Osaka Jogakuin University English Syllabus 2018

Home , Introduction to Teaching, Sawako Ariyoshi

2018 Osaka Jogakuin English Syllabus 21120004-11

Sociology: Higher Education and Society Ⅰ ...... 8 Sociology: Higher Education and Society Ⅱ ...... 10 Sentence expression method I ...... 12 Issues of Human Rights in the World...... 14 Advanced Writing ...... 16 Advanced Grammar ...... 18 Economics 1 ...... 20 Economics 2 ...... 22 Sociology 1 ...... 24 Sociology 2 ...... 26 Law 1 ...... 28 Law 2 ...... 30 English Strategies 1-TOEIC (400-495) ...... 32 English Strategies 1-TOEIC (～400) ...... 34 English Strategies 2-TOEIC (500-595) ...... 36 English Strategies 3-TOEIC (600～) ...... 38 Korean Practice Exercise1（TOPIK2） ...... 40 Religion and culture in the world ...... 43 Modern society viewed from gender perspective ...... 45 Science in life ...... 48 Encounter with literature ...... 50 Understanding of life and death (education of life) ...... 52 Human understanding from psychology ...... 55 Digital Network Applications ...... 58 Field study (concentration) ...... 60 Basic Accounting ...... 62 Entrepreneurship ...... 64 Child Language Development ...... 66 Various concepts of culture ...... 68 Introduction to Education ...... 70 Curriculum theory ...... 72 Educational system and management ...... 74 The Constitution of Japan ...... 76 Teaching method of moral education ...... 78 Introduction to teaching ...... 81 Educational psychology ...... 83

2018 Osaka Jogakuin English Syllabus 21120004-11

Masters of American literature ...... 85 Introduction to Teaching (Intensive course) ...... 87 Teaching method of special activities ...... 89 Theories and practices of teaching ...... 91 Teaching Methods and Techniques ...... 93 Student guidance theory and method ...... 95 Theory and method of course guidance ...... 97 Theory and method of education consultation ...... 100 Lecture for teaching practice...... 102 Summing-up Seminar on Teaching Profession ...... 104 Teacher career support basic exercise (concentration) ...... 106 Teaching career career support General education exercise 1 ...... 109 Teaching career career support General education exercise 2 ...... 112 Physical activity 1 (Half semester) ...... 115 Physical activity 2 ...... 117 Self discovery II (Concentration) ...... 119 Prejudices and Mutual Understanding ...... 121 Chinese I-1 ...... 123 Chinese I-2 ...... 125 Chinese II-1 ...... 127 Self discovery I (Philosophy) ...... 129 Self discovery I (Education) ...... 132 Awareness of the body Health and physical education (biweekly) ...... 134 Awareness of the body Women's body (every other week) ...... 136 History and culture of Christianity ...... 139 Statistics ...... 142 Family and Life design ...... 144 Speed Reading ...... 146 Chinese special exercise I-1 ...... 148 Chinese special exercise I-2 ...... 151 Chinese special exercise II-1 ...... 154 Chinese special exercise II-2 ...... 157 Korean special exercise I-1 ...... 160 Korean special exercise I-2 ...... 162 Korean special exercise II-1 ...... 164 Korean special exercise II-2 ...... 166

2018 Osaka Jogakuin English Syllabus 21120004-11

Advanced Marketing(Open every other year・Even number）） ...... 168 Graduation Project (International Business Specialized Graduation Research) ...... 170 Strategic Management ...... 172 Career basic exercise 1 ...... 174 Career basic exercise 2 ...... 177 Tourism English exercises ...... 180 Introduction to Tourism Studies ...... 182 International Cabin Attendant (CA）Practice (concentration) ...... 184 Communication in Customer Relations ...... 186 English Performance (Delivery) ...... 189 Language & Culture ...... 191 Domestic and overseas internship (concentration) ...... 193 Graduation Project (English Communication Course Graduation Research) ...... 195 Comparative Culture Seminar ...... 197 Teaching English for Children ...... 199 Language Acquisition (Open every other year・Odd year) Closed this year ...... 201 Communication & Media (Open every other year・Even number） ...... 203 Teaching English as a Foreign Language (Open every other year・Odd year) Closed this year ...... 206 Curriculum Design (Open every other year・Even number） ...... 208 Translation as Professions...... 210 Practical Interpreting ...... 212 Practical Translation ...... 214 Media Production (Open every other year/Odd year) Closed this year ...... 216 STLAP (Overseas short-term study abroad) (concentration) ...... 219 Graduation Project (International Cooperation Course Graduation Research) ...... 221 International Public Policy (Adv) ...... 223 Teacher career support, teacher training exercise (concentration) ...... 224 Graduation Project (Graduation study in teaching profession) ...... 226 The Old Testament and the world (biweekly) ...... 228 New Testament and the world (biweekly) ...... 230 OJU Seminar ...... 232 Japan in the Modern World ...... 235 Music and The expression ...... 238 International Relations (closed this year) ...... 240 Political science (closed this year) ...... 241

2018 Osaka Jogakuin English Syllabus 21120004-11

Fieldwork in Education 1 ...... 242 Phonetics 1...... 244 Phonetics 2...... 246 Integrated Reading 1 ...... 248 Integrated Reading 2 ...... 252 Integrated Writing 1 ...... 256 Integrated Writing 2 ...... 258 Integrated Discussion 1 ...... 260 Integrated Discussion 2 ...... 262 Theme Studies ...... 264 Theme Studies ...... 266 Theme Studies ...... 268 Theme Studies ...... 270 Theme Studies ...... 272 Theme Studies ...... 275 Theme Studies ...... 277 Theme Studies ...... 279 Theme Studies ...... 281 Theme Studies ...... 283 Theme Studies ...... 286 Theme Studies ...... 288 Theme Studies ...... 290 Theme Studies ...... 292 Theme Studies ...... 295 Theme Studies ...... 297 Theme Studies ...... 300 Theme Studies ...... 302 Theme Studies ...... 304 Theme Studies ...... 306 Theme Studies ...... 309 Theme Studies ...... 312 Theme Studies ...... 315 Theme Studies ...... 318 Theme Studies ...... 320 Academic Writing ...... 323 Study of Current World Events...... 326

2018 Osaka Jogakuin English Syllabus 21120004-11

Academic Discourse ...... 328 Research Presentation ...... 330 Research Writing ...... 333 Oral Communication 1 ...... 336 Oral Communication 2 ...... 338 Foundation Grammar 1 ...... 340 Foundation Grammar 2 ...... 342 Foundation Reading 1 ...... 344 Foundation Reading 2 ...... 347 Foundation Writing 1 ...... 350 Foundation Writing 2 ...... 352 College Writing ...... 354 English Strategies 4-TOEFL ...... 356 Advanced Vocabulary ...... 358 Advanced Pronunciation...... 363 Academic Listening ...... 366 Academic Reading ...... 368 Women's Global Leadership Seminar 1 ...... 371 Women's Global Leadership Seminar 2 ...... 373 Women's Global Leadership Seminar 3 ...... 375 Women's Global Leadership Seminar 4 ...... 378 Advanced Seminar 1 ...... 380 Advanced Seminar 2 ...... 382 Advanced Seminar 3 ...... 384 Advanced Seminar 4 ...... 386 Introduction to linguistics ...... 388 Introduction to Media ...... 390 Introduction to interpreting ...... 392 Introduction to interpreting ...... 394 Introduction to translation ...... 396 Introduction of International Understanding ...... 399 Basic Marketing ...... 401 Introduction to international development ...... 403 An Introduction to Peace and Conflict Studies ...... 405 Global citizen theory (closed this year) ...... 408 Symbiotic society ? Japan and the world ...... 410

2018 Osaka Jogakuin English Syllabus 21120004-11

International Law ...... 412 Organizational Management ...... 414 Business Project ...... 416 Human Resource Management in Japanese business organizaion ...... 418 Studies in Interpreting & Translation ...... 421 Global Media & Culture ...... 423 Translation in Media & Literature ...... 425 Career Planning ...... 427 Issues in Peace and Conflict ...... 430 Issues in Human Rights ...... 432 Issues in International Relations ...... 434 Comparative Culture & Traditions ...... 436 Intercultural Education ...... 438 Conflict Resolution ...... 440 Conflict Resolution （Closes this year ...... 442 Transformative and Restorative Approaches in Communities ...... 443 Management ...... 446 Marketing ...... 448 Female Business Leadership ...... 450 Corporate Social Responsibility ...... 452 Development Education...... 454 Multicultural Society ...... 456 Multidisciplinary WGL Independent Studies ...... 458 Education Internship 1 ...... 460 Education Internship 2 ...... 462 Japanese-Japanese situation 1 ...... 464 Japanese-Japanese situation 2 ...... 467 Method of Teaching English 1-1 ...... 470 English methodologies 1-2 ...... 473 English teaching methodology 2-1 ...... 475 English teaching methodology 2-2 ...... 477 Teaching practice 1 (intensive) ...... 479 Teaching practice 2 (intensive) ...... 481 Understanding and utilizing information ...... 483 Social survey method ...... 486 Digital network foundation (first half) ...... 488

2018 Osaka Jogakuin English Syllabus 21120004-11

Grammar 1 ...... 491 Grammar 2 ...... 493 Oral Interpretation ...... 495 Introduction to Management ...... 497 English studies ...... 499 Intercultural communication theory ...... 501

2018 Osaka Jogakuin English Syllabus 21120004-11

Sociology: Higher Education and Society Ⅰ Subject Sociology: Higher Education and Society Ⅰ Teacher Kato-otani, Eiko Purpose of Class or the goal A university is a community, not a "marketplace." Rather than a place where individuals go in search of various kinds of information that will be beneficial for their respective futures, it is a community where students and instructors alike attempt to study together. In this course, various issues characterizing today's society will be raised and students will consider how they will live within that context as individual independent women. As they mutually question the self and encounter questions beyond the self, the focus will be on sharing an awareness of problems. Outline of Class Many people think that the purpose of going to university is to acquire knowledge and power that is useful for them someday. However, what matters is that students cherish themselves while in the "place" of the university. They do this by carefully participating in many things such as classes, extracurricular activities, study abroad, contests, and learning to live better while at the university. It is to utilize the university as a place of formation for your own identity. To do that, it is necessary to prepare properly, to actually experience, to notice their attitude ultimately find meaning for learning at university and gaining the power to make use of myself. This is the aim of this school subject.

Courses /Benchmark GEN1003（～715）・ Required for all level,GEN1340（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 別途配布 2 3 4 5 Timetable 6 7 8 9

2018 Osaka Jogakuin English Syllabus 21120004-11

10 11 12 13 14 15 Preparation for Class Textbook References Grade evaluation Pass(授業への参加度)または Fail method/Criteria

2018 Osaka Jogakuin English Syllabus 21120004-11

Sociology: Higher Education and Society Ⅱ Subject Sociology: Higher Education and Society Ⅱ Teacher Kato-otani, Eiko Purpose of Class or the goal A university is a community, not a "marketplace." Rather than a place where individuals go in search of various kinds of information that will be beneficial for their respective futures, it is a community where students and instructors alike attempt to study together. In this course, various issues characterizing today's society will be raised and students will consider how they will live within that context as individual independent women. As they mutually question the self and encounter questions beyond the self, the focus will be on sharing an awareness of problems. Outline of Class It is important for us to recognize the changes in society and the economy happening in the future and to broaden and deepen our view of the world in order to live with purpose and purpose after graduation. In addition, students need to understand who they are. They need to understand their own learning community and its opinions and values. This is the goal of this class: to deepen their awareness of society and nurture their own living skills while studying topics of contemporary social issues.

Courses /Benchmark GEN2900（～715）・ GEN2150（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 別途配布 2 3 4 5 Timetable 6 7 8 9 10 11 12

2018 Osaka Jogakuin English Syllabus 21120004-11

13 14 15 Preparation for Class Textbook References Grade evaluation Pass(授業への参加度)または Fail method/Criteria

2018 Osaka Jogakuin English Syllabus 21120004-11

Sentence expression method I Subject Sentence expression method I Teacher Tsuchiga, Nanayo Purpose of Class or the goal Why do humans learn words? Why do they write down words? Students will take a direct approach to the question by considering the significance of writing. Through repeated attempts at writing without resorting to abstract theories, students will come to an understanding of the meaning of writing through their own experience of it and will contemplate it on that basis. First, students will write in order to experience a firsthand awareness of writing. They will then put into language what they experienced. In other exercises, they will directly experience diverse writing styles and genres and again transform their experiences into language. Outline of Class Clarify that acquiring basic Japanese notation for sentence expression which is a transmission means, reading sentences of various genres, grasping the contents thereof and to write their own opinions on it are to increase communication skills, and moreover the way to aware the intrinsic self as a result.

Courses /Benchmark GEN2602（～715）・ GEN2040（716～） Style of Class Correct each submitted assignment in a personal guidance format and instruct. Outline Homework （Preparation/Review etc.） 1 Explanation of the teaching style / form, method of evaluation, explanation of the meaning of each task, and explanation of the objectives of the class. Explanation of the problem in Japanese notation. Timetable 2 Starting to write in 160 subjects, four issues first, such as "About yourself", "Self-PR". 3 Correction and guidance on submitted tasks. 4 Correction and guidance on submitted tasks. 5 Correction and guidance on submitted

2018 Osaka Jogakuin English Syllabus 21120004-11

tasks. 6 Correction and guidance on submitted tasks. 7 Explanation about the task of reading sentences of each genre and writing own thoughts and opinions on it. And correction and instruction. 8 Correction and guidance on submitted tasks. 9 Correction and guidance on submitted tasks. 10 Explanation of the difference between the comment and the editorial writings and how to write it. 11 Correction and guidance on submitted tasks. 12 Correction and guidance on submitted tasks. 13 Explanation of "About writing and kindness". 14 Correction and guidance on submitted tasks. 15 Inspection and confirmation of all assignment, and also evaluation and confirmation. Preparation for Class "Writing" work is self-management and self-responsibility. For each assignment, you are planning to finish it during the lesson. Textbook Present the assignments and distribute the prints. References Instructs each appropriately when it seems necessary. Grade evaluation Apply the average score of the assessment to the submitted method/Criteria tasks for credit recognition.

2018 Osaka Jogakuin English Syllabus 21120004-11

Issues of Human Rights in the World Subject Issues of Human Rights in the World Teacher Hatashin, Omi Purpose of Class or the goal At the end of the fifteen weeks, each student is expected to be able to understand what are human rights; to analyse human rights problems behind complex contemporary issues of the world; and to recognise what ought to be done. Outline of Class We are going to study a wide swathe of human rights abuses across the world including Japan, past and present; while doing so, we aim to understand that the obligation to protect human rights is owed firstly by public authorities; and secondly by private entities; but that it is ordinary individuals who collectively owe the most important obligation to make sure that their rights are upheld publicly.

Courses /Benchmark GEN2603（～715）・ GEN2080（716～） Style of Class Students are expected to have studied the relevant parts of the textbook every week. There will be presentations and discussions. Outline Homework （Preparation/Review etc.） 1 Week 1: Human Rights Guarantees pp. 1-15 2 Week 2: From the Rights of Subjects to pp. 16-26 Fundamental Freedoms 3 Wee 3: Any limit to human rights? pp. 27-34 4 Week 4: International instruments and pp. 35-49 Timetable institutions for the protection of human rights 5 Week 5: foundational principles of pp. 52-64 modern human rights thoughts 6 Week 6: right to the pursuit of happiness pp. 65-77 7 Week 7: Freedoms of Faith, Thought, pp. 78-94 Conscience, Expression, Assembly, etc. 8 Week 8: Rights to a Standard of Living pp. 95-107 9 Week 9: Rights of Workers pp. 108-117 10 Week 10: If you are wrongly arrested and pp. 118-128 and Suto, M, "I

2018 Osaka Jogakuin English Syllabus 21120004-11

convicted still did not do it" 11 Week 11: gender and human rights pp. 130-142 12 Week 12: rights of the child pp. 143-155 13 Week 13: rights of the disabled pp. 156-168 14 Week 14: rights of homeless people pp. 169-181 15 Week 15: rights of foreigners pp. 182-197 Preparation for Class Students are expected to have studied the relevant parts of the textbook every week. Textbook M. Yokofujita, E. Nakasaka (2017) Jinken Nyumon, 3rd ed. Kyoto: Horitsu Bunkasha References Yamashita, K (2014) Kokusai Jinkenho, Tokyo: Nihon Hyoronsha; Rainey, B. (2015) Human Rights Law Concentrate 3rd ed. Oxford University Press; Hansabetsu Kokusaiundo Nihoniinnkai ed. (2004) Mainoriti no Kenri toha, Kaiho Shuppansha); Burakukaiho Jinken Kenkyusho ed (2008) Sekai Jinken Sengen no Jitsugen ni Mukete, Kaiho Shuppansha; Tsujimura, M. (2008) Gender to Jinken, Tokyo: Nihon Hyoronsha Han Sabetu Kokusaiundou Nihon Iinnkai ed (2007) Kouza Jinshin Baibai, Kaihoshuppan Grade evaluation Class Participation (Presentations, Discussions) 60%; Essays method/Criteria 40%

2018 Osaka Jogakuin English Syllabus 21120004-11

Advanced Writing Subject Advanced Writing Teacher Sponseller, Aaron C. Purpose of Class or the goal Students will be able to (SWBAT) use various prewriting brainstorming techniques to help develop detailed outlines on various topics.
SWBAT find and cite sources (in the text and on a reference page) using APA style.
SWBAT quote, summarize, and paraphrase sources. Outline of Class Advanced Writing will build on the writing done in IS 1-4 during the 1st year with the goal that students will be able to express themselves clearly and appropriately when writing academic essays and reports.

Courses /Benchmark ENG2070（716～） Style of Class Lecture, discussion, individual, and group/peer work Outline Homework （Preparation/Review etc.） 1 Expository Essay: Essay structure and Review Unit 1: Part 1 the introductory paragraph &/Consider expository essay topics 2 Body paragraphs, concluding Review Unit 1: Part 2 paragraphs, and outlining &/Prepare rough draft of Timetable expository essay 3 Editing and improving your work Review Unit 1: Part 3 &/Prepare final draft of expository essay 4 Essay 1 (Expository Essay) due Write a 1 page critique of your expository essay 5 Research and citation: Introduction to Review Unit 2: Part 1 research and citation &/Additional homework assignment (to be determined) 6 In-text citation and the list of works Review Unit 2: Part 2 &/ cited Additional homework assignment (to be determined)

2018 Osaka Jogakuin English Syllabus 21120004-11

7 Project on research and citation (To be determined) 8 Argumentative Essay: Developing Review Unit 3: Part 1 arguments &/Consider expository essay topics 9 Strengthening arguments Review Unit 3: Part 2 &/ Prepare rough draft of expository essay 10 Editing and improving your work Review Unit 3: Part 3 &/ Prepare final draft of expository essay 11 Essay 2 (Argumentative Essay) due Write a 1 page critique of your argumentative essay 12 Compare and Contrast Essay: Essay Review Unit 4: Part 1 &/ structure Consider expository essay topics 13 Describing similarities and differences Review Unit 4: Part 2 &/ Prepare rough draft of expository essay 14 Editing and improving your work Review Unit 4: Part 3 &/ Prepare final draft of expository essay 15 Essay 2 (Compare and Contrast Essay) NONE due Preparation for Class Homework and preparation for this class includes reviewing the textbook, researching and locating source material for essays, and writing/revising of essay drafts. Textbook Academic Writing Skills 2, (Cambridge, 2012), Student Edition References Additional materials will be provided by the instructor Grade evaluation Three essays (15% each): 45% Classwork: 30% Homework: method/Criteria 25%

2018 Osaka Jogakuin English Syllabus 21120004-11

Advanced Grammar Subject Advanced Grammar Teacher Sasabe, Toru Purpose of Class or the goal *compose grammatically correct and comprehensible sentences, paragraphs, and essays.*use various clause types, conditionals, indirect speech, passive voice, and perfect modals correctly. Outline of Class To become independent grammar learners by identifying and using various means to learn and improve grammar

Courses /Benchmark ENG2060（716～） Style of Class (1) Organize the grammar matter of the target based on reflection of the assignment and prior learning of the teaching materials
(2)Explanation of contents centered on grammar of task (including explanation of vocabulary etc.)
(3)Read or write English sentences used learned grammar or vocabulary
(4)Explain the grammar items while extracting in the teaching materials dealing with the dissemination of Japanese culture as the framework of English sentences. Outline Homework （Preparation/Review etc.） 1 *Orientation (Capture voice tasks into Bring USB (Format mp3) USB.) 2 *Entrance Ceremony *Class Preparation 3 *Poor Linguists *Class Preparation 4 *A Party *Class Preparation Timetable 5 *Stepping-Stone Holidays *Class Preparation 6 *Working Conditions *Class Preparation 7 *Rany Season *Class Preparation for Mid-term quiz 8 *Review *Class Preparation 9 *A Look into Japanese Society *Class Preparation 10 *Traffic Jam *Class Preparation

2018 Osaka Jogakuin English Syllabus 21120004-11

11 *Summer Vacation *Class Preparation 12 *Name Cards *Class Preparation 13 *Overseas Assignment *Class Preparation 14 *Family Structure *Preparation for the Final Quiz 15 * Review: in-class Final Quiz Preparation for Class Submit assignment every time. Textbook Distribute print suitably during class. References Distribute print suitably during class. Grade evaluation Classwork: 60% (Check quiz: 15% Writing Assignment: 15% method/Criteria Presentation:15% Assignment: 15%)
Mid-term quiz: 20%
Final Quiz 20%

2018 Osaka Jogakuin English Syllabus 21120004-11

Economics 1 Subject Economics 1 Teacher Fujioka, Yuko Purpose of Class or the goal ・To be able to explain what the household's behavioral principle is. ・To be able to explain what the corporate behavioral principle is. ・To be able to explain how the quantity and price of goods are determined in the market. ・To be able to explain theoretically why the government is necessary. Outline of Class Lecture by taking up the fundamental part of microeconomics. Understand the mechanisms and ideas how the households and enterprises act based on the principle, how the prices of goods sold and the quantities produced are determined, how is the government necessary, what role is played.

Courses /Benchmark GEN2600（～715）・ GEN2135（716～） Style of Class Lecture in line with resume to be distributed during class in principle. （However, do some review tests etc.） Outline Homework （Preparation/Review etc.） 1 What is economics? 2 Market economy and Planned economy Review the content of the class 3 Household's theory (Indiscriminate Review the content of the utility theory) class Timetable 4 Household's theory (Demand curve) Review the content of the class 5 Household's theory (Price elasticity of Review the content of the demand) class 6 Production theory (Profit maximization Review the content of the principle and supply curve) class 7 Production theory (Supply price Review the content of the elasticity) class 8 Mechanism for determining price and Review the content of the transaction volume ① class 9 Mechanism for determining price and Review the content of the

2018 Osaka Jogakuin English Syllabus 21120004-11

transaction volume ② class 10 Market Failure (Natural Monopoly) Review the content of the class 11 Market Failure (Public property) Review the content of the class 12 Market Failure (Externality) Review the content of the class 13 Market Failure (Information Review the content of the asymmetry) class 14 Foundations of game theory 15 Summery Preparation for Class Although preparation is unnecessary, it is important to listen carefully to classes and understand them properly during class. Also, reviewing is essential. Textbook Unspecified. Distribute lesson materials as appropriate. References It is not always necessary to obtain it, but subscription and reference are recommended.written by Motoshige Ito 『Micro economics Second edition』 Nippon Hyoron Sha（2003）
written by Takashi Ohsio 『Koukousei no tameno keizaigaku nyumon』 Chikuma Shinsyo（2002） Grade evaluation Evaluate comprehensively based on; Motivation for method/Criteria participation in class：30％、Review test (scheduled 8 times)： 50％、Summary：20％

2018 Osaka Jogakuin English Syllabus 21120004-11

Economics 2 Subject Economics 2 Teacher Fujioka, Yuko Purpose of Class or the goal ・To be able to master the theoretical knowledge about macroeconomics. ・To be able to cultivate the ability to think about the current macroeconomic economy. Outline of Class We will cover the fundamental fields of macroeconomics.The contents are "concept of GDP", "goods market", "money market" and "IS-LM analysis".

Courses /Benchmark GEN2601（～715） Style of Class Lecture in line with resume to be distributed during class in principle. （However, do some review tests etc.） Outline Homework （Preparation/Review etc.） 1 What is economics? 2 Review the content of the Concept of GDP class 3 Principle of three-way equivalence Review the content of the class Timetable 4 Nominal GDP and Real GDP Review the content of the class 5 Concept of Short-term and Long-term Review the content of the class 6 Consumption function Review the content of the class 7 投資関数 Review the content of the class 8 Government expenditure Review the content of the class 9 45 degree line analysis Review the content of the class 10 Multiplier effect Review the content of the class 11 IS curve Review the content of the

2018 Osaka Jogakuin English Syllabus 21120004-11

class 12 LM curve Review the content of the class 13 IS‐LM analysis Review the content of the class 14 Review 15 Summery Preparation for Class Although preparation is unnecessary, it is important to listen carefully to classes and understand them properly during class. Also, reviewing is essential. Textbook Unspecified. Distribute lesson materials as appropriate. References It is not always necessary to obtain it, but subscription and reference are recommended.written by Iwao Nakatani（2007）『Nyumon Micro Keizaigaku』 Fifth edition、Nippon Hyoron Sha Grade evaluation Evaluate comprehensively based on; Motivation for method/Criteria participation in class：30％、Review test (scheduled 8 times)： 50％、Summary：20％

2018 Osaka Jogakuin English Syllabus 21120004-11

Sociology 1 Subject Sociology 1 Teacher Sekine, Akira Purpose of Class or the goal ・To be able to find the authentication method used by sociology. ・To be able to explain technical terms of sociology. ・To be able to capture the diverse aspects of society. ・To be able to understand social mechanisms including social structure and institution.

Outline of Class Aimed to capture the daily life, exchange with people, and the system of organization and society from the viewpoint of sociology as we have seen in the past. Acquire the ability to think through the basic technical terms and knowledge of sociology.

Courses /Benchmark GEN2912（～715）・ GEN2125（716～） Style of Class Proceed the class mainly with lectures in conjuction with discussions. In case of a small number of students, the class is subject to be proceeded with a workshop form (circle seat arrangement). Outline Homework （Preparation/Review etc.） 1 The meaning of learning sociology Classification of "society" and "group" 2 A group called a family Classification on collective status and roles 3 The meaning and function of marriage Discuss the meaning and Timetable function of marriage. 4 Aspects of aging society A description for taking years of age 5 Socialization process Analysis of the primary socialization that I received 6 What is labor? Analysis of the process how labor has became pain 7 A space called a city Description of city - rural continuous method 8 The phenomenon of deviation Classification of "deviant

2018 Osaka Jogakuin English Syllabus 21120004-11

state" and "deviant behavior" 9 Religion and human Investigation of attraction 10 Politics and Society Classification of political indifference 11 Gender Catch about the correlation between discrimination and poverty 12 Problems in the environment Think about the environment and globalization 13 Globalization Study on internationalization and globalization 14 Crime and Society Media and Moral Panic 15 Summery etc. Preparation for Class As preparation, please be sure to read the literature and materials that you have specified or distributed. In reviewing, please read through the notes and the distribution and further deepen your understanding of what you learned. Homework using a worksheet may appear irregularly. Textbook The print will be distributed. Please prepare and save each file etc. References Introduce them as necessary. Grade evaluation Evaluation is carried out by the following allocation: normal method/Criteria point (emphasis on subjective class participation) 20％、 Submission of reports etc. 30％、Examinaton 50％ Please also carefully read the remarks below because it is written about the results.

2018 Osaka Jogakuin English Syllabus 21120004-11

Sociology 2 Subject Sociology 2 Teacher #N/A Purpose of Class or the goal ・To be able to explain theories in sociology ・To be able to explain social behavior and interaction. ・To be able to explain the relationship between the organization and the group and the basic requirements for establishing it. ・To be able to grasp the changes of society so far. Outline of Class Grasp on what kind of interactions people are engaged in and how the relationship is created and maintained taking up the relationship between people and society. Then examine how society has changed and how it will change.

Courses /Benchmark GEN2303（～715） Style of Class Proceed the class mainly with lectures in conjuction with discussions. In case of a small number of students, the class is subject to be proceeded with a workshop form (circle seat arrangement). Outline Homework （Preparation/Review etc.） 1 Why has society been considered? Think about the need to exceed various commons. 2 Basic view and thinking of sociology Sociology in social science

3 Social science genre and succession Classification of successive Timetable sociology sociology 4 About social behavior 1 Summarize the four types of action 5 About social behavior 2 Analysis of social behavior 6 About interaction 1 Study Durkheim's theory of suicide 7 About interaction 2 Study methodological individualism and methodological socialism 8 About groups and organizations 1 Classification of organization group

2018 Osaka Jogakuin English Syllabus 21120004-11

9 About groups and organizations 2 Classification of unorganized population 10 About social structure 1 Summarize the three types of control 11 About social structure 2 Summarize the four types of power 12 About social change 1 Think about what changes with information technology revolution 13 About Social change 2 Think about the impact of globalization 14 Study myself through Sociology Think about self-fulfillment of prophecy 15 Summery etc. Preparation for Class As preparation, please be sure to read the literature and materials that you have specified or distributed. n review, please read through the notes and the distribution and further deepen your understanding of what you learned. Homework using a worksheet may appear irregularly. Textbook The print will be distributed. Please prepare and save each file etc. References Introduce them as necessary. Grade evaluation Evaluation is carried out by the following allocation: normal method/Criteria point (emphasis on subjective class participation) 20％、 Submission of reports etc. 30％、Examinaton 50％ Please also carefully read the remarks below because it is written about the results.

2018 Osaka Jogakuin English Syllabus 21120004-11

Law 1 Subject Law 1 Teacher Sakai, Yasuo Purpose of Class or the goal ・To be able to acquire basic knowledge about relatives law, inheritance law, outline of institution, and specific cases. ・To be able to specifically recognize and understand problems such as divergence between legislative facts and actual needs. Outline of Class It aims at mastering basic knowledge on relatives law and inheritance law. Review relatives law, inheritance law, outline of the system and specific cases.

Courses /Benchmark GEN2303（～715）・ GEN2115（716～） Style of Class Lecture Outline Homework （Preparation/Review etc.） 1 Legal studies～Introduction～ 2 Marriage① 3 Marriage② 4 Devorce① 5 Devorce② Timetable 6 Criminal① 7 Criminal② 8 Traffic Accident 9 Parents and children, Adapted child 10 DV、Sexual harassment 11 Adult guardianship 12 Bioethics 13 Constitution 14 Report presentation and opinion review meeting 15 Report presentation and opinion review meeting Preparation for Class No particular necessity.

2018 Osaka Jogakuin English Syllabus 21120004-11

Textbook Not necessary References Grade evaluation Attitude and remarks in the class 50％、Report presentation method/Criteria 10％、Report 40％ Regarding classes, make efforts to express your opinions through listning to the class and the case exercises. As for the report, evaluate based on whether you are trying logical thinking on your own（ There is no problem in knowledge error.）

2018 Osaka Jogakuin English Syllabus 21120004-11

Law 2 Subject Law 2 Teacher Ikeda, Tatsuo Purpose of Class or the goal ・To be able to gain basic knowledge centering on property law. ・To be able to deepen the interest in the trial widely. Outline of Class We will promote classes focusing on troubles around property mainly focusing on the legal relationship between people and people. Related fields are Civil Code, Commercial Law, Company Law, Labor Law, Consumer Law, Civil Procedure Law, Bankruptcy Act etc.

Courses /Benchmark GEN2303（～715） Style of Class Proceed the class with self-select one of the themes scheduled in the schedule, report by the team or individual students, and questioning and answering. Outline Homework （Preparation/Review etc.） 1 The World of Law, The World of Civil Procedure ～ Why is the judge's legal suit black? 2 ADR・Arbitration 3 Court Timetable 4 Parties to the lawsuit 5 Court costs and the proceedings 6 Filing an action 7 Oral argument and its preparation 8 Proof and evidence 9 Trial 10 Completion of lawsuit without trial 11 Complicated lawsuit 12 Appeal 13 Retrial 14 Simple Court Court Proceedings and Summary Litigation

2018 Osaka Jogakuin English Syllabus 21120004-11

15 Future judiciary ～ IT and Judiciary Preparation for Class Preparation 80%、Review 20% Textbook eddited by Tatsuo Ikeda 『Actual Minji Sosho Hou』（ Houritsu Bunka Sha, Heisei 24） References Introduce them at any time during lecture. Grade evaluation Depends on normal point（Attending class 10％、Report 30％、 method/Criteria Presentation 40％、Questioning 20％）

2018 Osaka Jogakuin English Syllabus 21120004-11

English Strategies 1-TOEIC (400-495) Subject English Strategies 1-TOEIC (400-495) Teacher 夫明美、井口陽子、井上球美子、沢田美保子、徳永昌彦 Purpose of Class or the goal The course aims to help students improve overall English skills by focusing on mainly TOEIC tests. Students should get a TOEIC score of 500 or above when they successfully finish the course. Students should learn: 1) how to take standardized tests effectively. 2) vocabulary frequently used in standardized tests. 3) timed-reading and listening skills. 4) to evaluate grammar errors Outline of Class In this course, students will learn how to read business documents and its vocabularies based on grammartical understanding. Students will be required to practice "listening" which are spoken in various areas. Through studying TOEIC effectively, it is aimed that students' overall English proficiency will improve.

Courses /Benchmark ENG1901（～715）・ ENG1020（716～） Style of Class Lecture, Drill, Grammar-Vocabulary-Listening or Reading Quiz Outline Homework （Preparation/Review etc.） 1 Unit 1 Preparation for Class 2 Unit 2: VQ1 Preparation for Class 3 Unit 3: VQ2, GQ1 Preparation for Class 4 Unit 4: VQ3 Preparation for Class 5 Unit 5: VQ4, GQ2 Preparation for Class Timetable 6 Unit 6: VQ5 Preparation for Class 7 Review Quiz 1: VQ6 Preparation for Class 8 Unit 7: VQ7, GQ3 Preparation for Class 9 Unit 8: VQ8 Preparation for Class 10 Unit 9: VQ9, GQ4 Preparation for Class 11 Unit 10: VQ10, RQ1 Preparation for Class 12 Unit 11: VQ11 Preparation for Class 13 Unit 12: VQ12, RQ2 Preparation for Class 14 Review Quiz 2: VQ13 Preparation for Class

2018 Osaka Jogakuin English Syllabus 21120004-11

15 Review Preparation for Class Preparation for Class To prepare for quizzes
Read assigned pages and do assigned exercises beforehand Textbook All-Powerful Steps for the TOEIC LISTENING and READING TESTISBN:9784791960293 Takayuki, Ishii Seibi-do
『TOEIC テスト英文法出るとこだけ』 ISBN:9784757428454 Yuko, Koishi Alc References Grade evaluation Class work: Homework (quizzes, review quizzes, etc.) : method/Criteria 70%
Vocabulary quizzes (13 times)----15%
Reading quizzes (2 times)------10%
Grammar quizzes (4 times) -----15%
Review Quiz 1 ------15%
Review Quiz 2 ------15%
Final Exam (TOEIC-IP): 30%

2018 Osaka Jogakuin English Syllabus 21120004-11

English Strategies 1-TOEIC (～400) Subject English Strategies 1-TOEIC (～400) Teacher 土井清孝、夫明美、平野牧子、沢田美保子 Purpose of Class or the goal The course aims to help students improve overall English skills by focusing on mainly TOEIC tests. Students should get a TOEIC score of 500 or above when they successfully finish the course. Students should learn: 1) how to take standardized tests effectively. 2) vocabulary frequently used in standardized tests. 3) timed-reading and listening skills. 4) to evaluate grammar errors Outline of Class In this course, students will learn how to read business documents and its vocabularies based on grammartical understanding. Students will be required to practice "listening" which are spoken in various areas. Through studying TOEIC effectively, it is aimed that students' overall English proficiency will improve.

Courses /Benchmark ENG1901（～715）・ ENG1020（716～） Style of Class Lecture, Drill, Grammar-Vocabulary-Listening or Reading Quiz Outline Homework （Preparation/Review etc.） 1 Unit 1 Preparation for Class 2 Unit 2: VQ1 Preparation for Class 3 Unit 3: VQ2, GQ1 Preparation for Class 4 Unit 4: VQ3 Preparation for Class 5 Unit 5: VQ4, GQ2 Preparation for Class Timetable 6 Unit 6: VQ5 Preparation for Class 7 Review Quiz I:VQ6 Preparation for Class 8 Unit 7: VQ7, GQ3 Preparation for Class 9 Unit 8: VQ8 Preparation for Class 10 Unit 9: VQ9, GQ4 Preparation for Class 11 Unit 10: VQ10, RQ1 Preparation for Class 12 Unit 11:VQ11 Preparation for Class 13 Unit 12: VQ12, RQ2 Preparation for Class 14 Review Quiz II:VQ13 Preparation for Class 15 Review

2018 Osaka Jogakuin English Syllabus 21120004-11

Preparation for Class To prepare for quizzes
Read assigned pages and do assigned exercises beforehand Textbook Start-Up Course for the TOEIC L&R Test - Revised Edition -ISBN:9784791934201 Nagataka,Kitayama Seibi-do References Grade evaluation Class work: Homework (quizzes, review quizzes, etc.) : method/Criteria 70%
Vocabulary quizzes (13 times)----15%
Reading quizzes (2 times)------10%
Grammar quizzes (4 times) -----15%
Review Quiz 1 ------15%
Review Quiz 2 ------15%
Final Exam (TOEIC-IP): 30%

2018 Osaka Jogakuin English Syllabus 21120004-11

English Strategies 2-TOEIC (500-595) Subject English Strategies 2-TOEIC (500-595) Teacher Hirano, Mariko Purpose of Class or the goal The course aims to help students improve overall English skills by focusing on mainly TOEIC tests. Students should get a TOEIC score of 600 or above when they successfully finish the course. Students should learn: 1) how to take standardized tests effectively. 2) vocabulary frequently used in standardized tests. 3) timed-reading and listening skills. 4) to evaluate grammar errors Outline of Class In this course, students will learn how to read business documents and its vocabularies based on grammartical understanding. Students will be required to practice "listening" which are spoken in various areas. Through studying TOEIC effectively, it is aimed that students' overall English proficiency will improve.

Courses /Benchmark ENG3601（～715）・ ENG3010（716～） Style of Class Lecture, Drill, Grammar-Vocabulary-Listening or Reading Quiz Outline Homework （Preparation/Review etc.） 1 textbook, First Day Preparation for Class 2 textbook, Second Day, VQ1 Preparation for Class 3 textbook, Third Day, VQ2, GQ1 Preparation for Class 4 textbook, Fourth Day, VQ3 Preparation for Class 5 textbook, Fifth Day, VQ4, GQ2 Preparation for Class Timetable 6 textbook, Sixth Day, VQ5 Preparation for Class 7 textbook, Seventh Day, VQ6, GQ3 Preparation for Class 8 textbook, Eighth Day, VQ7 Preparation for Class 9 textbook, Nineth Day, VQ8, GQ4 Preparation for Class 10 textbook, Tenth Day,VQ9 Preparation for Class 11 textbook, Eleventh day, VQ10, RQ1 Preparation for Class 12 textbook, TOEIC test, VQ11 Preparation for Class 13 Review I: VQ12, RQ2 Preparation for Class 14 TOEIC LISTENING and READING Preparation for Class TEST1, VQ13

2018 Osaka Jogakuin English Syllabus 21120004-11

15 Review II Preparation for Class Preparation for Class To prepare for Quizzes
Read tips for TOEIC Strategies beforehand Textbook "TOEIC L&R test Chokuzen no Gijutsu" Hilke, Robert （Alc） Hilke, Robert（Alc）
TOEIC LISTENING and READING TEST HYOUJYUNMOSHI1
Masaya, Kanzaki（Yadokari shuppan） References Grade evaluation Class work: Homework (quizzes, review quizzes, etc.) method/Criteria 70%
Vocabulary quizzes (13 times)---15%
Reading quizzes (2 times)------10%
Grammar quizzes (4 times) -----15%
Review Quiz I (Practice Test 1) ----15%
Review Quiz II (Practice Test 2)------15%
Final Exam (TOEIC-IP): 30%

2018 Osaka Jogakuin English Syllabus 21120004-11

English Strategies 3-TOEIC (600～) Subject English Strategies 3-TOEIC (600～) Teacher Morita, Ruriko・Inoue, Kumiko Purpose of Class or the goal The course aims to help students improve overall English skills by focusing on mainly TOEIC tests. Students should get a TOEIC score of 700 or above when they successfully finish the course. Students should learn: 1) how to take standardized tests effectively. 2) vocabulary frequently used in standardized tests. 3) timed-reading and listening skills. 4) to evaluate grammar errors Outline of Class In this course, students will learn how to read business documents and its vocabularies based on grammartical understanding. Students will be required to practice "listening" which are spoken in various areas. Through studying TOEIC effectively, it is aimed that students' overall English proficiency will improve.

Courses /Benchmark ENG3601（～715）・ ENG3010（716～） Style of Class Lecture, Drill, Grammar-Vocabulary-Listening or Reading Quiz Outline Homework （Preparation/Review etc.） 1 textbook, First Day Preparation for Class 2 textbook, Second Day, VQ1 Preparation for Class 3 textbook, Third Day, VQ2, GQ1 Preparation for Class 4 textbook, Fourth Day, VQ3 Preparation for Class 5 textbook, Fifth Day, VQ4, GQ2 Preparation for Class Timetable 6 textbook, Sixth Day, VQ5 Preparation for Class 7 textbook, Seventh Day, VQ6, GQ3 Preparation for Class 8 textbook, Eighth Day, VQ7 Preparation for Class 9 textbook, Nineth Day, VQ8, GQ4 Preparation for Class 10 textbook, Tenth Day,VQ9 Preparation for Class 11 textbook, Eleventh day, VQ10, RQ1 Preparation for Class 12 textbook, TOEIC test, VQ11 Preparation for Class 13 Review I: VQ12, RQ2 Preparation for Class 14 TOEIC TEST, VQ13 Preparation for Class 15 Review II Preparation for Class

2018 Osaka Jogakuin English Syllabus 21120004-11

Preparation for Class To prepare for Quizzes
Read tips for TOEIC Strategies beforehand Textbook "TOEIC L&R test Chokuzen no Gijutsu" Hilke, Robert （Alc） "TOEIC TEST Shinkeishiki Moshi Hajimete no Chousen" Masaya, Kanzaki （Yadokari shuppan） References Grade evaluation Class work: Homework (quizzes, review quizzes, etc.) method/Criteria 70%
Vocabulary quizzes (13 times)---15%
Reading quizzes (2 times)------10%
Grammar quizzes (4 times) -----15%
Review Quiz I (Practice Test 1) ----15%
Review Quiz II (Practice Test 2)------15%
Final Exam (TOEIC-IP): 30%

2018 Osaka Jogakuin English Syllabus 21120004-11

Korean Practice Exercise1（TOPIK2） Subject Korean Practice Exercise1（TOPIK2） Teacher Park, Hyun Suk Purpose of Class or the goal To be able to acquire the Korean language management ability of Hangul Proficiency Test Level 5 grade or Korean language proficiency test first grade. Outline of Class Set the purpose of the lesson to let the students who already acquire the basic knowledge of Korean language improve the effective abilities of vocabulary and grammar, reading comprehension and listening comprehension. In addition, set the goal of the class to let the students can voluntarily work on problems and learn by aiming for effective ability improvement in a short period of time through proceeding intensive lecture form.

Courses /Benchmark LNG2085（717 生～） Style of Class Mainly focusing on past trends and countermeasures, comprehensive test reading and conversation. Outline Homework （Preparation/Review etc.） 1 ? Prologue: Outline of test and ? Topik Preliminary notes examination of past questions 2 ? Vocabulary and grammar① ? Assignment and Connecting endings and nouns you Preparation Timetable should know 3 ? Vocabulary and grammar② ? Assignment and Idiom Preparation 4 ? Vocabulary and grammar③ ? Assignment and Adjective, Adverb Preparation 5 ? feed back：Vocabulary quiz ? Assignment and Preparation 6 ? Reading① Vocabulary you ? Assignment and should know Preparation 7 ? Reading② Practice test of ? Assignment and reading comprehension Preparation 8 ? Reading③ Explanation of practice ? Assignment and

2018 Osaka Jogakuin English Syllabus 21120004-11

test Preparation 9 ? feed back：Reading quiz ? Assignment and Preparation 10 ? Comprehension① Reading ? Assignment and comprehension question by type ? Preparation practice 11 ? Comprehension② Practice ? Assignment and test of listening comprehension Preparation 12 ? Comprehension③ Explanation ? Assignment and of practice test Preparation 13 ? feed back：Comprehension quiz ? Assignment and Preparation 14 ? Total review：TOPIK Practice ? Assignment and exam Preparation 15 ?Epilogue: Commentary on TOPIK ? Assignment and Practice Test Preparation Preparation for Class Every time, assignment and preparation are required. Textbook edited by Kankokugo Hyoka Kenkyusyo 『Kankokugo Shiken TOPIK1 Shokyu Kanzen Taisaku』､HANA-sha､2014。 Or 『Kankokkugo Nouryoku Shiken TOPIK II Chu・Jou-kyu Kanzen Taisaku』､HANA-sha､2015 References ・written by HANA Kankokugo Kyoiku Kenkyukai 『Kiate Oboeru Kankokugo：Kiso Tango Hen(Nyumon)･(Shokyu)』､ HANA-sha ・written by HANA Kankokugo Kyoiku Kenkyukai 『Tango Card De Kankokugo Master Nyumon Tanko Hen (Nyumon)･(Shokyu)』､HANA-sha ・written by HANA Kankokugo Kyoiku Kenkyukai 『Tadoku Tacho No Kankokugo(Shokyu-hen)Taiyaku Sekai Meisaku Bungaku』､ HANA-sha ・written by HANA Kankokugo Kyoiku Kenkyukai 『Tadoku tacho No Kankokugo（Shokyu-hen）Taiyaku Kankoku No Koten』､HANA-sha。・written by HANA Kankokugo Kyoiku Kenkyukai 『Tadoku tachoNo Kankokugo （Sho-Chu kyu Hen）Taiyaku Kankoku No Jinbutsu』､ HANA-sha。・edited by Kankoku Kyoiku Zaidan『Kankokugo Noryoku Shiken Kako Mondaishu TOPIK(II)』、 2016。・ written by Masahiko Maeda『Kankokugo Noryoku Shiken

2018 Osaka Jogakuin English Syllabus 21120004-11

Kako TOPIK Sakubun Kanzen Taisaku』、 HANA shuppan､ 2016。 Grade evaluation Motivation / Contribution to Participate in Each Class method/Criteria （45％）、Assignment (30％)、Feed Back and total review test （25％）

2018 Osaka Jogakuin English Syllabus 21120004-11

Religion and culture in the world Subject Religion and culture in the world Teacher Takahashi, Hiroshi Purpose of Class or the goal ・To be able to acquire knowledge about the history of each religion, cultures and customs based on it, mainly about Islam, Judea and Christianity, which are major religions of the world. ・To be able to deepen the understanding of news relating to religion and culture which were taken up internationally in recent years. Outline of Class When interacting with people from various countries in the world, what the religion of the opponent is is a big concern and can not be avoided. In this lecture, students trying to fly to the international community aim to acquire knowledge and common sense about major religions and cultures.

Courses /Benchmark GEN2902（～715）・ GEN2060（716～） Style of Class Utilize photos, images, audio and so on. And also emphasize the questioning with the students. Outline Homework （Preparation/Review etc.） 1 Outline, distribution etc. of the main Read and review the religions of the world (Islam, Judaism, handouts Christianity, Buddhism etc.) 2 Islam and women, relations with alcohol Same as above etc. Timetable 3 Muslim life (living, fasting, duties such Same as above as pilgrimage to Mecca) 4 Muslim extremists and Islamic Same as above fundamentalism (also referred to IS (Islamic countries) etc.) 5 Same as above Clash of civilization and dialogue of civilization 6 Review and quiz up to the 5th class Same as above 7 Outline and culture of Judaism, Same as above relationship with international politics 8 Outline and culture of Christianity, Same as above

2018 Osaka Jogakuin English Syllabus 21120004-11

Relations with international politics 9 Jerusalem and other Islam, Jewish and Same as above Christian sacred sites 10 Palestinian conflict Same as above 11 Outline and culture of Buddhism 1 Same as above 12 Outline and culture of Buddhism 2 Same as above 13 7th to 12th review and quiz Same as above 14 Summary and question. Review all the Same as above lessons and submit a report in line with the assignment. 15 Preparation for Class Textbook References Iwanami Islamic dictionary （Iwanami Shoten）etc. Grade evaluation Each class attitude and remarks, description of comment method/Criteria paper submitted after class etc. 30％、Daily Everyday class participation 20％、In Class Quiz50％（In 2 times）

2018 Osaka Jogakuin English Syllabus 21120004-11

Modern society viewed from gender perspective Subject Modern society viewed from gender perspective Teacher Sekine, Akira Purpose of Class or the goal ・To be able to point out the current situation and problems of society over gender. ・To be able to understand the importance of participating in men's and women's policy decisions in every field. ・To be able to acquire the ability to walk as one who supports society. Outline of Class Grasp issues of modern society while clarifying how closely the gender criterion is related to our social life and how it is operated by the system based on gender norms.

Courses /Benchmark GEN2604（～715）・ GEN2110（716～） Style of Class Proceed the class mainly with lectures in conjuction with discussions and video viewing. In case of a small number of students, the class is subject to be proceeded with a workshop form (circle seat arrangement). Outline Homework （Preparation/Review etc.） 1 The meaning of thinking about modern Production of picture society through gender books ? Project planning and management outside the university. 2 Concept of Gender 1 Production of picture Timetable books ? Project planning and management outside the university. 3 Concept of Gender2 Production of picture books ? Project planning and management outside the university. 4 Words and gender Production of picture books ? Project planning and management outside the university. 5 Values ??that cause fluctuations in the Production of picture

2018 Osaka Jogakuin English Syllabus 21120004-11

life course books ? Project planning and management outside the university. 6 Devices that create disparities in labor Production of picture books ? Project planning and management outside the university. 7 Majority and minority in sex Production of picture books ? Project planning and management outside the university. 8 Production of picture The relationship between gender and books ? Project planning violence and management outside the university. 9 Birthing ? Nonbirth ? Reproductive Production of picture medicine books ? Project planning and management outside the university. 10 Current situation and issues Production of picture surrounding care books ? Project planning and management outside the university. 11 Gender situation in political goods Production of picture books ? Project planning and management outside the university. 12 Gender equality society and gender Production of picture books ? Project planning and management outside the university. 13 Presentation of picture book production Production of picture and non-campus projects 1 books ? Project planning and management outside the university. 14 Presentation of picture book production Production of picture

2018 Osaka Jogakuin English Syllabus 21120004-11

and non-campus projects 2 books ? Project planning and management outside the university. 15 Summery etc. Preparation for Class As preparation, please be sure to read the literature and materials that you have specified or distributed. In reviewing, please read through the notes and the distribution and further deepen your understanding of what you learned. In addition, since there are issues by group outside class hours, please keep in touch and actively participate in the group. Homework using a worksheet may appear irregularly. Textbook Distribute the print. So please prepare and save each file etc. References In making picture books, please refer to the Osaka girls' school library as a designated book (Sekine) as we prepare picture books. We will introduce the books related to lessons as necessary. Grade evaluation Evaluation is carried out by the following allocation: Normal method/Criteria point （Emphasize self-directed lesson participation）20％、 Submission of reports etc. 10％、Evaluation of planned implementation process of submissions related to picture book production, or extracurricular projects 20％、End of term term report 50％ Please also carefully read the remarks below because it is written about the results.

2018 Osaka Jogakuin English Syllabus 21120004-11

Science in life Subject Science in life Teacher Yoshijima, Kazuhiko Purpose of Class or the goal ・To be able to understand the significance of science and technology that have various influences on our daily lives. Outline of Class Science and technology has developed dramatically in the 20th century and transformed our lives. Learn by concrete examples how cutting edge science and technology is utilized and influenced in our daily life now and what kind of influence it is.

Courses /Benchmark GEN2910（～715）・ GEN2140（716～） Style of Class Lecture mainly (We also want to actively discuss) Outline Homework （Preparation/Review etc.） 1 Introduction (Explain the purpose of the Read distribution lecture, the goal, the grade evaluation materials and consider etc) tasks 2 Body and science technology Part1 Read distribution materials and consider Timetable tasks 3 Body and science technology Part2 Read distribution materials and consider tasks 4 Body and science technology Part3 Read distribution materials and consider tasks 5 Body and science technology Part4 Read distribution materials and consider tasks 6 Food and science technology Part 1 Read distribution materials and consider tasks 7 Food and science technology Part 2 Read distribution materials and consider

2018 Osaka Jogakuin English Syllabus 21120004-11

tasks 8 Food and science technology Part 3 Read distribution materials and consider tasks 9 Food and science technology Part 4 Read distribution materials and consider tasks 10 Life and technology Part 1 Read distribution materials and consider tasks 11 Life and technology Part 2 Read distribution materials and consider tasks 12 Life and technology Part 3 Read distribution materials and consider tasks 13 Society and technology Part 1 Read distribution materials and consider tasks 14 Society and technology Part 2 Read distribution materials and consider tasks 15 Summary - Create final report ※Above schedule is subject to change Preparation for Class Nothing special. However, reading newspapers and becoming sensitive to the latest science and technology information Textbook Nothing special References Indicate each time by theme Grade evaluation Comprehensive assessment of attendance attitude, remarks, method/Criteria multiple small report, final report etc.Especially emphasis on the final report. The allocation ratio is concerned as Attendance attitude 20％、Remarks and multiple small report 30％、Final report 50％

2018 Osaka Jogakuin English Syllabus 21120004-11

Encounter with literature Subject Encounter with literature Teacher Tsuchiga, Nanayo Purpose of Class or the goal To be able to understand the significance of "encounter with literature" by actually touching literary works, realizing "encounter" with literary work, languageization and elucidation of its realization. Outline of Class For example, if there is something common among works favorable to Japanese people, what kind of thing is being considered, whether it is specific to the Japanese, or Whether or not it is beyond ethnic groups as "human", we will elucidate the meaning of "encounter" as a result of "reading" literary works.

Courses /Benchmark GEN2907（～715）・ GEN2030（716～） Style of Class Basically it is a lecture form, but each opinion about the problem is required. Therefore, you must actively participate in class. Outline Homework （Preparation/Review etc.） 1 Explanation of how to proceed and how to evaluate. Explanation of characteristics of Japanese literature. Explanation on the relation between literary work and culture. Timetable 2 Literary works for us ーWhat can be read from the workー 3 The charm of Murakami Haruki's work －Encounter with Harukiー 4 The charm of Murakami Haruki's work －Problems of modern societyー 5 Problems submitted by Shuzo Endo― War problemsー? 6 Problems submitted by Shuzo End― Changes in human view―② 7 Japanese women's problem―Problems submitted by Sawako Ariyoshi's

2018 Osaka Jogakuin English Syllabus 21120004-11

『Kinokawa』ー 8 In the case of 『Jusan ya』 written by Ichiyo Higuchi 9 In the case of 『Maihime』 written by Ohgai Mori 10 Relation between culture and culture - Comparison between Western and Japan - 11 Problems submitted by Soseki - Why are Soseki's works kept being read?ー① 12 Problems submitted by Soseki - Why are Soseki's works kept being read?ー② 13 The meaning of "reading" as a hobby - What is obtained from reading - its utility 14 Meeting with literary works - Reading as "education" 15 Summary of the whole Preparation for Class Posture to think is necessary. It is necessary to recognize that you can not write unit reports if you do not consider yourself about questions asked during class. Textbook Prints will be distributed. References Instruct appropriately as necessary. Grade evaluation Report evaluation. Understanding of the content of the lesson method/Criteria is the evaluation criterion.

2018 Osaka Jogakuin English Syllabus 21120004-11

Understanding of life and death (education of life) Subject Understanding of life and death (education of life) Teacher Park, Hyun Suk Purpose of Class or the goal To be able to form your view of life and death and accept "raw" and "death" as real, thinking and learning to respect that with their broad perspective. Outline of Class Face and face about life and death, think broadly while contemplating contemporary challenges.

Courses /Benchmark GEN2903（～715）・ GEN2070（716～） Style of Class The class is proceeded in the form of lecture and research presentation / discussion by students. Outline Homework （Preparation/Review etc.） 1 Prologue： Life and death, modern and Preliminary next class Bible: What does it mean to die? Death scope and aging in the life cycle: How do I want to greet it? 2 Youth culture and religion, about life in Assignment. Each student Timetable adolescence ? Eros and Agapee's love is required to investigate the theme to be presented and to present a presentation. 3 Awe for life: artificial insemination, in Assignment and vitro fertilization, abortion Preliminary next class scope 4 Brain death and organ transplantation Assignment and Preliminary next class scope 5 Euthanasia and dignity death Assignment and Preliminary next class scope 6 Suicide problem Assignment and Preliminary next class scope

2018 Osaka Jogakuin English Syllabus 21120004-11

7 「家族難民」と孤独死 Assignment and Preliminary next class scope 8 About Hospice and Home Terminal Care, Assignment and Nursing Care Preliminary next class scope 9 About Aids Assignment and Preliminary next class scope 10 About romance Assignment and Preliminary next class scope 11 About Marriage Assignment and Preliminary next class scope 12 Job hunting and working pitfalls Assignment and Preliminary next class scope 13 Middle-aged crisis and regeneration Assignment and Preliminary next class scope 14 About the wisdom of old people, how to Assignment and live old age Preliminary next class scope 15 Disasters and areas, volunteer activities Assignment and Preliminary next class scope. Submit the end of term term report within the deadline. Preparation for Class Keep an eye out for current news issues and current affairs, international affairs etc. Textbook ・edited by Kenji Kanda 『Sei to Shi』(Kouza Gendai Kirisuto Kyo Rinri 1 )、Nihon Kirisuto Kyo Kyodan Shuppan Kyoku、 1999 ・ Sadako Machida 『Musume ni Tsutaetai Koto』、 Kobunsha、2011 References ・Toshiyuki Tsubodera/Toshiyuki Tsubodera/Takahiro

2018 Osaka Jogakuin English Syllabus 21120004-11

Hirabayashi『Zoku･Spiritual Care wo Kataru―Iryo･Kango･ Kaigo･Fukushi eno Atarashii Shiten』､Kansai Gakuin Daigaku Shuppankai ・written by Hayao Kawai edited by Toshio Kawai『Sei to Shi no Setten―“Shinri Ryohou” Collection3』､Iwanami Gendai Bunko 2009 ・edited by Seizo Sekine『Sei to Kekkon(Kouza Gendai Christ Kyo Rinri2)』､ The Board of Publications The United Church of Christ in Japan､ 1999 ・written by A.M. Pines translated by Takeshi Takahashi･Masako Iwata『Renai to Kekkonn no Moetsuki no Shinri』､ KItaoji Shobo､2007 ・Yoshihisa Odajima『Christ Rinri Nyumon』､Jordan sha､1988 ・Teruyo Amari『Kaigo Shisetu de Mitoru to Iukoto』､Sai-ichi shobo。・ Hiroko Saito 『Jisatsu Shitai Hito ni Yorisotte』、 San-ichi shobo ・Yoko Matsuda『Zaitaku Terminal Care wo Chiiki de Sasaeru』、 San-ichi shobo ・Yukari Nakajima『Nokosareta Hitobito no Kokoro no Koe wo Kiku』、 San-ichi shobo ・Hirohito Ota『Iku Hito・Okuru Hito―Sousou wo Kangaeru』、 San-ichi shobo ・ written by Eichi Okamoto・Naoya Sugai･Fumiko Fumiko Mega『Gakusei no Tameno Volunteer Ron』､Osaka Volunteer Kyokai Shuppan 2006 ・written by Tomomi Morimoto･ Masahiko Kawachi･Hiroaki Tateishi･Eichi Okamoto 『Volunteer no Susume―Kiso Kara Jissen Made』､Minerva Shobo 2005 ・written by Shigeaki Hinohara 『Memento Mori (Shi wo Mitsume Ima wo Ikiru)』、 Kairyu sha、2009 Grade evaluation Contribution to Participate in Each Class/Motivation、Review method/Criteria and Assignment（65％）、remarks in Class（15％）、Report （20％）

2018 Osaka Jogakuin English Syllabus 21120004-11

Human understanding from psychology Subject Human understanding from psychology Teacher Nakanishi, Miwa Purpose of Class or the goal ・To be able to deepen human understanding by acquiring knowledge about the workings of the mind and the health maintenance of the mind. ・To be able to explain behavior, emotions, and the relationship between body and mind. Outline of Class Explain various theories about the workings of our minds and the maintenance of mental health from the viewpoint of psychology. In addition to lectures, classes will also include viewing video materials, conducting simple experiments and experiential learning, and subscribing materials to promote understanding.

Courses /Benchmark GEN2906（～715）・ GEN2190（716～） Style of Class The form of the class is lecture-centered, but since it progresses including simple psychology experiments, hands-on learning, and reading of materials, we will seek out positive remarks to students. Active and subjective attendance attitude are expected. Outline Homework （Preparation/Review etc.） 1 Orientation - Understanding humans Reading of instructed from psychology documents, assignments, review of distribution prints 2 Understanding human mental illness 1 - Reading of instructed Timetable schizophrenia / mood disorder - documents, assignments, review of distribution prints 3 Understanding eating disorders and Reading of instructed family therapy 2-cognitive behavior documents, assignments, therapy review of distribution prints 4 Understanding human mental illness 3 - Reading of instructed PTSD and EMDR - documents, assignments, review of distribution

2018 Osaka Jogakuin English Syllabus 21120004-11

prints 5 To maintain mental health 1 Subscribe to specified places of "Stanford no Stress wo Chikara ni Kaeru Kyokasho" and prepare for presentation 6 To maintain mental health 2 Subscribe to specified places of "Stanford no Stress wo Chikara ni Kaeru Kyokasho" and prepare for presentation 7 Summary so far・In Class Quiz 1 Review of distribution print 8 What people need in order to live - Can your heart be affection or nutrition experimented? 『Harigane no Hahaoya wo Aiseruka -Harlow no Saru no Aijo Jikken』p207-241 The person in charge needs to prepare for presentation 9 What are Empathy and consideration 1 Human 『Naze Hito wa Ningen ni Naretanoka』 p7-121 10 Mechanism of discrimination and attack Can your heart be experimented? 『Keni heno FukujuーMilgram no Denki Shock Jikken』 p53-101 The person in charge needs to prepare for presentation. 11 We are affected by others Can your heart be experimented? 『Omoidasareta Usoー Loftus no Kyogi Kioku Jikken』p279-313、『 Reitan na BoukanshaーDarley to

2018 Osaka Jogakuin English Syllabus 21120004-11

Latane no Kinkyujidai Kanyu Jikken』p149-175 The person in charge needs to prepare for presentation. 12 Study coexistence from prisoner's Summarize the experiment dilemma experiment 1 results 13 Study coexistence from prisoner's 『Shakaiteki Dilemma』 dilemma experiment 2-Group work p14-39, p42-78, p142-181, p184-221 14 Thinking about the light and darkness of existence as human beings - About Resilience 15 Summary・In Class Quiz 2 Review of distribution print Preparation for Class Subscribe and read the literatures in charge preliminarily and prepare for presentation. We will distribute materials on the lesson next week so please read it carefully. Textbook Textbooks are not used. Materials necessary for class will be uploaded on moodle. References written by Lauren Slater translated by Akira Iwasaka （2004） Kokoro wa Jikken Dekiruka Kinokuniya shoten Kiyoshi Ando・Masakata Watanabe・Akira Takahashi・Teruo Fujii (1994). Keyword Collection Shinri Gaku Shinyo sha Roger R. Hock (2007) Shinrigaku wo Kaeta 40 no Kenkyu― Shinrigaku no "Joushiki" wa Koushite Umareta Pearson Education Grade evaluation Assignment in class 30％、Review 20％、In Class Quiz 50％ method/Criteria （25% eacg for both of Quiz1・2）

2018 Osaka Jogakuin English Syllabus 21120004-11

Digital Network Applications Subject Digital Network Applications Teacher Komatsu, Yasunobu Purpose of Class or the goal ・Acquire presentation technique, video production and distribution technology among ICT technology. ・Acquire video recording ? Digital text production and acquire basic media expression through its aggregate ・To be able to understand the points you need in terms of image expression through self-expression video and lecture recording. ・To be able toobserve the presentation objectively and obtain optimum expression technique which comprehensively judges contents contents, expression method, and audience. Outline of Class Learn self-expression capability determined by speaker, announcer, caster, cabin attendant etc. through actual video recording. Learn the techniques of video production and net distribution required for Internet broadcasting technology in the process. The progress of the information society is changing the information on the Internet from text-based to large-capacity video distribution, and at the same time transforming it into a ubiquitous society connecting everything on the net. Practice the creation, evaluation and transmission of multimedia information on the network by exercises.

