琉球大学環境憲章

University of the Ryukyus Ecological Campus Community Charterāఱ࠰ɉĂĶණ࢝ķɂȞȠ౺ൔृɈ‫ێ‬ငɂȱɀശ੭ȱɀȞɥăʀʋ˅ʐĜɈা঍ɁȜɥʆ˂ʏʻাɈʂɼʋʑĪpjlptīȦĂ
Ķ‫ݦ‬ķɬ‫ڷ‬ჍȳɥɢȠɅĂණ࢝ɉĂഽହഽᅕɄ౺
ჩൌɈഊ঱ശ੭โɄॆȦɤɅɢȽɀ‫܄‬ɘɦɥɌɂȾɈࢼວൌɁȜɥă‫ڃ‬༂൑Ɉᆖ࢝ঞɅ‫ڮ‬඲ȳɥ‫݋‬໢ɉĂʣˁɼʃʢɼఒࣚɄɃ຾ູɈ૵೓ࠫɞ౦‫ࠫޢ‬ɅɢȽɀȷ
ɈၹȥɄဦ‫ݛ‬ɬ‫ۋ‬ȩɭɁȧȹăණ࢝Ɉʀʋ˅ʐĜɂȞȠࠫ๘Ʌᆏࢋȱɀᆖ࢝൥ߔɉĂ࣋‫ۋ‬Ăॸ࢞Ăȷȱɀଜ‫ޏ‬ਇॷɈ੭ɤɢȠɬ჎ᅰɒɂཡ๐ȯȵɀȞȩȭɂɬಭ঒ȳɥă
自然との共存1.自然を愛し、
自然と共に生きる地球市民としての自覚と誇りをもって行動する。
āāʅʻˋʩʑɉණ‫ۊ‬ɞණ࢝Ɉʀʋ˅ʐĜɂᇦറȱȹɌɂȾɈĶ௲ஒķɁȜɥăȷɈ௲ஒɅശ੭ȳɥ‫ێ‬খɈ౺ჩൌɂȱɀĂʅʻˋʩʑɂȷɈୈ၃Ɉʀʋ˅ʐĜɬᆅ‫ސ‬ȱĂȷȭɅധȿȩȯɘȰɘɄ౺ჩɂࢼɅĶ౺ჩɈᄀķɈ෮ሆɬ။ȾȭɂɅɢȽɀĂࠞࣃ‫ૻڷ‬Ɉ਒Ȟණ࢝ીმɂȱɀɈఘၹȥɄʅʻˋʩʑˁɼʭɬଌ
೉ȳɥă
ひと・対話
2.生命と文化の多様性を讃え、他者との対話を知の源泉とする多文化共存の環境をつくる。
āāɃɈɢȠɄ౺ჩൌɜᇘષɈෂɁරಓȯɦȹ‫ݟ‬ඩȜɥঙᄵɈဦ‫ݛ‬ɂဇ๲Ʌമȱɀɥă૵ယ‫ެڬ‬Ɉ഼ଞĂɘȹĂ૵ယɂɉ‫ڽ‬Ʉɥ౺ဘହɞဦ‫ݛ‬Ʌമȳɥ഼ଞɂಓ
࣡โɅൎሇȱĂȷɈഽᅕɄඪषɂॄঅȥɣߔɐɓȧȭɂɅɢȽɀĂ૵ယ૵బɈ
ɺɼʟˋʞɻʞɻĜɬჹઅȱĂఱ࠰ɂȱɀȞȥɅ౺ȧɥɓȧȥɂȞȠᄎȞɬණ࢝˄ʱ˃Ɂཡ೻ɁȧɥࠞࣃɬȾȩɥă
教育・学習
3.地球社会の未来を担う自主性と想像力、創造力にあふれる人材が育つ教育・学習環
境をつくる。
āā൥ߔɬఛȱȞဦ‫ݛ‬ɈཡఒණɅȳɥă૵଱౯ɂ຾೯౯ɬസ୭ȳɥ࣋‫ۋ‬ɬฆȱɀĂණ࢝ીმɂȱɀɈ૵ߌɂཡ೻ɬ‫ۋ‬əĂளᅰĂණ࢝ʋʷʽʣʞɻɅമȳɥఱ࠰ɂȱɀ৐ȧਗȠȯɘȰɘɄᄎ൨ɅĂණ‫ۊ‬ʋʷʽʣʞɻɈ૗๘ȥɣಓ࣡โɅଲɤ
೨ɚ‫ڷ‬ᅧɂ༑ᆵɬᅤ౰ȳɥ௲Ʌȳɥă
研

