| Course Name | Year | Term | Period | Faculty / Graduate School | All Instructors | Credits |
|---|---|---|---|---|---|---|
| 13015:[2025 Spring]IR18‐EE222 Global Environmental Issues (RA) § 13016:IR-EBS204 Global Environmental Issues (RA) § 13017:RUIR-2513 Global Environmental Issues(RA) | 2025 | Spring | Mon1 | College Of International Relations | AMEKAWA YUICHIRO | 2 |
Campus
Class Venue
Language
Course Outline and Method
Information for “+R-Jugyo” will be posted on the “Course News” on manaba+R by April 1. Be sure to check the “Course News” on manaba+R.
This course aims to provide students with a basic scientific knowledge and understanding of global environmental issues and an ability to logically and critically assess those issues. To do so, we will explore three processes of global policy development: identifying problems, designing and negotiating solutions, and implementing and upgrading policies to change actors’ behavior and achieve the desired environmental goals. Past solutions to and obtained lessons from the problems provide the experience and wisdom to understand what measures are available, how those measures can be undertaken, and how effective they have been at solving environmental problems on the global scale.
We will draw on case studies to develop our understanding of these processes and address questions such as: Why do certain countries and agencies behave this way for solving the problems while others do not? What types of rules work best? How can we say whether a treaty has been effective or successful? To answer these questions, we will examine key concepts, mechanisms, actors, regimes, rules, and actions involved, as well as the science at work behind the scenes, for each of the selected case studies.
Student Attainment Objectives
• to demonstrate their knowledge of scientific facts related to global environmental issues;
• to demonstrate their knowledge of major political discourses and events related to global environmental issues;
• to critically assess the effectiveness of a global environmental regime; and
• to work collaboratively with peer students on research and presentation on an issue related to global environmental issues.
Recommended Preparatory Course
Course Schedule
| Lecture/Instructor（When there are multiple instructors) | Theme |
|---|---|
| Keyword, References and Supplementary Information | |
| Week 1 (on-demand video) | Course Introduction (on-demand video) |
Global commons, tragedy of the commons, realist perspectives, neo-liberalist perspectives |
|
| Week 2 | Selected Themes for Group Project |
Energy insecurity, toxic chemicals, overfishing, whaling, genetically modified food, migratory species, environmental security, sustainable capitalism |
|
| Week 3 | International Institutions |
International institutions, international law, international regime, realism, liberalism, Prisoner’s Dilemma, Battles of the Sexes |
|
| Week 4 | Key Actors Involved in Global Environmental Issues |
Nation-state, sub-national actors, international organizations, non-governmental organizations |
|
| Week 5 | Global Environment and Sustainable Development |
United Nations Sustainable Development Conferences, Brundtland Report, Millennium Development Goals, Sustainable Development Goals |
|
| Week 6 | Formation and Development of Global Environmental Regimes |
Five stages in the development of global environmental regimes, regime strengthening, international environmental agreements, stratospheric ozone depletion |
|
| Week 7 | Compliance and Effectiveness in Global Environmental Regimes |
Relationship of compliance and effectiveness, strategies of regulation, non-compliance, violation, and failure to change behavior |
|
| Week 8 | Global Climate Change |
Global warming, climate change politics, Kyoto Protocol, Paris Agreement |
|
| Week 9 | Deforestation and Desertification |
Carbon sequestration, International Agreements on Forest, UN Convention to Combat Desertification, land-degradation neutrality |
|
| Week 10 | Group presentations I: Energy Use and Pollution (energy security / toxic chemicals) |
Energy Use and Pollution (energy security / toxic chemicals) |
|
| Week 11 | Group presentations II: Conservation of Marine Livings (fishery / whaling) |
Conservation of Marine Livings (fishery / whaling) |
|
| Week 12 | Group presentations III: Genetic and Species Diversity (genetically modified food / migratory species) |
Genetic and Species Diversity (genetically modified food / migratory species) |
|
| Week 13 | Group presentations IV: Generic Issues (environmental security / sustainable capitalism) |
Generic Issues (environmental security / sustainable capitalism) |
|
| Week 14 (on-demand video) | Water (on-demand video) |
transboundary cooperation, Mekong River, fish biodiversity |
Class Format
Recommendations for Private Study
Grade Evaluation Method
| Kind | Percentage | Grading Criteria etc. |
|---|---|---|
| Final Examination (Written) | ||
| Report Examination (A report to be submitted by the unified deadline) |
||
| Exams and/or Reports other than those stated above, and Continuous Assessment (Evaluation of Everyday Performance in Class) |
100 | Participation: 30%
|
Grade Evaluation Method （Note）
Advice to Students on Study and Research Methods
This course does not prohibit the use of generative AI, but plagiarism is strictly prohibited. Generative AI plagiarism is detected using multiple software tools. When plagiarism is identified, the student is required to correct the detected passage. Failure to make corrections may result in an F grade. Even with the correction, the student's marks/grade will be lowered. In the event that there is a need to demonstrate that AI detection occurred due to grammar checking rather than plagiarism, you must retain and present all input and output data stored in the AI tool. It is also advisable to store the original Word text. Using ChatGPT for grammar checks is more favorable than Grammarly, as ChatGPT automatically stores all input and output data, whereas Grammarly does not. If you fail to provide evidence, your work may be considered plagiarized, leading to a reduction in your course grade, possibly resulting in an F grade.
Textbooks
Textbooks （Frequency of Use, Note）
Reference Books
Reference Books （Frequency of Use, Note）
Web Pages for Reference
How to Communicate with the Instructor In and Out of Class(Including Instructor Contact Information)
Other Comments
URL:https://secure.ritsumei.ac.jp/students/pathways-future/course/curriculum.html/