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perspectives in educational psychology - To encourage students to think about the relevance and applications of that knowledge - with regard to themselves, their immediate environment, and beyond - To facilitate the development of students’ thinking and communication skills in English Course Schedule The following is a guide to what will be covered during the 16 weeks of the semester. As required, some minor adjustments may be made to this schedule. Week 1: Introduction to the course and to concept formation in children Week 2: Schema in learning: lecture and discussion Week 3: Concepts and schemas: reflections about what we know, how we know, what we think others may know ... Week 4: Memory: an introduction to and discussion of basic concepts Week 5: Remembering and forgetting: reflections about what we retain and what we lose in memory Week 6: Mnemonic techniques: reflections about uses in educational settings Week 7: Learning in school: lecture and discussion Week 8: Learning in school: reflections about what is taught - and how Week 9: Examinations and tests: lecture and discussion Week 10: Formative and summative evaluation: reflections about effects on learning Week 11: Test and question types: reflections about uses and usefulness Week 12: Intelligence and intelligence testing: lecture and discussion Week 13: Ability grouping: reflections about advantages and disadvantages for students and teachers Week 14: Diversity in education: reflections about benefits and challenges Week 15: Final examination Week 16: Feedback week 39 Course Conduct Students taking this course will be expected to prepare for each class by reading the appropriate textbook pages and any other materials that the instructor assigns. Class sessions will comprise of lectures provided by the instructor to summarize key points, highlight important issues, and introduce students to other pertinent information that bear on the topic being covered: these will all be provided on the assumption that students have undertaken the preparatory readings. The class sessions will also involve pair, small group, and/or plenary discussions, and exercises for students to complete individually or in cooperation with other students. Active participation in these discussions and exercises is necessary to meet coursework/grading requirements (see below). 40% of the course grade is based on a portfolio of work that students complete relating to the topics dealt with in the course (i.e., exercises completed in class, notes on key points raised in discussions with other students, notes taken from and reflections on assigned and other readings undertaken, etc.). Portfolio of work = 40%, Short essay (750 words) = 20%, Class discussion participation and contribution = 20%, Final examination = 20% Students will be expected to spend about 90 minutes each week on out-of-class preparation, readings, and assignments. Students will be expected to obtain their own copy of the textbook, and to read assigned chapters and other readings in preparation for each class. During the semester, students can email the instructor to make an appointment or to ask any questions about the course. There are no prerequisites, but it is preferable if students have taken Introduction to Educational Psychology A before taking this course. Introduction to Educational Studies B Graduate School of Education Emmanuel MANALO Behavior science 2 Fall
Mon/1 Mainly for 1st and 2nd grade All fields H473001
Yoshida South 3B The main purpose of this course is to introduce some key concepts, issues, and perspectives in the study of education. Through a series of lectures, exercises, and discussions in class, students will be encouraged to consider various important issues about student and teacher roles, and what happens in the classroom and beyond. Through a project, students will investigate and reflect on educational provisions in Japan in comparison to the United Kingdom (covered in the textbook) and other countries. Following on from Introduction to Educational Studies A, the goals of this course are: - To further facilitate students’ acquisition of knowledge about some of the important concepts, issues, and ideas in educational studies - To continue to foster in students an understanding and appreciation of the multiple perspectives that exist in the study and practice of education - To encourage students to think about the relevance and applications of the knowledge they are acquiring - To facilitate the development of students’ thinking and communication skills in English Course Schedule The following is a guide to what will be covered during the 16 weeks of the semester. As required, some minor adjustments may be made to this schedule. Week 1: Introduction to the course and to the role of technology in education Week 2: The "flipped" classroom: reconsidering teacher and student roles Week 3: Early childhood education: lecture and discussion Week 4: Compulsory school education: lecture and discussion Week 5: Further and higher education: lecture and discussion Week 6: Discussion of