報告関係

SGH関連事業

平成29年度 SGH中間報告会


平成29年9月17日(日)11:00-12:00【化学講義室】

文化祭の期間中に『SGH中間報告会』を行います。
生徒による活動成果の発表です。どうぞご覧ください。
      
【進行予定表】
Ⅰ プレゼンテーション
1) アドグル課題研究発表
    3103 伊藤 史晃  「絶滅のメカニズム」
    3310 川合 福太郎 「フィンランドの教育から見える日本の教育」
2) SGH課題研究発表
    3819  高野 大河 / 小野田拓人 「How can we help education in Ghana?」
3) Whitgift School短期派遣報告
    3322  杉井 智哉  「イギリス研修報告」
4) Whitgift School長期派遣報告
    68期 竹内 淳   「海外進学という進路」

Ⅱ パネルディスカッション
  (発表生徒によるパネルディスカッションです)

SGH報告 平成28年度 SGH中間報告会

今年度もSGH中間報告会を行います。期日や内容は以下の通りです。


《平成28年度 SGH中間報告会》

日時: 平成28年9月10日(土) 15:00-16:30
会場: 本校 化学講義室 (※文化祭の「浦高一受けたい授業」の中で行います)
内容: 海外派遣生徒報告「浦高生 海外研修を語る」
    SGH課題研究報告「浦高生 主体的学びを語る」
    質疑応答
    (以上は予定です)
申込: 不要(※文化祭の一般来場者としてご参加ください)


卒業生海外報告 バングラデシュ報告

世界のどこかを支えるために

・・・大学進学後海外に雄飛した卒業生からの報告(1)

64期大竹敏生

64回卒OBの大竹敏生と申します。私は小学5年生から現在に至るまでの12

間ボーイスカウト活動を続けてきました。そして213()23()11日間保健衛生・環境保全を目的とした地域奉仕で、バングラデシュのシャリアプールという村に日本代表として参加してまいりました。人生初の海外がバングラデシュでした。この海外派遣は台湾・韓国・バングラデシュのスカウトと国際交流して、協力しながらバングラデシュの村をより良くするプロジェクトです。昨年の11月に10人の派遣員が確定し、その後4回ほどの会議で自分たちがバングラデシュにできることを話し合い、準備してきました。

 具体的には、現地で次のような活動をしてきました。村人に歯ブラシ・歯磨き粉・サンダル・爪切り・石鹸のセットを配り、使い方を指導するHouse to House Campaign1家庭に1セットしか配れず、物資不足を感じました。そして村人に日本文化を体験してもらったり、健康・衛生指導を受けたりしてもらうBooth Demonstration。ここで私たちは洗濯の仕方とロケットストーブ(燃焼効率のよい火元)の実演、こまやけん玉の体験を行いました。またゴミ拾いおよび焼却炉の作製、井戸・トイレの寄贈を体験し、更にはダッカ大学で国際母語デーのイベントに参加し、地元テレビ局に取材をうけ放映されました。

 交流プログラムには、〇〇Nightがありました。台湾・日本・韓国・バングラデシュそれぞれが一夜を担当し、各国の文化を織り交ぜたレクリエーションを企画・運営を行いました。Japan Nightの企画・準備は本当に大変で、みんなで踊りを覚えたのがいい思い出です。バングラデシュの人たちは日本人に興味のある人が多く、気さくに話しかけてくれる人ばかりで楽しかったです。今でもバングラデシュの人からはHi, How are you? What are you doing ?なんてメッセージが飛んできたり、急に電話がかかってきたりします。私は英語に長けていないので、自分の思いを伝えることが精一杯でした。台湾や韓国のスカウトは英語が上手な人が多く、手遊びゲームや歌が次々に出てきて仲間に入れてもらって交流していました。

 バングラデシュの気候は、昼間25℃以上の湿度高めで、夜間は17℃位に気温が下がります。1週間ほど水のシャワーしか浴びられなかったので、本当にきつかったです。水は目に入ると痛いし、沸かすと黄色くなるし驚くことばかりでした。つまり水道水は基本飲用ではないので、ペットボトルの水を飲んでいました。食事はタイ米・川魚のフライ・羊や鶏肉のカレー煮込み・豆のスープ・野菜というメニューがほぼ毎日。青唐辛子がとにかく辛く、デザートは甘ったるいのばかりでした。宿泊施設の周りには、野良犬がたくさん寝ていました。渡航前に外務省が指定する予防接種は全て打って行ったのですが、狂犬病を打つ重要性がよくわかりました。にも関わらず、現地では38.5℃の熱や頭痛・寒気に見舞われ、帰国後も感染症でした。下痢や嘔吐に襲われなかったので、よかったですが。バングラデシュ内の移動は基本車でした。車線がなく、割り込みは常習で、クラクションは鳴りっぱなしなので目的地の到着時間は予測不能。横断歩道は道が凸凹になっているので、安心して座っていられない。渋滞で車が動かなければ、物乞いや売人が近寄ってきました。ダッカのホテルからシャリアプールまでの移動では、ポッタ川を船にバスごと乗って渡る経験も出来ました。

 一時期ISの問題で危険が問題視されていましたが、本当に行けて良かったです。今回は警察の全面的支援によって、村人とのふれあいが制限されたものの、現地で危機にさらされることは皆無でした。私たちはかなりのVIP待遇で、バングラデシュの人々から大歓迎を受けました。そして実際に行ってみて国のイメージが変わりました。世界最貧国といわれながら、笑顔が本当に素敵な国で幸せそうでした。そして素直な人々が多いと思いました。私たちが歩いてれば、子供も大人もとにかく付いてくる。そして英語話せる人は、自己紹介してくれる。この感覚は日本人にはないし、日本では起きえないと思いました。機会があれば再び訪問したい国であると同時に、他のアジアのスカウトと交流したいと感じました。更に自分の専攻を活かして、海外事業に携わっていきたいです。

 


 

Dominic's Essay "My Interview Experience at Oxford University"

    日本の多くの高校生と同様に、彼も大学受験に向けて取り組んでいます。経験談を書いてもらいました。     
    
     As part of my application to Oxford University, I was required to attend interviews in early December. This system of interviews is unique to Oxford and Cambridge, and few other universities in the UK have them. (The interviews were the second part of the application process, with the first part being my grades and the personal statement I had to write.) I spent a total of three days staying at Oxford, and had two half-how interviews with the focus being mainly on assessing critical thinking and my passion for Japanese rather than my knowledge.

