Syllabus Search Result

The accelerating change from providing products and services based on mass production and mass consumption to an era that requires an individualized response. In other words, the products and services of the next generation must be in line with the decisions of individuals. In this seminar, we will study the processes and strategies necessary for the creation and operation of businesses that will become the foundation of a new society and the ideal form of entrepreneurs who will implement these processes and strategies, using a variety of cases (examples).
Entrepreneurship is often referred to as "entrepreneurship" these days, but the term "entrepreneur" refers to an "entrepreneur," and the term "ship" refers not to a spirit but to a "way of being. This has been a universal concept since Schumpeter defined creative destruction (innovation) as the essence of capitalism in his book "Capitalism, Socialism and Democracy" published in 1942, and called entrepreneurship the ideal form of the entrepreneur who carries out such innovation.
The purpose of this study group is to develop a keen and rich sensitivity to discriminate between right and wrong, beauty and ugliness, which is essential for entrepreneurship, a prerequisite for future leaders, tolerance to listen to diverse values that differ from one's own, and the ability to take action and produce results by overcoming all kinds of resistance and opposition.

**This seminar is for continuing students belonging to the Miyagaki seminar. Students who are interested in the Tamamura seminar should refer to the separate syllabus for the Tamamura seminar. For students in the Miyagaki seminar, an announcement will be made separately.**

NPO/NGO and Social Business in Japan originate from the volunteer movement in the Hanshin-Awaji great earthquake in 1995. The situation surrounded by NPOs in Japan has been changed since then. The activities have been diversified and empowered (influential) not only in the field of disaster relief but in the field of community design, human service and new business development. Social entrepreneurs and social business, CSR, social consumption and dynamic collaboration beyond sectors have been occurred for these years.

What is in common is that these activities in public aspect have been done based on the principle of networking and making community, and the significance has been more important to solve the various social issues.

In this seminar, you will learn the current situation, challenges, significance and possibility of the activities in "social sector" with the theoretical and practical approach. Group work (project) and individual research will be proceeded in parallel. You will discuss the theme and the case in group work and will put together what you learn in a paper as a graduation thesis.

**This seminar is for continuing students belonging to the Miyagaki seminar. Students who are interested in the Tamamura seminar should refer to the separate syllabus for the Tamamura seminar. For students in the Miyagaki seminar, an announcement will be made separately.**

NPO/NGO and Social Business in Japan originate from the volunteer movement in the Hanshin-Awaji great earthquake in 1995. The situation surrounded by NPOs in Japan has been changed since then. The activities have been diversified and empowered (influential) not only in the field of disaster relief but in the field of community design, human service and new business development. Social entrepreneurs and social business, CSR, social consumption and dynamic collaboration beyond sectors have been occurred for these years.

What is in common is that these activities in public aspect have been done based on the principle of networking and making community, and the significance has been more important to solve the various social issues.

In this seminar, you will learn the current situation, challenges, significance and possibility of the activities in "social sector" with the theoretical and practical approach. Group work (project) and individual research will be proceeded in parallel. You will discuss the theme and the case in group work and will put together what you learn in a paper as a graduation thesis.

In this seminar, we will learn about the latest advances in music science by reading and discussing a different recent original research article every week. Half of the articles will be ones published by other labs, while half will be manuscripts published or near publication by our own CompMusic and NeuroMusic labs. Students will help Prof. Savage and Prof. Fujii choose articles and will take turn leading discussion of articles. Several times we will invite authors of the articles to give evening guest lectures. At the end of the semester all students will present their own original research projects.

_How can we use computers and other artificial systems to break the limitation of our imagination and enhance human creativity? Computational Creativity is a multidisciplinary research field to tackle this very question._

In this course, students will learn the basics of AI techniques such as Deep Learning and explore the possibility of various applications of it in the field of art (media art, sound art, music, graphics, literature, fashion design etc.). Through both technical aspects of AI and aesthetics of the artistic expressions, we'll try to critically contemplate the impact of AI on human beings as we know now and the society of the future.

