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| 開講年度 | 2019 年度 | |
|---|---|---|
| 開講区分 | 教養教育・教養統合科目・国際理解・現代社会理解 | |
| 受講対象学生 |
学部(学士課程) : 1年次, 2年次, 3年次, 4年次, 5年次, 6年次 |
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| 授業科目名 | 環境学A | |
| かんきょうがくえー | ||
| Enviromental Studies A | ||
| 授業テーマ | 環境問題と地球 | |
| 単位数 | ２ 単位 | |
| ナンバリングコード | LIENVS1
※最初の2文字は開講主体、続く4文字は分野、最後の数字は開講レベルを表します。 |
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| 開放科目 | 非開放科目 | |
| 分野 | 社会 （2014年度（平成26年度）以前入学生対象） | |
| 開講学期 |
前期 |
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| 開講時間 |
金曜日 3, 4時限 |
|
| 開講場所 | 国際交流センター 視聴覚室（総合研究棟Ⅱ２階） | |
| 担当教員 | マホニー・ブライアン・ジェームス(非常勤講師) | |
| 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 recognize the impact these pose to life and sustainability. |
|---|---|
| 学修の目的 | 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. |
| 学修の到達目標 | The goal of this course is for students to: Learn about the current state of the environment through the WWF Livng Planet Index 2016 / 2018 report, read and write clearly with detail about Energy Issues in Japan, the Carbon Cycle, and the crucial roles that a particular species plays in its environment. Students will be able to describe environmental issues and explain about ways to solve these issues through the "four levels of thinking" model (WWF). |
| ディプロマ・ポリシー |
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| 成績評価方法と基準 | 100 total points: 1st assignment (35 points), 2nd assignment (35 points), 3rd assignment (15 points), other performances (15 points). *Students who miss 1/3 or more of classes will not receive credit. |
| 授業の方法 | 講義 演習 |
| 授業の特徴 |
問題自己設定型PBL プレゼンテーション/ディベートを取り入れた授業 グループ学習の要素を加えた授業 地域理解・地域交流の要素を加えた授業 その他、能動的要素を加えた授業（ミニッツペーパー、シャトルカードなど） 教員と学生、学生相互のやり取りが、ほぼ英語で進められる授業 |
| 授業改善の工夫 | |
| 教科書 | The text for this course, World Wildlife Fund for Nature Living Planet Index (LPI) 2016 / 2018 editions, are available for free online. Wangari Maathai's text, Unbowed, must be purchased by the student (details will be provided in class). Any additional materials will be provided by the instructor. Students have access to university computers made available in the classroom. |
| 参考書 | Environmental Documentary and Feature 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. |
| 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. |
| 予め履修が望ましい科目 | |
| 発展科目 | |
| その他 | Please note that a short essay may be required prior to official acceptance into this class. |
| MoodleのコースURL |
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| キーワード | 環境問題、私たちの地球、生物多様性、エコシステム、伝統と文化 |
|---|---|
| Key Word(s) | Environmental Issues, Our Planet Earth, Biodiversity, Eco-Systems, Tradition & Culture |
| 学修内容 | Class 1: Course Introduction. Students will respond in writing to several questions in regards to the course topic. Class 2: WWF Living Planet Index 2016 / 2018: Assessing the rates of decline of vertebrate species across the globe and the impact on the Earth's biodiversity. Class 3: Part One: Wangari Maathai's Unbowed. Students will be introduced to the background story of 2004 Nobel Peace Prize recipient and environmental activist, Wangari Maathai. Class 4: Students will begin reading the text, Unbowed, in class. For the following 6 weeks, class time will be set aside for some brief reading and review of homework assignments. Chapter 1, The Fig Tree: Extension Q's 5 (a,b,c). Class 5: Unbowed, Chapter 2, A Leopard in the Moonlight. Extension Q's 10 (a,b). Students will create a native, non-native tree chart with drawings/photos from their home area (ex. pg 8). Class 6: Unbowed, Chapter 3, 4, American Dream & A Good African Woman. Students will need to write and draw, and/or use photographs for- a tree-planting idea for their hometown or campus setting. They will need to decide on the kinds of trees, the number and where to plant them. Class 7: Unbowed, Chapter 5, A Cruel Punishment. Extension Q's: 21 (a,b). Students will present their tree-planting plans in class with their drawings, photos. Class 8: Unbowed, Chapter 6, The Fight for Uhuru Park. Extension Q's: 24 (b,c). Students will need to prepare an opinion piece for a ficitional local newspaper. A new neighborhood with some twenty homes is set to be built after the clearing of an old growth forest- in your own town. Class 9: Unbowed, Chapter 7, Unbowed. Extension Q's: 28. Students will share their opinion pieces in class.The final Chapter 8, Saving the Trees, will be read together in class. Class 10: Part Two: Waste, and Plastic Garbage in Japan. In particular, single use plastics and low grade plastic has quickly become a major global environmental issue. Students will learn about how Japan deals with its plastic garbage. The 3R's and 5R+1 concepts will be introduced. Class 11: WWF Living Planet Index 2016: The Chapter titled, Problem Solving in a Complex World, and the "four levels of thinking model" will be introduced and discussed. Students will consider this model for solving the problem of single use, low grade plastic waste in Japan. Class 12: Students will be shown several short documentaries about plastic waste in Japan (from NHK) and a program about zero waste in a small Japanese village. Students will apply the "four levels of thinking" as well as the 3R / 5R+1 concepts in discussion about the issues raised in the documentaries. Class 13 & 14: Students will begin to prepare for their Research Report about the global plastic waste crisis. With an emphasis on Japan, students will consider the information from the documentaries, the 3R & 5R+1 concepts, the work from the Wangari Maathai's Unbowed reader, and the "four levels of thinking" model, in order to craft their final report. Class 15 & 16: Students will present their rough draft in class 15 and prepare for their final draft (class 16). |
| 事前・事後学修の内容 | Each class session will include several preview questions related to current or upcoming material to be covered. Examples may include, identifying 3R and 5R+1 and order of importance. For off campus excursions, preview questions may need to be answered at length in writing. |