     In the first interview, I was given a made-up language and had to analyze it. There were a few sentences in this language with English translation, and using that as a starting point, I had to then decipher and translate various other sentences. We spoke about my answers, how I approached the translations, and about specific grammatical characteristics, such as word order. The second half of that interview was mainly in Japanese, and I was asked about general things like my life at school in Japan, but also about things specific to my personal statement and my interest within Japanese culture. For example, we talked about the evolution of the Japanese language and how the manyogana seen in the Manyoshu developed into modern-day kana. We also talked about the importance of kanji, argued on whether kanji are necessary in Japanese, and also talked about my reading of classical Japanese works such as Genji Monogatari,Tsurezuregusa, and Hojoki.

     In my second interview we talked about my reasons for wanting to study Japanese as well as my Japanese learning history. I was questioned on the difficulties of translating things like Genji Monogatari into English, and so I talked about linguistic nuances and how poetry and imagery is often untranslatable. The second interview was much more difficult than the first one as it felt like an interrogation but I still enjoyed the experience!

     Overall it was a very intense period, but I enjoyed it thoroughly. I rarely get to discuss Japanese and Japanese culture in such detail, so this was a very rewarding experience.

留学報告 AFSメキシコ留学中間報告

昨年8月から、メキシコに一年間の留学をしている、元35Rの原田航です。

現地の高校に通いながら、ホストファミリーと生活しています。

今回は、"柔道""日本もメキシコも変わらない"についてお話しさせて頂きます。

まず柔道についてですが、柔道は中学校から始めました。

日本では柔道漬けでしたので、メキシコに来た当初柔道ができる環境がなくて精神的に大変でした。

ただ、柔道をする環境がないなら作ればいいだけで、今では週に2回以上は柔道をしています。(最初は休み時間に学校の砂場で柔道をしてました、、)

実は、海外で柔道をするにあたり、自分は成功体験を持っていました。

それは、一年生の春休み、WG高に短期派遣で行った時に、自分で計画して、WG高の柔道部の練習に参加したことです。

これは本当に楽しかった思い出であり、メキシコでもできるぞという勇気をくれました。

柔道について、一つつけ加えると、通常柔道では、各練習の始めと終わりに礼をしますが、僕らは"La Paz"と言いながらタッチをします。

"La Paz "は平和という意味で、柔道の"力を世界を良くするために使う"という精神をなじみやすい形で共有するために考えました。

次に、メキシコも日本も変わらないについて。というか世界中どこでも変わらないと思います。

皆んな、楽しければ笑うし、悲しければ泣くし、メキシコにも手強い体育教官はいるし、うるさいけど優しいママはいるし、、、

勿論小さな違いは多くありますし、日本人は注目されます。

多く違いに出会う留学では、変わるきっかけ、動くきっかけが、分かりやすくかつ多く与えられます。

そういう意味で、留学とは面白いチャンスにあふれた世界に飛び込むことだと思います。

ただ与えられるのはきっかけであり、結局は、やるかやらないかです。

残り半分の留学生活、ノリ良く、目の前のチャンスに飛びついていきます。


La Paz の写真                    家族の写真                     


SGH資料 「SGH総合報告会」その1(プログラム・浦高のSGH紹介)

Saitama Prefectural Urawa High School

Annual SGH Summary Report

February 13 (Sat.), 2016 13:00-15:00

FUKUTAKE Learning Theater, the University of Tokyo

12:30   Check-in

13:00    Opening Speech from Principal

13:05    Opening Ceremony

13:10    Brief Introduction to Urako’s SGH Program

13:25    Advisory Group Report I

          “Sharing Japanese Intrinsic Values through Japanese Archery”

13:35    Student’s Speech

          “What I learned from my experience abroad”

13:45    Demonstration of Debate

          Short Break

14:00   Advisory Group Report II

          “Prevent Children from Getting Involved in Cyber-crime”

14:20   Advisory Group Report III

          “Problems of IT Dependence We Face”

14:30   Advisory Group Report IV

          “What is Open-mindedness?”

14:35   Advisory Group Report V

          “Think from Para-Sports”

14:40   Advisory Group Report VI

          “Power Problems in Japan”

15:00   Q; A Session (Coffee; Snacks Provided)

 


Brief Introduction to Urako’s SGH Program

2323 Kyohei TAKAOKA

You were surprised, weren’t you? How does our cheerleading club relate to the nurture of global leaders today? We’ll soon reveal the fact, so please wait for just a bit longer.

I am Kyohei Takaoka. Now I’ll be giving you the SGH report of Saitama Prefectural Urawa High School. First of all, I’d like to talk about the secrets of the education of Urawa High School – it should help you understand our style of global education. 

Urawa High School has 120 years of history, and it has already produced a lot of global leaders.

One good example is Koichi Wakata, an astronaut. No one doubts he is a man of action with brilliant abilities for leadership and cooperation. He sent a letter to us via Caroline Kennedy, the incumbent United States Ambassador to Japan. You can see a copy of the letter in today’s leaflet.

Another is Atsushi Amano, a physician. He performed a coronary artery bypass operation on of the Emperor. He’s very famous, and I’m sure you know him. He is one of the leaders of coronary artery bypass grafting in the world.

Mitsuru Murai, the chairman of the J. league is also a graduate of Urawa High School. He gave a lecture for one of our Reiwa Seminars, or SGH Seminar, last year. He handled the racial discrimination affair concerning the Urawa Reds with speed and efficiency. He is quite a decisive man with a great capacity for judgment. From this, we can say he is also well-qualified to be called a global leader.

Last September, Masaru Sato gave an SGH Seminar. I believe everyone knows him. He is a former diplomat.

Next, I’d like to talk about the school events at Urawa High School. We have the welcoming marathon soon after the entrance of the new students. We run a 10-kilometer, hilly route.

In July, we have the seaside school on Yumigahama beach, Izu Peninsula. We swim two kilometers, and it takes more than 40 minutes. Of course the sea is too deep to stand in and has many strong waves.

In September we have our Koga marathon. We run all the way, more than 50 kilometers, from our school to Koga in Ibaraki. Over 80 percent of students reach the goal within the limited time of seven hours. Have you ever run for seven hours continuously?

