December 9th 7th Global Leader Studies

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1. Environmental Issues

Professor Yukari Takamura, Graduate School of Environmental Studies, Nagoya University

International regime on climate change: Paris agreement and its task

 Students received a lecture on issues of the mechanisms of global warming based on the report of IPCC, the effects of climate change and emission reduction measures, the features of the Paris Agreement (2 ° C target, 5 year cycle target, etc.) from the mechanism of the Kyoto Protocol, social movements of each country's targets of renewable energy (Developed and developing countries) . Then, students were divided into three groups and discussed and had presentations on the issues of "What rules are necessary to solve climate change issues" and "how to improve current rules".

1. Use media to inform policies to the public. Provide subsidy to prioritize renewable energy to be used.
2. Create measurement system to know how much each individual contribute to CO2 reduction. Requirement to participate in RE100, not only large companies but also small and medium companies. Encourage municipalities to participate in Under 2 MOU etc. Improve batteries, stands and prices to disseminate fuel cell vehicles as a measure against exhaust gas.
3.Give bonus if the country reach the target. Determine the minimum goal to be achieved. Raise awareness of the issue rather than benefit. Recognizes the issues properly.

These are the comments from the students.

 Students made comments such as " I have learnt new knowledge in this lecture even though I have learnt about global warming from the lectures in the past."
" I used to have this image that nothing can be done to the issue of global warming however the lecture gave us a hope by learning about the development of technology of renewable energy and the desire of China to reduce CO2.
 The lecture was full of contents. Throughout the lecture students showed interests, learnt eagerly, actively participated discussion and exchanged opinions, they proposed many ideas in their presentations.

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2. Education · human rights · volunteer

Professor Yun Tecin, Previous Nagoya Korean School Principal, Lecturer of Aichi Shukutoku University

Encounter with Koreans in Japan

 In his 100minutes lecture, he began his lecture from his self-introduction. He was born in Japan and raised in Japan (my parents moved to Japan before the end of the war) . He went to Korea when he was a sophomore in university and he first realized his name in his passport was Korean.
 The lecture was divided into three parts <Until the end of war><Postwar><current issue> on history of Korea and Japan. Students also had an opportunity to watch DVD about third generation Koreans in Japan.
 After the lecture, Question and Answer and group discussion sessions were held.
 "What can be done to against anti-hate law?" "Japanese who support South Korea blocked it. Groups opposing hate speech is doing counterdemonstration. They became to not to lend park to groups of hate speech. "When Korean residents in Japan go to Korea, do they get excited as they go back to their home country?" "Family environment and educational policy also influence. Some families are positive about being Korean and some are not. When children reach certain age, they face with issue of identity. Some Koreans who have strong sense of being Japanese, they support Japan team when they have Japan and Korea sports game. Some oppose the image of comfort women and agree with the Japan-Korea agreement. Opinion may be different depends on generation.

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3. Culture 6. Global business

Mr. Shinya Koishikawa, Manager of Corporate Planning Division, Yomiuri Telecasting Corporation
Mr. Shinsuke Yoshizumi, Media Planning Department, Management Planning Office

What is the organization of television stations? The future of terrestrial TV

  Lecturers talked about role of media and business model of private broadcast. Then they explained scope of work in an organization (review of program planning → decision making of program → production → broadcasting) from professional view point. After the lecture, students were divided into eight groups and discussed on the topic of " Decide which program to finish in the time zone of 19:00-23:00 and come up with an idea of what new program to show instead" and they had presentation. Students made comments such as "It was precious experience to learn about broadcasting from various point of view" "I learnt producers struggle so much. I did not know backside of the program." "It was a precious opportunity to get to know TV program making process." "I enjoyed to know different and same opinions from other students presentation. "
 Content of lecture was new to most of the student. They paid attention with much interest.
 Students actively participated discussion probably because the topic was familiar to most of them. Even though they did not have enough time to prepare for poster making, each group had unique presentation such as what audience do in certain time zone, target of age, what performance would make popular performers etc. and lecturer gave good comments.

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Mr. Koishikawa________________Mr. Yoshizumi____________________

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4. Law and history research

Dr. Takehiko Honda, Professor of Kyoto Women's University

How contact of different culture and cultural exchange brought change in the history? -Think of British Indian Empire as a material

 First of all, 100-minute lecture on "Chapter 1 The Mission and Hope Embraced by Edward Said" "Chapter 2 What songs were sang during British Indian Empire?" were given. Then students filled in a Question Sheet and Dr. Honda answered to these questions. Various questions were raised by students such as "How Britain deals with Jerusalem capital issue?" "How did Asian-African think of absolutism of colonial occupation?" "Has the culture of India influenced Britain or Europe?" Then students were divided into groups and exchanged their opinions.

①How contact of multiple different cultures and cultural exchange brought changes in the history?
②Will "global culture" be created in human society in the future? Of so, is it possible to balance global culture and cultural diversity?

 For each topic, students mentioned opinions such as ①It may have brought a big change or impact to Japanese society through Buddhism and Confucianism.
②They may effect each other's culture and resonance phenomenon may occur in information based society. Then boundary gradually will disappear.
 Students made comments such as "As I started to study world history, I am interested especially in European history. Recently I have learned Renaissance period. The battle of England and France of the centennial war was very interesting." "When I hear it , refugee issue of Palestine comes to mind first. It was very interesting to get to know new issues." " As for India and the UK, I only knew about the shallow content which I learnt in a school of history class but today I was able to learn about the relationship between India and Britain from the aspect of "culture". "I realized many different stories could come out when I see things from different point of view."

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5. Medical issue

Nippon Medical School Tama Nagayama Hospital: Lecturer Masamune Kuno
Nippon Sport Science University: Assistant professor Kensuke Suzuki

Emergency disaster medical treatment in the world

 First of all, Mr. Suzuki introduced himself and introduced his work life-saving emergency then gave lecture on emergency medical care in the world. After that he gave discussion topics to students Q1. Are the disasters in the world increasing or decreasing? (Group Discussion) Q2. What is human. First of all, Mr. Suzuki introduced himself, introduced life-saving emergency worker's work, etc. There was a lecture on emergency medical care in the world, Q1. Are the disasters in the world increasing or decreasing? (Group Discussion) Q2. What is humanitarian support? What is NGO? (Group Discussion + Presentation).
 He also explained about "Code of contact" and "The Sphere Project" and said we must think about Disaster volunteer activities with key word of "Do no harm (Our behavior should not hurt disaster victims)
 Q3. Assuming that you became an overseas disaster volunteer and go to Philippines, how and what kind of information should be gathered?" (Students may use smart phone. Group discussion and presentation) Students searched on internet Wikipedia first then they started to check on website of foreign ministry to see local security and religion.
 Q4. What do you have to do first when you enter the site as a medical volunteer?
After quick needs assessment (a process to collect and analyze necessary information effectively), make support plan and submit it to the headquarters. Assume that you go to evacuation area and conduct interview. After role play (two times) of interviewing, they had group discussions on which support to give priority in which evacuation centers.
 Student seemed to be realized the difficulty of quick need assessment as the way of asking questions may bring out different information and it may make a big difference on support contents.
 Prof. Kuno introduced overseas medical support activities (Activities in Pakistan in 2010 etc.) to students and showed video of it. Students were surprised to learn the fact that ambulance system is run by volunteers in some countries.

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Mr. Suzuki__________________________Prof. Kuno

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