究
4.地球市民としての知を研究する真のアカデミズムにあふれえる研究環境をつくる。
āāණ࢝Ɉ౺ჩࢼວൌɈശറɉĂȭɦȥɣɈɺʃʟʷʒʸɈ੭ɤɢȠɂఠȩ࠲ɩȽɀȞɥăణɈɺʃʟʷʒʸɂɉĂ౺ဘ५Ɉ‫ۙێ‬ɂȱɀɈఱ࠰Ɉಗოɬ‫ݪ‬ȹȳɓȩߔ࢞ߤ຦ɁȜɥȭɂɬ໻ૻȱĂȷɦȸɦɈߔᄎယᄘɈෳȞᇘષɈෂɁභ
ȥɦȹ‫܃‬ථɬࡊೣɅĂȯɣɅߔ੫โɁ૵ᄻɄණ࢝ીმɂȱɀɈཡ೻ɁĂᆖ࢝൥ߔɬ჎ᅰɒɂྦ᩼ȳɥඪɈཡఒණɅȳɥă

大学の社会的責務
5.循環と共存を基調とした持続可能な社会を実現する地域のコミュニティ・モデル
となる。
āā૵೓ࠞࣃɅൎȳɥ਒Ȟ‫ૻڷ‬ɂᷬൿɄʋʷʽʣʉĜʏʿˋɬ൥ߔɂȞȠʋʷʽʣʞɻɈෂɁଌ೉ȳɥă൥ߔ໘Ăණ‫ۊ‬Ăණ࢝ɈఱęɬȾɄȪᄭɦȹʋʷʽʣʉĜʏʿˋĆʏʑʞʸɬଌএȳɥȭɂɅɢɤĂᅕęɄʋʷʽʣʞɻɂɈɼˋʗĜɺʇʞɻˌɄ࠲बɬ৭භȱĂॸ࢞ɞ࣋‫ۋ‬Ɉ౰‫ݪ‬ɬಓ࣡โɅ࠮ইȳɥă௵Ʌଜ‫ޏ‬ɬरཡȱĂଜ‫ޏ‬ɞဦ‫ݛ‬Ɉߤ౯‫ݛ‬ɅਇॷȳɥɂȞȠႨᅰɈ൥ߔɈಗოɬ‫ݪ‬ȹȳă
Human beings are part of the earthħs ecosystem. The word ĩecologyĩoriginates fromĨhome (oikos)ĩin Greek, and the earth is the home of diverse life forms living ininterdependent harmony. Located in the subtropical Ryukyu Islands, Okinawa is rich incultural heritage and has developed a unique worldviewĽsuch as niraikanaiĽwhich
represents the communityħs special connection to nature. As an integral part of the
Okinawan community, we, members of the University of the Ryukyus, hereby declare that
we will continue our tradition of education, scholarship, and social contribution, but wewill also strive to reshape our traditions to meet the needs of the new age of global ecology.
Harmony with Nature
1 We will demonstrate our love for nature and think and act as global citizens.
The campus is a place that is integral to communal and global ecology.
Living on campus, we need to understand its ecology and how it relates to the neighboring
ecosystems. We need to learn how to live in balance with other living beings within its Web
of Life, and, at the same time enrich our lives while being committed to our responsibilities
as global citizens of this planet.
People and Dialogue
2 We will celebrate diversity of life and culture and develop our wisdom andintelligence in dialogic interaction with others in a multicultural environment.
Every life form has its own cultural, historical, and geographical background. In a campus
environment where we are able to have active interactions with other kinds of human andnon-human beings, we will learn who we are and how we live as human beings in thecontext of the global ecosystem.
Education
3 We will create a learning environment, which will help students develop
their autonomy, imagination, and creativity.
Our university will become the center of this new culture. Through education which
respects autonomy and originality, we will create a place for students to learn newattitudes and ways of thinking as global citizens. In doing so, the students will increase
their capability and motivation to solve global problems through local action.
Research
4 We will make the campus a true academic environment in which we explore
knowledge as global citizens.
Survival of the global community is inseparable from the future vision of academia. Wemust
seek true academic vision which will enable us to fulfill our responsibilities as members of
the community of living beings. On the basis of our academic heritage at this university, we
will further pursue the global perspective and interdisciplinary and liberal thinking andmake the university become the intellectual center of the future global community.
Responsibility
5 We will prove ourselves to be the ecological model for the local community
through a recycling system to create a sustainable campus environment.
We will be fully aware of our campus environment both in terms of its ecological andinterpersonal significance. By creating a communication system that connects not only
people on and off campus, but also people all over the world, we will establish interactive
relationships with other communities and contribute to them through our academic
achievements