Courses /Benchmark GEN2915（～715）・ GEN2160（716～） Style of Class Lecture and exercise at PC classroom ? e-learning using LMS ? In the second half PBL Outline Homework （Preparation/Review etc.） 1 Introduction My media history 2 Presentation technique；Power Point Self-expression production 3 Presentation technique 2；Small video Inernet issuing of recording self-expression 4 Expression evaluation and audio / video Mutual evaluation of Timetable data file: self-expression 5 Network distribution technique / Group composition 6 Digital imaging technique Planning scenario 7 Planning and production by group 1 Planning scenario Part2 8 Planning and production by group 2 Planned storyboard

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9 Content recording 1 Schedule production 10 Content recording 2 11 Content recording 3 Issue of recording 12 Content editing 1 13 Content editing 2 14 Content editing 3 Issue of completed product 15 Evaluation of Content Mutual evaluation Preparation for Class Learn basic ICT technology at "Digital network foundation" beforehand. It's required to be interested in video and presentation is required. The necessary preparations are different step by step, record the presentation by self-expression as individuals in the 1st to 3rd weeks,learn from the expressions of other people shared on the net in the 4th to 5th weeks, and plan, produce and record images by the group and complete the work after the 6th week. Evaluate mutually completed works at the 15th weeks. Textbook Deliver educational materials on the Internet. References Grade evaluation Content production: 50% Daily lesson task: 30% Class method/Criteria participation: 20%

2018 Osaka Jogakuin English Syllabus 21120004-11

Field study (concentration) Subject Field study (concentration) Teacher Swenson, Tamara Purpose of Class or the goal This course is part of the OJU International Affairs Programs.The aim of this course is to cultivate an attitude to participate in problem solving, to act, to feel, to think, to communicate, to act, through field experiences in various domestic and foreign fields of interest, It is in building the first step of becoming a citizen. Introduce the field separately. Outline of Class (1)Preliminary class Learning about visiting countries (lands) and organizations, clarifying individual themes to address. (2)Local program Participate in the program of Visit / tour, interview, lecture, exchange, etc. (3)Post-Activities Deepen experiences through creating reports, planning report meetings, participating in external seminars etc.

Courses /Benchmark EXP2020 (716～） Style of Class Each of the internship programs will have pre-departure and post-return courses that participants must attend. These will vary depending on the destination country, but will include sessions devoted to cross-cultural training, the country they are going to be doing their internship in (or region if in Japan), and safety. There will be at least 2, and as many as 10, country specific sessions. Outline Homework （Preparation/Review etc.） 1 Self Intruduction 2 Motivation for attendance Activity 3 What and how to learn Activity 4 What and how to learn Reading 5 Social development and International Reading Timetable organizations 6 Efforts of NGO Activity 7 Pre-departure cross cultural training session 1 8 Pre-departure cross cultural training

2018 Osaka Jogakuin English Syllabus 21120004-11

session s 9 Pre-departure: Safety 10 Understanding of accepting organizations 11 Field experience 12 Field experience 13 Field experience 14 Field experience 15 Field experience Preparation for Class Please participate in classes by looking through materials (pre-distributed). Textbook None References Grade evaluation Evaluate comprehensively from Attendance、Presentation method/Criteria （20％）、Report （40％） Pre-departure & post-return course work (40%)

2018 Osaka Jogakuin English Syllabus 21120004-11

Basic Accounting Subject Basic Accounting Teacher Uchida, Masataka Purpose of Class or the goal *Aim to be able to reach Bookkeeper's Level (correct answer rate 50%) in English accounting certification exam. Outline of Class Learn the basic language of business "Finance"through the basis of English accounting.

Courses /Benchmark BUS1600（～715）・ PSA2125（716～） Style of Class We will use Powerpoint.Homework is distributed in each class. Outline Homework （Preparation/Review etc.） 1 In starting studying BATIC I will distribute it in class. 2 Chapter 1 Basic concepts of accounting I will distribute it in class. and bookkeeping 3 Chapter 2 Transactions and journal I will distribute it in class. entries Timetable 4 Chapter 3 Journals and ledgers、Quiz in I will distribute it in class. class 1 5 Chapter 3 Journals and ledgers I will distribute it in class. 6 Chapter 4 Trial balance I will distribute it in class. 7 Chapter 4 Trial balance、Quiz in class 2 I will distribute it in class. 8 Chapter 5 Adjusting entries I will distribute it in class. 9 Chapter 6 Accounting for inventory and I will distribute it in class. cost of sales 10 Chapter 7 Worksheet and closing entries I will distribute it in class. 11 Chapter 7 Worksheet and closing I will distribute it in class. entries、Quiz in class 3 12 Chapter 8 Financial statements I will distribute it in class. 13 Chapter 9 Bsic Assumptions and IFRS I will distribute it in class. 14 Chapter 10 Financial Statement I will distribute it in class. Analysis、Quiz in class 4 15 Chapter 11 Internal control

2018 Osaka Jogakuin English Syllabus 21120004-11

Preparation for Class Evaluation with emphasis on checking comprehension degree done in each lesson class, we attempted lecture and take serious attendance to make it a good evaluation system. Please note that there is no need for preparation in advance. Textbook There is no need to purchase since the materials used in the lecture are distributed. References Nothing in particular. Grade evaluation 15% : Class participation 60% : Comprehension check 14% : method/Criteria Homework 11% : Quiz in class

2018 Osaka Jogakuin English Syllabus 21120004-11

Entrepreneurship Subject Entrepreneurship Teacher Choi, Dae-Ryong Purpose of Class or the goal *Students can clarify the necessity of entrepreneurship.
*Students can specifically understand the entrepreneurship by making oral and written reports of a practical business plan. Outline of Class Now is the time we need entrepreneurship in the society. In this class, the concepts on venture business are introduced. Students are to be able to make practical business plans and learn and research entrepreneurship.

Courses /Benchmark BUS2602（～715）・ PSA2135（716～） Style of Class Lecture, discussion, oral and written reports, quiz, essay. Outline Homework （Preparation/Review etc.） 1 Introduction on class contents and advanced reading on text management 2 Current situation on venture business advanced reading on text 3 Process of start-up advanced reading on text. Writing essay Timetable 4 Assessment of chance advanced reading on text. Preparing for quiz. 5 Maket opportunity and marketing advanced reading on text 6 Making successful business plan advanced reading on text. Writing essay. 7 Way to make right financial forecast advanced reading on text. Preparing for quiz. 8 Venture capital advanced reading on text. 9 Franchise system advanced reading on text. Writing essay. 10 Harvesting advanced reading on text. Preparing for quiz. 11 Case study 1 Preparing for report. 12 Case study 2 Writing essay. Prepaing for

2018 Osaka Jogakuin English Syllabus 21120004-11

report 13 Oral report 1 Preparing for report. 14 Oral report 2 Preparing for report. 15 Over view on entrepreneurship advanced reading on text. Preparation for Class Read texts in advance and prepare to ask questions. Textbook William D. Bygrave "Portable MBA in Entrepreneurship" DMI Media, 1997 References Tina Siilig, "What I Wish I Knew When I was 20" Hankyu Communications, 2010 Grade evaluation Quiz（3 times）： 30％
Oral report：20％
Written method/Criteria report：20％
Essay：20％
Participation：10％

2018 Osaka Jogakuin English Syllabus 21120004-11

Child Language Development Subject Child Language Development Teacher Kato-otani, Eiko Purpose of Class or the goal To examine the stages of children's language learning and ways of speaking a language. Outline of Class Children learn language without attending a regular school. It seems to be miracle. We will examine these questions: What is a role of parents and other adults in children's language learning? What does it mean for them to read books to children? How should children be prepared for kindergarten and elementary school? After considering these questions, we will examine what reading to children means. Course work will include interviews with children and mothers and written reports.

Courses /Benchmark COM2600（～715）・ PSA2050（716～） Style of Class Lecture, Discussion, Presentations Outline Homework （Preparation/Review etc.） 1 What is language? Humans and Animals Review of the previous week 2 Language function of the brain／ Submit the report of Theories of Child Language Acquisition "Theories of Child I/Developmental stages of infants Language Acquisition" Timetable 3 Phonological development/Language "Ehon de Kosdate" ehon for development stage I age 0 4 Language development stage II "Ehon de Kosdate" ehon for age 1 5 From words to sentences/Development of Preparation for Quiz 1 question and negative expressions/ Quiz 1 6 Acquisition process of connecting "Ehon de Kosdate" ehon for sentences/Development of conversation age 2 abilities 7 Review of language development "Ehon de Kosdate" ehon for age 3 8 Learning process of infant's words "Ehon de Kosdate" ehon for age 4

2018 Osaka Jogakuin English Syllabus 21120004-11

9 Mother child interactions 1 "Reading Preparation for Quiz 2 aloud"/ Quiz 2 10 Mother child interactions 2 "Ehon de Kosdate" ehon for age 5 11 Mother child interactions 3 "Dialogic "Ehon de Kosdate" ehon for reading" age 6 12 Mother child interactions 4 "Dialogic Preparation of Picture reading" Book Dialogic Reading 13 Review and Quiz 3 Preparation for Quiz 3 14 Presentation 1:Dialogic Reading Preparation for Presentation 1 15 Presentation 2: Children's language Preparation for development Presentation 2 Preparation for Class 1. Read"Theories of Child Language Acquisition" and answer the questions provide in the first lecture (required to take this course)。2. Required to read the articles provided and be prepared for discussion. 3. Read a chapter of "Ehon de Kosdate" and make a group report every week。4. Students will take quizzes and give presentations. 5. Pick a book about picture books and submit a book report. Textbook "Ehon de Kosdate" Kiyomi Akita and Tokie Masuda References Grade evaluation Classwork:10%, Presentaion 1:10%, Presentaion 2:10%, method/Criteria Book Report: 10%, Quiz 1..20%, Quiz 2..20%, Quiz 3:20%

2018 Osaka Jogakuin English Syllabus 21120004-11

Various concepts of culture Subject Various concepts of culture Teacher Mabuchi, Hitoshi Purpose of Class or the goal It is very important for students of OJU to understand the various concepts of “culture”. This course aims to provides the viewpoints, especially concerning intercultural understandings and multicultural coexistence, both of which are vital issues in the current society and the world. Students are expected to grasp the foundation of these issues and to apply them in their daily lives. Outline of Class After the introduction, multiculturalism and multicultural co-existence, both of which have been discussed in Japan and in the world are reexamined. Students then critically study the various traps of intercultural understanding through interaction of foreign students and the others. Finally, students are expected to present their own understandings about cultures in their own concrete context.

Courses /Benchmark ICO2606（～715）・ PSA2140（716～） Style of Class Lecture, Discussion, Presentation Outline Homework （Preparation/Review etc.） 1 Introduction Read the text or assigned materials and consider the questions 2 Concept of multiculturalism Read the text or assigned materials and consider the Timetable questions 3 Various views towards multiculturalism Read the text or assigned materials and consider the questions 4 Realities of multicultural education Read the text or assigned materials and consider the questions 5 Intercultural understandings and Read the text or assigned language (English) education materials and consider the questions 6 Intercultural understandings and Read the text or assigned

2018 Osaka Jogakuin English Syllabus 21120004-11

Nihonjinron materials and consider the questions 7 Intercultural understandings and Preparation time for the cultural essentialism presentation 8 Presentation 1 Read the text or assigned materials and consider the questions 9 Challenges to cultural essentialism 1 Read the text or assigned materials and consider the questions 10 Challenges to cultural essentialism 2 Read the text or assigned materials and consider the questions 11 Liberalism and multiculturalism Read the text or assigned materials and consider the questions 12 The issues of identity Read the text or assigned materials and consider the questions 13 Is multicultural-coexistence possible? Preparation time for the presentation 14 Presentation 2 Read the text or assigned materials and consider the questions 15 Summary and review Preparation for Class Examine, investigate and consider the themes and questions provided at the end of the previous classes. Textbook H. Mabuchi (2015) Critiquing “Multicultural” and “Intercultural” Tokyo: Toshindo References Grade evaluation Class participation through handouts and discussions (30%)、 method/Criteria Presentation (30％)、Final essay (40%)

2018 Osaka Jogakuin English Syllabus 21120004-11

Introduction to Education Subject Introduction to Education Teacher Harada, Keiko Purpose of Class or the goal ・Understand the pedagogical role of families, schools and regions. In particular, fully understand the fundamental functions of school education, and recognize that education = not school education. Outline of Class As a window to "pedagogy", lecture on fundamental knowledge about the essence of education, purpose, contents and method from the viewpoint of educational history, educational methodology, educational sociology, etc. Later, learn more about family education, school education, social education etc. through lectures, presentations, discussions etc. while giving concrete examples, taking account of the academic position.

Courses /Benchmark EDU1300（～715）・ EDU1020（716～） Style of Class We will use lecture, discussion and presentation together. Outline Homework （Preparation/Review etc.） 1 Orientation and self-understanding Preparation of classes and approaches to issues 2 Modern education problem（1）～About Preparation of classes and "Parents' understanding" approaches to issues 3 Work "Parental support" Preparation of classes and Timetable approaches to issues 4 Modern education problem（2）～About Preparation of classes and 'school rules' approaches to issues 5 Work "Rules in global society" Preparation of classes and approaches to issues 6 History of Education (1) - Pedagogy in Preparation of classes and Japan approaches to issues 7 History of pedagogy (2) ~ Pedagogy in Preparation of classes and Western Europe approaches to issues 8 Public Education - Why is school Preparation of classes and education necessary? approaches to issues

2018 Osaka Jogakuin English Syllabus 21120004-11

9 Work "Children of the World and Preparation of classes and Children of Japan" approaches to issues 10 Contemporary education problems (3) ~ Preparation of classes and "Study bullying" approaches to issues 11 Contemporary education problems（4）～ Preparation of classes and Study special support education approaches to issues 12 Lifelong Learning and Social Education - Preparation of classes and Concept and Contents and Method of approaches to issues Social Education 13 Principle of lifelong learning - Deadlock Preparation of classes and and lifelong learning of school education: approaches to issues From academic society to learning society 14 Theory and development of lifelong Preparation of classes and learning - fusion of school education, approaches to issues social education and home education 15 Conclusion "Meaning of education" Review Preparation for Class Textbook Distribute teaching materials for each class. References Ministry of education 『Chugakko Gakushu Shido Yoko』 Ministry of education『Koutougakko Gakushu Shido Yoko』 Other documents to be introduced as appropriate during class. Grade evaluation Class participation 40％（Remarks and Presentation） method/Criteria Submission 20％ Report 40％

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Curriculum theory Subject Curriculum theory Teacher Harada, Keiko Purpose of Class or the goal ・To be able to describe the outline of the educational task at the time when the teaching guidelines of the course of teaching guidelines were transcribed and those courses of study were implemented. ・To be able to explain the role of the curriculum in school education. ・To be able to read the school's education plan, educational policy, educational tasks etc from the curriculum it is organized by the school. Outline of Class Educational curriculum or the curriculum is the educational plans prepared for organizational organization of teaching materials as contents of education and student's learning experience. In this lecture, based on the understanding of the historical development of the course of study of teaching guidelines of Japan and the change of social situation, we will consider the features of the current course of study guidelines, contents of regulation etc.

Courses /Benchmark EDU2100（～715）・ EDU2010（716～） Style of Class Proceed the class having lectures and activities such as discussions and presentations together. And also conduct case studies using audiovisual materials such as DVD. Outline Homework （Preparation/Review etc.） 1 Orientation (About the outline and Review on the content of method of course subjects) the lecture 2 What is a curriculum? Review on the content of the lecture & Assignment 3 History of educational curriculum reform Review on the content of Timetable after the war the lecture & Assignment 4 Principle of composition of curriculum Review on the content of the lecture & Assignment 5 Curriculum and subject guidance Review on the content of the lecture & Assignment 6 Hidden Curriculum （1） Review on the content of the lecture & Assignment 7 Hidden Curriculum （2） Review on the content of

2018 Osaka Jogakuin English Syllabus 21120004-11

the lecture & Assignment 8 Special educational activities （1） Review on the content of the lecture & Assignment 9 Special educational activities （2） Review on the content of the lecture & Assignment 10 Special educational activities （3） Review on the content of the lecture & Assignment 11 Comprehensive learning time Review on the content of the lecture & Assignment 12 Composition of curriculum Review on the content of the lecture & Creation of Curriculum Timetable 13 Educational consultation activities and Review on the content of human rights education the lecture 14 Creating distinctive schools Review on the content of the lecture 15 Evaluation of instruction guidance and Review on the content of lessons the lecture & Final report submission Preparation for Class Study the curriculum of the high school from the student. Textbook Distribute teaching materials for each class. References Introduce them during class. Grade evaluation Class participation 40％（Remarks and Presentation）・Ten method/Criteria assignments 20％・Curriculum table 15％・ Final report 25％

2018 Osaka Jogakuin English Syllabus 21120004-11

Educational system and management Subject Educational system and management Teacher Mori, Hitoshi Purpose of Class or the goal ・To be able to acquire and explain general knowledge about the educational system in Japan and general knowledge on school administration and administration. ・To be able to understand and explain the names of education related laws and their contents. ・To be able to express their opinions themselves on the ongoing educational reforms. Outline of Class Learn about the school system subsumed by the education system, social education system, educational administrative and fiscal system, etc., especially the relation between the school which is the center and those various systems and education related laws and regulations. The history of the educational system, matters concerning the management and management of schools, related laws and regulations, the future issues of educational reform and education system, the circumstances of foreign countries will be covered in class.

Courses /Benchmark EDU1101（～715）・ EDU1210（716～） Style of Class Proceed the class having lectures, discussions, Exercises and Presentations together. Outline Homework （Preparation/Review etc.） 1 Orientation - How to proceed classes and Designation of evaluation method etc. presentation theme 2 Principle / philosophy of public education Prepare and review the and legal systemPrinciple / philosophy of handouts. public education and legal system Timetable 3 Philosophy and structure of educational Prepare for the administration and the issues. presentation 4 The foundation of school management Prepare and review the handouts. 5 School evaluation and PDCA cycle Prepare for the presentation 6 Classroom management and its method Prepare and review the handouts. 7 Changes in circumstances surrounding Prepare and review the

2018 Osaka Jogakuin English Syllabus 21120004-11

schools in recent years and issues on handouts. teaching 8 Recent educational policy trends Prepare for Assignment 1 9 Assignment 1 Review of Assignment 1 10 Special education system Prepare and review the handouts. 11 Significance of community collaboration Prepare for presentation and creation of an open school 12 Incidents occurring under school Prepare and review the management and the School Health and handouts. Safety Law 13 Actual safety management and safety Prepare for Assignment 2 education 14 Assignment 2 Review of Assignment 2 15 Review / Class Evaluation / Summary Reviewing based on review / summary Preparation for Class Prepare the theme to be prescribed about several theme in A4 and prepare (about 20 ~ 30 minutes) to announce. Be sure to attend the lecture in situations where you can search on the Internet. Textbook 『Gendai no Kyouiku Seido to Keiei』Minerva shobo edited by Toru Okamoto and Tsukasa Sasaki ISBN978-4-623-07565-2C3037 References Grade evaluation Remarks in class 2 or 3 times （30％）、Participation in class method/Criteria （20％） 2 assignments of about 1600 characters （30％）、File submission （20％）

2018 Osaka Jogakuin English Syllabus 21120004-11

The Constitution of Japan Subject The Constitution of Japan Teacher Yonezawa,Koichi Purpose of Class or the goal ・To be able to increase your interest in the Constitution. ・To be able to understand the foundation of the Constitution. ・To be able to acquire the ability to think about yourself about the relationship between school education and the Constitution. Outline of Class It aims to understand the basic contents of the Japanese Constitution. Understand the course of legal thinking about incidents occurring in the world and political issues everyday.

Courses /Benchmark GEN2302（～715）・ GEN2130（716～） Style of Class Lecture Outline Homework （Preparation/Review etc.） 1 The Meiji Constitution and the Constitution of Japan 2 Human rights of foreigners 3 Happiness pursuit right 4 Equality right Timetable 5 Freedom of religion 6 Freedom of expression 7 Economic freedom 8 Freedom of human body 9 Social right 1 10 Social right 2 11 Suffrage 12 Diet 13 Cabinet 14 Court 15 Other governance mechanisms Preparation for Class Please learn the textbooks and the materials distributed during the lesson properly. Textbook written by Masanori Shiyake and others "Me de Miru

2018 Osaka Jogakuin English Syllabus 21120004-11

Kenpo" Yuhikaku References It is described in the progress progression of the lesson. Grade evaluation Overall evaluation of Quiz（5 points × 14 times) and method/Criteria Attitudes of lessons including remarks and questions （30 点

2018 Osaka Jogakuin English Syllabus 21120004-11

Teaching method of moral education Subject Teaching method of moral education Teacher Kawabata, Takahiro Purpose of Class or the goal ・Recognize the importance, necessity and attractiveness of moral education ｆrom practice in middle school. ・To be able to make teaching suggestions and materials for moral learning through exercises. ・Think about practical attitudes and learn about some skills through simulated lessons. Outline of Class The cases of killing between parents and the cases involving young people and toddlers have been repeatedly covered. Also, it has long been said that youths' morale has declined, such as "young people who can not greet" and "young people sitting at ease in front of trains and convenience stores" have been told. Under such circumstances, the importance of 'moral education' in school education is emphasized also in revising the guidelines of this time. Therefore, learn practical theory and skills through simulated class knowing the importance, necessity and attractiveness of moral time in elementary and junior high school, practicing teaching plan as well as learning point of lesson making.

Courses /Benchmark EDU2101（～715）・ EDU2210（716～） Style of Class Lecture and exercise Outline Homework （Preparation/Review etc.） 1 Necessity of moral education Importance Prepare for Presentation of moral education Attractiveness of ／『Michi Ariki』 Creat moral education Moral education ideal Report way 2 Creating classes and group classes Prepare for Presentation Timetable Creating groups to learn & Going ／『Michi Ariki』 Creat accumulating "assistance of self-help" Report "autonomous mind" "self and others" 3 Reading and understanding the course of Prepare for Presentation study guidance [Exercise] ／『Michi Ariki』 Creat Report 4 Model teaching by teachers①[Exercise]: Prepare for Presentation Theme "Youth who can not greet" & ／『Michi Ariki』 Creat

2018 Osaka Jogakuin English Syllabus 21120004-11

Workshop on the aim and ideas of class Report 5 Model teaching by teachers② Prepare for Presentation [Exercise]: Theme 'Young man sitting at ／『Michi Ariki』 Creat ease in front of train or convenience Report store' & 'Workshop on the aim and idea of ??class 6 Model teaching by teachers③ Prepare for Presentation [Exercise]: Theme 'About Love' & ／『Michi Ariki』 Creat 'Workshop on the aim and ideas of class Report 7 Possibility of moral learning [Lecture & Preparation for Exercise] Moral Learning Utilizing presentation / Dramas Methods for Making Yourself to Organization of Tell presentation Submission of report 8 Creating a teaching plan [Exercise]: Preparation for While watching as an adult, imagine the presentation / face of a child and assume a crawl Organization of presentation Submission of report 9 Simulated lesson① [Practical Preparation for trainning: skit, Rakugo, picture-story presentation / show etc.]: Theme "Through the Organization of importance of words" presentation Submission of report 10 Simulated lesson② [Practical Preparation for trainning: skit, Rakugo, picture-story presentation / show etc.]: Theme "Living, learning, Organization of teaching" presentation Submission of report 11 Simulated lesson ③ Practical trainning: Preparation for skit, Rakugo, picture-story show and so presentation / on]: Theme "Preciousness of life, Anxiety Organization of about living" presentation Submission of report 12 Simulated lesson ④ [Practical Preparation for trainning: skit, Rakugo, picture-story presentation /

2018 Osaka Jogakuin English Syllabus 21120004-11

show etc.]: Theme "Problems such as Organization of bullying at school" presentation Submission of report 13 Relationship with Special Activities Preparation and [Lecture] / Creation of Teaching Plan submission of guidance plan 14 Relationship with overall learning time / Preparation and About teaching morality [Lecture] submission of guidance plan 15 The role played by morals in education Preparation and Moral education, classroom making, submission of guidance learning collective grouping plan Preparation for Class Each one concentrates on preparation of simulated lessons. It is desirable to start reading early as you are requesting the report task for the text "Michi Ariki" as soon as the lesson begins. Textbook ・『 Michi Ariki （Seishun hen）』 Ayako Miura Shincho bunko （And the materials delivered during the class by the teacher in charge） References ・Ministry of Education 『chugakko Gakushu Shido Yoko』（Higashiyama Shobo）・Ministry of Education『Koutou Gakko Gakushu Shido Yoko』 Grade evaluation Assignment in class（10％） Simulated lesson method/Criteria （30％） Periodic test or report（60％）

2018 Osaka Jogakuin English Syllabus 21120004-11

Introduction to teaching Subject Introduction to teaching Teacher Nakagaki, Yoshitaka Purpose of Class or the goal ・To be able to understand the content of teacher's duties based on laws and educational sites. ・To be able to understand the problems and responsibilities of teachers in future times. ・Have your model of desired faculty statues, faculty qualities and abilities. Outline of Class Considering the way teachers should be in a severe educational environment such as a complicated society, frequent juvenile crime, lowering of educational ability at home, etc. from various angles. In addition to organizing the daily job content of teachers, think about the relationship with PTA, regional cooperation, and educational administration. Also, we mainly discuss the position, status, service, obligation of teachers as civil servants of education, while utilizing various laws and regulations. Finally, each student self-analyzes the suitability for teaching.

Courses /Benchmark EDU1100（～715）・ EDU1010（716～） Style of Class Lecture style Outline Homework （Preparation/Review etc.） 1 Introduction: Opinion presentation and Prepare for the next class discussion about teaching 2 Know the current situation of children Worksheet ① completion (from various data) and preparation for the next class Timetable 3 Discussion about the current situation Worksheet ② completion and problems of school and preparation for the next class 4 Changing social situation and transition Worksheet ③ completion of teacher opinion and preparation for the next class 5 About the Education Basic Law: Prepare for the next class Understanding the circumstances of amendment and understanding of basic education law 6 About Course of Study: History of Worksheet ④ completion

2018 Osaka Jogakuin English Syllabus 21120004-11

revision so far, revision course of study and preparation for the guidelines and basic philosophy next class Worksheet⑤ 7 Duties and roles of teachers I: Contents Prepare for the next class of duties of schools and teachers as organization etc. 8 Duties and roles of teachers II: Contents Prepare for the next class of teachers' duties (learning guidance, student guidance, course guidance, class management etc.) 9 Appointment of staff and status Worksheet ① completion guarantee and preparation for the next class 10 The service and duty of faculty staff 11 Training and training of faculty and staff Prepare for the next class 12 Concept of teacher evaluation, current Prepare for the next class situation 13 The relationship between PTA, region, Worksheet ⑥ completion educational institution and school and preparation for the next class 14 Eeducation for disabled children 15 Self confirmation of willingness to take a teaching job and the presentation Preparation for Class Study relevant matters related to class and educational laws. Prepare for distribution print. Textbook Distribute the resume. Utilize "Kyouiku Shou Roppou". References Grade evaluation 50% in class activities (opinion presentation etc.), submitted method/Criteria worksheet 20%, report 30%

2018 Osaka Jogakuin English Syllabus 21120004-11

Educational psychology Subject Educational psychology Teacher Inoue, Fumihiko Purpose of Class or the goal ・Understand the basic knowledge of educational psychology. ・Understand the significance of having knowledge of educational psychology at the educational site. ・ Understand the relationship of educational psychology in actual educational situations. Outline of Class Consider what are the process of development of mind and body and the process of learning, what are the promoting factors and impediments in mind and body development and learning, and how they are theorized considering the viewpoint of special support education. Also, find yourself a problem, and think about self-learning ability and self-solving ability to solve them from the viewpoint of development, learning, cognition, personality, and social psychology.

Courses /Benchmark EDU1301（～715）・ EDU1030（716～） Style of Class Lecture mainly Outline Homework （Preparation/Review etc.） 1 Contribution of Psychology in Education Read and review handouts / History of Psychology Related to Education 2 Principle of development / maturity and Quiz 1 learning / representative development Timetable theory 3 Developmental stage and developmental Read and review handouts task / developmental aspects 4 Piaget's cognitive development theory / Read and review handouts Ericsson's psychosocial development theory 5 Development of perception / development Quiz 2 of memory 6 Development of intelligence / language Read and review handouts development 7 Personality's theory / Personality Read and review handouts development

2018 Osaka Jogakuin English Syllabus 21120004-11

8 Personality test method / Social Quiz 3 development 9 Theory of Learning / Method of Learning: Read and review handouts Motivation etc. 10 Learning instruction and learning goals / Read and review handouts various learning guidance methods 11 History and function of educational Quiz 4 evaluation / Method of educational evaluation 12 Characteristics and functions of class Read and review handouts group / guidance of class group 13 Understanding and adaptation of Read and review handouts maladaptation / type of maladaptation 14 Developmental disorders and special Quiz 5 support education / research method 15 Summary Quiz 6 Preparation for Class Textbook Distribute resume and materials in class. References written and edited by Teruhiko Uchida・Kunio Masuda 『Yo-setsu Hattatsu/Gakushu/Kyoiku rinsho no Shinrigaku』 kitaoji shobo Grade evaluation Class participation 30％、6 quizzes 70％ method/Criteria

2018 Osaka Jogakuin English Syllabus 21120004-11

Masters of American literature Subject Masters of American literature Teacher Hirano, Mariko Purpose of Class or the goal This course aims to help students understand great American Literature authors. 1)Students are able to explain the time authors lived. 2)Students are able to point out the significance of classical works of literature 3)Students are able to explain various problems seen in human societies. 4)Students are able to see the American society from the literary point of view. Outline of Class In this course, students will be required to think about how American authors lived, what they wrote and what the main points of the works are.

Courses /Benchmark GEN2301（～715）・ GEN2020（716～） Style of Class Lecture and Discussion Outline Homework （Preparation/Review etc.） 1 Introduction Class Preparation 2 Colonial Period (i) Class Preparation 3 Colonial Period (ii) Class Preparation 4 Republicanism Class Preparation 5 Native American Literature (i) Class Preparation Timetable 6 Frontier Literature Class Preparation 7 Novels Class Preparation 8 Poetry Class Preparation 9 Realism Class Preparation 10 The Lost Generation Class Preparation 11 The Black Literature (i) Class Preparation 12 The Black Literature (ii) Class Preparation 13 Native American Literature (ii) Class Preparation 14 Asian Akerican Literature (i) Class Preparation 15 Asian American Literature (ii) Class Preparation Preparation for Class Meaningful Homework will be assigned Textbook "21-seiki Kara Miru America no Bungakushi―Amerinanizm no Henyou― edited by Hironori, Hayase/Kuniko, Yoshizaki

2018 Osaka Jogakuin English Syllabus 21120004-11

(Eihosha) References Information is given in the class Grade evaluation Papers (3 times) 60%、Quizzes 20%、Worksheets 20% method/Criteria

2018 Osaka Jogakuin English Syllabus 21120004-11

Introduction to Teaching (Intensive course) Subject Introduction to Teaching (Intensive course) Teacher 夫明美、福島知津子、大塚朝美、東條加寿子、森均、中垣芳隆 Purpose of Class or the goal To be able to understand current educational issues and teacher's mission to deal with the challenges. To plan and practice creative teaching with the awareness of the importance of colleagibility. To learn the quality and capability required for teachers. Outline of Class The course will provide the opportunities for students planning to pursue teacher's certificate to learn what is education and how it is practiced by studying actual teaching practices . The course will also aim to raise students' awareness that teaching career is a process to grow as a mature and independent individual.

Courses /Benchmark GEN1800（～715）・ EDU1040（716～） Style of Class Lecture, discussion, presentation, practicum Outline Homework （Preparation/Review etc.） 1 Perspective on school education (Mori) Preparation and review for the topic 2 Perspective on school education (Mori) Preparation and review for the topic 3 Lecture by a guest speaker (a junior high Preparation and review for Timetable school or a senior high school teacher) the topic "Teaching and Being Taught" 4 Discussion on the lecture (Tojo) Preparation and review for the topic 5 Class management and communication Preparation and review for (Otsuka) the topic 6 Class management and communication Preparation and review for (Otsuka) the topic 7 Current educational issues seen in Preparation and review for newspaper articles (Fu) the topic

2018 Osaka Jogakuin English Syllabus 21120004-11

8 Current educational issues seen in Preparation and review for newspaper articles (Fu) the topic 9 Discussion on Ohama's teaching Preparation and review for discipline (Assigned reading: Tomoshi the topic tsuzukeru kotoba) (Nakagaki) 10 Discussion on Ohama's teaching Preparation and review for discipline (Assigned reading: Tomoshi the topic tsuzukeru kotoba) (Nakagaki) 11 Discussion on Murauchi's Preparation and review for communicating with students (Assigned the topic reading: Aoi tori) (Fukushima) 12 Discussion on Murauchi's Preparation and review for communicating with students (Assigned the topic reading: Aoi tori) (Fukushima) 13 Presentation on what is teaching (Tojo) Preparation for the presentation) 14 Presentation on what is teaching (Tojo) Preparation for the presentation 15 Wrap up (Tojo) Review and reflection Preparation for Class Textbook Assigned readings: Tomoshi tsuzukeru kotoba, Hama Ohmura, Shogaku-kan (2004) Aoi tori, Kiyoshi Shigematsu, Shincho-sha (2010) Articles related educational issues Materials provided by the instructor References Government Course Guideline for Foreign Language (Junior High School) (2008) Government Course Guideline for Foreign Language (High School) (2009) Grade evaluation method/Criteria Class work 60% Assigned book reviews (report and presentation) 40%

2018 Osaka Jogakuin English Syllabus 21120004-11

Teaching method of special activities Subject Teaching method of special activities Teacher Yamamura, Yoshiaki Purpose of Class or the goal ・Understand the significance and issues of special activities. ・To be able to have own insight into special activities and present it. Outline of Class Special activities is addressed demonstrating creativity and ingenuity by each school having an important meaning as an area of ??curriculum, also considering cooperation with families and communities. In this lecture, we will consider the main areas of special activities such as classroom activities, student council activities, school events, etc. based on the understanding of the characteristics of modern families and communities, the way individuals and groups are caught. Also, while taking practical cases as necessary, we will also consider concrete methods and techniques to achieve the goals of special activities.

Courses /Benchmark EDU2102（～715）・ EDU2220（716～） Style of Class Lecture of special activity and theory, and case case study, presentation, discussion etc. Outline Homework （Preparation/Review etc.） 1 Introduction Guidance of lecture Preparation about the Curriculum curriculum and special change of the social activities situation surrounding children Preparation 2 Human formation and special activities Read and review handouts Timetable (current situation and issues) 3 Characteristics of special activities and Read and review handouts educational significance (purpose of education, regulations) 4 Student Understanding and Read and review handouts Perspectives Required for Teachers 5 Teaching Classroom Activities (Part 1 Read the textbook and Creating a Living in a Classroom or prepare School) 6 Teaching Classroom Activities (Part 2 Read the textbook and

2018 Osaka Jogakuin English Syllabus 21120004-11

Adaptation and Growth and Health and prepare Safety) 7 Teaching Classroom Activities (Part 3 Case study and report Study, Career and Career Education) preparation 1 8 Summary report on class activities 発表、討議内容のまとめ Report presentation 9 Teaching student council activities Case study and report preparation 2 10 Summary of student council activities Presentation, summary of Report presentation discussion contents 11 Teaching school events Case study and report generation3 12 Summary of school events Presentation Presentation, summary of of report discussion contents 13 Teaching system and guidance plan for Prepare preparation of special activities, evaluation guidance plan with reference to practical example 14 Creation of lesson plan and guidance Preparation of guidance plan plan 15 Presentation of class planning. Read and review handouts Summary Preparation for Class Investigate the issues to be presented at the lecture. When designing a lesson, Collect and organize necessary materials for designing the class. Textbook 「Chugakko Gakushu Shidou Yoko Kaisetsu Tokubetukatsudou-hen」Ministry of education(Gyousei) References 「Koutou Gakko Gakushu Shidou Yoko Kaisetsu Tokubetukatudou-hen」Ministry of education(Gyousei) and other books to be introduced during lecture Grade evaluation Mini report on lecture contents given every lecture 30％ method/Criteria Homework (Report 1 ? 2 ? 3, preparation of guidance plan) 40％ Class participation (remarks, presentations, degree of participation in discussion, etc.) 30％

2018 Osaka Jogakuin English Syllabus 21120004-11

Theories and practices of teaching Subject Theories and practices of teaching Teacher Tojo, Kazuko Purpose of Class or the goal ・To understand how to develop teaching materials in order to enhance students' learning.
・To Learn practical techniques and skills to develop teaching materials (in terms of contents and grammar/function) for the classes in order to facilitate students' thinking, decision making, and rich expression. Outline of Class Practicum for the lesson design to facilitate students' language learning, language use and exploration with focus on effective reading activities and materials development.

Courses /Benchmark EDU3102（～715）・ EDU3030（716～） Style of Class Lecture, practicum, discussion Outline Homework （Preparation/Review etc.） 1 English education from learners' point of Setting a goal view: What students want to learn 2 Fundamentals for a lesson design Preparation for the class with assignments 3 Vocabulary instruction and grammar Preparation for the class Timetable instruction with assignments 4 Practicum for materials preparation and Preparation for the class development with focus on contents with assignments 5 Practicum for material preparation and Preparation for the class development with focus on with assignments grammar/vocabulary 6 Theories and practices of teaching (1) : Preparation for the class Teaching materials and tools including with assignments blackboard, picture card and flash card 7 Theories and practices of teaching(2): Preparation for the class Supplemental materials with assignments 8 Theories and practices of teaching (3): Preparation for the class Audio tools, oral introduction with assignments 9 A lesson design (1)：Focus on language Preparation for the class

2018 Osaka Jogakuin English Syllabus 21120004-11

use and assignments 10 A lesson design (2): Trial lesson with Preparation for the class focus on language use and discussion with assignments 11 A lesson design (3): Focus on language Preparation for the class exploration with assignments 12 A lesson design (4): Trail lessons with Preparation for the class focus on language exploration and with assignments discussion 13 Case studies of SELHi schools Preparation for the class with assignments 14 Diagnosis of lessons: action research Preparation for the class with assignments 15 Wrap up Review and reflection Preparation for Class Preparation for the class with assignments Textbook Eigo-ka kyouiku no kiso to jissen: seichousuru eigo-kyoushi wo mezashite, JACET kyouiku monndai kennkyuu-kai (ed.) Sanshu-sha, 2012 References ・Government Course Guideline for Foreign Language (Junior High School)(2008) ・Government Course Guideline for Foreign Language (High School)(2009) Grade evaluation Class work 60％
・Assignments and presentation
・ method/Criteria Proposal for English lesson
・Trial lesson(s)
Report 40％

2018 Osaka Jogakuin English Syllabus 21120004-11

Teaching Methods and Techniques Subject Teaching Methods and Techniques Teacher Tojo, Kazuko Purpose of Class or the goal To be able to understand the history of teaching theories and practices in order to establish a perspective. To be able to understand important factors to construct teaching including ICT use. To be able to understand what is academic ability and how it is properly evaluated. Outline of Class To understand the methods and techniques of education To review the history of teaching theories and practices and to understand the changes and transitions To examine and discuss academic ability and academic testing

Courses /Benchmark EDU2300（～715）・ EDU2020（716～） Style of Class Lecture, practicum, discussion Outline Homework （Preparation/Review etc.） 1 Introduction: What are methods and Preparation for the class techniques of education with assignments 2 The history of education: Socrates, Preparation for the class Comenius, and with assignments Rousseau Timetable 3 The history of education: Pestalozzi and Preparation for the class Herbert with assignments

4 The history of education the 19th Preparation for the class century Europe, New education with assignments movement in the early 20th century and American progressive education movement 5 The history of education: Modern Japan Preparation for the class and student guidance) with assignments 6 Transition of curriculum: Student Preparation for the class centered curriculum and contents with assignments centered curriculum

2018 Osaka Jogakuin English Syllabus 21120004-11

7 Transition of curriculum: Integrated Preparation for the class study with assignments 8 Methods of teaching and guidance: The Preparation for the class structure of teaching and guidance, its with assignments objectives, contents and procedure) 9 Methods of teaching and guidance: Preparation for the class Materials development) with assignments 10 Methods of teaching and guidance: Preparation for the class Learning group, form and activities) with assignments 11 ICT environment and its use: Promotion Preparation for the class by the MEXT) with assignments 12 ICT environment and its use: Methods Preparation for the class and techniques) with assignments 13 Academic ability and its evaluation: Preparation for the class What is academic ability, what is with assignments academic evaluation 14 Academic ability and educational Preparation for the class evaluation: Standards and criteria for with assignments the evaluation 15 Final report Review and reflection Preparation for Class Preparation for the class with assignments Textbook Kyoiku no houhou to gijyutu (revised edition), Yoshimatsu Shibata (ed.), Gakubun-sha, 2015 References Grade evaluation Class work (presentation, discussion, comprehension quiz) method/Criteria 60% Final essay 40%

2018 Osaka Jogakuin English Syllabus 21120004-11

Student guidance theory and method Subject Student guidance theory and method Teacher Yamamura, Yoshiaki Purpose of Class or the goal ・In student guidance, it is a confrontation of a human being and a human being beyond the relationship between a student and a faculty member, and recognize it as the manner of life as a human being of the teacher himself and the whole personality are questioned. ・In addition, we aim to improve the qualities that should be present as faculty members and enhance student guidance skills. Outline of Class Student guidance is one of the educational functions and methods to achieve the purpose of education. In order to make use of its educational functions and methods, it is important to accurately grasp the current situation of the students and the backgrounds of the families and society in which the students have grown, along with rapid changes in the times. Eexplore the meaning of student guidance on concrete creation of guidance contents and methods that aim to communicate fully among faculty members recognizing such changes in the environment, deepening the understanding of each student. Also, learn how to guidance students who value the establishment of trust relationship based on the fact that the student guidance is the most successful when trust is established between students and faculty.

Courses /Benchmark EDU2103（～715）・ EDU2230（716～） Style of Class Lecture, Case study, Presentation, Discussion etc. Outline Homework （Preparation/Review etc.） 1 Introduction: Lecture guidance Image of Preliminary study on student guidance change of social situation and actual situation of children 2 Student guidance goal and guiding About the trusted teacher Timetable principle image Report 1 3 Student Understanding (View of Read and review handouts Development and Teaching) 4 Understanding students (guidance of Report for students who students who need consideration) need consideration 2 5 Guidance for students as a whole Read and review handouts

2018 Osaka Jogakuin English Syllabus 21120004-11

(guidance of students in subjects) 6 Guidance for students as a whole Report on individual issues (guidance for students outside the 3 subject) 7 Responding to individual issues Read and review handouts (bullying) 8 Responding to individual issues (school Read and review handouts refusal) 9 個別の課題への・対応(虐待・ネット被害) Read and review handouts 10 Responding to individual issues Read and review handouts (violence, juvenile delinquency) 11 Basic lifestyle and discipline inside About corporal punishment school (student guidance and class report 4 management) 12 School system to promote student Read and review handouts guidance 13 Guidance to encourage growth and Create more than student guidance on prevention / problem solving guidance 14 Educational consultation Cooperation Prepare for presentation with families (parents) and communities 15 Presentation over student guidance, None summary of the whole Preparation for Class Investigate the issues to be presented at the lecture. Read and organize press articles on student guidance. Textbook None References ・Ministry of Education『Seito Shido Teiyou』（ Kyoiku Tosho） 22.11.20 ・Other literature to introduce during class. Grade evaluation Mini report on lecture contents given every lecture 30%、 method/Criteria Assignment report 50%、Class participation (remarks, presentations, degree of participation in discussion, etc.)20%

2018 Osaka Jogakuin English Syllabus 21120004-11

Theory and method of course guidance Subject Theory and method of course guidance Teacher Mori, Hitoshi Purpose of Class or the goal You can learn and practice fundamental knowledge on course guidance and various theories, methods and characteristics of course guidance and career education by school type as a teacher of junior high school and senior high school. Also, you can learn the basics of career counseling and make use of it for course guidance and career education. Outline of Class Follow the history of career guidance development in our country from the origin of career guidance originated in the United States. Discuss the theories and methods of career guidance, and learn the practical course guidance and career education / career counseling methods and consider the problems for each school type. Students will present about their theme about 3 times. Discuss timely in the process of presentation and discuss.

Courses /Benchmark EDU2104（～715）・ EDU2240（716～） Style of Class Having lecture/discussion/sase study/presentation all together. Outline Homework （Preparation/Review etc.） 1 Introduction: About how to proceed, Designation of evaluation, tasks etc. presentation theme 2 Significance and challenges of career Read and prepare and guidance ? Historical development and review the handouts. theory in the United States Timetable 3 Career guidance and career education in Prepare for presentation. curriculum 4 Circumstances guidance theory and Read and prepare and guidance function review the handouts. 5 Structure of Career Guidance and Prepare for presentation Career Education System (1) High School Case 6 Structure of Career Guidance and Read and prepare and Career Education System（2）Junior high review the handouts. school / Special support school case

2018 Osaka Jogakuin English Syllabus 21120004-11

7 Career instruction and career education Prepare for presentation making full use of the guidance function 8 Career education and curriculum Read and prepare and management throughout educational review the handouts. activities 9 Assignment 1 Prepare for presentation 10 Practice and issues of course guidance Read and prepare and and career education at high school（1） review the handouts. (Example of utilization of portfolio etc.) 11 Practice and issues of course guidance Prepare for presentation and career education at high school（2） (Collaboration with Public Employment Security Offices etc) 12 Practice and problems of course guidance Read and prepare and and career education in junior high review the handouts. school (focusing on occupational experience) 13 Practice and issues of course guidance Explanation of the and career education of special support presentation's preparation schools (collaboration with home and issue 2 child home centers etc.) 14 Actuality of career counseling Read and prepare and review the handouts. 15 Review / Lesson Evaluation / Summary, Reviewing based on Issue 2 reflection, summary etc Preparation for Class Prepare the theme to be prescribed about several theme in A4 and prepare (about 20 ~ 30 minutes) to announce. Prepare materials that are hard to obtain because they are provided in advance so that they can read and express their opinions. Please be sure to attend the lecture in situations where you can search on the Internet. Textbook 「Shinro Shidou」 Kunijiro Arai、Baifukan、ISBN 978-4-563-05857-9 References 「Career Kyouiku no Uso」 Koichiro Komikawa、Chikuma Primer Shinsho、ISBN 978-4-480-68899-6、「 Saiyou to Jinken」 edited by Osaka Chamber of Commerce and Industry Labor

2018 Osaka Jogakuin English Syllabus 21120004-11

Department employment Promotion Office Labor Relations Division Grade evaluation Presentation in class 2 to 3 times（30％）、Class participation method/Criteria （20％） 2 assignments of about 1600 characters （30％）、File submission（20％）

2018 Osaka Jogakuin English Syllabus 21120004-11

Theory and method of education consultation Subject Theory and method of education consultation Teacher Inoue, Fumihiko Purpose of Class or the goal ・Deepen the understanding of the problems the students face. ・Learn the basic techniques of counseling experientially. ・Notice own strengths and weaknesses as donors. Outline of Class Educational sites have various problems such as school collapse, truancy, social recluse, bullying, etc. Under such circumstances, the importance of educational counseling is increasing more and more. It is not a role that should be borne only by school counselors and experts. As a teacher, how do you understand and accept students? To the teachers, counseling theory and techniques are required as a methodology necessary for involvement and aid to the students. Therefore, we will learn the actual facts of educational consultation through case studies and aim to acquire the basic technique of counseling by experiential learning such as role play.

Courses /Benchmark EDU2105（～715）・ EDU2250（716～） Style of Class Role play of Case study of educational consultation andcounseling Outline Homework （Preparation/Review etc.） 1 Group discussion ／What is education Read and review handouts. counseling? 2 Introduction to counseling 1, 2 Read and review handouts. 3 Case study 1 / Technique practice 1 Read and review handouts. 4 Case study 2 / Technique practice 2 Read and review handouts. Timetable 5 Case study 3/Technique practice 3 Read and review handouts. 6 Case study 4/Technique practice 4 Read and review handouts. 7 Case study 5/Technique practice 5 Read and review handouts. 8 Case study 6/Technique practice 6 Read and review handouts. 9 Case study 7/Technique practice 7 Read and review handouts. 10 Case study 8/Technique practice 8 Read and review handouts. 11 Case study 9/Technique practice 9 Read and review handouts. 12 Case study 10/Technique practice 10 Read and review handouts.

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13 Case study 11/Technique practice 11 Read and review handouts. 14 Case study 12/Technique practice 12 Read and review handouts. 15 Summary Preparation for Class Study preliminarily the case to be covered. Textbook Distribute the materials in class. References Grade evaluation Class participation (attendance, remark) 45％ Report 55％ method/Criteria

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Lecture for teaching practice Subject Lecture for teaching practice Teacher Fukushima, Chizuko Purpose of Class or the goal ・Students understand how they should behave during the teaching practicing as student teachers, and obtain knowledge to approach their best teaching practice as much as possible. After teaching practice, students reflect what they learned through their practice, and study what eduction is needed at schools, considering their teaching ability. Outline of Class 1 Purpose for teaching practice2 Study on school context and attitide as a student teacher3 Study on methodologies and teaching skills4 Study on several isses surrounding eductional environments in Japan5 Study on instructional differences between in a classroom and a school as teachers6 Reporting their teaching practice and self evaluation on their practice

Courses /Benchmark EDU4101（Before 715 生）・EDU4220（After 716 生） Style of Class Lecture / Trial lessons Outline Homework （Preparation/Review etc.） 1 Purpose for teaching practice（Objectives/ Features） Study on proper way and attitude as a student teacher 2 Study on details of teaching practice (observing/ trial lessons / the trial lesson Timetable for finalising） Study on teaching skills (1):the way of voice、pointing students、 questioning 3 Study on teaching skills (2): Study how Paper before teaching to observe students in class, write on a practice board and have a good understanding teaching material they use in classes (textbooks / handouts / quizzes) 4 Study on issues of student guidance in a teaching planning＋ classroom and school feedback for trial lessons

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by classmates 5 Study on how to make teaching practice teaching planning＋ diary and evaluate their practice feedback for trial lessons by classmates 6 Topic (1)：Study on understanding reading materials (Trial lessons and discussion） 7 Topic (2)：Study on making teaching materials of woeksheets or handouts (Trial lessons and discussion） 8 Topic (5)：Study on teaching in a Reflection on teaching classroom (based on their teaching practice practice) Closing：Further Studies for future 9 10 11 12 13 14 15 Preparation for Class Textbook Handouts given by their instructor in class References ・MEXT（2017）Explanatory book for Course of Study:for junior high schools: Foreign language study・MEXT（2018） Explanatory book for Course of Study:for high schools: Foreign language study Grade evaluation In class work: 50％
・Presentation and trial method/Criteria lessons
・making teaching plans
Papers
・ Reflection on teaching practice: 50％

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教職実践演習 (中･高) Subject 教職実践演習 (中･高) Teacher Fu, Akemi Purpose of Class or the goal Integrate teaching skills and practical skills・ Outline of Class Learn about pedagogical issues through role-plays, discussions, and case studies, fosucing on the following points.* missions and responsibilities for education. * Social responsibilities and missions of teachres. *Social and sommunication skills. * Understanding of students and class

Courses /Benchmark EDU4102 (enrolled before 2015) EDU4230(enrolled after 2016) EDU4102（～715）・ EDU4230（716～） Style of Class Lecture by the instructor, guest lectures, and students' presentations Outline Homework （Preparation/Review etc.） 1 orientation 2 Understanding students 1 3 Understanding students 2 reaction paper 1 4 Understanding students 3 5 Section summary Written summary of a Timetable drama segment 6 Class management and school management 1 7 Class management and school Reaction paper 2 management 2 8 Class management and school management 3 9 Section summary 10 Teaching materials: focusing on Due date of a teaching plan international understanding 1 draft 11 Teaching materials: focusing on international understanding 2 12 Teaching materials: focusing on

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international understanding 3 13 Teaching materials: focusing on Due date of a teaching plan international understanding 4 14 Teaching materials: focusing on international understanding 5 15 Summary Preparation for Class Textbook Instructor provides related materials, guest instructor also provides related materials. References Grade evaluation Assignments (worksheet, report, making original teaching method/Criteria materials) 80%, In-class engagement 20%

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Teacher career support basic exercise (concentration) Subject Teacher career support basic exercise (concentration) Teacher 加賀友子、岡毅、冨森盛史 Purpose of Class or the goal Know what it means to be a teacher. Encourage basic academic skills and general common sense of each subject, education as a society person, prepare preparation method of countermeasure ? preparation aiming for passing the primary examination adopted by teachers. Outline of Class Humanities and Social Sciences Fundamentals of national language inscription, kanji as vocabulary power, basics of composition ・The world of words and kanji (understanding of synonyms ? antonyms ? nuances ? meanings of commonly used idioms etc.) ・National language skills (ability to comprehend writing, material interpretation, essay) Natural science field ? The way to capture things of natural science ・The world of mathematics (numerical reasoning ability, judgment reasoning ability) Natural science field (science) + educational affairs problem + getting to teaching ・Geography, history and civics ・Educational current affairs problem (determination reasoning ability, material interpretation ability)

Courses /Benchmark EDU1800（～715）・ EDU2260（716～） Style of Class Intensive class 9/19 10：00-11：30（Oka） 11：40-13：10 （Oka） 13：50-15：20（Tomimori） 9/20 10：00-11：30 （Kaga）11：40-13：10（Tomimori）13：50-15：20（Tomimori） 9/21 10：00-11：30（Kaga）11：40-13：10（Kaga）13：50-15： 20（Oka） Outline Homework （Preparation/Review etc.） 1 （Oka）&/You will be able to solve the Assignment question! You will like mathematics! &/A review of math and mathematics from elementary school to high school! &/The first step towards the exam preparation: Timetable "basic calculation", "sentence title (1)" 2 （Oka) &/Master the letters and realize Assignment the thankfulness! &/ Equation: "Sentence Title (2)" & / Confident in

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Shopping and Calculating in Daily Life! &/Quantity relation: "ratio"and "proportion" 3 （Oka）&/Understand the basic nature of Assignment shapes! &/Basic of planar figure: "area", "property of parallel line", "circumferential angle" 4 （Kaga）&/Hands on teaching material Completion of ESD training and learning with water and life teaching materials the theme 5 （Kaga）&/Hands on teaching material training and learning with water and life and the subject. 6 （Kaga）&/Learning with the theme of Review the contents of water and life class 7 （Tomimori）&/The word in life &/Kanji Exercise practice for common use &/Different use of kanji 8 （Tomimori）&/Homonym, synonym Exercise practice &/Idiom &/Misuse of words 9 （Tomimori）&/System of honorific Summary and review expressions &/Format and format of document &/Reading sentences 10 11 12 13 14 15 Preparation for Class Textbook Distribute materials during the class by the teacher in charge References Grade evaluation Evaluation is pass / fail judgment Humanities field (National method/Criteria language) ・Attitudes to participate in classes (presentations, comments, etc.)･･･30％・Assignments during class･････40％・Homework and submission ････

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30％ Natural science field (Mathematics) ・Attendance status and efforts in class ・Task submission status and its contents Natural science field (Science) Classwork ・ Understanding distribution materials ・Problem ? Answers to oral questions ・Motivation and Contribution to Participate in Class ・Submission of assignments

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Teaching career career support General education exercise 1 Subject Teaching career career support General education exercise 1 Teacher 加賀友子、岡毅、冨森盛史 Purpose of Class or the goal Teachers are required not only know the knowledge of special subjects, but also that they have a wide range of knowledge. It aims to acquire language skills, sentence comprehension ability, numerical reasoning ability, judgment reasoning ability, material interpretation ability, ability to understand education currents, as well as basic general education in the field of humanities and natural sciences while taking into consideration the general education problems which have been made in each prefecture. Outline of Class Humanities and Social Sciences Fundamentals of national language inscription, kanji as vocabulary power, basics of composition ・ The world of words and kanji (understanding of synonyms ? antonyms ? nuances ? meanings of commonly used idioms etc.) ・ Japanese language ability (ability to comprehend writing, interpretation of materials, essay) Natural science field ・The way to capture things of natural science ・The world of mathematics (numerical reasoning ability, judgment reasoning ability) Natural science field (science) + educational affairs problem + getting to teaching ・Geography, history and civics ・Educational current affairs problem (determination reasoning ability, material interpretation ability)

Courses /Benchmark EDU2800（～715）・ EDU2270（716～） Style of Class Lecture and excercise Omnibus format 5 times in each field Date of implementation Humanities field（Tomimori) 4/14 5/12 6/2 6/23 7/14 Natural science field（Kaga） 4/21 5/19 6/9 6/30 7/21 Natural science field （Oka） 4/28 5/26 6/16 7/7 7/28 Outline Homework （Preparation/Review etc.） 1 （Tomimori）&/Enrich your vocabulary 1 Exercise &/ The word in life &/ Kanji for common use 2 （Tomimori）&/Enrich your vocabulary Exercise 2 &/Different use of kanji &/ Homonym

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Timetable and synonym 3 （Tomimori）&/Enrich your vocabulary 3 Exercise &/Idiomatic phrases and idiomatic expressions &/Misuse of words 4 （Tomimori) &/Format of documents and Exercise the writing &/ About honorifics (1) 5 （Tomimori）&/About honorifics (2) Summary and Review &/Reading sentences 6 （Kaga）&/Junior high school science Exercise for the class Confirmation of biological field &/Exercise for the class 7 （Kaga）&/Junior high school science Exercise for the class Confirmation of chemical field &/Exercise for the class 8 （Kaga）&/Junior high school science Exercise for the class Confirmation of physics field &/Exercise for the class 9 （Kaga）&/Junior high school science Exercise for the class Confirmation of earth science field &/Exercise for the class 10 （Kaga）&/Junior high school science Review of the whole class Confirmation of environment science field 11 （Oka）&/Aiming to conquer teacher Exercise recruitment exam and SPI questions! &/Have confidence in the math necessary for everyday life! &/Basic confirmation of mathematics: "multiple determination method", "sentence subject matter", "ratio and proportion" 12 （Oka） &/Getting used to graphics Exercise &/Basics of figure: "Area and angle of planar figure" 13 （Oka）&/Being godd at figure Exercise &/Properties of triangle: "congruence, similarity, theorem of Mikadaira"

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14 （Oka） &/Make the foundation Exercise necessary for seeking "answers" for mathematical problems！&/Equations ? Inequalities: "primary inequality", "quadratic equation" 15 （Oka） &/Challenge Teacher Exercise recruitment exam and SPI questions！ Preparation for Class Read the references. Textbook Distribute materials during the class by the teacher in charge References Grade evaluation Evaluation is pass / fail judgmen Humatities field(National method/Criteria language) Tomimori ・Attitudes to participate in classes (presentations, comments, etc.)････30％
・ Assignment in class･････40％・Homework and submission････30％ Natural science field (Science) Kaga Classwork ・Understanding of distributed materials ・ Solution level of question ・Motivation and Contribution to Participate in Class ・Submission of assignment Natural science (Mathematics) Oka ・Attendance status and efforts in class ・Submission status and contents of assignment

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Teaching career career support General education exercise 2 Subject Teaching career career support General education exercise 2 Teacher 加賀友子、岡毅、冨森盛史 Purpose of Class or the goal Teachers are required not only know the knowledge of special subjects, but also that they have a wide range of knowledge. It aims to acquire language skills, sentence comprehension ability, numerical reasoning ability, judgment reasoning ability, material interpretation ability, ability to understand education currents, as well as basic general education in the field of humanities , natural sciences and social science while taking into consideration the general education problems which have been made in each prefecture. Outline of Class Humanities and Social Sciences Fundamentals of national language inscription, kanji as vocabulary power, basics of composition ・ The world of words and kanji (understanding of synonyms ? antonyms ? nuances ? meanings of commonly used idioms etc.) ・ Japanese language ability (ability to comprehend writing, interpretation of materials, essay) Natural science field ・The way to capture things of natural science ・The world of mathematics (numerical reasoning ability, judgment reasoning ability) Natural science field (science) + educational affairs problem + getting to teaching ・Geography, history and civics ・Educational current affairs problem (determination reasoning ability, material interpretation ability)

Courses /Benchmark EDU2801（～715）・ EDU2275（716～） Style of Class Lecture and excercise Omnibus format 5 times in each field Date of implementation Humanities field（Tomimori) 9/29 10/20 11/10 12/8 1/12 Natural science field （ Kaga ） 10/6 10/27 11/24 12/15 1/19 Natural science field（Oka） 10/13 11/3 12/1 12/22 1/26 Outline Homework （Preparation/Review etc.） 1 （Tomimori）&/Understanding the Exercise classic 1 &/ Understanding basic ancient words &/ Understanding the greatness

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2 （Tomimori）&/Understanding classics 2 Exercise &/ Idioms and classical literature of Timetable China &/ Honorific system 3 （Tomimori）&/Representation Exercise commonly used in living and business (documents / conversation) and the point to remember. 4 （Tomimori）&/Points of measures for Exercise general common sense questions and exercise 5 （Tomimori）&/Writing essays &/ Summary and Review Points of focus and composition &/ How to describe &/ Subject 6 （Kaga） &/Confirmation of biological Solve the next problem field &/ Exercise for the class 7 （Kaga） &/Confirmation of chemical Solve the next problem field &/ Exercise for the class 8 （Kaga） &/Faculty recruitment Solve the next problem examination and confirmation of physical field &/ Exercise for the class 9 （Kaga） &/Confirmation of Geology Solve the next problem field &/ Exercise for the class 10 （Kaga） &/Confirmation of Review of the whole class Emvironment field etc. 11 （Oka)&/Train your thinking skills Exercise without resorting to memorizing skills！ &/Number of aggregate ? case: "Number of sets", "Permutation" 12 （Oka）Further strengthen thinking Exercise power, become strong against gambling！&/Number of cases: "number of gangs" further strengthening thinking power, become strong against gambling！&/Number of cases ? Probability: "combination", "basic idea of ??probability"

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13 （Oka）&/Deepen understanding of Exercise probability！&/Probability: "Application of probability" 14 （Oka）&/Approach the charm of an Exercise integer！&/Basic properties of integers: "prime factorization", "divisor and multiples", "Euclid's parity method" 15 （Oka）&/Challenge Faculity Exercise recruitment exam and SPI queistions！ Preparation for Class Natural science field (Science) Read the handouts Textbook Distribute materials during the class by the teacher in charge References Natural science field (Science) Read high school science textbooks and the reference books. Grade evaluation Evaluation is pass / fail judgment Humanities field method/Criteria (National language) ・Participation attitudes (presentations, remarks etc)････30％・Assignment during the class･････40％・Homework and submission････30％ Natural science field (Science） Classwork ・Understanding distribution materials ・The solution level of the question ・Motivation and Contribution to Participate in Class ・Submission of assignments Natural science field(Mathematics) ・Attendance status and efforts in class ・Submission status and contents of assignment

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Physical activity 1 (Half semester) Subject Physical activity 1 (Half semester) Teacher 井手眞理、中村直子、折田真弓 Purpose of Class or the goal The objective of this course is to bring students into contact with the body as the first point of a human being's awareness of the self. Students will confront the physical self through their experience of their own bodies and through movement. Through exercise, in the first year in particular, students will contemplate what exercise means to them. They will discover the meaning and value of regular exercise habits in their lives. Outline of Class Think about "what is exercise for yourself" through each activity, and deepen the understanding more about your own "body" "movement" "health" finding out the meaning and value of "regular exercise habits in daily life".

Courses /Benchmark GEN1300（～715）・ Required for all level,GEN1370（716～） Style of Class Practical skill * Depends on each person in charge Outline Homework （Preparation/Review etc.） 1 Orientation will be held at the beginning of each term and selection of events will be done. Students (including those who have re-attended) must be gathered on the designated date. Timetable 2 ●Open Course● 3 The courses offered in this fiscal year are as follows. 4 ・Tennis・Ballet exercise ? health sports (walking, jogging, basketball, ultimate) 5 ※I will explain the contents of the lesson at the time of orientation (at the first lesson). Be sure to attend (including re-attendance students). 6 ※If you are absent from the first lesson, you can not take courses of your choice. 7 ※Be sure to wear athletic shoes (gym shoes), exercise clothing at the time of

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class. Plain clothes and clothes that the person in charge is inappropriate are not acceptable. In addition, jerseys and exercise clothes are unnecessary for the first class. 8 ※Tennis shoes are required for tennis. 9 10 11 12 13 14 15 Preparation for Class Depends on each person in charge Textbook Depends on each person in charge References Grade evaluation Depends on each person in charge method/Criteria

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Physical activity 2 Subject Physical activity 2 Teacher Orita, Mayumi Purpose of Class or the goal The objective of this course is to bring students into contact with the body as the first point of a human being's awareness of the self. Students will confront the physical self through their experience of their own bodies and through movement. Through exercise,They will discover the meaning and value of regular exercise habits in their lives. In the second year, students will explore the possibilities of physical movement through novel, diverse activities including dance, body talk, marine sports and etc. Outline of Class Think about "what is exercise for yourself" through each activity, and deepen the understanding more about your own "body" "movement" "health" finding out the meaning and value of "regular exercise habits in daily life".

Courses /Benchmark GEN1301（～715）・ Required for all level,GEN2310（716～） Style of Class Regular classes Outline Homework （Preparation/Review etc.） 1 Orientation 2 Rhythm dance: Third period on Tuesday 3 Yoga 1: Fourth period on Tuesday 4 Yoga 2: Fifth period on Tuesday 5 Healing (relaxing exercise): Second Timetable period on Thursday 6 ※Be sure to wear athletic shoes (gym shoes), jerseys ? exercise clothing during class. Plain clothes and clothes that the person in charge is inappropriate are not acceptable. 7 8 9 10

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11 12 13 14 15 Preparation for Class Read stretch, yoga, dance books etc. Textbook Distribute meterials on a timely basis References Grade evaluation 【Regular class】 Active participation and approach to class： method/Criteria 45％、Small report （Attendance）： 30％、Presentation・ Groupwork・Assignment：25％

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Self discovery II (Concentration) Subject Self discovery II (Concentration) Teacher Nakanishi, Miwa Purpose of Class or the goal ・Notice how yourself and others feel, think and behave. ・notice your own interpersonal communication way. ・Aim to improve communication skills to make yourselves and others useful. ・Grasp the self-image which seems proud firmly. (Forming the positive self-esteem (Self-Esteem)) ・Learn how to learn using experiential learning method on the premise of subjective participation. Outline of Class Self through the self inspecting and working and sharing in groups to deepen awareness of self "who is the person" and "how other people catch yourself". Discover yourself, yourself alive and learn the way you respect yourself with repeated self-disclosure and feedback, attempted listening and self expression.