I’d like to introduce one more event that has nothing to do with physical activities: our School Festival. Here are pictures of the gates to welcome visitors. The executive committee of school festival has a “gate unit”, and members of it start preparing 10 months before the festival. They draw some blueprints, make some physical models, and do many other things to complete the work.

There are about 50 students in the executive committee of the school festival, and its budget is about more than one million yen in total. By controlling 1,000 students, we welcome 10,000 visitors. I think adults who have experienced management of projects with such large people and money are far and few between.

The important point is that every student experiences each event equally. Masaaki Horio is an announcer. Yukihide Takekawa is a singer of Godaigo. Katsuya Watanabe is an oboist in Deutsche Oper Berlin. Chikusa Tomita is a balliton singer who sang at Wiener Staatsoper. These graduates also ran in Koga Marathon.

Akira Furusawa succeeded in quantum teleportation when he was at the California Institute of Technology, and now he is a professor at the University of Tokyo. Yasuhiro Kato is also a professor at the University of Tokyo, and he is trying to evolve Japan’s world strategy with rare earth in the sea. They are SGH lecturers, and experienced all the same programs at Urawa High School, including the school festival.

With the SGH program, our cooperation with the University of Tokyo has been strengthened, and there are more and more opportunities to interact with global leaders in person. I’d like to emphasize this as our special strength.

Now let me change subjects and talk about foreign exchange. Our sister school relationship with Whitgift School, a British public school has continued for more than 20 years. Every year one student goes to Whitgift School for a long-term study, and 20 students visit it for a short-term study of ten days. SGH has enriched our program by including project studies. The members of this year will soon be leaving Japan this March.

A part of the study theme is “How to approach global problems”. We are planning not only to visit Whitgift School and carry out field research but also to visit the WHO, the United Nations Office at Geneva, or an office of the Red Cross Society in cooperation with Ikushi Onozaki, our alumni who is a specialist on public hygiene.

Many of the students who study in Whitgift School for one year go on to universities in the U.K. The latest case is Koyo Harada. He goes to the University of Cambridge. Students studying abroad write back to us, and you can see some of them in your leaflet.

There are several other activities dealing with international exchange at Urawa High School. Eight students a year study at the summer school of Whitgift School. Six students study at the summer school of Michigan University in U.S.A.

Some students go abroad independently. One example is Ko Harada, and he is studying in Mexico on the AFS Program. Jimpachi Masuda studied in the U.S. for a short term on the AIU Program, and he will make a speech on it later. In Urawa High School, about 40 students study abroad, short or long every year.

Urawa High School is actively accepting foreign exchange students as well as sending our students abroad. Until last July for one year, Sergei Kevin from Uzbekistan was studying at Urawa High School. Of course he also participated in the Koga Marathon. You can see his message in your leaflet.

This year, Dominic Orben from Whitgift School and Jacob Pedersen from Denmark are studying at Urawa High School. Dominic even participates in the class of Japanese classics, and he has been admitted to enter the Japanese Department at Oxford University this fall.

International exchange at Urawa High School is financially supported thanks to SGH programs. Also, the main points of international exchange is giving different viewpoints to educate global leaders, and applying that to other activities of Urawa High School with a broader view. These are the key points.

So, now, I want to talk about students now playing active roles. One of the most nationally successful clubs is the English club. They won the national championship in the debate tournament of NFLJ. Last month the club was invited to Korea and participated in the competition. Next year they will participate in the world championships in the U.S. They will perform their debate later today.

The glee club got the silver award in the national contest. The go club got the bronze medal. The Shogi club also got the bronze medal. The math club has a ticket to participate in the national competition. You probably watched the All Japan High School Quiz Championship on TV. Urawa High School won the championship, didn’t it?

In this way, the students are achieving considerable success in arts and culture fields. I’d like you to keep this in mind. Of course all these students experience the Koga marathon and the seaside school, and take part in the sports festival.

Our sports clubs are also achieving great success. The rugby club went on to the national tournament the year before last. This year, Junya Tozawa in the swimming club won the championship in the National Sports Festival of Japan. He is swimming now in the pool where Kosuke Kitajima swims. Wataru Muragishi in the basketball club also performed well in international games against China and Korea as a national player under 18.

What I’d like to emphasize is that such athletes also study math, Japanese classics, physics, art, and other subjects.

Ogura Hyakunin Isshu is well-known, isn’t it? It is a classical Japanese anthology compiled by Fujiwara no Teika inthe Heian Period. Every Urawa High School students learn all 100 waka. In Urawa High School, competitions of arts such as kanji competition and speech contest are as popular as sport competitions. The Ogura Hyakunin Isshu contest is also an important competition.

Urawa High School students have to study the Tale of Genji, the world’s first novel. Even if a student’s major is science, he still has to read all 54 stories.

The students in the science course have to write 30 physics reports in total, and we call it the initiation of science education. Even in January, the 3rd years have physics experiments, and the students have to write a report and submit it. Students try to explore physical phenomena through group work and discussions. Physics reports are the proof that Urawa High School puts weight on learning real things.

You probably know of debates on the tax system in contemporary society because it was taken up in TV introduction and in newspapers. Debates and cooking practice in home economics are scheduled also right before the university entrance examinations, too.

Please look at this. This was made by Atsushi Ikeda, one of our most recent graduates. Although it is made of wood, it feels like a spring mattress. He completed this work with Japanese traditional wood working tools all by hand. He got the runner-up prize in the 54th Japanese Craft Exhibition.

One feature of crafts production is that students don’t use machines in the present age of technologies. Crafts production class is very popular, even though some of the students have to struggle to complete their works until nine o’clock every evening.

In Urawa High School, Mitsuo Masuda, a human national treasure once taught crafts production. Urawa High School has a spirit of cherishing traditions. We come together and learn based on such special spirits at Urawa High School.

As you can see at this point, Urawa High School students don’t learn for a short-term gain or based on trends. They go forward based on the intrinsic nature of themselves at Urawa High School.

Our education is sometimes said be unreasonable. It is definitely unreasonable for those who have no experience at Urawa High School, but once you have experience, you can find the reasonable features of our school, which those outside can’t see.

“Experience” is another key word for you to understand Urawa High School. You can’t understand the value without direct experiences of things such as the Koga marathon, physics reports, crafts production, school festival, club activities, and SGH seminars.

The efforts of SGH, which will be reported today, have a prior history of over 25 years and have been known as advisory groups. The activities of advisory groups have evolved dramatically by SGH programs. Each of Urawa High School’s students choose from around 40 unique courses, explore based on their interest, manage projects, create relationships within society, and propose new values for the future world.

