International Christian University

The course surveys Japan’s international relations with China, Korea, and Europe between the 15th to 17th century. First, the course looks at the development of diplomacy and trade in East Asia, focusing on the “sea-closing policy” of China during the 14-16th centuries; the activity of Japanese diplomatic and trade missions to China, and the collapse of the tribute system. Then it investigates the relations with Europe during the 16th century, examining the new quality of foreign relations during the Edo Period; the development and role of the port cities Hirado and Nagasaki, and the trade with the Europeans and the Chinese. 
 

 Why do two translators sometimes produce two very different translations of the same text? Can a translation ever have the same effect as its source text? Why should we study translation theory? What even *is* translation? Through this course, students will explore these and other multi-faceted questions in the field of Translation Studies (TS). 

This course aims to provide a solid foundation in major theories and issues of TS, from historical debates surrounding equivalence and fidelity, to newer perspectives that challenge these well-entrenched concepts. Students will learn to describe and critically evaluate translations and translation strategies. 

Finally, through guided practice activities and a final group translation project, students will be able to experience firsthand the puzzle-like challenges and satisfactions of producing their own translations. 

This course introduces students to the field of education as it is studied in the various social sciences by reading selections from the fields of philosophy, history, sociology, anthropology, and political science. In the first half of the class, students learn about the philosophy of education and learning in pre-modern societies as well as the origins and history of early-modern public education systems with a focus on North America and Europe. The second half of the course focuses on the role of education in present-day societies with a discussion of issues relevant to future educators and citizens. The course will discuss readings readings and lecture material to understand the different ways in which education has been conceptualized as a part of the human experience.
 

This course explores the knowledge required to be healthy for entire life. (Safety, Diseases, Nutrition, Sleep, Mental Health etc.) The aim of this course is to provide students with information about human health and security that is based on current scientific evidence. The course will inform students about health and security to assist them in developing healthy habits, reducing their risks for illness and injury, and maximizing their academic and human potential at ICU.

 

Japan, as recent history has powerfully illustrated, is one of the world’s most earthquake-prone countries. Today it is also one of the best prepared to face such extraordinary seismic risk. This was not always the case.

Using earthquakes as a window into Japanese society, this course examines when, how, and why contemporary Japan became a nation prepared for disaster as we know it today.  The course explores interconnections between nature, politics, education, economics, ideology, and the built environment in new and exciting ways. It considers earthquakes as events that not only cause suffering and devastation, but occurrences that inspire opportunism and unleash contestation. The themes and questions we explore remain relevant to Japan today.

This course will adopt an interdisciplinary approach and use a range of primary source material to explore topics including vulnerability and resilience; survivor accounts; visual representations of destruction in art and media; relief; reconstruction; political use of catastrophe; commemoration; disaster education and training.

Students will acquire a sophisticated understanding of the following: how earthquakes have been interpreted, explained, and remembered in Japanese culture and society; how governments use disasters and reconstruction processes that follow for political purposes; how and why earthquakes often expose underlying tensions in society and result in competing visions for post-disaster rebuilding and the future. Students completing this course will have a detailed understanding of how disasters have shaped Japanese history, culture, and society.

Econometrics provides a robust statistical framework for effectively evaluating economic theories. Our goal is to cover a broad range of econometric techniques applicable to real-world economic analysis, with a focus on empirical applications and utilizing R programming skills. Completing the prerequisite course 'Statistics for Business and Economics' is mandatory for enrollment; students without this prerequisite will not be permitted to enroll. While matrices are not the primary tool for explaining regression equation structures, a brief overview of matrix concepts related to regression may be provided. You can begin to learn R programming skills from this course. 

Learning Goals:

1. Simple and Multiple Regressions
2. Statistical Inferences for Regressions
3. Dummy Variable Regression
4. Heteroskedasticity and Serial correlation
3. Instrumental Variable Regression
4. Panel Regression
5. Logit and Probit Regression
6. Quantile Regression
7. etc.