Courses /Benchmark GEN1900（～715）・ GEN1010（716～） Style of Class In the intensive training camp for 3 nights and 4 days, we will focus on practical training based on the experiential learning method. Class will be conducted using practical training of the experiential learning method, self-examination, group work, discussion, sharing time (sharing), organization of learning (returning) and small lectures. Outline Homework （Preparation/Review etc.） 1 Sharing purpose and creating a place for Descriptions of reviewing learning and completion of tasks 2 Touch your way (Introduction work) Descriptions of reviewing and completion of tasks 3 People who influenced you and your Descriptions of reviewing Timetable present (Constellation work) and completion of tasks 4 Awareness of your values from your Descriptions of reviewing favorite lyrics. and completion of tasks 5 Listening Lesson Descriptions of reviewing and completion of tasks 6 Descriptions of reviewing

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Touch your own life (collective drawing) and completion of tasks 7 Exchange feedback Descriptions of reviewing and completion of tasks 8 Toward daily life ? Review of learning Descriptions of reviewing and completion of tasks 9 10 11 12 13 14 15 Preparation for Class Taking the class of "self discovery I"beforehand. Textbook Nothing in particular References Grade evaluation Participation in class 60％ Report 40％ method/Criteria

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Prejudices and Mutual Understanding Subject Prejudices and Mutual Understanding Teacher Hatashin, Omi Purpose of Class or the goal At the end of the fifteen weeks, each student is expected to be able to understand the causes and mechanisms of prejudices and discrimination which are potent sources of human rights abuses; and to know how to promote mutul understanding while reducing discrimmination and prejudices. Outline of Class We are going to study international, domestic, local dimensions of prejudices and discrimination not only from the point of view of the present but also from that of history; and to consider ways with which to overcome or reduce them.

Courses /Benchmark GEN2908（～715）・ GEN2090（716～） Style of Class Lectures with audio-vidual materials; students are expected to express their opinions Outline Homework （Preparation/Review etc.） 1 Week 1: outline of the class 2 prejudices and discrimination: audio-visual study 3 Mechanisms of prejudices and discrimination Timetable 4 The formation of pre-prejudices in early childhood 5 Possibilities of reducing pre-prejudices 6 Experience of being discriminated against: life story 1 7 Experience of being discriminated against: life story 2 8 Theories of reducing prejudices and possibilities 9 Contact hypothesis 10 Conditions for effective contact 11 Changes in categorization and reduction

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in prejudices 12 Decategorization, re-categorization and salient categorization 13 Sequential generalization model 14 Indirect contact model 15 Conclusions Preparation for Class read designated materials Textbook Kagami, T (2012) Tabunka Shakai no Henken, Sabetsu: Keisei no Mekanizumu to Teigen notameno Kyoiku, Akashi Shoten References Ikeda, K. (2010) Shakai Shinrigaku, Tokyo: Yuhikaku; Kagami, T. (2013) Tabunka Kyosei Ron: Tayosei Rikai notameno Hinto to Ressun, Akashi Shoten Grade evaluation Class Participation (Questions, Interventions, Presentations) method/Criteria and Tests 50%; Essays 50%. How far an essay writer understand the relevant issues; how far an essay writer conduct her own research; how far an essay writer express logically and persuasively what she has learnt and thought.

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Chinese I-1 Subject Chinese I-1 Teacher Yuki, Ido、Kuo Hsiu Chin Purpose of Class or the goal The objective of this course is for students to gain an understanding of basic grammar and acquire beginner level conversation skills in Chinese. Students need to first acquire correct writing and pronunciation including vocal tones of Chinese. While studying basic grammar, students will acquire pronunciation and listening comprehension skills, as well as vocabulary, expressions, and basic sentence structures necessary for daily conversation through conversation practice. Composition and reading comprehension will also be a part of the curriculum to reinforce students' understanding of grammar, vocabulary, and expressions. Students will aim to master basic skills in the four areas of reading, writing, listening, and speaking in Chinese. Outline of Class Learn the basic language system such as Chinese characters and pronunciation, notation, basic grammar. Also touches the culture of the area where the language is spoken.

Courses /Benchmark LNG1606（～715）・ LNG1040（716～） Style of Class Lecture. Also, in parallel with the text, practice basic expressions using sound teaching materials (mp3) dedicated to our class along the lesson. This will allow students to take full advantage of short time other than lessons to prepare and review. Outline Homework （Preparation/Review etc.） 1 Introduction; basic knowledge of Chinese Review: Let's fix the content you learned. 2 Pronunciation overview; words related to Recite a conversation. Let's self-introduction fix the content you learned. 3 Pronunciation training; Basic syntax Recite a conversation. Let's Timetable fix the content you learned. 4 Pronunciation training; self-introduction Recite a conversation. Let's applied conversation fix the content you learned. 5 Pronunciation training; Instructional Recite a conversation. Let's fix the content you learned.

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6 Pronunciation training; Interrogative Recite a conversation. Let's fix the content you learned. 7 Pronunciation training; at the Recite a conversation. Let's department store fix the content you learned. 8 Pronunciation training; shopping Recite a conversation. Let's fix the content you learned. 9 Pronunciation training; buy souvenirs Recite a conversation. Fix the content you learned. 10 Pronunciation training; shopping Recite a conversation. Let's fix the content you learned. 11 Pronunciation training; place Recite a conversation. Fix designation pronoun the content you learned. 12 Pronunciation training; location Recite a conversation. Let's expression fix the content you learned. 13 Pronunciation training; at the Recite a conversation. Let's restaurant fix the content you learned. 14 Summary of pronunciation ? Oral test of Preparation: Let's practice self introduction the contents of the presentation. 15 Review summary test ? Summary Preparation: Let's look back on what you have done so far Preparation for Class Prepare and review steadily. Textbook 《Latest edition》 Ichinensei no Communication Chugokugo supervised by Keiichi Tsukamoto／written by 劉穎 Hakusui sha References Sekai no Gengo series2 『Chugoku-go』 written by Hirofumi Sugimura・郭修靜 Handai shuppan Grade evaluation Presentation of assignment 25％，Quiz25％，Oral test 25％， method/Criteria Overall test of reviewing 25％

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Chinese I-2 Subject Chinese I-2 Teacher Yuki, Ido、Kuo Hsiu Chin Purpose of Class or the goal The objective of this course is for students to gain an understanding of basic grammar and acquire beginner level conversation skills in Chinese. Students need to first acquire correct writing and pronunciation including vocal tones of Chinese. While studying basic grammar, students will acquire pronunciation and listening comprehension skills, as well as vocabulary, expressions, and basic sentence structures necessary for daily conversation through conversation practice. Composition and reading comprehension will also be a part of the curriculum to reinforce students' understanding of grammar, vocabulary, and expressions. Students will aim to master basic skills in the four areas of reading, writing, listening, and speaking in Chinese. Outline of Class Learn the basic language system such as Chinese characters and pronunciation, notation, basic grammar. Also touches the culture of the area where the language is spoken.

Courses /Benchmark LNG1607（～715）・ LNG1045（716～） Style of Class Lecture. Also, in parallel with the text, practice basic expressions using sound teaching materials (mp3) dedicated to our class along the lesson. This will allow students to take full advantage of short time other than lessons to prepare and review. Outline Homework （Preparation/Review etc.） 1 Review: Summer vacation Preparation: Review the contents of the previous semester 2 Check in at the hotel Recite a conversation 3 How to say numbers Recite a conversation Timetable 4 Representation of completion Recite a conversation 5 At a tourist spot Recite a conversation 6 How to say time Recite a conversation 7 Take a taxi Recite a conversation 8 While traveling, words about Recite a conversation

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transportation 9 Taxi ride expression /Expressive Review：Fix the content conversation you learned. 10 Words on shopping Recite a conversation 11 Fitting and payment expression and Recite a conversation applied conversation 12 Applied conversation at the hotel Review：Fix the content you learned. 13 Expression of done for me/do for someone Recite a conversation 14 Expressions of complaints・Applied Review：Fix the content conversation you learned. 15 Review overall test・Summary Review the contents until now. Preparation for Class Prepare and review steadily. Textbook 《Latest edition》 Ichinensei no Communication Chugokugo supervised by Keiichi Tsukamoto／written by 劉穎 Hakusui sha References Sekai no Gengo series2 『Chugoku-go』 written by Hirofumi Sugimura・郭修靜 Handai shuppan Grade evaluation Presentation of assignment 25％，Quiz25％，Oral test 25％， method/Criteria Overall test of reviewing 25％

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Chinese II-1 Subject Chinese II-1 Teacher Yuki, Ido、Kuo Hsiu Chin Purpose of Class or the goal This course is for students who have completed Chinese I. Aiming to improve students' skills in the four areas of reading, writing, listening, and speaking, the course focuses on reading comprehension and conversation skills. A variety of Chinese expressions will be provided through conversation practice. Further reading will increase students' vocabulary and at the same time introduce grammar and sentence structures not covered in language textbooks or basic grammar studies. Chinese newspaper articles, magazine articles, songs and movies will also be used in the class to enable students to gain a deep understanding and knowledge of Chinese society and culture. Outline of Class Improve comprehensively the four skills of "Language reading, listening, writing and speaking" and experience a wide range of expressions in Chinese.

Courses /Benchmark LNG2606（～715）・ LNG2040（716～） Style of Class Lecture Outline Homework （Preparation/Review etc.） 1 Level check and review of elementary Read the 11th and 12th level (speech / grammar) lessons of the elementary level textbook 2 Elementary review Read the 11th and 12th lessons of the elementary Timetable level textbook 3 Division 1 (grammar) interlocking Read the text of the first sentence, reason, verb phrase subject ? " section aloud ～ less" 4 LEsson 1 (text) "Arrive in Beijing" Study the word in the first division 5 Lesson2 (grammar) "How to" ? Submit Training 1 Conjection "Okay" ? "I am already ~" ? Repeat question 6 Lesson 2 (text) "Ask the way" Study the word in the second division

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7 Spring semester summary Review the content of the lesson in the first half 8 Lesson 3 (grammar) "A little bit to do" ? Submit Training 2 Expression of comparison 9 Lesson 3 (text) "Shopping" Study the word in the third section 10 Lesson 4 (Grammar) Noun Modifier ? Submit Training 3 Prohibited "another" ? Result complement ? How to say about change 11 Lesson 4 (text) "Take a bus" Study the word in the fourth division 12 Lesson 5 (grammar) mode complement ? Submit Training 3 Two "Ok" 13 Lesson 5 (Text) "New Friends" Study the word in Lesson 5 14 Summary of Spring Semester Latter Submit Training 3 Half 15 Speech in Chinese Prepare the speech manuscript and practice the presentation Preparation for Class Listening to the text body CD and reading aloud. Also, grasp the general content of the text. Textbook 『Ni-nensei no Communication Chugokugo』劉穎／Hakusui sha References 『Ichi-nensei no Communication Chugokugo』劉穎／Hakusui sha Grade evaluation Normal point ... 60% (Word test 15% ? Subject 25% ? Class method/Criteria participation (Pronunciation ? Presentation) 20%), 2 general review tests ? ? ? 40%

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Self discovery I (Philosophy) Subject Self discovery I (Philosophy) Teacher Park, Hyun Suk Purpose of Class or the goal In the future we will change greatly depending on the values ??(policy / philosophy) that person has. The more philosopher Sartre said, "Life is C between B and D", the more "each person's life is changed by the Choice between Birth and Death". The goal of this class is to think, express and act about ①Why you need to do philosophy at university. ②How philosophy is useful in fulfilling your future dreams. ③What two trends of European thought of "thinking about things" that humankind has traced (Greek philosophy and Hebrew belief). ④ "how to live and what kind of society will build" living in modern times following the flow of philosophy so far. Outline of Class As the main contents of the lesson, we will proceed from "understanding the necessity of philosophy in modern times by understanding the meaning of philosophy. Then, touches on what the difference is we dividing 'Greek philosophy' which is one of big two philosophical trends before and after Socrates. With regard to "Hebrew Thought" on one side, we will learn about the idea that flows in the old New Testament as the foundation, and will deepen the understanding of "European philosophy" from the Middle Ages to the present age.

Courses /Benchmark GEN1002（～715）・ Required for all level,GEN1320（716～） Style of Class The class is mainly done in the form of lecture and presentation / discussion by students. Outline Homework （Preparation/Review etc.） 1 Prologue: About the need for Prepare for the next class contemporary women to do philosophy scope (me and philosophy) 2 Read the book "Sekai no Elite wa Naze It is required to investigate Tetsugaku wo Manabunoka" (part 1) issues, philosophy and Timetable philosophy that they were in charge, and to make a presentation. 3 Read the book "Sekai no Elite wa Naze Assignment and prepare Tetsugaku wo Manabunoka" (part 2) for the next class scope

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4 Greek Thought: Characteristics of Greek Assignment and prepare Thought and Its Development (Before for the next class scope Socrates and Beyond) 5 European philosophy: ① Reasonism ② Assignment and prepare About empiricism for the next class scope 6 European philosophy: ③ Philosophy of Assignment and prepare society ④ About the philosophy of for the next class scope existential ⑤ Discussion ? Discussion: "How will we live and what kind of society will we build"? 7 8 9 10 11 12 13 14 15 Preparation for Class It is required to investigate philosophers and thoughts in charge of teaching in class, create resume, and make a presentation. Textbook Masahiro Fukuhara 『Sekai no Elite wa Naze Tetsugaku wo Manabunoka』、 SB Shinsho、2015 Yasuo Iwata『Europe Shisou Nyumon』、 Iwanami shoten、2007 References written by Jennifer L Scott translated by Akiko Kanzaki 『France Jin wa 10-chaku Shika Fuku wo Motanai』､Yamato shobo､2015 Tetsu Horikawa 『Episode de Yomu Seiyo Tetsugakushi（PHP Shinsho395）』、PHP Kenkyusho、2006 Tetsu Horikawa 『Omoshiro Tetsugakushi』、 Sanichi shobo, 1996 written by Paul Strathern translated by Shogo Asami 『90-pun de Wakaru Aristotle』、 WAVE Shuppan、2014 written by Paul Strathern translated by Shogo Asami 『90-pun de Wakaru Aristotle』、 Aoyama Shuppansha、1997 ritten by Paul Strathern translated by Shogo Asami『90-pun de Wakaru Aristotle』、 WAVE Shuppan、2015 written by

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Kenichi Mishima 『Nietzsche』(Iwanami Shinsho361)、 Iwanami shoten、2011 written by Sumihiko Kimano レ『Levinas Nyumon』(Chikuma Shinsho200)、Seiko sha、2014 written by Hitoshi Ogawa 『Jinsei ga Kawaru Tetsugaku no Kyoushitsu』、 KADOKAWA、2014 Grade evaluation Movement / Contribution to participate in classes, Every method/Criteria review and task (60%), remarks in class (20%), Report (20%)

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Self discovery I (Education) Subject Self discovery I (Education) Teacher Kim, Kayuri Purpose of Class or the goal Because "education" is too familiar, it is often unconscious. Also, it is easy to be recognized in a narrow sense as part of school education. In this class, we start with looking back on ourselves in the "education" that we have been involved. ＜Purpose of the lesson and reaching goal＞ From the present moment of each student, think subjectively and objectively about the relationship between "self" and "education" and lead to their future prospects through the life cycle from the past to the present and future life cycle. As a hero of your life, act self-consciously on "forming a subject", and cultivate self-awareness, self-selection, and self-determination power. Outline of Class We are involved in "education" throughout the lifetime. Education is not just a temporary act of acquiring knowledge. Rather, ourselves are self-forming under the influence of internal and external influences by "education". Depending on when, where, how, and what kind of "education" is involved, it influences our way of life greatly. We will think about such "education" from various angles together in this class.

Courses /Benchmark GEN1002（～715）・ Required for all level,GEN1320（716～） Style of Class (1) Lecture on each theme and "education" (2) Individuals, pairs, groups, work for subjective and objective view of self in "education" (3) Present the process of (1) (2), and summarize in writing. Outline Homework （Preparation/Review etc.） 1 Self-formation and holistic learning Read newspaper articles to preapare the class every time 2 Life cycle and Family education ? Read newspaper articles to Regional education preapare the class every Timetable time 3 Life cycle and School education Read newspaper articles to preapare the class every time 4 Life cycle and Human rights education Read newspaper articles to

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/Multicultural education /Diversity preapare the class every education time 5 Life cycle and Vocational education ? Read newspaper articles to Information education preapare the class every time 6 Life cycle and Lifelong learning ? Social Read newspaper articles to education preapare the class every time 7 8 9 10 11 12 13 14 15 Preparation for Class Read the newspaper every day Textbook None References "Holistic ni Ikiru"（Seseragi shuppan） "Tsunagari no Chikara ～Holistic Kotobahajime"（Seseragi shuppan） Grade evaluation Class participation: 30%, Reports conducted during class method/Criteria (twice): 20%, Final report: 50%

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Awareness of the body Health and physical education (biweekly) Subject Awareness of the body Health and physical education (biweekly) Teacher Orita, Mayumi Purpose of Class or the goal ・To be able to deepen your knowledge about health. ・To be able to have an interest in your own health. ・To be able to acquire knowledge to help you improve your health and physical fitness. Outline of Class Deepen our understanding of "health" essential for living a rich life. We will learn about three important factors in health promotion, exercise, nutrition and rest, and consider the necessity of each and how to adopt it in our lives.

Courses /Benchmark GEN1302（～715）・ GEN1030（716～） Style of Class Lecture and presentation Outline Homework （Preparation/Review etc.） 1 Orientation, self-introduction and class explanation 2 What is "health" Report "Health management method" 3 What is "stress" Think about your own Report "About physical, Timetable health (stress check) mental and social stress" 4 What is "rest" Aggressive rest and Report "Stress divergence passive rest method" 5 Relationship between health and "Physical check" survey exercise. Think about your own health （Indefinite complaint） 6 What is "nutrition"～Presentation of an "Recording" survey ideal health life 7 Comprehension test ／Summary of the class 8 9 10

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11 12 13 14 15 Preparation for Class Study each subject beforehand to deepen their interests. Prepare to be able to actively participate in class. Textbook Nothing in particular References "Ugoku、Taberu、Yasumu science（Konko Zukuri no Seirigaku） Nobuo Ueda, "Tabemono Eiyo Jiten" Yoko Nakajima, "Karada no Shikumi to Byouki ga Wakaru Jiten" Akikazu Takada Grade evaluation Class attendance 35% Attitude of teaching (positiveness) 35% method/Criteria Task presentation, comprehension test 30%

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Awareness of the body Women's body (every other week) Subject Awareness of the body Women's body (every other week) Teacher Wakamatsu, Mariko Purpose of Class or the goal To understand the issues involved in mental health for women, especially those related to maternal health. Mental health is essential for a healthy life. In this course, students will examine the issues of mental health for women, especially those related to maternal health. Emphasis will be placed on current events that arose from lack of mental support for women, especially mothers. Outline of Class A modern woman who is in a low birthrate / elderly society, said to have a variety of life cycles as an option, understands "sex and life" in order to live itself as healthy throughout his lifetime, noticing the problems surrounding women , Self-determination ability of self sexuality is attached, think "to live better as a woman".

Courses /Benchmark GEN1600（～715）・ GEN1040（716～） Style of Class ・Lecture（5 sections）・ Presentation on "My own birthday" ? Submission of awareness and impressions of lecture ・ Exchange of previous lecture impressions ? Submit a report on "summary of knowledge" and "consideration of better living" at the end of semester. Outline Homework （Preparation/Review etc.） 1 Introduction of class summary, objectives Read the handouts and of classes, forms of classes, and grasp the aim of each references. theme and the learning keyword. 2 Section 1. Male / Female Body - Respect Fill in the default form and Timetable for reproductive programs connecting life submit notice and - impression of that day after the class. Submit at a later date if you didn't submit on that day. 3 Section 2. When I fall in love I want to Fill in the default form and protect this - Learn sex as an education - submit notice and

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impression of that day after the class. Submit at a later date if you didn't submit on that day. 4 Section 3. Pregnancy is a big event of a Fill in the default form and female body - feel a mysterious program - submit notice and impression of that day after the class. Submit at a later date if you didn't submit on that day. 5 Section 4. Giving birth, Not giving birth, Fill in the default form and Timing of giving birth - Think about submit notice and becoming a mother - impression of that day after the class. Submit at a later date if you didn't submit on that day. 6 Section 5. Responding to new tasks - Fill in the default form and Think about medical advancement and submit notice and pregnancy facing life - impression of that day after the class. Submit at a later date if you didn't submit on that day. 7 Ask your family about "your date of Prepare the term-end birth" and summarize it in a report report as a summary of the (about 1000 letters) and present it. lecture. 8 9 10 11 12 13 14 15 Preparation for Class Textbook References 「Shourai Mama ni Papa ni Naritai Anata e」～Ninshin・

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Shussan no Limit～ Section1；「 Teens Body Book」「 Ranshi Story」「 Minna Kounaruno？」 etc. Section2；「 Sexology Note」「Itsukara Otona, Kokoro＆Karada」etc. Section3；「 Umareru」「Hopup Seimei no Tanjou」「 Korekara no Shussan Junbi Kyoshitsu」「 Kiseki」etc. Section4；「 Josei no Kenkou to Hatarakikata Manual」「 Shussan de Josei wa Kashikokunaru」「Onnna no Umidoki」etc. Section 5；「 Inochi no Oto ga Kikoemasuka」「 21-bannme no Yasashisa ni」「 Seimei no Miraizu」etc. 7th class；「 Daigaku Dewa Oshietekurenai Daigakusei no Tame no 22 no Taisetsunakoto」etc. ・Detail documents will be distributed at the first class. Grade evaluation 1 Daily class assignment It will be scored by submitting method/Criteria the impressions of sections (1 to 5). Submit impressions after each lesson except for special circumstances and be scored. Each section 7 points × 5 = 35 points it will be scored by presentation in class and submission of the manuscript in the 7th period. 7th period = 10 points Total class = 45 points perfect score ＊At the end of the semester, students will be graded by submitting the lesson impressions of the grading request and submitting the "Birthdays" manuscript. 2 Final report submission Collect the knowledge gained through the lecture for each section, consider reaching according to the purpose of the lesson, and fill out the form on the prescribed form. Submit the report stating the theme of the lesson theme "live better" and submit it at the end of the term. Each section 10 points × 5 = 50 points + Summary of the theme = 5 points, the term report total = 55 points ＊＊ Evaluate comprehensively by class score, end-of-term report score, absence, late arrival, early withdrawal, class attitude and so on.

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History and culture of Christianity Subject History and culture of Christianity Teacher Park, Hyun Suk Purpose of Class or the goal ・To be able to deepen your understanding of Christian heritage in Western history through architecture, art, music, etc. ・To be able to deepen your understanding of the history of the Western Church and the Oriental Church. ・To be able to deepen the understanding of Christianity missions and their heritage in Japan. Outline of Class It is the purpose of this lesson to overview the world history mainly through Christianity and its heritage. Think of the trend of the times through legacy such as architecture, art and music in each era, .

Courses /Benchmark GEN2901（～715）・ GEN2050（716～） Style of Class The class is mainly done in the form of presentations and questions by students and teachers, discussions and so on. Outline Homework （Preparation/Review etc.） 1 Prologue: ① Israel's religion and the Prepare for the next class Old Testament ② The formation of scope Christianity: the world in which Jesus was born, Jesus Christ, the apostles 2 Christianity and the Middle Ages: ① It is required to investigate Timetable 3rd to 5 th centuries: Missionary work to the themes and people in the East and West fathers, Germanic charge of each, create people ② 5th - 15th centuries: resume, and presentation. Byzantine Empire (East Roman Empire and the eastern Orthodox Church) ③ 10th - 12th centuries: Roman ? Catholic Church and Romanesque Style (Western Europe, Roman ? Catholic church building type) 3 11th - 13th century European medieval Assignment and culture: the conflict between the pope preparation for the next and the emperor, the Crusades war, the class scope ups and downsides of the papal authority

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4 12th - 16th century: About Gothic style Assignment and preparation for the next class scope 5 15th - 16th centuries: Italy (Florence) Assignment and and Renaissance (literary revival) preparation for the next class scope 6 16th century Baroque style: Baroque Assignment and music and the impact Bach, Luther's preparation for the next religious reforms on Europe, baroque class scope architecture and art 7 18th century Rococo styles: Rococo Assignment and architecture and art preparation for the next class scope 8 Catholic counter-religious reform：① Assignment and South and North American continent preparation for the next missionary ②Asian missionary and class scope Catholic world heritage 9 Protestant Piousism (1) Germany: ① Assignment and What is Piousism? ② German preparation for the next classicism ③ Literature Goethe ④ class scope About Beethoven and Chopin 10 Protestant Piousism (2) UK: ① About Assignment and the British Church (Episcopal Church) preparation for the next and Puritan ② Evangelism of John class scope Wesley and its influences (especially on the ceramicware factory Wediswood) ③ About William Morris and its spirit 11 Enlightenment ideology: (part 1) France: Assignment and ① About the Illuminati, European preparation for the next society, salon culture epidemic ② Age class scope and impressionist painters ③ Germany: Kant and its thought 12 European civil society: ① France: the Assignment and rise of Napoleon ② UK: the national preparation for the next church and civil society ③ Germany: class scope liberalism theology

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13 Japan (1) Catholic Mission: ① Assignment and Takayama Nearby ② Sen no Rikyu and preparation for the next Christianity class scope 14 Japan (2) Mission activities since the Assignment and Meiji era: ① Voris and its architecture preparation for the next ② Girls' education of Asako Hirooka class scope 15 Japan (3) Christianity in Japan: ① Prepare for the next class Uchimura Kanzo and No Church ② Life scope and submit the end of Toyohiko Kagawa (COOP co-op father) of term term report within the deadline. Preparation for Class Read texts and related books in advance in accordance with each lecture content. Textbook written by Nobufumi Ohmura "Christ Kyou shi: Hajime no Ippo" Nihon Kirisutokyo syuppankyoku、2014 References ・written by Masaya Odagaki『Kirisuto-kyo no Rekishi』、 Kodansha Gakujutu bunko、1995 ・written by Goro Yamada 『Seiyo Kaigashi』、 Gento sha 2011 ・written by Toyohiko Kagawa 『(Fukkoku-ban)Shisen wo Koete』、 PHP Shuppan, 2009 ・written by Akinari Tomasu『Zukai Sekaiichi Wakariyasui Kirisuto-kyo』、 Chukei shuppan、2012 ・written by Yukio Beniyama『Europe Monoshiri Kiko（Shinwa・ Kirisuto-kyo）Hen』、 Shincho bunko、1991 ・written by Masakazu Higuchi 『Manga Kirisuto-kyo no Rekishi(Sekai-hen)』、 Forest Books、2014 ・written by Masakazu Higuchi 『Manga Kirisuto-kyo no Rekishi(Nihon-hen)』、 Forest Books、2014 ・written by Shinsuke Tani『Edo no Kirishitan Yashiki』、 Joshi Poul kai、 2007 ・written by Chieko Furukawa『Shosetsu Tosaborigawa(Hirooka Asako no Shougai)』(Ushio bunko680)、 Ushio shuppansya、2015 ・written by Kaoru Tamaoka 『Makentoki(Voris Makiko no Tane Maku Hib)』、 Shincho bunko Heisei27 ・written by Toyohiko Kagawa 『(Fukkoku-ban)Shisen wo Koete』、 PHP Kenkyusha、2009 Grade evaluation Motivation and contribution to class participation, review to method/Criteria each class (60%), remarks in class (15%), report (25%)

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Statistics Subject Statistics Teacher Sekine, Akira Purpose of Class or the goal ・Think about the relationship between daily life and statistics. ・Understand the features of statistical methods and the traps of statistics. ・Acquire analytical ability that can be calculated practically and ability to see through situations from analyzed values. Outline of Class Learn techniques to accurately grasp the trend digitizing the ability to collect accurate information, and various changes or issues occurring in society. In addition, learn ability to explain while presenting data.

Courses /Benchmark GEN2914（～715）・ GEN2180（716～） Style of Class The class will focus on lectures and group lessons will be used together to promote lessons. If there are a small number of students, it may be done by a workshop form (circle seat arrangement). Outline Homework （Preparation/Review etc.） 1 Orientation Confirm the personal data 2 Organizing various statistical materials Sheet that cultivates eyes to see the whole 3 Types of data and organization Organization of class value and relative frequency Timetable 4 Simple aggregation and crosstabulation Create tables and graphs 5 Three representative values Calculation of representative value 6 Standard deviation and normal Calculation of dispersion distribution and standard deviation 7 Correlation Create correlation diagram 8 Population and specimen Random extraction of data 9 Null hypothesis and alternative Set hypothesis hypothesis 10 Calculate t test

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t test 11 chi-squared test Calculate chi-squared test 12 Utilization of data analysis software ① Create histogram graph 13 Utilization of data analysis software ② Output of statistical results 14 Utilization of data analysis software ③ Covariance by function, correlation coefficient, and culculation of chi-square 15 Summary etc. Preparation for Class As preparatory learning, review the four arithmetic calculations of fractions and decimals learned in math and mathematics. As preparation, please be sure to read the literature and materials that you have specified or distributed. In review, please read through the notes and the distribution and further deepen your understanding of what you learned. Homework using a worksheet may appear irregularly. Textbook I will distribute the print. Please prepare and save each file etc. References I will introduce them as necessary. Grade evaluation Evaluation is carried out by allocating 20% ??of the normal method/Criteria point (emphasis on subjective teaching participation degree), 30% of report such as report etc, 50% examination. Please also carefully read the remarks below because it is written about the results.

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Family and Life design Subject Family and Life design Teacher Sekine, Akira Purpose of Class or the goal ・To be able to explain the classification and type of family group. ・To be able to explain the process of forming a family. ? To be able to explain the crisis in the family life cycle. ・To be able to point out various factors leading to family collapse. ・To be able to explain the change of the family group in elderly and the resources to support the family. Outline of Class Think about the future of family in the 21st century through various events arising due to family, problems and changes occurring in family life, and relationships with society.

Courses /Benchmark GEN2909（～715）・ GEN2120（716～） Style of Class The class will focus on lectures and discussion will be used together to promote lessons. If there are a small number of students, it may be done by a workshop form (circle seat arrangement). Outline Homework （Preparation/Review etc.） 1 The meaning of thinking about family Summarize my future lifestyle. 2 What is a family? Retrospect on families 3 Clues for family analysis Recognition of family / relatives Timetable 4 Summarize the flow to Meaning and change of heterosexual heterosexual dating in dating in adolescence adolescence 5 Meaning of spouse selection process Analysis of similar marriage and dissimilar marriage 6 The meaning and function of marriage in Summarize the meaning individuals and society and function of marriage 7 Changes in marriage view and late A consideration on factors marriage of late marriage 8 Factor of Declining Birth Think about ways to

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overcome the declining birthrate. 9 Change of divorce and the background Summarize the social background of divorce 10 Change of life cycle Classification of cycle of life and cycle of life 11 Desires of elderly people Analysis of desire in elderly 12 Aged society and family Think about the problem of supporting old-style parents 13 Family crisis and coping Think about the crisis caused by family 14 Family resources and life design Life design setting from the inverse calculation 15 Summary etc. Preparation for Class As preparation, please be sure to read the literature and materials that you have specified or distributed. In review, please read through the notes and the distribution and further deepen your understanding of what you learned. Homework using a worksheet may appear irregularly. Textbook I will distribute the print. Please prepare and save each file etc. References I will introduce them as necessary. Grade evaluation Evaluation is carried out by allocating 20% ??of the normal method/Criteria point (emphasis on subjective teaching participation degree), 30% of report such as report etc, 50% end semester examination. Please also carefully read the remarks below because it is written about the results.

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Speed Reading Subject Speed Reading Teacher 藤本裕子、廣瀬恭子、井上球美子 Purpose of Class or the goal * read fluently and accurately, using a variety of techniques, including eye-movement, column reading, paced reading, and timed reading. Outline of Class Students use training software to learn and practice the use of various reading speed improvement techniques, such as eye-movement, column reading, paced reading, and timed reading.

Courses /Benchmark ENG1900（～715）・ ENG1010（716～） Style of Class On-the-spot speed reading exercises; on-line discussion; vocabulary practice.
The class is conducted in the computer room. Outline Homework （Preparation/Review etc.） 1 Introduction; reading strategies; on-the Vocabulary study; Review spot-faster exercises on the reading text 2 Homework checking; on-the-spot faster Vocabulary study; Review reading exercises; vocabulary on the reading text 3 Homework checking; on-the-spot faster Vocabulary study; Review Timetable reading exercises; vocabulary on the reading text 4 Homework checking; on-the-spot faster Vocabulary study; Review reading exercises; vocabulary on the reading text 5 Homework checking; on-the-spot faster Vocabulary study; Review reading exercises; vocabulary on the reading text 6 Homework checking; on-the-spot faster Vocabulary study; Review reading exercises; vocabulary on the reading text 7 Homework checking; on-the-spot faster Vocabulary study; Review reading exercises; vocabulary on the reading text 8 Mid-term Quiz; Homework checking; Preparation for Mid-term on-the-spot faster reading exercises; Quiz vocabulary 9 Homework checking; on-the-spot faster Vocabulary study; Review

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reading exercises; vocabulary on the reading text 10 Homework checking; on-the-spot faster Vocabulary study; Review reading exercises; vocabulary on the reading text 11 Homework checking; on-the-spot faster Vocabulary study; Review reading exercises; vocabulary on the reading text 12 Homework checking; on-the-spot faster Vocabulary study; Review reading exercises; vocabulary on the reading text 13 Homework checking; on-the-spot faster Vocabulary study; Review reading exercises; vocabulary on the reading text 14 Homework checking; on-the-spot faster Vocabulary study; Review reading exercises; vocabulary * Final on the reading text Quiz 15 Final Quiz Preparation for Final Quiz Preparation for Class Students will be asked to review the readings, and take quizzes to assess their understanding. Regular attendance is required. Textbook No textbooks. Speed Reader Software is used. Supplementary materials are supplied by the instructor. References Grade evaluation Class work...... 80%(Includes method/Criteria the results of timed reading, paced reading, vocabulary practice, quizzes and others)
Mid-term & Final Quizzes(150 wpm/ 75% comprehension)...... 20%

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Chinese special exercise I-1 Subject Chinese special exercise I-1 Teacher Uchiyama, Kayo Purpose of Class or the goal To be able to read the syllable table freely, and notate pinyin accurately. To be able to output the kanji with pinyin correctly. Outline of Class Acquisition of tone, vowel, consonant which is the basis of Chinese pronunciation. Remember the sound of Chinese from the ear.

Courses /Benchmark LNG1611（～715）・ LNG1060（716～） Style of Class Take the form of group lessons in the classroom, not training lectures, but training methods. For example, in reading aloud, they begin all at once, thoroughly practice training by constantly changing their shape to individual. Learn fun from your eyes, using your syllable table and flash card from your ears. Outline Homework （Preparation/Review etc.） 1 Orientation for learning & how to read Review the contents of the name card lesson on that day until you can do it. 2 Orientation for learning & how to read Review the contents of the name card lesson on that day until Timetable you can do it. 3 Practice of tone - syllable & four tones Review the contents of the lesson on that day until you can do it. 4 Practice of tone - syllable & four tones Review the contents of the lesson on that day until you can do it. 5 Practice of tone - 2 syllable & 20 Review the contents of the combinations of tone lesson on that day until you can do it. 6 Practice of tone - 2 syllable & 20 Review the contents of the combinations of tone lesson on that day until

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you can do it. 7 Listening to two syllable words Review the contents of the Continued lesson on that day until you can do it. 8 Listening to two syllable words Review the contents of the Continued lesson on that day until you can do it. 9 Main vowel: card listening and writing ? Review the contents of the syllable structure lesson on that day until you can do it. 10 Main vowel: Card listening and writing ? Review the contents of the Syllable structure lesson on that day until you can do it. 11 Composite vowel：Card listening and Review the contents of the writing ? Syllable structure lesson on that day until you can do it. 12 Composite vowel：Card listening and Review the contents of the writing ? Syllable structure lesson on that day until you can do it. 13 Vowel with nasal sound: card listening Review the contents of the and writing lesson on that day until you can do it. 14 Vowel with nasal sound: card listening Review the contents of the and writing lesson on that day until you can do it. 15 Consonant practice - Sound of both lips Review the contents of the Sounding Procedure: Card listening and lesson on that day until writing Actual sound you can do it. Preparation for Class It is preferable to be interested in China and Chinese, and also the history and culture of China with no prejudice against cross cultures. You can seriously deal seriously without neglecting review. It is a prerequisite that lessons will not be absent. Textbook 『Shinpan Hyojun Chugoku-go Kisohen』 Hakutei sha shuppan 978-4-86398-173-7 written by Keiji Ueno References 『Hyojun Chugoku-go Jiten』 Hakutei sha 『??学??典』

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Asahi shuppansha Grade evaluation Listening, writing quizzes, assignment: 50% Daily class method/Criteria attitude: 20% Lesson participation: 30%

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Chinese special exercise I-2 Subject Chinese special exercise I-2 Teacher Uchiyama, Kayo Purpose of Class or the goal To be able to express greetings and introduce myself. Pronunciation instruction is thorough and aim for beautiful voice. Outline of Class Make a basis for simple daily conversation through the structure of the sentence.

Courses /Benchmark LNG2611（～715）・ LNG1065（716～） Style of Class Take the form of group lessons in the classroom, not training lectures, but training methods. For example, in reading aloud, they begin all at once, thoroughly practice training by constantly changing their shape to individual. Recite the text body recitation at the end of each section. As preparation, copy the relevant section before learning each section. Outline Homework （Preparation/Review etc.） 1 Total review of pronunciation (vowel, Review pronunciation and consonant, tone) Pinyin notation total print finish 2 Section 1 Listening to new words, Copying new section / reading and reading text Learning new words / Timetable Reading 3 Point and practice Reading example sentences of points /reading books 4 Sectio 2 Listening to new words, Section 1 Recitation / reading and reading text recitation of a new division / Learning new words and reading / reading books 5 Point and practice Reading example sentences of points /reading books 6 Section 3 Listening to new words, Section 2 Recitation / reading and reading text recitation of a new division / Learning new words and reading / reading books

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7 Point and practice Reading example sentences of points /reading books 8 Section 4 Listening to new words, Section 3 Recitation / reading and reading text recitation of a new division / Learning new words and reading / reading books 9 Point and practice Reading example sentences of points /reading books 10 Section 5 Listening to new words, Section 4 Recitation / reading and reading text recitation of a new division / Learning new words and reading / reading books 11 Point and practice Reading example sentences of points /reading books 12 Section 6 Listening to new words, Section 5 Recitation / reading and reading text recitation of a new division / Learning new words and reading / reading books 13 Point and practice Reading example sentences of points /reading books 14 Point and practice Reading example sentences of points /reading books 15 Section 7 Listening to new words, Section 6 Recitation / reading and reading text recitation of a new division / Learning new words and reading / reading books Preparation for Class It is preferable to be interested in China and Chinese, and also the history and culture of China with no prejudice against cross cultures. You can seriously deal seriously without neglecting review. It is a prerequisite that lessons will not be absent. Textbook 『Shinpan Hyojun Chugoku-go Kisohen』 Hakutei sha shuppan 978-4-86398-173-7 written by Keiji Ueno References 『Hyojun Chugoku-go Jiten』 Hakutei sha 『??学??典』 Asahi shuppansha Grade evaluation Listening, written quizzes, tasks (reading aloud, recitation):

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method/Criteria 50% Daily class attitude: 20% Lesson participation: 30%

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Chinese special exercise II-1 Subject Chinese special exercise II-1 Teacher Uchiyama, Kayo Purpose of Class or the goal Strengthen listening skills to communicate in Chinese. Aim to pass the "Chinese Language Proficiency Test" third grade. Outline of Class Acquire basic and important grammatical expressions such as word order through training.

Courses /Benchmark LNG3602（～715）・ LNG2060（716～） Style of Class Take the form of group lessons in the classroom, not training lectures, but training methods. For example, in reading aloud, they begin all at once, thoroughly practice training by constantly changing their shape to individual. Recite the text body recitation at the end of each section. As preparation, copy the relevant section before learning each section. Outline Homework （Preparation/Review etc.） 1 Section 12 Listening to new words, Copying new section / reading and reading text Learning new words / Reading the book 2 Point Reading example sentences of points /reading the book Timetable 3 Point and practice Reading example sentences of points / practice questions 12 4 Section 13 Listening to new words, Copying new section / reading and reading text Learning new words / Reading the book 5 Point Lesson 12 Recitation / Reading example sentences of recitation / Reading the book 6 Point and practice Reading example sentences of points / practice

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questions 13 7 Section 14 Listening to new words, Copying new section / reading and reading text Learning new words / Reading the book 8 Point Lesson 13 Recitation / Reading example sentences of recitation / Reading the book 9 Point and practice Reading example sentences of points / practice questions 14 10 Section 15 Listening to new words, Copying new section / reading and reading text Learning new words / Reading the book 11 Point Lesson 14 Recitation / Reading example sentences of recitation / Reading the book 12 Point and practice Reading example sentences of points / practice questions 15 13 General Practice (3) Conversation Section 15 Recitation General Practice 14 Section 16 Listening to new words, Copying new section / reading and reading text Learning new words / Reading the book 15 Point Reading example sentences of points / practice questions 15 Preparation for Class It is preferable to be interested in China and Chinese, and also the history and culture of China with no prejudice against cross cultures. You can seriously deal seriously without neglecting review. Basic pronunciation such as pronunciation of the first year, for example pronunciation and the sound can be written in pinyin is necessary. It is necessary to recite memorandum and total review until the 11th section of text.

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Textbook 『Shinpan Hyojun Chugoku-go Kisohen』 Hakutei sha shuppan 978-4-86398-173-7 written by Keiji Ueno References 『Hyojun Chugoku-go Jiten』 Hakutei sha 『??学??典』 Asahi shuppansha Grade evaluation Listening, written quizzes, tasks (copying, reading aloud, method/Criteria recitation): 50% Daily class attitude: 20% Lesson participation: 30%

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Chinese special exercise II-2 Subject Chinese special exercise II-2 Teacher Uchiyama, Kayo Purpose of Class or the goal Improve your skills of expressing yourself useful in future business places. Acquire the skill to pass the 3rd to 2nd grade of the Chinese Language Proficiency Test. Outline of Class Learn application skills that enable intermediate conversation. Also address exercises for certification.

Courses /Benchmark LNG3603（～715）・ LNG2065（716～） Style of Class Take the form of group lessons in the classroom, not training lectures, but training methods. For example, in reading aloud, they begin all at once, thoroughly practice training by constantly changing their shape to individual. Implement recitation of text body interactively at the end of each section. As preparation, copy the relevant section before learning each section. Outline Homework （Preparation/Review etc.） 1 Section 1 Listening and writing of words, Copy of the conversation in Reading of text, Points, Exercises section 1 Reading the book 2 Section 2 Listening and writing of words, Copy of the conversation in Reading of text, Points, Exercises section 2 Reading the Timetable book 3 Section 3 Listening and writing of words, Copy of the conversation in Reading of text, Points, Exercises section 3 Reading the book 4 Section 4 Listening and writing of words, Copy of the conversation in Reading of text, Points, Exercises section 4 Reading the book 5 Summary and replenishment, Reading and meaning of Organization of grammar matter example sentences, Memorizing 6 Review from section 1 to 4 and quiz Recitation of

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conversational sentences 7 Conversation practice Question sentence Memorize sentence example of answer sentence 8 Section 5 Listening and writing of words, Copy of the conversation in Reading of text, Points, Exercises section 5 Reading the book 9 Section 6 Listening and writing of words, Copy of the conversation in Reading of text, Points, Exercises section 6 Reading the book 10 Section 7 Listening and writing of words, Copy of the conversation in Reading of text, Points, Exercises section 7 Reading the book 11 Section 8 Listening and writing of words, Copy of the conversation in Reading of text, Points, Exercises section 8 Reading the book 12 Summary and replenishment Reading and meaning of Organization gramma issue example sentences, Memorizing 13 Review from section 5 to 8 and quiz Recitation of conversational sentences 14 Conversation practice Question sentence Memorize sentence example of answer sentence 15 Measures immediately before taking the Solve past questions as Chinese language exam. Trends and much as possible countermeasures for past texts Preparation for Class It is preferable to be interested in China and Chinese, and also the history and culture of China with no prejudice against cross cultures. You can seriously deal seriously without neglecting review. Basic pronunciation such as pronunciation of the first year, for example pronunciation and the sound can be written in pinyin is necessary. 『Shinpan Hyojun Chugoku-go Kisohen』 It is necessary to recite and review all

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20 sections in the text. Textbook 『Daiji na Koto wa Minna Yasashii Chugoku-go de Ieru』 with CD Asahi shuppan sha ISBN4-255-45077-3 C1087 written by Shigeru Aihara, Yukiko Kitayama and Lu Xiaokun References 『Hyojun Chugoku-go Jiten』 Hakutei sha 『??学??典』 Asahi shuppansha Grade evaluation Listening, written quizzes, tasks (reading aloud, recitation): method/Criteria 50% Daily class attitude: 20% Lesson participation: 30%

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Korean special exercise I-1 Subject Korean special exercise I-1 Teacher Lee, Eunsuk Purpose of Class or the goal ・To be able to read and write Korean characters. ・To be able to introduce ourselves and have easy conversation in our daily life. ・Through Korean culture learning, enhance recognition of cross-cultural and self-cultural. Outline of Class It is an introductory course to understand characters and to know Korea. Character learning will master through conversation, singing and using smartphones. Improve communication skills using the four skills "read, listen, write and speak". Introduce the Korean idea and Korean culture such as K-POP through video etc.

Courses /Benchmark LNG1610（～715）・ LNG1070（716～） Style of Class Proceed incorporating active learning into the class. It aims not to be a unilateral lesson of teachers but to lead to student's subjective learning. Outline Homework （Preparation/Review etc.） 1 Introducing Korean, Greeting expression Review by handouts and/or workbook 2 Hangul section 2 Conversation Review by handouts and/or workbook 3 Hangul section 2 Conversation Review by handouts and/or Timetable workbook 4 Hangul section 2 Conversation Review by handouts and/or workbook 5 Hangul section 3 Conversation Review by handouts and/or workbook 6 Hangul section 3 Conversation Review by handouts and/or workbook 7 Hangul section 3 Conversation Review by handouts and/or workbook 8 Hangul section 4 Conversation Review by handouts and/or workbook

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9 Hangul section 4 Conversation Review by handouts and/or workbook 10 Hangul general review、Create email in 1．Send email in Hungul Hangul 11 Quiz 1、Conversation preparation 1 Review by handouts and/or workbook 12 Conversation preparation 2 2．Write self-introduction sentences 13 Conversation preparation 3 Review by handouts and/or workbook 14 Conversation preparation 4 Review by handouts and/or workbook 15 Section 1 Telephone number 3．Write telephone number in Hangul Preparation for Class Review by workbook. Textbook 『X? Ji?ng (SOGAN）Kankoku-go 1A』 Xia Yu(Hau)shuppansya References Hideki Noma『Hangul no Tanjou Oto Kara Moji wo Tsukuru』 Heibonsha shinsho Grade evaluation Assignment: 30% Class participation (presentation, method/Criteria teamwork, attendance rate): 30% 3 small tests: 30% practical test 1 time: 10%

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Korean special exercise I-2 Subject Korean special exercise I-2 Teacher Lee, Eunsuk Purpose of Class or the goal ・To be able to conduct necessary basic conversation in Korean travel and daily life. ・ To be able to pass the Hangul Proficiency Test 5th grade. And aim to pass the Korean language proficiency test first grade. ・Through Korean culture learning, enhance recognition of cross-cultural and self-cultural. Outline of Class Learn various expressions useful for traveling to Korea and everyday life. Respond to pass the examination grade 5 grade, ability test 1 grade.

Courses /Benchmark LNG2610（～715）・ LNG1075（716～） Style of Class Proceed incorporating active learning into the class. It aims not to be a unilateral lesson of teachers but to lead to student's subjective learning. Outline Homework （Preparation/Review etc.） 1 Review the lecture in the last semester Review by handouts and/or workbook 2 Section 4 Verb past tense Review by handouts and/or workbook 3 Section 4 時間副詞 Review by handouts and/or Timetable workbook 4 Section 4 Reading&Speaking Review by handouts and/or workbook 5 Section 4 Listening&Speaking Review by handouts and/or workbook 6 Quiz 1、Section 5 Expressoin of the Review by handouts and/or position workbook 7 Section 5 go to ～ Review by handouts and/or workbook 8 Section 5 "Sumidan body (formal polite 2．Writing on Saturday 's language)" school life in "Sumidan body"

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9 Section 5 Reading&Speaking Review by handouts and/or workbook 10 Section 5 Listening&Speaking(Get on 3．Write a way to go to the subway and go to the destination) sightseeing spots in Osaka 11 Culture study Review by handouts and/or workbook 12 Section 6 (Vehicle) Go / Come Review by handouts and/or workbook 13 Section 6 Reading&Speaking （at school） Review by handouts and/or workbook 14 Section 6 Imperative form、want to ～ Review by handouts and/or workbook 15 Section 6 Listening&Speakingng Review by handouts and/or workbook Preparation for Class Review by workbook. Textbook 『X? Ji?ng (SOGAN）Kankoku-go 1A』 Xia Yu(Hau)shuppansya 『X? Ji?ng (SOGAN）Kankoku-go 1B』 Xia Yu(Hau)shuppansya References Hideki Noma『Hangul wo Ikani Manabuka』 Heibonsha shinsho Grade evaluation Assignment: 30% Class participation (presentation, method/Criteria teamwork, attendance rate): 30% 3 small tests: 30% practical test 1 time: 10%

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Korean special exercise II-1 Subject Korean special exercise II-1 Teacher Lee, Eunsuk Purpose of Class or the goal ・To be able to have the conversation necessary for traveling in Korea. To be able to convey my opinions and ideas. ・To be able to pass the Hangul Proficiency Test Level 4, Korean Language Proficiency Test Level 1. ・Through Korean culture learning, enhance recognition of cross-cultural and self-cultural. Outline of Class Acquire life information necessary for study in Korea and conversation necessary for traveling. Respond to pass the examination grade 4 grade, ability test 1 grade.

Courses /Benchmark LNG3600（～715）・ LNG2070（716～） Style of Class Proceed incorporating active learning into the class. It aims not to be a unilateral lesson of teachers but to lead to student's subjective learning. Outline Homework （Preparation/Review etc.） 1 Section 1~2 General review Review by handouts and/or workbook 2 Section 3 Respected word present tense Review by handouts and/or 1 workbook 3 Section 3 Respected word present tense Review by handouts and/or Timetable 2 workbook 4 Section 3 Reading&Speaking (Family 1．Write about a superior Introduction) person 5 Section 3 Respected word past tense Review by handouts and/or workbook 6 Section 3 Listening&Speaking (sick) Review by handouts and/or workbook 7 Quiz 1、Section 4 Past tense 2 Review by handouts and/or workbook 8 Section 4 have to ～ 2．Write what you have to do for the goal 9 Section 4 to do ～ also Review by handouts and/or

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workbook 10 Section 4 Listening&Speaking Review by handouts and/or （meeting） workbook 11 Section 4 Reading&Speaking 3．Create a (Self-introduction） self-introduction sentence email in job hunting 12 Section 3，4 General review Review by handouts and/or workbook 13 Quiz 2、Section 5 shall I ～ ? Review by handouts and/or workbook 14 Section 5 ～ and、to do～(and) Review by handouts and/or workbook 15 Section 5 Reading&Speaking （Picnic） Review by handouts and/or workbook Preparation for Class Review by workbook. Textbook 『X? Ji?ng (SOGAN）Kankoku-go 1B』 Xia Yu(Hau)shuppansya 『X? Ji?ng (SOGAN）Kankoku-go 2A』 Xia Yu(Hau)shuppansya References Hideki Noma 『Nihon-go to Kankoku-go』Bunshun shinsho 『Kankoku-go Nouryoku Shiken Taisaku』 Related exercise book、Any publisher is acceptable. Grade evaluation Assignment: 30% Class participation degree (presentation, method/Criteria teamwork, attendance rate): 30% 3 small tests: 30% practical test 1 time: 10%

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Korean special exercise II-2 Subject Korean special exercise II-2 Teacher Lee, Eunsuk Purpose of Class or the goal ・Learn communication skills that can be used for everyday conversation and study abroad. ・Aim to pass the Hangul proficiency test third grade and the Korean language ability test second grade. ・Through Korean culture learning, enhance recognition of cross-cultural and self-cultural. Outline of Class Acquire communication skills that can be handled in various situations, such as asking the way, talking about hobbies, making promises. Work to improve the power of "writting".

Courses /Benchmark LNG3601（～715）・ LNG2075（716～） Style of Class Proceed incorporating active learning into the class. It aims not to be a unilateral lesson of teachers but to lead to student's subjective learning. Outline Homework （Preparation/Review etc.） 1 section 1 Name of consonant、is not ～ Review by handouts and/or workbook 2 section 1 I will do ～ Review by handouts and/or workbook 3 section 1 Reading&Speaking Review by handouts and/or Timetable workbook 4 section 1 Listening&Speaking Review by handouts and/or workbook 5 section 2 be doing ～、after doing ～ Review by handouts and/or workbook 6 section 2 would like to ～ Review by handouts and/or workbook 7 section 2 Reading&Speaking Review by handouts and/or workbook 8 section 2 Listening&Speaking Review by handouts and/or workbook

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9 Section 1，2 Review＆Quiz 1 Review by handouts and/or workbook 10 section 3 when doing ～、before doing Review by handouts and/or ～ workbook 11 section 3 doing ～ Review by handouts and/or workbook 12 section 3 Reading&Speaking 1．Write about my best friend's introduction 13 section 3 Listening&Speaking Review by handouts and/or workbook 14 section 4 if doing ～、during ～ Review by handouts and/or workbook 15 section 4 is it ～、I think it that～ Review by handouts and/or workbook Preparation for Class Review by workbook. Textbook 『X? Ji?ng (SOGAN）Kankoku-go 2A』 Xia Yu(Hau)shuppansya References Hideki Noma 『Nihon-go to Kankoku-go』Bunshun shinsho Grade evaluation Assignment: 30% Class participation degree (presentation, method/Criteria teamwork, attendance rate): 30% 3 small tests: 30% practical test 1 time: 10%

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Advanced Marketing(隔年開講・偶数） Subject Advanced Marketing(隔年開講・偶数） Teacher Aoki, Kei Purpose of Class or the goal Students have already studied marketing in the Basic Marketing class in Japanese(マーケティング基礎). If not, self-learning with basic marketing textbook is required. In this class, students will learn the latest marketing trends in English.
Learning goals:
- Discover the new rules of marketing
- Create WOW moments (Final presentation and paper) Outline of Class Through reading over 200 pages marketing book, “Marketing 4.0”, students will learn how to design customer decision journey. It is required to read the text book out of the class hours.

Courses /Benchmark BUS3601（～715）・ BUS4020（716～） Style of Class In the class, students have a lot of opportunities to make presentations and to have discussions. Out of the class, students have to prepare for it. In every class, iPad is necessary. Outline Homework （Preparation/Review etc.） 1 Guidance for the course, From Prior research Marketing 3.0 to Marketing 4.0 2 Power Shifts to the Connected Prior research Customers 3 Power Shifts to the Connected Prior research Timetable Customers 4 The Paradoxes of Marketing to Prior research Connected Customers 5 The Influential Digital Subcultures Prior research 6 Marketing 4.0 in the Digital Economy Prior research 7 Marketing 4.0 in the Digital Economy Prior research 8 Presentation-1 Prior research 9 The New Customer Path Prior research 10 The New Customer Path Prior research

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11 Marketing Productivity Metrics Prior research 12 Marketing Productivity Metrics Prior research 13 Marketing Productivity Metrics Prior research 14 Industry Archetypes and Best Practices Prior research 15 Industry Archetypes and Best Practices Prior research Preparation for Class Textbook "Marketing 4.0" Philip Kotler, Hermawan Kartajaya, Iwan Setiawan, Wiley References Grade evaluation Level of active involvement in each session in class such as method/Criteria discussions: 40%; Presentations: 30% (15%x2times) , Final presentation(group work):15% , Report(more than 10 pages):15%

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Graduation Project (International Business Specialized Graduation Research) Subject Graduation Project (International Business Specialized Graduation Research) Teacher Aoki, Kei、Choi, Dae-Ryong Purpose of Class or the goal To assist students in the design, implementation and writing of the graduation thesis.
Learning Goals
Carry out research on your topic
Write clear analysis of learning
Write a researched paper
Give a presentation Outline of Class In addition to deepening their knowledge on individual topics chose according to their major areas of study, students will learn methods of organizing research, conducting analyses, and doing presentations on the basis of surveys and observations. The focus of this course will be on research methods appropriate for research into aspects of communication with an emphasis on those appropriate for the topic each student intends to focus upon in her graduation thesis. The course is directed toward assisting students with research into the topic they select and the preparation of a graduation thesis.

Courses BUS4100（～715）・ BUS4190（716～） /Benchmark Style of Class Lecture, reading, writing and discussion Outline Homework （ Preparation/Review etc.） 1 Study how to do research Reading 2 Study how to do research Reading 3 Study how to do research Reading 4 Study how to do research Reading 5 Study how to do research Reading Timetabl 6 Finding research questions Reading e 7 Finding research questions Reading 8 Study how to do research Reading 9 Writing a draft APA 1 Writing a draft APA 0 1 Writing a draft Writing a draft

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1 1 Writing a draft Writing a draft 2 1 Writing a draft Writing a draft 3 1 Writing a draft Writing a draft 4 1 Review 5 Preparation for This is a graduation project course so students should expect to spend Class a lot of time on the readings, assignments and doing your own research. You should expect to spend between three hours outside of class per week on preparing for the class. Textbook Shirai, T. & Takahashi, I.(2008). Yokouwakaru sotsugyounokakikata [Easy to understand: How to write a graduation thesis]. Kyoto: Mineruva. References Teacher decides other materials Grade GP evaluation paper/product40%
Presentation30%
Classwork/participati method/Criteria on30%

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Strategic Management Subject Strategic Management Teacher Choi, Dae-Ryong Purpose of Class or the goal *To learn the needs and concepts of strategic management.* Master the practical utilization of the concepts Outline of Class To learn the dynamism of corporate environments, strategies, and organizations as well as the terms and concepts of strategic management. .

Courses /Benchmark BUS4600（～715）・ BUS4010（716～） Style of Class Lecture， discussions， group presentations， quizzes Outline Homework （Preparation/Review etc.） 1 Introduction for the course plan Pre-reading 2 1st preparation for report Pre-reading 3 Concept of Strategy 1 Pre-reading 4 Concept of Strategy 2 Pre-reading 5 Concept of Strategy 3 Pre-reading Timetable 6 Concept of Strategy 4 Pre-reading 7 Concept of Strategy 5 Pre-reading 8 Concept of Strategy 6 Pre-reading 9 Goals, Values, and Performance 1 Pre-reading 10 Goals, Values, and Performance 2 Pre-reading 11 Goals, Values, and Performance 3 Pre-reading 12 Goals, Values, and Performance 4 Pre-reading 13 Industry Analysis 1 Pre-reading 14 Industry Analysis 2 Pre-reading 15 Industry Analysis 3 Pre-reading Preparation for Class Students are expected to study the reading materials in advance. In addition， they should prepare oral reports twice in the term. The topic of the reports will be discussed in the class. Textbook Robert M. Grant, Contemporary Strategy Analysis，7th edition. Blackwell Publishing Ltd., 2012.(Materials are given

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in the class) References None Grade evaluation Quizes 50%， Oral report 20%, Written report 20%， method/Criteria Participation 10%

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Career basic exercise 1 Subject Career basic exercise 1 Teacher Kagimoto, Satoshi Purpose of Class or the goal Designing a "carrier" as a subject is called "career design". In addition, scenes where the career once designed due to the change of the social environment is forced to be revised, there is a need for ability to be redesigned there. Currently society is in a great change, and there is a possibility that it may have a big influence especially on the life of an individual. The purpose of this class is to acquire the basic ability to deal with any scene. Outline of Class Check on our abilities and their balance, and find out the direction where remedial power points are placed through general common sense placement tests. Also, we will think about the necessary knowledge in a specific society while holding down the three perspectives of WILL (what you want to do), CAN (what you can do), and MUST (what you have to do).

Courses /Benchmark BUS1900（～715）・ GEN1210（716～） Style of Class After the general common sense placement test, the class will bedeveloped in various ways according to topic, such as exercise dialogue form, test seminar form. Please also study English regularly since questions in English will be mixed up sometimes. Outline Homework （Preparation/Review etc.） 1 Orientation, General common placement Preparation: None in test particular, Review: Restudy tasks 2 Science common sense Chemistry field Preparation: Look over the Similar document Timetable Review:Check on the internet etc. by yourself 3 Science common sense Physical field Preparation: Look over the Similar document Review:Check on the internet etc. by yourself

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4 Science common sense Biological field Preparation: Look over the Similar document Review:Check on the internet etc. by yourself 5 Science common sense Geology field Preparation: Look over the Similar document Review:Check on the internet etc. by yourself 6 Quiz the 1st Preparation: Look over the Similar document Review:Check on the internet etc. by yourself 7 Mathematical common sense Geometry Preparation：To be able to field arithmetically operate Review：To be able to solve the problem by yourself 8 Mathematical common sense Preparation：To be able to Calculating field arithmetically operate Review：To be able to solve the problem by yourself 9 Mathematical common sense Function Preparation：To be able to field arithmetically operate Review：To be able to solve the problem by yourself 10 Mathematical common sense Read Preparation：To be able to math textbooks in English arithmetically operate Review：To be able to solve the problem by yourself 11 Quiz the 2nd Preparation：General review until then Review： To be able to solve questions you could not solved by yourself 12 Social common sense FGeographic field Preparation: Look over the Similar document Review:Check on the

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internet etc. by yourself 13 Sochial common sense Hisotory field Preparation: Look over the Similar document Review:Check on the internet etc. by yourself 14 Social common sense Modern society Preparation: Look over the field Similar document Review:Check on the internet etc. by yourself 15 Summary Achievement test Preparation：General review until then Review： To be able to solve questions you could not solved by yourself Preparation for Class I think that you can acquire related knowledge from textbooks and books as much as you can as much as possible because we can not solve so many questions within the class time. Textbook Nothing in particular References Not specified in particular but I may recommend exercise books and/or reference books according to each progress. Grade evaluation Intermediate test (30%), Normal point (40%), Achievement method/Criteria test (30%)

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Career basic exercise 2 Subject Career basic exercise 2 Teacher Kagimoto, Satoshi Purpose of Class or the goal How to work in Japanese society is changing from membership type society to job type society. On the other hand, it is a general educational ability to lay the foundation of the ability to cultivate career design skills. In addition, the employment examination conducted by companies is changing from a question of knowledge of individual fields to a problem of thinking overall issues logically. In this class, we aim to be able to find out the issues and cultivate the ability to respond comprehensively. Outline of Class Even in the aptitude test at the time of job seeking, questions to explore solving methods with comprehensive power are increasing beyond the boundaries of subjects such as structural grasping problems. In this class, we will acquire interdisciplinary contents across multiple disciplines and develop practical exercises as "comprehensive intelligence".In addition, we will acquire skills such as "logical thinking", "listening comprehension", "problem finding ability", etc., with careful attention to the competency and corporate foundation foundation required by companies.

Courses /Benchmark BUS2900（～715）・ GEN2210（716～） Style of Class First I will introduce a big topic and think about various things about the topic together. The class will be developed in various ways according to topics such as group work and essay preparation. You need to submit some document every time from the 2nd to the 11th class. It will be a test seminar style from the 12th to 14th class, and conducted the achievement test at the 15th class. Outline Homework （Preparation/Review etc.） 1 Orientation Preparation: None in particular, Review: Restudy tasks 2 Statistical training (average, variance, Preparation: None in standard deviation) particular, Review: Timetable Restudy tasks 3 Document qiestions 1 Preparation：Look through

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the newspaper Review： Restudy tasks 4 Document qiestions 2 Preparation：Look through the newspaper Review： Restudy tasks 5 Document questions 3 Preparation：Look through the newspaper Review： Restudy tasks 6 Fermi estimation 1 Preparation：Search "Fermi estimation" on the internet Review：Restudy tasks 7 Fermi estimation 2 Preparation：Search "Fermi estimation" on the internet Review：Restudy tasks 8 Logical question (sentence title) Preparation: None in particular, Review: Restudy tasks 9 Logical question (proposition) Preparation: None in particular, Review: Restudy tasks 10 Logical question (necessary condition, Preparation: None in sufficient condition) particular, Review: Restudy tasks 11 Inductive method and deductive method Preparation: None in particular, Review: Restudy tasks 12 Numerical processing question Preparation：To be able to (questions related to speed) four arithmetically operate Review：To be able to solve questions by yourself 13 Numerical processing question Preparation：To be able to (questions related to sequence) four arithmetically operate Review：To be able to solve questions by yourself

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14 Numerical processing question Preparation：To be able to (questions related to diagram) four arithmetically operate Review：To be able to solve questions by yourself 15 Summary Achievement test Preparation：To be able to four arithmetically operate Review：Try to solve many questions Preparation for Class Some questions will be introduced within the class. Please try to find similar problems as much as you can and prepare and review. Textbook Not specified in particular but I may recommend exercise books and/or reference books according to each progress. References Grade evaluation Ten reports ? Normal score (70%), Achievement test (30%) method/Criteria

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Tourism English exercises Subject Tourism English exercises Teacher Morita, Ruriko Purpose of Class or the goal ・Understand the English expression used in tourism service industry. ・To be able to use English expression used in tourism service industry. Outline of Class Solve the problem of "Tourism Eiken 2nd Grade" and explain it. Learn the technical terms and phrases of English required for business in the tourism service industry. Conduct short dialogs including the above technical terms and phrases in pair or groups.

