The impact of Japan's political relations on the economic situation in China and Korea
- The objectives of mastering the discipline "The impact of Japan's political relations on the economic situation in China and South Korea" are to acquire knowledge and competencies in the field of the impact of political processes (domestic and foreign) within the studied countries of the Asia-Pacific region on economic interaction from the 90s of the 20th century to the present day, necessary for understanding and analyzing the development strategies and cooperation of China, Japan, and the Republic of Korea.
- Analyze modern situation in the studied region and understand the possible outcome and strategies.
- Apply knowledge and understanding of China, Japan, and the Republic of Korea relations and behavior to real world situations.
- Demonstrate a wide range of generic skills, including skills in information processing, researching, teamwork, critical and creative thinking, computing independent learning.
- Demonstrate an in-depth knowledge and critical understanding of China, Japan, and the Republic of Korea’s politics and economy linkage.
- Distinguish between different perspectives by drawing on their knowledge of the discipline.
- Japanese domestic politics and foreign policy after economic bubble burst
- The Japanese political economy after the “Bubble” burst
- Japanese domestic politics and a rising China
- Japan-China historical problems and its impact on economic development
- South Korea’s economic relations with Japan
- Japan-Korea historical problems and its impact on economic development
- North Korea factor in the Japan-South Korea-China Relations
- China-Japan-South Korea trilateral and business relationships and its impact on the South East Asia
- The impact of the Sino-Japanese competition on the South East Asia
- Report/PresentationThe teacher evaluates the self-directed study of students: the completeness and correctness of presentations, literature review and other homework. Grades for the self-directed study are set in the worksheet. The accumulated score on a 10-point scale for the self-directed study is determined before the interim or summative assessment. Depending on the number of students, presentations can be either individual or prepared in groups by 2-3 students. The student should make at least one presentation during the course. The time limit for the presentation is 20 minutes and should not be exceeded. Students are expected to read literature recommended in the syllabus, as well as to search for extra sources, especially in order to get the most up-to-date information on the topic of their presentation. At the end of the presentation students highlight at least three keywords for further discussion in the class.
- In-class ParticipationThe teacher evaluates the work of students in classes (in-class participation): the completeness and correctness of answers, the results of completing tasks and the activity of students in debates and discussions. The teacher puts the grades for work in practical classes in the worksheet. The accumulated score on a 10-point scale for work in practical classes is determined before the interim or summative assessment.
- Summative Assessment (Literature review)The teacher evaluates the self-directed study of students: the completeness and correctness of presentations, literature review and other homework. Grades for the self-directed study are set in the worksheet. The accumulated score on a 10-point scale for the self-directed study is determined before the interim or summative assessment. For this assignment, students need to read a book from the list provided by the instructor and write a short book review (1000-1500 words). The students should sign up for books to review during week 2 of the Module 2. The review is due by the lecture 5 of the Module 2 according to the schedule. If students cannot find the book in the library, they should contact the instructor. Students should include three following points in the book review: 1. Summarize the major themes of the book and the author’s chief argument, evaluate their importance; 2. Describe and evaluate the author’s methodology, analysis and the evidence provided to support his or her argument; 3. Conclude by saying how significant author’s contribution to studies of the impact of political decisions in one country to the economic situation in the other country of the researched region and who will benefit from reading this book. Please, respect academic norms and avoid plagiarism (more about it can be found here: https://www.hse.ru/en/studyspravka/plagiat).
- Examination Assessment (Exam)The exam will have 90 minutes, during which students will have to write one detailed, clear and reasoned answer to the question on the course. These mini-essay answer in English should be around 1500-2000 words (in Word). Answers should be based on the course materials, in-class discussions and other materials of the discipline.
- Self-directed studySelf-study is organized in order to: - Systemize theoretical knowledge received at lectures; - Extending theoretical knowledge; - Learn how to use legal, regulatory, referential information and professional literature; - Development of cognitive and soft skills: creativity and self-sufficiency; - Enhancing critical thinking and personal development skills; - Development of research skills; - Obtaining skills of efficient independent professional activities. Self-study, which is not included into a course syllabus, but aimed at extending knowledge about the subject, is up to the student’s own initiative. A teacher recommends relevant resources for self-study, defines relevant methods for self-study and demonstrates students’ past experiences. Tasks for self-study and its content can vary depending on individual characteristics of a student. Self-study can be arranged individually or in groups both offline and online depending on the objectives, topics and difficulty degree. Assessment of self-study is made in the framework of teaching load for seminars or tests. In order to show the outcomes of self-study it is recommended: 1. Make a plan for 1-2 presentation which will include topic, how the self-study was organized, main conclusions and suggestions and its rationale and importance. 2. Supply the presentation with illustrations. It should be defined by an actual task of the teacher.
