This project involves CUBE students gaining deeper and wider knowledge about pop culture in the UK and Japan, especially in regard to analytical thinking, popular criticism, dissent, and humour, by finding out as much as possible about contemporary popular culture and comparative culture.

Keywords: films, art, design, music, comics, photos, icons, magazines, novels, TV, satire, irony, political activism.

It is often said that the happiest people are those who do things to help others. This project investigates the ways in which we can volunteer and encourage others to join us in meaningful activities with the power to transform lives for the better.

Keywords:  research, teams, fieldwork, interviews, participation

Example research questions: Why do voluntary groups exist? Should I establish my own group? How can I get started? What challenges do volunteers and their groups face? How do they overcome challenges such as fundraising?

In 1945, Europe was a group of countries recovering from war. In 2012, Europe is seen more as the EU, but is still having trouble trying to become one integrated group. What can films made in Europe tell us about the different cultures that produced them? How have films influenced social change? Students will select, watch and critique postwar European films in an effort to answer these two questions. Selecting films will involve background reading on the cinemas, cultures and societies in specific European countries. Fieldwork will include participating in European film showings and festivals. Students are encouraged to work in teams to interview Europeans about their societies.

Keywords:  research, teams, fieldwork, interviews, participation

This project will be used to introduce France as an example of a non-English speaking foreign culture, with an analysis of what goes into making it the world’s primary tourist destination. Special emphasis is on French customs, manners, regions and traditions.

Keywords: French culture - art, fashion, food, language, lifestyle, music

This project will introduce students to the topic of oral histories (OH) and involve them in designing and conducting their own oral history project. The course will start with an exploration of what oral histories are and move on to looking at various examples. Eventually, students will identify a theme they would like to focus on, and then design their project. They will collect oral histories on digital recorders and transcribe major portions of their interviews. Finally, they will write up and present a report of their findings.

This project will be used to introduce both historical developments and current trends in local and global beer industries. Students will research how this industry developed historically as well as current management and economic considerations and the emergence of the craft beer (microbrewery)

movement.

In this project, students will learn about and use the appreciative inquiry framework. Students will work in groups to identify a target change-management initiative, develop a protocol to conduct each phase of AI, and finally report on the procedure and outcomes.

 

ケースウェスタンリザーブ大学マネジメント大学院のデビッド・クーパーライダー教授によって開発された。直訳すると「価値向上の探求」。これまでの 組織開発は、課題解決型が多かったが、AIは、組織の奥にある潜在能力、個人の中にあると信じられる潜在能力を挽き出すアプローチを取る。4Dサイクルと いうプログラム・サイクルに基づく。

＊1D＝ディスカバリー（潜在力を発見する、見つける、評価する）

＊2D＝ドリーム（理想像の構築、ビジョンの明確化）

＊3D＝デザイン（変革設計、行動計画化）

＊4D＝デスティニー（変革実現、夢とビジョンの喚起）

 

日本では、まだ、スタートして日が浅いが、アメリカでは多くの企業・自治体などに採用されている。ネガティブを補完することよりも、ポジティブを探求して強化することがアプローチの基本となる。

This project will involve students in planning and producing professional quality digital portfolios and videocasts (or vodcasts) as effective marketing and promotional tools for projects or events at school and in the community, as well as for job hunting.