Courses /Benchmark COM2606（～715）・ PSA2025（716～） Style of Class Explain the language explanation such as English vocabulary, grammar and pronunciation frequently used in the travel industry and the contents of the work accompanying it. Outline Homework （Preparation/Review etc.） 1 Orientation／ Tourism and language Part 1 Search for new (English) / About tourism geography words 2 Part 1(Vocabulary for sightseeing) Part 2 Search for new words 3 Part 2(Example for tourism) / geography Part 3 Search for new Timetable 1／ Q. 1 words 4 Part 3(Sightseeing related long-term Part 4 Search for new reading comprehension) / Geography 2 words ／ Q. 2 5 Part 4(Travel brochure reading) / Part 5 Search for new Geography 3 ／ Q. 3 words 6 Part 5(Sightseeing explanatory text Review of Part 1～5 comprehension reading) / Geography 4 ／ Q. 4 7 Geography 5 ／ Q. 5 Part 6 Search for new words 8 Part 6 Part 7 Search for new

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(Listening / photo understanding) words ／Review Quiz 9 Part 7(Listening / understanding of Part 8 Search for new diagrams and tables) / geography 6 words 10 Part 8 (Listening / short sentence Part 9 Search for new response) / geography 7 ／ Q. 6 words 11 Part 9(Listening / Conversation Content Part 10 Search for new Understanding) / Geography 8 ／ Q. words 7 12 Part 10(Listening / long description Review of Part 6～10 explanation understanding contents) / geography 9 ／ Q. 8 13 Total Review (1) / Geography 10 ／ Q. 9 14 Total review（2）／ In-class Quiz 15 Wrap-up Preparation for Class Quiz has been scheduled many times. Please prepare to prepare by home study since it is a question to ask the contents learned in the lesson all the previous time. Textbook The 35th 「Kanko Eigo Kentei 2-kyu kaisetsusho」（Implemented in Heisei 2008） Zenkoku Gogaku Business Kanko Kyoiku Kyokai References ●The 24・25th （Implemented in Heisei 23）Kanko Eigo Kentei Shiken 2-kyu Kaisetusho published by Zenkoku Business Kanko Kyoiku Kyokai ●Tour Conductor no Eigo--English for Tour Leaders Overseas?published by JTB Sogo Kenkyusho ●Eibun Guide Text published by Nihon Kanko Tsuuyaku Kyokai Grade evaluation Q. (= Quiz) ... 10 points (9 times) Review Quiz ... 10 points (1 method/Criteria time) In-class Quiz (Oral Presentation) ... 10 points ( 1 time) ● Grades for the top ten scores are taken.

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Introduction to Tourism Studies Subject Introduction to Tourism Studies Teacher Morita, Ruriko Purpose of Class or the goal ・To be able to learn about the history and current situation of tourism industry. ・To be able to understand the basics of sightseeing. ・To be able to think about the future of tourism business. Outline of Class Learn a wide range of things related to sightseeing. Outlines the history and current situation of the tourism industry, and approach "what is tourism" from the viewpoint of language, culture, society, geography, etc. Also learn about the knowledge and skills required in tourism service industry.

Courses /Benchmark COM2608（～715）・ PSA2015（716～） Style of Class Lecture and exercise. Task of selection system ? ? ? Go to a sightseeing spot actually designated by students on a day other than lesson day, and prepare and submit the report. (See remarks column). Outline Homework （Preparation/Review etc.） 1 Orientation: Selection system ? Selection system: Start Explanation of day trip discussion of members & dates of day trips 2 "Concept of Tourism" "World History of Tourism" Timetable 3 "Japanese history of tourism" "various systems of tourism」／Mini Quiz（1） 4 About Nara／Mini Quiz（2） Selection system: Deadline for submitting Day trip / Member table 5 "The effect and impact of tourism" "Tourism and economics"／Mini Quiz（3） 6 "Tourism and Information" "Tourism and Selection system: Start the Environment"／Mini Quiz（4） Day trip 7 "Tourism and community" "Development and protection in tourism"／Mini Quiz

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（5） 8 "Tourism as a leisure activity"／Reveiw Quiz 9 "Things to establish sightseeing behavior" 10 "Subject of Tourism Behavior - Nature Finish Selection system: and Culture - Life and Exchange -"／ Day trip by this week. Mini Quiz（6） 11 "Tourism and Education and Welfare" Selection system・Day Trip "Tourism and Transportation"／Mini Report submission date Quiz（7） 12 "Tourism and accommodation" "Tourism related projects"／Mini Quiz（8） 13 "Tourism and travel industry" "Labor and personnel in tourism business"／ Mini Quiz（9） 14 Latest information on tourism／In-class Quiz 15 Wrap-up／ Preparation for Class All of Quiz will be taken from the content learned in class. Please prepare to summere and review the contents of the note taken in the class after each class. Textbook 「Shin・Gendai Kanko Souron」 written and edited by Isamu Maeda Gakubun sha, and Other distribution print use. References 「Kanko Bunkagaku」 written by Yoshiya Iida Konjaku Shoin Grade evaluation Mini quiz ? ? ? 10 points (9 times) Review quiz ? ? ? 10 points (1 method/Criteria time) Class quiz ? ? ? 10 points (1 time) Selection system ? Day trip (including submission) ? ? ? 10 points 1 time) ● Grades for the top ten scores are taken.

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International Cabin Attendant (CA）Practice (concentration) Subject International Cabin Attendant (CA）Practice (concentration) Teacher Swenson, Tamara Purpose of Class or the goal This course is part of the International Programs. The course objectives are:Acquire skills related to English interactions in the travel industry
Increase understanding of British culture
Interact in English with non-Japanese with ease Outline of Class The content of this course is the study of English, the business of the airline and hospitality industry, and a cross-cultural experience in the U.K.

Courses /Benchmark EXP2010 (716～） Style of Class Pre-departure classes (about 6), three week study abroad, post-return classes (about 3). Details will be provided to successful applicants. Course meetings will include some sessions with other overseas programs. The days and times are to be determined.

All classes will meet on Tuesday, 6th hour (18:30 to 19:50) unless otherwise announced. Outline Homework （Preparation/Review etc.） 1 Pre-departure preparation 1, general TBA 2 Pre-departure preparation 2, course TBA specific 3 Pre-departure preparation 3, general & TBA culture Timetable 4 Pre-departure preparation 4, CA TBA language 5 Pre-departure preparation 5, general & TBA culture 6 Pre-departure preparation, Safety 7 Classes in the U.K. Content determined by CA program: daily classes while oveseas 8 Post return debriefing & preparation for Poster & presentation

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presentations preparation 9 Presentation day (all summer programs) 10 11 12 13 14 15 Preparation for Class Textbook References Grade evaluation Pre-departure and post-return class work and homework method/Criteria (20%); Coursework during the overseas program (50%); Presentation (20%); Brief report (10%)

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Communication in Customer Relations Subject Communication in Customer Relations Teacher Fielden, Mark Purpose of Class or the goal Students will be able to identify barriers to effective customer communication and develop measures to remove them identify relevant communication skills required to meet different needs (e.g. customers with disabilities, the elderly, complaints, etc.)Students can design a customer service program for staff and deliver a short customer service session (e.g. oral presentation) based on the customer service program developed. Students can demonstrate appropriate presentation skills (e.g. voice projection, contact with audience, pacing, tone, delivery), identify relevant presentations aids, and select appropriate methods of delivery (e.g. role play, group work, interacting with audience). Outline of Class To identify communication and listening skills essential for good customer relations and appropriately apply the skills and concepts in sample situations and role-plays.

Courses /Benchmark COM3601（～715） Style of Class Lectures, discussions, presentations, quizzes, reflection papers. Points will also be given for completion of end of chapter exercises. Outline Homework （Preparation/Review etc.） 1 Class Introduction & Chapter 1 exercises Procedures//Chapter 1: Taking Baby Steps: The Basics 2 Class Introduction & Chapter 1 exercises Procedures//Chapter 1: Taking Baby Timetable Steps: The Basics 3 Check Chapter 1 Homework; Discussion Chapter 2 activity Groups; “First Impressions Matter” exercises “Courtesy Counts” 4 Check Chapter 1 Homework; Discussion Chapter 2 activity Groups; “First Impressions Matter” exercises “Courtesy Counts” 5 Pair Work: (Activity 1: Part-time jobs) Quiz on "The Basics" (p.37)

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Chapter 2 6 Pair Work: (Activity 1: Part-time jobs) Quiz on "The Basics" (p.37) Chapter 2 7 Explain Fieldwork procedures. Assign first 5 Fieldwork presenters. Chapter 3 reading and exercises 8 Explain Fieldwork procedures. Assign next 5 Fieldwork presenters. Chapter 3 reading and exercises, Test (chapter 1 & 2) 9 Fieldwork: discussion circles and “What you don’t say: presentations (Students 1-5) Non-Verbal communication” & 10 Fieldwork: discussion circles and “What you don’t say: presentations (Students 1-5) Non-Verbal communication” & 11 Fieldwork: discussion circles and Unit 4 and activities presentations (Students 6-10)Listening Activity &/ Presentation Activity 12 Fieldwork: discussion circles and Unit 4 and activities presentations (Students 6-10)Listening Activity &/ Presentation Activity 13 Fieldwork: discussion circles and Test (Chapter 3 & 4) Write presentations (Students 11-15) a role play for performance; 14 Fieldwork: discussion circles and Test (Chapter 3 & 4) Write presentations (Students 11-15) a role play for performance; 15 Fieldwork: discussion circles and Chapter 5 "When the presentations (students 16-20)Customer customer says no." Service Video: "Faulty Towers" Preparation for Class Preparation for class is required. Students should spend approximately 5-6 hours a week outside of class completing HW, completing the assigned reading, preparing presentations and writing their Reflection Papers. Textbook Renee Evenson, Customer Service Training 101
Quick and Easy Techniques That Get Great Results, 2005,Amacom Publishing.ISBN: 0-8144-7290-7

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References Grade evaluation Class work & quizzes: 30% (quizzes will be on method/Criteria readings)
Presentations(2) 30% Required group project (One PowerPoint; one role pay)
Fieldwork and written assignments: 30%
Discussions, role play activities,active participation: 10%

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English Performance (Delivery) Subject English Performance (Delivery) Teacher Bramley, David Purpose of Class or the goal Students can:
- speak appropriately in a variety of situations with little or no preparation.
- understand and use appropriate body language conventions in English native speaker interactions
- write and act out a short skit together
- express emotion appropriate to the situation
- use language appropriate to the occasion in a number of everyday service situations
- write or use and act out a longer performance which develops a situation. Outline of Class To create an understanding of effective English performance and delivery through the study of interpretation, impromptu speaking, and acting. Students will learn to interpret roles, define story and script, develop plot, use emotion in their delivery, convey intention through body language and words, and use authentic language in real situations. Students will put together the components of a short production for the culmination of the course.

Courses /Benchmark COM3604（～715） Style of Class Writing, using English for role playing, acting in English, guided and impromptu speaking & performance Outline Homework （Preparation/Review etc.） 1 Introductory Activities Preparation 2 Introductory Activities Preparation 3 Situations 1 Required Paper 1 4 Situations 1 Required Paper 1 5 Practice emotional expression / Showing Required Paper 2 Timetable appropriate emotion 6 Practice emotional expression / Showing Required Paper 2 appropriate emotion 7 Using appropriate body language - body Required Paper 3 language differences 8 Using appropriate body language - body Required Paper 3 language differences

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9 Skit wriitng and performance Required Paper 4 10 Skit wriitng and performance Required Paper 4 11 Using Register appropriately Required Paper 5 12 Using Register appropriately Required Paper 5 13 Situations 2 Required Paper 6 14 Situations 2 Required Paper 6 15 Developing a plot line - sequence and Required Paper 7 logical follow through Preparation for Class Students should review each lesson thoroughly; practice the language and techniques they learn; come to class prepared to express themselves in English and memorize necessary language, for example parts in skits or longer plays. Textbook Students are required to download the textbook for this class onto their iPads. The teacher may also post necessary materials on Moodle and / or hand them out in class. Students will also use their iPads to take sound recordings and / or videos of their, and other students' performance. Students must be sure to keep their iPad charged at all times! References Grade evaluation Class work = 70%
Required papers = 30% method/Criteria

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Language & Culture Subject Language & Culture Teacher Marcus, William Purpose of Class or the goal * understand how language and culture are interrelated* explain how these influence the structure of society. Outline of Class To study the relationship between language and culture and society.

Courses /Benchmark COM3605（～715）・ COM3010（716～） Style of Class There will be reading, writing, reflections on readings and presentations. You will need to read for every class and think about the readings. Outline Homework （Preparation/Review etc.） 1 Introduction&/communication activity Read TIC essay&/Write warm-up&/This is Culture (TIS) Unit communication portfolio 1&/in-class writing entry 2 TIS Unit 1&/Use portfolio Write 'My Identity & discussion&/Explain 'My Identity & Culture' outline Timetable Culture' Project 3 TIS Unit&/Outline DUE&/Begin writing Complete 1st draft of Identity Project Identity Project 4 Writing Workshop&/Identity Project 1st Read TIC essay&/Write draft DUE communication portfolio entry 5 Portfolio discussion &/Presentation Begin making slides Workshop: Speaking and Slide Skills 6 Writing Workshop: Review Common Complete 2nd draft Writing Problems&/Return 1st drafts changes&/Complete slides 7 Identity Presentations&/Listening Task Read TIC essay&/Write communication portfolio entry 8 Identity Presentations&/Listening Write R&R on identity Task&/ Identity Essay (final draft) and presentations&/finalize slides DUE&/Portfolio Discussion (if listening task notes

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time permits) 9 Listening Task Due&/R&R Due& Movie: Organize movie notes into Lost in Translation (part 1); movie notes categories of culture group discussion 10 Movie: Lost in Translation (part 2); Begin writing cultural movie notes group discussion&/explain analysis movie report cultural analysis movie report 11 Writing workshop: APA revisited&/Movie Finish cultural analysis report 1st draft workshop Movie: Lost in movie report Translation (part 2); movie group discussion 12 Lost in Translation: Cultural Analysis Read TIC essay&/Write Movie Report DUE&/TIS Unit&/Explain communication portfolio Final Project: Foreign Country Research entry&/Choose countries Project and members&/Make SNS group for Final Project 13 Portfolio discussion&/Announce country Finish Outline&/Begin for Research Project&/Choose roles and Research begin writing Outline 14 TIC Unit&/Outline DUE (checked in Read TIC essay; Write class)&/Project Conferencing with each communication portfolio group entry&/Start to write 1st draft for Final Project 15 Portfolio discussion&/Writing Workshop: Write 1st draft Paraphrasing & Quotations Skills Preparation for Class Students are expected to come to class prepared to actively participate in discussions and talk about readings. Textbook References Kajiura, A., & Goodmacher, G. (2005). This is culture: developing communication skills for an intercultural world. Tokyo: Nau'ndo. Grade evaluation Class work 40%
(Class participation, assignments, word method/Criteria cards, quizzes, etc.)Reading & Writing30%
(Summaries of reading, reflections on reading, etc.)Projects30%
(At least 2 projects)

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Domestic and overseas internship (concentration) Subject Domestic and overseas internship (concentration) Teacher Swenson, Tamara Purpose of Class or the goal 1．To realize improvement in English management ability (in the case of internship abroad) 2．To be able to summarize our own experiences and presentation from the viewpoint of future learning efforts. Outline of Class Through employment experience in companies and public organizations abroad and domestically, we will deepen our understanding of that occupation as well as aim to gain a deeper understanding of the view of labor required for society. In addition, through motivated processes that sense the relationship between learning in the university and real world society, motivation for human growth and learning is strengthened.

Courses /Benchmark COM3609 (715 生～）・EXP3020 (716～） Style of Class Each of the internship programs will have pre-departure and post-return courses that participants must attend. These will vary depending on the destination country, but will include sessions devoted to cross-cultural training, the country they are going to be doing their internship in (or region if in Japan), and safety. There will be at least 2, and as many as 10, country specific sessions. Outline Homework （Preparation/Review etc.） 1 Pre-departure country specific sessions (number to be determined by the course instructor) 2 Pre-departure Cross-cultural training session 1 Timetable 3 Pre-departure Cross-cultural training session 2 4 Post-return debriefing 5 Post-return presentations (summer internships only) 6

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7 8 9 10 11 12 13 14 15 Preparation for Class Textbook References Grade evaluation Separately method/Criteria

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Graduation Project (English Communication Course Graduation Research) Subject Graduation Project (English Communication Course Graduation Research) Teacher Cornwell, Steven、Hirano,Mariko、Johnston, Scott、 Lyddon, Paul、McLean, Stuart、Miyamoto,Tomoyuki、 Swenson, Tamara、Teaman, Brian、Tojo, Kazuko Purpose of Class or the goal To assist students in the design, implementation and writing of the graduation thesis.
Learning Goals
Carry out research on your topic
Write clear analysis of learning
Write a researched paper
Give a poster presentation Outline of Class In addition to deepening their knowledge on individual topics chose according to their major areas of study, students will learn methods of organizing research, conducting analyses, and doing presentations on the basis of surveys and observations. The focus of this course will be on research methods appropriate for research into aspects of communication with an emphasis on those appropriate for the topic each student intends to focus upon in her graduation thesis. The course is directed toward assisting students with research into the topic they select and the preparation of a graduation thesis.

Courses COM4100（～715）・ COM4190（716～） /Benchmark Style of Class Lecture, reading, writing and discussion Outline Homework （ Preparation/Review etc.） 1 Study how to do research Reading 2 Study how to do research Reading 3 Study how to do research Reading 4 Study how to do research Reading 5 Study how to do research Reading Timetabl 6 Finding research questions Reading e 7 Finding research questions Reading 8 Study how to do research Reading 9 Writing a draft APA 1 Writing a draft APA

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0 1 Making a presentation Prepare for presentation 1 1 Making a presentation Prepare for presentation 2 1 Presentation 3 1 Writing a draft Writing 4 1 Prepare for summer research Writing 5 Preparation This is a graduation project course so students should expect to spend for Class a lot of time on the readings, assignments and doing your own research. You should expect to spend between three hours outside of class per week on preparing for the class. Textbook Shirai, T. & Takahashi, I.(2008). Yokouwakaru sotsugyounokakikata [Easy to understand: How to write a graduation thesis]. Kyoto: Mineruva. References Grade For all classes except Miyamoto-sensei's class
GP evaluation paper/product50%
Presentation15%
Coursework35%
< method/Criteri BR>For Miyamoto-sensei's class
GP translation a project25%
GP paper25%
Presentation (includes Poster session)15%
Coursework/participation35%
(includes Common translation)

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Comparative Culture Seminar Subject Comparative Culture Seminar Teacher Johnston, Scott Purpose of Class or the goal To understand how culture shapes how people in different countries make decisions. This course will examine different nations and how history, religion and culture may shape how people make decisions and interact with others.
Learning Objectives
Can understand how cultural beliefs and values shapes our behaviors
Can explain the concept of the cultural iceberg and how it relates to other cultures
Can give a presentation on aspects of culture in a country
Can write a reflective paper linking the cultural ideas learned in class to their world
Can understand ourselves better as individuals and group members Outline of Class After reviewing culture and communication, we will examine cultures in different nations and consider how they make decisions, and how they interact.

Courses /Benchmark COM4600（～715）・ COM4120（716～） Style of Class This course will include readings, short lectures, and many presentations by students. Outline Homework （Preparation/Review etc.） 1 Introduction & What is culture? e-book 2 Stereotypes; Japanese culture e-book 3 Culture and its characteristics Handout 4 Activity- the concept of self; culture and Handout doing business overseas Timetable 5 Simulation on cultures Handout 6 Presentations on Japanese minorities 7 UAE and its cultures Handout 8 UAE and its cultures Handout 9 Students' country research Handout 10 Students' country research Handout 11 Hofstede and culture e-book 12 Hofstede and culture e-book 13 Cultural simulation; link ideas to your

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lives 14 Hofstede and culture Handout 15 Hofstede and culture Handout Preparation for Class Students will need to prepare their country presentations, read about the cultures of the countries, and review for numerous quizzes. Textbook handouts & e-book References Grade evaluation Class work･･･40%(class participation, assignments, and method/Criteria leading discussion)
Quizzes･･･10%
Projects･･･ 30%
Writings･･･20%

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Teaching English for Children Subject Teaching English for Children Teacher Chiba, Naomi Purpose of Class or the goal * understand different approaches to TEFL* analyze child-centered learning Outline of Class To explore teaching of English as a foreign language (TEFL) to children, examine teaching strategies, and train instructors to conduct effective classes.

Courses /Benchmark COM4601（～715）・ COM4050（716～） Style of Class lectures, discussions, reports, presentations, essays Outline Homework （Preparation/Review etc.） 1 Chapter 2: Listen and Do Assigned reading & Worksheet 2 Chapter 2: Listen and Do Assigned reading & Worksheet 3 Chapter 2: Listen and Do Assigned reading & Timetable Worksheet 4 Chapter 3: Listen and Make Assigned reading & Worksheet 5 Chapter 3: Listen and Make Assigned reading & Worksheet 6 Chapter 3: Listen and Make Assigned reading & Worksheet 7 Listening Activities Preparation for Listening Activities 8 Chapter 4: Speaking with Support Assigned reading & Worksheet &/Essay 1 9 Chapter 4: Speaking with Support Assigned reading & Worksheet 10 Chapter 4: Speaking with Support Assigned reading & Worksheet 11 Chapter 5: Speaking more Freely Assigned reading & Worksheet

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12 Chapter 5: Speaking more Freely Assigned reading & Worksheet 13 Chapter 5: Speaking more Freely Assigned reading & Worksheet 14 Speaking Activities Assigned reading & Worksheet 15 Making a Lesson Plan 1 Designing a Lesson Plan Preparation for Class Students are required to read assigned chapters before each class and prepare for discussions, workshops and practice lessons. Also students will have to prepare some lesson plans based on the coursebook. Textbook Slattery,M. & Willi, J.(2001)English for Primary Teachers London: Oxford University Press References アレン玉井光江（2010)小学校英語の教育法東京：大修館
Paul,D.(2003). Teaching English to Children in Asia. Hong Kong: Longman
Linse,C.S.(2006) Young Learners. New York: McGraw-Hill Grade evaluation weekly worksheet 20%,class work 20%(listening &speaking method/Criteria activities, crafts,story-based activities,etc), Presentations (10-15 minutes) 20%, Essays (a-three-to-four-page APA style essay X 3) 40%

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Language Acquisition (隔年開講・奇数) 本年度休講 Subject Language Acquisition (隔年開講・奇数) 本年度休講 Teacher Kato-otani, Eiko Purpose of Class or the goal Students will examine first and second language acquisition from linguistic and psychological perspectives.
Learning goals:
Students will be able to explain the similarities and differences in language acquisition between monolingual and bilingual children.
Students will be able to understand the role of parents or guardians as well as teachers in the language acquisition process. Outline of Class Students will analyze the language acquisition process during the first three years of life, how children acquire language, including children raised in a bilingual environment.

Courses /Benchmark COM4602（～715）・ COM4030（716～） Style of Class Lectures, discussions, presentations, quizzes, and papers Outline Homework （Preparation/Review etc.） 1 Before birth How Babies Talk (HBT) pp.1-37 2 Before birth How Babies Talk (HBT) pp.1-37 3 From birth to eight months old HBT pp. 39-61 Timetable 4 From birth to eight months old HBT pp. 39-61 5 From nine months to their first birthday HBT pp. 63-85 6 From nine months to their first birthday HBT pp. 63-85 7 The language of a one-year-old child HBT pp. 87-114 8 The language of a one-year-old child HBT pp. 87-114 9 The development of vocabulary HBT pp. 115-148 10 The development of vocabulary HBT pp. 115-148 11 The development of sentences HBT pp. 149-174 12 The development of sentences HBT pp. 149-174 13 The development of grammar HBT pp. 175-197 14 The development of grammar HBT pp. 175-197 15 The ability to communicate HBT pp. 199-228

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Preparation for Class Discussion: Every student will have the opportunity to be a discussion leader in a small group discussion. The group discussion leader will report interesting ideas, reflections, or questions back to the class as a whole.
Reading & Response Papers: Students will be asked to read about 20-30 pages in English per week. Students will submit a two-page response paper (500 word limit, APA format) based on the assigned readings twice during the semester. The papers are designed to promote preparation for class and critical thinking about the material, and will serve as the basis for small group discussion.
Final Paper: The final paper is meant to provide students with the opportunity to examine, in more depth, one of the issues related to language acquisition. Particular topics may be selected from class discussions. The final paper should be 8-10 pages and follow APA format. Textbook 書 Glinkoff, R.M. & Hirsh-Pasek, K.H.(1999). How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life. NY: A Plume Book (ISBN 0-452-28173-3). References Grade evaluation Class Work: 20%
Quizzes: 20%
Response Papers: method/Criteria 10%x2=20%
Final Paper: 25%
Presentations: 15%

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Communication & Media (Open every other yea・Even number） Subject Communication & Media (Open every other yea・Even number） Teacher Swenson, Tamara Purpose of Class or the goal Objectives To consider the role of media in facilitating global communication and examine various media systems.Goals * articulate the role of the media in Japanese society
* explain the role of the media in international communications
* explain the structure of different media systems
* conduct research on media
* explain the role of new media (digital, social, etc.) on global communications
* create media products in digital and print formats Outline of Class Contents This course will examine the role of media in global communication and consider their importance in modern society. The course will examine the global multimedia environment with the aim of becoming developing and understanding of how media function, the various laws that nations impose on media, the influence of media conglomerates and popular culture, and other issues related to media and global communication issues.

Courses /Benchmark COM4605（～715）・COM4070（716～） Style of Class Lectures, discussions, readings, projects Outline Homework （Preparation/Review etc.） 1 Introduction, Media are …? Overview of Readings to be provided: media studies; History of media Media globalization 2 Introduction, Media are …? Overview of Readings to be provided: media studies; History of media 3 Globalization & media; The role of media Readings to be provided: Timetable in a global society; Learning to see the story 4 Globalization & media; The role of media Readings to be provided: in a global society; Learning to see the R1: Discuss your media use story in detail. 5 Theories of media; Purpose of media (or Readings to be provided: why there are so many ads); The story & audiences;

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6 Theories of media; Purpose of media (or Readings to be provided: why there are so many ads); The story & Photo project audiences; Quiz 1 7 Cultural characteristics & national Readings to be provided: media Evaluating media texts; Begin projects; SMS as media tools 8 Cultural characteristics & national Readings to be provided: media Evaluating media texts; Begin R2: Ad analysis paper projects; SMS as media tools 9 Cultural characteristics and national Readings to be provided: media (2); Analyzing media texts; Visual analysis work 10 Cultural characteristics and national Readings to be provided: media (2); Analyzing media texts; Visual Advertisement project analysis work 11 Philosophies of media systems; Readings to be provided: Analyzing media "language"; Visuals as language; Content analysis 12 Philosophies of media systems; Readings to be provided: Analyzing media "language"; Visuals as R3: Magazine cover language; Content analysis analysis paper 13 Media regulation & News systems; How Readings to be provided: media create a national narrative (print nationalism) 14 Media regulation & News systems; How Readings to be provided: media create a national narrative (print Magazine cover project nationalism) 15 Media as business; What media do really Readings to be provided: sell; SNS as business model; More on media theories; Preparation for Class Preparation is expected. Part of the class will be lectures and reading discussions. Each student will lead the discussion the readings during the term. Discussion leaders need to prepare a short summary (one page maximum) to provide to the class. Information from the readings and discussions will be included in quizzes. You will create media products, edit your

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own and other students, and improve those you make. These will be in English. Projects will include writing factual articles, creating an advertisement (poster or CM for a product or NPO), editing your own and other students writing, and other tasks based on your skill level with technology. Textbook Readings to be provided (on line and in the library) References various Grade evaluation Class work (preparation [HW], in class discussions, discussion method/Criteria leadership, etc.) 30
Reflection papers (R) (5, 5 points, about 2 pages each) 25
Research paper (& presentation of research) (20 + 5) [about 6 to 10 pages] 25
Media projects activities (various, print / digital) 20

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Teaching English as a Foreign Language (Open every other year/Odd year) Closed this year Subject Teaching English as a Foreign Language (Open every other year/Odd year) Closed this year Teacher Cornwell, Steven Purpose of Class or the goal Learning Goals: After finishing this class, students can:
-state the basic contents of several EFL teaching methods
-identify important strengths and weaknesses in existing language textbooks
-assess an activity or lesson according to professional criteria
-be able to adapt classroom activities and materials to fit different levels and contexts
-be able to complete a research project on EFL Outline of Class Understanding EFL; putting into practice theory that focuses on improving communicative ability in the L2. The course links theory with practice through hands-on activities that include teaching skills in the 4 skill areas of reading, writing, listening and speaking.

Courses /Benchmark COM4606（～715）・ COM4040（716～） Style of Class Lectures, student-led discussions, small group work, and an independent research project Outline Homework （Preparation/Review etc.） 1 Introduction to class; defining TEFL; Methodology your language learning experiences 2 Introduction to class; defining TEFL; Methodology your language learning experiences 3 Methodology Methodology Timetable 4 Methodology Methodology 5 Vocabulary and vocabulary teaching Vocabulary & Listening 6 Vocabulary and vocabulary teaching Vocabulary & Listening 7 Listening & Speaking Reflection Paper #1 8 Listening & Speaking Reflection Paper #1 9 Speaking & Reading Materials 10 Speaking & Reading Materials 11 Reading & Writing Reflection paper #2 due

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12 Reading & Writing Reflection paper #2 due 13 Integrating Four Skills Materials 14 Integrating Four Skills Materials 15 Review 1 Mid-term quiz Reflection paper #3 due Preparation for Class Students should spend approximately 3-4 hours a week outside of class completing the required readings for homework, preparing their review materials for their role as Discussion Leader, reviewing handouts and doing internet research,and working on the final project. Textbook Paul Nation (2013). What Should Every EFL Teacher Know? Compass Publishing. ISBN-10:1599662663 References Students should be able to use websites and library sources to support their learning Grade evaluation Class work...40%
Reflection method/Criteria papers....25%Quizzes.....15%
Final project.....20%

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Curriculum Design (Open every other year・Even number） Subject Curriculum Design (Open every other year・Even number） Teacher Cornwell, Steven Purpose of Class or the goal * analyze learner needs and set learning objectives
* prepare a course outline, assessment plan, and unit with assessment Outline of Class The purpose of this course is to teach students to research and develop the objectives, content, implementation and evaluation of a language teaching curriculum/syllabus. The course focuses on articulating one's teaching beliefs, analyzing learner needs, setting learning objectives, outlining material to be developed (and developing one unit) and creating an assessment plan to examine teaching effectiveness (along with assessment activities).

Courses /Benchmark COM4607（～715）・ COM4060（716～） Style of Class The basic structure of the course is that students will read about the Unit's topic before participating in large group and small group work in class. Students are expected to complete all work in a timely way and to provide feedback on how effective the course is for them and their learning. Note: this 4 credit course will spend some additional time working on Curriculum Design possibly looking at the work of well-known curriculum designers/educators such as Dewey, Tyler, and Taba. Outline Homework （Preparation/Review etc.） 1 Overview of the course and Orientation/Defining the context 2 Overview of the course and Orientation/Defining the context 3 Articulating Beliefs Timetable 4 Articulating Beliefs Share Description of Context 5 Conceputalizing the content 6 Conceputalizing the content Share Beliefs

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7 Formulating Goals and Objectives 8 Formulating Goals and Objectives 9 Formulating Goals and Objectives Share Mind Maps 10 Formulating Goals and Objectives 11 Designing an Assessment Plan Share Goals and Objectives 12 Designing an Assessment Plan 13 Designing an Assessment Plan 14 Designing an Assessment Plan 15 Needs Assessment Preparation for Class Read assigned readings; work on curriculum assignments; prepare questions in journal Textbook References Grade evaluation CLASSWORK 40% (Quizzes and class participation (20%), method/Criteria homework (CDC 20%)
DISCUSSION COMPONENT 30% (Presentation (10%), Discussions (CDC 20%);WRITING COMPONENT 30% (Journals and response papers 5 (20%), Final curriculum plan (10%))The Curriculum Design Components (CDCs) are written products BUT their points are divided between Classwork and Discussion.

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Translation as Professions Subject Translation as Professions Teacher Hirano, Makiko Purpose of Class or the goal Students will learn basic knowledge required for business translation through translating English/Japanese documents. Outline of Class To acquire basic knowledge of translation of business documents

Courses /Benchmark COM4610（～715） Style of Class Lectures, Presentations and Discussions Outline Homework （Preparation/Review etc.） 1 Introduction to business translation Reading & Translation 2 Translation categories / Exercise Reading, Translation & Revision 3 Book Translation 1 Reading, Translation & Revision Timetable 4 Business & Publication Translation / Reading, Translation & Exercise Revision 5 Book Translation 2 Reading, Translation & Revision 6 Translation style / Exercise Reading, Translation & Revision 7 Book Translation 3 Reading, Translation & Revision 8 Translation equivalence / Exercise Reading, Translation & Revision 9 Book Translation 4 Reading, Translation & Revision 10 Translation (Advertisement) Reading, Translation & Revision 11 Book Translation 5 Reading, Translation & Revision 12 Translation (Brochure) Reading, Translation &

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Revision 13 Book Translation 6 Reading, Translation & Revision 14 Translation (Manual) Reading, Translation & Revision 15 Book Translation 7 Reading, Translation & Revision Preparation for Class Students should complete reading and translation assignments to participate in class activities. A careful and thorough review of what they have experienced in class is also necessary to build up professional competence. Textbook None References To be advised on an as-required basis Grade evaluation Translation homework 30%, Translation of a book on method/Criteria professional translators 30%, In-class translation 20%, Quiz 10%, Efforts and positive attitude 10%

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Practical Interpreting Subject Practical Interpreting Teacher Wada, Yuko Purpose of Class or the goal To learn the principles of interpreting while acquiring basic interpreting skills
Learning goals:
Can explain different styles of interpreting
Can explain what makes 'good interpreting'
Can interpret speeches from English to Japanese Outline of Class Students will be introduced to the world of interpreting as a profession， through lectures, discussions and practical exercises. They will learn about various kinds of interpreting situations.(business meetings， seminars, technical conferences, etc.)

Courses /Benchmark COM4611（～715）・ COM4020（716～） Style of Class Lectures, discussions, skill practices and quizzes Outline Homework （Preparation/Review etc.） 1 Self-introduction of Review participants&/Orientation 2 The World of Interpreting&/An Review and preparation for Interpreter's Life (Video) quiz 3 Shadowing Review and preparation for Timetable quiz 4 Shadowing Review and preparation for quiz 5 Prosody analysis and reading Review and preparation for quiz 6 Prosody analysis and reading Review and preparation for quiz 7 Dictation Review and preparation for quiz 8 Dictation Review and preparation for quiz 9 SG reading Review and preparation for quiz

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10 SG reading Review and preparation for quiz 11 Blackbox reading Review and preparation for quiz 12 Blackbox reading Review and preparation for quiz 13 Quick response Review and preparation for quiz 14 Quick response Review and preparation for quiz 15 Sight translation Review and preparation for quiz Preparation for Class The students must prepare for quizzes on a regular basis. For learning practical interpreting skills, they are advised to spend more time on review and practice at home. Textbook On-line and paper materials are provided. References Recommended books on interpreting will be introduced in class. Grade evaluation Classwork (including presentation method/Criteria performance):20%
Homework:30%
Mini Quiz:30%
Review Test:20%

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Practical Translation Subject Practical Translation Teacher Yumiko, Enjo Purpose of Class or the goal * acquire knowledge of translating in a specific genre
* develop ability to translate English/Japanese documents Outline of Class To develop knowledge required for translation appropriate to the type of text through translating English/Japanese from various genre.

Courses /Benchmark COM4612（～715）・ COM4010（716～） Style of Class lecture,discussion,and presentation Outline Homework （Preparation/Review etc.） 1 introduction and Basic Process of read handouts Translation 2 introduction and Basic Process of read handouts Translation 3 News Story Translation work Timetable 4 News Story Translation work 5 News Story Translation work 6 News Story Translation work 7 News Story Translation work 8 News Story Translation work 9 News Story Translation work 10 News Story translation work 11 Picture Book Translation work 12 Picture Book Translation work 13 Picture Book Translation work 14 Picture Book Translation work 15 Picture Book Translation work Preparation for Class There will be some translation home work for each class. Active participation is strongly recommended. Textbook Handouts wil be given as they needed. References "Routledge Encyclopedia of Translation Studies" by Mona

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Baker Grade evaluation Daily assignment and daily participation 70%
Final method/Criteria Translation work 30%

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Media Production (Open every other year/Odd year) Closed this year Subject Media Production (Open every other year/Odd year) Closed this year Teacher Swenson, Tamara Purpose of Class or the goal Objectives: This course will introduce students to the production of media content for modern media platforms (print, digital, broadcast).
Learning goals: To understand the production process for a variety of media forms, including digital, broadcast, and print,To create effective media products using a variety of production techniques
To understand the joint nature of the creative process in modern media forms
To improve story telling skills for modern media forms
To become able to edit the work of others in order to improve the story (print & digital)
To develop and sharpen media literacy skills Outline of Class Content: To understand the production process for a variety of media forms, including digital, broadcast, and print, and learn to create effective media products using a variety of production techniques. Students will study the history of media production (Guttenberg to the present), critically examine media products, and learn the basics of creating media. Students will be expected to work in production teams on short videos and written texts for digital distribution.

Courses /Benchmark COM4614（～715）・ COM4110（716～） Style of Class Type or Style of class: Lectures, discussions, presentations, quizzes, research paper Outline Homework （Preparation/Review etc.） 1 Class Intro; Storytelling: seeing the story TBA (To be determined, will include readings and preparation) 2 Media as story telling; media ethics tbd 3 Finding and sharing the TBD Timetable storyStorytelling: Visual images + text editing 4 Finding and sharing the story, Setting TBD the lights (lights are the key); Studio rotation day 1

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5 Storytelling: Visual images, text editing, TBD Studio day 2 6 adding audio Studio rotation day 3; TBD Lights again 7 Storytelling: Visual images, text editing, TBD adding audio; Studio 4 8 Storytelling: Editing/Voiceover; More TBD on lighting 9 Evaluating the stories; Introduction to TBD PSA; adding sound 2 10 Interviewing; Script writing and TBD storyboarding; Understanding the equipment basics 11 The documentary v. the news story; TBD media ethics 12 Developing an eye for the story, an ear TBD for news 13 News as a visual media; Media ethics & TBD informed consent: When do you need it 14 Studio and Equipment Exam TBD 15 Using the studio along with B-role TBD Preparation for Class Student Responsibilities and Requirements: Students in this class will be responsible for producing a wide variety of media projects. Your fellow students, your instructors, and other members of the school community will be among those who have access to these projects. It will be your responsibility to conduct yourself appropriately and create quality content. Copyright is to be respected at all time. All images and music used in any production must be yours or used with the permission if done by friends outside this class. Inappropriate material will not be tolerated, including any libel, slander, obscenity, or unethical behavior. The production of such material will be grounds for immediate dismissal from the class with a final grade of "F". Textbook
Other: You will need some sort of magnetic or optical storage media for certain projects. This can be done on

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firewire drive (you need access to at least 80-GB), USB flash drives, or CD-RW's. You will also need a sketchbook, paper, pencils, and iPad. I will make my firewire drive available for class work, but you will need to arrange with me for the transfer of files from cameras onto my drive and the course computer for any video files you create outside of class time. References Materials: This course, from time-to-time, will make use of materials fromwww.cybercollege.comYou will need to spend some time on-line reviewing this material as it is assigned. You are not allowed to download and print material from this site. It will be a violation of copyright. Violating copyright is bad (very, very bad). Grade evaluation Class work, homework, quizzes, and other activities: method/Criteria 40%
Project work and research 30%
Papers & other written work: 30%

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STLAP (Overseas short-term study abroad) (concentration) Subject STLAP (Overseas short-term study abroad) (concentration) Teacher Swenson, Tamara Purpose of Class or the goal To prepare for overseas study and internships through cultural and work-related training prior to the program. This course is required for those participating in the overseas study programs. Outline of Class To prepare for overseas programs.

Courses /Benchmark EXP1010 (716～） Style of Class Lectures, workshops, presentations
All predeparture courses will be on Tuesday, 6th hour (18:20 to 19:50) unless otherwise announced to the program participants. Outline Homework （Preparation/Review etc.） 1 Pre-departure preparation 1 TBA 2 Pre-departure preparation 2 TBA 3 Pre-departure preparation 3 TBA 4 Pre-departure preparation 4 TBA 5 Pre-departure preparation 5 TBA Timetable 6 Pre-departure preparation 6 7 Classes at STLAP program site overseas 8 Post return debriefing & preparation for Presentation & poster presentation 9 Presentation (for all summer study abroad programs) 10 11 12 13 14 15 Preparation for Class

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Textbook References Grade evaluation Varies according to the program. It will include both method/Criteria pre-departure classes and post-return classes.Coursework 20%, Coursework at Overseas Study site (50%), Report & presentation (30%)

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Graduation Project (International Cooperation Course Graduation Research) Subject Graduation Project (International Cooperation Course Graduation Research) Teacher Mabushi,Hitoshi、Okumoto,Ryoko Purpose of Class or the goal To assist students in the design, implementation and writing of the graduation thesis.
Learning Goals
Carry out research on your topic
Write clear analysis of learning
Write a researched paper
Give a poster presentation Outline of Class In addition to deepening their knowledge on individual topics chosen according to their major areas of study, students will learn methods of organizing research, conducting analyses, and doing presentations. The course is directed toward assisting students with research into the topic they select and the preparation of a graduation thesis.

Courses /Benchmark ICO4100（～715）・ ICO4190（716～） Style of Class Lecture, discussion, reading, research and presentations Outline Homework （Preparation/Review etc.） 1 Orientation Reading literature 2 Discussing Literature Review Reading literature 3 Discussing Literature Review Reading literature 4 Discussing Literature Review Prepare for presentation 5 Presenting a research plan Writing a research plan Timetable 6 Presenting a research plan Writing a research plan 7 Discussing research questions Revising a research plan 8 Discussing research methods Revising a research plan 9 Discussing data collection Collecting and analyzing data 10 Guest speaker Collecting and analyzing data 11 Discussing data analysis Collecting and analyzing data 12 Reporting research progress Writing a first draft 13 Presenting a first draft Writing a first draft 14 Presenting a first draft Writing a first draft

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15 Reviewing first drafts Preparation for Class This is a graduation project course so students should expect to spend a lot of time on the readings, assignments and doing your own research. You should expect to spend between three hours outside of class per week on preparing for the class. Textbook Shirai, T. & Takahashi, I.(2008). Yokouwakaru sotsugyounokakikata [Easy to understand: How to write a graduation thesis]. Kyoto: Mineruva. References Different by instructor Grade evaluation GP paper/product50%
Presentation20%
Class method/Criteria participation30%

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International Public Policy (Adv) Subject International Public Policy (Adv) Teacher Kurosawa, Mitsuru Purpose of Class or the goal To analyze real world issues on international peace and security, and to consider the issue of peace-keeping and -building without force. Outline of Class To examine a new international order focusing on international security as one of international public policies.

Courses /Benchmark ICO4600（～715） Style of Class Lecutures, dicussions, and an essay Outline Homework （Preparation/Review etc.） 1 General introduction Reading, presentation 2 General introduction Reading, presentation 3 The United Nations Reading, presentation 4 The United Nations Reading, presentation 5 Prohibition of the use of force Reading, presentation Timetable 6 Prohibition of the use of force Reading, presentation 7 Peace-making Reading, presentation 8 Peace-making Reading, presentation 9 Peace-enforcement Reading, presentation 10 Peace-enforcement Reading, presentation 11 Peace-keeping Reading, presentation 12 Peace-keeping Reading, presentation 13 Peace-building Reading, presentation 14 Peace-building Reading, presentation 15 Nuclear reduction Reading, presentation Preparation for Class Read assigned reading materials and prepare presentation Textbook Materials are supplied by professor References Mitsuru Kurosawa, Introduction to international relations Grade evaluation 40% - Classroom participation in discussion
30% - method/Criteria Presentation
30% - Essay(A4 size, 10 pages)

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Teacher career support, teacher training exercise (concentration) Subject Teacher career support, teacher training exercise (concentration) Teacher Nakagaki, Yoshitaka Purpose of Class or the goal Aim to pass the teacher hiring first test based on the teaching culture problem which is being asked in each prefecture. Outline of Class Organize the knowledge of teaching culture while filling the blanks in the charts and sentences based on the problem frequently asked in the teacher recruitment examination in recent years. ・History of education: History of Western education, History of Japanese education ・Educational psychology: Development, Learning, personality and adaptation ・Principles of education: Eeducational curriculum, Moral activity, Instructional guidance, Student guidance, School management / Class management, Human rights education, Social education, New education ・Educational laws and regulations: Basic principles of education, School education, School management and administration, Student admission and graduation, Faculty staff duties ・Education current affairs: Today's educational tasks, New educational tasks

Courses /Benchmark EDU2701（～715）・ EDU2280（716～） Style of Class Exercise Outline Homework （Preparation/Review etc.） 1 Orientation, characteristics of teaching culture problems 2 History of Western education 3 History of Japanese education 4 Educational psychology: development Timetable 5 Educational psychology: learning, life Review on the first day and and adaptation preparation for the second day and summarizing of questions 6 Educational evaluation and classroom group 7 Principle of education: Curriculum and Course of Study

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8 Principle of education: Learning instruction, moral activity and special activities 9 Principle of education：guidance of students, guidance on course 10 Principle of education：Classroom management 11 Principle of education：Human rights Review on the second day education, special support education, and preparation for the lifelong learning third day and summarizing of questions 12 Educational regulations: Basic Philosophy of Education 13 Educational regulations: School education, school management and administration 14 Educational regulations: Faculty staff duties 15 Educational regulations :In relation to today's task Preparation for Class Textbook Kyoshoku Kyoyo 30-nichi Kansei 2018 edition References Grade evaluation Comprehensive evaluation of class activities (presentations, method/Criteria questions etc.) Pass or Fail

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Graduation Project (Graduation study in teaching profession) Subject Graduation Project (Graduation study in teaching profession) Teacher Tojo, Kazuko Purpose of Class or the goal To assist students in the design, implementation and writing of the graduation thesis.
Learning Goals
Carry out research on your topic
Write clear analysis of learning
Write a researched paper
Give a poster presentation Outline of Class In addition to deepening their knowledge on individual topics chosen according to their major areas of study, students will learn methods of organizing research, conducting analyses, and doing presentations. The course is directed toward assisting students with research into the topic they select and the preparation of a graduation thesis.

Courses /Benchmark EDU4100（～715） Style of Class Lecture, discussion, reading, research and presentations Outline Homework（Preparation/Review etc.） 1 Study how to do research Reading 2 Study how to do research Reading 3 Study how to do research Reading 4 Study how to do research Reading 5 Study how to do research Reading Timetable 6 Finding research questions Reading 7 Finding research questions Reading 8 Study how to do research Reading 9 Writing a draf APA 10 Writing a draft APA 11 Making a presentation Making a presentation 12 Making a presentation Prepare for presentation 13 Presentation 14 Writing a draft Writing 15 Prepare for summer research Writing Preparation for This is a graduation project course so students should expect to Class spend a lot of time on the readings, assignments and doing your

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own research. You should expect to spend between three hours outside of class per week on preparing for the class. Textbook Shirai, T. & Takahashi, I.(2008). Yokouwakaru sotsugyounokakikata [Easy to understand: How to write a graduation thesis]. Kyoto: Mineruva. References Grade evaluation GP method/Criteria paper/product50%
Presentation15%
Coursework35%

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The Old Testament and the world (biweekly) Subject The Old Testament and the world (biweekly) Teacher Park, Hyun Suk Purpose of Class or the goal ・To be able to learn the spirit of construction through "Bible". ・To be able to build a foundation to better understand the message of the entire Bible. Outline of Class Before the birth of Jesus Christ, consider the life style of the lord who lived in the Old Testament era, the master's degree, the master's degree, and the Israel kingdom and the subsequent era.

Courses /Benchmark Required for all level,GEN1310（716～） Style of Class The class is done in the form of lecture and research presentation and discussion by students. Outline Homework （Preparation/Review etc.） 1 Prologue: Old Testament people Prepare for the next class scope 2 Chiefs: ① father of faith Abraham and Assignment. Each studies Isaac ② Jacob and Joseph is requred to study about the person or subject in Timetable charge and the theme and needed to create about the resume preparation and present about it. 3 ① Moses' Exodus Egypt and the Ten Assignment and Commandments ② Joshua and the preparation for the next Promised Land class scope 4 ① Activities of masters ② Kingdom of Assignment and Israel and its kings preparation for the next class scope 5 The Kingdom of Israel and the division: Assignment and Northern Israel and South Judah preparation for the next Kingdom, and their prophets class scope 6 ① The fall of Jerusalem and the success Assignment and of Jeremiah the prophet ② Captivity preparation for the next

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and activity of the prophet Ezekiel class scope 7 ① Return and the prophets Ezra, Review tasks and scope of Nehemiah ② Discrete people classes, submit the end of (Diaspora): Daniel, Esther the semester's report within due time. 8 9 10 11 12 13 14 15 Preparation for Class ead the Bible's place and pre-learn about the people who lived there through art bibles and paintings, . Textbook written by Mike Beaumont 『Bible Guide：Me de Mite Wakaru Seisho』、 Inochi no Kotoba sha、2014 References ・edited by Japan bible society『Shin Kyu-yaku Seisho』、 Japan Bible Society ・『 Art Bible』(Volume I / II)、Japan Bible Society ・written by Gohei Hata『Kyuyaku Seisho wo Bijutsu de Yomu』、 Seidosha ・edited by Japan Bible Society『Shin Kyu-yaku Seisho』、 Japan Bible Society ・edited by Tim Dowley『Kihon ga Wakaru Visual Seisho Guide』、 Inochi no Kotoba sha、2015 ・written by R.P. Nettelhorst『Seisho Jinbutsuki』、 Sougen sha, 2009 ・written by Nick page『Bible World』、 Inochi no Kotoba sha、2014 年。・written by Chikara Ohshima『Seisho Jinbutsu Omoshiro Zukan』、 Nihon Kirisuto Kyodan Shuppan kyoku、2015 ・written by Hideo Chiyosaki 『Seisho Jinbutsu Den』、 Forest Books、2013 Grade evaluation Motivation and contribution to class and chapel participation, method/Criteria Review in each class (45%), Regular test (20%), Remarks in class (15%), Report (20%)

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New Testament and the world (biweekly) Subject New Testament and the world (biweekly) Teacher Park, Hyun Suk Purpose of Class or the goal ・To be able to learn the spirit of construction through "Bible". ・To be able to notice "What kind of guidelines should we live for today living in modern times". Outline of Class Approach the human understanding of the Bible or Christianity discussing the birth of Jesus Christ and the people involved in the mission and their way of life.

Courses /Benchmark Required for all level,GEN1315（716～） Style of Class The class is done in the form of lecture and research presentation and discussion by students. It is necessary to bring the Bible (new joint translation) every time. In addition, please bring your hymns and bibles at the time of the chapel. Outline Homework （Preparation/Review etc.） 1 Prologue: the middle age (between the Prepare for the next class Old Testament and the New Testament) scope 2 The birth of Jesus: ① 4 Gospels ② Each studies is requred to John the Baptist ③ Jesus' mother Mary study about the person or subject in charge and the Timetable theme and needed to create about the resume preparation and present about it. 3 Jesus' mission: (1) Jesus who is tempted Assignment and 2) Teaching of Jesus (parable) 3) preparation for the next Kingdom of God 4) About miracles class scope 4 Death and Resurrection of Jesus: ① Assignment and People who oppose Jesus ② Last days preparation for the next ③ Crucifixion and resurrection class scope 5 Acts of apostle 1: ① Peter's letter ② Assignment and Jesus' brother Jacob's letter ③ Letter of preparation for the next apostle John and apocalypse class scope

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6 Acts of apostle 2：Conversion of apostle Assignment and Paul and three missionary trips preparation for the next class scope 7 Acts of apostle 3：Thirteen letters Review tasks and scope of addressed to the Early Church by the classes, submit the end of apostle Paul the semester's report within due time. 8 9 10 11 12 13 14 15 Preparation for Class Read the Bible's place through Art Bible, Painting, Biblical Records and so on and prepare for the people who lived there. Textbook written by Mike Beaumont 『Bible Guide：Me de Mite Wakaru Seisho』、 Inochi no Kotoba sha、2014 References ・edited by Japan bible society『Shin Kyu-yaku Seisho』、 Japan Bible Society ・『 Art Bible』(Volume I / II)、Japan Bible Society ・edited by Tim Dowley『Kihon ga Wakaru Visual Seisho Guide』、 Inochi no Kotoba sha、2015 ・written by R.P. Nettelhorst『Seisho Jinbutsuki』、 Sougen sha, 2009 ・written by Nick page『Bible World』、 Inochi no Kotoba sha、2014 年。・ written by Ryuichiro Hanafusa 『Jesus ni Deatta Joseitachi』 Daughters of St.Paul 2014 Grade evaluation Motivation and contribution to class and chapel participation, method/Criteria Review in each class (45%), Regular test (20%), Remarks in class (15%), Report (20%)

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OJU Seminar Subject OJU Seminar Teacher 青木慶、崔大龍、船越多枝、幡新大実、小松泰信、黒澤満、松尾徹、中西美和 Purpose of Class or the goal ・To be able to acquire basic information about various events and tasks of modern society and deepen understanding. ・Discuss the problems of domestic and foreign politics, economics, and culture, and to be able to summarize the discussions or your views and present. Outline of Class As a part of the first year education that has just entered the university, we will aim to deepen the problem awareness widely and touch on the present situation of domestic and overseas society through media such as newspapers, and to cultivate reading comprehension ability and oral presentation ability. By repeating discussions such as discussions with a group of teachers and a small group, we will also lead to cultivate our learning attitudes at universities.

Courses /Benchmark Required for all level,GEN1330（716～） Style of Class We will carry out in small class of about 20 people. Classes consist of student presentations, discussions based on them, planning and implementation of group projects. Therefore, I expect a subjective involvement in the class. Outline Homework （Preparation/Review etc.） 1 Orientation (Aim of class and explanation of explanation of how to write e-mail) 2 Reading news ? About note-taking Review of the contents of the lesson, Preparation of Timetable the seminar 3 Presentation preparation 1 (Read Selection of news of the newspaper, choose material) material in the next week or later. 4 To enrich college life (listening to seniors' Review of the class stories, reviewing your own college life and thinking about)

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5 Presentation preparation 2 (prepare Prepare your presentation presentation based on selected material) 6 Presentation by students using news Review of the class and the materials 1 (Reading, thinking, preparation of your summerizing, sharing news materials) presentation 7 Presentation by students using news Review of the class and the materials 2 (Reading, thinking, preparation of your summerizing, sharing news materials) presentation 8 Presentation by students using news Review of the class and the materials 3 (Reading, thinking, preparation of your summerizing, sharing news materials) presentation 9 Presentation by students using news Review the next class and materials 4 (Reading, thinking, think about the idea summerizing, sharing news materials) of ??"to produce a student life" from the next week 10 Producing student life 1 Preparation and Collect related information planning of activities and prepare for planning 11 Producing student life 2 Preparation and Collect related information planning of activities and prepare for planning 12 Producing student life 3 Preparation and Collect related information planning of activities and prepare for planning 13 Producing student life 4 Preparation and Collect related information planning of activities and prepare for planning 14 Producing student life 5 Review of Summarize the report of activities the producer (Present for each seminar in class next week) 15 Organization of learning (Significance of Complete everything portfolio ? Report on production from according to the each seminar ? Preparation of paper instructions of seminar based OJ semi portfolio ? Peer review staff among students ? Input to "iPad" goal for "fall semester" ? Up to e portfolio) Preparation for Class It is desirable to read the newspaper everyday. Textbook It does not specify it in particular. I will instruct if necessary. References

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Grade evaluation Participation in classes 45% Review 10% Presentation 15% method/Criteria Evaluation on the outcomes of group projects (producing student life) 30%

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Japan in the Modern World Subject Japan in the Modern World Teacher Hatashin, Omi Purpose of Class or the goal At the end of the fifteen weeks, each student is expected to be able to express her opinions about a range of contemporary issues of Asia, in particular, East Asia, with a good deal of understanding of their background history. Outline of Class We are going to study a modern history of the world, in particular, that of East Asia, and its relationship with a history of Japan. We aim to form such minds as may recognise the debts we owe to history, whether positive or negative, while they also have power to see beyond the legacies of history; i.e. to make history.

Courses /Benchmark Required for all level,GEN2320（716～） Style of Class Presentations, discussions, tests and essays Outline Homework （ Preparation/Review etc.） 1 Modern History of Taiwan Read textbook pages concerning Taiwan 2 Why is it an 'aggression' to recognise that Read textbook pages there are two Chinas? concerning the Timetable Mukden Incident and the Second Sino-Japanese War 3 Modern History of Read textbook pages Okinawa/Uchinaa/Ryukyu/Lewchew/Loochoo concerning sakuho (vassal system), Ryukyu (Lewchew/Loochoo) and Okinawa 4 Modern History of Korea 1 (up to 1910) Read textbook pages concerning sakuho, Chosen, Daikan. 5 Different images of Commodore Perry Read the relevant between China and Japan handout

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6 The Opium War and the Arrow War Read textbook pages concerning the Opium War and the Arrow War 7 The Murder of Richardson and the Read the relevant Bombardment of Kagoshima parts of the Yamakawa textbook of Japanese history 8 The Blockade of the Kammon Strait and the Read the relevant pats Bombardment of Shimonoseki of the Yamakawa textbook of Japanese history 9 Comparison between Great Britain's wars Read the relevant against China and bombardments of Japan handout 10 The Maria Luz Incident 1871 Read the relevant handout (Howland) 11 The making of Japan's wars and peace with Read the relevant China, Russia, the USA and Great Britain. pages of the textbook and the handouts 12 The modern history of Korea 2, from 1910 Read textbook pages concerning Chosen and Daikan 13 Modern History of Vietnam Read textbook pages concerning Vietnam 14 Independence of India Read textbook pages concerning India and Pakistan 15 The partition of Korea, Vietnam and India: Read the relevant comparisons handouts Preparation for Class Students are expected to have read the relevant parts of the text and the source book. Textbook Kawakita, M. et al ed. (2018) Shinsho Sekaishi B, Teikoku Shoin; Kusakabe, K. et al ed. (2017) Shosetsu Sekaishi Zuroku 2nd ed. Yamakawa Shuppansha References Sasayama, H, et al. (2016) Shosetsu Nihonshi B, Yamakawa Shuppansha; Shosetsu Nihonshi Zuroku Hensan Iinnkai ed

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(2015) Shosetsu Nihonshi Zuroku, Yamakawa Shuppansha; Burns, S. L. (2014) Gender and Law in the Japanese Imperium, Honolulu: University of Hawaii Press; Edstroem, B. (2002) Turning Points in Japanese History, London: Routledge Grade evaluation Essays 70%; Class Participation (Presentations, Discussions, method/Criteria Questions) 30%. Essays are evaluated with reference to faithfulness (how far essay answers any given question), logical delivery (reasons should be given to any answer) scientific validity (reasons should be supported by evidence).

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Music and The expression Subject Music and The expression Teacher Hashimoto, Rutｓuko Purpose of Class or the goal ・Increase self-expression through music. ・Cultivate cooperation and communication skills with other people through ensemble. ・Cultivate global sensitivity through world art music. Outline of Class Learn the roots of music and appreciate the beauty of harmony and the meaning of lyrics using hymns. Also, using textbooks, touches the music of ancient and east west, refine rich sensibility, enhance self-expression ability, cultivate cooperativeness through ensemble and enjoy the joy of making music together.

Courses /Benchmark GEN1902（～715）・ GEN1020（716～） Style of Class Practical exercise Outline Homework （Preparation/Review etc.） 1 Appreciate the beauty of harmony. "Hana"(two part chorus) 2 "Gloria" (Recitation)Load, come with me 3 Challenge musical number from Timetable "Beauty and the beast" 4 Challenge musical number from "Pinocchio" 5 "Itsumo Nando Demo"(duet) "Nada Soso"(three part chorus) 6 World music trip Green sleeves Assignment1 Questions Annie Laurie 7 World music trip "If You Love Me" "The Moldau" "Kalinka." 8 My favorite Music (Present in disc jockey Assignment1 Submission style) 9 Challenge playing the piano Enjoy solo and duet

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10 Challenge hand chime playing Enjoy the ensemble. 11 Beethoven "Ode to joy" (three part chorus) Sight reading 12 Beethoven "Ode to joy" (three part Assignment II Questions chorus) Finishing 13 Program creation and practice of recital Practice 14 Practice of recital Practice 15 Recital Enjoy the results of learning by AssignmentII Submission everyone Preparation for Class Nothing in particular Textbook "Joshi Ongaku Cantale" （Ongaku no Tomo sha） Hymn #21 References Introduce during class as necessary Grade evaluation Class attendance (attendance, attitude, concentration) 40% method/Criteria Quality of the whole class 20% Submit assignment 40%

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International Relations (closed this year) Subject International Relations (closed this year) Teacher Kurosawa, Mitsuru Purpose of Class or the goal 0 Outline of Class 0

Courses /Benchmark GEN2145（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 2 3 4 5 Timetable 6 7 8 9 10 11 12 13 14 15 Preparation for Class Textbook References Grade evaluation method/Criteria

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Political science (closed this year) Subject Political science (closed this year) Teacher Kurosawa, Mitsuru Purpose of Class or the goal 0 Outline of Class 0

Courses /Benchmark GEN2155（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 2 3 4 5 Timetable 6 7 8 9 10 11 12 13 14 15 Preparation for Class Textbook References Grade evaluation method/Criteria

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Fieldwork in Education 1 Subject Fieldwork in Education 1 Teacher Tojo, Kazuko Purpose of Class or the goal To be able to understand current educational issues and teacher's mission to deal with the challenges. To plan and practice creative teaching with the awareness of the importance of colleagibility. To learn the quality and capability required for teachers. Outline of Class The course will provide the opportunities for students planning to pursue teacher's certificate to learn what is education and how it is practiced by studying actual teaching practices . The course will also aim to raise students' awareness that teaching career is a process to grow as a mature and independent individual.

Courses /Benchmark EXP2030 (716～） Style of Class After participating the pre-departure workshop, students will conduct a 7-day fieldwork in Seoul, Korea. The fieldwork covers the English course in Kyongi English Village and visits to junior and senior high schools. The post workshop will follow. Outline Homework （Preparation/Review etc.） 1 Pre-departure workshop 1 The history and geography of Korea 2 Pre-departure workshop 2 The social and educational system of Korea 3 Fieldwork in Korea Timetable 4 Day 1 Arriving at Seoul, fieldwork 5 Day 2 Visiting schools in Seoul (observing English classes) 6 Day 3-6 Participating Japan-Korea exchange program of English for teacher's certificate students in

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Kyongi English Village, visiting a school in Seoul (observing English classes) 7 Day 7 Leaving Seoul 8 Post workshop 1 Review and reflection 9 Post workshop 2 Presentation 10 11 12 13 14 15 Preparation for Class Textbook References Grade evaluation Pre-departure assignment 10 % method/Criteria Fieldwork 70% Reflection 20%

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Phonetics 1 Subject Phonetics 1 Teacher 夫明美、久松知佐子、井上球美子、井上聖子、大塚朝美、高谷華、上田洋子 Purpose of Class or the goal Understand basic theory of phonetics and learn Engish sounds. 1. To learn English vowels and consonants, students will be able to listen and produce those sounds. 2. To learn IPA, and read and write them correctly. 3. To understand sound stress of English. Outline of Class English has more vowels than Japanese and also has many consonants that do not exist in Japanese. Learning the pronunciation of phonetic symbols and phonetics of English will enable students to properly distinguish and accurately pronounce English sound. Students learn English vowels, English consonants, basic stress, and basic rythms

Courses /Benchmark Mandatory to all (enrolled after 2016) Required for all level,ENG1310（716～） Style of Class Lectures, hands-on practice at multi-media room 講義，マルチメディア室での演習 Outline Homework （Preparation/Review etc.） 1 Orientation, introduction to phonetics 2 Practice 1: Front vowels 3 Practice 2: Back vowels 4 Practice 3: Central vowels 5 Practice 4: Diphthongs 1 Timetable 6 Practice 5: Diphthongs 2 7 Practice 6: Stops 8 Practice 7: Nasals 9 Practice 8: Fricatives 1 10 Practice 9: Fricatives 2 11 Practice 10 12 Lesson 1: Syllables 13 Recording quiz 14 Review 15 Paper quiz

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Preparation for Class It is essential to have regular review of the theory and to have continuous practice. Textbook Sounds Make Perfect: Eiho-sya「Sounds Make Perfect」 References Grade evaluation Spring term (a+b+c)
a) Mid-term quiz 35% (paper 15%, method/Criteria vowels and consonants listening/recording 20%)
b) End-of-term quiz 35%（paper 20%, recording 15％）
c) General performance 30%（small quizzes 15%, worksheets 15%）

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Phonetics 2 Subject Phonetics 2 Teacher 夫明美、久松知佐子、井上球美子、井上聖子、大塚朝美、高谷華、上田洋子 Purpose of Class or the goal With basic understanding phonetics theory, students will learn English sounds. 1. Understand linkings, elisions, and assimilations. 2. Produce appropriate sounds with understanding of speaker's intentions and information. 3. Understand different intonation patterns and be able to use them appropriately. Outline of Class Based on what has been covered in Phonetics 1, students learn the basic rules of stress, rhythm, and intonation of English and give them chances to practice by oral interpretations. These will help them understand and use the rules of suprasegmental aspects of pronunciation. 。

Courses /Benchmark Mandatory to all (enrolled after 2016) Required for all level,ENG1315（716～） Style of Class Lectures, hands-on practice at multi-media room Outline Homework （Preparation/Review etc.） 1 Orientation, Lesson 2: Sentence stress 2 Lesson 3: pause 3 Lesson 5: Linkings 4 Lesson 6, 7: Elisiions 5 Lessonn 8: Assimilations Timetable 6 Lesson 10: strong forms and weak forms 7 Lesson 13: phrasal verbs worksheet 8 Lesson 15: speaker's intentions 9 Practice dialog, worksheet 10 Lesson 4: pitch, intonation 11 Lesson 9, 14: alternative questions, enumarations, tag questions 12 syllables, intonation line 13 Video-recording

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14 Review 15 Paper quiz Preparation for Class It is essential to have regular review of the theory and to have continuous practice. Textbook Sounds Make Perfect: Eiho-sya「Sounds Make Perfect」 References Grade evaluation Fall term (a+b+c)
a) Mid-term quiz 35% (paper 20%, D2 method/Criteria video recording 15%)
b) End-of-term quiz 35% (paper 15%, recording 20%)
c) General performance 30%（small quizzes 15%, worksheets 15%）

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Integrated Reading 1 Subject Integrated Reading 1 Teacher 千葉奈乙江、松尾徹、森田まき、大塚朝美、沢田美保子、東條加寿子、上野育子 Purpose of Class or the goal At the end of the course, students will be able:
to read English passages efficiently and accurately without depending on translation,
to find the main idea and supporting ideas by summarizing and outlining,
to grasp the meaning of a word, phrase, or sentence from the context, and
to form one's own view by interpreting, analyzing, and criticizing the author's view.
All of these skills will be needed for theme-based studies in advanced grades. Outline of Class The class introduces the Unit topics of peace and ethics, values and cultures. It reinforces any rhetorical patterns taught by the Integrated Writing teachers, and includes various reading activities such as finding the main idea, topic sentence in a paragraph, thesis statement and supporting ideas; paying attention to organization; using effective transitions; outlining; grasping the meaning of unknown word/expression from the context; paraphrasing; summarizing; and distinguishing facts from opinions. Students are encouraged to be involved in timed reading and extensive reading in/out of the class. Vocabulary quizzes and unit review quizzes are given.