student project on investigating and comparing educational provisions in Japan, part 1 Week 7: Discussion of student project on investigating and comparing educational provisions in Japan, part 2 Week 8: Motivation and school achievement: lecture and discussion Week 9: Lifelong learning: lecture and discussion Week 10: Lifelong learning: reflections on its value Week 11: Race and social class inequalities in education: lecture and discussion Week 12: Inequalities in education: reflections about the effectiveness of strategies for addressing inequalities Week 13: Educational research: lecture and discussion Week 14: Educational research: some considerations about what, why, and how Week 15: Final examination Week 16: Feedback week Course Conduct Students taking this course will be expected to prepare for each class by reading the appropriate textbook pages and any other materials that the instructor assigns. Class sessions will comprise of lectures provided by the instructor to summarize key points, highlight important issues, and introduce students to other pertinent information that bear on the topic being covered: these will all be provided on the assumption that students have undertaken the preparatory readings. The class sessions will also involve pair, small group, and/or plenary discussions, and exercises for students to complete individually or in cooperation with other students. Active participation in these discussions and exercises is necessary to meet coursework/grading requirements. 40% of the course grade is based on a portfolio of work that students complete relating to the topics dealt with in the course (i.e., exercises completed in class, notes on key points raised in discussions with other students, notes taken from and reflections on assigned and other readings undertaken, etc.). Portfolio of work = 40%, Report (750 words) = 20%, Class discussion participation and contribution = 20%, Final examination = 20% Students will be expected to spend about 90 minutes each week on out-of-class preparation, readings, and assignments. Students will be expected to obtain their own copy of the textbook, and to read assigned chapters and other readings in preparation for each class. During the semester, students can email the instructor to make an appointment or to ask any questions about the course. There are no prerequisites, but it is preferable if students have taken Introduction to Educational Studies A before taking this course. Japanese Politics Graduate School of Law Ken HIJINO Social science 2 Fall Tue/2 2nd grade and above All fields H679001
Yoshida Main 1 This is an introductory course on Japanese politics which considers the nature of Japan's political institutions from a comparative perspective. The course will demonstrate how variation in key political institutions (such as the electoral system) affects political outcomes in Japan and other democracies. The course is organized into three parts: 1) a brief survey of Japanese political history from the Meiji era to the present 2) a description and comparison of Japan's key political institutions 3) investigation into a number of political themes in post-war Japan. Along the way, students are introduced to basic social science methodologies of comparison to generate causal inferences as well as some basic analytical models used in comparative politics (such as the principal-agent and veto player model). The goal of this course is for students to begin to contemplate how the preferences of voters, politicians, parties and interest groups are constrained and channeled by political institutions. Another goal is for students to improve their English reading and writing skills through studying in English a subject that they may be familiar with in the Japanese language. 1.Introduction: What is politics? What are political institutions? Why compare? Part one: An overview of Japan's political history 2. Pre-war politics: the Meiji constitution and politics of oligarchy (1889-1945) 3. The Occupation era: the post-war constitution and democratization (1945-51) 4. Politics of the high-growth era: the 1955-system (1955-1993) 5. Politics of the lost decades: political reform and transition (1993-2013) Part two: Japan's political institutions in comparative perspective 6. Electoral rules: majoritarian and proportional systems 7. The party system: party types, numbers, and issue cleavages 8. Electoral campaigns: watch documentary “Campaign” 9. Chief executives and leadership: prime ministers and presidents 10. The bureaucracy: principle-agent model and the autonomy of bureaucracy 11. The local government system: decentralization and local government autonomy 12. Institutional veto players: bicameralism, constitutionalism, and judiciary Part three: Themes in Japanese politics 13. Majoritarianism vs Consociationalism: the future of Japanese democracy 14. Demography: aging and youth in politics
