions. The following outcomes are emphasized: 1.An ability to approach both theoretical debates and foreign policy outcomes with diverse analytical tools 2.The ability to collate and evaluate arguments from different sources and perspectives 3.The ability to formulate and articulate views coherently in written and oral forms 4.Critical thinking, analytical and reading skills

This course is designed to offer an overview of Japan’s experience in modernization and how it has extended its assistance to other countries’ modernizing efforts. As the first non-western country to modernize, Japan’s experience, both positive and negative, presents an important reference point for other countries to investigate. This course is conducted in cooperation with JICA, the Japan International Cooperation Agency. Those taking part in the JICA Development Studies Program are required to take this course, while other students are most welcome to take part.

This course is designed to offer an overview of Japan’s experience in modernization and how it has extended its assistance to other countries’ modernizing efforts. As the first non-western country to modernize, Japan’s experience, both positive and negative, presents an important reference point for other countries to investigate. This course is conducted in cooperation with JICA, the Japan International Cooperation Agency. Those taking part in the JICA Development Studies Program are required to take this course, while other students are most welcome to take part.

This course is designed to offer an overview of Japan’s experience in modernization and how it has extended its assistance to other countries’ modernizing efforts. As the first non-western country to modernize, Japan’s experience, both positive and negative, presents an important reference point for other countries to investigate. This course is conducted in cooperation with JICA, the Japan International Cooperation Agency. Those taking part in the JICA Development Studies Program are required to take this course, while other students are most welcome to take part.

This is an introductory class to International Trade. In the class we will address the main issues associated with international trade: - Is free trade beneficial to countries? - What are the potential consequences of trade liberalization? - What are the ways trade can improve country's welfare? - How does trade impact income inequality? - Who are the winners and losers from trade? - What are the right trade policies? While answering these questions, we will cover some of the main theories of international trade: Ricardian, Heckscher–Ohlin, Krugman, and Melitz models. The focus will be in understanding these theories on the conceptual level, rather than going into in-depth mathematical details of these models.

COVID-19 has starkly reinforced how the world faces global risks, not just to health but also the disruption of integrated supply chains. Why does the World Economic Forum publish its annual Global Risks Report and how does it arrive at its findings? And what are so-called “Existential Risks” that supposedly imperil humanity’s very survival? As governments such as the United Kingdom issue National Risk Registers to guide policy makers, this module enables students to examine the security dimensions of living in what sociologists have termed a ‘World Risk Society’. It highlights the new nature of vulnerability in an era of contested and often politicised science, as well as the impact on how we conceptualise and think about security. The module shows how key stakeholders such as industry, media, governments and politicians have to play crucial roles in not only shaping responses to these perceived risks, but also how to appropriately manage them. Students will be introduced to how risks of all types have challenged policy makers in the post-Cold War era from ethnic conflicts in Kosovo, the 9/11 terror attacks, Afghanistan, Iraq and so-called Islamic State. Most recently so-called existential risks such as AI and climate change and systemic risks to critical infrastructure such as the Suez and Panama Canals, disruptions to supply chains and concepts such as Economic Security have captured attention. While these issues are not necessarily new in a historical sense, this module shows how they have garnered renewed attention through the prism of risk. Policy responses are finally examined such as capacity-building for “futures literacy” and National Risk Assessment Exercises. The following outcomes are emphasized: 1.An ability to understand and evaluate a range of new security challenges and policy responses interconnected through globalization and technology 2.The linkage between industry, media, politics, and science and its relevance to global security affairs 3.The ability to collate and evaluate arguments from different sources and theoretical perspectives 4.The ability to formulate and articulate views coherently in written and oral forms 5.Critical thinking, analytical and reading skills

COVID-19 has starkly reinforced how the world faces global risks, not just to health but also the disruption of integrated supply chains. Why does the World Economic Forum publish its annual Global Risks Report and how does it arrive at its findings? And what are so-called “Existential Risks” that supposedly imperil humanity’s very survival? As governments such as the United Kingdom issue National Risk Registers to guide policy makers, this module enables students to examine the security dimensions of living in what sociologists have termed a ‘World Risk Society’. It highlights the new nature of vulnerability in an era of contested and often politicised science, as well as the impact on how we conceptualise and think about security. The module shows how key stakeholders such as industry, media, governments and politicians have to play crucial roles in not only shaping responses to these perceived risks, but also how to appropriately manage them. Students will be introduced to how risks of all types have challenged policy makers in the post-Cold War era from ethnic conflicts in Kosovo, the 9/11 terror attacks, Afghanistan, Iraq and so-called Islamic State. Most recently so-called existential risks such as AI and climate change and systemic risks to critical infrastructure such as the Suez and Panama Canals, disruptions to supply chains and concepts such as Economic Security have captured attention. While these issues are not necessarily new in a historical sense, this module shows how they have garnered renewed attention through the prism of risk. Policy responses are finally examined such as capacity-building for “futures literacy” and National Risk Assessment Exercises. The following outcomes are emphasized: 1.An ability to understand and evaluate a range of new security challenges and policy responses interconnected through globalization and technology 2.The linkage between industry, media, politics, and science and its relevance to global security affairs 3.The ability to collate and evaluate arguments from different sources and theoretical perspectives 4.The ability to formulate and articulate views coherently in written and oral forms 5.Critical thinking, analytical and reading skills

Learn about individual energy sectors from global energy security perspective. Find out public policy issues for each sector and develop policy responses to enhance secure, affordable and sustainable energy supply.