Courses /Benchmark Required for all level,ENG1330（716～） Style of Class The class meets twice a week and includes various reading activities using eBooks, the extensive reading software and other reading materials to develop effective reading skills. Projects will give students a chance to work in group.
The class meets twice a week. Outline Homework （Preparation/Review etc.） 1 Course orientation&/Introduction to Vocabulary study; Reading (Chapter 7 Reading: Playing comprehension questions; with Text) structure work; extensive reading; other assigned work Timetable 2 Introduction to Reading (Chapter 8 Vocabulary study; Reading Strategies and Extensive comprehension questions;

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Reading) structure work; extensive reading; other assigned work 3 Introduction to Reading (Chapter 8 Vocabulary study; Reading Strategies and Extensive comprehension questions; Reading) structure work; extensive reading; other assigned work 4 Introduction to Reading (Chapter 9 Vocabulary study; Reading Skills) comprehension questions; structure work; extensive reading; other assigned work 5 Introduction to Reading (Chapter 10 Vocabulary study; Good Reading Habits, Good Reading comprehension questions; Skills) structure work; extensive reading; other assigned work 6 Introduction to Reading (Chapter 10 Vocabulary study; Good Reading Habits, Good Reading comprehension questions; Skills) structure work; extensive reading; other assigned work 7 Peace Book: Chapter 1 (Required) Vocabulary study; Approaches to Peace (Personal comprehension questions; involvement in peace)&/ Timed Reading structure work; extensive reading; other assigned work 8 Peace Book: Chapter 1 (Required) Vocabulary study; Approaches to Peace (Personal comprehension questions; involvement in peace)&/Vocabulary Quiz structure work; extensive reading; other assigned work 9 Peace Book: Chapter 2 (Required) Action Vocabulary study; by Peacemakers (How others have comprehension questions; worked for peace)&/ Timed Reading structure work; extensive

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reading; other assigned work 10 Peace Book: Chapter 2 (Required) Action Vocabulary study; by Peacemakers (How others have comprehension questions; worked for peace)&/Vocabulary Quiz structure work; extensive reading; other assigned work 11 Peace Book: Chapter 3 (Required) Peace Vocabulary study; on a personal Level (Conflict comprehension questions; resolution)&/ Timed Reading structure work; extensive reading; other assigned work 12 Peace Book: Chapter 3 (Required) Peace Vocabulary study; on a personal Level (Conflict comprehension questions; resolution)&/Vocabulary Quiz structure work; extensive reading; other assigned work 13 Peace Book: Chapter 4 (Required) Vocabulary study; Japan's Role in Peace (NGOs)&/ Timed comprehension questions; Reading structure work; extensive reading; other assigned work 14 Peace Book: Chapter 4 (Required) Vocabulary study; Japan's Role in Peace comprehension questions; (NGOs)&/Vocabulary Quiz structure work; extensive reading; other assigned work 15 Project 1 Preparation for Project Preparation for Class Students are expected to prepare for the class by reading the assigned passages, studying new vocabulary, and doing other assigned work. They are also expected to be well-prepared for the projects. Textbook Original eBooks created by OJU: Becoming a Peacemaker: A Reader 2017 and Ethics, Values and Culture: A Reader 2017. References A General Reader (eBook)
xReading (Extensive reading software)

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Grade evaluation 1. Classwork ...... 30%
method/Criteria a) attendance/class participation
b) quizzes (vocabulary, comprehension, etc.)
c) summary and reflection writing
d) other assignments
2. Timed reading...... 10%
3. Extensive reading (xReading, library books) including book review report(s)...... 10%
4. Projects (15% x 2)...... 30%
5. Unit review quiz (10% x 2)...... 20%

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Integrated Reading 2 Subject Integrated Reading 2 Teacher 千葉奈乙江、松尾徹、森田まき、大塚朝美、沢田美保子、東條加寿子、上野育子 Purpose of Class or the goal At the end of the course, students will be able:
to read English passages efficiently and accurately without depending on translation,
to find the main idea and supporting ideas by summarizing and outlining,
to grasp the meaning of a word, phrase, or sentence from the context, and
to form one's own view by interpreting, analyzing, and criticizing the author's view.
All of these skills will be needed for theme-based studies in advanced grades. Outline of Class The class introduces the Unit topics of peace and ethics, values and cultures. It reinforces any rhetorical patterns taught by the Integrated Writing teachers, and includes various reading activities such as finding the main idea, topic sentence in a paragraph, thesis statement and supporting ideas; paying attention to organization; using effective transitions; outlining; grasping the meaning of unknown word/expression from the context; paraphrasing; summarizing; and distinguishing facts from opinions. Students are encouraged to be involved in timed reading and extensive reading in/out of the class. Vocabulary quizzes and unit review quizzes are given.

Courses /Benchmark Required for all level,ENG1335（716～） Style of Class The class meets twice a week and includes various reading activities using eBooks, the extensive reading software and other reading materials to develop effective reading skills. Projects will give students a chance to work in group.
The class meets twice a week. Outline Homework （Preparation/Review etc.） 1 Human Rights Book: Chapter 1 Vocabulary study; Universal Declaration of Human comprehension questions; Rights&/Book Report Due structure work; extensive reading; other assigned work Timetable 2 Human Rights Book: Chapter 1 Vocabulary study; Universal Declaration of Huaman comprehension questions;

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Rights&/Timed Reading structure work; extensive reading; other assigned work 3 Human Rights Book: Chapter 2 Vocabulary study; Refugees&/Vocabulary Quiz comprehension questions; structure work; extensive reading; other assigned work 4 Human Rights Book: Chapter 2 Vocabulary study; Refugees&/Timed Reading comprehension questions; structure work; extensive reading; other assigned work 5 Human Rights Book: Chapter 3 Vocabulary study; Minorities in Japan&/Vocabulary Quiz comprehension questions; structure work; extensive reading; other assigned work 6 Human Rights Book: Chapter 3 Vocabulary study; Minorities in Japan&/Timed Reading comprehension questions; structure work; extensive reading; other assigned work 7 Human Rights Book: Chapter 4 Poverty Vocabulary study; and Our Society&/Vocabulary Quiz comprehension questions; structure work; extensive reading; other assigned work 8 Human Rights Book: Poverty and Our Vocabulary study; Society&/Timed Reading comprehension questions; structure work; extensive reading; other assigned work 9 Human Rights Book: Selected Chapter Vocabulary study; (Human Trafficking; Child Labor; comprehension questions; Women's Rights as Human Rights; structure work; extensive

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Attitudes toward Human reading; other assigned Rights)&/Vocabulary Quiz work 10 Human Rights Book: Selected Chapter Vocabulary study; (Human Trafficking; Child Labor; comprehension questions; Women's Rights as Human Rights; structure work; extensive Attitudes toward Human reading; other assigned Rights)&/Timed Reading work 11 Human Rights Book: Selected Chapter Vocabulary study; (Human Trafficking; Child Labor; comprehension questions; Women's Rights as Human Rights; structure work; extensive Attitudes toward Human reading; other assigned Rights)&/Vocabulary Quiz work 12 Project 3 Preparation for Project 13 Human Rights Book: Selected Chapter Vocabulary study; (Human Trafficking; Child Labor; comprehension questions; Women's Rights as Human Rights; structure work; extensive Attitudes toward Human reading; other assigned Rights)&/Timed Reading work 14 Human Rights Book: Selected Chapter Vocabulary study; (Human Trafficking; Child Labor; comprehension questions; Women's Rights as Human Rights; structure work; extensive Attitudes toward Human reading; other assigned Rights)&/Timed Reading work 15 Unit 3 Review Quiz Preparatio for Review Quiz Preparation for Class Students are expected to prepare for the class by reading the assigned passages, studying new vocabulary, and doing other assigned work. They are also expected to be well-prepared for the projects. Textbook Original eBooks created by OJU: Human Rights Book: A Reader 2017 and Sustainable Futures: A Reader 2017. References A General Reader (eBook)
xReading (Extensive reading software) Grade evaluation 1. Classwork ...... 30%
a) method/Criteria attendance/class participation
b) quizzes (vocabulary, comprehension, etc.)
c) summary and reflection writing
d) other assignments
2. Timed

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reading...... 10%
3. Extensive reading (xReading, library books) including book review report(s)...... 10%
4. Projects (15% x 2)...... 30%
5. Unit review quiz (10% x 2)...... 20%

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Integrated Writing 1 Subject Integrated Writing 1 Teacher Bilici, Harika、Cline, William、Cornwell, Steven、Hicks, Dillon W.、Porritt, Steve Purpose of Class or the goal *organize, develop and explain ideas in a style appropriate to English academic writing.*apply the basic steps of the composition process and apply those steps to the writing of paragraphs and essays. Outline of Class To write clear, logically organized, and well developed English paragraphs and essays.

Courses /Benchmark Standard, Required for Advanced level, ENG1710（716～） Style of Class Lectures, discussions and writing Outline Homework （Preparation/Review etc.） 1 Introduction, writing basics, Decided by Instructor brainstorming, childhood memories, interview, interview writing 2 Writing basics, differences in drafts, Decided by Instructor goals and dreams Timetable 3 Writing basics, writing from Decided by Instructor photographs, revising and rewriting, self-editing, peer-proofreading 4 Writing basics, paragraph form, Decided by Instructor illustration form for a paragraph, transitions, editing 5 Sentence fragments, pre-writing, topic Decided by Instructor sentences, topic selection 6 Illustration form for a paragraph on Decided by Instructor peace, proofreading, draft paragraph, peer proofreading, quiz 7 Process form of writing, transitions, Decided by Instructor brainstorming, proofreading 8 Draft of process paragraph, Decided by Instructor proofreading, revision, summarizing and responding

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9 Paragraph form compared to essay form, Decided by Instructor practice with essay form, quiz, summarizing and responding 10 Writing an essay using the illustration Decided by Instructor form, essay format, topics to choose, brainstorming 11 Outlining an essay, using an outline, Decided by Instructor outlining your essay 12 Hand in draft, review essay form, self Decided by Instructor evaluation, peer evaluation 13 Review essay form, review paragraph Decided by Instructor form 14 Hand in essay, peer reviewing Decided by Instructor 15 Write an organized paragraph, talk Decided by Instructor about writing Preparation for Class Active participation is essential for improving writing. Students are expected to take an active role in improving their own writing ability. This includes attending class and completing assignments. Students will work on improving writing fluency and will write a lot during this term. Students will consider the unit issues (Becoming a Peacemaker, Ethics, Values, and Culture) and use these topics for writing logically organized paragraphs and essays. Textbook OJU eBooks and Writing Guide References Grade evaluation Class work 50%
(Includes homework, quizzes, journals, method/Criteria letters, reports, summaries, and worksheets,)
Unit 1 writings 30% (at least two writings)
Unit 2 writing(s) 20% (at least one writing)
(Unit paragraphs and essay work includes pre-writing, outlines, drafts, and final versions.)

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Integrated Writing 2 Subject Integrated Writing 2 Teacher Bilici, Harika、Cline, William、Cornwell, Steven、Hicks, Dillon W.、Porritt, Steve Purpose of Class or the goal *organize, develop and explain ideas in a style appropriate to English academic writing.*apply the basic steps of the composition process and apply those steps to the writing of paragraphs and essays. Outline of Class To write clear, logically organized, and well developed English paragraphs and essays.

Courses /Benchmark Standard, Required for Advanced level, ENG1715（716～） Style of Class Lectures, discussions and writing Outline Homework （Preparation/Review etc.） 1 Comparison and contrast, essay Decided by instructor organization, human rights issues 2 Thesis statements, sentence forms, Decided by instructor comparison and contrast language, outlines, process writing review Timetable 3 Human rights issues, editing, Decided by instructor comparison and contrast essay, draft, peer proofreading 4 Cause and effect writing form, work on Decided by instructor writing cause and effect, review comparison and contrast form, comparison and contrast quiz 5 Essay organization, thesis statements, Decided by instructor sentence forms, cause and effect language 6 Outline for essay, coherency in writing Decided by instructor 7 Cause and effect draft, peer Decided by instructor proofreading, quiz 8 Introducing persuasion style of writing, Decided by instructor researching data and supporting writing

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9 APA basics, outlining the essay, using Decided by instructor research in your paper 10 Making a reference page, paper format, Decided by instructor summarizing 11 Summarizing and paraphrasing, putting Decided by instructor the essay together, self-editing, peer editing 12 Draft of paper, coherency, using citations Decided by instructor in your paper, quiz on persuasion style 13 Proofreading, APA quiz, practice APA Decided by instructor 14 Final paper, reviewing persuasion style Decided by instructor 15 Reviewing academic writing for the year Decided by instructor Preparation for Class Active participation is essential for improving writing. Students are expected to take an active role in improving their own writing ability. This includes attending class and completing assignments. Textbook OJU eBooks (Human Rights and Sustainable Futures) and Writing Guide References Grade evaluation Class work 40%
(Includes homework, quizzes, journals, method/Criteria reports, summaries, portfolio, etc.)
Unit 3 essays 30% (15% for each)
Unit 4 essay 30%
(Unit 3 essay work includes pre-writing, outlines, drafts, and final paper)
(Unit 4 essay work includes pr-writing, outlines, drafts, and final draft which uses APA)

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Integrated Discussion 1 Subject Integrated Discussion 1 Teacher Arai, Linda、Bramley, David、Gross, Brett、McLean, Stuart、Swenson, Tamara、Teaman, Brian、 Wanduragala, Chan Purpose of Class or the goal *apply conversation strategies, and improve their spoken English skills.*respond to and develop ideas and expressions in English discussion. Outline of Class To learn how to present, support, elicit and respond to personal opinions and to participate in interesting conversations and group discussions

Courses /Benchmark Required for all level,ENG1340（716～） Style of Class Discussion and presentations related to Becoming A Peacemaker and Ethics, Values, and Culture. Outline Homework （Preparation/Review etc.） 1 General Introductory Self-introduction, Partner interview 2 General Introductory Self-introduction, Partner interview 3 Ethics, Values and Culture, Chapter 1 Introduction to News Timetable Summary activities 4 Ethics, Values and Culture, Chapter 1, Introduction to News Chapter 2 Summary activities 5 Ethics, Values and Culture, Chapter 2 Group work, keeping the conversation going, answer-plus 6 Ethics, Values and Culture, Chapter 3 Group work, keeping the conversation going, answer-plus 7 Ethics, Values and Culture, Chapter 4 Who are we/What is Peace 8 Project 1 Who are we/What is Peace 9 Peace, Chapter 1 Models for Peace/Volunteering

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10 Unit 1: Peace Chapter 1 Models for Peace/Volunteering 11 Unit 1: Peace Chapter 2 Resolving Conflict 12 Unit 1: Peace Chapter 3 Resolving Conflict 13 Unit 1: Chapter 4 Japan NGOs/World NGOs 14 Unit 1: Chapter 4 Japan NGOs/World NGOs 15 Project 2 Presentation Prep Preparation for Class Students should study outside of class. Outside study skills and activities include: practicing conversational management skills; preparing for in-class discussion, reading news stories or watching TV news; researching unit topics in the library or on the internet; making notes, reviewing vocabulary, and preparing group presentations. Textbook Introduction to Speaking and Reading (2018) OJU eBook
Talking about Ethics, Values and Culture (2018) OJU eBook
Talking about Becoming a Peacemaker (2018) OJU eBook References Grade evaluation Unit Projects 40% (20% for each unit.)Class work 60% method/Criteria Includes discussions, speaking activities, homework, news reports, participation, vocabulary quizzes (10%) etc.

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Integrated Discussion 2 Subject Integrated Discussion 2 Teacher Arai, Linda、Bramley, David、Gross, Brett、McLean, Stuart、Swenson, Tamara、Teaman, Brian、 Wanduragala, Chan Purpose of Class or the goal *apply conversation strategies, and improve their spoken English skills.*respond to and develop ideas and expressions in English discussion. Outline of Class To learn how to present, support, elicit and respond to personal opinions and to participate in interesting conversations and group discussions

Courses /Benchmark Required for all level,ENG1345（716～） Style of Class Discussion and presentations related to Human Rights and Sustainable Futures. Outline Homework （Preparation/Review etc.） 1 Review Reactivate English Skills 2 Review Reactivate English Skills 3 Unit 3: Human Rights NGOS 4 Unit 3: Human Rights NGOS 5 Unit 3: Human Rights Women's Rights Timetable 6 Unit 3: Human Rights Women's Rights 7 Unit 3: Human Rights Women's Rights 8 Unit 3: Human Rights Children's Rights 9 Unit 3: Human Rights Children's Rights 10 Unit 3: Human Rights Children's Rights 11 Unit 3: Human Rights Selected HR Issues 12 Unit 3: Human Rights Selected HR Issues 13 Unit 3: Human Rights Selected HR Issues 14 Unit 3: Human Rights Project Prep 15 Unit 3: Human Rights Project Prep Preparation for Class Students should study outside of class. Outside study skills and activities include: practicing conversational management skills; preparing for in-class discussion, reading news stories

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or watching TV news; researching unit topics in the library or on the internet; making notes, reviewing vocabulary, and preparing group presentations. Textbook References Grade evaluation Unit Projects 40% (20% for each unit.)Class work 60% method/Criteria (Discussions, speaking activities, homework, news reports, participation, vocabulary quizzes etc.)

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Theme Studies Subject Theme Studies Teacher 崔大龍; Cline, W.; Denison, C.; 土井清孝; 夫明美; 藤田明史; 福島知津子; 船越多枝; Gross, B.; Hall, M.; 幡新大実; 平野牧子; 平野真理子; 井口陽子; 片山直子; 小林香保里; Kramer, B.; Linehan, P.; Marcus, W.; Miller, R.; Porritt, S.; Sponseller, A.; 竹澤由記子; 徳永昌彦 Purpose of Class or the goal To study a selected topic area in depth and conduct research. Outline of Class The content of each Theme Studies class varies with the instructor. Students select courses according to their interests. Each course requires students to do readings concerning the topic of the class as preparation for discussion and class presentations. Papers related to the class topic are required as determined by the instructor. These must follow APA writing style. Classes are conducted in English.

Courses /Benchmark Style of Class The content of the class dictates the actual style of the class, but courses an include discussions, individual and group presentations, debates, as well as lectures and both in class and out of class work on developing knowledge of the content area as well as improving English skills. Outline Homework （Preparation/Review etc.） 1 2 3 4 5 Timetable 6 7 8 9 10

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11 12 13 14 15 Preparation for Class Textbook References Grade evaluation Class/Other Work ? 40% Class work includes items such as method/Criteria discussions, presentations, class participation, quizzes, etc. These items may be weighted according to the course requirements; however, emphasis should be placed on discussions and presentations.

Research Presentation ? 20% Students must make at least one presentation that is based on research. Note: Presentations should be completed before the last week of classes in order to allow for make-up presentations if needed.

Written Summary and Reflection of Research with References ? 10% This summary should be done individually about their Presentation. It must include the references used for their research presentation.

Reflection & Response papers or Short Research Paper ? 30% These should be more than just a summary. Students need to learn how to read, summarize, reflect on the author’s ideas, and respond to the ideas in the readings.

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Theme Studies Subject Theme Studies Teacher Choi, Dae-Ryong Purpose of Class or the goal To understand current issues of business organizations and understand how to achieve success in the business world.* can analyze the success and failure of business corporations
* can explain issues related to business marketing activities
* can make oral and written reports for business corporations
* can articulate issues in the success of business corporations Outline of Class This class focuses on marketing activities for survival and success in the global business environment. Business cases are utilized in the class to allow students to easily understand business issues.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Lecture, discussion, case study, oral presentation Outline Homework （Preparation/Review etc.） 1 Orientation for the class and discussion Pre-reading of business corporations 2 Functions of business corporations Pre-reading 3 What is marketing? / What’s the issue? Pre-reading 4 What is marketing? /Let’s solve it! Pre-reading Timetable 5 Case1: Convenience store Pre-reading 6 Marketing analysis / What’s the issue? Pre-reading 7 Marketing analysis:3C’s Pre-reading 8 Marketing analysis / Let’s solve it! Pre-reading 9 Case2: PC business Pre-reading, Preparation for presentation 10 Presentation and discussion Report 11 Segmentation, targeting, positioning Pre-reading 12 Marketing mix / What’s the issue? / 4P’ Pre-reading s 13 Marketing mix / Let’s solve it! Pre-reading

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14 Case3:Let's go tropical! Pre-reading, Preparation for presentation 15 Presentation and discussion Final report Preparation for Class Read the material in advance. Textbook Learning materials are in the Moodle site for the class. References None Grade evaluation Evaluation is based on course work, participation, method/Criteria presentations, and papers:Class work: 50%(includes in-class work, homework, quizzes, discussions)
Reflection and response papers: 30% Research Papers: 20%

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Theme Studies Subject Theme Studies Teacher Cline, William Purpose of Class or the goal To examine and understand current political issues.Learning Goals:
* can distinguish realms of world, national, regional, and local government.
* can analyze issues of taxation, budgets, economic policies, education, welfare, and health care.
* can examine powers of government in law, police, and the military.
* can understand elections and political parties.
* can compare and contrast political systems and political leaders. Outline of Class This course will examine current and recurring political issues. We will study some of the political news both in Japan and other countries. While furthering our understanding of current political news, we will also seek to increase our awareness of the thinking and principles related to government and politics that are behind what is happening in the present. Students are expected to deepen their sense of political responsibility and broaden their vision of possibilities through their study in this course.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class The content will be studied through lecture, discussion, presentation, research and writing. Outline Homework （Preparation/Review etc.） 1 Introduction, orientation?What is Choose topic for research. politics? Political news 2 Rich and poor Prepare reading list. 3 Report on topic chosen. Tax policies Research and assigned reading Timetable 4 Budget policies Research and assigned reading 5 Current types of leaders Assigned reading 6 Government responsibilities Write outline. Assigned reading 7 Health and education Assigned reading & writing

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8 Economic role of government Assigned reading & writing 9 Government powers Assigned reading & writing 10 Elections Assigned reading & writing 11 Political systems. Draft of research Preparation for paper due. presentations 12 Group research presentations Revision of drafts 13 Group research presentations Revision of drafts 14 Group research presentations Revision of drafts 15 Group research presentations Revision of drafts Preparation for Class Course reading materials will be available from the moodle site. Textbook not assigned References Grade evaluation Class work: participation, response papers, presentation, & method/Criteria quizzes 60%
Final paper: with reading list, outline, draft 40%

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Theme Studies Subject Theme Studies Teacher Denison, G. Clinton Purpose of Class or the goal To understand and explore how computing and digital technology have influenced society in the past and present, with a critical look at what the future might hold.
Learning Goals: Students can
* Understand how key people and events in computing and digital technology have influenced society
* Understand the positive and negative effects that moving towards a digital society has caused
* Understand the extent to which their own lives are impacted by computing* Improve and develop overall computer literacy Outline of Class The course will cover how the development of computing has drastically changed our world-for better and for worse. To this end, we will explore a range of topics and people related to digital society. For example, Social Networking Services, smartphones, and new ways that people interact with computers. Students will discuss and debate issues as we critically examine past and current events to look at the roles played by computing and digital technology. Students will research and present on important people and events that have influenced digital society. In addition, students will apply this knowledge in practical ways to develop computer literacy.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Discussions, short lectures, presentations, reading articles, writing activities Outline Homework （Preparation/Review etc.） 1 Introduction to the class&/Assign first Assigned tasks research topics 2 A brief history of computing Assigned tasks 3 The digitization of our world Assigned tasks 4 How technologies come together Assigned tasks Timetable 5 Humans and machines Assigned tasks 6 The Internet, accessing information, and Assigned tasks the digital divide 7 Social Networking Services (1) Assigned tasks

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8 Social Networking Services (2) Assigned tasks 9 Smartphones and personal devices Assigned tasks 10 Businesses and people in digital society Assigned tasks 11 Technology and personal freedom Assigned tasks 12 The future of computing and digital Assigned tasks society (1) 13 The future of computing and digital Assigned tasks society (2) 14 Student presentations (1) Assigned tasks 15 Student presentations (2)&/Course Assigned tasks wrap-up Preparation for Class Students are required to read articles and complete homework tasks before each class to prepare for discussions. Students are also required to research several topics and share their findings throughout the course. Students must review and study the class material to prepare for quizzes. Textbook Readings will be provided by the instructor in class. References You will need a good dictionary (digital or paper). Grade evaluation Classwork & quizzes: 40%
Research presentation: method/Criteria 20%
Written summary & reflection of research: 10%Reflection & response papers (4): 30%

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Theme Studies Subject Theme Studies Teacher Doi, Kiyotaka Purpose of Class or the goal To nurture cross-cultural and inter-cultural awareness through the study of American films and consider how films provide both a dramatic view of American society while also revealing its cultural assumptions.Learning Goals:
* can demonstrate an understanding of the paralinguistic signals in film sequences* can discuss the cultural and linguistic content included in the sequences* can explain relevant aspects of the communicative situations in film sequences
* can show understanding of how images and sounds enhance the communicative messages in film sequences Outline of Class This course provides an introduction to film studies by extracting suitable sequences and presenting a variety of scenes and communicative situations through American films, both with and without English subtitles. Through these, the class will examine the sociolinguistic, psychological, and cross-cultural aspects in these sequences and use these to discuss the paralinguistic signals and cultural nuances in American films.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Introduction Lecture and discussion 2 Historical film: discuss history and Reading, writing, and tragedy discussion 3 Historical film: discuss views of life Reading, writing, and discussion Timetable 4 Images of Japanese / American identity Reading, writing, and (1) discussion 5 Images of Japanese / American identity Reading, writing, and (2) discussion 6 Images of Japanese / American identity Reading, writing, and (3) discussion 7 Images of Japanese / American identity Reading, writing, and (4) discussion

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8 Images of American business (1) Reading, writing, and discussion 9 Images of American business (2) Reading, writing, and discussion 10 Images of American families (1) Reading, writing, and discussion 11 Images of American families (2) Reading, writing, and discussion 12 Images of American families (3) Reading, writing, and discussion 13 Images of American families (4) Reading, writing, and discussion 14 Images of American society Reading, writing, and discussion 15 Review, quiz Reading, writing, and discussion Preparation for Class Prepare for the discussions of the topics. Interest in the themes of the film is required. Reference books and related DVDs will be introduced in class. Textbook Readings and learning material will be provided by the instructor. References To be informed. Grade evaluation Class/Other Work ? 40% Class work includes items such as method/Criteria discussions, presentations, class participation, quizzes, etc. These items may be weighted according to the course requirements; however, emphasis should be placed on discussions and presentations.

Research Presentation ? 20% Students must make at least one presentation that is based on research. Note: Presentations should be completed before the last week of classes in order to allow for make-up presentations if needed.

Written Summary and Reflection of Research with References ? 10% This summary should be done individually about their Presentation. It must include the references used for their research presentation.

Reflection & Response papers or Short Research Paper ? 30% These should be more

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than just a summary. Students need to learn how to read, summarize, reflect on the author’s ideas, and respond to the ideas in the readings.

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Theme Studies Subject Theme Studies Teacher Fu, Akemi Purpose of Class or the goal To understand current social issues in Hawai'i.
Leaning goals:
can explain and discuss current social issues in Hawai'i
can apply what they have learnt in this class in order to other current issues in society
can collect and analyze basic data from newspapers, government reports, and journal articles Outline of Class The main goals of this course is to provide basic introduction to the field of sociology, and gain basic understanding of the research target of the field through examining current social issues in Hawai’i. Though Hawai’i is often portrayed as a paradise in the Pacific Ocean, this chain of islands consists of multi-ethnic societies and faces many current social/environmental issues, such as economy, tourism, agriculture, military, transportation, social services, and homelessness. As Japan enters more global, or multi-ethnic society in a rapid manner, careful case studies about Hawai’i will provide the students with better awareness and readiness to live in such a rapidly changing society

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Lecture, group discussions, students' presentations Outline Homework （Preparation/Review etc.） 1 General intro to sociology: the scope 2 General intro to sociology: methodologies 3 General intro to sociology: review 4 Hawaii: the economy 5 Hawaii: the touries Timetable 6 Review 4 and 5, presentation response paper 1 7 Hawaii: agriculture 8 Hawaii: military 9 Review 7 and 8, presentation response paper 2 10 Hawaii: race/ethnicity 11 Hawaii: transportation

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12 Review 9 and 10, presentation response paper 2 13 Hawaii: social services 14 Hawaii: homelessness 15 Overall review: presentation response paper 4 Preparation for Class Students are expected to read the assigned parts in the textbook so that they can full participate in discussions. Textbook Howes, C., and Osorio, J. (Eds) (2010). The Value of Hawai’i. University of Hawai’i Press
Other relevant materials, such as old documents, news/magazine article will be provided from the instructor References Grade evaluation Class/Other Work ? 40% Class work includes items such as method/Criteria discussions, presentations, class participation, quizzes, etc. These items may be weighted according to the course requirements; however, emphasis should be placed on discussions and presentations.

Research Presentation ? 20% Students must make at least one presentation that is based on research. Note: Presentations should be completed before the last week of classes in order to allow for make-up presentations if needed.

Written Summary and Reflection of Research with References ? 10% This summary should be done individually about their Presentation. It must include the references used for their research presentation.

Reflection & Response papers or Short Research Paper ? 30% These should be more than just a summary. Students need to learn how to read, summarize, reflect on the author’s ideas, and respond to the ideas in the readings.

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Theme Studies Subject Theme Studies Teacher Fujita, Akifumi Purpose of Class or the goal The aim of this class is to examine what peace is in the midst of violence in the present world and seek nonviolent ways to realize peaceful society as an achievable goal.
Learning Goals
* can grasp clearly the concept of peace
* can understand the method of peaceful conflict transformation
* can know the role of peace worker in the present world* can understand the importance of peace studies in creating peace Outline of Class This course will explore what peace is in the midst of violence of many kinds in the present world. By examining such questions as what peace is and what peace studies are and inquiring into the ways of peaceful transformation of concrete conflicts at various levels of society, students will be able to grasp a clear and precise concept of peace. For this purpose and strengthening the students’ ability to read, this course will focus mainly on essential writings of Mahatma Gandhi.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Lecture,group discussion,and presentation. Outline Homework （Preparation/Review etc.） 1 Introduction:Gandhi's life TBA(to be annouced) 2 Essential writings of Gandhi:Childhood TBA 3 Child marriage TBA 4 Stealing and atonement(1) TBA 5 Stealing and atonement(2) TBA Timetable 6 An exercise of Transcend method(1) Start working on the first paper 7 An exercise of Transcend method(2) TBA 8 Essential writings of Gandhi:The nature TBA of his life(1) 9 The nature of his life(2) Start working on the second paper

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10 Nonviolence and Individual TBA transformation(1) 11 Nonviolence and Individual TBA transformation(2) 12 Friendship: The Little Prince and the fox prepare presentation 13 Individual or group presentation TBA 14 Individual or group presentation TBA 15 Overall summary TBA Preparation for Class The detailed schedule will be given on the first day of the class. Also how to study English from the instructor's experience will be explained. Textbook The textbook will not be used. Written materials made by the instructor will be given. References M.K.Gandhi, "An Autobiography", Penguin Books,2001.
Johan Galtung and Andreas Galtung, "A flying orange tells its tale", Colofon Forlag AS,2003.
Antoine de Saint-Exupery,"The Little Prince", English translation by Richard Howard,A Harvest Book,2000. Grade evaluation Class work = 50% (includes in-class work, homework, method/Criteria presentations, quizzes, discussions); Final Presentation = 10%; Reflection papers (2 or more) & Research Paper (5+ pages & references) [includes early stages (outline, introduction, preparation, first draft) = 40%

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Theme Studies Subject Theme Studies Teacher Fukushima, Chizuko Purpose of Class or the goal To obtain an understanding of the European Union (EU) and examine its language policy and other current issues.
Learning Goals:
* can discuss key points regarding the structure of the EU* can explain how it operates to unite the EU countries.
* can understand the current issues in the EU countries
* can understand and discuss the language policy of the EU Outline of Class This course focuses on the European Union (EU); its brief history, organization, currency, religion, immigration and language policy. This course requires the participants to discuss the language policy and current issues of the EU, based on the information which will be obtained from newspaper articles and other sources.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Discussions, Presentations and short lectures Outline Homework （Preparation/Review etc.） 1 Orientation 2 Making the European Union Homework CK 1 3 How the EU works Homework CK 2 4 Belgium 1 Homework CK 3 5 Belgium 2 Homework CK 4 Timetable 6 How to write an academic paper Quiz 1 7 Shifts in employment & business Homework CK 5 8 A chain of immigration Homework CK 6 9 Religeon 1 Homework CK 7 10 Religeon 2 Homework CK 8 11 How to complete your summary paper Quiz 2 12 Confrontations with the Islamic World Homework CK 9 13 Multiculturism & Assimilationism Homework CK 10 14 Multiculturism & plurlingualism Quiz 3 15 Overall Reflection & Closing

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Preparation for Class Students are required to read assigned texts on the EU and do their homework before class in order to carry out good discussions in class. Textbook Hosokawa, Y. (2007). The EU: Fundamentals Plus. Eihosha: Tokyo References 明石和康（2013 年）『ヨーロッパがわかる』岩波書店：東京 Grade evaluation Class work: 40 % (includes quizzes (20%) and homework method/Criteria (20%))
Presentations: 20%Summary of presentations: 10%
Reflection papers (4 or more): 30%

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Theme Studies Subject Theme Studies Teacher Funakoshi, Tae Purpose of Class or the goal To understand the importance of corporate mission and how it effects the corporate culture and strategy.
Learning goals: Students can
* Understand how the corporate mission connects to the corporate culture and strategy* Understand the business world
* Identify companies which have a corporate mission and culture that fits students' goals (which, hopefully, can be utilized in future job searches)
* Become familiar with business terms in order to improve business English skills Outline of Class This course focuses on knowing about corporate mission and culture, which is deeply related to companies' business. In this course, students examine why the corporate mission is important and determine how it effects the culture of the company. Students will explore how these are connected to the strategy and lead business decisions.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class In this class students will learn the basic knowledge about the corporate mission and culture and why it is important by lecture. Students are also expected to participate discussions and individual / group research and presentations in the class, and also have a chance for individual / group research in/out of class, to get the insight of study area as well as to develop their English skills. Short videos is sometimes used to activate the discussion. Outline Homework （Preparation/Review etc.） 1 Introduction TBA (To Be Announced) A detailed syllabus will be provided in class 2 What is the corporate mission Reflection paper (1) 3 How corporate mission connect to the Searching information for Timetable company strategy (1) - Yanmar Yanamr 4 How corporate mission connect to the Searching information for company strategy (2) - Ritz Carlton Ritz Carlton

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5 Corporate mission connect to the Reflection paper (2) about company strategy comperison (1) - corporate mission part Yakult and Morinaga Milk 6 Review quiz, and Interactive discussion: Searching case for group Searching the group's own case presentation 7 Group Presentation : Corporate mission Prepare group and strategy relations presentation 8 Basic knowledge of the corporate culture Pre-reading 9 Compnaies having unique corporate Searching information for culture (1) - Zappos Zappos 10 Companies having unique corporate Reflection paper (3) about culture (2) - KAYAC corporate culture part 11 Leadership and corporate culture (1) - Reflection paper (4) about Calbee leadership for cultural change 12 Review quiz, and Interactive discussion: Prepare ideas for Searching individual research case individual presentation 13 Preparing for Personal Presentation Prepare presentation 14 Presenation: Ideas for the individual Final Reflection paper (5) research and feedback 15 Overall reflections - how to utilize the TBA learnings Preparation for Class Assigned readings before class and prepare for discussions each week
Presentation preparation for each assignment part
Those have to be done before attending the class Textbook The materials will be handed out in a timely manner References Grade evaluation Evaluation is based on course work, participation, and method/Criteria papers:Class work & quizzes = 40% (includes in-class work, homework, presentations, quizzes, discussions);Group research presentation = 20% & written summary & reflection of research = 10%; Reflection & response papers = 30%

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Theme Studies Subject Theme Studies Teacher Gross, Brett Purpose of Class or the goal To introduce students to theater and performance practices.
Learning Goals:* can create dramatic texts in English
* can perform dramatic texts in English
* can understand the basics of the production of dramatic tests from preliminary steps through rehearsals and performance
* can examine theatrical texts and their performance requirements
* can develop individual creative visions Outline of Class This course focuses on the creation and production of theatrical texts. Students will use their imaginations and creative abilities to write, rehearse, and perform original plays. In addition to creating their own texts, students will analyze theatrical texts for the purpose of performance and prepare these through the rehearsals. Students will approach performance as a method of inquiry and discovery. Students will explore the basic aspects of theatrical performance such as creating characters, staging scenes, and understanding and illuminating dramatic action. Students will have the opportunity to realize their creative visions to produce a unique dramatic performance.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Lectures, discussions, presentations, quizzes, research papers Outline Homework （Preparation/Review etc.） 1 1. Introduction to Theater; Warm Up TBA (To be announced, will Exercise; First Assignments: Student include readings and One-Page Plays preparation for discussion each week) 2 2. Warm Up Exercise; Rehearsal of TBA Timetable One-Page Plays 3 3. Performance of One-Page Plays; TBA Introduction to Second One-Page Plays 4 4. Warm-Up Exercise; Rehearsal of TBA Second One-Page Plays 5 5. Performance of Second Student TBA

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One-Page Plays; First Response and Reflection Papers are Due; Introduction to "Our Town," by Thornton Wilder 6 6. Video: "Our Town" & Discussion TBA 7 7. Conclusion of Video; Reading Scenes TBA from "Our Town" 8 8. Reading and Rehearsing Scenes from TBA "Our Town"; Second R&R Papers are Due 9 9. Reading and Rehearsing Scenes from TBA "Our Town" 10 10. Reading and Rehearsing Scenes from TBA "Our Town" 11 11. Reading and Rehearsing Scenes from TBA "Our Town"; Third R&R Papers are Due11. Reading and Rehearsing Scenes from "Our Town"; Third R&R Papers are Due 12 12. Reading and Rehearsing Scenes from TBA "Our Town" 13 13. Run through Scenes from "Our Town" TBA 14 14. Performances of "Our Town" TBA 15 15. Performances/Presentations of "Our TBA Town"; Final Research Papers are Due Preparation for Class Preparation for class is required. To understand the content of this course, students must do the assigned readings before class and prepare for discussions each week. Readings and homework must be completed before class. Textbook Class material will be provided by the instructor. References Grade evaluation Class/Other Work ? 40% Class work includes items such as method/Criteria discussions, presentations, class participation, quizzes, etc. These items may be weighted according to the course requirements; however, emphasis should be placed on discussions and presentations.

Research Presentation ? 20% Students must make at least one presentation that is based on research. Note: Presentations

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should be completed before the last week of classes in order to allow for make-up presentations if needed.

Written Summary and Reflection of Research with References ? 10% This summary should be done individually about their Presentation. It must include the references used for their research presentation.

Reflection & Response papers or Short Research Paper ? 30% These should be more than just a summary. Students need to learn how to read, summarize, reflect on the author’s ideas, and respond to the ideas in the readings.

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Theme Studies Subject Theme Studies Teacher Hall, Michelle Purpose of Class or the goal To understand the role of myths and their importance in the development of society.
Learning Goals:
* can explain the role of myths in society and describe basic mythic patterns
* can describe the development of myths and fairy tales
* can describe the importance of myths to individuals
* can explain the way in which modern media (movies, TV, books) continue to follow the mythic pattern Outline of Class This course will examine the role of myths and the importance they play in the development of society, In this course, students will examine the myths and fairy tales of various cultures, from early history to the present. The function of mythology and its manifestations in myths, legends, parables, and fairy tales will be examined, discussed, and compared. Emphasis will be given to a comparison of the similarities found in myths.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Lectures, discussions, presentations, quizzes, reflection and response papers Outline Homework （Preparation/Review etc.） 1 Introduction to the course and fairy tales Reading 2 Chapter 1 Reading 3 Chapter 1 and story telling Prepare for test 4 Test 1 and Chapter 2 Reading and Paper 1 5 Chapter 2 Reading Timetable 6 Chapter 2 and Japanese Myth Prepare for test and Reading 7 Test 2 and Chapter 3 Reading and Paper 2 8 Chapter 3 and Egyptian Myth Prepare for test and Reading 9 Test 3 and Chapter 4 Paper 3 10 Chapter 4 and Presentation Explanation Reading

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11 Chapter 4 and Presentation Preparation Test 4 and Presentation Preparation 12 Presentations Presentation Preparation 13 Presentations Presentation Preparation 14 Presentations and Discussion Prepare for test 15 Test 5 Preparation for Class Preparation for class is required. To understand myths and the role of myths in society, students must do the assigned readings before class and prepare for the discussions each week. Readings and homework must be completed before class. Textbook Leeming, D. (1990). Mythology. Tokyo: Kinseido. ISBN 4-764704420 References English dictionary; Dictionary of mythology; Materials in library, including: Bryman, A. The Disneyization of society [ディズニー化する社会]. / Campbell, J. The Power of Myth [神話の力], The hero with a thousand faces [千顔の英雄] Grade evaluation Class work and quizzes: 40%Research presentation: method/Criteria 20%Written summary and reflection of research 10%Reflection and response papers 30%

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Theme Studies Subject Theme Studies Teacher Hatashin, Omi Purpose of Class or the goal To grasp the basics of human rights, how laws work to guarantee them, and to recognise and assert them for yourself and others
Learning Goals:* can identify and analyse human rights issues in news reports as well as from other world media sources, including films and literature
* can explain the structure of legal instruments guaranteeing your/my human rights and how they work
* can explain each of human rights as your/my rights
* can understand that human rights are universal rather than cultural Outline of Class After a brief review of the historical development of human rights and fundamental freedoms, this course explains the three levels of legal framework (international, regional and domestic) and ways in which human rights are guaranteed today. This course then analyses types of human rights duties (negative and positive duties) and manners of application (vertical and horizontal applications) before turning attention to a range of thematic topics of human rights from classical ones (slavery, torture, right to due process of law, equality before the law) to newer ones (right to know, right to privacy, right to die, right to live in peace).

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class lectures, group works, discussions, presentations, and essays. Outline Homework （Preparation/Review etc.） 1 bias: BBC interview with Robert Kelly 2 Foil Arms and Hog, US Immigration 3 group exercise 4 group exercise 5 Group Performance: US Immigration 1 Timetable 6 Making "US Immigration 2" 7 Martin Luther King I have a dream speach 8 group exercise

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9 Group Performance: US Immigration 2 10 Essay Writing: modern slavery 11 Step 1 12 Step 2 13 Step 3 14 Step 4 15 Final Preparation for Class Textbook Human Rights Reader 2018 References Beate Shirota Gordon, Only Woman in the Room, University of Chicago Press; 1997, ISBN 9780226132655 Grade evaluation Class work & quizzes 40%;Group Research Presentation method/Criteria 20%;Summary of Research Presentation & References 10%;Reflection & Response Papers 30%

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Theme Studies Subject Theme Studies Teacher Hirano, Makiko Purpose of Class or the goal To understand the roles of literacy, texts, and reading in culture.
Learning Goals:
*can read and respond to several genres of English literature
*can discuss in some detail the importance of literacy in modern culture *can consider the content of personal readings *can provide summaries and discuss personal readings with others Outline of Class Students will read widely and gain experience in discussing thematic content, character analysis, cultural context and questions of the social roles of the text. They will write four reflection & response papers, and prepare a group research presentation for the end of the semester. The focus of the discussions will be on how reading and literacy changes our lives and the lives of people in our society

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Introduction to the course&/What is Discussion preparation culture?&/What is literature? 2 "The Beggars"-1(analysis & discussion) Reading assignment&;Discussion preparation Timetable 3 "The Beggars"-2(analysis & discussion) Reading assignment&;Discussion preparation 4 "The Beggars"-3(analysis & discussion) Reading assignment&;Discussion preparation 5 Picture book-1(analysis & discussion) Reading assignment&;Discussion preparation 6 "The Invisible Japanese Reading

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Gentlemen"-1(analysis & discussion) assignment&;Discussion preparation 7 "The Invisible Japanese Reading Gentlemen"-2(analysis & discussion) assignment&;Discussion preparation 8 "The Invisible Japanese Reading Gentlemen"-3(analysis & discussion) assignment&;Discussion preparation 9 Nonfiction(analysis & discussion) Reading assignment&;Discussion preparation 10 "Powder"-1(analysis & discussion) Reading assignment&;Discussion preparation 11 "Powder"-2(analysis & discussion) Reading assignment&;Discussion preparation 12 "Powder"-3(analysis & discussion) Reading assignment&;Discussion preparation 13 Picture book-2(analysis & discussion) Preparation for presentation 14 Presentation Preparation for presentation 15 Presentation & review Preparation for Class Reading, writing, research, preparation for quiz & discussion Textbook Lamarche, M., & Notani, K.(2001).Emblems of Love: An Integrated Skills Text for Literature and Language Study.Tokyo: Asahi Press. / Other materials to read will be provided in class. References References will be advised on an as-required basis. Grade evaluation Class work & Quizzes 40%,Research Presentation method/Criteria 20%,Summary & Reflection of Research 10%,Reflection & Response Paper 30%

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Theme Studies Subject Theme Studies Teacher Hirano, Mariko Purpose of Class or the goal To understand the history of American Literature and explore how the works and the American society are related.
Learning Goals:
*can understand the history of American Literature
*can chronologically explain the main works
*can research an area of interest in American Literature Outline of Class This course aims that students will understand the history of American Literature. The course will cover from the era of "The New World" to American Nonfiction in 20th century. The course will examine how American Literature was formed and developed. Students will learn how American society and the literature are connected through reading. Students will also discuss how they appreciate the works and why literature is important in present lives.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Group and class discussions, lectures, projects & presentations, quizzes, & papers Outline Homework （Preparation/Review etc.） 1 Introduction to the course&/ Warm up TBA (readings & HW) activities 2 Unit One The New World: Before TBA (readings & HW) America 3 Unit Two Three New Worlds: The South, TBA (readings & HW) Timetable The North, The Middle 4 Unit Three The Puritans: New Way of TBA (readings & HW) Life, Old Way of Living 5 Unit Four The American Revolution: A TBA (readings & HW) War of Words 6 Unit Five The First American: Benjamin TBA (readings & HW) Franklin 7 Unit Six The Country Grows: A National TBA (readings & HW) Literature

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8 Review TBA (readings & HW) 9 Unit Seven Edgar Allan Poe: New Forms TBA (readings & HW) of Literature 10 Unit Eight The Flowering of New TBA (readings & HW) England: New Directions 11 Unit Nine Emily Dickinson: A Separate TBA (readings & HW) World 12 Unit Twelve America Grows: Mentally TBA (readings & HW) and Physically 13 Unit Fourteen Hemingway, Fitzgerald, TBA (readings & HW) and Faulkner: Three American Giants 14 Review TBA (readings & HW) 15 Final Presentation Presentation of final project & written report due Preparation for Class Students are required to do the reading assignment of at least 4-5 pages of the text book (or any other additional reading materials distributed) every week, and make preparations for the assigned presentations as deemed necessary. Textbook P. Timothy Ervin, "A Japanese Collegiate Guide to America and American Literature" (Nan'un-do) References Paul S. Boyer, "American History: A Very Short Introduction (Very Short Introductions)" (Oxford Univ Press) Grade evaluation Evaluation is based on course work, participation, and method/Criteria papers:
Class work & quizzes (includes in-class work, homework, presentations, quizzes, discussions): 40%
Research presentation & written summary & reflection of research: Research presentation 20%
Written summary & reflection of research: 10%
Papers: 30%
Papers: Reflection & response papers or short research papers.
Four or more papers of at least 1 page each. These can be reflection or research. They all must have citations written up using APA style. All must follow the layout for papers given in the OJU iBook "Writing in English:

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A Guide." (Note: The 2016 version is the one these students have, but the 2017 is identical.)

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Theme Studies Subject Theme Studies Teacher Iguchi, Yoko Purpose of Class or the goal To understand the functions of language and explore the relationship between human language and mind.
Learning Goals:
* can understand the functions of language
* can understand the way of analysis of language
* can understand the evolution of language and speech Outline of Class This course will examine language and mind, in reviewing the research regarding speech, language, and thought from the perspective of psychology. Also we will explore how language develops, how humans manage to arrange so many words, how they handle language, and what the differences are in communication and brain systems between humans and non-humans (i.e. dolphins, chimpanzees, birds).

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Lectures, discussions, presentations, quizzes, reflection & response papers. Outline Homework （Preparation/Review etc.） 1 Introduction to the Course&/Speech Reading&/Worksheet 2 The Origins Reading&/Worksheet 3 The Social Framework: Cognitive Reading&/Worksheet Prerequisites 4 The Social Framework: Why Speech? Reading&/Worksheet Timetable 5 The Psychological Framework: Reading&/Worksheet Chimpanzee Language 6 The Psychological Framework: Bird Reading&/Worksheet Song, Child Language 7 Language Reading&/Worksheet 8 Thought: Thought without Language, Reading&/Worksheet Thought and Language 9 Thought: Language and Speech as a Reading&/Worksheet Carrier for Thought

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10 The Development of Language and Reading&/Worksheet Speech: Learning Theory and Language 11 The Development of Language and Prepare for presentation Speech: The "Innateness" Theory, Linguistic Competence 12 Presentations Prepare for presentation 13 Presentations Reading&/Worksheet 14 From Thought to Speech Reading&/Worksheet 15 The Biological Framework: Lateralization, Vocal Tract Changes Preparation for Class Students are required to read assigned materials, complete worksheets before class and prepare for discussions each week. Textbook Borden, G. J., & Harris, K. S. (abridged & adapted by Bantock, G.) (1988). Speech, Language and Thought. Tokyo: Kinseido. References To be announced in class. Grade evaluation Class work & quizzes 40%,
Research presentation method/Criteria 20%
Written summary & reflection of research 10%
Reflection & response papers 30%

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Theme Studies Subject Theme Studies Teacher Katayama, Naoko Purpose of Class or the goal To deepen understanding of environmental issues that the world is facing and consider how the problems can be addressed or solved.
Learning Goals
* can deepen their understanding of current environmental issues* can evaluate the information about environment from conflicting sources
* can explain the role of governments and civil society (ordinary people) in helping to solve environmental problems
* can understand the connections between local, regional, national, and international environmental issues Outline of Class This course is designed to raise students' awareness and understanding of a variety of environmental issues that the world is facing. As the problems related to human impact on the environment have become more widely known, various steps have been taken to address this impact. This class will also consider the impact of governmental and company policies on the environment, both locally and globally. Students will also look at what has been done, what is currently being done, and what could be done to help protect the environment.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Lectures, discussions, presentations and writing papers. Outline Homework （Preparation/Review etc.） 1 General Introduction ? Reading reference materials and preparation for the class. 2 Global Environmental Issues ? Reading reference materials and preparation Timetable for the class. 3 Environmental Policies ? Reading reference materials and preparation for the class. 4 Fundamental Principles ? Reading reference materials and preparation

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for the class. 5 Marine Pollution ? Reading reference materials and preparation for the class. 6 Ozone Depletions ? Reading reference materials and preparation for the class. 7 Climate Change ? Reading reference materials and preparation for the class. 8 Biodiversity ? Reading reference materials and preparation for the class. 9 Hazardous Wastes ? Reading reference materials and preparation for the class. 10 Nuclear Disasters ? Reading reference materials and preparation for the class. 11 Wetlands ? Reading reference materials and preparation for the class. 12 World Heritage ? Reading reference materials and preparation for the class. 13 United Nations ? Reading reference materials and preparation for the class. 14 World Bank ? Reading reference materials and preparation for the class. 15 Conclusions ? Reading reference materials and preparation for the class. Preparation for Class Please be informed about environmental issues by reading related articles.

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Textbook Carolyn Snell and Gary Haq, the Short guide to environmental policy, Policy press. References To be informed in the class. Grade evaluation Class work & quizzes (40%);Research presentation method/Criteria (20%)
Written summary & reflection of research (10%);Reflection & response papers (30%).

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Theme Studies Subject Theme Studies Teacher Kobayashi, Kahori Purpose of Class or the goal To expand their knowledge toward the global issues, to gain the critical way of thinking and to get ready to take actions as a global citizen.
Learning Goals:
* can discuss issues and express opinions about these issues
* can articulate actions each of us should take as a global citizen Outline of Class In this course, students will consider issues of global concern and how our actions contribute to these. In addition to building upon the themes of sustainability and human rights, topics widely discussed in first-year classes, students will consider ways that they can take actions to address the global concerns on a local, national, and international level.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Lecture and discussion
Students' active participation will be required. Outline Homework （Preparation/Review etc.） 1 Introduction TBA 2 U1. Information and Misinformation TBA 3 U2. Saving Tropical Rainforests TBA 4 U3. Concerning Happiness TBA 5 U4. Gizmo Addiction TBA Timetable 6 U5. Coping with Noise TBA 7 U6. The Whaling Debate TBA 8 U7. Food: Not Just a Commodity TBA 9 U8. Sweatshop Labor TBA 10 U9. Japan's Declining Population TBA 11 U10. Poverty: Meeintg the Millennium TBA Development Goals 12 U11. Global Warming: Beyond Kyoto TBA 13 U12. Energy: Is Nuclear Power Partof TBA

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the Solution? 14 Presentaions TBA 15 Review & Reflection TBA Preparation for Class Read the text, answer the comprehension questions and get ready to discuss the issues before coming to the class. After each class, review the content and vocabulary for the quiz. Textbook Confronting the Issues (By David Peaty, Kinseido) References Grade evaluation Class work & quizzes 40%
Research Presentation method/Criteria 20%
Written summary & reflection of research 10%
Papers 30%

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Theme Studies Subject Theme Studies Teacher Kramer, Brandon Purpose of Class or the goal To introduce and explore the theories and techniques which support all findings in the social sciences. Students will learn about basic methods of data analysis, and how to critically look at results and “facts” presented in current media and news events. By the end of the course, students should be able to:
* perform and explain the core procedures underlying data analysis within the social sciences
* critically interpret data presented in current topics and news events
* create a data collection instrument, and analyze the data collected from it Outline of Class This course will cover the basic procedures for data analysis in the social sciences. Some elementary techniques and concepts will be introduced with ample time for practice and implementation using real data. While this knowledge is developing, students will practice critical interpretation of data presented in current topics and news events. Finally, students will be able to create their own instrument and collect original data, which they will analyze and present.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Group and class discussions, lectures, online coursework, presentations, and reflection papers. Outline Homework （Preparation/Review etc.） 1 Introduction: Why Study Statistics? TBA (To Be Announced) A detailed syllabus will be provided in class 2 Kinds of Data Collection TBA 3 Sampling Pt. 1: Bias TBA Timetable 4 Sampling Pt. 2: Sampling Techniques TBA 5 Crafting Research Questions TBA 6 Survey Design Pt. 1: Item Creation TBA 7 Survey Design Pt. 2: Alpha Testing TBA 8 Survey Design Pt. 3: Pilot Testing TBA

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9 Discussing Results Pt. 1: Averages TBA 10 Discussing Results Pt. 2: Graphs and TBA Tables 11 Discussing Results Pt. 3: Preparing a TBA Research Presentation 12 Meaningful Quantitative Displays TBA 13 Presentation Preparation and Practice TBA 14 Research Presentations TBA 15 Reflection and Wrap-up TBA Preparation for Class Class will be conducted assuming that all students have previously worked with the material. Students must do the assigned modules, tasks, and readings before class, and prepare for weekly discussions. Readings and homework must be completed before class. Reflection papers should be based on recent course content and must be completed alone. Out-of-class assignments should take at least 2 to 3 hours for every hour in class, so students should manage their time accordingly. Textbook Readings will be provided, free sources of online learning will be utilized, and additional notes and activities will be provided. References Additional learning resources will be used in this class and provided for students to watch or read and try to understand. Students will be expected to be proactive if they are unable to comprehend these resources, and ask for help from fellow students or the teacher to understand the material. Grade evaluation Evaluation is based on course work, participation, and method/Criteria papers:
*Class work & quizzes ? 40% (includes in-class work, homework, presentations, quizzes, discussions);
*Research presentation(s) ? 20%;
*Written summary & reflection of research ? 10%;
*Reflection & response papers ? 30% (4 or more)

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Theme Studies Subject Theme Studies Teacher Linehan, D. Peter Purpose of Class or the goal To introduce students to major works of Western art and their impact on society.
Learning goals:* Can identify major works of art.
* Can describe the way art reflects the culture of its time.
* Can analyze a work of art with reference to its visual properties and cultural references.
* Can apply learning from class to present an evaluation of selected works of contemporary art. Outline of Class In this course students will look at major works of Western art such as the David, the Mona Lisa, and Guernica. They will practice the language necessary to talk about the visual qualities of the art, and the thinking necessary to understand how each work of art reflected the culture of its times. The class will also look at how art has changed cultural norms over time. At the end of the course students will use these skills to evaluate the effectiveness of contemporary art in expressing the cultural norms of our time.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class We will look at samples of Western Art, discuss what we see, and keep a journal of our reflections. Outline Homework （Preparation/Review etc.） 1 A Grand Tour: Ascanius Shooting the Reflection Stag of Sylvia 2 Our Lady of Perpetual Help (Icon) Reflection 3 Mona Lisa (da Vinci) Reflection 4 Young Hare (Durer) Reflection Timetable 5 A Still Life With a Nautilus Cup (Heda) Reflection 6 Girl With a Pearl Earring (Vermeer) Reflection 7 The Shooting of May Third, 1808 (Goya) Reflection 8 Sunday on the Island of La Grande Jatte Reflection (Seurat) 9 The Starry Night (van Gogh) Reflection

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10 The Japanese Footbridge (Monet) Reflection 11 Birthday (Chagall) Reflection 12 The Goldfish (Klee) Reflection 13 A Rooster (Picasso) Reflection 14 Sky Above Clouds IV (O'Keeffe) Reflection 15 A Room With a View: We present the art Reflection we love. Preparation for Class Students will examine each painting before class and write a reflection on the piece in their learning journal. Textbook Readings will be available online. References A gallery of the works discussed in class is available online.
http://www.believenglish.com/the-grand-tour/ Grade evaluation Class/Other Work ? 40% Class work includes items such as method/Criteria discussions, presentations, class participation, quizzes, etc. These items may be weighted according to the course requirements; however, emphasis should be placed on discussions and presentations.

Research Presentation ? 20% Students must make at least one presentation that is based on research. Note: Presentations should be completed before the last week of classes in order to allow for make-up presentations if needed.

Written Summary and Reflection of Research with References ? 10% This summary should be done individually about their Presentation. It must include the references used for their research presentation.

Reflection & Response papers or Short Research Paper ? 30% These should be more than just a summary. Students need to learn how to read, summarize, reflect on the author’s ideas, and respond to the ideas in the readings.

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Theme Studies Subject Theme Studies Teacher Marcus, William Purpose of Class or the goal To understand how traditions are created and popularized and recognize how popular traditions are, in reality, created through a combination of universal archetypes, migrating cultures, inspired beliefs, and business judgments. environment. Learning Goals: * can understand the process of creating traditions
* can explain the origins of popular traditions in Japan
* can explain the relationship between traditions and commerce
* can create unique traditions with relevant symbols and narratives Outline of Class This course will examine holidays, beginning with their mythological inceptions, to their accepted religious framing and their popular cultural expression in Western countries as well as Japan. Issues of migration, diffusion, and cultural borrowing as they impact on the changes in "tradition" will be considered. The role of business in furthering and popularizing modern traditions will be considered.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Outline Homework （ Preparation/Review etc.） 1 Course Introduction&/Syllabus AAY&/Comprehension explanation &/Holidays Questions&/Summarizing communication activity&/ Valentine's Day introduction 2 Mythology, History & Seasonal AAY&/Write: Reflection and Timetable Significance&/Valentine's Day: Response (R&R) paper #1: Love as new life and Explaining Favorite Japanese continuation Holiday 3 R&R Read Around Prepare Presentation Script and Activity&/Presentation Skills Slides: Short Self-Introduction and Review&/ Valentine's Day: Love Favorite Japanese Holiday in modern (business) packaging

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4 Halloween: Death as Natural AAY&/Comprehension Condition&/Introduce Foreign Questions&/Summarizing&/Choose Holiday Research Project foreign holiday, members and roles 5 Confirm Foreign Holiday Project AAY&/Comprehension choices, members and make SNS Questions&/Summarizing&/Begin groups&/Halloween: Christian Foreign Holiday Research&/Make Influences, Folkway Resistance Outline (show which member is and Modern Expressions responsible for which section) 6 Halloween Write R & R: Halloween Marketing Wrap-Up&/Halloween Quiz&/Outlines Due (checked in class, if time permits)&/Explain next R&R: Marketing your Halloween Product/Event 7 Small Group Presentation: Your AAY&/Comprehension Halloween Marketing Questions&/Summarizing&/Work Idea&/Introduce Christmas: on 1st draft of Foreign Holiday Solstice Worship in Ancient Project Times 8 Christmas: Central Figures and Complete Foreign Holiday 1st draft their Origins&/Foreign Holiday 1st draft workshop 9 Foreign Holiday 1st draft AAY&/Comprehension DUE&/Christmas: Wrap-Up Questions&/Summarizing 10 Christmas Review & Foreign Holiday Research Project: Quiz&/Writing Workshop and Work on second draft Conferencing 11 Writing Workshop: Second draft Finalize second draft 12 Second draft DUE (or possible Work on speaking note card and 3rd draft)&/Presentation Skills Slides and Slide Workshop 13 Presentation Workshop: Slides, Practice Presentation (many Notecard times!) 14 Presentations & Listening Task Flex 15 Presentations & Wrap-Up Preparation for
準備学習 Students are expected to read course

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Class readings several hours a week and to prepare short response papers for subsequent class discussions. Students will also be responsible for reviewing course content for occasional quizzes. Students will also research a cultural theme, either individually or as a group, and prepare a report and presentation. Textbook Materials to be provided by teacher. References Travers, L. 2006. Encyclopedia of American Holidays and National Days . Santa Barbara: Greenwood Press
Santino, J. (1995). All around the year: holidays and celebrations in American life. Urbana: University of Illinois Press. Grade evaluation Class/Other Work ? 40% Class work includes items such as method/Criteria discussions, presentations, class participation, quizzes, etc. These items may be weighted according to the course requirements; however, emphasis should be placed on discussions and presentations.

Research Presentation ? 20% Students must make at least one presentation that is based on research. Note: Presentations should be completed before the last week of classes in order to allow for make-up presentations if needed.

Written Summary and Reflection of Research with References ? 10% This summary should be done individually about their Presentation. It must include the references used for their research presentation.

Reflection & Response papers or Short Research Paper ? 30% These should be more than just a summary. Students need to learn how to read, summarize, reflect on the author’s ideas, and respond to the ideas in the readings.