Urawa High School provides a place for “educating and nurturing global leaders who will positively influence the world wherever they are through innovation and compassion”

This concludes my introduction of the SGH programs at Urawa High School.


 

 

 

SGH資料「アドグルのシラバス」

Beneficial Energy Integration for Humans

Energy supplies suitable for the future of Japan

Keywords

energy integration, renewable energy, sustainable society

In Cooperation with:

- Takeo KIKKAWA, Ph.D., Tokyo University of Science

- Kinya SAKANISHI, Ph.D., National Institute of Advanced Industrial Science and Technology

- Hiroshi KIMURA, Ph.D., Public Outreach, Non-Profit

Summary:

Although resources and energy are indispensable for our lives, their consumption increases the burden on our environment. In recent years, environmental degradation has become a global problem, exemplified by global warming and the transportation and movement of hazardous waste.

The ability to inform the world about the development of energy resources and their uses, based on evidential knowledge and insight is essential for global leaders. After experiencing the Great East Japan Earthquake and the following Fukushima-Daiichi Nuclear Power Plant disaster, it could be said Japan has a duty to tell the world about energy integration.

There are many controversies surrounding energy problems, especially how we should generate electricity – the electricity which forms the basis of economic activities, decides our lifestyles, constitutes the basis of diplomacy, sparks technological innovation, and directly influences global environmental problems.

Activities:

l  Study about different energy resources

l  Do fieldwork  (National Museum of Nature and Science, Yokohama-Isogo Coal-Fired Power Plant)

l  Plan and hold seminars by experts     

Goals:

l  Gain scientific knowledge on the distinctive features of various ways to generate electricity

Be able to suggest the best ways to supply suitable energy for Japan

Experiencing the World of Go

Consider the world we live in, as well as the world of Go.

Keywords

Broad perspective, logical thinking, East Asia, Japanese culture

With the cooperation of:

Toshifumi MIZUMA (The Nihon Ki-in Tokyo Senior Pope)

Summary:

Go comes from China, and it has been enjoyed in Japan for over 1,000 years. Now there are about 40 million Go players around the world. It is no longer just played in one or two countries. It has become an international game, especially in East Asia. Through playing Go, Japanese people can forge a connection with other countries’ people in East Asia. Countries in East Asia have a long history of contentious relationships. If they can get along with each other via playing Go, it could lead to peace in East Asia or even the whole world.

Also, as mentioned in the title, the world of Go requires a unique view, a broad perspective, which refers to the ability to judge the situation without being misdirected by small movements around you. This same view is necessary for us to play an active part in the world.

Finally, to promote internationalization, Japanese people tend to learn English and Western cultures, but being aware of our own culture and sharing it with the world is also important. Only those who can do both will become global leaders.

Activities:

l  Learn the basic rules of Go

l  Investigate how to diffuse Go in the world

l  Consider the comparison of Go and Shogi

Goals:

l  Play Go

l  Be able to teach foreigners how to play Go and enjoy it


Forming a Global Problem-Solving Network

Talking with foreign students about global social problems via the Internet

Keywords

values, multicultural society, ICT, discussion, problem solving

In Cooperation with:

Glocal Academy (NPO), e-Education (NPO), students and staff at The University of Dhaka (Bangladesh), and specialists at JICA (Bangladesh Computer Council)

Summary:

In today’s globalized world we must try to solve problems through exchanging opinions and ideas with those who have different cultures, histories, and values. When confronting a problem that seems impossible to solve, it is necessary to discuss it with people who are different from us, to share the problems with them, and to seek the best solution together.

Ergo, it is important for the future of Japan to put its students and those from differing backgrounds and values together, in order to develop the ability to facilitate discussion and seek solutions together.

On various problems in today’s society, we need to create chances to develop our skills on combating social problems as well as to broaden students’ outlooks through experiences discussing “global social problems” with high school and university students in developing countries.

Activities:

l  In cooperation with Japan’s international NGO, which give assistance to developing countries, we worked with the University of Dhaka through a tele-seminar system and had a chance to discuss “global social problems”.

l  We listened to presentations by students at the University of Dhaka on their country’s social problems in real time via the Internet.

Goals:

l  Learn about Bengali social problems

l  Listen to the Bengali presentations in English and conduct a Q&A


Japanese Archery with Foreign Exchange Students

―Transmitting Japanese values to promote international understanding

Keywords

Japanese archery, international understanding, Japanese values, Zen spirit

"Die Ritterliche Kunst des Bogenschiessen” by Eugan Herriget

In Cooperation With:

Foreign exchange students studying at universities in Japan

Summary:

Thanks to globalization, people are paying close attention to which values are being transmitted throughout the world, particularly Western values. On the other hand, the effort to transmit Japanese values to promote international understanding is still small. Foreign students coming to Japan generally only learn about Japanese culture through events, like festivals, or food, like kaiseki-ryori (tea ceremony dishes, which is a traditional Japanese meal brought in courses).

There are many other parts to Japanese culture which go unnoticed, like Japanese archery. Japanese archery is not only a sport but also a chance to feel and understand the Zen spirit. Through studying with foreign students, we aim to rediscover Japan’s own values and transmit them (in this case, mainly Japanese archery) to exhibit their meaning to the world at the grassroots level.

Activities:

Hold a Japanese archery class with foreign students, and learn about Japanese archery and its background.

Goals:

l  Practice creating and encouraging international understanding

l  Explain the Zen spirit through Japanese archery to foreign students

l  Learn to present and transmit the meanings of our activities logically, objectively, and clearly


Minorities

Discovering social biases towards and identifying new minorities.

Keywords:

minority, socially vulnerable, critical thinking

In Cooperation with:

Tadayoshi AONO (a former officer at Mitsubishi Bank of Brazil)

Mafumi OYAMA (freelance writer)

Summary:

There are over seven billion people in the world. We unknowingly separate the minority from the majority. It is almost inevitable for us to think we are normal and others are not.

There are several types of definitions for minorities. For example, there are the LGBT, Japanese diaspora, “halfs” (the term in Japanese for Japanese who have one non-Japanese parent), “quarters” (the term in Japanese for Japanese who have one foreign grandparent), and many other types. But it is not always an easy matter of classification and we need to have a wider view.

