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This Seminar consists of two projects: (1) Comparative Media Studies and (2) Learning Environment Design. Participants are required to choose either project depending on their individual research theme, however a later change is also possible. In this group work based seminar the students are expected to participate and contribute actively. They will also receive feedback on the content of their own projects. In addition to this seminar’s group work, participants are expected to work with resources not related to their own native language.

This class aims to study about statistical modeling such as linear regression model, general linear regression model and general linear mixture model.

Students on this course learn the negotiation process from the initial planning to closing deals. Role-plays, negotiation games, and full group business and UN model negotiations are used to develop both negotiation and language skills while developing an understanding of cultural differences when negotiating.

This course is a combination writing and communication course suitable for students with a TOEFL Paper-Based Test score of up to 459, or for students who have successfully completed the Gateway English course.

Writing to Write introduces students to the process of creative writing. It will give ample practice and reinforcement of writing skills by utilizing peer brainstorming, analyzing model paragraphs, identifying and practicing topic sentences, supporting sentences to correctly structure writing. The course is designed to use the students' experience as a base for writing, and classroom tasks will be guided to develop proficiency.

Presented as a foundation level course, it should meet the needs of lower-level learners through practice in basic grammar, vocabulary and spelling. This course also provides explanations, student writing models, and meaningful practice opportunities. In the latter half of the course, students will move from creating sentences to creating meaningful paragraphs with topic sentences, supporting sentences, and concluding sentences.

During the course, writing tasks will focus on writing as yourself for the teacher, and the process will involve gathering ideas, organizing ideas, and turning these ideas into written text. Corrective feedback will be given and submitted texts will be edited. The style of writing for this course is designed to be similar to journal writing or narratives.

This course is a combination listening and communication course suitable for students with a TOEFL Paper-Based Test score of up to 459, or for students who have successfully completed the Gateway English course. Listening for the TOEIC is designed for students studying at the TOEIC 450-600 level.

Developing the skills necessary for the TOEIC can be a trying experience for test-takers, so this course has been designed to provide some strategies to develop students’ higher-order thinking skills and stay motivated. Listening for the TOEIC will go over ways for students to improve their TOEIC score by helping them to think through the test.

A heavy emphasis is placed on strategies for learning vocabulary which will help with depth of understanding, much of which is done through sharing connections with other students. There is ample opportunity for a learning exercise to become an opportunity for social interaction and further understanding of a vocabulary item through others’ experiences.

Strategies for reading are introduced in this course to help with the reading sections of a test. Students will be encouraged to:
- scan for information type questions and judge which words are more important for answering questions
- understand the four major types of reading comprehension questions, recognize questions that ask for specific information such as when, where, who, why, and how
- learn about questions that ask for meaning of a word or a synonym/antonym of a given term
- understand inference questions that require students to take a leap of understanding from the information given in the text to the answer asked for in the comprehension question
- practice answering questions that ask for what is not in the text.

It has become evident that both private and public sectors consider “DESIGN” as the potential way to create innovative, meaningful and useful products and services. In order to achieve this end, design-led research and development hold the essential key to identify how people experience the shortcomings of existing products and services. 

However, design-led research (design research) differs from “asking people what they want”. You need to dig deep into the structural and systemic problems that people feel subconsciously, and your task as a design researcher is to embody that problem collaboratively. Sometimes you need to generate a tool for people to make their problems visible by themselves, sometimes you need to make a diagram for people to visualise the complex stakeholder relationships. 

This course provides students with basic knowledge and skill in design-led research activities. This course will ask students to actively engage with design research. I would recommend that those who wish to take this course have experience in developing a product or service of any kind (for private or public sector, tangible or intangible) previously.

入門レベルのマクロ経済学の講義を行う。マクロ1を履修済みの学生が履修者に含まれることも想定するが、マクロ1の内容はこの講義の必須前提ではない。
まず国民経済計算について、すなわち生産、所得、および支出による国内総生産の測定について概観をしたのち、生産、成長、消費、貯蓄、について考察し、これらがどのように決定されるのかについて学ぶ。資産市場、貨幣、物価について解説したのち、AD-ASモデルと財政政策と金融政策について学ぶ。次いで、短期における物価上昇率と失業率の代替関係について、データを用いて考える。
簡単な数学を必要とするが、講義では直観的理解に訴えるよう心掛けるつもりである。

In this lecture, the students will learn intermediate-level microeconomics. Assuming that introductory-level microeconomics has been already studied, the lecture focuses on the foundations for advanced economic theory. The lecture begins with a review of the scope of microeconomics. The analysis of economic agents engaging in economic activities follows. The model of consumer behavior is presented, which facilitates the understanding of the concept of demand. The lecture moves on to the analysis of firms, another type of players in economic systems, to introduce the concept of supply. Economic transactions are basically the result of balance of supply and demand. A key conception is “equilibrium.” Its implications to social welfare are discussed in detail.