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Theme Studies Subject Theme Studies Teacher Miller，Richard Purpose of Class or the goal To critcially consider the major social issues affecting the world and its people. Students will learn about the issues and how to look at them from a critical perspective.
Learning Goals:
* can develop an understanding of socio-political issues
* can identify key points of the issue * can examine the background details of the issue
* can develop their ability to express their opinions Outline of Class The course will look at major factors and trends that impact the world's people and how we can better understand and influence such issues. Students will critically study six social issues - poverty, hunger, health and well-being, education, gender equality, and wealth inequality - which impact a significant proportion of the world population.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Introduction to the course Complete the worksheet, write an introductory paragraph about yourself and read the assigned article on the developing Timetable world. 2 Poverty 1 (Developing world) Complete the assigned reading discussion on the developing world, read the article related to the causes of poverty. 3 Poverty 2 (Causes) Fill in a 'food log' (to be given in class) on eating habits. Write a summary of the first section of the

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course, and a reflection on your own food log. 4 Hunger 1 (Food and food sources) Decide on the final project and what the presentation topic will be, Read the assignment on food and oil as well as 'Arab Spring'. 5 Hunger 2 (World hunger) Complete the assignment on world hunger. In the news, find an article on a current crises with famine. 6 Hunger 3 (Famine) Write a reflection on the causes of hunger, world population and hydrocarbon use. 7 Health and Well Being 1 (overview) Fill in the assignment on health and review the assigned readings on fast food. 8 Health and Well Being 2 (Eating and Research obesity and marketing) prepare to discuss in the following class. 9 Health and well being 3 (world obesity) Write down your education goals. Find out about your university (worksheet given). 10 Education 1 (differences in America and Research the Japanese Japan) governments approach to the changing demographics and universities. 11 Education 2 (Challenges for Japanese List the worlds most higher education) gender equal countries. Read the assigned readings on Rwanda. 12 Gender Equality 1 (A world survey) Look up and prepare to comment on Japans place

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in Gender equality. 13 Gender Equality 2 (Japan) Read the article that is from Thomas Picketty book 'Capital'. 14 Wealth inequality (The world's Prepare for the final inequality today) project presentation 15 Project presentations Preparation for Class Each week there will be assigned homework as listed. Please prepare for each class by completing the homework. It should be completed within 3 hours. There will be 6 writing assignments due during the semester. Textbook There will be handouts with no textbook. References The assigned reading are from newspaper and magazines as well as several books. Grade evaluation Class/Other Work ? 40% Class work includes items such as method/Criteria discussions, presentations, class participation, quizzes, etc. These items may be weighted according to the course requirements; however, emphasis should be placed on discussions and presentations.

Research Presentation ? 20% Students must make at least one presentation that is based on research. Note: Presentations should be completed before the last week of classes in order to allow for make-up presentations if needed.

Written Summary and Reflection of Research with References ? 10% This summary should be done individually about their Presentation. It must include the references used for their research presentation.

Reflection & Response papers or Short Research Paper ? 30% These should be more than just a summary. Students need to learn how to read, summarize, reflect on the author’s ideas, and respond to the ideas in the readings.

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Theme Studies Subject Theme Studies Teacher Porritt, Steve Purpose of Class or the goal To develop an awareness of issues related to displacement through film and literature, with particular emphasis on displacement within Japan and in the Japanese diaspora (Japanese migrants to other countries).Learning Goals:
・Can identify several major international instances of displacement from the 20th century to the present
・Can describe major causes for displacement abroad
・Can articulate aspects of society that foster a sense of displacement among minority populations
・Can discuss displacement domestically and internationally as it relates to modern Japan Outline of Class This class will focus on news about politics by asking the following questions. Where do you get news about politics? Is it accurate? How do you know? What is "fake news"? How can you distinguish fact from opinion in news reporting? What role do SNS play in modern politics? In this course, students will explore the historical and modern roles of media in politics and how media is used to influence voter opinions. Students also will look at how the media influences politics in Japan and the United States. Finally, students will investigate the roles played by traditional media, such as newspapers, TV, as well as online news sites and popular social networking services (SNS), such as Facebook, Twitter.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Lectures, discussions, short presentations, response and reflection papers, Internet research activities, research and presentation project Outline Homework （Preparation/Review etc.） 1 Introduction to class Assigned tasks 2 History of media in politics Assigned tasks 3 Distinguishing fact from opinion Assigned tasks 4 Detecting bias Assigned tasks 5 Filter bubbles, search bubbles Assigned tasks Timetable 6 Media in politics: traditional media Assigned tasks

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7 Media in politics: online news sites Assigned tasks 8 The role of technology: past, present, Assigned tasks future 9 Social media in politics (1) Assigned tasks 10 Social media in politics (2) Assigned tasks; Project Topic Selection 11 Japanese and American media in Assigned tasks politics: similarities and differences 12 The news journalist's perspective Assigned tasks 13 The monetization of political news Assigned tasks reporting 14 Project presentations (1) Assigned tasks 15 Project presentations (2) Assigned tasks Preparation for Class Students must complete all homework assignments to prepare for discussions and other class activities. During the course, students will choose a relevant topic, research the topic, and present the findings to the class. Textbook Readings will be either provided by the instructor or retrieved by the student from online sources. References Students are expected to bring a digital or paper dictionary and their iPad to every class. Grade evaluation Class/Other Work ? 40% Class work includes items such as method/Criteria discussions, presentations, class participation, quizzes, etc. These items may be weighted according to the course requirements; however, emphasis should be placed on discussions and presentations.

Research Presentation ? 20% Students must make at least one presentation that is based on research. Note: Presentations should be completed before the last week of classes in order to allow for make-up presentations if needed.

Written Summary and Reflection of Research with References ? 10% This summary should be done individually about their Presentation. It must include the references used for their research presentation.

Reflection & Response papers or Short Research Paper ? 30% These should be more than just a summary. Students need to learn how to read,

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summarize, reflect on the author’s ideas, and respond to the ideas in the readings.

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Theme Studies Subject Theme Studies Teacher Sponseller, Aaron C. Purpose of Class or the goal To develop an awareness of issues related to displacement through film and literature, with particular emphasis on displacement within Japan and in the Japanese diaspora (Japanese migrants to other countries).Learning Goals:
・Can identify several major international instances of displacement from the 20th century to the present
・Can describe major causes for displacement abroad
・Can articulate aspects of society that foster a sense of displacement among minority populations
・Can discuss displacement domestically and internationally as it relates to modern Japan Outline of Class This course will examine issues in migration and displacement by drawing upon film and literature from the 20th century to the present. Students will develop an understanding of the causes of external displacement (emigration and immigration) and internal displacement. Course materials will include films (fiction and documentary) and literature (novels and short stories) from around the world. Students should develop an appreciation for how these issues relate to Japan today by looking at the experiences of the Japanese diaspora (migrants from Japan) and those of minority groups in Japan (including immigrants, historically discriminated groups, and Japanese with mixed-heritage).

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Discussion, group/peer work, occasional lecture Outline Homework （Preparation/Review etc.） 1 General Introduction to the course, Begin KWL chart: What I contents and materials, and expectations know about war and displacement (K), and What I want to know about displacement (W) Timetable 2 Film clips from: Rabbit-Proof Fence, Based off of the film clips Snow Falling on Cedars, and The in class, select which novel Reluctant FundamentalistBased off of you will read during this

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the film clips in class, select which novel course. you will read during this course. 3 Film Viewing: The Harimaya Bridge Research historically (part 1/2) discriminated groups in Japan; prepare to share one outside source during group discussion. 4 Film Viewing: The Harimaya Bridge Open Reflection 1: Student (part 2/2) &/Group discussion Choice 5 Novel Group Discussion 1 Prepare Novel Reflection 1 &/Read assigned short story &/Prepare to discuss final research project w/instructor 6 Short Story Discussion: Interpreter of Read your selected novel Maladies &/ Prepare discussion questions 7 Novel Group Discussion 2 Prepare Novel Reflection 2 &/Read assigned short story 8 Short Story Discussion: A Good Scent Read your selected novel from a Strange Mountain &/ Prepare discussion questions 9 Novel Group Discussion 3 Prepare Novel Reflection 3 &/Read assigned short story &/Discuss final research project progress w/instructor 10 Short Story Discussion: Homegoing &/ Begin drafting group Group Presentation Planning presentation 11 Film Viewing: Hafu: The Mixed-Race Research mixed-race Experience in Japan (part 1/2) groups in Japan; prepare to share one outside source during group discussion. 12 Film Viewing: Hafu: The Mixed-Race Prepare Group Experience in Japan (part 2/2) &/Group Presentation

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discussion 13 Group Presentation: Rabbit-Proof Fence Open Reflection 2: Student &/ Group Presentation: Snow Falling on Choice &/ Draft of Cedars &/ Group Presentation: The Research Presentation Reluctant Fundamentalist 14 Research presentation practice session Prepare final Research in peer-groups Presentation &/ Final Research Summary 15 Final Research Presentations &/ NONE Submission of Final Research Summary Preparation for Class Each student will read one of three novels: Follow the Rabbit-Proof Fence, Snow Falling on Cedars, or The Reluctant Fundamentalist. Students will produce three reflection papers and a group presentation related to their novel of choice. Reading three short stories out of class and viewing two films in-class is required as well. Students will produce two reflection papers on these short stories, films, or other topics of their choice as approved by the instructor. Students will also complete an independent research paper on a topic of their choice which must be at least 1500 words in length. Textbook Students will only need to purchase one novel (the one they choose to read). References The instructor will provide additional readings either online or in hard copy. Grade evaluation Class Work (participation in and preparation for discussions method/Criteria (e.g. reading or research): 40%Independent Research Presentation & Paper: 20%
Group Presentation: 10%Reflection Papers (5): 30%

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Theme Studies Subject Theme Studies Teacher Takezawa, Yukiko Purpose of Class or the goal To understand issues relating to racial prejudice and our responsibility for fighting this phenomenon and eliminating institutional racism from our society.
Learning Goals:
* can explain the concepts of "race" and "prejudice"
* can discuss the issues based on the knowledge and their opinion
* can summarize the historical forms of racism
* can explain how racial prejudices can be reduced and removed Outline of Class This course aims to provide a clear understanding that racial prejudice is scientifically wrong, examine our responsibility for eliminating racism from our minds, and consider how we can fight against the phenomenon and institutions of racial discrimination in our society. First, students will examine the widespread but false concept of "race" from a critical point of view, then consider how institutionalized racism plagued the societies of South Africa and U.S. from the writings on Nelson Mandela and Martin Luther King Jr. Their insights still inspire because racism remains pervasive and is even reviving worldwide.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Presentation and discussion by students with the teacher's advice and assistance Outline Homework （Preparation/Review etc.） 1 Introduction 2 "What is Race?" (additional reading Reading material) presentation & discussion 3 Martin Luther King"pp.1-14 Reading presentation + discussion Timetable 4 "Martin Luther King"pp.15-25 Reading presentation + discussion 5 "Martin Luther King"pp.26-34 Reading presentation + discussion 6 "Martin Luther King"pp.35-44 Reading presentation + discussion

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7 "Martin Luther King"pp.45-55 Reading presentation + discussion 8 Quizzes on M. L. King "Introduction to Reading Holocaust" (additional reading material)presentation & discussion 9 "Nelson Mandela" pp.1-19 presentation + Reading discussion 10 "Nelson Mandela" pp.20-32 presentation Reading + discussion 11 "Nelson Mandela" pp.33-49 presentation Reading + discussion 12 "Nelson Mandela" pp.50-59 presentation Reading + discussion 13 "Nelson Mandela" pp.60-72 presentation Reading + discussion 14 Final presentations on research + Reading ＋ Prepearation quizzes for presentation 15 Final presentations on research + Prepearation for Concluding observations + Discussion presentation Preparation for Class Students are required to do the reading assignment of at least 10 pages of the text book (or any other additional reading materials distributed) every week, and make preparations for the assigned presentations as deemed necessary. Textbook 1. Alan McLean, "Martin Luther King" (Oxford Bookworms)
2. Rowena Akinyemi, "Nelson Mandela" (Oxford Bookworms) References 1. Coleen Degnan-Veness, "Nelson Mandela" (Penguin Readers)
2. Martin Luther King, Jr., "Why We Can’t Wait" (Penguin Putnum)
3. Martin Luther King, Jr., "I Have a Dream" (Harper San Francisco) Grade evaluation 1. Class work (attendance, participation, presentation and method/Criteria quizzes) ---40%
2. Group Research Presentation --- 20%
3. Summary of Research Presentation & References --- 10%
4. Reflection Papers --- 30%

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Theme Studies Subject Theme Studies Teacher Tokunaga, Masahiko Purpose of Class or the goal To gain awareness of the underlying dangers in the food supply caused by the increase in manufactured food products and the growth of the global food manufacturing industry.Learning Goals:* can understand the various underlying causes of food dangers we are facing* can research an area of interest in food in depth.* can write about and present information related to the food supply Outline of Class This course examines the hidden dangers in food ‘manufactured’ by global food companies and the increasing power they have over our diets and lifestyles. The course will consider data regarding what people choose to eat on a daily basis and learn how food labels and packaging are designed to influence and change our buying habits. Students will also consider the role of new technologies, the lack of public awareness of these, and potential dangers they pose to the global food supply. Course topics include labeling on food, food safety, obesity, and biotechnology.

Courses /Benchmark ENG2999 （～715 ）・ Foundation, Standard, レベル必修 ENG2510（716～） Style of Class Reading (around 5 ~ 10 pages each week), questions & answers, discussions, video viewing and writing assignments. In-class quizzes. Research paper writing. Outline Homework （Preparation/Review etc.） 1 Introduction to the course & Reading of 'Introduction' Familiarisation (total 7 pages) of the textbook, "Not on the Label". 2 Discussion and Summary writing of Reading of p.53 - 81 Timetable 'Introduction' / Quiz / Audio Visual (Chapter 2: Chicken), Materials Reading of 'Chapter 2: Assignment 1. Chicken' 3 Discussion on 'Chapter 2: Chicken' / Quiz Reading of p.53 - 81 / Assignment (1) is due (Chapter 2: Chicken). 4 Discussion on 'Chapter 3': 'Salad'/ Quiz / Reading of p. 82 - 134

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Audio Visual Materials (Chapter 3: Salad). Finding 2 discussion questions. 5 Discussion on 'Chapter 3': 'Salad'/ Quiz / Reading of p. 82 - 134 Audio Visual Materials & Writing (Chapter 3: Salad). Training (1) Assignment 2. 6 Discussion on 'Chapter 4: Beans and Reading of p. 135 - 168 Asparagus' / Quiz / Assignment (2) is due (Chapter 4: Beans and Asparagus). 7 Discussion on 'Chapter 4: Beans and Reading of p. 135 - 168 Asparagus'/ Quiz / Audio Visual (Chapter 4: Beans and Materials Asparagus). Assignment 3. 8 Discussion on 'Chapter 5: Bread' / Quiz / Reading of p. 169 - 201 Assignment (3) is due (Chapter 5: Bread). 9 Research Presentation Exercise (1) / Reading of p. 169 - 201 Discussion on 'Chapter 5: Bread'/ Quiz (Chapter 5: Bread). 10 Discussion on 'Chapter 5: Bread'/ Quiz Reading of p. 169 - 201 (Chapter 5: Bread). 11 Research Presentation Exercise (2) / Reading of p. 202 - 237 Discussion on Chapter 6: 'Apples and (Chapter 6: Apples and Bananas' / Quiz / Audio Visual Materials Bananas). 12 Discussion on Chapter 6: 'Apples and Reading of p. 202 - 237 Bananas'/ Quiz (Chapter 6: Apples and Bananas). 13 Research Presentation Exercise (3) / Research Presentation Discussion on Chapter 6: 'Apples and Bananas' 14 Course Review / Final Response & Review Quizzes Reflection Paper(Assignment 4) is due / Research Presentation 15 Review Quizzes/ Group Research Late submission of all Presentation assignment is due. Preparation for Class You are mainly required (and not just recommended) to read about 5 to 10 or more pages of assigned part of textbook every week before each class. Be ready to answer some questions about the readings and have your own opinions/questions to share with your classmates. Writing assignments consist of

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four 'Response & Reflection' papers as well as one 'Summary of your own research presentation'. The summary should have a reference page. Details of above papers will be announced from time to time. Regular reading quizzes will be given in each class so you must do the pre-study reading beforehand. Textbook Title : Not on the Label : What Really Goes into the Food on Your Plate
Author : Felicity Lawrence (2013) Publisher : London: Penguin Books ISBN : 978-0-241-96782-9 References Title : アミノ酸で 10 歳若返る Author : Natasha Starffin (2003) Publisher : Koudansha ISBN : 978-4062721791
Title : 自殺する種子 : アグロバイオ企業が食を支配する Author : 安田節子 (2009) Publisher :
Heibonsha Shinsho ISBN : 978-4582854695
Title : Food, Inc : how industrial food is making us sicker, fatter and poorer; and what you can do about it: a participant guide Author : Karl Weber (2009) Publisher : PublicAffairs ISBN : 978-1-58648-694-5
Title : Fast Food Nation: The Dark Side of the All-American Meal Author : Eric Schlosser (2005) Publisher : Perennial ISBN : 0141006870
Title : Food, inc. : Mendel to Monsanto - the promises and perils of the biotech harvest Author : Peter Pringle (2003) Publisher : Simon & Schuster Paperbacks ISBN : 0-7432-6763-X or 0-7432-2611-9
Title : 水戦争ー水資源争奪の最終戦争が始まった Author : Akio Shibata Publisher : Kadokawa SS Communications ISBN : 978-4-8275-5019-1
Video: Our Daily Bread (DVD) Director: Nikolaus Geyhalter (2005) Distributor: Kinokuniya Shoten
Video: Supersize Me (DVD) Director: Morgan Spurlock (2004) Distributor : Arts Alliance Amer Grade evaluation Class work & quizzes ……… 40%,
Group Research method/Criteria Presentations ……… 20%,
Written Summary and reflection of Research ……… 10%,
Reflection & Response papers ……… 30% (4 times, APA citation & Reference List)

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Academic Writing Subject Academic Writing Teacher Cline, William、Cornwell, Steven、Fielden, Mark、Gross, Brett、Hall, Michelle、Linehan, D. Peter、Sponseller, Aaron C. Purpose of Class or the goal To improve students’ overall academic writing skills for courses during their second year, for courses in their specialization areas in the 3rd and 4th years, and for their graduation project thesis.
:
*Identify the different parts of a research paper
*Write citations correctly both in the text of the paper and in the reference page
*Summarize and create graphs, figures and tables
*Write summaries of research and be able to use quotes, summaries, and paraphrases appropriately in a research paper
*Find information on the internet and determine its veracity, and take notes (from books, journals, newspapers, internet, etc.)
*Argue a point including appropriate supporting details
*Write clear, easy to understand academic English
*Use Criterion to help evaluate their own writing Outline of Class This course builds upon writing skills developed in 1st year courses. This course particularly aims to improve student’s skills at analyzing data and writing to support their own arguments. In addition, the process of writing will continue to be emphasized. Students will correct their own writing, including organization, details, grammar, structure of overall writing, and style.

Courses /Benchmark Required for all level, ENG2310（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Introduction to Academic Writing Assigned Tasks 2 Notetaking, Summarizing, Finding Assigned Tasks Sources, Evaluating Sources 3 Notetaking, Summarizing, Finding Assigned Tasks Sources, Evaluating Sources Timetable 4 Notetaking, Summarizing, Finding Assigned Tasks Sources, Evaluating Sources 5 Writing Citations and References, Assigned Tasks

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Formatting Papers, Connecting skill study from week 1-4 with essay writing, outlining 6 Writing Citations and References, Assigned Tasks Formatting Papers, Connecting skill study from week 1-4 with essay writing, outlining 7 Writing Citations and References, Assigned Tasks Formatting Papers, Connecting skill study from week 1-4 with essay writing, outlining 8 Writing Citations and References, Assigned Tasks Formatting Papers, Connecting skill study from week 1-4 with essay writing, outlining 9 Writing Citations and References, Assigned Tasks Formatting Papers, Connecting skill study from week 1-4 with essay writing, outlining 10 Applying all skills to writing own Assigned Tasks research paper 11 Applying all skills to writing own Assigned Tasks research paper 12 Applying all skills to writing own Assigned Tasks research paper 13 Applying all skills to writing own Assigned Tasks research paper 14 Applying all skills to writing own Assigned Tasks research paper 15 Final Draft, Course Wrap UP, looking Assigned Tasks forward to 3rd year and GP Preparation for Class Students should spend at least one hour on homework for each hour in class. They are expected to bring prepared summaries, paraphrases, outlines, and any other assignments assigned by the teachers to class. Textbook OJC created materials
APA guide from 1st year

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study
Understanding of English Writing (translation of Units 1-4 ideas from year 1)
Online materials in MY WILL website References Grade evaluation CLASS WORK HOME WORK---70%
Includes method/Criteria homework, quizzes, and in class work consisting of: note taking, outlining, finding and evaluating sources, practicing quoting, summarizing, and paraphrasing, writing citations and references, working with tables and figures, formatting papers correctly, reviewing grammar and word usage, working with Criterion, and doing timed writing. Part of this work will involve working with essays (probably two) though turning in final essays to be evaluated separately is not necessarily part of this work.
:
RESEARCH PAPER---30%
A 3-5 page research paper including if possible at least one table, and one figure. The grade will be based on the entire research process as studied in the Research Skills Work listed above including finding and evaluating sources, note taking, outlining, and properly using in-text citations and references in the reference page.

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Study of Current World Events Subject Study of Current World Events Teacher Bilici, Harika、Ohashi, Katie、Porritt, Steve、Hicks, Dillon W.、McCarty, Steve、Sponseller, Aaron C. Purpose of Class or the goal To understand through viewing and listening, current and significant news. To learn vocabulary related to the news. To comprend readings related to the news. To discuss issues related to the news. To find additional information related to the news. Outline of Class The course is based on authentic news reports of approximately two minutes. Worksheets for vocabulary, reading, and discussion help the students understand the current report. Additionally, a website gives guidance for further study.

Courses /Benchmark Required for all level,ENG2320（716～） Style of Class Students watch two minutes of a current event. They are provided with exercises for vocabulary, listening comprehension, transcription, and reading. Students are expected to discuss the issues raised by the current event. Outline Homework （Preparation/Review etc.） 1 General introduction & Start 1st Topic Vocabulary & Reading 2 1st Topic a Introducing topic Listening Comprehension & Vocabulary 3 1st Topic b Comprehending the topic Discussion preparation and study for quiz Timetable 4 1st Topic c Discussing the topic and topic Vocabulary & Reading quiz 5 2nd Topic a Introducing topic Listening Comprehension & Vocabulary 6 2nd Topic b Comprehending the topic Discussion preparation and study for quiz 7 2nd Topic c Discussing the topic and Vocabulary & Reading topic quiz 8 3rd Topic a Introducing topic Listening Comprehension & Vocabulary

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9 3rd Topic b Comprehending the topic Discussion preparation and study for quiz 10 3rd Topic c Discussing the topic and topic Vocabulary & Reading quiz 11 4th Topic a Introducing topic Listening Comprehension & Vocabulary 12 4th Topic b Comprehending the topic Discussion preparation and study for quiz 13 4th Topic c Discussing the topic and topic Prepare for End of Term quiz 14 Discussion Evaluation and Review for Prepare for End of Term end of term 15 End of term Quiz Review Preparation for Class Students are expected to print their materials from the moodle site. They should download each topic sound file on their iPads. They should do the assigned exercises before class. Textbook none References Grade evaluation Classwork vocabulary, reading, transcripts, topic quizzes, method/Criteria discussion: 70%
End of term Discussion Evaluation and Quiz: 30%

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Academic Discourse Subject Academic Discourse Teacher Denison, G. Clinton、Lee, Edward、Linehan, D. Peter、 Lyddon, Paul、McCarty, Steve、Muncil, Wade J.、 Sanderson, Robert Purpose of Class or the goal *lead and participate in a variety of discussions.
*prepare, deliver, and answer questions in a variety of presentations. Outline of Class To continue to develop speaking ability in academic settings (class discussion, small group work) and also focusing on presentations (individual, group, poster, etc.)

Courses /Benchmark Required for all level, ENG2335（716～） Style of Class Classes will use active learning techniques to prepare presentations and conduct discussions related to the presentations. The emphasis will be on producing language. Outline Homework （Preparation/Review etc.） 1 Course Introduction; Discussion Homework and Related Management Tasks 2 Sharing Opinions Homework and Related Tasks 3 Sharing Opinions (cont'd) Homework and Related Timetable Tasks 4 Making Suggestions Homework and Related Tasks 5 Making Suggestions (cont'd) Homework and Related Tasks 6 Midterm Group Oral Performance Homework and Related Tasks 7 Making Decisions Revise and practice for Final Presentation 8 Making Decisions (cont'd) 9 Synthesis: Creating a Campaign to Homework and Related Attract New Students to OJ Tasks

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10 Synthesis: Designing a Program to Help Homework and Related 1st-Year Adjust to OJ Tasks 11 Synthesis: Creating a Proposal for Homework and Related Improving English Education at OJ Tasks 12 Synthesis: Planning a Public Service Homework and Related Project Tasks 13 Deciding on a Topic and Work Plan for Homework and Related the Final Group Report Tasks 14 Discussion Practice for Final Group Oral Homework and Related Tasks 15 Final Group Oral Final Group Report due Preparation for Class Students will conduct research, and plan for and practice presentations. Expect to spend 2+ hours on preparation for every hour of class time. Textbook Materials provided by instructor (most on-line) References Library resources, internet resources Grade evaluation ? Midterm Group Oral Discussion: 15%
? Final Group method/Criteria Discussion: 15%
? Final Group Report: 10%
? Memrise: 10%
? Classwork: 25%
? Homework (i.e., corrected transcripts of weekly discussion recordings): 25%

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Research Presentation Subject Research Presentation Teacher Denison, Clinton; Hall, Michelle; Kramer, Brandon; Muncil, Wade; Porritt, Steve; Sanderson, Robert Purpose of Class or the goal To improve presentation skills and to develop the ability to conduct and participate in discussions of contemporary issues in business, communication, and public policy and development (collaboration).
Learning goals:
* can provide information using a variety of presentation formats
* can create visuals appropriate for various audiences and presentation formats
* can respond to questions appropriately
* can actively participate in formal and informal discussions and meetings
* can conduct research and present this information in an appropriate manner
* can adapt her speaking style to the demands of the audience and location Outline of Class This course will focus on developing professional communication skills. This will include presenting information, speaking impromptu, explaining difficult subject matter, and persuading people on a contemporary issue. More specifically, the course will focus on (a) improving presentation delivery, structure, and visual aids, (b) enhancing the ability to form relevant questions and respond actively in discussions, (c) developing the skills and expressions needed for professional presentations, and (d) analyzing strengths and weaknesses. Topics include the basics of oral presentation, content, organization, and delivery; selection of appropriate register; use of voice and nonverbal communication; and delivery of presentations within an academic focus (business, communication, collaboration).

Courses /Benchmark Required for all level,ENG3310（716～） Style of Class This course will include a balance of short lectures, readings, discussions, and presentations about contemporary topics in business, communication, and public policy and development.

The instructor will adjust the course to the students. Therefore, the information below is meant as a general guide to the course. A detailed syllabus will be provided. Outline Homework （Preparation/Review etc.）

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1 Review of basic presentation skills; TBD (To be determined, Asking the right questions; Providing will include readings and feedback preparation) 2 Identifying issues; Examining positions; TBD Explaining reasons; Openings & closings Timetable 3 Research and content; Making TBD appropriate conclusions; Data and information display ? Visuals 4 Focus and clarity; Preparing for TBD question-and-answer sessions; Roles and teamwork; Organizing information; Timetables and planning 5 Evidence: How good is the evidence? TBD What evidence is missing or ignored? Predicting questions; Values and assumptions; Challenges of team presentations 6 Active questioning, alternative solutions; TBD Using questions to lead discussions; Designing effective visuals (paper and computer) 7 Explaining and informing (presenting TBD evidence, answering questions, asking appropriate questions of others); self-evaluation 8 Language and word selection; Voice and TBD register: How you say it and its effect on what is said; Impromptu speaking (for business, education and public policy) 9 Explaining and persuading (discussing TBD an issue, providing outcomes or solutions, answering questions); self-evaluation 10 Reasoning and fallacies in logic; Drawing TBD appropriate conclusions; Asking probing questions; Impromptu speaking (for

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business, education and public policy) 11 Active discussion strategies; Facilitating TBD discussions; Leading and maintaining control 12 Informing and educating (educating an TBD audience about a contemporary issue, answering questions); self-evaluation 13 Statistics: Discussing data; Identifying TBD and avoiding deceptive statistics 14 Formal meetings and language TBD 15 Final presentations Preparation for Class Students will conduct research, and plan for and practice presentations. Expect to spend 2+ hours on preparation for every hour of class time (about 4 to 6 hours each week) Textbook Presenting: Deliver presentations with confidence, by Graham Burton. Collins EAP. ISBN: 978-0-00-750713 References Library resources, internet resources Grade evaluation Presentations and related work 60%
(4 graded method/Criteria presentations in different formats = 15% each (including performances, visuals, note cards, self-evaluations, preparation, quizzes, etc.)
Discussions and Course work 40%

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Research Writing Subject Research Writing Teacher Cornwell, Steven、Denison, G. Clinton、Fielden, Mark、 Hall, Michelle、Linehan, D. Peter、McLean, Stuart、 Sponseller, Aaron C. Purpose of Class or the goal *Identify the different parts of a research paper
*Write citations correctly both in the text of the paper and in the reference page
*Summarize and create graphs, figures and tables
*Write summaries of research and be able to use quotes, summaries, and paraphrases appropriately in a research paper
*Find information on the internet and determine its veracity, and take notes (from books, journals, newspapers, internet, etc.)
*Argue a point including appropriate supporting details
*Write clear, easy to understand academic English
*Use Criterion to help evaluate their own writing Outline of Class To improve students’ overall academic writing skills for courses during their second year, for courses in their specialization areas in the 3rd and 4th years, and for their graduation project thesis.

Courses /Benchmark Required for all level,ENG3310（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Introduction to Academic Writing Assigned Tasks 2 Introduction to Academic Writing Assigned Tasks 3 Notetaking, Summarizing, Finding Assigned Tasks Sources, Evaluating Sources 4 Notetaking, Summarizing, Finding Assigned Tasks Timetable Sources, Evaluating Sources 5 Writing Citations and References, Assigned Tasks Formatting Papers, Connecting skill study from week 1-4 with essay writing, outlining 6 Writing Citations and References, Assigned Tasks Formatting Papers, Connecting skill study from week 1-4 with essay writing,

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outlining 7 Writing Citations and References, Assigned Tasks Formatting Papers, Connecting skill study from week 1-4 with essay writing, outlining 8 Writing Citations and References, Assigned Tasks Formatting Papers, Connecting skill study from week 1-4 with essay writing, outlining 9 Writing Citations and References, Assigned Tasks Formatting Papers, Connecting skill study from week 1-4 with essay writing, outlining 10 Applying all skills to writing own Assigned Tasks research paper 11 Applying all skills to writing own Assigned Tasks research paper 12 Applying all skills to writing own Assigned Tasks research paper 13 Applying all skills to writing own Assigned Tasks research paper 14 Applying all skills to writing own Assigned Tasks research paper 15 Final Draft, Course Wrap UP, looking Assigned Tasks forward to 3rd year and GP Preparation for Class Students should spend at least one hour on homework for each hour in class. They are expected to bring prepared summaries, paraphrases, outlines, and any other assignments assigned by the teachers to class. Textbook OJC created materials
APA guide from 1st year study
Understanding of English Writing (translation of Units 1-4 ideas from year 1)
Online materials in MY WILL website References Grade evaluation Summary Writing 20%
These can be short summaries method/Criteria of articles (the summaries are 200 words or longer). It is

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recommended that students do 8 of these.

Drafts 20%
When working on the Literature Review, it helps to turn in multiple drafts; we recommend turning in 3-4 minimum and grading them accordingly.

Vocabulary 10%
This is the written vocabulary test that is being administered as part of the school wide program.

Skills and Editing work 20%
This will be where we evaluate students work on finding and evaluating sources, writing up APA, doing tables and figures (not the computer skill, but the rationale behind them), etc.

Literature Review/Paper--30%
A 5-7 page research paper that for most students will be their literature review for their Graduation Project. The grade will be based on the entire research process including finding and evaluating sources, note taking, outlining, and properly using in-text citations and references in the reference page.

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Oral Communication 1 Subject Oral Communication 1 Teacher McLean, Stuart、Teaman, Brian Purpose of Class or the goal *pronounce individual sounds appropriately and apply rules such as intonation, linking, -ed endings, -s endings, etc.
*can apply own criteria to pronouncing English to determine legibility. Outline of Class To pronounce legible English with confidence both at the segmental and suprasegmental levels.

Courses /Benchmark Required for Foundation level, ENG1410（716～） Style of Class Classes will use active learning techniques including discussions, presentations, communication strategies, etc. The emphasis will be on producing language. Outline Homework （Preparation/Review etc.） 1 Self-Introductions Introduction to homework 2 Daily Life Dialogue / Vocabulary Check 3 Family Prepared Talk / Vocabulary Check Timetable 4 Family Review 5 About a Classmate Dictation / Vocabulary Check 6 Things we own Dictation / Vocabulary Check 7 Discussing Reading Topics Prepared Talk / Vocabulary Check 8 Interviewing Review 9 Discussing Abilities Dialogue / Vocabulary Check 10 Discussing Reading Topics Dialogue / Vocabulary Check 11 Your Future Prepared Talk / Vocabulary

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Check 12 Computers Review 13 Tag Questions Dialogue / Vocabulary Check 14 Music Dialogue / Vocabulary Check 15 Final Presentation Prepared Talk / Vocabulary Check Preparation for Class Meaningful Homework will be assigned each class to either 1) review what has been studied or 2) prepare for the next class. Textbook No assigned textbook but the class will follow what is being covered in foundation reading and foundation grammar texts.

Supplementary texts
? Nation, P., & Malarcher, C. (2007). Reading for Speed and Fluency 1. Japan: Compass Publishing.
? Bennett, A., & Komiya, T. (2016). Grammar Plus: 15 Unit Edition. Nan’un-do Co., Ltd. References Grade evaluation Dialogues 10%
Vocabulary 15%
Listening and method/Criteria Dictation 15%
Classroom activities and participation 20%
Homework including What I Learned journal 10%
Projects (2 x 15) 30%

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2018 Osaka Jogakuin English Syllabus 21120004-11

Oral Communication 2 Subject Oral Communication 2 Teacher McLean, Stuart、Teaman, Brian Purpose of Class or the goal *pronounce individual sounds appropriately and apply rules such as intonation, linking, -ed endings, -s endings, etc.
*can apply own criteria to pronouncing English to determine legibility. Outline of Class To pronounce legible English with confidence both at the segmental and suprasegmental levels.

Courses /Benchmark Required for Foundation level, ENG1415（716～） Style of Class Classes will use active learning techniques including discussions, presentations, communication strategies, etc. The emphasis will be on producing language. Outline Homework （Preparation/Review etc.） 1 Comparing Places Review of Class procedures 2 The best place Dialogue / Vocabulary Check 3 Things I need Prepared Talk / Vocabulary Check Timetable 4 Environment Review 5 Activities/hobbies Dialogue / Vocabulary Check 6 Medicine Dialogue / Vocabulary Check 7 Part-time jobs Prepared Talk / Vocabulary Check 8 Health Review 9 Describing People Dialogue / Vocabulary Check 10 Plants Dialogue / Vocabulary Check 11 Learning: How we learn Prepared Talk / Vocabulary

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Check 12 Learning: Step by Step Learning Review 13 Giving Directions Dialogue / Vocabulary Check 14 Learning: Different Ways to Learn Dialogue / Vocabulary Check 15 Dictation Preparation for Class Meaningful Homework will be assigned each class to either 1) review what has been studied or 2) prepare for the next class. Textbook No assigned textbook but the class will follow what is being covered in foundation reading and foundation grammar texts.

Supplementary texts
? Nation, P., & Malarcher, C. (2007). Reading for Speed and Fluency 1. Japan: Compass Publishing.
? Bennett, A., & Komiya, T. (2016). Grammar Plus: 15 Unit Edition. Nan’un-do Co., Ltd. References Grade evaluation Dialogues10%
Vocabulary 15%
Listening and method/Criteria Dictation 15%
Classroom activities and participation 20%
Homework including What I Learned journal 10%
Projects (2 x 15) 30%

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Foundation Grammar 1 Subject Foundation Grammar 1 Teacher Hirano, Mariko、Ueno, Ikuko Purpose of Class or the goal *use grammar correctly in writing and orally applying learned vocabulary
*identify and self correct grammar mistakes. Outline of Class To develop basic, practical grammatical knowledge about a few high frequency grammatical items.

Courses /Benchmark Required for Foundation level, ENG1440（716～） Style of Class The class will cover terms necessary to study grammar, go over grammar points emphasizing being able to use them appropriately, and help students develop the skills to evaluate their grammar. Outline Homework （Preparation/Review etc.） 1 Introduction &/ Lesson 1: Xwords...page 1 &/ Lesson 2: Verbs and Forms...page 3 2 Modals 5 &/ Lesson 3: The Relationship Check Quiz between xwords and Verbs... p 5 3 Modals 5 &/ Lesson 4: What is the Memorization Check Timetable difference between Vb and VnoS? / Infinitives... p 7 4 Modals 5 &/ Lesson 5: How to find the Check Quiz subject of a sentence in sentences with xwords ..... page 9 5 Question Words 7 &/ Lesson 6: Negative Memorization Check Statements ..... page 11 6 Question Words 7 &/ Lesson 7: Yes/No Check Quiz Questions...... page 15 7 Question Words 7 &/ Lesson 8: Memorization Check Information Questions...... page 17 8 Simple Present 1 &/ REVIEW Check Quiz 9 Simple Present 1 &/ Lesson 9: Do, Does, Memorization Check

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Did..page 19 10 Simple Present 1 &/ Lesson 9 ?: Do as a Check Quiz principal verb...... page 29 11 Lesson 10: Have, Has, and Had ...page Memorization Check 31 &/ Lesson 11: Have to ...... page 33 &/ Lesson 12: Used to...... page 35 12 Future 6 &/ Lesson 13: The Future.... Check Quiz page 37 13 Future 6 &/ Lesson 14: The main word of Memorization Check the subject.... page 41 14 Future 6 &/ Lesson 15: Equal Review Quiz / Review for words..page 53 Final 15 REVIEW &/ Final Quiz Preparation for Class Meaningful Homework will be assigned each class to either 1) review what has been studied or 2) prepare for the next class. Textbook Bennett, A., & Komiya, T. (2016). Grammar Plus: 15 Unit Edition. Nan’un-do Co., Ltd.

Hart, B. (n.d.). Accessible X-Word Grammar. Retrieved from https://sites.google.com/site/accessiblexwordgrammar/ References Grade evaluation Classwork...70%
Quizzes...30% method/Criteria

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Foundation Grammar 2 Subject Foundation Grammar 2 Teacher Hirano, Mariko、Ueno, Ikuko Purpose of Class or the goal *use grammar correctly in writing and orally applying learned vocabulary
*identify and self correct grammar mistakes. Outline of Class To develop basic, practical grammatical knowledge about a few high frequency grammatical items.

Courses /Benchmark Required for Foundation level, ENG1445（716～） Style of Class The class will cover terms necessary to study grammar, go over grammar points emphasizing being able to use them appropriately, and help students develop the skills to evaluate their grammar. Outline Homework （Preparation/Review etc.） 1 REVIEW 2 Gerunds 10 &/ Lesson 18: Prepositional Check Quiz phrases ...... page 49 3 Gerunds 10 &/ Lesson 19: Gerunds: Memorization Check Introduction/Gerunds as Subjects ..page Timetable 53 4 Gerunds 10 &/ Lesson 20: Gerunds in Check Quiz prepositional phrases...... page 55 5 Infinitives 9 &/ Lesson 21: Using Memorization Check gerunds after verbs ....page 57 6 Infinitives 9 &/ Lesson 22: Check Quiz Infinitives ...... page 59 7 REVIEW Memorization Check 8 Lesson 24: Introduction to Check Quiz Clauses ...... page 67 9 Adverb Clauses 13 &/ Lesson 25: Shifter Memorization Check Clauses (adverb clauses) ...... page 71

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10 Adverb Clauses 13 Check Quiz 11 Relative Clauses 12 &/ Lesson 26: Memorization Check Describer Clauses (relative clauses) ...... page 77 12 Relative Clauses 12 Check Quiz 13 Noun Clauses 14 &/ Lesson 27: The Memorization Check Completer Clause (noun clauses) ...... page 81 14 Noun Clauses 14 &/ Lesson 27: The Review Quiz / Review for Completer Clause (noun clauses) ...... Final page 81 15 Review / Final Quiz Preparation for Class Meaningful Homework will be assigned each class to either 1) review what has been studied or 2) prepare for the next class. Textbook Bennett, A., & Komiya, T. (2016). Grammar Plus: 15 Unit Edition. Nan’un-do Co., Ltd.

Hart, B. (n.d.). Accessible X-Word Grammar. Retrieved from https://sites.google.com/site/accessiblexwordgrammar/ References Grade evaluation Classwork...70%
Quizzes...30% method/Criteria

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Foundation Reading 1 Subject Foundation Reading 1 Teacher Takezawa, Yukiko、Tojo, Kazuko Purpose of Class or the goal *apply vocabulary learning techniques for both low and high frequency words.*discuss books giving the plot and a recommendation whether they suggest others read the book or not. Outline of Class To develop vocabulary, and grammatical sensitivity through extensive reading, speed reading, and to develop vocabulary learning strategies

Courses /Benchmark Required for Foundation level, ENG1420（716～） Style of Class The class will work on reading through strategy training, timed readings, reading for comprehension, and reading for pleasure. Outline Homework （Preparation/Review etc.） 1 Animals: Groups of Animals Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review Timetable 2 Animals: Kinds of Animals Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 3 Books: Reading Books Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 4 Books: Book Clubs Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud

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/ Vocabulary Review 5 Books: The Library of the Future Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 6 Books: Books on Tape Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 7 Books: Changing Books Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 8 Computers: Far Away Friends Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 9 Computers: Computer Lessons Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 10 Computers: Everyone Needs a Computer Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 11 Computers: Computers at Work Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review

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12 Computers: The Amazing Computer Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 13 Music: The Power of Music Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 14 Music: Everybody Loves Music Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 15 Music: Learning to Play Music Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review Preparation for Class Meaningful Homework will be assigned each class to either 1) review what has been studied or 2) prepare for the next class. Textbook Nation, P., & Malarcher, C. (2007). Reading for Speed and Fluency 1. Japan: Compass Publishing.

Supplementary Text
Bennett, A., & Komiya, T. (2016). Grammar Plus: 15 Unit Edition. Nan’ un-do Co., Ltd. References Grade evaluation Extensive Reading 50
Speed Reading 20
Vocabulary method/Criteria 15 (including journal work and quizzes)
Reporting 15

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Foundation Reading 2 Subject Foundation Reading 2 Teacher Takezawa, Yukiko、Tojo, Kazuko Purpose of Class or the goal *apply vocabulary learning techniques for both low and high frequency words.*discuss books giving the plot and a recommendation whether they suggest others read the book or not. Outline of Class To develop vocabulary, and grammatical sensitivity through extensive reading, speed reading, and to develop vocabulary learning strategies

Courses /Benchmark Required for Foundation level, ENG1425（716～） Style of Class The class will work on reading through strategy training, timed readings, reading for comprehension, and reading for pleasure. Outline Homework （Preparation/Review etc.） 1 Places: The Grand Canyon Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review Timetable 2 Places: Venice Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 3 Places: The Amazon Rainforest Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 4 Medicine: Natural Medicine Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud

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/ Vocabulary Review 5 Medicine: Cough Syrup Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 6 Medicine: The Pharmacist Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 7 Medicine: The Emergency Room Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 8 Medicine: The Bird Flue Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 9 Plants: Plants and People Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 10 Plants: Forests Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 11 Learning: How we Learn Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review

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12 Learning: Step by Step Learning Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 13 Learning: Fast learners Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 14 Learning: Different Ways to Learn Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review 15 Learning and Unlearning Fear Timed Reading Comprehension Check Vocabulary Check Strategies HW Read Aloud / Vocabulary Review Preparation for Class The class will work on reading through strategy training, timed readings, reading for comprehension, and reading for pleasure. Textbook Nation, P., & Malarcher, C. (2007). Reading for Speed and Fluency 1. Japan: Compass Publishing.

Supplementary Text
Bennett, A., & Komiya, T. (2016). Grammar Plus: 15 Unit Edition. Nan’ un-do Co., Ltd. References Grade evaluation Extensive Reading 50
Speed Reading 20
Vocabulary method/Criteria 15 (including journal work and quizzes)
Reporting 15

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Foundation Writing 1 Subject Foundation Writing 1 Teacher Cline, William、Kramer, Brandon Purpose of Class or the goal ・ Write simple sentence sand paragraphs on given topics.・ Analyze sentences and paragraphs to determine if they are grammatical or not. Outline of Class To develop competence in writing English Sentences and Paragraphs focusing on basic sentence grammar (SV0, etc.)

Courses /Benchmark Required for Foundation level, ENG1430（716～） Style of Class The class will focus on writing, peer reviewing, identifying errors, revising writing, etc. Students will write each class and are expected to take an active role in improving their own writing ability. Students will work on improving writing fluency and will write a lot during this term Outline Homework （Preparation/Review etc.） 1 Self- introduction and writing Tasks as assigned by Teacher 2 Daily life and feelings and dictation Tasks as assigned by Teacher 3 Past tense and family Tasks as assigned by Timetable Teacher 4 Family and dictation Tasks as assigned by Teacher 5 Pronouns and a Classmate Tasks as assigned by Teacher 6 Dictation and things we own Tasks as assigned by Teacher 7 Progressive form and Reading topics Tasks as assigned by Teacher 8 Dictation and Interview with questions Tasks as assigned by Teacher 9 Modals and Writing about abilities Tasks as assigned by

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Teacher 10 Dictation and using modals Tasks as assigned by Teacher 11 Simple Future and your future Tasks as assigned by Teacher 12 Dictation and Computers Tasks as assigned by Teacher 13 Question Words and tag questions and Tasks as assigned by Conversations Teacher 14 Dictation and Questions Tasks as assigned by Teacher 15 Review and Music Tasks as assigned by Teacher Preparation for Class Meaningful Homework will be assigned each class to either 1) review what has been studied or 2) prepare for the next class. Textbook No assigned textbook but the class will follow what is being covered in foundation reading and foundation grammar texts.

Supplementary texts
?OJ eBook Writing in English: A guide
? Nation, P., & Malarcher, C. (2007). Reading for Speed and Fluency 1. Japan: Compass Publishing.
? Bennett, A., & Komiya, T. (2016). Grammar Plus: 15 Unit Edition. Nan’un-do Co., Ltd. References Grade evaluation Classwork 60%
timed writing 20%
dictations method/Criteria 20%
other writing 20%
Homework 20%
revising grammar, extensive writing, etc.
Portfolio 20%
(the portfolio can include any writing they do throughout the course)

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Foundation Writing 2 Subject Foundation Writing 2 Teacher Cline, William、Kramer, Brandon Purpose of Class or the goal *write simple paragraphs on a variety of topics.
*explain the differences among various rhetorical patterns and genres. Outline of Class To continue working on English paragraphs focusing on rhetorical patterns and genres

Courses /Benchmark Required for Foundation level, ENG1435（716～） Style of Class The class will focus on writing, peer reviewing, identifying errors, revising writing, etc. Students will write each class and are expected to take an active role in improving their own writing ability. Students will work on improving writing fluency and will write a lot during this term. Outline Homework （Preparation/Review etc.） 1 Comparatives and places Tasks as assigned by Teacher 2 Places and superlatives, and dictation Tasks as assigned by Teacher 3 Infinitives and necessity Tasks as assigned by Timetable Teacher 4 Environment and dictation Tasks as assigned by Teacher 5 Gerunds and activities/hobbies Tasks as assigned by Teacher 6 Medicine and dictation Tasks as assigned by Teacher 7 Passive voice and jobs Tasks as assigned by Teacher 8 Health and dictation Tasks as assigned by Teacher 9 Adjective clauses and people Tasks as assigned by Teacher

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10 Plants and dictation Tasks as assigned by Teacher 11 Adverb clauses and time Tasks as assigned by Teacher 12 Causes, contrasts, and dictation Tasks as assigned by Teacher 13 Noun clauses giving directions Tasks as assigned by Teacher 14 Present perfect and learning Tasks as assigned by Teacher 15 Review and dictation Tasks as assigned by Teacher Preparation for Class Meaningful Homework will be assigned each class to either 1) review what has been studied or 2) prepare for the next class. Textbook No assigned textbook but the class will follow what is being covered in foundation reading and foundation grammar texts.

Supplementary texts
?OJ eBook Writing in English: A guide
? Nation, P., & Malarcher, C. (2007). Reading for Speed and Fluency 1. Japan: Compass Publishing.
? Bennett, A., & Komiya, T. (2016). Grammar Plus: 15 Unit Edition. Nan’un-do Co., Ltd. References Grade evaluation Classwork 60%
timed writing20%
dictations method/Criteria 20%
other writing 20%
Homework 20%
revising grammar, extensive writing, etc.
Portfolio20%
(the portfolio can include any writing they do throughout the course)

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College Writing Subject College Writing Teacher Muncil, Wade J.、Wanduragala, Chan Purpose of Class or the goal *organize, develop and explain ideas in a style appropriate to English academic writing.*apply the basic steps of the composition process and apply those steps to the writing of paragraphs and essays. Outline of Class To write clear, logically organized, and well developed English paragraphs and essays.

Courses /Benchmark Required for Foundation level, ENG1450（716～） Style of Class Lectures, discussions and writing Outline Homework （Preparation/Review etc.） 1 Introduction, writing basics, Homework, writing brainstorming, childhood memories, practice, etc. Decided by interview, interview writing Instructor 2 Introduction, writing basics, Homework, writing brainstorming, childhood memories, practice, etc. Decided by Timetable interview, interview writing Instructor 3 Writing basics, differences in drafts, Homework, writing goals and dreams practice, etc. Decided by Instructor 4 Writing basics, differences in drafts, Homework, writing goals and dreams practice, etc. Decided by Instructor 5 Writing basics, writing from Homework, writing photographs, revising and rewriting, practice, etc. Decided by self-editing, peer-proofreading Instructor 6 Paragraph form compared to essay form, Homework, writing practice with essay form, quiz, practice, etc. Decided by summarizing and responding Instructor 7 Writing an essay using the illustration Homework, writing form, essay format, topics to choose, practice, etc. Decided by brainstorming Instructor 8 Outlining an essay, using an outline, Homework, writing

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outlining your essay practice, etc. Decided by Instructor 9 Hand in draft, review essay form, self Homework, writing evaluation, peer evaluation practice, etc. Decided by Instructor 10 Comparison and contrast, essay Homework, writing organization practice, etc. Decided by Instructor 11 Comparison and contrast, essay Homework, writing organization practice, etc. Decided by Instructor 12 Thesis statements, sentence forms, Homework, writing comparison and contrast language, practice, etc. Decided by outlines, process writing review Instructor 13 Thesis statements, sentence forms, Homework, writing comparison and contrast language, practice, etc. Decided by outlines, process writing review Instructor 14 Editing, comparison and contrast essay, Homework, writing draft, peer proofreading practice, etc. Decided by Instructor 15 Editing, comparison and contrast essay, Homework, writing draft, peer proofreading practice, etc. Decided by Instructor Preparation for Class Active participation is essential for improving writing. Students are expected to take an active role in improving their own writing ability. This includes attending class and completing assignments. Students will work on improving writing fluency and will write a lot during this term. Textbook OJU eBooks and Writing Guide References Grade evaluation At least one paragraph and three Essays-60%
Classwork method/Criteria and Homework--40%
TOTAL 100%

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English Strategies 4-TOEFL Subject English Strategies 4-TOEFL Teacher Lee, Edward Purpose of Class or the goal *improve English skills with a focus on bettering test scores.*read and understand long written passages, write responses to questions, and sharpen their listening comprehension.
*better understand what they hear.
*understand specialized vocabulary related to TOEFL tests.
*further develop their lexical and grammatical understanding.
*learn about selected, highly relevant current issues. Outline of Class Students will study and learn English that often appears on TOEFL exams. Thus, one key aspect is increasing vocabulary skills for reading and listening. Students will also have opportunities to improve their speaking skills as needed for the TOEFL.

Courses /Benchmark ENG4602（～715）・ ENG4010（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Unit 1 - Media (A) read, study, and learn the vocabulary 2 Media (continued) (B) complete all the exercises 3 Unit 2- Overcoming Obstacles see (A) above Timetable 4 Overcoming Obstacles (continued) see (B) above 5 Unit 3 - Medicine (A) 6 Medicine (continued) (B) 7 Practice TOEFL test prepare for unit 7 (Education) 8 Unit 7 - Education (A) 9 Education (continued) (B) paper on an aspect of education due 10 Unit 8 - Food (A) 11 Food (continued) (B) 12 Unit 9 - Immigration (A) 13 Immigration (continued) B)

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14 Short presentations on pros and cons of Review immigration or another topic 15 Practice TOEFL test Preparation for Class Students should plan to spend 1-2 hours per week for preparation and review. Textbook "NorthStar (high intermediate)- Building Skills for the TOEFL iBT" by Helen Solorzano, pub. by PearsonLongman References none Grade evaluation Students who miss no more than one class will receive full method/Criteria credit for class participation (see grading above).

Grading:65%-class participation,35%TOEFL practice test.
Attendance is very important.

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Advanced Vocabulary Subject Advanced Vocabulary Teacher Bramley, David、McLean, Stuart Purpose of Class or the goal *use a broader vocabulary appropriately
*use strategies to identify and learn necessary low frequency words
*turn receptive vocabulary items into productive ones
*To learn new NGSL and TOEIC lexical items.
- To gain receptive mastery (98% recall knowledge, written / spoken L2 forms to L1 translations) of the first 2,800 words of the NGSL.
* To develop knowledge of existing lexical items
- To gain productive mastery (98% form form - recall knowledge, L1 to L2 spoken and written translations) of the first 2800 words of the NGSL. Outline of Class To broaden vocabulary by using effective word acquisition strategies and recording new words in systematic ways.
Learning and developing lexical knowledge (individual words and multiple word units) through the four skills of speaking, reading, writing and listening, and the four strands

Courses /Benchmark ENG2040（716～） Style of Class Lectures, student led discussions, small group work, and an independent research project Outline Homework （Preparation/Review etc.） 1 Introduction, register with X reading, Memrise, Xreading, (The ISBN number for Xreading is Dictation 9784865390698) register with memrise, explanation of homework, inoring known words Timetable 2 30 minutes - vocab tests + writng Memrise, Xreading, unknown words + ignoring known words, Dictation 10 mins - intro new lexical items. 30 minutes - Dictogloss including new lexical items. 20 minutes - 4/3/2 activity (Time for planning and checking terms said in Japanese) Extra activity* Dictation, testing each other on words vwritten in notebooks, longer dictogloss

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or ignoring known words in memrise 3 20 minutes - Vocabulary tests + Writing Memrise, Xreading, unknown words in notebooks + ignoring Dictation new words. 10 minutes - Introduction of new lexical items. 30 minutes - dictogloss including new lexical items. 30 minutes 4/3/2 activity (Time for planning and checking items said in Japanese). Extra Activity* 4 20 minutes - Vocabulary tests + Writing Memrise, Xreading, unknown words in notebooks + ignoring Dictation new words. 10 minutes - Introduction of new lexical items. 30 minutes - dictogloss including new lexical items. 30 minutes 4/3/2 activity (Time for planning and checking items said in Japanese). Extra Activity* 5 20 minutes - Vocabulary tests + Writing Memrise, Xreading, unknown words in notebooks + ignoring Dictation new words. 10 minutes - Introduction of new lexical items. 30 minutes - dictogloss including new lexical items. 30 minutes 4/3/2 activity (Time for planning and checking items said in Japanese). Extra Activity* 6 20 minutes - Vocabulary tests + Writing Memrise, Xreading, unknown words in notebooks + ignoring Dictation new words. 10 minutes - Introduction of new lexical items. 30 minutes - dictogloss including new lexical items. 30 minutes 4/3/2 activity (Time for planning and checking items said in Japanese). Extra Activity* 7 20 minutes - Vocabulary tests + Writing Memrise, Xreading, unknown words in notebooks + ignoring Dictation new words. 10 minutes - Introduction of

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new lexical items. 30 minutes - dictogloss including new lexical items. 30 minutes 4/3/2 activity (Time for planning and checking items said in Japanese). Extra Activity* 8 20 minutes - Vocabulary tests + Writing Memrise, Xreading, unknown words in notebooks + ignoring Dictation new words. 10 minutes - Introduction of new lexical items. 30 minutes - dictogloss including new lexical items. 30 minutes 4/3/2 activity (Time for planning and checking items said in Japanese). Extra Activity* 9 20 minutes - Vocabulary tests + Writing Memrise, Xreading, unknown words in notebooks + ignoring Dictation new words. 10 minutes - Introduction of new lexical items. 30 minutes - dictogloss including new lexical items. 30 minutes 4/3/2 activity (Time for planning and checking items said in Japanese). Extra Activity* 10 20 minutes - Vocabulary tests + Writing Memrise, Xreading, unknown words in notebooks + ignoring Dictation new words. 10 minutes - Introduction of new lexical items. 30 minutes - dictogloss including new lexical items. 30 minutes 4/3/2 activity (Time for planning and checking items said in Japanese). Extra Activity* 11 20 minutes - Vocabulary tests + Writing Memrise, Xreading, unknown words in notebooks + ignoring Dictation new words. 10 minutes - Introduction of new lexical items. 30 minutes - dictogloss including new lexical items. 30 minutes 4/3/2 activity (Time for planning and checking items said in Japanese). Extra

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Activity* 12 20 minutes - Vocabulary tests + Writing Memrise, Xreading, unknown words in notebooks + ignoring Dictation new words. 10 minutes - Introduction of new lexical items. 30 minutes - dictogloss including new lexical items. 30 minutes 4/3/2 activity (Time for planning and checking items said in Japanese). Extra Activity* 13 20 minutes - Vocaulary tests + Writing Memrise, Xreading, unknown words in notebooks + ignoring Dictation new words. 10 minutes - Introduction of new lexical items. 30 minutes - dictogloss including new lexical items. 30 minutes 4/3/2 activity (Time for planning and checking items said in Japanese). Extra Activity* 14 20 minutes - Vocabulary tests + Writing Memrise, Xreading, unknown words in notebooks + ignoring Dictation new words. 10 minutes - Introduction of new lexical items. 30 minutes - dictogloss including new lexical items. 30 minutes 4/3/2 activity (Time for planning and checking items said in Japanese). Extra Activity* 15 Listening and reading lexical item texts Preparation for Class Students should spend approximately 2 - 3 hours a week outside of class completing extensive reading (The ISBN number for Xreading is 9784865390698), memrise study, dictation and other study Textbook Xreading References Materials will be made available in class, via gmail or on moodle. Students are strongly recommended to check their WILMINA gmail accounts at least once a day.
Dictogloss and dictation materials will contain NGSL vocabulary Grade evaluation Xreading 30%
180,000 words 30 points

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method/Criteria (100%)
150,000 words 27 points (90%)
120,000 words 24 points (80%)
90,000 words 21 points (70%)
60,000 words 18 points (60%)

Journal of learned lexical items 20%
1 point for each 20 items

Dictation 30%
2 points for each dictation
These will be posted on moodle so students can complete them before the end of term. The 15th dictation in the spring can be submitted one week after the last lesson. During the winter term students can complete two dictations during the winter vacation.

Vocabulary tests 20% - speaking (10%) and writing (10%).
The total score (missing scores are marked as zeros) converted to a percentage out of 20.

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Advanced Pronunciation Subject Advanced Pronunciation Teacher Teaman, Brian Purpose of Class or the goal *identify suprasegmental features and demonstrate the ability to effectively self-monitor and correct their own speech production
*Feel increased confidence about intelligibility and comprehensibility when speaking Outline of Class To improve production of the broader features of spoken language known as suprasegmentals, or connected speech.

Courses /Benchmark ENG2050（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Introduction to the course, diagnostic Transcription, Perception recording, overview of segmentals and Practice, Pronunciation suprasegmentals Practice 2 Word stress, review of vowels especially Transcription, Perception tense/lax Practice, Pronunciation Timetable Practice 3 Sentence stress and rhythm, review of Transcription, Perception central and r-colored vowels Practice, Pronunciation Practice 4 Quiz on weeks 1-3. Prominence, Review Transcription, Perception of Consonants focus on r/l Practice, Pronunciation Practice 5 Intonation, fricatives and affricates Transcription, Perception Practice, Pronunciation Practice 6 Contractions and linking Transcription, Perception Practice, Pronunciation Practice 7 Assimilation and dissimilation Transcription, Perception Practice, Pronunciation Practice

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8 Quiz on weeks 1-7. Deletion and Transcription, Perception epenthesis Practice, Pronunciation Practice 9 Continued work on targeted Transcription, Perception suprasegmentals and segmentals: Practice, Pronunciation listening discrimination, controlled Practice practice, guided practice and communicative practice 10 Continued work on targeted Transcription, Perception suprasegmentals and segmentals: Practice, Pronunciation listening discrimination, controlled Practice practice, guided practice and communicative practice 11 Continued work on targeted Transcription, Perception suprasegmentals and segmentals: Practice, Pronunciation listening discrimination, controlled Practice practice, guided practice and communicative practice 12 Continued work on targeted Transcription, Perception suprasegmentals and segmentals: Practice, Pronunciation listening discrimination, controlled Practice practice, guided practice and communicative practice 13 Continued work on targeted Transcription, Perception suprasegmentals and segmentals: Practice, Pronunciation listening discrimination, controlled Practice practice, guided practice and communicative practice 14 Final written quiz, weeks 1-13. Transcription, Perception Continued work on targeted Practice, Pronunciation suprasegmentals and segmentals: Practice listening discrimination, controlled practice, guided practice and communicative practice 15 Final oral quiz, Advice for continuing pronunciation improvement.

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Preparation for Class Use apps for perception practice, do transcription out of class, do practice out of class by oneself and with a partner or partners. Textbook Materials provided by teacher and students will be required and download various apps for listening and pronunciation practice. Some will be free, some will not be free. Total expenses will be no more than 2500 yen. References Grade evaluation Transcription: in-class and homework etc. … 30%
Class method/Criteria work: homework, pop quizzes, note-taking, etc. … 40%
Review quizzes: Spoken and written … 30%

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Academic Listening Subject Academic Listening Teacher Linehan, D. Peter、Miller，Richard、Mitsuda, Benjamin、 Sanderson, Robert Purpose of Class or the goal This course aims to help students:
・ increase listening skills for academic purposes.
・ talk about issues in English.
・ learn skills for listening to English. Outline of Class ・listen to lectures and use note taking and other listening skills to catch the important information they hear
・better understand the formal or academic English that they hear
・better understand key grammatical and functional patterns in listening
・better understand the structure of presentations

Courses /Benchmark ENG2030（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Unit 1 Textbook HW 2 Unit 2 Textbook HW 3 Review Textbook HW 4 Unit 3 Textbook HW 5 Unit 4 Textbook HW Timetable 6 Review Textbook HW 7 Unit 5 Textbook HW 8 Unit 6 Textbook HW 9 Review Textbook HW 10 Unit 7 Textbook HW 11 Unit 8 Textbook HW 12 Review Textbook HW 13 Unit 9 Textbook HW 14 Unit 10 Textbook HW 15 Review Preparation for Class Do assigned homework; prepare for quizzes; read the text in advance

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Textbook Baker, L., & Gershon, S. (2012). Skillful 1 Listening and Speaking. Macmillan English.
The listening sections provide regular opportunities for discussion and interaction, with activities to practice global and close listening skills, as well as chances to critically examine the ideas in the text. References Grade evaluation Class work: homework, quizzes, note-taking, etc method/Criteria 60%
Class work includes such activities as:
In-class participation, homework 20%
Small quizzes, review activities 20%
Dictations and note-taking 20%
Review quizzes:
4 times a semester (10% each) 40%

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Academic Reading Subject Academic Reading Teacher 廣瀬恭子、森田まき、徳永昌彦 Purpose of Class or the goal Use their passive and active vocabulary acquired in the content areas of communication and education.
- Read effectively with new content-area vocabulary.
- Understand issues in communication and education in depth through reading. Outline of Class Students will study vocabulary through reading in the content area. Students will read about communication and education issues and learn the core vocabulary needed for in-depth study in these areas. By learning vocabulary in context, students will become familiar with current topics of concern and be prepared for specialized courses in this field.

Courses /Benchmark ENG2020（716～） Style of Class Teachers will have a choice of textbooks to teach from. Since this course focuses on learning vocabulary through reading and content, students need to read and then spend time on using the new vocabulary. Thus, the class may consists of reviewing a reading, reviewing the vocabulary, and discussing the content using the new vocabulary that they have learned. In addition, students should keep vocabulary cards or vocabulary notebooks and review the new words often. Outline Homework （Preparation/Review etc.） 1 Introduction to the course Vocabulary study; pre-reading work for the assigned chapter 2 Unit 1 The Effects of Advertising Vocabulary study; pre-reading work for the Timetable assigned chapter 3 Unit 2 Extreme Sports Vocabulary study; pre-reading work for the assigned chapter 4 Unit 3 Our Aging Population Vocabulary study;

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pre-reading work for the assigned chapter 5 Unit 4 Robots in the Home Vocabulary study; pre-reading work for the assigned chapter 6 Unit 5 Animals: Our Research Partners? Vocabulary study; pre-reading work for the assigned chapter 7 Unit 6 The Online Information Debate Vocabulary study; pre-reading work for the assigned chapter 8 Mid-term quiz Preparation for Mid-term quiz 9 Unit 7 Online Advertising: Making Our Vocabulary study; Lives Better? pre-reading work for the assigned chapter 10 Unit 8 Winning at Any Cost Vocabulary study; pre-reading work for the assigned chapter 11 Unit 9 Do You Want to Live Forever? Vocabulary study; pre-reading work for the assigned chapter 12 Unit 10 I Lost my Job to a Machine! Vocabulary study; pre-reading work for the assigned chapter 13 Unit 11 Treatment of Animals Vocabulary study; pre-reading work for the assigned chapter 14 Unit 12 Who Owns the News? Vocabulary study; pre-reading work for the assigned chapter 15 Final quiz Preparation for Final quiz Preparation for Class Textbook Browne, Charles, Culligan, Brent and Phillips, Joseph (2014) In Focus 1 (Cambridge University Press) References

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Grade evaluation Course method/Criteria work...... 80%
a. Vocabulary work (including word cards and vocabulary notebook)(30%)
b. Class work and assignment (including reading comprehension and summaries, and use of selected vocabulary in a discussion or written work)(30%)
c. Reading/vocabulary quizzes and comprehension checks(20%)

In-class mid-term quiz...... 10%
In-class final quiz...... 10%

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Women's Global Leadership Seminar 1 Subject Women's Global Leadership Seminar 1 Teacher 崔大龍、Johnston, Scott、加藤映子、奥本京子、 Swenson, Tamara Purpose of Class or the goal Write and talk about the issues
Critically consider the themes
Understand Women’s Global Leadership from various perspectives Outline of Class To introduce students to the themes of globalization and women’s leadership in various fields of study. Students will study issues concerning leadership and globalization from multidisciplinary perspectives. Students will also learn critical thinking skills and apply them.