As globalization gains speed, we have more and more chances to encounter different minorities. We will talk, work, and live with them. Therefore, we must try to understand their nature and feelings. Global leaders must be compassionate, positive, and able to learn from them.

This course aims to help students gain a broader perspective on minorities, identify new minorities, clarify each minority’s way of thinking and living, and enable students to look at Japan’s current social biases in regards to each minority.

Activities:

l  Conduct behavioral analyses of minorities from multi- and counter-cultural points of view

l  Discuss current social biases and critically examine them


Not Depending on, but Taking Advantage of IT

Reconsidering our relationship with IT.

Keywords

dependence, IT, digital age

Summary:

Today, it’s hard to imagine life without IT (Information Technology). IT includes cell phones, computers, and many other materials. They enrich our lives, of course, but they can also control them.

According to a recent study, the average student uses a smart phone for over 2 hours a day. This was not the case 10 - 20 years ago. Devices have become more useful, which has led to people using them longer. It could be said that IT controls us now.

Then should we still use IT? The answer is not so simple. In this globalized world, the role of IT is growing larger and larger. Globalization has also occurred largely due to IT.

So what should we do? To become global leaders in this age, we have to be more aware of the good and bad effects of IT. We aim to reconsider our relationship with IT, and discover how we can make the best use of IT.

Activities:

l  Engage in “IT Fasting” for a day, then discuss your experience with other students

l  Watch a movie with futuristic technology, then discuss how IT will be a part of our future

l  Talk about dependence on IT after looking at various foreigner’s views toward IT.

l  Talk about the way children should use IT looking at parents’ opinions.

Goals:

l  Learn about the problems of IT devices, such as smart phones

l  Be able to transmit our own opinions via IT

l  Be able to operate IT devices by ourselves


Parasports

Learn about disabled sports aiming to get a better understanding of them

Keywords

disabled sports, parasports, Paralympics, purpose in life, lifelong sports

In Cooperation with:

NOSiDE (a private organization)

An employee at Saitama Social Activities Center

Summary:

What impressions do you have about parasports? In fact, they originally come from sport rehabilitation and they now have a wide variety of forms, such as competitive sports represented by the Paralympics and lifelong sports intending to help maintain your health or enhance your quality of life.

What are the features of parasports? Most people know that they exist, but they don’t know much about them. Disabled sports are, as with many other things, supported by society. Are there any issues concerning this? If so, we should think about the solutions.

As with all sports, parasports are also a tool for interacting with people around the world. In today’s globalized world, we should be more receptive to other people’s points of view and conditions. Better understanding of parasports can enable students to gain a wider view of the world and to be more compassionate towards other people.

Activities:

l  Learn the features of parasports

l  Discuss the social issues of parasports

Goals:

l  Gain a more complete understanding of parasports

l  Form your own opinions on social issues regarding parasports


Preventing Children from Getting Involved in Cyber-Crimes

A suggestion of lessons for teaching children about cyber-crimes.

Keywords

information ethics, cyber-crime, information technology

In Cooperation with:

Kita-Urawa Junior High School

Cybercrime Division, Saitama Prefectural Police

Summary:

Almost everyone is familiar with the concept of cyber-crimes. You probably learned about them in elementary or junior high school, as perhaps you had classes which dealt with them. In spite of many teachers’ efforts, the number of cyber-crimes and other online incidents has been increasing year by year. Why is this happening?

As information technology has developed over the years, IT itself has advanced. But we have not developed along with it. Using IT is like driving a car. It’s very useful, but it’s also accompanied by accidents or even crime. We must know how to both prevent them and protect ourselves, especially in today’s high-tech society.

Today, the Internet has become an essential part of our daily lives. In order to live in a globalized world, we must understand enough to use technology safely. Global leaders, most of all, should be required to have such a skill set, and will need to be able to impart it to younger generations.

Activities:

l  Investigate and analyze what is needed for childrenPlan a creative internet lesson that includes movies, short plays, quizzes, etc.

l  Give a trial lesson on cyber-crime at an elementary or junior high school

Goals:

l  Obtain a solid grounding about cyber-crimes

l  Be able to explain and teach about them to others


What is Open-Mindedness?

Achieving open-mindedness and acceptance through sign language

Keywords

normalization, barrier-free society, friendly, gesture, sign language

In Cooperation with:

Saitama Hearing-loss Association

Summary:

Being normal is not a simple matter. Who is normal? What is normal? No one doubts that “normal” is a major keyword today. It’s well-known that many people choose what they should be based on what it means to be normal in their society.

In our highly globalized era, with a wide variety of people in every field of study, being normal generally means treating others as equals. It means believing that another person can do whatever I can. This notion is the basis of open-mindedness and acceptance, but it’s not that simple.

This course will consider what open-mindedness means from a global perspective, and what we can do to promote it. As the world becomes more globalized, the barriers between countries are disappearing, but what about the cultural, economic, or political barriers between people?

Activities:

l  Learn the basics of sign language with the help of a teacher from the Saitama Hearing-loss Association

l  Discuss and write a report on normalization, including what still remains to be done, and the best way to achieve a world-wide, barrier-free society.

Goals:

l  Learn to use some simple sign language

l  Understand what needs to be done to create a barrier-free society

l  Form our own opinions on normalization and being barrier-free, and begin spreading it to the world

SGH資料「平成27年度後期 アドグル一覧」


Teacher

Name of the Course

Summary

1

Kazuhiro NAKAGOSHI

The film “Amadeus

You are going to think about the culture and customs of absolute monarchy in the Western Europe through watching the film.

2

Takahiro OURA

Messages from Folktales

We are going to examine closely folktales and grasp their universal messages which modern society also has to learn. We will read “The Tale of the Bamboo Cutter”, Otogizoshi, and other writings.

3

Toshio FUJI

Intensive Reading of the Works by Charlie Chaplin

We are going to read English texts. You need to prepare hard for the class. We will sometimes watch movies.

4

Yuriko MINAGAWA

Comparative Reading of “The Little Prince” in French and in English

You are going to learn the basics of French. Then you can compare the French text and the English text of “The Little Prince”. Through this activity, you do some research based on your own theme.

5

Shigenori NARA

Research on travel with Seishun 18 tickets

Using 18 train tickets, we will travel to areas of different cultures.

6

Tadahiro AKIYAMA

Reconsideration into

the Japanese Language

We are going to examine the Japanese language, which we regard as a mere communication tool in your daily life.