- 2022/2023 2nd module1. The structure of the modular assessment (MA): The modular assessment of Module 2 consist of the accumulated assessment for the module (AAM) and the examination assessment for the module (EAM). Module 2: МA = AAM (50 %) + EAM (50 %) 2. The accumulated assessment grade for the module is calculated by the formula: AAM = (SDS*0.5) + (SA*0.5), where: SDS is the total for self-directed study and in-class participation (calculated as the arithmetic average of all grades for self-directed study and in-class participation) - 50 %; SA is the total for the Summative Assessment (literature review) - 50 %; 3. The resulting assessment (final grade) (RA) is the total of Module 2 grade. RA = MA In case of the Summative Assessment is not submitted (the arithmetic average is 3 or lower), a positive grade (4 or higher) for the course cannot be given even if the other part of the assessment is successful. I.e., a negative grade for the Summative Assessment is blocking. In this case, the student has the right to retake the failed assessment in form of an oral exam twice. The first retake is accepted by the student's leading teacher, the second-by a commission of three teachers. In case of the Examination Assessment for the module (EAM) is not passed (3 or lower), a positive grade (4 and higher) for the course cannot be issued even if the Summative Assessment is successfully passed. I.e., a negative grade for the examination assessment is blocking. In this case, the student has the right to retake the failed exam in form of an oral exam twice. The first retake is taken by the student's leading teacher, the second-by a commission of three teachers. The grades for the work in module, grades for the Summative Assessments and the Examination Assessment are set by the leading teacher (teachers) of the course. In case of disputable points on the Summative Assessment or the Examination Assessment, a collective decision is possible to be made with the participation of other leading teachers of the course (commission members for making a decision is determined by the decision of the Director of the Department in agreement with the academic head of the program). The resulting grade is set by the leading teacher of this group. If a student has shown himself/herself to be a diligent student, actively participated in discussions and debates, regularly completed homework following the requirements, missed classes only for valid reasons, the teacher can increase the accumulated grade calculated according to the above formula by any fractional or integer value within 2 points, but no more. If the student, on the contrary, was negligent about in-class work and self-directed study, missed classes without valid reasons, the teacher can lower the accumulated grade calculated according to the above formula by any fractional or integer value within 2 points, but no more. An increase or decrease in the grade by 1.5-2 points should be considered as an exceptional measure and accompanied by an explanatory note to the academic head of the program. The diploma is assessed for the final grade, which is the resulting assessment for the academic discipline. The teacher's worksheet is used to give a final grade for the work in the module. The teacher's worksheet can be kept both in paper and electronic form, which at any time should be available for control by the head of the program, the academic office, the head of the department and, upon request, provided for familiarization to students in the part concerning a specific student from whom the corresponding request is received. It is not allowed for the teacher to assign grades at his own discretion without taking into account the above rules and formulas.
- Makoto Iokibe, & Translated and Annotated by Robert D. Eldridge. (2011). The Diplomatic History of Postwar Japan. Routledge.
- Scott A. Snyder. (2017). South Korea at the Crossroads : Autonomy and Alliance in an Era of Rival Powers. Columbia University Press.
- Sheila A. Smith. (2015). Intimate Rivals : Japanese Domestic Politics and a Rising China. Columbia University Press.
- Yeo, A. I. (2017). China-Japan-Korea Trilateral Cooperation: Is It for Real? Georgetown Journal of International Affairs, 18(2), 69–75. https://doi.org/10.1353/gia.2017.0022
- Zheng Wang. (2012). Never Forget National Humiliation : Historical Memory in Chinese Politics and Foreign Relations. Columbia University Press.
- 川島裕. (2003). Japanese Foreign Policy at the Crossroads : Challenges and Options for the Twenty-First Century. Brookings Institution Press.
- Jae Ho Chung. (2003). From a Special Relationship to a Normal Partnership?: Interpreting the “Garlic Battle” in Sino-South Korean Relations. Pacific Affairs, 76(4), 549–568.
- Oberdorfer, D., & Carlin, R. (2013). The Two Koreas : A Contemporary History: Vol. Revised and updated third edition. Basic Books.
- Robert Hoppens. (2015). The China Problem in Postwar Japan : Japanese National Identity and Sino-Japanese Relations. Bloomsbury Academic.
- Terence Roehrig. (2017). Japan, South Korea, and the United States Nuclear Umbrella : Deterrence After the Cold War. Columbia University Press.