Courses /Benchmark Required for WGL,ENG1910（716～） Style of Class This class will have four guest speakers, each coming for two weeks. You will have readings for the first class and an activity/research/project to prepare for the 2nd week. Outline Homework （Preparation/Review etc.） 1 Introduction & Critical thinking 2 Introduce Globalization Reading リーディング 3 Women’s Leadership in the world Reading リーディング 4 Issues in Media Reading リーディング 5 Issues in Media Activity Timetable 6 Issues in Business Reading リーディング 7 Issues in Business Activity 8 Review 9 Issues in Education Reading リーディング 10 Issues in Education Activity 11 Issues in Collaboration Reading リーディング 12 Issues in Collaboration Activity 13 Application and Review 14 Writing about learning Writing 15 Application and Review Preparation for Class Students are expected to come to class prepared to actively

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participate in discussions and activities. Textbook No textbook References Grade evaluation 70% discussion and class work
30% presentation and method/Criteria writing(Each guest teacher will give 15% of the grade; the coordinating teacher will give 40%)

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Women's Global Leadership Seminar 2 Subject Women's Global Leadership Seminar 2 Teacher Okumoto Kyoko Purpose of Class or the goal *Think critically about the history and practice of globalization
*Develop skills in interpretation
*Use research skills
*Organize and present findings
*Critically consider the themes
* Write an academic essay Outline of Class Students will be able to understand economic, cultural, historical, and political systems that unite and divide people across the world. Also, they will be able to focus on globalization and its various definitions over time and how it is currently viewed from different perspectives.

Courses /Benchmark Required for WGL,ENG2920（716～） Style of Class discussion and dialogue, workshops, quizzes, presentations and writings. Outline Homework （Preparation/Review etc.） 1 Introduction of class & globalization, Reading and reflective “Who are you?” introductions, writing identities and definitions 2 Histories of the world Reading and reflective writing Timetable 3 Imagining the nation Reading and reflective writing 4 Countries by choice for research Reading and reflective writing 5 Colonialism and imperialism Reading and reflective writing 6 Nationalism Reading and writing an essay outline 7 Nationalism Reading and preparing for presentation 8 Project 1: presentations Reading and reflective writing

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9 English and languages in the colonies Reading and reflective writing 10 The "double colonisation" of women Reading and reflective writing 11 Migration, colonialism and Reading and reflective decolonization writing 12 Cultural diversity, cultural difference, Reading and preparing for cultural hybridity presentation 13 Project 2: presentations Writing an essay with a references list 14 Essay due Overview 15 Summary writing and conclusion Preparation for Class to be announced. Textbook to be announced. References John McLeod, Beginning Postcolonialism: 英語で読む現代世界の文化・社会・言語ー植民地主義からグローバリゼーションへー, Eihosha （英宝社）, Eds. by Shigeo Kimura, Yuzo Yamada, and Kiyofumi Sugiura, 2015.Mansfred B. Steger, Globalisation: A Very Short Introduction. Oxford, 2013.
And more… Grade evaluation Classwork 60%
Presentations 20%
Writings 20% method/Criteria

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Women's Global Leadership Seminar 3 Subject Women's Global Leadership Seminar 3 Teacher Funakoshi, Tae Purpose of Class or the goal In this course, students will learn about the way of thinking, skills, knowledge to be a leader in the team / organization, and who can think globally.Learning goals:
■ To find your own leadership style through the stories of various leaders
■ To understand the concept of diversity as a global leader Outline of Class In this course, students will realize the importance to have their own leadership style. In addition, we will learn the problems that women leaders face worldwide, and find out what we can do to change them by ourselves.

Courses /Benchmark Required for WGL,ENG2920（716～） Style of Class By lecture and reading role models' stories of women leaders, students will learn what kind of skills you need to take a leadership role. We will have a lot of small team / class discussion / presentation about the topics related to the women's global leadership so students are expected to participate. Students also have a chance for individual / group research in/out of class, to get the insight of study area as well as to develop their English skills. In the later part of this course we will use movies to learn about advanced knowledge for leadership and to further discussions. Outline Homework （Preparation/Review etc.） 1 Introduction Introduction of the class and introduce each other 2 LEAN IN - Chapter 1 "The leadership Reading text book and ambition gap" prepare your own thoughts before the class Timetable 3 LEAN IN - Chapter 2 "Sit the table" Reading text book and prepare your own thoughts before the class 4 LEAN IN - Chapter 3 "Success and Reading text book and Likeability" prepare your own thoughts

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before the class 5 LEAN IN - Chapter 4 "It's Jungle Gym, Reading text book and not a Ladder" prepare your own thoughts before the class 6 LEAN IN - Chapter 7 "Don't leave before Reading text book and you leave" prepare your own thoughts before the class 7 LEAN IN - Chapter 9 "The myths of Reading text book and doing all" prepare your own thoughts before the class 8 Overall reflections for ”LEAN IN” part Report 9 What is leadership? / Diversity Answering the questions Management as a leader before the class 10 Twelve angry men (1) Answering the questions before the class 11 Twelve angry men (2) Watching movie "twelve angry men" beforehand 12 Twelve angry men (3) Watching movie "twelve angry men" beforehand 13 Overall reflections for Leadership part Prepare Individual presentation (3 pages) 14 Presentation Prepare group presenations 15 Presentation Prepare group presenations Preparation for Class Pre-reading and research prior to each class.
Presentation preparation for each assignment. Textbook Lean In for graduates / Sheryl Sandberg
Twelve angry men (DVD) - acted by Henry Fonda (Rental DVD is OK, no need to buy DVD)Other necessary materials will be provided in a timely manner References None Grade evaluation Evaluation is based on course work, participation, and papers method/Criteria and presentation:Class work = 60% (includes in-class work, homework, discussions);Presentation = 20% (individual 10%, Group 10%),Report = 20% (report using citations and

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references; 3 pages at least)

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Women's Global Leadership Seminar 4 Subject Women's Global Leadership Seminar 4 Teacher Muncil, Wade J. Purpose of Class or the goal Analyze Japanese cultural identity and concepts of “other.”
Understand the influences of other cultures on contemporary Japan.
Explain Japan's historical changes from early Meiji to the present.
Explain how history and culture are connected.
Apply research skills
Organize and present findings
Critically consider the themes Outline of Class To understand Japanese history and culture, focusing on the Meiji era to the present, and the structure of modern Japanese society and its influences from within and outside. To be able to talk about Japanese history and culture to non-Japanese.

Courses /Benchmark Required for WGL,ENG3940（716～） Style of Class Lecture and group discussion Outline Homework （Preparation/Review etc.） 1 Introduction: Different views of history Review syllabus & culture 2 Meiji Era as connected to present Reading/reflection on Meiji 3 Taisho Era as connected to present Reading/reflection on Taisho Timetable 4 Showa Era as connected to present Reading/reflection on Showa & Brainstorm 5 Showa Era Reflection 6 Historical perspectives Presentation 7 Cultural issues: Senpai/kohai and key Writing outline/reflection concepts & culture reading 8 Cultural issues: Values Values reading & reflection 9 Cultural issues: Hierarchy and Reading on Japanese collectivism society & reflection 10 Issues related to culture & history 1st draft of writing 11 Issues related to culture & history Reading on issues & writing revisions

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12 Issues related to culture & history Reading on issues & writing revisions 13 Issues related to culture & history Reflection 14 Presentations Presentation 15 Reflective discussion Summative reflection & Writing due Preparation for Class Reading and reflection Textbook To be announced References Library, Osaka Museum of History and online materials Grade evaluation Writings (essay, outline, drafts, etc.) 40%
Presentations method/Criteria 40%
Classwork (reflective writings, quizzes, etc.) 20%

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Advanced Seminar 1 Subject Advanced Seminar 1 Teacher Swenson, Tamara Purpose of Class or the goal Objectives:To understand the role media play in and the impact of marketing on modern society
Learning goals:
can explain the role of symbols, genre, representation, narrative structure in media
can explain the relationship between media texts, media producers, and media audiences
can understand the relationship between media and marketing
can understand the influence media have on our lives, particularly our purchasing habits
can create original media marketing campaigns in at least one medium Outline of Class This course will examine the role of media and its intersection with marketing in modern society. The course will examine the global media environment with the aim of becoming critical consumers of media and able to employ appropriate media skills to marketing. The course broadly defines media as including oral, print, photographic, broadcast, cinematic, and digital forms.

Courses /Benchmark Required for Advanced level,ENG2810（716～） Style of Class Type or Style of class: Lectures, discussions, presentations, quizzes, research, media making Outline Homework （Preparation/Review etc.） 1 Media and media codes; Reading TBA (To be announced, will advertising include readings and preparation) 2 Media and media codes; visual, TBD technical, audio codes Timetable 3 Media and media codes; creating an TBD impact (representation in media) 4 Media types: newspapers and print TBD media 5 Media and audiences; Exploring TBD marketing 6 Media and audiences: objectification and TBD representation

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7 Media and audiences: using the codes to TBD create an impact 8 Media and audiences: creating media TBD 9 Media and audiences: evaluating impact TBD 10 Media and modern society: digital media TBD 11 Media and modern society: evaluating TBD digital marketing 12 Media and modern society: films and TBD television 13 Media and modern society: TBD understanding our role in influencing media 14 Media & Marketing project TBD presentations 15 Media & Marketing review; final quiz TBD Preparation for Class Preparation for class is required. To understand media and the role of media in society, students must do the assigned readings before class and prepare for discussions each week. Readings and homework must be completed before class. Through lectures, discussions, readings, worksheets, story telling, research papers, and presentations, students will come to understand the role of media, their characteristics, and the impact of media on our global society. Textbook No text, readings provided. References Library, internet Grade evaluation Reflection & response papers: 30% Six (6) during the method/Criteria course
Group research & presentation: 20% Media & marketing projectDescription and summary of project research: 10%Activities & quizzes: 40% Quizzes will be on readings, activities, and discussions

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Advanced Seminar 2 Subject Advanced Seminar 2 Teacher Wanduragala, Chan Purpose of Class or the goal To improve students’ understanding of the social world and increase their motivation and ability to study social phenomena in a scientific manner.
Learning Goals:
*Can compare, contrast, and apply various sociological theories
*Can identify and describe the components of culture
*Can explain the influence of culture on individuals
*Can explain the processes of institutional and cultural change
*Can explain the processes of socialization and the social construction of self
*Can identify common patterns of social inequality
*Can identify the causes and effects of social inequality
*Can evaluate individual, group, and societal responses to inequality Outline of Class This course will provide an overview of the study of sociology. The course is organized into four principal domains: 1) Sociological Perspectives & Methods of Inquiry, 2) Social Structure, 3) Social Relationships, and 4) Social Inequality.

Courses Required for Advanced level,ENG2820（716～） /Benchmark Style of Class Students will watch and summarize weekly online video lectures at home and then discuss applications of their key concepts in small groups in class. Outline Homework （ Preparation/Review etc.） 1 Course Overview and Team Online Quiz; Video Assignment; Building Discussion Preparation 2 Aims of Sociology Online Quiz; Video Assignment; Discussion Preparation 3 Methods of Sociology Online Quiz; Video Assignment; Timetabl Discussion Preparation e 4 Theories of Sociology Online Quiz; Video Assignment; Discussion Preparation; Group Project Topic Due 5 Society and Culture Online Quiz; Video Assignment; Discussion Preparation; Response

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Paper #1 Due 6 Cultural Influence on Individuals Online Quiz; Video Assignment; Discussion Preparation 7 Social and Cultural Change Online Quiz; Video Assignment; Discussion Preparation; Group Project Proposal Due 8 Agents of Socialization Online Quiz; Video Assignment; Discussion Preparation; Response Paper #2 Due 9 The Social Construction of Self Online Quiz; Video Assignment; Discussion Preparation 1 Social Norms Online Quiz; Video Assignment; 0 Discussion Preparation 1 Patterns of Social Inequality Online Quiz; Video Assignment; 1 Discussion Preparation; Response Paper #3 Due 1 Causes and Effects of Social Online Quiz; Video Assignment; 2 Inequality Discussion Preparation 1 Responses to Social Inequality Online Quiz 3 1 Group Presentations Response Paper #4 Due 4 1 Final Review Challenge Final Report Due 5 Preparation Weekly online quiz on preceding class lesson; weekly online video for Class lecture assignment; weekly preparation of 15-min. group discussion activity; four 2-page typed response papers, one group research presentation with 1-page typed summary and reflection paper Textbook Introduction to Sociology (study.com) References Boundless Sociology (https://www.boundless.com/sociology/textbooks/boundless-sociology-te xtbook/) Grade Classwork & Quizzes (40%), Response Papers (30%), Group Research evaluation Presentation (20%), Research Summary & Reflection Paper (10%) method/Criter ia

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Advanced Seminar 3 Subject Advanced Seminar 3 Teacher Hirano, Mariko Purpose of Class or the goal To understand the history of American Literature and explore how the works and the American society are related.
Learning Goals:
*can understand the history of American Literature
*can chronologically explain the main works
*can research an area of interest in American Literature Outline of Class This course aims that students will understand the history of American Literature. The course will cover from the era of "The New World" to American Nonfiction in 20th century. The course will examine how American Literature was formed and developed. Students will learn how American society and the literature are connected through reading. Students will also discuss how they appreciate the works and why literature is important in present lives.

Courses /Benchmark Required for Advanced level,ENG2830（716～） Style of Class Group and class discussions, lectures, presentations, quizzes, & papers Outline Homework （Preparation/Review etc.） 1 Introduction to the course&/ Warm up TBA (readings & HW) activities 2 Unit One The New World: Before TBA (readings & HW) America 3 Unit Two Three New Worlds: The South, TBA (readings & HW) Timetable The North, The Middle 4 Unit Three The Puritans: New Way of TBA (readings & HW) Life, Old Way of Living 5 Unit Four The American Revolution: A TBA (readings & HW) War of Words 6 Unit Five The First American: Benjamin TBA (readings & HW) Franklin 7 Unit Six The Country Grows: A National TBA (readings & HW) Literature 8 Review TBA (readings & HW)

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9 Unit Seven Edgar Allan Poe: New Forms TBA (readings & HW) of Literature 10 Unit Eight The Flowering of New TBA (readings & HW) England: New Directions 11 Unit Nine Emily Dickinson: A Separate TBA (readings & HW) World 12 Unit Twelve America Grows: Mentally TBA (readings & HW) and Physically 13 Unit Fourteen Hemingway, Fitzgerald, TBA (readings & HW) and Faulkner: Three American Giants 14 Review TBA (readings & HW) 15 Final Presentation Presentation of final project & written report due Preparation for Class Students are required to do the reading assignment of at least 4-5 pages of the text book (or any other additional reading materials distributed) every week, and make preparations for the assigned presentations as deemed necessary. Textbook P. Timothy Ervin, "A Japanese Collegiate Guide to America and American Literature" (Nan'un-do) References Paul S. Boyer, "American History: A Very Short Introduction (Very Short Introductions)" (Oxford Univ Press) Grade evaluation Evaluation is based on course work, participation, and method/Criteria papers:
Class work & quizzes (includes in-class work, homework, presentations, quizzes, discussions): 40%
Research presentation & written summary & reflection of research: Research presentation 20%
Written summary & reflection of research: 10%
Papers: 30%
Papers: Reflection & response papers or short research papers.
Four or more papers of at least 1 page each. These can be reflection or research. They all must have citations written up using APA style. All must follow the layout for papers given in the OJU iBook "Writing in English: A Guide."

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Advanced Seminar 4 Subject Advanced Seminar 4 Teacher Kramer, Brandon Purpose of Class or the goal To introduce and explore the theories and techniques which support all findings in the social sciences. Students will learn about basic methods of data analysis, and how to critically look at results and “facts” presented in current media and news events.
By the end of the course, students should be able to: * perform and explain the core procedures underlying data analysis within the social sciences
* critically interpret data presented in current topics and news events
* create a data collection instrument, and analyze the data collected from it Outline of Class This course will cover the basic procedures for data analysis in the social sciences. Some elementary techniques and concepts will be introduced, with ample time for practice and implementation using real data. While this knowledge is developing, students will practice critical interpretation of data presented in current topics and news events. Finally, students will be able to create their own instrument and collect original data, which they will analyze and present.

Courses /Benchmark Required for Advanced level,ENG2840（716～） Style of Class Group and class discussions, lectures, online coursework, presentations, and reflection papers. Outline Homework （Preparation/Review etc.） 1 Introduction to Social Sciences; Data TBA (To Be Announced) A Collection and Error; Introduction to detailed syllabus will be Numeracy provided in class 2 Sampling Pt. 1: Sample vs. Population TBA 3 Sampling Pt. 2: Dealing with Bias TBA Timetable 4 Describing Quantitative Data: TBA Histograms, Averages, and Standard Deviation 5 Survey Creation Pt. 1: Crafting Research TBA Questions 6 Survey Creation Pt. 2: Item TBA Construction; Alpha Testing; Pilot

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Testing; Organizing Data in Excel 7 Graph Types; Producing APA Tables and TBA Figures 8 Two-Variable Analysis Pt. 1: Correlations TBA 9 Statistical Significance and p-values TBA 10 Two Variable Analysis Pt. 2: Introduction TBA to t-tests 11 Alpha-Testing for Second Analysis TBA 12 Data Review and Presentation TBA Preparation 13 Presentation Preparation and Practice TBA 14 Research Presentations TBA 15 Reflection and Wrap-up TBA Preparation for Class Class will be conducted assuming that all students have previously worked with the material. Students must do the assigned modules, tasks, and readings before class, and prepare for weekly discussions. Readings and homework must be completed before class. Reflection papers should be based on recent course content and must be completed alone. Out-of-class assignments should take at least 2 to 3 hours for every hour in class, so students should manage their time accordingly. Textbook Readings will be provided, free sources of online learning will be utilized, and additional notes and activities will be provided. References Additional learning resources will be used in this class and provided for students to watch or read and try to understand. Students will be expected to be proactive if they are unable to comprehend these resources, and ask for help from fellow students or the teacher to understand the material. Grade evaluation Evaluation is based on course work, participation, and method/Criteria papers:
*Class work & quizzes ? 40% (includes in-class work, homework, presentations, quizzes, discussions);
*Research presentation(s) ? 20%;
*Written summary & reflection of research ? 10%;
*Reflection & response papers ? 30% (4 or more)

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Introduction to linguistics Subject Introduction to linguistics Teacher Honda, Masaru Purpose of Class or the goal *To be able to think and discuss scientifically about language mechanism, language history, language development, comparison of languages, etc. Outline of Class Think about fundamental issues related to language such as universality, development, acquisition, etc. Examine how languages ??are actually operated in our lives. Also think about the creativity and universality of language, and how linguistics and adjoining science are connected.

Courses /Benchmark COM2604（～715）・ PSA2030（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Introduction Read the text and consider the problem. 2 Object of linguistics Read the text and consider the problem. 3 Language spread and ecology Read the text and consider Timetable the problem. 4 Language and dialect (1) Read the text and consider the problem. 5 Language and dialect (2) Read the text and consider the problem. 6 Universality and mutation of language Read the text and consider (1) the problem. 7 Universality and mutation of language Read the text and consider (2) the problem. 8 Language acquisition (1) Read the text and consider the problem. 9 Language acquisition (2) Read the text and consider the problem. 10 Historical change in language Read the text and consider

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the problem. 11 Language and media Read the text and consider the problem. 12 Language Comparison Read the text and consider the problem. 13 Linguistics and adjacent science Read the text and consider the problem. 14 Linguistics and language education Read the text and consider the problem. 15 Summary Preparation for Class It is desirable to read articles of interest from the back number of the monthly "Gengo" (Taishukan shoten). Textbook do not use. References Instruct the references along with the prints during class. Grade evaluation Normal point 30%, Test (about 4 times) 70% method/Criteria

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Introduction to Media Subject Introduction to Media Teacher Yoshijima, Kazuhiko Purpose of Class or the goal *Understand the influence of the media on modern society. *To be able to evaluate the effect of messages of various media. Outline of Class Recent media has diversified from newspaper, TV to Internet, SNS, and information are overflowing. Learn the influence of contemporary media on society by concrete examples and polish the ability to distinguish information.

Courses /Benchmark PSA2070（716～） Style of Class Lecture mainly. （Also prefer to have discussions actively）. At the same time, newspapers on the attendance day are distributed every time to everyone. Use it to make scraps. Outline Homework （Preparation/Review etc.） 1 ntroduction (Explain the purpose of the Read distribution lecture, the goal, the grade evaluation materials and consider etc) tasks 2 Media literacy Part 1 Site of newspaper Read distribution making materials and consider Timetable tasks Scrap making 3 Media literacy part 2 Incident ? accident Read distribution coverage materials and consider tasks Scrap making 4 Media literacy Part 3 Real name press ? Read distribution Anonymous coverage materials and consider tasks Scrap making 5 Media literacy part 4 Disasters and Read distribution coverage materials and consider tasks Scrap making 6 Media literacy part 5 Rumor harm and Read distribution coverage materials and consider tasks Scrap making 7 Media literacy part 6 The world of Read distribution

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television materials and consider tasks Scrap making 8 Media literacy part 7 Paper medium VS Read distribution Electronic medium materials and consider tasks Scrap making 9 Media literacy part 8 Light and shadow Read distribution of net media materials and consider tasks Scrap making 10 Media literacy part 9 Politics and Read distribution journalism materials and consider tasks Scrap making 11 Media literacy No. 10 Research coverage Read distribution materials and consider tasks Scrap making 12 Media literacy part 11 Women and Read distribution journalism materials and consider tasks Scrap making 13 Media literacy part 12 Sports and Read distribution journalism materials and consider tasks Scrap making 14 Media literacy part 13 Medical and Read distribution journalism materials and consider tasks Scrap making 15 Summary Create final report Preparation for Class Being in touch with various media, interest in current affairs issues. Textbook Nothing special References Indicate each time by theme Grade evaluation Evaluate comprehensively with the attendance attitude, method/Criteria remarks, multiple small reports, final report, scrap etc. Especially emphasizing scrap making.. Attribution ratio is 20% attendance attitude, small report 20%, final report 20%, scrap 40%

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Introduction to interpreting Subject Introduction to interpreting Teacher Miyamoto, Tomoyuki、Wada, Yuko Purpose of Class or the goal *To be able to make sequential interpretation from English to Japanese and from Japanese to English. Outline of Class Learn the interpretation theory and actual basis. Also learn general theory on interpretation.

Courses /Benchmark COM2602（～715）・ PSA2080（716～） Style of Class Lecture, Discussion, and practice using sound devices Outline Homework （Preparation/Review etc.） 1 Orientation about the course Prepare for Discussion Questions & Mini quiz in the next class 2 Text Chapter 1 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in Timetable the next class 3 Text Chapter 2 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 4 Text Chapter 3 What is required for an Prepare for Discussion interpreter Discussion and Questions & Mini quiz in Presentation skill training the next class 5 第 4 章通訳の研究 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 6 Text chapter 5 Interpretation model Prepare for Discussion Discussion and Presentation skill Questions & Mini quiz in training the next class 7 第 6 章通訳と翻訳 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 8 Text chapter 7 Interpretation and Prepare for Discussion

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2018 Osaka Jogakuin English Syllabus 21120004-11

Note-taking Discussion and Questions & Mini quiz in Presentation skill training the next class 9 Text chapter 8 Consecutive Prepare for Discussion interpretation (1) Discussion and Questions & Mini quiz in Presentation skill training the next class 10 Text chapter 9 Consecutive Prepare for Discussion interpretation(2) Discussion and Questions & Mini quiz in Presentation skill training the next class 11 Text chapter 10 Simultaneous Prepare for Discussion interpretation(1) Discussion and Questions & Mini quiz in Presentation skill training the next class 12 Text chapter 11 Simultaneous Prepare and review for interpretation(2) Text chapter 12 Project Interpretation and Delivery Discussion and Presentation skill training 13 Interpreting Project Prepare and review for Project 14 Interpreting Project Review 15 Review Test Preparation for Class Read the chapter of specifying the text and prepare to answer the Discussion Questions at the end of the chapter. Repeat practice at home until you can translate the lesson learned materials smoothly. All the learned materials become the scope of the review test. Also prepare for Mini Quiz to be carried out every time. Textbook Tsuyaku Gaku101～Riron Kara Jissen Made～ Osaka Kyouiku Tosho written by Momoe Tomono, Tomoyuki Miyamoto, Yoshihiro Minamitsu and other handouts References They are introduced a lot in the textbook. Grade evaluation Mini Quiz(recite 25 sentences of Japanese to English every method/Criteria time and respond orally promptly）: 30％ Discussion Questions: 30％ In-class performance & presentation: 10% Review quiz（description and interpretation test）: 30%

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Introduction to interpreting Subject Introduction to interpreting Teacher Wada, Yuko Purpose of Class or the goal *To be able to make sequential interpretation from English to Japanese and from Japanese to English. Outline of Class Learn the interpretation theory and actual basis. Also learn general theory on interpretation.

Courses /Benchmark COM2602（～715）・ PSA2080（716～） Style of Class Lecture, Discussion, and practice using sound devices Outline Homework （Preparation/Review etc.） 1 Orientation about the course Prepare for Discussion Questions & Mini quiz in the next class 2 Text Chapter 1 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in Timetable the next class 3 Text Chapter 2 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 4 Text Chapter 3 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 5 Text Chapter 4 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 6 Text Chapter 5 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 7 Text Chapter 6 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 8 Text Chapter 7 Discussion and Prepare for Discussion

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Presentation skill training Questions & Mini quiz in the next class 9 Text Chapter 8 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 10 Text Chapter 9 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 11 Text Chapter 10 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 12 Text Chapter 11 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 13 Text Chapter 12 Discussion and Prepare for Discussion Presentation skill training Questions & Mini quiz in the next class 14 Practice for review etc. Review 15 Review quiz Preparation for Class Read the chapter of specifying the text and prepare to answer the Discussion Questions at the end of the chapter. Repeat practice at home until you can translate the lesson learned materials smoothly. All the learned materials become the scope of the review test. Also prepare for Mini Quiz to be carried out every time. Textbook Tsuyaku Gaku101～Riron Kara Jissen Made～ Osaka Kyouiku Tosho written by Momoe Tomono, Tomoyuki Miyamoto, Yoshihiro Minamitsu and other handouts References They are introduced a lot in the textbook. Grade evaluation Mini Quiz(recite 25 sentences of Japanese to English every method/Criteria time and respond orally promptly）: 30％ Discussion Questions: 30％ In-class performance & presentation: 10% Review quiz（description and interpretation test）: 30%

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2018 Osaka Jogakuin English Syllabus 21120004-11

Introduction to translation Subject Introduction to translation Teacher Hirano, Makiko Purpose of Class or the goal *Master the basic skills necessary for translation, and can translate relatively easily. Outline of Class Starting from learning basic translation rules, focusing on English-Japanese translation. Next, searching what to understand by reading the starting language.

Courses /Benchmark COM2601（～715）・ PSA2090（716～） Style of Class Lecture, Presentation of task assignment by student, Review and review on the contents of the presentation Outline Homework （Preparation/Review etc.） 1 Introduction & Translation Introduction Review of lecture content, careful reading of handouts, translation of assignments. 2 Accurate reading of original text Review of lecture content, Timetable (grammar review) careful reading of handouts, translation of assignments. 3 Types of translation and their respective Review of lecture content, characteristics careful reading of handouts, translation of assignments. 4 Translation history and adaptation Review of lecture content, careful reading of handouts, translation of assignments. 5 Equality in translation Review of lecture content, careful reading of handouts, translation of assignments. 6 Differences between Japanese and Review of lecture content, English (1) careful reading of

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handouts, translation of assignments. 7 Differences between Japanese and Review of lecture content, English (2) careful reading of handouts, translation of assignments. 8 Differences between Japanese and Review of lecture content, English (3) careful reading of handouts, translation of assignments. 9 Translation exercise (1) Picture book Review of lecture content, careful reading of handouts, translation of assignments. 10 Translation exercise (2) Picture book Review of lecture content, careful reading of handouts, translation of assignments. 11 Translation exercise (3) Poetry Review of lecture content, careful reading of handouts, translation of assignments. 12 Translation exercise (4) Poetry Review of lecture content, careful reading of handouts, translation of assignments. 13 Translation exercise (5) Novel Review of lecture content, careful reading of handouts, translation of assignments. 14 Translation exercise (6) Novel Translation report and preparation for presentation 15 Translation report presentation & Overall summary Preparation for Class To carefully address the translation of the task sentence so

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that you can actively participate in the class. Textbook References Instruct in class as appropriate. Grade evaluation Every time assignment (Preparation of handouts & method/Criteria Translation) 50%, in-class performance (remark & ??aggressiveness) 20%, intermediate review quiz 10%, translation report 10%, report presentation 10%

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2018 Osaka Jogakuin English Syllabus 21120004-11

Introduction of International Understanding Subject Introduction of International Understanding Teacher Mabuchi, Hitoshi Purpose of Class or the goal ・To be able to explain “internationalization” and “globalization” ・To be able to understand and analyze “international understanding” and “intercultural understanding” in students’ own contexts. Outline of Class This course aims for students to be able to consider “internationalization” and “international understanding”. First, students study internationalization and globalization from economic, political and cultural spheres. And then, students are required to be able to critically consider about “international understanding” and “intercultural understanding” in their own contexts.

Courses /Benchmark ICO1301（～715）・ PSA2110（716～） Style of Class Lecture, Discussion, Presentation Outline Homework （Preparation/Review etc.） 1 Introduction: Internationalization and Read the text or assigned globalization materials and consider the questions 2 Globalization in the political and Read the text or assigned economic spheres materials and consider the Timetable questions 3 Globalization in the cultural and Read the text or assigned educational spheres materials and consider the questions 4 From intercultural understanding to Read the text or assigned multicultural co-existence materials and consider the questions 5 Reputation against multiculturalism Read the text or assigned materials and consider the questions 6 Relationship between multiculturalism Read the text or assigned and nation or ethnicity materials and consider the questions

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7 Diasporic hybridity Read the text or assigned materials and consider the questions 8 Intercultural understanding and English Read the text or assigned imperialism materials and consider the questions 9 Is there any superiority or inferiority Read the text or assigned between cultures? materials and consider the questions 10 The possibility of accepting other ethnic Read the text or assigned groups into their own countries materials and consider the questions 11 Multiculturalism and multilingualism Read the text or assigned materials and consider the questions 12 The concept of “culture” in Read the text or assigned multicultural coexistence materials and consider the questions 13 Living in multicultural coexistent society Preparation time for the presentation 14 Presentation Read the text or assigned materials and consider the questions 15 Summary and review Preparation for Class Examine, investigate and consider the themes and questions provided at the end of the previous classes. Textbook H. Mabuchi (2002) Discourses of “Intercultural understanding” Kyoto: Kyoto university publication References H. Mabuchi (2012) Is multicultural coexistence possible? Tokyo: Keishoshobo Grade evaluation Class participation through handouts and discussions (30%)、 method/Criteria Presentation (30％)、Final essay (40%) ※ Proportions are subjected to change depending on the number of students

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Basic Marketing Subject Basic Marketing Teacher Aoki, Kei Purpose of Class or the goal The objective of marketing is creating customers and students will learn how firms achieve it. In this class, every student has opportunity to build up marketing plans and share with classmates. To comprehend the basic marketing To build up marketing plans by oneself To explain one's own idea to other people

Outline of Class Marketing is to decide "to whom, what and how to sell". Students will make marketing plan through group works and deepen comprehension, finally, present it in the class. There are a lot of opportunities to present one's idea.

Courses /Benchmark PSA2115（716～） Style of Class In class, students have much discussion time and active participation will be required. Outline Homework （Preparation/Review etc.） 1 Introduction Review 2 Basic marketing-1 Review 3 Basic marketing-2 Review 4 Basic marketing-3 Preparation for presentation Timetable 5 Personal presentation-1 Preparation for next class 6 New Product Development Preparation for next class 7 Pricing Preparation for next class 8 Marketing Promotion Preparation for next class 9 Distribution Channel Preparation for presentation 10 Personal presentation-2 Preparation for next class 11 Branding Review

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12 Customer Experience Preparation for group work 13 Group work Preparation for group work 14 Final presentation 15 Course Review Preparation for Class Textbook "Hajimete no Marketing" written by Susumu Ogawa、 Chikura shobo References Grade evaluation Participation to the class 50％；Personal presentation 30% method/Criteria (15%x2); Group presentation 20%

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2018 Osaka Jogakuin English Syllabus 21120004-11

Introduction to international development Subject Introduction to international development Teacher Enjo Yumiko Purpose of Class or the goal ・To be able to outline the history, institution, trends and problems of development assistance. ・To be able to outline the characteristics of Japan's aid. Outline of Class International development studies is a study to learn about activities to correct economic and social cases existing between developed and developing countries. Learn comprehensively about the history, institution, trends and problems of development assistance focusing on Japan's efforts in this class.

Courses /Benchmark PSA2120（716～） Style of Class Lecture, workshop, presentation by student, special lecture by guest teacher Outline Homework （Preparation/Review etc.） 1 Introduction 2 What is Development? Study about the keyword. 3 What is development aid? Study about the keyword. 4 Development aid actor Study about the keyword. 5 History of development aid 1 Study about the keyword. Timetable 6 History of development aid 2 Study about the keyword. 7 History of development aid 3 Study about the keyword. 8 History of development aid 4 Study about the keyword. 9 Characteristics of Japanese development Study about the keyword. aid 10 Trends by category 1 Prepare for Group presentation 11 Trends by category 2 Prepare for Group presentation 12 Group presentation Prepare for Group presentation 13 Group presentation 14 Quiz

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15 Summary Preparation for Class Study about each keyword given during the class. Textbook References edited by Seiji Utsumi（2016）『 Shinpan Kokusai Kyouryokuron wo Manabu Hito no Tameni』 Sekai Shisou sha written by Takashi Kurosaki・Kyosuke Kurita（2016）『Story de Manabu Kaihatsu Keizaigaku -- Tojoukoku no Kurashi wo Kangaeru』Yuhikaku written by Yasutami Shimomura・Kazuto Tsuji・Jiichi Inada・Yukiko Fukagawa （2016）『 Kokusai Kyouryoku-Sono Atarashii Cyouryu』 3rd editoin Yuhikaku written and edited by Koto Kanno・ Mikiko Nishimura・Chizuko Nagaoka(2012)『Gender to Kokusai Kyouiku Kaihatsu』 Fukumura Shuppan Grade evaluation Report submission and Presentation 50%, Participation method/Criteria attitude in classes 30%, Quizzes in the class 20%

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An Introduction to Peace and Conflict Studies Subject An Introduction to Peace and Conflict Studies Teacher Okumoto, Kyoko Purpose of Class or the goal Students learn the concept of peace and its opposite concept of violence. In order to deepen the understanding, they recognise the meaning of conflict as well. Students also understand the relations among the core concepts in the stream of history. They grasp where we are currently located in the politics, histories, the media and the military, culturally and structurally. Students try to make constructive and concrete proposals to make a peaceful future in the society and the world. They learn how to express peacefully and creatively through papers and oral presentations. Goals: 1. Students can explain the basic concepts of peace, violence and conflict. 2. Students can point out how the core concepts have been treated in history, and the issues related to the current society. 3. Students can make concrete proposals of action for peace creation/peace work. 4. Students can learn how to express peacefully through papers, oral presentations and dialogues in class. Outline of Class This course is an introduction to peace and conflict studies, and encourages students to learn the basics of the disciplinary concepts using the textbook. Students also learn several aspects of the discipline through research papers, literature, oral presentations, exchange of opinions and dialogues in class. They try to explore their own themes, give oral presentations and write papers.

Courses /Benchmark ICO2605（～715）・ PSA2130（716～） Style of Class lectures, discussions, dialogues, workshops, oral presentations and writing papers Outline Homework （Preparation/Review etc.） 1 Introduction of the topic, explanation of Reading text the textbook and the field, chapter 1 (What is peace) 2 Continue chapter 1, perspectives on Reading text peace and conflict studies (1) Timetable 3 Chapter 2 (Theory: Transcend Method), Reading text perspectives on peace and conflict studies (2)

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4 Chapter 2 (Practice: Transcend Method), Reading text perspectives on peace and conflict studies (3) 5 Chapter 3 (What is peace), perspectives Reading text on peace and conflict studies (4) 6 Continue chapter 3, perspectives on Reading text peace and conflict studies (5) 7 Chapter 5 (From the theory of war to the Reading text, research on theory of peace), perspectives on peace paper and conflict studies (6) 8 Chapter 7 (The world after 9.11/10.7), Reading text, research on discussion on invididual reseach (1) paper 9 Chapter 8 (Peace strategies in East Asia Reading text, research on and the role of Japan), discussion on paper invididual reseach (2) 10 Continue chapter 8, discussion on Reading text, research on invididual reseach (3) paper 11 Chapter 9 (The role of the arts in Reading text, research on creating peace values), discussion on paper invididual reseach (4) 12 Chapter 10 (Why peace researchers Reading text, preparing for criticise modern irrationalism), presentation, research on discussion on invididual reseach (5) paper 13 Review, oral presentations Reading text, preparing for presentation, research on paper 14 Review, oral presentations, submission of Overall review paper 15 Overall review Preparation for Class In class: Students prepare beforehand by reading 20 pages each week, and understand the contents in class through lectures and summary presentations. They also try disucssions in small groups. Students individually research their own topics, and prepare for the classes. They must participate in class, and when they miss classes it is their duty to catch up. Oral presenations: Students find their own topics

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of their interest, research them and present them in class. Papers: After oral presentations, students are requred to write research papers. Textbook Johan Galtung and Akifumi Fujita, eds. Introduction to Galtung’s Theory of Peace: Grasping Peace for the 21st Century, Houritsu bunka sha, 2003. (in Japanese language) References Related books and articles are eventually announced to encourage students to learn further on the topics. Grade evaluation Ordinary participation (contribution, discussion and method/Criteria exercises)---30%, Oral presentations (10 minutes) ---30%, Papers (A4, 3-5 pages, in Japanese language)---40%

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Global citizen theory (closed this year) Subject Global citizen theory (closed this year) Teacher Maeda, Mitsuko Purpose of Class or the goal ・開発途上国と先進国の格差の問題について概説できる。
・開発途上国の抱える問題への関心を高め、身近な問題として考えていく態度を身につける。 Outline of Class この授業では、私たちの身近にあるモノがどこでどのように生産されているか、そして私たちがどのようにそれらを使っているかを考察する。そして、開発途上国における児童労働、環境破壊、紛争、飢餓などの問題が先進国に住む人々の生活と深く関連していることについて議論する。

Courses /Benchmark GEN2605（～715）・ PSA2150（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 2 3 4 5 Timetable 6 7 8 9 10 11 12 13 14 15 Preparation for Class Textbook References Grade evaluation

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method/Criteria

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Symbiotic society ? Japan and the world Subject Symbiotic society ? Japan and the world Teacher Mabuchi, Hitoshi Purpose of Class or the goal To understand the concept and the reality of being coexistent in the age of globalization To be able to consider and analyze various problems in concrete context in society Outline of Class This course aims to examine one of the key concepts in the current society “Co-existence”. The course particularly attempts to seek the possibility of coexistence in the tension among the countries and ethnic groups. It also considers the possibility of multicultural coexistence in Japan in relations to policies, problems of immigrants in the region and education in students’ own contexts, while comparing with the situation of other countries

Courses /Benchmark COM3620（～715）・ PSA2170（716～） Style of Class Lecture, Discussion, Presentation Outline Homework （Preparation/Review etc.） 1 Introduction 1 (What is the coexistent Read the text or assigned society?) materials and consider the questions 2 Introduction 2 （Does Japan need Read the text or assigned immigrants?） materials and consider the Timetable questions 3 Macro perspective:：The policies of Read the text or assigned coexistence materials and consider the questions 4 Meso perspective：The curriculum of Read the text or assigned coexistence materials and consider the questions 5 Micro perspective：The reality of Read the text or assigned coexistence materials and consider the questions 6 Old comers and new comers Read the text or assigned materials and consider the questions

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7 Language policies and multicultural Read the text or assigned coexistence materials and consider the questions 8 The case studies in overseas Preparation time for the presentation 9 Presentation 1 Read the text or assigned materials and consider the questions 10 Majority and minority Read the text or assigned materials and consider the questions 11 The conventional trials and errors Read the text or assigned materials and consider the questions 12 Let’s think about the strategies Read the text or assigned materials and consider the questions 13 The case studies in non-English Preparation time for the speaking countries presentation 14 Presentation 2 Read the text or assigned materials and consider the questions 15 Summary：The future of Japan and the world Preparation for Class Examine, investigate and consider the themes and questions provided at the end of the previous classes. Textbook H. Mabuchi (2012) Is multicultural coexistence possible? Tokyo: Keishoshobo References The assigned reading materials will be introduced in class Grade evaluation Class participation through handouts and discussions (30%)、 method/Criteria Presentation (30％)、Final essay (40%)

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International Law Subject International Law Teacher Kurosawa, Mitsuru Purpose of Class or the goal Study fundamental structure of international soceity where order is maintained in spite of the lack of central govermental authority. Outline of Class The history, contents and development of international law is examined as the central norm in the international society

Courses /Benchmark PSA2180（716～） Style of Class Lecutures, dicussions, and an essay Outline Homework （Preparation/Review etc.） 1 1. International society and Reading, presentation international law 2 2 States and international law Reading, presentation 3 3 NationaloOrgnizations Reading, presentation 4 4 International organizations and Reading, presentation Timetable international law 5 5 Forms of international law Reading, presentation 6 6 Law of treaties Reading, presentation 7 7 Inter national law and domestic law Reading, presentation 8 8 International responsibility Reading, presentation 9 9 International law on land Reading, presentation 10 10 Internaional law on seas Reading, presentation 11 11 International law in space Reading, presentation 12 12 Man and international law Reading, presentation 13 13 International criminal law Reading, presentation 14 14 International economic law Reading, presentation 15 15 International environmental law Reading, presentation Preparation for Class Read assigned reading materials and prepare presentation Textbook Kazuhiro Nakatani et al., International Law, Yuhikaku References Masahiko Asada, International Law, Toshindo Grade evaluation 40% - Classroom participation in discussion
30% -

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method/Criteria Presentation
30% - Essay(A4 size, 10 pages)

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Organizational Management Subject Organizational Management Teacher Funakoshi, Tae Purpose of Class or the goal *Analyze the different roles in business orgazizations
*Make oral/written reports of business oraganizations. Outline of Class To learn the various roles of business organizations including marketing, human resource, finance, and strategy making.

Courses /Benchmark BUS3600（～715）・ BUS3030（716～） Style of Class Lecture, group discussion, role playing, presentation, quizzes, and report Outline Homework （Preparation/Review etc.） 1 Introduction Reading assignment & Preparing for the discussion 2 Case Study (1) Reading assignment & Preparing for the Timetable discussion 3 Case Study (2) Reading assignment & Preparing for the discussion 4 Case Study (3) Reading assignment & Preparing for the discussion 5 Case Study (4) Reading assignment & Preparing for the discussion 6 Case Study (5) Reading assignment & Preparing for the discussion 7 Case Study (6) Reading assignment & Preparing for the discussion

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8 Case Study (7) Reading assignment & Preparing for the discussion 9 Case Study (8) Reading assignment & Preparing for the discussion 10 Case Study (9) Reading assignment & Preparing for the discussion 11 Preparing for Group Presentation (1) - Prepare presentation Analysis of business 12 Preparing for Group Presentation (2) - Prepare presentation Analysis of business 13 Group Presentation Reading assignment 14 Group Presentation Reading assignment 15 HRM: Role of Human Resources Reading assignment Preparation for Class All students must come to every class with preparation of reading assignment and preparing for your own opinion. Taking active role for discussion and role playing is expected. Textbook The materials will be handed out in a timely manner References 「入門人的資源管理第 2 版」奥林康司, 平野光俊, 上林憲雄. 中央経済社, 2010 年.「入門組織行動論第 2 版」開本浩矢. 中央経済社, 2014 年.「組織行動の考え方ひとを生かし組織力を高める 9 つのキーコンセプト」金井壽宏, 高橋潔, 東洋経済新報社, 2004 年. Grade evaluation Quiz 10% x 2 = 20%, Class work (attendance, participation in method/Criteria discussion, interactive communication〕） 30%, Presentation 25% (Group 20%, Personal 15%), Report 25% (2 times, 20% & 15% each)

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Business Project Subject Business Project Teacher Aoki, Kei Purpose of Class or the goal In this class, students execute their plans with PDCA cycle to achieve the goal. They will have opportunity to present their idea outside the campus. To conduct a research before planning To execute one's own marketing plan To present the results of marketing activities Outline of Class This course is practices of businesss projects. Management of caf? booth at campus Collaboration with a firm

Courses /Benchmark COM3619（～715）・ PSA2055（716～） Style of Class Every class consists of two parts; First half: idea sharing Latter half: lecture Students will use the knowledge into homework. Outline Homework （Preparation/Review etc.） 1 NESCAFE Project: Introduction and 3C Preparation for next class analysis 2 SWOT analysis Preparation for next class 3 STP and Marketing 4C Preparation for next class 4 Execution marketing plan Preparation for next class Timetable 5 Execution marketing plan Preparation for next class 6 Execution marketing plan Preparation for next class 7 Execution marketing plan Preparation for presentation 8 Project review 9 New Product Development Project Preparation for next class

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(TBD) ; 3C analysis 10 Marketing 4C Preparation for next class 11 Marketing 4C Preparation for next class 12 Marketing 4C Preparation for presentation 13 Presentation rehhasal Preparation for presentation 14 Presentation for a firm Report 15 Course Review Preparation for Class Finishing Basic Marketing course is preferrable. Textbook iBook "Caf? owner Taiken Kara Manabu Marketing" References Grade evaluation Participation to the projects 50%; Presentation 20%; Report method/Criteria 30%

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Human Resource Management in Japanese business organizaion Subject Human Resource Management in Japanese business organizaion Teacher Funakoshi, Tae Purpose of Class or the goal In this society, all of us belong to some kind of organization and receive benefits from them. Aomng those orgaizations, there are organizations which runs business, and those are called "companies". Companies have an important role to provide products and services with the society, but actually the people who are woking for the them is more important asset than products or services, as wokers are they key to control all the business. In this course, we will learn about human resource management in business organization (in Japanese). Outline of Class Students will learn about the human resource management in business by studying the theories as well as case studies.

Courses /Benchmark COM3621（～715）・ PSA2045（716～） Style of Class Reading text book and having lectures, students will understand the basic knowledge for human resource management (HRM). To learn more about the business world, case studies, discussions will be used for the class. In addition, if there is any chance, field studies to visit existing companies in this class. Outline Homework （Preparation/Review etc.） 1 Introduction Reading assignment and any other assignment instructed beforehand. 2 Chapter 1. Personal goals and company Reading assignment and goals in business any other assignment Timetable instructed beforehand. 3 Chapter 2. Socialization and Corporate Reading assignment and culture any other assignment instructed beforehand. 4 Chapter 3. Motivation and Regulation of Reading assignment and the company any other assignment

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instructed beforehand. 5 Capter 4. Career development in Reading assignment and company any other assignment instructed beforehand. 6 Chapter 5. Leadership Reading assignment and any other assignment instructed beforehand. 7 Chapter 6. Group Dynamism Reading assignment and any other assignment instructed beforehand. 8 Quiz & Group work ① Reading assignment and any other assignment instructed beforehand. 9 Chapter 7. Conflict Management Reading assignment and any other assignment instructed beforehand. 10 Chapter 8. Designing organization Reading assignment and any other assignment instructed beforehand. 11 Chapter 9. Environmental Management Reading assignment and any other assignment instructed beforehand. 12 Chapter 10. Change Management and Reading assignment and Leader's behavior any other assignment instructed beforehand. 13 Chapter 11. Corporate Mission and Reading assignment and Businss System any other assignment instructed beforehand. 14 Quiz and Group work ② Reading assignment and any other assignment instructed beforehand. 15 Chapter 12 What business can Reading assignment and contribute to the society / Overall review any other assignment instructed beforehand. Preparation for Class Reading assignment is mandatory. Any other assignment will

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be instructed in the class in timely manner. Textbook Inaba H., Inoue, T., Suzuki, R., Yamashita, M. (2010). Career and Human Resources in Business Organization - Theories for personnel and organizations. Yuhikaku Aruma. References Okubayashi, K., Hirano M., Kobayashi, N., Kanbayashi, N. (2010). Introduction to Human Resources. Chuo Keizaisha.

Hirakimoto, H., (2014) . Introduction to Organization Behavior, 2nd Edition. Chuo Keizaisha.

Kanai, T. & Takahashi, K. (2004). Theories of Organizational Behavior - 9 key concepts of improving the power of organization by people management. Toyo Keizai Shinposha. Grade evaluation Preparing for the class, including attendane and method/Criteria pre-assignment, and logical thinking for lectures (30%）、 Participation for the class activities, such as discussion and group work（20%）
Quiz（30%, 15％ x 2 times= 30%) Report（20％）

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Studies in Interpreting & Translation Subject Studies in Interpreting & Translation Teacher Enjo, Yumiko Purpose of Class or the goal * analyze and explain what "words" mean* determine how expressions can best be phrased in another language. Outline of Class To develop awareness of differences (beyond grammar) between Japanese and English and utilize this recognition for better intercultural communication.

Courses /Benchmark COM3617（～715）・ COM3040（716～） Style of Class lecture and practical training Outline Homework （Preparation/Review etc.） 1 Introduction What is interpretation? Prepare for interpretation What is translation? and translation 2 Interpretation: Explanation of Prepare for interpretation Shadowing Translation: Smart and translation Pohnes Deserve Smart Users Timetable 3 Interpretation: Shadowing Prepare fo r interpretation Translation: Smart Pohnes Deserve and translation Smart Users 4 Interpretation: Shadowing & Reading Prepare for interpretation aloud Translation: Tne Animals in and translation Our Lives 5 Interpretation: Shadowing & Reading Prepare for interpretation aloud Translation: Tne Animals in and translation Our Lives 6 Interpretation: Shadowing & Reading Prepare for interpretation aloud Translation: Japan's and translation Education System 7 Interpretation: Shadowing & Reading Prepare for interpretation aloud Translation: Japan's and translation Education System 8 Interpretation: Shadowing & Prepare for interpretation Consecutive interpretation and translation

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Translation: A Hungry Future 9 Interpretation: Shadowing & Prepare for interpretation Consecutive interpretation and translation Translation: A Hungry Future 10 Interpretation: Shadowing & Prepare for interpretation Consecutive interpretation and translation Translation: Unwelcome Advertisements 11 Interpretation: Shadowing & Prepare for interpretation Consecutive interpretation and translation Translation: Unwelcome Advertisements 12 Interpretation: Shadowing & Note Prepare for interpretation taking Translation: A Living and translation Wage 13 Interpretation: Shadowing & Note Prepare for interpretation taking Translation: A Living and translation Wage 14 Interpretation: Shadowing & Note Prepare for interpretation taking Translation: Keeping and translation Mothers on the Payroll 15 Interpretation: Shadowing & Note Prepare for interpretation taking Translation: Keeping and translation Mothers on the Payroll Preparation for Class Interpretation and translation for each class Textbook What's Going On in the World? 著：David Peaty & Kahori Kobayashi, 成美堂
What's Going On in the World? 著：David Peaty & Kahori Kobayashi, 成美堂 What's Going On in the World? 著：David Peaty & Kahori Kobayashi, 成美堂
References Newspaper articles will be handed out as they need.

Grade evaluation In-class performance 40%, Homework and other assignment method/Criteria 40%, Final report 20%

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Global Media & Culture Subject Global Media & Culture Teacher Fujimoto, Donna、Gentry,Jr.,Reginald Purpose of Class or the goal * explain factors behind the spread of global media
* analyze the implications of global media on society and culture
* examine how consumer culture affects attitudes and behavior Outline of Class Students will examine how commercial concerns influence global media and culture. They will compare current trends with the past to gain a perspective of social change.

Courses /Benchmark COM3607（～715）・ COM4090（716～） Style of Class Some class lectures, but the majority of work will be in pairs and small groups Outline Homework （Preparation/Review etc.） 1 ? Introduction ? Popular icons in the media 2 ? History of a popular consumer ? Media product presentation 3 ? The product and fashion ? Changes in Timetable fashion 4 ? Successful marketing of the ? Worksheet on the product product 5 ? Raising awareness of the ? Worksheet on changing market popular products 6 ? Commodities and ? Worksheet on commodification commodities 7 ? The underlying goals of ? Explaining hidden advertisements messages 8 ? Analysis of ? Short paragraph advertisements--individual analyses 9 ? Analysis of ? Short paragraph advertisements--class analyses 10 ? Descriptions and analysis ? Work on

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description 11 ? Presentations ? Evaluations of classmates 12 ? Presentations ? Evaluations of classmates 13 ? The impact of fast food ? In-class writing 14 ? Social change and fast food ? Homework writing 15 ? The impact of convenience ? In-class writing stores Preparation for Class Students will have regular homework assignments. Textbook None References None Grade evaluation Homework and classwork -- 50%
Presentations -- method/Criteria 30%
Reflective papers -- 20%

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Translation in Media & Literature Subject Translation in Media & Literature Teacher Toyokura, Shoko Purpose of Class or the goal * develop the ability to rapidly prepare translations (for dramas, films, advertisements, prose, short stories, etc.)* understand the principles for appropriate cultural expressions in translations Outline of Class To develop the skills required to translate a wide variety of media and literary texts from English to Japanese (and Japanese to English) with a focus on accurate expression of cultural nuances

Courses /Benchmark COM4613（～715）・ COM4130（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Introduction to the course 2 Introduction to the course 3 What is translation? 4 What is translation? 5 Translation of picture book Preparation for the next Timetable class 6 Translation of picture book Preparation for the next class 7 Translation of picture book Preparation for the next class 8 Translation of picture book Preparation for the next class 9 Translation of picture book Preparation for the next class 10 Translation of picture book Preparation for the next class 11 Translation of novel Preparation for the next class 12 Translation of novel Preparation for the next

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class 13 Translation of novel Preparation for the next class 14 Translation of novel Preparation for the next class 15 Translation of novel Preparation for the next class Preparation for Class Student will be strongly required to translate the assigned materials before each class. Active participation is essential. Textbook References Grade evaluation Performance and Presenation 60%, Report 20% Attitude 20% method/Criteria

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Career Planning Subject Career Planning Teacher Funakoshi, Tae Purpose of Class or the goal The meaning of "Career" is path of our life until now. Then, what kind of path we should move forward for our own future? Why do we work and live? In this course, students will think about these questions deeply, and obtain the ability to design their own career for future. Outline of Class In this class, students will consider about the their own career which will continue for 60 years after graduation. Students will have the lectures and the self analysis for career development, then will develop the ability to design their own career.

Courses /Benchmark COM3618（～715）・ GEN2165（716～） Style of Class In this course, students will have various styles of class activities, such as lecture, personal assessment, discussion, and so on, to design better future career. If there is a chance, we will have the lecture of lecturer from the real business world. Outline Homework （Preparation/Review etc.） 1 Introduction / Why do we need to think Reading assignment and about the career for future any other assignment instructed beforehand.す。 2 Career and Life design（1） Reading assignment and any other assignment Timetable instructed in the class 3 Career and Life design（2） Reading assignment and any other assignment instructed in the class 4 Career and Life design（3） Reading assignment and any other assignment instructed in the class 5 Understanding self to design own career Reading assignment and （1） any other assignment instructed in the class

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6 Understanding self to design own career Reading assignment and （2） any other assignment instructed in the class 7 Knowing about career design and job Reading assignment and （1） any other assignment instructed in the class 8 Knowing about career design and job Reading assignment and （2） any other assignment instructed in the class 9 Knowing about career design and Reading assignment and workplace （1） any other assignment instructed in the class 10 Knowing about career design and Reading assignment and workplace （2） any other assignment instructed in the class 11 Knowing about career design and Reading assignment and workplace （3） any other assignment instructed in the class 12 Case study (1) Reading assignment and any other assignment instructed in the class 13 Case study (2) : Entrepreneurship Reading assignment and any other assignment instructed in the class 14 Designing your own career （1） Reading assignment and any other assignment instructed in the class 15 Overall review Reading assignment and any other assignment instructed in the class Preparation for Class Reading assignment is mandatory. Any other assignment will be instructed in the class in timely manner. Textbook Omiya, N. (2014) Career Design: 2nd edition. Nikkei BP. References Masuda, Y. & Kanai, T. (2010). Natural Habit of Leaders - Act as yourself : Career design for working people. PHP books.

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Seelig, T. (2010) . What I wish I knew When I Was 20. New York, NY: Harper One. (Hankyu Communications for Japanese ver.) Grade evaluation Participation for class activities including attendance（30%）, method/Criteria Assignments, discussions, presentations and so on（20%） Submission of reflection sheet （30%） Report (20%)

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Issues in Peace and Conflict Subject Issues in Peace and Conflict Teacher Gross, Brett Purpose of Class or the goal *Identify contemporary issues of peace and conflict.
*Explain the current tendency of conflict resolution and peacebuilding.*Develop attitudes to resolve conflict and promote peace. Outline of Class This course overviews current issues and debates of peace and conflict in the world. It discusses issues in class, such as nuclear disarmament, refugees, conflict and peacebuilding. It also introduces the conceptual foundations of peace and conflict studies from historical, cultural and philosophical viewpoints.

Courses /Benchmark ICO3010（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 1. Introduction to Peace and Conflict; homework/preparation: Peace Interviews short reading and answer 2 2. 1-page Conflict Plays homework/preparation: written completion of conflict scenes Timetable 3 3. Practice and Performance of Conflict homework/preparation: Plays short reading and written response: “Getting to Yes” (Negotiation) 4 4. Discussing Conflicts in Our Lives: homework/preparation: Interpersonal Conflict Interviews Interview homework 5 5. Getting To Yes: Negotiation Activities homework/preparation: debate research assignment 6 6. Reading: The moral questions in Le homework/preparation: Guin’s The Ones Who Walk Away From response to Le Guin Omelas 7 7. Talking about Le Guin’s Moral homework/preparation: Dilemma/Homework Exchange Reading on Logical

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Arguments 8 8. Conflict News Summary homework/preparation: summary writing 9 9. Conflict News Summary homework/preparation: Presentations, Practicing Opinions opinion writing 10 10. Introduction to Logical Arguments homework/preparation: debate research assignment & group presentation 11 11. Debate Presentation Exercises homework/preparation: group presentation homework 12 12. Writing Tutorial: Writing about a homework/preparation: Conflict/Persuasion 1st paper 13 13. Writing Tutorial: Writing about a homework/preparation: 1st Conflict/Persuasion paper due in class 14 14. Debate Presentations, Introduction homework/preparation: to Mediation mediation reading 15 15. Mediation Activity homework/preparation: mediation reflection Preparation for Class Preparation for class is required. To understand the content of this course, students must do the assigned readings before class and prepare for discussions each week. Readings and homework must be completed before class. Textbook Class material will be provided by the instructor. References Grade evaluation Evaluation: Classwork: 40%
Reading and Writing: method/Criteria 30%
Projects 30%
Project 1: Debate Presentation with Paper (5 pages)Project 2: Conflict paper (5 pages) and Short Group Presentation

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Issues in Human Rights Subject Issues in Human Rights Teacher Fujimoto, Donna、Linehan, D. Peter Purpose of Class or the goal *Identify contemporary issues of human rights.*Explain the legal framework of human right protection.*Develop attitudes to protect and promote human rights Outline of Class This course overviews current issues and debates of human rights in the world. It discusses issues in class, race, gender, disability and other forms of human differences. It also introduces the international and national framework of human right protection.

Courses /Benchmark ICO3020（716～） Style of Class We will look at the basis of human rights and the rights recognized in the Universal Declaration of Human Rights. We will examine how those rights impact the lives of different groups of people. Each section will give students the opportunity to make case studies of their choosing. Outline Homework （Preparation/Review etc.） 1 Introduction 2 The Declaration of Human Rights Reflection 3 The Declaration of Human Rights Reflection 4 Women's Issues Reflection 5 Women's Issues Reflection Timetable 6 Women's Issues Reflection 7 Women's Issues Reflection 8 Women's Issues Presentation 9 NGO Poster Session Reflection 10 NGO Poster Session Reflection 11 NGO Poster Session Reflection 12 NGO Poster Session Presentation 13 NGO Poster Session Presentation 14 Mid-term Reflection Paper 15 Self-Determination Reflection Preparation for Class Students will read articles provided by the teacher, and keep a

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running journal of reflections from the class. Textbook Reading will be available as handouts and online. References Grade evaluation Evaluation will be based on classwork, homework, method/Criteria presentations, and reflection papers.

Classwork/Homework 40%
Presentations 30%
Reflection papers 30%

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Issues in International Relations Subject Issues in International Relations Teacher Katayama, Naoko Purpose of Class or the goal *Identify contemporary issues of international relations.*Explain the fundamental framework of international relations.*Develop an attitude to understand current international relations. Outline of Class This course overviews current issues and debates of international relations in the world. It discusses issues such as law, politics, economics, business, development, education and international communication. It also introduces the current situation of international relation from the various viewpoints in the age of globalization.

Courses /Benchmark ICO3030（716～） Style of Class Lectures, discussions, presentations and writing papers. Outline Homework （Preparation/Review etc.） 1 General Introduction(1) Reading reference materials and preparation for the class. 2 General Introduction(2) Reading reference materials and preparation Timetable for the class. 3 Framework(1) Reading reference materials and preparation for the class. 4 Framework(2) Reading reference materials and preparation for the class. 5 Theories(1) Reading reference materials and preparation for the class. 6 Theories(2) Reading reference materials and preparation for the class. 7 Economic Development(1) Reading reference

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materials and preparation for the class. 8 Economic Development(2) Reading reference materials and preparation for the class. 9 Environmental Issues(1) Reading reference materials and preparation for the class. 10 Envronmental Issues(2) Reading reference materials and preparation for the class. 11 Sustainable Development(1) Reading reference materials and preparation for the class. 12 Sustainable Development(2) Reading reference materials and preparation for the class. 13 Globalization(1) Reading reference materials and preparation for the class. 14 Globalization(2) Reading reference materials and preparation for the class. 15 National Interest(1) Reading reference materials and preparation for the class. Preparation for Class Please be informed about current affairs by reading related articles. Textbook Joyce P. Kaufman, Introduction to International Relations: Theory and Practice. Rowman & Littlefield Publishers. Inc. References To be informed in the class. Grade evaluation Discussions(25%), presentations(25%) and writing method/Criteria papers(50%).

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Comparative Culture & Traditions Subject Comparative Culture & Traditions Teacher 土井清孝、Dauer，Harry Purpose of Class or the goal Understand the historical sources and influences of modern holidays.Compare and explain the differences between Western and Japanese representations of holidays. Outline of Class To understand how cultures are created and how cultural practices are popularized.
To recognize traditions and understand their meanings

Courses /Benchmark COM3600（～715）・ COM3020（716～） Style of Class Students will be expected to do the readings and homework before each class. They will participate in discussions and many intercultural activities. There will also be quizzes and individual and group presentations. Outline Homework （Preparation/Review etc.） 1 Introduction Short lecture plus related videos 2 Education in Japan Prepare writing and discussion 3 Learning a foreign language Prepare writing and Timetable discussion 4 Schools systems Prepare writing and discussion 5 National holidays and history Prepare writing and discussion 6 Work ethics Prepare writing and discussion 7 Social gathering Prepare writing and discussion 8 Japanese management system Prepare writing and discussion 9 Japanese society Prepare writing and discussion

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10 Cross-cultural problems Prepare writing and discussion 11 Climate and national psyche Prepare writing and discussion 12 Japanese economy Prepare writing and discussion 13 Japanese companies Prepare writing and discussion 14 Japanese and American business Prepare writing and discussion 15 Holidays & annual events Prepare writing and discussion Preparation for Class Students will have regular readings, homework and quizzes. They will write reflections and prepare short presentations. Textbook 異文化コミュニケーションの英語 References Reference books will be informed by the instructor. Grade evaluation Classwork / participation・・・30% Paper・・・・・・method/Criteria 30% Final test・・・・・・40%

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Intercultural Education Subject Intercultural Education Teacher Inui, Miki Purpose of Class or the goal *Understand the notion and the reality of intercultural education in the context of globalization.*Analyze problems of current intercultural education, and to explore some possible solutions. Outline of Class Students will learn the chronological flow and the variation of intercultural education. The course will first explores the various aspects and debates concerning intercultural education in the context of globalization. Then, by linking the concepts of intercultural understandings, students will attempt to consider intercultural education but do so in their own context.