Our seminar consists of the following three activities:

[Goup Project]
We have four internal group projects (Music Generation, AI Visuals, AI Media Art, the future of DJ). You'll join one (or multiple if you wish) of them and work with your teammate. I hope you can deepen your understandings of the field by working actively on the project.

[Personal Proejct]
Besides the group projects, I expect you to work on a small personal project within the field of Computational Creativity. We are going to organize brainstorming sessions to help you to choose the topic.

[Book reading club]
To understand and discuss the impact of new technologies from broader perspectives, you have mandatory reading assignments. This semester, we will read the following two books: Richard Dawkins's "Selfish Genes" and Kevin Kelly's "Technium."

This class aims to develop an environment for learning foreign languages - especially Chinese - against the backdrop of the increase in remote classes due to the expansion of Covid-19 infection, and the demand for digitalization of teaching materials is increasing in foreign language education as well. What is required of digital teaching materials in the future is the creation of an individually optimized learning environment in which each learner can proceed with learning according to his/her own level of proficiency and understanding, rather than one that is uniformly applied to all learners.
In addition, second language education in Japan to date has focused on grammar translation and reading, with emphasis on vocabulary and grammar acquisition, and even if students earn credits, they often fail to reach a level where they can use the foreign language. In recent years, teaching methods aimed at enhancing learners' communicative competence have been tested, particularly in English and Japanese language education. We will consider how these findings can be applied to second language education, together with the direct teaching method, which is a characteristic of SFC's foreign language education.
Based on this awareness of these issues, this study group will conduct individual or group research with the following four points in mind

(1) Investigation and research on learning strategies
(2) Critical examination of existing teaching methods and materials
(3) Development of teaching materials
(4) Evaluation of teaching materials

This class aims to develop an environment for learning foreign languages - especially Chinese - against the backdrop of the increase in remote classes due to the expansion of Covid-19 infection, and the demand for digitalization of teaching materials is increasing in foreign language education as well. What is required of digital teaching materials in the future is the creation of an individually optimized learning environment in which each learner can proceed with learning according to his/her own level of proficiency and understanding, rather than one that is uniformly applied to all learners.
In addition, second language education in Japan to date has focused on grammar translation and reading, with emphasis on vocabulary and grammar acquisition, and even if students earn credits, they often fail to reach a level where they can use the foreign language. In recent years, teaching methods aimed at enhancing learners' communicative competence have been tested, particularly in English and Japanese language education. We will consider how these findings can be applied to second language education, together with the direct teaching method, which is a characteristic of SFC's foreign language education.
Based on this awareness of these issues, this study group will conduct individual or group research with the following four points in mind

(1) Investigation and research on learning strategies
(2) Critical examination of existing teaching methods and materials
(3) Development of teaching materials
(4) Evaluation of teaching materials

_How can we use computers and other artificial systems to break the limitation of our imagination and enhance human creativity? Computational Creativity is a multidisciplinary research field to tackle this very question._

In this course, students will learn the basics of AI techniques such as Deep Learning and explore the possibility of various applications of it in the field of art (media art, sound art, music, graphics, literature, fashion design etc.). Through both technical aspects of AI and aesthetics of the artistic expressions, we'll try to critically contemplate the impact of AI on human beings as we know now and the society of the future.

Our seminar consists of the following three activities:

[Goup Project]
We have four internal group projects (Music Generation, AI Visuals, AI Media Art, and the future of DJ). You'll join one (or multiple if you wish) of them and work with your teammate. I hope you can deepen your understanding of the field by working actively on the project.

[Personal Proejct]
Besides the group projects, I expect you to work on a small personal project within the field of Computational Creativity. We are going to organize brainstorming sessions to help you to choose the topic.

[Book reading club]
To understand and discuss the impact of new technologies from broader perspectives, you have mandatory reading assignments. This semester, we will read the following two books: Richard Dawkins's "Selfish Genes."