This class deals with theoretical and practical knowledge on environmental management, consensus building, roles of actors, and so on through five role playing simulation games (negotiation games). Every other class will review the simulations and learn what we get out of them.

　　Our project is a platform where you deepen your investigation to write graduation thesis, it is never a place in which you passively listen to lectures by teachers. That is the bottom line you must understand before participating our project. And you must fix your specific study case before participate our project.

A Our interests

　　Mainly we are interesting in three domains:

　Studies on China (A in the following figure) 　Studies on civil society or the third sphere in various areas in the world (B in the following figure) 　Studies on civil society or the third sphere in China (C in the following figure)

　　My personal study case is 3, but aspects of civil society or the third sphere are global or universal to some extent, for example, Japan also faces some problems concerning civil society, for example, grass-roots movement against nuclear power, government's new policy on national security and the new US-base in Okinawa in these days. Now I will introduce the background and basic concepts concerning such problems to help you to understand our project.

B "Official = public, non-official = private" is misleading.

　　For long time, people have thought that only "official" can be "public", while "non-official" can be only "private". However do our government and government officials really pursue public interests ? For example, do Japanese "independent administrative agencies" exist only for our public interest ? We know government offices do never give up any part of their power, is it for people or for themselves ? To put it the other way around, is "non-official" really "private" ? For example, NGOs are not government official organization. but they always assert their non-profit and "public" characters. National governments will not give up their antipersonnel mines for so-called "national interests", while NGOs demand to discard them for more public interests like human rights. It seems that "non-official" sphere has two faces like Janus: market as a purely private sphere and civil society or the third sphere as a public sphere. In other words, "non-official" sphere can be new "public" while as opposed to the old "public" represented by "official".

C The risk of delegation

　　We often hear someone on TV-shows or newspapers says "What are our administrative agencies doing ? How useless they are!" after a lonely child killed him/herself who had been suffered at the hands of his/her rough schoolmates for a long time or a lonely old man/woman had been left in his/her room for a long time after his/her death. In middle ages, most of welfare was provided by religious organizations like christian churches or Buddhism temples. They took care of homeless people, refugees of disasters, poor people suffered from sick and so on. And you should be also a believer of such religions in this ages. Your conscience would feel serious challenge from God or Buddha when you met such poor people. God or Buddha would ask you why you would not help those poor people in spite of wonderful grace and love from Jesus or Buddha. You had to respond this question, because it was responsibility. But we are very easy today. You can pass all buck to your government, because you are taxpayer and responsibility belongs only to your government in modern secular states. You can ask your government, just like God or Buddha who asked you a serious question in middle ages, whether it will fulfill its responsibility as a public servant or not. In other words, you can delegate responsibility to government and government officials today. However is it delegation of responsibility or delegation of self-determination ? Is it liberation of your conscience or nationalization of your conscience by your government ? A lot of people will pretend not to see the latter answers and make themselves consider the division of roles between government and society as wonderful progress. This is why we are often deceived by an illusion like "official = public, non-official = private". We can develop "new publicness" only when stop such delegation, recover our self-determination to participate public affairs, and recapture our conscience.