Courses /Benchmark COM3608（～715）・ ICO4020（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Course introduction 2 Diversity in the US Session 1 (of the textbook) 3 Minority, Majority and School Success 1 Session 2 4 Minority, Majority and School Success 2 5 From Assimilation to Multiculturalism Session 3 Timetable 6 Introduction of Multicultural Education 7 Arguing Affirmative Action 1 Session 4 8 Arguing Affirmative Action 2 9 Developing Countries and Societies Session 5 10 Developing Countries and Minority Session 6 Education 11 Searching for Equal Education Opportunity 12 Learning from Ms. Malala’s Speech 1 Session 7 13 Learning from Ms. Malala’s Speech 2 14 Discussion with a guest speaker 15 Minority and Education in Southeast

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Asia Preparation for Class Reading textbook,preparing for presentations and discussions are required. Textbook Miki Inui,2017, Cultural Diversity and International Education-2nd Edition, Union Press. References TBA Grade evaluation Exam 30%, Group Presentation 30%, Essay 20%, Individual method/Criteria Presentation 10%, Partcipation 10%

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Conflict Resolution Subject Conflict Resolution Teacher Okumoto, Kyoko Purpose of Class or the goal *Understand the basic concept of "conflict."*Analyze various conflicts on micro/mezzo/macro/mega levels.*Propose positive and constructive solutions to conflicts with empathy, nonviolence and creativity. Outline of Class Conflict Resolution is a widely accepted concept all over the world. Students learn how to transform conflict through various methods. By learning conflict theories, they also pursue ways to use skills through practical exercises in class and eventually understand what conflict/peace workers need to have.

Courses /Benchmark ICO4601（～715）・ ICO4050（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 2 3 4 5 Timetable 6 7 8 9 10 11 12 13 14 15 Preparation for Class Textbook References

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Grade evaluation method/Criteria

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Conflict Resolution （Closes this year Subject Conflict Resolution （Closes this year Teacher Okumoto, Kyoko Purpose of Class or the goal 0 Outline of Class 0

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Transformative and Restorative Approaches in Communities Subject Transformative and Restorative Approaches in Communities Teacher Okumoto, Kyoko Purpose of Class or the goal To learn how to honour the energy of life, deep compassionate listening, the healing power of stories, and the search for meanings.
Students
* can understand the basic concepts of Peace and Conflict Studies such as "peace," "violence" and "conflict,"
* can experience and understand the wholeness of being by listening to others’ stories using circle process,
* can facilitate a transformative and restorative dialogue,
* can develop art skills to reveal and highlight conflict for transformation and restoration. Outline of Class Students learn a concept of “transformation” and “restorative dialogue”, by the text written by Mark S. Umbreit and others. They also study the roles of the arts to encourage their imagination and creativity. By doing so, they pursue ways to deepen the meanings of peace as wholeness of life. We will have many practical exercises in class and learn to use the skills of dialogue. Students are expected to achieve a first goal as a “conflict/peace facilitator”.

Courses /Benchmark ICO4060（～715）・ ICO4060（716～） Style of Class Lectures, discussions, presentations, workshops, reports, and an essay. Outline Homework （Preparation/Review etc.） 1 "General introduction, introduction to Workshop I the text, and to “transformation” and “restorative dialogue 2 Reading Start reading the text, and Discussion on Art I Timetable 3 Reading Text reading: introduction to key concepts, Workshop II 4 Reading Text reading, Discussion on Art II, Discussion on individual essays I

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5 Reading and writing an essay outline Text reading: victims of crime, Workshop III 6 Reading Text reading, Discussion on Art III, Discussion on individual essays II 7 Reading Text reading, Workshop IV 8 Reading Text reading, Discussion on Art IV, Discussion on individual essays III 9 Reading Text reading, Workshop V 10 Reading Text reading, Discussion on Art V, Discussion on individual essays IV 11 Reading Text reading: families, Workshop VI 12 Reading Text reading, Discussion on individual essays V 13 Reading Text reading, Workshop VII 14 Reading Text reading: schools, Discussion on Art VI 15 Reading Text reading, Workshop VIII Preparation for Class Class work: Students will be asked to read about 10 pages per week. Lectures and discussion are to confirm their understanding of the assigned readings. In addition, workshops are to acquire transformation and restorative dialogue skills and attitudes. Students are requested to do some research beforehand. Regular attendance is required and expected. Students who miss class are responsible for finding out what work was done and what homework is due.
Writing an essay: Students write an essay on the topic.
Presentation: As explained in class, students should give a presentation in an artistic form. Textbook Mark S. Umbreit, Jennifer Blevins and Ted Lewis, The Energy of Forgiveness: Lessons from Those in Restorative

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Dialogue. Cascade Publications, 2015. References * ヨハン・ガルトゥング、藤田明史編著『ガルトゥング平和学入門』法律文化社、2003
* 黒澤満編著『国際関係入門－共生の観点から』東信堂、2011
+ John Paul Lederach, Reconcile: Conflict Transformation for Ordinary Christians. Herald Press, 2014. Grade evaluation Homework and method/Criteria classwork------30%
(classroom participation, discussions, exercises, and reports)

Presentation (10 minutes) ------30%

Essay (A4 size, double spaced, 10 pages / 4000 words)------40% (20% + 20%)

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Management Subject Management Teacher Choi, Dae-Ryong Purpose of Class or the goal *Understand the aspects of successful behaviors of corporations. *Make oral and written presentations . Outline of Class To learn about various corporations and the reasons of success or failure of business performance.

Courses /Benchmark BUS3010（～715）・ BUS3010（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Orientation for the course plan Pre-reading 2 Introduction on management Pre-reading and preparation for discussions 3 General view on management I Pre-reading and preparation for discussions Timetable 4 General view on management II Pre-reading and preparation for discussions 5 Universal discipline I Pre-reading and preparation for discussions 6 Universal discipline II Pre-reading and preparation for discussions 7 A discipline often misunderstood I Pre-reading and preparation for discussions 8 A discipline often misunderstood II Pre-reading and preparation for discussions 9 Not another management guide I Pre-reading and preparation for discussions 10 Not another management guide II Pre-reading and preparation for discussions 11 Value creation: from the outside in I Pre-reading and preparation for discussions

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12 Value creation: from the outside in II Pre-reading and preparation for discussions 13 Customers define value I Pre-reading and preparation for discussions 14 Customers define value II Pre-reading and preparation for discussions 15 Marketing mindset: What does the Pre-reading and customer value? I preparation for discussions Preparation for Class Students are expected to study the reading materials in advance. In addition， they should prepare oral reports twice in the term. The topic of the reports will be discussed in the class. Textbook None.
Reading materials are provided through moodle References Joan Magretta, "What management is" Profile Books Ltd, 2013. Grade evaluation Quiz 50%(5@10), Paper 20%, Presentation 20%, Participation method/Criteria 10%

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Marketing Subject Marketing Teacher Aoki, Kei Purpose of Class or the goal Students have already studied marketing in the Basic Marketing class in Japanese. In this class, students will not only improve their knowledge of marketing and innovation, but also increase the student`s presentation skills in English.Learning goals:
- Can make a presentation of their own ideas in English
- Can have an active discussion with each other in English
- To write an academic paper Outline of Class After quick review of basic marketing, students learn the latest marketing and innovation trends. It is required to update the business situation for each.

Courses /Benchmark BUS3020（～715）・ BUS3020（716～） Style of Class The first and the last section of each class will be conducted partly in Japanese to understand the outline of the day’s class work. Students have a lot of opportunities to make presentations and to have discussions.In every class, iPad is necessary. Outline Homework （Preparation/Review etc.） 1 Guidance for the course, Quick review of Preparation basic marketing 2 Quick review of basic marketing: STP Preparation 3 Quick review of basic marketing: 4C Preparation 4 Quick review of basic marketing: PLC Prepare for presentation Timetable 5 Presentation-1 Preparation 6 Brand experience Preparation 7 Brand experience Preparation 8 Consumer communication Preparation 9 Consumer communication Prepare for presentation 10 Presentation-2 Preparation 11 The definition of Innovation Preparation 12 Business model innovation : Freemium Preparation

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model 13 Business model innovation : Freemium Preparation model 14 Business model innovation : Sharing Preparation economy 15 Business model innovation : Sharing Prepare for presentation economy Preparation for Class Textbook References 『フリー~〈無料〉からお金を生みだす新戦略』クリス・アンダーソン著日本放送出版協会
『シェア <共有>からビジネスを生みだす新戦略』レイチェル・ボッツマン，ルー・ロジャース著日本放送出版協会
『コトラーのマーケティング 3.0 ソーシャル・メディア時代の新法則』フィリップ・コトラー, ヘルマン・カルタジャヤ, イワン・セティアワン著朝日新聞出版
『アイデア共創の質を高めるしくみ』青木慶著クロスメディア・パブリッシング Grade evaluation Contribution to the class (40%), Presentation (10% x 5times), method/Criteria Paper (10%)

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Female Business Leadership Subject Female Business Leadership Teacher Funakoshi, Tae Purpose of Class or the goal * Understand the needs of female business leaders.* Analyze the qualification, techniques, and other factors to be a future business leader. Outline of Class To learn the needs of female leaders in business through studying actual female business leaders.

Courses /Benchmark BUS4030（～715）・ BUS4030（716～） Style of Class Lecture, group discussion, researching, debating, presentation, and report Outline Homework （Preparation/Review etc.） 1 Introduction (1) Pre-reading 2 Introduction (2) Pre-reading 3 What is leadership?①: Learning from Pre-reading and preparing "Who Moved My Cheese?" (1) for discussion 4 A world's female business leader ①: Pre-reading and preparing Timetable Ann-Mary Cambell (Home Depo) (1) for discussion 5 What is leadership?①: Learning from Pre-reading and preparing "Who Moved My Cheese?" (2) for discussion 6 A world's female business leader ①: Pre-reading and preparing Ann-Mary Cambell (Home Depo) (2) for discussion 7 What is leadership?①: Learning from Pre-reading and preparing "Who Moved My Cheese?" (3) for discussion 8 A world's female business leader ①: Pre-reading and preparing Ann-Mary Cambell (Home Depo) (3) for discussion 9 What is leadership?①: Learning from Pre-reading and preparing "Who Moved My Cheese?" (4) for discussion 10 A world's female business leader ①: Pre-reading and preparing Ann-Mary Cambell (Home Depo) (4) for discussion 11 Overall review "Who Moved My Cheese" Report (1) & "Ann-Mary Cambell"

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12 A world's female business leader ②: Pre-reading and preparing Anita Roddick (The Body Shop) (1) for discussion 13 What is leadership?②: Learning from Pre-reading and preparing "Our iceberg is melting! " (1) for discussion 14 A world's female business leader ②: Pre-reading and preparing Anita Roddick (The Body Shop) (2) for discussion 15 What is leadership?②: Learning from Pre-reading and preparing "Our iceberg is melting! " (2) for discussion Preparation for Class All students must come to every class with preparation of reading assignment and preparing for your own opinion. Taking active role for discussion and role playing is expected. Textbook Kotter, J., & Rathgeber, H. (2014) Our Iceberg Is Melting. Macmillan; Unabridged. References Spencer, J. (1999) Who Moved My Cheese?. Vermilion.S・ジョンソン著門田美鈴訳『チーズはどこへ消えた？』扶桑社, 2000.
J・コッター & H.ラスゲバー著藤原和博訳『カモメになったペンギン』ダイヤモンド社, 2007. 『女性の品格』坂東眞理子著, PHP 新書. Grade evaluation Class work 40 % (Class particpation, assignments, quizzes, method/Criteria discussion etc.)
Reports 30%
Presentation 30% (Group presentation 15%, Personal Presentation 15%)

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Corporate Social Responsibility Subject Corporate Social Responsibility Teacher Aoki, Kei Purpose of Class or the goal Maximizing the profit is firms' statement , however they also have responsibility to the society as a citizen. Such corporate social responsibilities are diversified depending on their local or cultual background. This class aims to have own standard on firms. To comprehend the concept of CSR To have own opinion on CSR Outline of Class In the class, students consider how they can contribute to the society through their future jobs. Having discussion on various cases will deepen one's understanding on CSR.

Courses /Benchmark BUS2600（～715） Style of Class In class, students have much discussion time and active participation will be required. Outline Homework （Preparation/Review etc.） 1 Introduction Preparation for next class 2 From CSR to CSV Preparation for next class 3 Cause Related Marketing Preparation for next class 4 Cause Promotion, Social Marketing Preparation for presentation Timetable 5 Personal presentation-1 Preparation for next class 6 Compliance and CSR Preparation for next class 7 Human rights and CSR Preparation for next class 8 Women and CSR Preparation for next class 9 Envitomental issues and CSR Preparation for presentation 10 Personal presentation-2 Preparation for next class 11 Accessible design and CSR Preparation for next class 12 NPO and CSR Preparation for next class 13 Social entrepreneurs Preparation for

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presentation 14 Final presentation 15 Course Review Preparation for Class Textbook Chuo Keizai sha "CSR no Kiso" References Grade evaluation Participation to the projects 45%; Presentation 45% (15% x 3); method/Criteria Report 10%

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Development Education Subject Development Education Teacher Enjo, Yumiko Purpose of Class or the goal skills and attitudes that are necessary for participatory teaching and learning methods.*Understand the active learning process of “Development Education"." Outline of Class Development Education is defined as teaching and learning activities that promotes the development of young people’s attitudes, behaviors and values, on social values such as global solidarity, peace, tolerance, social justice and environmental awareness. Students will experience classroom activities related to Development Education from a learner’s perspectives. Having gaining such experience, students will proceed to critically review these activities from an instructor’s perspective.

Courses /Benchmark ICO4604（～715）・ ICO4030（716～） Style of Class Workshops, Lectures, Presentations Outline Homework （Preparation/Review etc.） 1 Introduction 2 What is Development Education? Reading the assigned text 3 What is Development Education? Reading the assigned text 4 What is Development? Reading the assigned text 5 What is Development? Reading the assigned text Timetable 6 Interdependance 1 Reading the assigned text 7 Interdependance 1 Reading the assigned text 8 Interdependance 2 Reading the assigned text 9 Interdependance 2 Reading the assigned text 10 Images and perceptions 1 Reading the assigned text 11 Images and perceptions 1 Reading the assigned text 12 Images and perceptions 2 Reading the assigned text 13 Images and perceptions 2 Reading the assigned text 14 Social justice 1 Reading the assigned text 15 Social justice 1 Reading the assigned text Preparation for Class Students are required to study the assigned English texts, and parepare their presentations.

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Textbook References Bourn, Douglas. (Ed.) (2009) Development Education: Debates ad Dialogues. London: IOE. Grade evaluation Research paper (2500 words ×2) 60%
Class work method/Criteria (quizzes, presentations, classroom participation ) 40%

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Multicultural Society Subject Multicultural Society Teacher Mabuchi, Hitoshi Purpose of Class or the goal *Understand theoretical and concrete issues in contemporary multicultural society in relation to globalization.
*Be aware of the current social movement called globalization.*Analyze and to problematize the various issues in multicultural society. Outline of Class Students will learn about multicultural society in the context of globalization. The course will first explores the meaning of globalization and various aspects and debates concerning culture, particularly the problems of cultural essentialism which penetrates the debates.

Courses /Benchmark ICO4602（～715）・ ICO4010（716～） Style of Class lectures, discussions, presentations, reports, and an essay. Outline Homework （Preparation/Review etc.） 1 Introduction Reading 2 Introduction to Globalization Reading 3 Globalization-case studies Reading 4 Globalization-economic & political Reading sphere 1 Timetable 5 Globalization-economic & political Reading sphere 2 6 Globalization in the cultural sphere 1 Reading 7 Globalization in the cultural sphere 2 Reading 8 Assimilation and cultural pluralism Reading 9 Assimilation and cultural pluralism-case Reading studies 10 Critical multiculturalism Reading 11 Critical multiculturalism-case studies Reading 12 Cultural relativism Reading 13 Cultural relativism-case studies Reading 14 Problems of cultural essentialism 1 Reading 15 Problems of cultural essentialism 2 Reading

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Preparation for Class Students are required to read assigned readings and to prepare to express their own understandings and opinions towards the issues in class. Textbook Mabuchi H. (2004) Multiculturalism and multicultural education, Journal of Osaka Jogakuin 4year College -1- . (Other materials are provided by professor.) References 馬渕仁『クリティーク多文化、異文化―文化の捉え方を超克する』東信堂、2010 年。 Grade evaluation Homework and classwork: 30%, Presentation: 30%, Essay: method/Criteria 40%

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Multidisciplinary WGL Independent Studies Subject Multidisciplinary WGL Independent Studies Teacher Johnston, Scott Purpose of Class or the goal Interact with people in communities
Carry out research
Critically analyze and report (oral/written) their experiences
Apply research skills
Organize and present findings
Critically consider key themes Outline of Class To engage with the community during the third year of studies through research, volunteer work or community-based research that will enhance understanding of the skills needed for leadership in issues of local and global concern. In this course, some students will be studying overseas and some will be in class at OJU.

Courses /Benchmark COM3615（～715）・ WGL4910（716～） Style of Class Outline Homework （Preparation/Review etc.） 1 Meet and talk about project ZOOM Decide experiential learning 2 Experiential learning 3 Discuss reading on Experiential Reading learining Timetable 4 Experiential learning 5 ZOOM with students overseas 6 Experiential learning 7 Discuss reading on volunteering Reading 8 Experiential learning 9 Discuss reading on Culture learning Reading 10 Work on draft of paper & experiential learning 11 ZOOM with students overseas 12 Work on draft of paper & experiential learning 13 Discuss reading on Learning Reading 14 Work on draft of paper & experiential

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learning 15 ZOOM with students overseas Preparation for Class Students will need to carry out their experiential learning, read the readings for class in preparation for discussions and presentations. Textbook Handouts References Grade evaluation Course work (reflections, journals, SNSs, etc.) method/Criteria 40%
Paper (including final, drafts and outline) 20%
Presentation 20%
Communication (Zoom, class) 20%

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Education Internship 1 Subject Education Internship 1 Teacher Johnston, Scott Purpose of Class or the goal Students will do an internship in an elementary school for a semester. They will support the teachers to help children in these schools with learning. This might involve speaking English and phonics. This internship will also help our students learn how to support the children’s learning through discussions and lectures.Learning goals
Can support children’s learning of English in school
Can reflect on how they are helping others
Can talk about different ways to support children’s learning of English that you study in class
Can keep a diary on learning
Can give a presentation or report on the internship Outline of Class Will go to school for two hours a week for 10 weeks to help children learn and will meet at OJU seven times to prepare for helping the children. At OJU students will learn how to teach English. At the end of the semester, students will give reports about what they learned.

Courses /Benchmark EXP2040 (716～） Style of Class Discussion, reading, do internship at school, and presentation Outline Homework （Preparation/Review etc.） 1 Asking questions & making materials Multiple intellegence 2 intern 3 Listening to children & making Styles of learning materials &/intern languages 4 intern Timetable 5 Pair tutoring & making materials &/ Practice teaching/tutoring intern (math) 6 intern 7 What is learning? &/intern reading 8 intern 9 What is tutoring? &/intern reading 10 intern

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11 Presentation &/intern 12 Review 13 14 15 Preparation for Class You will need to prepare for the internships at the school, and prepare for discussions in the OJU classroom. Textbook no textbook References Handouts Grade evaluation Classwork 20%
(class participation, assignments and method/Criteria leading discussion, etc.)Doing internship40%
Journal writing & other writing20%
Presentation(s)20%

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Education Internship 2 Subject Education Internship 2 Teacher Johnston, Scott Purpose of Class or the goal Students will do an internship in a junior high for a semester. They will tutor students and help the office. They will learn how to support the learning of junior high school students who are not Japanese.

Learning goals
Can support junior high school students’ learning
Can reflect on how you are helping others
Can talk about different ways to support learning that you learn in the class
Can keep a diary on learning
Can give a presentation or report on the internship Outline of Class Will go to school for two hours a week to help children learn and will meet at OJU once every two weeks to prepare for helping the children. At OJU students will learn how to tutor children and how to teach them. At the end of the semester, students will give reports about what they learned.

Courses /Benchmark EXP2050 (716～） Style of Class Discussions at OJU, internships at school, readings, presentations Outline Homework （Preparation/Review etc.） 1 Asking questions & making materials Multiple intellegence 2 intern 3 Listening to children & making Styles of learning materials &/intern languages 4 intern Timetable 5 Pair tutoring & making materials &/ Practice teaching/tutoring intern (math) 6 intern 7 What is learning? &/intern Learning 8 intern 9 What is tutoring? &/intern reading 10 intern 11 Presentation &/intern 12 Review

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13 14 15 Preparation for Class You will need to prepare for the internships at the school, and prepare for discussions in the OJU classroom. Textbook No textbook References Handouts Grade evaluation Classwork 20%
(class participation, assignments and method/Criteria leading discussion, etc.)Doing internship40%
Journal writing & other writing20%
Presentation(s)20%

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Japanese-Japanese situation 1 Subject Japanese-Japanese situation 1 Teacher Suzuki, Hidekazu Purpose of Class or the goal It aims to pass the Japanese Language Proficiency Test N1 which is the most difficult for foreign students to pass (over 100 points with a perfect score of 180).The "Japanese Language Proficiency Test" is the most qualified exam with the highest number of examinees and the high degree of recognition among the Japanese Language Proficiency Test for foreigners, and the N1 passing is advantageous for going to university and finding employment. After the certification exam, deepen the understanding of Japanese "laugh". ?Learning objective? ・Aim to acquire more than 30 points (full score of 60 points) on "character / vocabulary / grammar" problem as a deciding factor for pass / fail. ・Aim to acquire more than 30 points (full score of 60 points) understanding the points of caution in solving the "reading comprehension" problem and putting in practical power. ・Deepen our understanding of the Japanese "laugh" and eliminate one question about Japanese behavior on a daily basis. Outline of Class In "reading comprehension" and "listening comprehension" out of the three fields, we are able to acquire the target score by participating in ordinary Japanese classes, so just grasp the problem solving point and do practical problem exercises to stop. Use much of that time to strengthen "letters / vocabulary / grammar". And preliminary tasks will be given every time and focus on establishing knowledge in class. Understand Japanese "laugh" through discussion and summarize it as a report after accepting the Japanese Language Proficiency Test on the first Sunday in July.

Courses /Benchmark LNG1210（716～） Style of Class Lecture, problem exercises, discussion Outline Homework （Preparation/Review etc.） 1 Orientation & 1st simulation test Review of the range already studied and preparation for next class scope 2 1st Quiz, 2nd and 3rd Practice Test Review of the range Timetable already studied and preparation for next class

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scope 3 2nd Quiz, 4th ? 5th Practice Test Review of the range already studied and preparation for next class scope 4 3rd Quiz, 6th ? 7th Practice Test Review of the range already studied 5 The 4th quiz, reading comprehension Preparation for next class exercises scope 6 The 8th and 9th Practice Test Review of the range already studied and preparation for next class scope 7 The 5th Quiz, 10th ? 11th Practice Test Review of the range already studied and preparation for next class scope 8 The 6th quiz, the 12th and the 13th Review of the range simulation test already studied and preparation for next class scope 9 The 7th quiz, the 14th and the 15th Review of the range simulation test already studied 10 The 8th Quiz Test, Listening Problem List the first Exercise Japanese-Language Proficiency Test challenge this fiscal year 11 Review of the 1st Japanese Language List television programs Proficiency Test this fiscal year you know 12 Watching TV programs ①, think of the Comment on opinions on essence of Japanese laugh Japanese laugh 13 Watching TV programs ②, think of the Comment on opinions on essence of Japanese laugh Japanese laugh 14 Discussion about Japanese laugh Summarize opinions on the laught of nationals. 15 Report on the difference between home If it was not possible to

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country and Japan on "laugh" submit within the time, (submission) submit within the specified period Preparation for Class Designate the range from the text every time and think about the grounds of the answer to the exercise question and come to class. Also, review every time beforehand since the quizzes are conducted at the beginning of each class. Textbook 『Nihongo Nouryoku Shiken Chokuzen Taisaku N1 Moji・ Goi・Bunpou』 edited by Nihongo Nouryoku Shiken Mondai Kenkyukai Kokushokankou kai References 『Shin Kanzen Master Dokkai Nihongo Nouryoku Shiken N1』 written by Rieko Fukuoka・KazukoShimizu・Are Hajikano・ Noriko Nakamura・Hitomi Tashiro 3A Network 『Shin Kanzen Master Dokkai Nihongo Nouryoku Shiken N1』written by Etsuko Tomomatsu・Sachi Fukushima・Kaori Nakamura 3A Network 『Shin Kanzen Master Goi Nihongo Nouryoku Shiken N1』written by Hiroaki Inoh・Yukari Honda・Satomi Kurusu 3A Network Grade evaluation Quiz 10% x 8 times = 80% Report 20% method/Criteria

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Japanese-Japanese situation 2 Subject Japanese-Japanese situation 2 Teacher Suzuki, Hidekazu Purpose of Class or the goal Aim to acquire "Business Japanese Language Proficiency Test J1 Level". "Business Japanese Proficiency Test" is a test to measure communication skills at work place Indeed, it is also used as a standard for evaluation, assignment and promotion after joining the company, as well as adoption criteria in many Japanese companies employing foreigners. After the examination in late December, in the class of January, we will deepen the understanding of Japanese culture by holding a Japanese speech contest. ?Learning objective? ・The result of "Business Japanese Language Proficiency Test" is given in points (0 to 800 points). The level is indicated from "J1 +" to "J5", but the target point "J1" has a total score of 530 points or more. ・The purpose of holding a Japanese speech contest is as follows. A Increase the ability to convey messages from your own experiences effectively. B Listen to others' messages and deepen their understanding of Japanese culture. C Elect a winner of the event competition, and apply for the "58th International Speech Contest by Foreigners"as a representative of our university . Outline of Class Unlike the "Japanese Language Proficiency Test", the "Business Japanese Language Proficiency Test" has no provision that all three fields must score points above the reference point. Since it is evaluated at the total point only, acquire vocabulary and practical skills while solving a lot of problems in three fields of "listening comprehension", "listening comprehension" and "reading comprehension".The "practical power" mentioned here is not only to get used to the exam questions but also to be able to be used in the workplace actually, so the role play using the conversation problem occupying two thirds of the problem . During the winter holiday, we prepare a manuscript of the Japanese speech contest, and hold a tournament within the course of January. Everyone makes a speech within 6 minutes, but when other students are speaking, they will also be judged based on the given standard.

Courses /Benchmark LNG1215（716～） Style of Class Lecture, problem exercise, role play, and Holding a Japanese speech contest Outline Homework （Preparation/Review etc.）

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1 Orientation & listening comprehension / Preparation for next class expressive power problem scope 2 Listening comprehension: Listening Preparation for next class questions scope 3 Hearing and reading comprehension: Review of the range Timetable Expression power (photo / document) already studied and questions preparation for next class scope 4 1st Quiz, Hearing Solution: Expressive Preparation for next class Power (Document) question scope 5 Hearing and reading comprehension: Preparation for next class Questions of hearing and reading scope comprehension 6 Hearing and reading comprehension: Review of the range Questions of hearing and reading already studied and comprehension preparation for next class scope 7 2nd Quiz Test, Reading: Grammar ? Preparation for next class Vocabulary question scope 8 Reading comprehension: grammar and Preparation for next class vocabulary scope 9 Reading comprehension: expressive Preparation for next class power question scope 10 Reading comprehension: expressiveness / Review of the range comprehension question already studied and preparation for next class scope 11 The 3rd Quiz Test, Reading Review of the range Comprehension: Reading question already studied 12 The 4th Quiz Test, Precautions of BJT BJT exam application Examination (individual) 13 Preparation of draft Explanation of implementation of manuscript for Japanese speech contest presentation of Japanese speech contest 14 Japanese speech contest preparation, Practice of Japanese

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preparation of manuscripts, practice, speech contest determination of the order of presentation 15 Implementation of Japanese speech Review of Japanese speech contest contest Preparation for Class Designate the range from the text every time and think about the grounds of the answer to the exercise question and come to class. Also, review every time beforehand since the quizzes are conducted at the beginning of each class. Textbook 『Business Nihongo Nouryoku Test Dokkai Jitsuryoku Yousei Mondaishu』written byYumi Segawa 3A Network 『Business Nihongo Nouryoku Test Chokai・Chodokkai Jitsuryoku Yousei Mondaishu』written by Yumi Segawa・Sadayuki Kitamura・ Mayumi Uematsu 3A Network References 『Business Nihongo Nouryoku Test Koushiki Guide』written by Kiyokata Kato Nihon Kanji Nouryoku Kentei Kyoukai Shuppansha 『Business Nihongo Nouryoku Test Taiken Test to Kaisetsu』written by Kiyokata Kato Nihon Kanji Nouryoku Kentei Kyoukai Shuppansha Grade evaluation Quiz 20% × 4 times = 80% Report 20% method/Criteria

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Method of Teaching English 1-1 Subject Method of Teaching English 1-1 Teacher Tojo, Kazuko Purpose of Class or the goal To be able to understand current educational issues and teacher's mission to deal with the challenges. To plan and practice creative teaching with the awareness of the importance of colleagibility. To learn the quality and capability required for teachers. Outline of Class The course will provide the opportunities for students planning to pursue teacher's certificate to learn what is education and how it is practiced by studying actual teaching practices . The course will also aim to raise students' awareness that teaching career is a process to grow as a mature and independent individual.

Courses /Benchmark EDU3100（～715）・ EDU3010（716～） Style of Class Students will take a role to cover the assigned method and facilitate the discussion in class. They will conduct a trial lesson. Outline Homework （Preparation/Review etc.） 1 Introduction Prepare for the class by reading the assigned part of the textbook. 2 Overview of the teaching methods of Prepare for the class by English reading the assigned part Timetable of the textbook. 3 Grammar translation method and Direct Prepare for the class by method reading the assigned part of the textbook. 4 Application of Grammar translation Prepare for the class by method and Direct method reading the assigned part of the textbook. 5 Audio-lingual method Prepare for the class by reading the assigned part of the textbook.

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6 Application of Audio-lingual method Plan for the trial lesson. Peer review. 7 Silent Way and Suggestopedia Prepare for the class by reading the assigned part of the textbook. 8 Total Physical Response and Jazz Prepare for the class by Chants reading the assigned part of the textbook. 9 Application of Silent Way, Plan for the trial lesson. Suggestopedia, Total Physical Response Peer review. and Jazz Chants 10 Oral Method Prepare for the class by reading the assigned part of the textbook. 11 Application of Oral Method Plan for the trial lesson. Peer review. 12 Government Course Guide for Foreign Prepare for the class by Language Activities (Elementary School) reading the assigned part of the textbook. 13 Government Course Guide for Foreign Prepare for the class by Language (Junior High School) reading the assigned part of the textbook. 14 Government Course Guide for Foreign Prepare for the class by Language (High School) reading the assigned part of the textbook. 15 Review Reflection of the course Preparation for Class Textbook Gendai eigo-kyoujyuhou souran, Kiyotada Tazaki (ed.) Taishu-shoten (1995) Eigo kyouiku yougo jiten (revised edition), Shirohata, Tomita, Muranoi & Wakabayashi, Taishu-shoten, 1999 References ・Diane Larsen-Freeman(2000)Techniques and Principles in Language Teaching (Teaching Techniques in English as a Second Language. OXFORD Univ. Press Government Course Guide for Foreign Language activities (Elementary School), 2008

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2018 Osaka Jogakuin English Syllabus 21120004-11

Government Course Guide for Foreign Language (Junior High School), 2008 Government Course Guide for Foreign Language (High School) 2008 Grade evaluation Class work (Assignments, presentation, trial lessons) 60% method/Criteria Quiz and report 40%

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2018 Osaka Jogakuin English Syllabus 21120004-11

English methodologies 1-2 Subject English methodologies 1-2 Teacher Fukushima, Chizuko Purpose of Class or the goal ・Students study major methodologies for foreign language teaching and new ideas of teaching for Japanese EFL learners. ・Students have presentations based on what they studied.
・Students understand and explain some theories and foreign language acquisition based on language cognitive process. Outline of Class Students study history of major methodologies and basic knowledge of language acquisition based on cognitive process through the textbook. Students apply major methodologies and basic knowledge of language acquisition into their trial lessons in order to grow or improve pupils' English proficiency when they become teachers near future.

Courses /Benchmark EDU3100（～715）・ EDU3010（716～） Style of Class Lecture, and trial lessons and presentations by students Outline Homework （Preparation/Review etc.） 1 Introduction 2 Study on Assessment Worksheet-1 3 Study on Language test 4 Study on Communicative language Unit 9 teaching Timetable 5 Study on how to conduct Communicative language teaching in class 6 Study on Natural Approach / Notional Unit 14 Functional Syllabus 7 Study on how to conduct Natural Approach / Notional Functional Syllabus 8 Study on Content-based Approach / Unit 25 & 26 Task-based Approach 9 Study on how to conduct Content-based Approach / Task-based Approach

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2018 Osaka Jogakuin English Syllabus 21120004-11

10 Study on Cultural understanding: Worksheet-2 & Course of Methods and Course of Studies for junior Study and senior high schools 11 Study on Cultural understanding in Hi! Friends and textbooks used in junior high school 12 Study on understanding textbooks used Texbook analysis in primary, junior high school and senior high school. 13 Comprehending teaching materials Making a worksheet (Study on how to make a worksheet) 14 Comprehending teaching materials Making language test (Study on how to make a quiz / word quiz) 15 Closing / Survey for this class Preparation for Class Students must read the textbook and handouts shown in class beforehand. Textbook Gendai Eigo kyoujyuhousouran.（Ed. Tasaki, S. Taishukanshoten.) Kaiteiban Eigo kyoiku yougojiten. (Shirahata, K., Muranoi, H., Wakabayashi, S. Tomita, Y. Taisyukanshoten.) References Techniques and Principles in Language Teaching (Teaching Techniques in English as a Second Language. （Diane Larsen-Freeman、OXFORD Univ. Press）
・MEXT（2016） Explanatory book for Course of Study:for elementary schools: Foreign language activity・MEXT（2017）Explanatory book for Course of Study:for junior high schools: Foreign language study・MEXT（2018）Explanatory book for Course of Study:for high schools: Foreign language study
Grade evaluation In class work: 60％
Efforts for trial lessons・
・ method/Criteria Suggestions and comments for trial lessons by classmates
・Worksheets for their trial lessons
Quiz: 40％

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2018 Osaka Jogakuin English Syllabus 21120004-11

English teaching methodology 2-1 Subject English teaching methodology 2-1 Teacher Otsuka, Tomomi Purpose of Class or the goal To acquire the basic knowledge and practical teaching methods that are necessary for junior and senior high school teachers.

Outline of Class Based on the learners' vocabulary and grammar, students learn how to integrate four skills in order to develop communication abilities. Through conducting the mock lessons, they learn practical knowledge and teaching techniques, Moreover, they have a chance to experience team teaching, evaluation, and lesson plans.

Courses /Benchmark EDU3101（～715）・ EDU3020（716～） Style of Class Lectures and discussion Outline Homework （Preparation/Review etc.） 1 Introduction, discussion 2 History of English education in Japan 3 The purpose of English education in Quiz 1 (Chapter 1) Japan (The Courses of Study) 4 Chapter 1 English as an international Quiz 2 (Chapter 2), Submit Timetable lauguage, the First Language, and the assignment 1 Second Language 5 Chapter 3 Communicative competence, Quiz 3 (Chapter 3) comsecutive cooperation through elementary school to high school 6 Chapter 4 English abilities and their Quiz 4 (Chapter 4) evaluation 7 Chapter 8 The structure of English Quiz 5 (Chapter 12, 13) classes (How to write a lesson plan) 8 Chapter 9 Language elements (Speech Quiz 6 (Chapter 9) sounds, letters and symbols, words, collocations and common expressions, and grammatical itesms)

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2018 Osaka Jogakuin English Syllabus 21120004-11

9 Chapter 10 the use of information Quiz 7 (Chapter 7) technology and media 10 Chapter 11 Class management Quiz 8 (Chapter 6)、Submit assignment 2 11 Chapter 12 Listening and Speaking Quiz 9 (Chapter 8) 12 Chapter 13 Reading and writing Quiz 10 (Chapter 10, 11) 13 Chapter 14 Autonomous learners Quiz 11 (Chapter 14, 15) 14 Chapter 14 English classes in the 21 century 15 Consolidation Preparation for Class In every class,students take a quiz, so they need to read the chapters and prepare for it. Textbook 1. Wakamoto, Imai, Otsuka, & Sugimori. (2017). Kokusaigo toshiteno Eigo: Shinkasuru Eigokakyoikuhou. Tokyo: Shohakusha. 2. Junior high school textbooks which are used at school where you conduct teaching practicum. 3. Crown English Communication 1 (Sanseido), Sailing: English conversation (Keirinkan) References 1. Imura. (2003). Nihon no eigo kyoiku 200 nen. Tokyo: Taishukan) 2. Shirahata, Tomita, Muranoi, & Wakabayashi. (1999). Eigo kyoiku yogo jiten. Tokyo: Taishukan Grade evaluation Class work (inclusing participation, small quiz, presentation, method/Criteria and mock lessons) 60%, Quizes and papers 40%

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2018 Osaka Jogakuin English Syllabus 21120004-11

English teaching methodology 2-2 Subject English teaching methodology 2-2 Teacher Otsuka, Tomomi Purpose of Class or the goal To acquire the basic knowledge and practical teaching methods that are necessary for junior and senior high school teachers.

Courses /Benchmark EDU3101（～715）・ EDU3020（716～） Style of Class Lecture, discussion, and mock lessons Outline Homework （Preparation/Review etc.） 1 Introduction, discussion 2 Making a lesson plan Preparation for model readings 3 How to organize a mock lesson Preparation for model readings Timetable 4 Planning a mock lesson (introduction Preparation for model and review) readings 5 Planning a mock lesson (introducing new words and phrases, and grammatical items) 6 Planning a mock lesson (the flow of lesson) 7 Mock lessons (Junior high school 1st Preparation for a mock grade) lesson, making a lesson plan 8 Mock lessons (Junior high school 2nd Preparation for a mock grade) lesson, making a lesson plan

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2018 Osaka Jogakuin English Syllabus 21120004-11

9 Mock lessons (Junior high school 3rd Preparation for a mock grade) lesson, making a lesson plan 10 Mock lessons ("English Communication" Preparation for a mock for high school) lesson, making a lesson plan 11 Mock lessons ("English Conversation" for Preparation for a mock high school) lesson, making a lesson plan 12 Mock lessons ("English Expression" for Preparation for a mock high school) lesson, making a lesson plan 13 Consolidation of mock lessons 14 Preparation for a teaching practicum 15 Consolidation Preparation for Class Prepareation for mock lessons, and making lesson plans Textbook 1. Wakamoto, Imai, Otsuka, & Sugimori. (2017). Kokusaigo toshiteno Eigo: Shinkasuru Eigokakyoikuhou. Tokyo: Shohakusha. 2. Junior high school textbooks which are used at school where you conduct teaching practicum. 3. Crown English Communication 1 (Sanseido), Sailing: English conversation (Keirinkan) References 1. Imura. (2003). Nihon no eigo kyoiku 200 nen. Tokyo: Taishukan) 2. Shirahata, Tomita, Muranoi, & Wakabayashi. (1999). Eigo kyoiku yogo jiten. Tokyo: Taishukan Grade evaluation Class work (inclusing participation, small quiz, presentation, method/Criteria and mock lessons) 60%, Quizes and papers 40%

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2018 Osaka Jogakuin English Syllabus 21120004-11

Teaching practice 1 (intensive) Subject Teaching practice 1 (intensive) Teacher Fukushima, Chizuko Purpose of Class or the goal Compulsory credit for teachers' lisence of junior high school (It is possible to obtain teachers' lisence of senior high school.）
・Students obtain fundamental skills for English language teaching through the teaching practice. Outline of Class Teaching practice at junior high school（for 3-4 weeks）
・Teaching English in class
・assisstance of a classroom teacher
・assisstance of student guidance・ assisstance of a sport coach
・assistance for school events during the teaching period

Courses /Benchmark EDU4400（～715）・ EDU4010（716～） Style of Class Teaching practice at their schools Outline Homework （Preparation/Review etc.） 1 2 3 4 5 Timetable 6 7 8 9 10 11 12 13 14 15 Preparation for Class Textbook References

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2018 Osaka Jogakuin English Syllabus 21120004-11

Grade evaluation Assessed by supervisors at their junior high schools method/Criteria

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2018 Osaka Jogakuin English Syllabus 21120004-11

Teaching practice 2 (intensive) Subject Teaching practice 2 (intensive) Teacher Fukushima, Chizuko Purpose of Class or the goal ・Students understand how they should behave during the teaching practicing as student teachers, and obtain knowledge to approach their best teaching practice as much as possible. After teaching practice, students reflect what they learned through their practice, and study what eduction is needed at schools, considering their teaching ability. Outline of Class 1 Purpose for teaching practice2 Study on school context and attitide as a student teacher3 Study on methodologies and teaching skills4 Study on several isses surrounding eductional environments in Japan5 Study on instructional differences between in a classroom and a school as teachers6 Reporting their teaching practice and self evaluation on their practice

Courses /Benchmark EDU4401（～715）・ EDU4020（716～） Style of Class Teaching practice at their schools Outline Homework （Preparation/Review etc.） 1 2 3 4 5 Timetable 6 7 8 9 10 11 12 13 14

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2018 Osaka Jogakuin English Syllabus 21120004-11

15 Preparation for Class Textbook References Grade evaluation Assessed by supervisors at their senior high schools method/Criteria

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2018 Osaka Jogakuin English Syllabus 21120004-11

Understanding and utilizing information Subject Understanding and utilizing information Teacher 川崎千加、小松泰信、國枝孝之 Purpose of Class or the goal A large amount of information floods and various information coexist in the highly information-oriented society that globalizes. It is required to be able to understand the information from among them, to judge the authenticity thereof and send it out by himself. Carry out the work from the conception of one thesis to the writing comprehensively to be able to search and evaluate the necessary information and summarize it according to the academic description method into our own ideas. ・To be able to to acquire basic research techniques necessary for studying at the university. ・To be able to learn techniques to describe articles and rules that must be observed, and acquire critical reading comprehension of text through the process of searching, organizing, and expressing information. Outline of Class Train the fundamental research techniques necessary for studying at the university and enable student activities while studying at the Graduation Project. Together, acquire the foundation of information retrieval means necessary for life, and lay the foundation for self-reliant learning throughout the lifetime. In the process of preparing an essay in line with his or her selected theme, finish out the essay while drawing step-by-step tasks to master concepts, explore information, organize, evaluate, and acquire academic description methods. Evaluation is based on issues / tests and final essays at each stage according to the paper preparation process.

Courses /Benchmark GEN1004（～715）・ Required for all level,GEN1350（716～） Style of Class Lecture and exercise at PC classroom ? e-learning using LMS Outline Homework （Preparation/Review etc.） 1 Invitation to information literacy and Video viewing: How to thesis preparation summarize articles 10steps Essay「Watashi to Toshokan」 Theme selection worksheet Timetable 2 How to use the library 1：How to use the "Information Ethics" Test reference tool Information Ethics / Reference Exercises

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2018 Osaka Jogakuin English Syllabus 21120004-11

3 How to use the library 2：Preliminary Keyword list Question survey Survey methods on themes text worksheet Practicum 4 How to use the library 3：OPAC Usage Temporary outline Information search ? JOIN search ? Weblog posting 1st. JOIN practice problem Start selection of reference materials 5 How to use bibliographic/index database APA Style Literature list 1：Search for Domestic (books, Japanese and holdings(NDL-OPAC NII-Webcat) English) Secondary material exercise 6 How to use bibliographic/index database List of literature 2：Magazine article search Use GeNii (magazine) Index magazine articles exercise 7 Utilizing information on the Internet： Information card 2 Search for article related information Explore serch engine exercise 8 Information recording ? Information Information card 10 exchange by SNS 9 Information distribution on the Information card 20 Internet：Utilizing statistical information Information exchange statistics by Weblog Information exercise 10 Reading critical material 1：Mainly on Final outline SNSposting newspaper articles Reading newspaper 2nd. articles Reading newspaper exercise 11 Reading critical material 2：Mainly the Information card 40 article of essay Reading the articles of essay ・Analysis and recording of Japanese information 1：Argument analysis 12 Mainly articles of essay ・Analysis Create introduction and recording of Japanese information 2：Source indication 13 Collect and record English information、 Create presentation

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2018 Osaka Jogakuin English Syllabus 21120004-11

APA style ・ Presentation technique materials APA style exercise 14 PowerPoint presentation Self test 15 Final confirmation and summary Final Copy Preparation for Class Conduct a survey on my subjects in the library until the 2nd to 3rd week. Search the materials in the 4th to 6th weeks and search for related materials. And read the data you found. Hang on the material so that you can read and see the interval since it takes a considerable amount of time to read the material. We will record the contents on the information card after the 7th week. Textbook Deliver educational materials on the Internet. References Grade evaluation method/Criteria Essay: 60% Overall test: 20% Daily lesson task: 20%

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2018 Osaka Jogakuin English Syllabus 21120004-11

Social survey method Subject Social survey method Teacher 佐藤琢志、佐藤安子 Purpose of Class or the goal Social surveys can be broadly divided into two approaches, a quantitative approach and a qualitative approach. In this class, students will examine the purposes and significance of the two and will learn fundamental techniques in both. Students will also acquire the basic knowledge and attitude essential for conducting social surveys and for grasping social situations in an objective manner. Survey types representative of those used in social research such as questionnaire surveys, interview surveys, and participant observations will be examined. Students will learn the fundamentals of social surveys in a concrete way by actually conducting their own surveys. Practical exercises include the selection of a survey theme, preparation of sets of questions, observation, and the analysis of data obtained. Outline of Class Learn basic ideas and methods of social surveys, analyze survey reports, and learn how to plan survey, plan and survey data.

Courses /Benchmark GEN2000（～715）・ GEN2170（716～） Style of Class Basically lecure style. Incorporate exercised at any time. Utilize Powerpoint as well. Outline Homework （Preparation/Review etc.） 1 The meaning of social Extraction of social events survey/Background/Type by newspaper 2 Design of questionnaire survey List of research themes 3 Create a survey form Determine the research theme Timetable 4 Preparation of Greetings /Face sheets Computer input of greeting (exercise) and face sheets 5 Create questions (exercise) Input the questions into a computer 6 Sampling and inspection Creating a questionnaire 7 Create a questionnaire by computer Completion of （exercise） questionnaire 8 Inspection（exercise）、Tally（1）（ exercise） Create a spreadsheet

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2018 Osaka Jogakuin English Syllabus 21120004-11

9 Tally（2）（ exercise） Complete the spreadsheet and download it into Excel file. 10 Aggregation and statistics Calculation of percentage (%) 11 Relationship between two variables（1）、 Calculation of standard Writing report（1） deviation (SD)、Initiating the report preparation 12 Relationship between two variables（2） Calculation of cell χ squared value 13 Relationship between two variables（3） Implementation of chi-square test 14 Relationship between two variables（4）、 Calculation of correlation Writing report（2） coefficient、Preparation for Presentation 15 Presentation（exercise）、 About Create report qualitative research Preparation for Class Review of the last class is necessary. Read carefully handouts etc. Textbook Do not use. References ・"Shakai Chosa no Kiso"、edited by Michiko Ishida、Kumi K.K. ・written and edited by Hidekazu Shiratani・Park Sanguon、"Jissen Hajimete no Shakaichosa―Theme Erabi Kara Houkoku Made―"、Jichitai Kenkyusha Grade evaluation ・Based on submission, assignment, presentation and the method/Criteria report instructed at the end of the semester. ・Take the question about the theme to evaluate the level of originality of each person, not merely a memory-like one. ・The criterion of passing points is that the ability to appropriately apply and utilize the learned contents is being cultivated. ・The overall evaluation ratio is 50% for the final report, 50% for submission of assignments such as homework and presentation.

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2018 Osaka Jogakuin English Syllabus 21120004-11

Digital network foundation (first half) Subject Digital network foundation (first half) Teacher Komatsu, Yasunobu Purpose of Class or the goal ・To be able to acquire basic skills of information technology and technology of utilizing network resources. ・To be able to use learning resources on campus network and public cloud in ubiquitous environment making full use of multi-device (PC / tablet / smartphone). ・To be able to learn the basics of information security and gain insight on basic information literacy that is necessary for modern social life. ・To be able to use the e portfolio. Outline of Class Learn the basics of information security that is necessary in an information sharing society, and learn basic literacy that is necessary for modern social life in addition to acquiring skills necessary for information dissemination in the global environment.

Courses /Benchmark GEN1005（～715）・ Required for all level,GEN1360（716～） Style of Class E-Learning using PBL ? LMS in ICT use environment. Watch the basic explanation about the class content of the next week on the iPad beforehand on the video and do application exercises in the lesson. Flipped Classroom Outline Homework （Preparation/Review etc.） 1 Orientation: Computer Foundation ? Usage rules ? File Campus LAN Usage Procedure Campus operation tasks network environment Basic terms ? input ? save of Computer 2 Network 1：Practice of network use on Video Description View / Timetable campus File operation task Portal Note：Network LMS mail environment on cumpus・ Portal LMS mail file and folder concept About tablet terminal setting / Information sharing 3 Network 2:Dispatch of Video Description View / information/Communication exercise Note：Cloud environment Portfolio and tablet

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2018 Osaka Jogakuin English Syllabus 21120004-11

terminals/Dispatch of information ・ePortfolio About dispatching of information 4 Cloud application exercise 1：Sentence Video Description View / preparation task ? Cloud cooperation Note：Create sentences exercise with Google Drive・ ePortfolio Learning Outcome Sharing ? About Cloud Environment Utilization Method 5 Cloud application exercise 2：Sentence Video Description View / preparation task ? Cloud cooperation Note：Create sentences exercise with Google Drive・ Producing sentences with MS-Word・About cloud environment utilization method 6 Cloud application exercise 3：Table Video Description View / creation task ? Cloud cooperation Note：Tables and exercise・ePortfolio Learning spreadsheets with Google achievement sharing exercise ? MS-Excel Drive・ePortfolio About task learning outcome sharing 7 Cloud application exercise 4：Table Video Description View / creation task ? Cloud cooperation Note：Cloud cooperation exercise Create a tabulation and web exercise About tables and survey with Google Drive ・ePortfolio web surveys with Google Learning achievement sharing・ Drive. MS-Excel 8 Cloud application general exercise / Cloud cooperation exercise summary 9 10 11 12 13

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2018 Osaka Jogakuin English Syllabus 21120004-11

14 15 Preparation for Class Need to watch the video explanation on the content of the next week's education on the iPad and grasp the contents of the lesson in advance. Exercises with iPad: Students must work with collaborators to solve problems using the cloud environment. Textbook Deliver educational materials on the Internet. References Grade evaluation Class participation: 30% Daily task: 30% Completion method/Criteria assignment and test: 40%

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2018 Osaka Jogakuin English Syllabus 21120004-11

Grammar 1 Subject Grammar 1 Teacher 福島知津子、平野真理子、波々伯部陽子、井口陽子、井上聖子、松尾徹、森田まき、中垣芳隆 Purpose of Class or the goal The course aims to help students who have a basic knowledge of English produce more contextually appropriate language. Students should become more sensitive to the complexity of English usage and improve overall language proficiency Outline of Class In this course, students will be required to practice the actual use of English so that their knowledge of grammar will work as a medium to improve their skills in the four areas of reading, writing, listening and speaking in English. Topics such as sentence structure, information structure, expressions and meaning structure will also be covered in the class to facilitate active interaction between the lecturer and students.

Courses /Benchmark Required for all level,ENG1320（716～） Style of Class Using a textbook, students will be required to interact with their teacher. Students will also be required to make oral practices as much as possible. Outline Homework （Preparation/Review etc.） 1 (Adv)Unit 1/(Int)Unit 1 Class Preparation 2 (Adv)Unit 1/(Int)Unit 1 Class Preparation 3 (Adv)Unit 2a(n)&the/(Int)Unit 2 Class Preparation 4 (Adv)Unit 2a(n)&the/(Int)Unit 2 Class Preparation 5 (Adv)Unit 3(1)&/(Int)Unit 3 Class Preparation Timetable 6 (Adv)Unit 3(1)/(Int)Unit 3 Class Preparation 7 (Adv)Unit 4(2)/(Int)Unit 4 Class Preparation 8 (Adv)Unit 4(2)/(Int)Unit 4 Class Preparation 9 (Adv)Unit 5(1)/(Int)Unit 5 Class Preparation 10 (Adv)Unit 5(1)/(Int)Unit 5 Class Preparation 11 (Adv)Unit 6(2)/(Int)Unit 6 Class Preparation 12 (Adv)Unit 6(2)/(Int)Unit 6 Class Preparation 13 (Adv)Unit 7(3)/(Int)Unit 7 Class Preparation 14 (Adv)Unit 7(3)/(Int)Unit 7 Class Preparation

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2018 Osaka Jogakuin English Syllabus 21120004-11

15 (Adv)Final Quiz&/(Int)Final Quiz Class Preparation Preparation for Class Students have to spend at least one hour for preparation Textbook (Adv)Dear Class
Yoshihiro, nagamoto (Nan'un-do)
(Int)Vitamin G : Grammar to Energize Your English
Tetsurou, Chihara・Hideyuki, Tera・Hideo, Ishida (Cengage Learning) References Information is given in the class Grade evaluation Classwork: 70% (Quizzes: 55%; Dialogs: 10%; Homework: method/Criteria 5%)
Final Quiz: 30%Students who get more than 60% in total will pass the course

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2018 Osaka Jogakuin English Syllabus 21120004-11

Grammar 2 Subject Grammar 2 Teacher 福島知津子、平野真理子、波々伯部陽子、井口陽子、井上聖子、松尾徹、森田まき、中垣芳隆 Purpose of Class or the goal The course aims to help students who have a basic knowledge of English produce more contextually appropriate language. Students should become more sensitive to the complexity of English usage and improve overall language proficiency Outline of Class In this course, students will be required to practice the actual use of English so that their knowledge of grammar will work as a medium to improve their skills in the four areas of reading, writing, listening and speaking in English. Topics such as sentence structure, information structure, expressions and meaning structure will also be covered in the class to facilitate active interaction between the lecturer and students.

Courses /Benchmark Required for all level,ENG1325（716～） Style of Class Using a textbook, students will be required to interact with their teacher. Students will also be required to make oral practices as much as possible. Outline Homework （Preparation/Review etc.） 1 (Adv)Unit 8『/(Int)Unit 8 Class Preparation 2 (Adv)Unit 8/(Int)Unit 8 Class Preparation 3 (Adv)Unit 9/(Int)Unit 9 Class Preparation 4 (Adv)Unit 9/(Int)Unit 9 Class Preparation 5 (Adv)Unit 10&/(Int)Unit 10 Class Preparation Timetable 6 (Adv)Unit 10/(Int)Unit 10 Class Preparation 7 (Adv)Unit 11/(Int)Unit 11 Class Preparation 8 (Adv)Unit 11/(Int)Unit 11 Class Preparation 9 (Adv)Unit 12(1)/(Int)Unit 13 Class Preparation 10 (Adv)Unit 12(1)/(Int)Unit 13 Class Preparation 11 (Adv)Unit 13(2)/(Int)Unit 14 Class Preparation 12 (Adv)Unit 13(2)/(Int)Unit 14 Class Preparation 13 (Adv)supplementary exercises/ (Int)Unit Class Preparation 12

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2018 Osaka Jogakuin English Syllabus 21120004-11

14 (Adv)supplementary exercises/ (Int)Unit Class Preparation 12 15 (Adv)Final Quiz&/(Int)Final Quiz Class Preparation Preparation for Class Students have to spend at least one hour for preparation Textbook (Adv)Dear Class
Yoshihiro, nagamoto (Nan'un-do)
(Int)Vitamin G : Grammar to Energize Your English
Tetsurou, Chihara・Hideyuki, Tera・Hideo, Ishida (Cengage Learning) References Information is given in the class Grade evaluation Classwork: 70% (Quizzes: 55%; Dialogs: 10%; Homework: method/Criteria 5%)
Final Quiz: 30%Students who get more than 60% in total will pass the course

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2018 Osaka Jogakuin English Syllabus 21120004-11

Oral Interpretation Subject Oral Interpretation Teacher Ueda, Hiroko Purpose of Class or the goal ・Students will be able to deepen their understanding of English sound system.
・ Based on theoretical understanding and basic skills from Phonetics 1 and 2, students will be able to carry out practical oral performances, such as conversation from TV dramas and movies, news broadcasts, speeches, and stories.
・Based on class works and projects in this class, students will be able to express themselves more effectively in English. Outline of Class Students will review basic fundamentals of phonetics, including rhythm. They will then study, practice and present samples from various TV commercials, news broadcasts, speeches, stories, movies and dramas. Each student will make two presentations ( one group and one individual). Emphasis will be placed on correct pronunciation following the phonetic rules studied and appropriate interpretation and/or expression for the materials.

Courses /Benchmark ENG2080（716～） Style of Class 教科書からの Lesson を用いた演習の後、各学生が選んだ詩、劇、映画などで演習を行う。 Outline Homework （Preparation/Review etc.） 1 orientation と教材の配布、説明 Worksheet 予習 2 Core Project 練習 1 と教科書からの Worksheet 予習 Lesson 3 Core Project 練習 2 と教科書からの Worksheet 予習 Lesson Timetable 4 Core Project 練習 3 と教科書からの Worksheet 予習 Lesson 5 Core Project リハーサルと教科書からのリハーサル Lesson 6 Core Project ビデオ撮影本番本番、Self-evaluation 7 Individual Project 材料検討提出物他 8 Individual Project 材料検討、練習 1 提出物他

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2018 Osaka Jogakuin English Syllabus 21120004-11

9 Individual Project 練習 2 提出物他 10 Individual Project 練習 3 提出物他 11 Individual Project リハーサルと再検討リハーサル 12 Individual Project 再検討提出物他 13 Individual Project ビデオ撮影本番とまとレポート採取検討、め Self-evaluation 14 レポート提出、OI プロセスのまとめと応用最終週への課題教材 15 応用教材 Preparation for Class 一年次で履修した Phonetics の基礎理論を土台として、様々な教材を独力で英語音声表現できるようにする。そのためには、 Phonetics の理論を毎回復習、準備してくること。またモデル音声を何度も繰り返し聞き、ドリル練習を続けること。 Textbook 一年次に使用した「Sounds Make Perfect」、および授業中に配布される Worksheet References Grade evaluation 平常点（授業の取り組み 10%、提出物 10%、クイズほか 20%） method/Criteria 40％ Core Project （リハーサル 10%、発表 10%、提出物 5%、 Self-Evaluation 5%)30％ Individual Project （リハーサル 10%、発表 10%、提出物 5%、Self-Evaluation 5%)30％

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2018 Osaka Jogakuin English Syllabus 21120004-11

Introduction to Management Subject Introduction to Management Teacher Choi, Dae-Ryong Purpose of Class or the goal Students can understand the fundamental functions of management organizations. In addition, students can gain the knowledge of own future career pkan. Outline of Class This class aims students to learn the roles of business organizations for those who aspire to participate actively to business organization in the future. In addition, students discuss on the management functions necessaly in practical business. They also research actual business organizations and make deeply understand the management.

Courses /Benchmark GEN2917（～715）・ PSA2190（716～） Style of Class Lecture, discussion, oral and written reports, quiz. Outline Homework （Preparation/Review etc.） 1 Introduction on class contents and Detailed syllabus are given management in the first class 2 Marketing I Reading text and preparing own opinion. 3 Marketing II Reading text and Timetable preparing own opinion. Reviewing for quiz. 4 Accounting and finance I Reading text and preparing own opinion. 5 Accounting and finance II Reading text and preparing own opinion. Reviewing for quiz. 6 Human resource and organization I Reading text and preparing own opinion. 7 Human resource and organization II Reading text and preparing own opinion. Reviewing for quiz. 8 Strategy I Reading text and preparing own opinion.

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2018 Osaka Jogakuin English Syllabus 21120004-11

9 Strategy II Reading text and preparing own opinion. Reviewing for quiz. 10 Vision and venture I Reading text and preparing own opinion. 11 Vision and venture II Reading text and preparing own opinion. Reviewing for quiz. 12 Case study Preparing for case study 13 Oral report 1 Preparing for report 14 Oral report 2 Making report 15 Over view on management Preparing for overview Preparation for Class In every class, students are expected to read text and reading material in advance. In addition, they are to answer the questions by the teacher.
Students need to review the contents since they have a quiz after every topic is covered(the 4th, 6th, 8th, 10th, 12th classes). Textbook Reading material are delivered through moodle if needed. References Fujii, Masatsugu and Seahan, Richard, "MBA Basics in Englsh" NHK Press, 2012.
Hijikata, Chiyoko, Nishikawa, Masahiro, and Ogawa, Ryou "Well Understandable Management" Shuwa Syste, 2016. Grade evaluation Quiz（5 times）50％, Oreal report 20％, Written report method/Criteria 20％, Class particpation 10％.

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2018 Osaka Jogakuin English Syllabus 21120004-11

English studies Subject English studies Teacher Honda, Masaru Purpose of Class or the goal *Analyze the structural characteristics of English and understand what kind of knowledge is used by English native speakers to listen to English and speak. Outline of Class Learn about the structural features of English and think about what kind of mechanism works behind English as a communication tool.

Courses /Benchmark COM2301（～715）・ PSA2040（716～） Style of Class Lecture and exercise Outline Homework （Preparation/Review etc.） 1 Introduction 2 Object of English Studies Read the text and consider the problem. 3 English Studies and Generative Read the text and consider Grammar the problem. Timetable 4 Structure of English Read the text and consider the problem. 5 Phrase structure and language unit (1) Read the text and consider the problem. 6 Phrase structure and language unit (2) Read the text and consider the problem. 7 Verb phrase type (1) Read the text and consider the problem. 8 Verb phrase type (2) Read the text and consider the problem. 9 Wh movement and question (1) Read the text and consider the problem. 10 Wh movement and question (2) Read the text and consider the problem. 11 Noun phrase movement(1) Read the text and consider the problem.

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2018 Osaka Jogakuin English Syllabus 21120004-11

12 Noun phrase movement (2) Read the text and consider the problem. 13 Syntax and various restrictions (1) Read the text and consider the problem. 14 Syntax and various restrictions (2) Read the text and consider the problem. 15 Summary Preparation for Class It is preferable to read the reference Kitagawa ? Kamiyama (2004). Textbook Do not use textbooks. Distribute prints during class. References written by Kazuko Inoue/Kazuko Harada/Yasuaki Abe 『Seikei Gengo-gaku Nyumon』Taishukan shoten 1999 written by Yukio Ohniwa etc.『Sahou Idou (Eigo-gaku Monograph series 10)』 Kenkyu sha 2002 written by Okio Saito etc.『Gendai no Eibunpo』Kinseido 2000 written by Kenichi Takami etc. 『Nichi-Ei go no Jidoushi Koubun』 Kenkyusha 2002 written by Yukinori Takubo, Heizo Nakajima, Naoki Fukui, Toshiaki Inada『Seiseibunpou』 Iwanami shoten 2004 written by Masaru Nakamura etc. 『Eigo no Shuyou Koubun』 Kenkyusha 2002 written by Kinsuke Hasegawa『Seiseibunpou no Houhou』 Kenkyusha 2003 written by Shosuke Harada etc. 『Kotoba no Grade evaluation Class participation 30%, exam (about 4 times) 70% method/Criteria

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2018 Osaka Jogakuin English Syllabus 21120004-11

Intercultural communication theory Subject Intercultural communication theory Teacher Johnston, Scott Purpose of Class or the goal To understand how our own experiences and beliefs shape the way we interact with people, to develop expertise in communicating across cultures, and to gain knowledge of intercultural communication skills. We will examine identity, language, nonverbal codes and other factors that affect communication.
Learning Objectives
Can identify some gestures and their different meanings in different countries
Can identify your our stereotypes
Can understand how individuals are different in their views of the world and values
Can explain the concept of the cultural iceberg
Can explain high/low contextCan give examples of Describe, Interpret and Evaluate
Can give a presentation on an aspect of culture
Can explain hidden culture Outline of Class What is culture? How does it influence how we interact with people? Why do people from different backgrounds often misunderstand each other? How can we develop better communication skills? These are a few of the questions that we will discuss.

Courses /Benchmark COM2300（～715）・ PSA2060（716～） Style of Class This course involves readings, discussions, student presentations and role plays. To understand intercultural communication we all must be actively involved in the classes. Outline Homework （Preparation/Review etc.） 1 Culture; Who am I? iceberg 2 Identity Chapter 1 Culture and Identity 3 Hidden culture Chapter 2 Hidden Culture 4 Stereotypes Chapter 3 Stereotypes Timetable 5 Cultural simulation 6 Language Chapter 4 Words, words, 7 Nonverbal Chapter 5 Communication without Words

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2018 Osaka Jogakuin English Syllabus 21120004-11

8 Perception Chapter 7 Perception 9 Communication Styles Chapter 8 Communication Styles 1 10 High and low context Chapter 9 Communication Styles 2 11 Values and beliefs Chapter 10 Values 12 Where are behaviour comes from Chapter 11 Deep Culture 13 Cultural simulation; going overseas 14 Culture shock Chapter 12 Culture Shock 15 Review culture in our lives Preparation for Class Students are expected to come to class prepared to actively participate in discussions. The instructor will be facilitating discussions and will draw on students' ideas to expand the course material. Textbook Shaules, J. & Abe, J. (1997). Different Realities. Tokyo: Nan'un-do. References Grade evaluation Classwork 50%(class participation, quizzes, journals, and method/Criteria assignments)Paper(s) on intercultural learning 30%
Presentations 20%

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2018 Osaka Jogakuin English Syllabus 21120004-11

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