学長からのメッセージ

国内クレジット制度の排出削減事業が承認されました

今こそパラダイムの転換を！

The Carbon Droxide Emission Reduction Project
under the Domestic Credit System was Approved
２０１０年１月２７日付で琉球大学における二酸化炭素排出量削減事業計画が承認されました。承認された二酸化炭素排出量削減事業計画は以下のとおり３つの排出削減方法論があります。２０１０年度実績では３つの排出削減方法論で合わせて約１４３tの二酸化炭素排出を削減することが出来ました。
・照明設備の更新
附属図書館における既存の照明設備（約１,８００台）を高効率型器具（HfやLED等）〜教育効果を高め、社会連携・
地域貢献をすすめるために〜āǏąǍǍ‫ڬ‬ਏĂଜ‫ޏ‬ɈᆔɦȦဿɩȽɀȧɘȱȹăဏ๿Ɉঈཡૢঠɉ೔౦‫ޢ‬Ʌ௝ॖɬᅇȢĂ໲Ⴈ೔ਡɁಣ๝๰ᆵȦറȞɀȞɘȳă‫݋‬໢Ɉ๝ᆵૢ௶ɉ഼ණ
国立大学法人 琉球大学
‫ۊ‬ɂɉ‫ڽ‬ɄɤɘȳȦĂDP 3 ༧୸ᆲ੽ঌ
学長
ɈȹɛɅɜಣ๝ĆௐʀʥȦଜ‫ޏ‬โ‫ݻ‬൨ɁȜɥȭɂɅဿɩɤɉȜɤɘȵɭăɘȺ‫ێ‬ငɁȳȦĂʄʕ˂ˋɅɺ
˃ʋĜ˃༇ᆧɬǏœɘȶȹɜɈɬ઴ȠȭɂɄɃɜɞɣɦɀȞɘȳăʀʥ˃ʆĜɅȾȞɀʩˁʘɼʸ๖ࠓɈྼᅟȦȜɤɘȳăāȭɈɢȠɄଜ‫ޏ‬Ɉ຦ȧɅൎȱɀĂ൥ߔɉ‫ݝ‬ȦɁȧɥȥɂȞȠȭɂɁȳȦĂ൥ȧȩယȫɥɂ໩ȾȜɥɂ৽ȢɀȞɘȳă൦‫ێ‬ɉ࣋‫ۋ‬ჶɁȳăএ੭ĂFTEĪFevdbujpo! gps! Tvtubjobcmf! Efwfmpqnfou! ૩റ‫ݢ‬༑Ʉଜ‫ޏ‬ȿȩɤɈȹɛɈ࣋‫ۋ‬īɞĂూங࠵Ă࿽മ࿒ۡĂ൥ߔ‫࢒࠵ޏ‬ɍ࿽മழෂߔ৫ຑɁാᅣ৉ཡ๝ɬଲɤ໴ɦɥɄɃĂ࣋‫ۋ‬Ćरཡɬ਄Ƚɀ
Ȟɘȳăā൦໩ɉණ‫ۊ‬ଜ‫ޏ‬ɂɈᇦ़Ăණ‫ۊ‬ਇॷɬమɛɥȭɂɁȳă‫݋‬໢Ʌɉঈાᆵཡ๝ஒȦȜɤɘȵɭăʀʥ˃ʆĜɈ૵ࢣᆎ৐௫Ăৌᆎโ઴ᅙ
