学部(学士課程) : 1年次, 2年次, 3年次, 4年次, 5年次, 6年次
|Enviromental Studies A|
金曜日 3, 4時限
|Brian James Mahoney|
|Instructor can be contacted through CIER office.|
|授業の概要||To study and evaluate various environmental issues relating to global warming, biodiversity, our planet earth and to begin to recongnize the impact these pose to life and sustainabilty.|
|学習の目的||For students to develop a greater awareness of the environment and global issues relating to it. To understand differing views that help shape the dynamics of the movements for global change. And for students to learn the basics of the language used to discuss these topics on the global stage.|
|学習の到達目標||For students to develop a greater awareness and appreciation for the environment. To gain a better understanding of the vital roles that systems of ecology play in our lives. To reconnect with nature in ways that benefit our planet Earth.|
|教科書||Materials will be provided by the instructor. Students have access to university computers made available in the classroom.|
|参考書||Environmental Documentary and Film: Several titles throughout the course will be presented in order to provide additional support to subject matter. These films will be shown in English/Japanese with English/Japanese subtitles.|
|成績評価方法と基準||Class point total: 100 points. Assignment #1 (25 points), Assignment #2 (25 points), Final Assignment (Two Parts: 25 points each).|
|オフィスアワー||Friday after class: 12:00-12:30. (CIER Classroom).|
|受講要件||This is an English content class and therefore a strong background in English writing, reading and communication is necessary. For Japanese students an above average score of at least 600 on the TOEIC test or similar test(s) is necessary. Overseas study and/or international exchange experience is also a plus. *An above average score of at least 730 points on the TOEIC test is a strong indicator of English ability needed for success in this course.|
|発展科目||With a committed effort, students will gain a better understanding of the language used and the key and controversial issues relating to the global environment. Students will have opportunites for group discussion. Essay and slide show presentations will also give students the opportunity to express facts, viewpoints and opinions in English.|
|その他||Please note that a short essay may be required prior to official acceptance into this class.|
|Key Word(s)||Environmental Issues, Our Planet Earth, Biodiversity, Eco-Systems, Tradition & Culture|
|学習内容||Class 1: Course Introduction. Students will respond in writing to several questions in regards to the course topic.
Class 2: Student introductions will be followed by an introduction to Assignment #1 (Environmental Activism, examples include individuals such as Wangari Matthai, plus organizations, including WWF.)
Class 3: Assignment #1 preparations will continue. Students will view the film/documentary about the illicit trade in Tibetan Antelope fur & especially the movement which fought successfully against it.
Class 4: Having been introduced to the ideas of Environmental Activism, students will select an individual from a list of notable environmental activists and begin basic reasearch for a class-wide presentation.
Class 5: Assignment #1 preparations will continue as students craft both a PPT and talk about the individual they have selected.
Class 6: Students will present their PPT and talk during this week. An assessment will be provided for each student.
Class 7: Preparations for Assignment #2 will begin as students will need to compare & contrast food culture/animal welfare/environmental sustainability. The Brazilian Cattle Industry and the local cattle industry in Mie prefecture, Matsuzaka city will be under focus.
Class 8: Students will be introduced to the global food industry with a focus on the cattle industry. Several articles will be discussed in regards to Japan's food culture & its specialized meat industry.
Class 9: A documentary about the Brazilian cattle industry will be shown in class. Students will work to find both similarities and differences between the topics under focus and craft an essay for response.
Class 10: Students will select an endangered species and conduct research about the animal. A documentary about Orcas, and the animal entertainment industry in the United States will be shown.
Class 11: Students will continue working on research about their chosen species. Preparations for Part Two will begin as students will work to create a personal sketch.
Class 12 & 13: Students will focus on crafting their presentation that will incorporate a PPT slideshow with their sketch for an individual talk and class wide discussion. Assessment of work will be provided.
Class 14 & 15: Over these final two sessions, students will be shown a film about the exploitation of sea life, most notably that of dolphins & larger whales. A class wide discussion will be held.
Class 16: Assessment of individual student work including an overall assessment will be provided for each and every student.