7

Iku SETOYAMA

Living in 

Multicultural Societies

We are going to consider global views, and the required skills to live in multicultural societies. You will write a report through discussing things such as countries which have promoted multiculturalism or in which research on multiculturalism has progressed.  

8

Koji AOKI

Reading Time

I welcome those who are good at English. You will read articles from TIME, finding a theme based on those articles and writing a report in English.

9

Hironobu IWAMOTO

Nurturing Global Leaders from Fukui Prefecture who can Contribute to the Development and Prosperity in East Asia

I was delegated from Fukui as a teacher to this school this year. Fukui prefecture is a small prefecture located on the sea of Japan. It is comfortable to live in, has close relations with East Asian Countries, and has high-level on the Happy Index. In this course I want you to learn more about Fukui and propose the way students in Fukui can contribute to the development of East Asian countries.

10

Norio SAITO

Analysis on Local Areas

We are going to perform statistical processing, and try to make arguments based on it. We aim is to find local problems of towns or villages in Saitama prefecture.

11

Kazuhiro KANEDA

Minorities

There are several types of definitions for minorities. For example, there are the LGBT, Japanese diaspora, “halfs” (the term in Japanese for Japanese who have one non-Japanese parent), “quarters” (the term in Japanese for Japanese who have one foreign grandparent), and many other types. We are going to conduct behavioral analyses of minorities from multi- and counter-cultural points of view. This course aims to help students gain a broader perspective on minorities, identify new minorities, clarify each minority’s way of thinking and living, and enable students to look at Japan’s current social biases in regards to each minority.

12

Tomoko IDA

Parasport Interaction

We are going to understand the rules and features of para-sports, by experiencing them with other members. I hope you will all gain firsthand knowledge and insight about minorities in cooperation with NPOs. 

13

Koichiro HIRUNUMA

Marginal Village

(Genkai Shuraku)

In the TV drama “The Village of Napoleon”, various ideas are put into practice to revitalize the village. By thinking about such ideas, we are going to propose ways to prevent the disappearance of regions.

14

Ryota NOZAKI

Yuki HARADA

Interactive Communication

We are going to examine interactive communication by interacting with young people abroad through Skype,  and listening to people involved in TEDxTokyo. We’d like to explore the possibility of ICT devises, so you can use the school’s iPad during this seminar.

15

Akira YAMANAKA

What is Open-Mindedness?

 

This course will consider what open-mindedness means and get a better understanding of what needs to be done to create a barrier-free society through learning sign language. We are going to learn the basics of sign language with the help of a teacher from the Saitama Hearing-loss Association.

16

Kazuhiro KOBAYASHI

“PHYSICS FOR SENIOR STUDENTS”

We are going to discuss the similarities and differences between physics textbook of Japan and that of Australia by reading both of them.

17

Takayuki NARA

Visual Basic for Applications (VBA)

We are going to learn the advantages and usage of VBA through programming.

18

Hidehisa IWASAKI

Physics Experiments

This course is arranged for those who take the 2-credit physics course and will take the 4-credit course in the year three. We are going to conduct experiments which we do not deal with in regular classes. Those who are interested can also participate regardless of their selection of courses.

19

Shuhei TSUBURAYA

Matrix (in mathematics)

We deal with the teaching unit “Matrix”, which is now not included in the course of study of mathematics at high school. Textbooks will be prepared for you. You have to study before each class. You are supposed to make questions at the end of the course. This is a full-year course but you can participate in the second course only if you a willing to do the what we covered on your own in the first half.

20

Naofumi NAOI

Are There any Alien Beings from Another Planet?

Are there any living things outside the earth? Are there intelligent lives in space (alien beings)? You will examine the possibility through analyzing research on biology and astronomy, and then you will need to write a paper based on what you read.

21

Iwao IGUCHI

Brain Death and

Organ Transplant

This course will examine brain death, how it is determined and the symptoms before and after organ transplant. Based on these understandings, we will examine the problems involved.

22

Yoshiyuki NAGASE
Naoto OKADA

Investing Power Problems in Japan – Consider the Future of Nuclear Power Plants and

Renewable Energy-

We analyze advantages and problems of nuclear power plants and renewable energy from the viewpoints of science, politics, economics, and history, trying to propose a policy for 2030 for Japan. This is a major problem facing your generation.

23

Hiroshi ONODERA

Sport Morphology

-Investigation into Gymnastics-

This course is a two-course group. Both the first and second courses must be taken together.

24

Kazutaka MUTO

Japanese Archery Class with Foreign Exchange Students

This course aims to rediscover Japan’s own values through learning Japan’s own culture of Japanese archery, which not only is a sport but also contains Zen spirit with foreign students. (Students with experience are welcomed.)

Reference books: Vol.1 and Vol.2 of Japanese archery textbook, “Japanese Archery”(Eugan Herrigal)

Evaluation: I consider your paper, practice, etc. comprehensively.

25

Michihiko MATSUMURA

Mental Training in Sports

This course will examine how you to do mental training in your daily training routines and for competitions.

26

Kazunari MORITA

History of kendo

We are going to learn the history of kendo, increase our knowledge of this martial art.

27

Eiji NAKAMURA

Military Arts

This course deals with military arts in general.

28

Ritsuo TAKAHASHI

Four-Stance Theory

In four-stance theory, there are inherent physical features, and we will try to categorize them into four types, examining each “stance”. This course deals with this theory.

29

Shungo KIDO

Let’s produce

Card Games.

We are going to produce card games dealing with dependence on IT and Internet issues. During the course, we will reconsider our relationship with IT, and discover how we can make the best use of IT.

30

Shoko SASAKI

The World of Go

This course aims to experience the world of go, in which you are required to have skills for logical thinking, and the ability to focus narrowly as well as broadly.

31

Teruo ONOSE

Exploration into the

Beauty of Italy

We are going to explore the attractions of Italy including the art, history, geography, food, and language, searching for the basic elements of the beauty of Italy.

32

Masamori TAKAHASHI

Study on Relieving Tension

This course will analyze the theory of rakugo “Relieving Tension” proposed by Shijaku through his rakugo. We are not going to analyze laughter in theory, but discuss it with each other after reading books about “Relieving Tension”.

33

Shoichi NAGASAWA

Preventing Children from Getting Involved in Cyber-Crimes

Almost everyone is familiar with the concept of cyber-crimes. You probably learned about them in elementary or junior high school, as perhaps you had classes which dealt with them. In spite of many teachers’ efforts, the number of cyber-crimes and other online incidents has been increasing year by year. Why is this happening?