We study linguistics, especially that with a cognitive-functional orientation. In one period (2nd) , we will read articles in cognitive-functional linguistics and learn about the major issues in this field. In another period (3rd), we will pursue our project by first collecting data and analyzing them.

We study linguistics, especially that with a cognitive-functional orientation. In one period (2nd) , we will read articles in cognitive-functional linguistics and learn about the major issues in this field. In another period (3rd), we will pursue our project by first collecting data and analyzing them.

We study linguistics, especially that with a cognitive-functional orientation. In one period (2nd) , we will read articles in cognitive-functional linguistics and learn about the major issues in this field. In another period (3rd), we will pursue our project by first collecting data and analyzing them.

One continuing unresolved issue affecting foreign language education in Japan is the fact that learners experience limited exposure to the target languages they are supposed to be learning. As a result, the learning process becomes more difficult and many learners experience difficulties maintaining their motivation. This problem is particularly evident among intermediate level learners who could benefit from language-learning environments that provide exposure and opportunities to try and test newly acquired expressions and knowledge. Several questions emerge. For example, what are the basic elements necessary for creating learning communities where foreign language learners can experience exposure to the languages they learn? Another question is, what can be done to help learners re-discover the enjoyment of learning as they did when they started? Furthermore, another question considers whether it is possible to integrate individual learning with other socially accepted fun activities? Finally, one last question invites analysis of the feasibility and limitations associated with introducing practical “Cooperative Learning Projects” into the curriculum.
This seminar (Kenkyu-kai) focuses on foreign language education and the creation of efficient learning communities. Part of our study involves looking at successful learning communities where foreign language learners experience intercultural communication based on the promotion of Plurilingualism. We conduct several observations on current projects and analyze them from two perspectives: realism and sustainability. Consequently, we conduct analysis and discussions on the feasibility of transforming language learning communities into realistic projects.

One continuing unresolved issue affecting foreign language education in Japan is the fact that learners experience limited exposure to the target languages they are supposed to be learning. As a result, the learning process becomes more difficult and many learners experience difficulties maintaining their motivation. This problem is particularly evident among intermediate level learners who could benefit from language-learning environments that provide exposure and opportunities to try and test newly acquired expressions and knowledge. Several questions emerge. For example, what are the basic elements necessary for creating learning communities where foreign language learners can experience exposure to the languages they learn? Another question is, what can be done to help learners re-discover the enjoyment of learning as they did when they started? Furthermore, another question considers whether it is possible to integrate individual learning with other socially accepted fun activities? Finally, one last question invites analysis of the feasibility and limitations associated with introducing practical “Cooperative Learning Projects” into the curriculum.
This seminar (Kenkyu-kai) focuses on foreign language education and the creation of efficient learning communities. Part of our study involves looking at successful learning communities where foreign language learners experience intercultural communication based on the promotion of Plurilingualism. We conduct several observations on current projects and analyze them from two perspectives: realism and sustainability. Consequently, we conduct analysis and discussions on the feasibility of transforming language learning communities into realistic projects.

One continuing unresolved issue affecting foreign language education in Japan is the fact that learners experience limited exposure to the target languages they are supposed to be learning. As a result, the learning process becomes more difficult and many learners experience difficulties maintaining their motivation. This problem is particularly evident among intermediate level learners who could benefit from language-learning environments that provide exposure and opportunities to try and test newly acquired expressions and knowledge. Several questions emerge. For example, what are the basic elements necessary for creating learning communities where foreign language learners can experience exposure to the languages they learn? Another question is, what can be done to help learners re-discover the enjoyment of learning as they did when they started? Furthermore, another question considers whether it is possible to integrate individual learning with other socially accepted fun activities? Finally, one last question invites analysis of the feasibility and limitations associated with introducing practical “Cooperative Learning Projects” into the curriculum.
This seminar (Kenkyu-kai) focuses on foreign language education and the creation of efficient learning communities. Part of our study involves looking at successful learning communities where foreign language learners experience intercultural communication based on the promotion of Plurilingualism. We conduct several observations on current projects and analyze them from two perspectives: realism and sustainability. Consequently, we conduct analysis and discussions on the feasibility of transforming language learning communities into realistic projects.