Students will be evaluated on a mid-term assignment (500 words) = 10%, a term paper (2000 words) = 40%, and a written examination during the examination period = 50% of their grade. Students will be expected to read and prepare for at least 2-3 hours per class each week. I will not have fixed office hours, but students may contact me by email for appointments or questions about the course. Previous knowledge in Japanese politics, social sciences or political science will not be required for this class. Students will be expected to read about 20-30 pages of rigorous and academic, though not technical, English. Students will also be expected to write their assignments in English (although this may change according to the class level). Modern Classics in Political Science Graduate School of Law Ken HIJINO Social science 2 Fall
Thu/2 Mainly for 1st and 2nd grade All fields H692001
Yoshida Main 3 This is a small-sized seminar-type class for students wishing to learn how to read critically in English using classics texts in political science. By reading these texts, students will be introduced to key issues surrounding democracy, including its history, definition, limits, and current challenges. The seminar will use such key texts as: Bernard Crick - In Defense of Politics; Robert Dahl - On Democracy; Elinor Ostrom - Governing the Commons: The Evolution of Institutions for Collective Action; Arendt Lijphart - Patterns of Democracy; and Robert Putnam - Making Democracy Work. You do not need to have prior knowledge in political science or social sciences, or be a native English speaker/writer to join this seminar. The goal of this seminar is for students to learn how to critically read and evaluate the theoretical arguments and empirical evidence provided in the very best of political science literature. Such an intense reading should train non-native English speakers to improve both their English reading and comprehension, but also their engagement with academic texts in other languages. Students are expected to be active in presenting and formulating their ideas during the course, giving them opportunity to improve their output in English. Each class will involve a student presentation of the reading assignment (20 pages or so) and an in-class discussion of the text. The texts that will be read will be determined according to student interest and capacity at the beginning of the term. Students will be evaluated on their participation in class discussion, class presentation, and a final term paper (2,500 words) = each worth approximately a third of their grade. Students will need to spend at least 3 hours a week, reading and preparing for discussion of the text. Contemporary Economics B Graduate School of Economics Sven Rudolph Social science 2 Fall
Thu/3 All grades All fields H683001
Yoshida South 3D
This is an introductory undergraduate course, teaching the fundamentals of modern macroeconomics’ theory with applications to current economic issues in practice. The course provides students with a solid foundation for macroeconomic analysis and motivates them to engage in further economic studies. - knowing the history of economic thought - understanding the basic principles of economics as a social science, economic growth, employment, and the financial system - applying analytical skills to current economic problems Content, Outline, Schedule: The course starts with an introduction to macroeconomics data such as the Gross Domestic Product (GDP) and the Consumer Price Index. It continues with looking at the economy in the short and medium run by focusing on the goods, financial and labor markets, also introducing the IS-LM-Model and the AS-AD-Model. Next, the course covers the economy in the long run dealing with issues such as economic growth and technological progress. The course finishes with a short treatment of selected issues of an open economy and a discussion of limits to growth. - Introduction (1 week) - History of Economic Thought (1 week) - Macroeconomics Data (2 weeks) - The Economy in the Short Run (3 weeks) - The Economy in the Mid Run (3 weeks) - The Economy in the Long Run (3 weeks) - Discussion: The Limits to Growth and New Welfare Indicators (1 week) Principles of Teaching: The course uses a problem-oriented approach by confronting students with real-life macroeconomic problems (growth, inflation, unemployment, public debt etc.) and providing them with macroeconomics’ tools to solve these problems. Students’ active participation in the course is essential for its success. class participation; 1/3 each for assignments, presentations, and seminar paper - prepare and review class contents e.g. by textbook readings - complete short assignments on a regular basis To be announced Contemporary Economics B Graduate School of Economics Sven Rudolph Social science 2 Fall
Thu/4 All grades All fields H683002