This course will investigate and analyze what is needed for children to protect themselves from cyber-crimes. You will also give a trial lesson on cyber-crime at an elementary or junior high school. I want you to plan a creative Internet lesson that includes movies, short plays, quizzes, and games. You will also conduct negotiations about necessary adjustments at schools.

34

Hiroyuki HASE

English Jokes

We are going to consider how Japanese culture and set of values are different from those of the U.K. through English jokes.

35

Hideyuki HARASIMA

Fire, Metal, and

Human Beings

We are going to make a bar by melting silver, and beat it repeatedly, producing a teaspoonOf course you will write a paper after that. You will need to pay about 1,500 yen (the current price) for silver metal.

 


SGH資料「平成27年度前期 アドグル一覧

No

Teacher

Name of the Course

Summary

1

Kazuhiro KOBAYASHI

Urawa High School

-Its History and Future-

We are going to consider the future of Urawa High School through learning about its 120-year history.

2

Toru TAKADA

The First Step in

Learning German

We are going to learn the basics of German, especially its grammar, comparing it with English, which is one of the Germanic languages.

3

Kazuhiro NAKAGOSHI

The film “Ben-Hur”

We are going to think about ancient Rome and Christianity through watching the film.

4

Eiji NAKAMURA

Military Arts

We are going to examine people and the history concerning military arts.

5

Toshio FUJI

Intensive Reading of the Works by Charlie Chaplin

We are going to read English texts. You need to prepare hard for the class. I hope we will sometimes watch movies.

6

Yuriko MINAGAWA

Comparative Reading of “The Little Prince” in French and in English

You will learn the basics of French. Then you can compare the French text and the English text of “The Little Prince”. Through this activity, you will do a research paper.

7

Koji AOKI

Reading TIME

I welcome those who are good at English. You will read articles from TIME, finding a theme based on those articles and writing a report in English.

8

Hironobu IWAMOTO

Nurturing Global Leaders from Fukui Prefecture who can Contribute to the Development and Prosperity in East Asia

I was delegated from Fukui as a teacher to this school this year. Fukui prefecture is a small prefecture located on the sea of Japan. It is comfortable to live in, has close relations with East Asian Countries, and has high-level on the Happy Index. In this course I want you to learn more about Fukui and propose the way students in Fukui can contribute to the development of East Asian countries.

9

Takahiro OURA

Consideration into the Situations in the World

We are going to read as many newspaper articles as possible. You will do a research paper on social, welfare, medical, or international topic. As you read, you will find a theme to write a paper on.

10

Ritsuo TAKAHASHI

Stock Prices and

the World Economy

We are going to participate in the game for high school students to learn about stocks held by Tokyo Stock Exchange, Inc. We will learn about economic systems and social movements.

11

Shoichi NAGASAWA

Preventing Children from Getting Involved in Cyber-Crimes

 

Almost everyone is familiar with the concept of cyber-crimes. You probably learned about them in elementary or junior high school, as perhaps you had classes which dealt with them. In spite of many teachers’ efforts, the number of cyber-crimes and other online incidents has been increasing year by year. Why is this happening?

This course will investigate and analyze what is needed for children to protect themselves from cyber-crimes. You will also give a trial lesson on cyber-crime at an elementary or junior high school. I want you to plan a creative Internet lesson that includes movies, short plays, quizzes, and games. You will also conduct negotiations about necessary adjustments at schools.

12

Koichiro HIRUNUMA

Gender-Equal Society

We are going to investigate the efforts in offices, local areas, and houses regarding a gender-equal society.

13

Shigenori NARA

Research on travel with Seishun 18 tickets

Using 18 train tickets, we will travel to areas of different cultures.

14

Ryota NOZAKI
Yuki HARADA

International Interaction by Using the Internet

We are going to interact with students at the University of Dhaka and specialists at JICA in Bangladesh through a tele-seminar system in cooperation with international NGO and JICA. We welcome those who are interested in international understanding.

15

Akira YAMANAKA

How to Increase the Number of Foreign Tourists

We are going to consider the merits of increasing the number of foreign tourist to Japan and examine the ways do so. We will also propose effective and concrete plans to encourage foreign tourists to visit Japan again.

16

Yoshiyuki NAGASE
Naoto OKADA

Investigation into Power Problems in Japan – Consider the Future of Nuclear Power Plants and Renewable Energy-

We analyze advantages and problems of nuclear power plants and renewable energy from the viewpoints of science, politics, economics, and history, trying to propose a policy for 2030 for Japan. This is a major problem facing your generation.

17

Iwao IGUCHI

Biological Evolution and

the Theory of Evolution

We are going to analyze the history of biological evolution and the theory of evolution.

18

Shoko SASAKI

Japanese Mathematics

We are going to examine Japanese mathematics, which was developed mainly in Edo period. At first, you will research the backgrounds of the development and make a mid-term presentation. 

19

Shuhei TSUBURAYA

Matrix (in Mathematics)

We are going to deal with the teaching unit “Matrix”, which is now not included in the course of study of mathematics at high school.

20

Naofumi NAOI

Are There any Alien Beings from Another Planet?

Are there any living things outside the earth? Are there intelligent lives in space (alien beings)? You will examine the possibility through analyzing research on biology and astronomy, and then you will need to write a paper based on what you read.

21

Akihiro MORIZUMI

Medical Ethics

Each student writes a report on one of the various themes in medical ethics, and makes a presentation where opinions are exchanged and reviewed by your peers.

22

Tadahiro AKIYAMA

The World of Tennis

We are going to learn the history and the rules of soft tennis, which originated in Japan, have fun with it, and consider how it should be advanced in the future. We will also practice tennis.

23

Hiroshi ONODERA

Sport Morphology

-Investigation into Gymnastics-

We are going to investigate the theory and the practice of gymnastics.

24

Norio NAKAYA

Consider Tactics Using Table Tennis as an Example

We are going to examine table tennis in terms of tactics, How can we play advantageously? We will do some research in order to seek answers to that question.

25

Michihiko MATSUMURA

Mental Training

in Sports

We are going to consider how you should do mental training in daily training and mental control in competitions.

26

Kazutaka MUTO

Japanese Archery Class with Foreign Exchange Students

We’d like to rediscover Japan’s own values through learning the culture of Japanese archery, which not only is a sport but also contains the spirit of with foreign students. 