One continuing unresolved issue affecting foreign language education in Japan is the fact that learners experience limited exposure to the target languages they are supposed to be learning. As a result, the learning process becomes more difficult and many learners experience difficulties maintaining their motivation. This problem is particularly evident among intermediate level learners who could benefit from language-learning environments that provide exposure and opportunities to try and test newly acquired expressions and knowledge. Several questions emerge. For example, what are the basic elements necessary for creating learning communities where foreign language learners can experience exposure to the languages they learn? Another question is, what can be done to help learners re-discover the enjoyment of learning as they did when they started? Furthermore, another question considers whether it is possible to integrate individual learning with other socially accepted fun activities? Finally, one last question invites analysis of the feasibility and limitations associated with introducing practical “Cooperative Learning Projects” into the curriculum.
This seminar (Kenkyu-kai) focuses on foreign language education and the creation of efficient learning communities. Part of our study involves looking at successful learning communities where foreign language learners experience intercultural communication based on the promotion of Plurilingualism. We conduct several observations on current projects and analyze them from two perspectives: realism and sustainability. Consequently, we conduct analysis and discussions on the feasibility of transforming language learning communities into realistic projects.

We study linguistics, especially that with a cognitive-functional orientation. In one period (2nd) , we will read articles in cognitive-functional linguistics and learn about the major issues in this field. In another period (3rd), we will pursue our project by first collecting data and analyzing them.

We study linguistics, especially that with a cognitive-functional orientation. In one period (2nd) , we will read articles in cognitive-functional linguistics and learn about the major issues in this field. In another period (3rd), we will pursue our project by first collecting data and analyzing them.

One continuing unresolved issue affecting foreign language education in Japan is the fact that learners experience limited exposure to the target languages they are supposed to be learning. As a result, the learning process becomes more difficult and many learners experience difficulties maintaining their motivation. This problem is particularly evident among intermediate level learners who could benefit from language-learning environments that provide exposure and opportunities to try and test newly acquired expressions and knowledge. Several questions emerge. For example, what are the basic elements necessary for creating learning communities where foreign language learners can experience exposure to the languages they learn? Another question is, what can be done to help learners re-discover the enjoyment of learning as they did when they started? Furthermore, another question considers whether it is possible to integrate individual learning with other socially accepted fun activities? Finally, one last question invites analysis of the feasibility and limitations associated with introducing practical “Cooperative Learning Projects” into the curriculum.
This seminar (Kenkyu-kai) focuses on foreign language education and the creation of efficient learning communities. Part of our study involves looking at successful learning communities where foreign language learners experience intercultural communication based on the promotion of Plurilingualism. We conduct several observations on current projects and analyze them from two perspectives: realism and sustainability. Consequently, we conduct analysis and discussions on the feasibility of transforming language learning communities into realistic projects.

One continuing unresolved issue affecting foreign language education in Japan is the fact that learners experience limited exposure to the target languages they are supposed to be learning. As a result, the learning process becomes more difficult and many learners experience difficulties maintaining their motivation. This problem is particularly evident among intermediate level learners who could benefit from language-learning environments that provide exposure and opportunities to try and test newly acquired expressions and knowledge. Several questions emerge. For example, what are the basic elements necessary for creating learning communities where foreign language learners can experience exposure to the languages they learn? Another question is, what can be done to help learners re-discover the enjoyment of learning as they did when they started? Furthermore, another question considers whether it is possible to integrate individual learning with other socially accepted fun activities? Finally, one last question invites analysis of the feasibility and limitations associated with introducing practical “Cooperative Learning Projects” into the curriculum.
This seminar (Kenkyu-kai) focuses on foreign language education and the creation of efficient learning communities. Part of our study involves looking at successful learning communities where foreign language learners experience intercultural communication based on the promotion of Plurilingualism. We conduct several observations on current projects and analyze them from two perspectives: realism and sustainability. Consequently, we conduct analysis and discussions on the feasibility of transforming language learning communities into realistic projects.

