研究者業績
基本情報
- 所属
- 東京女子大学 英語センター 嘱託講師
- 学位
- Doctor of Philosophy(2018年8月 University of Chicago)Master of Arts(2006年8月 University of Chicago)Bachelor of Arts(1996年6月 University of California at Santa Cruz)
- J-GLOBAL ID
- 202301013962834976
- researchmap会員ID
- R000051810
学歴
4-
2007年9月 - 2018年8月
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2004年9月 - 2006年8月
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1993年9月 - 1996年6月
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1991年8月 - 1993年9月
論文
1書籍等出版物
1講演・口頭発表等
20-
The American/Canadian Anthropological Association Annual Meeting 2019年11月24日
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The American Anthropological Association Annual Meeting 2018年
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The American Ethnological Society Meeting 2017年
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The American Anthropological Association Annual Meeting 2017年
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The Semiotics Workshop 2017年
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Association for Asian Studies Annual Meeting 2017年
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Michicagoan Conference in Linguistic Anthropology 2016年
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The East Asia Regional Trans-Histories Workshop 2016年
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The American Anthropological Association Annual Meeting 2015年
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Michicagoan Conference in Linguistic Anthropology 2015年
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The Semiotics Workshop 2015年
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The American Anthropological Association Annual Meeting 2014年
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Michicagoan Conference in Linguistic Anthropology 2014年
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The Sex Panics Workshop 2010年
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Michicagoan Conference in Linguistic Anthropology 2009年
担当経験のある科目(授業)
5-
2020年4月 - 現在Second Year English Seminar (Tokyo Woman's Christian University)
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2020年4月 - 現在First Year English Seminar (Tokyo Woman's Christian University)
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2020年4月 - 現在Discussion Skills (Tokyo Woman's Christian University)
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2020年4月 - 現在Critical Reading and Discussion (Tokyo Woman's Christian University)
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2020年4月 - 2024年1月Communication Skills A/B (Tokyo Woman's Christian University)
所属学協会
4教育内容やその他の工夫
2-
年月日（From）2022件名Activity to Enhance Critical Reading and Discussion Skills概要Students are tasked with selecting, sharing and leading a discussion about an article written in English. Discussion groups consist of four students and students must select article and distribute an article to their discussion partners a week before their session so that everyone can read the article and prepare. The leader must also create and submit a preparation document prior to class. During the class session, students must lead the others through a discussion of the article in three phases. The first phase focuses on the content of the article itself, checking comprehension and ensuring that all participants have a grasp on the meaning of the article. The second phase explores the significance of the text, considering the social, political or cultural relevance of the text. This section pushes students to think critically, placing text in social and political context. The final phase explores the reflections and opinions of group members.
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年月日（From）2021件名Debate Activity to Develop Critical Discussion Skills概要This exercise tasks provides students an opportunity to develop their critical discussion skills by taking part in a formal debate. Students are presented with a contentious topic and given one week to research relevant pros and cons. When the debate day arrives, the class is broken into three groups and roles are assigned. One group is assigned to argue for a contentious proposal, a second group is assigned to argue against the proposal, the final group is assigned to serve as judges. The format of the debate is explained, and the process is clearly explained. Each group is given 15 minutes to prepare. The pro and con groups prepare arguments while the judges discuss how to choose a winner. Groups are then given 10 minutes to make opening arguments. This is followed by two rounds of rebuttal (5 min), affording each group a chance to respond to the claims and criticisms of the opposing team. Finally, the judges ask each group one question, before conferring and selecting a winner.