27

Kazunari MORITA

Analysis of Movements in Kendo

You will watch DVDs of national competitions in the kendo hall. Then we will investigate differences between your movements and movements of best players in Japan.

28

Yusaku KIKUCHI

Methodology of Swimming Race

We are going to examine the methods of training for swimming races.

29

Tomoko IDA

Para-Sports and

Social Problems

Para-sports originally come from sport rehabilitation and they now have a wide variety of forms, such as competitive sports represented by the Paralympics and lifelong sports intending to help maintain your health or enhance your quality of life. You will learn the features of para-sports and discuss the social issues concerning them.

30

Shungo KIDO

Consideration into the dependence on IT

 

According to a recent study, the average student uses a smart phone for over 2 hours a day. We are going to delve into “IT Fasting” and aim to reconsider our relationship with IT, especially cell phones.

31

Hidehisa IWASAKI

Science of Light

and Color

We are going to learn about phenomenon concerning light and color through experiments.

32

Teruo ONOSE

Exploration into the

Beauty of Italy

We are going to explore the attractions of Italy including the art, history, geography, food, and language, searching for the basic elements of the beauty of Italy.

33

Norio SAITO

Study on Jazz

We are going to examine Modern jazz, especially bebop and hard bop between 1940s – 1960s. We will also learn the culture and the historical backgrounds of these two musical trends.

34

Masamori TAKAHASHI

Study on Relieving Tension

This course will analyze the theory of rakugo “Relieving Tension” proposed by Shijaku through his rakugo. We are not going to analyze laughter in theory, but discuss it with each other after reading books about “Relieving Tension”.

35

Takayuki NARA

Exploration of

English Subtitles

We are going to analyze ways of adding explanatory titles to foreign languages and experience the world of subtiles.

36

Hiroyuki HASE

English Jokes

We are going to consider how Japanese culture and set of values are different from those of the U.K. through English jokes.

37

Hideyuki HARASHIMA

Fire, Metal, and

Human Beings

We are going to make a bar by melting silver, and beat it repeatedly, producing a teaspoonOf course you will write a paper after that. You will need to pay about 1,500 yen (the current price) for silver metal.

SGH資料「平成27年度の主な活動」

4/7Tue.Advisor of international interaction(Tom Kiford)
comes to Urawa H.S. (-June 31)
4/7Tue.The Workshop for nurturing global leaders (speechselling yourself: NGO Blue Dolphins)                                                      
4/15Wed.Guidance on Integrated Study 
4/22Wed.The first SGH lecture meeting "Living in the Global
Age" (Yutaka Kase, the Chairman of Sojitz)
4/22Wed.Registration of Advisory Groups
5/7Wed.Advisory Groups 1
5/22Wed.Advisory Groups 2
6/2Tue.Reiwa Seminar "What I can do as an administrative officer"
(Hiroyuki Suehiro, the head of Kanto Regional Agricultural Administration Office
6/3Wed.Advisory Groups 3
6/14Sun.NFLJ Oita Debate Championqualified for American Tourment 
6/17Wed.Advisory Groups 4
6/24Wed.Advisory Groups 5
7/8Wed.Advisory Groups 6
7/6Mon.Summer School at the Univ. of Michigan 1 ( - July 17)
7/11Sat.Project of Advisory groups Japanese Archery with Foreign Exchange Students of PEAK at the Univ. of Tokyo
7/11Sat.Sergej, AFS foreign student leaves for home.
7/19Sun.Summer School at the Univ. of Michigan 2 ( - July 31)
7/19Sun.Whitgift Summer Programme 1 - August 2
7/26Sun.Whitgift Summer Programme 2 - August 9
8/3Mon.Aspen Classics Seminar ( - August 13) three times
8/20Sat.The Boeing Higher Education Program
 (aerospace engineeringairplanes in the future
8/26Wed.Advisory Group Project
Brief session of the efforts by Volunteering for ciber-crime prevention
  Long-term student delegates leave for Whitgift School ( - July, 2016)
  AFS annual student delegates leave for Mexico ( - July, 2016)
9/1Tue.Jacob, foreign student from Denmark visits Urawa High School. 
9/9Wed.Advisory Groups 7 (Submission of the paper
9/11Fri.The preliminary meeting forthe second SGH delegation (Whitgift School and WHO) 
9/12Sat.School Festival, the exhibition of photographs by students who went to Whitgift School 
9/13Sat.School Festival, mid-term reporting of SGH, the first meeting of the Management and Guidance Committee
9/18Fri.The second guidance of SGH delegation (Whitgift School and WHO)
9/30Wed.Reiwa Seminar "Consider the qualifications for the elite"
(Masaru Sato
writera former analyst of the Ministry of Foreign Affaires
10/7Wed.Advisory Groups 8 PresentationEvaluation
10/9Fri.Reiwa Seminar "Subject Undecided"
 (Hiroshi NobeProfessor at Keio University Law School
10/13Tue.Exchange students from Whitgift School visits Urawa High School ( - July, 2016)
10/14Wed.Resislation for the second-term Advisory Groups 
10/23Fri.Guidance on the long-term delegation to Whitgift School 
10/28Wed.Advisory Groups 1
11/6Fri.Reiwa Seminar "Subject Undecided"
 (Masakatsu Shibata:the director of Institute of Microbial Chemistry
11/4Wed.Advisory Groups 2
11/18Wed.Lecture on future course (Kosuke Motani: Demographic Challenges)
11/18Wed.Advisory Groups 3
11/25Wed.Advisory Groups 4
12/2Wed.Advisory Groups 5
12/15Tue.Advisory Groups 6
1/3Wed.Advisory Groups 7 (Submission of the paper
1/27Wed.Advisory Groups 8 (presentationEvaluatuion
2/3Wed.Advisory Groups   distribution of collection of papers
2/13Sat.Fiscal 2015 SGH Summary Report 
   the second meeting of the Management and Guidance Committee
  SGH Workshop (the 1st-grade students)
  SGH intramural presentation (the 1st and 2nd grade students)
Advisory Groups, distribution of the collection of papers)
  Reiwa Seminar "Subject Undecided"
 (Goro Abe: Nintendo Software Planning & Development
  Screening students for the next overseas summer seminar
3/17Wed.Short-term delegation to Whitgift Schoo and WHO ( - March 26)