This Kenkyukai is conducting research activities with the goal of building data-driven smart cities and regions. Data Driven means to make decisions and take actions based on data. In today's data-driven society, more quantitative and rational ways of thinking are required instead of the conventional qualitative decision-making. In light of this social trend, we are researching how to discover, solve, and implement problems using analytical methods that utilize data.
Concretely speaking, we use geographic information systems (GIS) to analyze and map geographic data to discover problems in cities and regions, such as the environment, disaster prevention, transportation, tourism, welfare, and agriculture, to understand the causes of problems and their relationship to the people living there, to propose solutions for an ultra-smart society, and to provide policy support. We also propose solutions for an ultra-smart society and provide policy support. We are a research group that can discover problems, devise solutions, and implement them, which is a characteristic of SFC.

This Kenkyukai is conducting research activities with the goal of building data-driven smart cities and regions. Data Driven means to make decisions and take actions based on data. In today's data-driven society, more quantitative and rational ways of thinking are required instead of the conventional qualitative decision-making. In light of this social trend, we are researching how to discover, solve, and implement problems using analytical methods that utilize data.
Concretely speaking, we use geographic information systems (GIS) to analyze and map geographic data to discover problems in cities and regions, such as the environment, disaster prevention, transportation, tourism, welfare, and agriculture, to understand the causes of problems and their relationship to the people living there, to propose solutions for an ultra-smart society, and to provide policy support. We also propose solutions for an ultra-smart society and provide policy support. We are a research group that can discover problems, devise solutions, and implement them, which is a characteristic of SFC.

This Kenkyukai is conducting research activities with the goal of building data-driven smart cities and regions. Data Driven means to make decisions and take actions based on data. In today's data-driven society, more quantitative and rational ways of thinking are required instead of the conventional qualitative decision-making. In light of this social trend, we are researching how to discover, solve, and implement problems using analytical methods that utilize data.
Concretely speaking, we use geographic information systems (GIS) to analyze and map geographic data to discover problems in cities and regions, such as the environment, disaster prevention, transportation, tourism, welfare, and agriculture, to understand the causes of problems and their relationship to the people living there, to propose solutions for an ultra-smart society, and to provide policy support. We also propose solutions for an ultra-smart society and provide policy support. We are a research group that can discover problems, devise solutions, and implement them, which is a characteristic of SFC.

This Kenkyukai is conducting research activities with the goal of building data-driven smart cities and regions. Data Driven means to make decisions and take actions based on data. In today's data-driven society, more quantitative and rational ways of thinking are required instead of the conventional qualitative decision-making. In light of this social trend, we are researching how to discover, solve, and implement problems using analytical methods that utilize data.
Concretely speaking, we use geographic information systems (GIS) to analyze and map geographic data to discover problems in cities and regions, such as the environment, disaster prevention, transportation, tourism, welfare, and agriculture, to understand the causes of problems and their relationship to the people living there, to propose solutions for an ultra-smart society, and to provide policy support. We also propose solutions for an ultra-smart society and provide policy support. We are a research group that can discover problems, devise solutions, and implement them, which is a characteristic of SFC.

Basically this course is a continuation of Kanie-lab which was held during Spring 2021 semester.

This Kenkyukai is conducting research activities with the goal of building data-driven smart cities and regions. Data Driven means to make decisions and take actions based on data. In today's data-driven society, more quantitative and rational ways of thinking are required instead of the conventional qualitative decision-making. In light of this social trend, we are researching how to discover, solve, and implement problems using analytical methods that utilize data.
Concretely speaking, we use geographic information systems (GIS) to analyze and map geographic data to discover problems in cities and regions, such as the environment, disaster prevention, transportation, tourism, welfare, and agriculture, to understand the causes of problems and their relationship to the people living there, to propose solutions for an ultra-smart society, and to provide policy support. We also propose solutions for an ultra-smart society and provide policy support. We are a research group that can discover problems, devise solutions, and implement them, which is a characteristic of SFC.