D For good life

　　New "public" is also skeptical about market. It want to overcome mammonism and materialism to pursue "good life". Market often hates voluntary labor, because such labor cannot be valued in money. Temples in some countries of South-east Asia are built by people without any expense, because the people believe such labor is service for Buddha, voluntary labor for Buddha is pleasure for them. But in Japan, Miyadaiku(carpenters who make or repair Japanese traditional palaces, shrines and temples) are engaged in construction of temples. They are professional, highly paid craftsman, of course their labor is not free (it can be valued in money). From this point of view, we can say Japan is more secular and more capitalistic than those countries in South-east Asia. In other words, Japanese temples can make a contribution to GDP growth. The labor of Japanese housewives is, however, absolutely voluntary and free. Their labor is completely for their family they love. Such love will seriously disappoint market and capitalists, because it cannot be valued in money, it is meaningless for GDP. So the more capitalistic Japanese political leaders are, the more obvious palaver is given to housewives by the leaders. The leaders will say with smile: "Women have huge potential power, they should enter professions. Household affairs can be left in the charge of housekeepers. Childcare can be left in the hands of babysitters." It is a wonderful idea for the capitalists, isn't it ? Women who have abandoned household affairs can make a great contribution to GDP growth, because their labor in offices can be valued in money, and so, it is taxable. The labor of housekeepers and babysitters is, of course, also taxable. This is why the political leaders in the capitalistic states hates voluntary labor like housewives' household affairs. However, can religions which can be valued in money really make you happy ? Are children who babysitters take care of really happy ? It seems that GDP growth may or may not provide "good life". New "public" sphere is a place in which we can think and discuss about such questions. We need new "public" sphere as the third sphere, because both of the first sphere (official institutions like government) and the second sphere (market) are all too capitalistic.

E The society which rejects facile delegation to government and market

　　In other words, we can say new "public" is a sort of attitudes which rejects facile delegation to government and market. In China after CCP's socialism revolution in 1949, actors in the civil society like NGOs and religious associations were dissolved or condemned by Mao Zedong, his Party (CCP) and his government, only "public" represented by government completely overwhelmed Chinese society. In this age, Chinese people had given up their self-determination and their consciences had been nationalized. But from 1980's to 1990's, Deng Xiaoping left Chinese society in the charge of market under the cloak of "socialism with Chinese characters（有中国特色的社会主义）".Chinese society vacuumed by Mao Zedong has been occupied by mammonism and materialism brought by Deng Xiaoping.

　　Many people remember Adam Smith as the author of An Inquiry into the Nature and Causes of the Wealth of Nations (1776). But we must also remember that he wrote The Theory of Moral Sentiments (1759). He knew that wholesome market needed good moral sentiments and an active civil society. But people whose consciences are nationalized and lost self-determination cannot verify the morality of their market, and so cannot win the temptation of mammonism and materialism. Only people who keep their consciences and self-determination can verify system: government and market. Hence not only wholesome market but also political democracy are hopeless for Chinese people to accomplish, at least in the next two or three decades, I think. Some ask me whether China can change into a democratic state or not. My answer is YES, but there are important preconditions: Chinese people must recover their consciences and self-determination in their own civil society, and this process will spent a long time. Civil society, which is independent of government and market, will make Chinese people a chance to reconstruct their "public" sphere and participate new movements in which people struggle to resolve serious problems, for example, environmental pollution, infringement of human rights, gap between the rich and the poor and so on. This is why I focus on the growth of Chinese civil society. Of course, the recovery of civil society is very important not only for China bu also for the other countries and areas.So we will accept students who want to study civil societies, NGOs or other associations in the other countries or areas.

　　Our project is suitable for students like:

a. ones who will study Chinese society. b. ones who will study social thoughts of religions in any country or area. c. ones who will study NGOs or other associations as actors of civil society.

If you have any question, you can write an e-mail to tjm@sfc.keio.ac.jp. Only English, Mandarin Chinese and Japanese are available.

Health communication is the study and practice of communicating promotional health information, such as in public health campaigns, health education, and communication between doctor and patient.
This course involves lots of group-works. Foreign students are welcome but need have basic Japanese communication skills.

This Seminar consists of two projects: (1) Comparative Media Studies and (2) Learning Environment Design. Participants are required to choose either project depending on their individual research theme, however a later change is also possible. In this group work based seminar the students are expected to participate and contribute actively. They will also receive feedback on the content of their own projects. In addition to this seminar’s group work, participants are expected to work with resources not related to their own native language.

Artificial intelligence may have a great impact on society in the future. In order to understand capabilities and limits of artificial intelligence, it is necessary to understand computers as its foundation.

In the first half of this course, we learn fundamental knowledge of practical usage of computers and networks in SFC. In the second half, we learn programming skills which are necessary to take advantage of computers.

After this course, you will be able to learn advanced programming skills in Fundamentals of Information Technology 2.

Personality, Identity and Psychological Theories
Psychology and Mental and Dream Analysis

Personality, Identity and Psychological Theories
Psychology and Mental and Dream Analysis