Yoshida South 3D This is an introductory undergraduate course, teaching the fundamentals of modern macroeconomics’ theory with applications to current economic issues in practice. The course provides students with a solid foundation for macroeconomic analysis and motivates them to engage in further economic studies. - knowing the history of economic thought - understanding the basic principles of economics as a social science, economic growth, employment, and the financial system - applying analytical skills to current economic problems Content, Outline, Schedule: The course starts with an introduction to macroeconomics data such as the Gross Domestic Product (GDP) and the Consumer Price Index. It continues with looking at the economy in the short and medium run by focusing on the goods, financial and labor markets, also introducing the IS-LM-Model and the AS-AD-Model. Next, the course covers the economy in the long run dealing with issues such as economic growth and technological progress. The course finishes with a short treatment of selected issues of an open economy and a discussion of limits to growth. - Introduction (1 week) - History of Economic Thought (1week) - Macroeconomics’ Data (2 weeks) - The Economy in the Short Run (3 weeks) - The Economy in the Mid Run (3 weeks) - The Economy in the Long Run (3 weeks) - Discussion: The Limits to Growth and New Welfare Indicators (1 week) Principles of Teaching: The course uses a problem-oriented approach by confronting students with real-life macroeconomic problems (growth, inflation, unemployment, public debt etc.) and providing them with macroeconomics’ tools to solve these problems. Students’ active participation in the course is essential for its success. class participation; 1/3 each for assignments, presentations, and seminar paper - prepare and review class contents e.g. by textbook readings - complete short assignments on a regular basis To be announced
high-school level calculus Introduction to Medical Psychology Graduate School of Medicine ALTMANN Christian Behavior science 2 Fall Tue/3 All grades All fields H479001
Yoshida South 36 Mind and body cannot be separated from each other: psychological factors have a huge impact on our physical health. This course aims at introducing students to basic psychological concepts that are most relevant for our health. It will discuss how sleep, emotions, personality, and stress influence our well-being and it will demonstrate how psychological factors affect physiological parameters. - To understand the connection between psychological well-being and our physical health. - To get a basic understanding of how we can treat psychological and psychosomatic illness. 1) Introduction to Medical Psychology 2) Measuring the human mind: psychological tests and psychophysiology 3) Intelligence and learning 4) Personality 5) Sleep 6) Emotions 7) Psychological stress and its role in health and disease 8) Experience of extreme conditions, post-traumatic stress-disorders, anxiety and phobia 9) Chronic pain 10) Depression and suicide 11) Substance abuse and dependence 12) Placebo and nocebo 13) Behavioral intervention strategies for improving health 14) Neurofeedback and brain-machine-interfaces 15) Final examination 16) Feedback Evaluation will be based on class attendance and active participation (30 points), and a final examination (70 points). The final examination will test whether students have achieved the course goals. Students who are absent more than five times will not be credited. To achieve the course goals students should review the course materials after each class. The time necessary for review should be in the range of 2 hours per class. No fixed office hours, but students are welcome to arrange appointments by email. Topics in Human Geography Graduate School of Global and Enviromental Studies Jane SINGER Community culture 2 Fall Thu/3 Mainly for 2nd grade All fields H558001
Yoshida South 1 21 This course looks at global trends in population change and mobility, including population growth; declining and aging populations; displacement due to development, conflict or climate change; urban migration and international migration. By carrying out a simulated stakeholder negotiation exercise, students will understand the complex issues involved. Students will be able to understand many of the complex causes and impacts of population trends and mobility. They will consider many of the ethical questions involved,such as government obligations for accepting refugees or those displaced by climate change, the roles of various stakeholders in assisting the displaced, and unequal impacts of development and globalization. Class 1: Introduction and overview. Demographic trends and population issues Class 2: Population booms vs. population declines and aging Class 3: Japan's rural crisis: Can we revitalize rural areas? Class 4-7: Displacement due to conflict, development and environmental change Class 8: Mid-term test; Migration: pull and push factors Class 9: Urban migration trends and issues Class 10-11: Globalization and transborder movement Class 12-14: Stakeholder analysis and stakeholder negotiation: preparation, implementation and feedback Note: The schedule may change slightly depending on class requirements Evaluation will be based on class attendance and active participation (30%), short assignments and classroom exercises (30%), a mid-term test (25%) and participation in the final simulation exercise (15%). Download 0.69 Mb. Do'stlaringiz bilan baham: 
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