ɂȞȠȭɂɬ৽ȢɥɂĂၹȥɄ૵೓ȦȜɤĂঈཡȦɄȞ‫݋‬໢೔ൌȦಪమโɄʺʟ˃ණ‫ۊ‬ɅɄɥȭɂɬ৽ȢɘȱɡȠăā൥ߔɈੰ౱ૢ௶ɉ਱ষɘȳɘȳউȱȩɄɤĂा࡜Ɉฝწɞర੠ဌ
࣓ɜȜɤৄ࿥ࣸȦ൥ȧȩঌߗȯɦɘȳă‫ྣ࢞ॸߔݨ‬ɄɃࢻഈโ૝ࣸ
ɉȮȩவߗഝߗȯɦɘȳăȱȥȱĂ௉ྣಉɜǍǌ&௫ȦɥȭɂȦᅅ೻ȯɦɘȳɈɁĂॄྣಣᄝɅ๰ɛɀȞɘȳă૝ࣸঌȦॸ࢞౰‫ݪ‬ɈঌவɅɄɥɂȞȠ‫ڏ‬ஃࠞɅ࠳ɣɄȞȹɛɅɜĂఋęɄൎܾ઄ɬ৽ȢɀȞɘȳȦĂএଌโɅɉউȱȞɜɈȦȜɤɘȳăāૈಡࠣᆅჶɅȤȞɀɜĂɢɤৌᆎโɄʀʥ˃ʆĜൎ઄Ăࠞࣃൎ઄ɬ৽ȢɀȞɘȳă௎ცɬMFEɅဿȢɥȭɂɞগȞऋ෮࡙ࡉɬఛȱȞɜɈɅဿȢɥȭɂɄɃ਄ȽɀȞɘȳă࣋‫ۋ‬Ăॸ࢞ĂఫᆫჶɁই࡜ȦɢȞɂʀʥ˃ʆĜ௉ྣɜഽȩɄɥȭɂɜȜɤɘȳȦĂʩˁʘɼʸ๖ࠓɬ਄ȞĂ߂ငࣟɅȤȞɀɜ߂ęɈখ౯ɬ౺ȥȱൎܾȱɘȱɡȠă

岩政 輝男

排出削減事業承認証
Emission Reduction Project
Approval Certificateへの更新と人感センサによる間欠運転としたことによる二酸化炭
素排出量の削減
・太陽光発電設備の導入
附属図書館などの５棟における太陽光発電設備（計１２６ｋW）の導入による二酸化炭素排出量の削減
・変圧器の更新
農学部などにおける既存の変圧器を高効率型（トップランナー）に更新することによる二酸化炭素排出量の削減
The University of the Ryukyus Carbon Dioxide Emission Reduction Project
was approved on January 27, 2010. The project focuses on three different
methods for reducing carbon dioxide emissions. During FY2010, an
approximately 143 ton carbon dioxide emission reduction was achieved via
the three methods.
Upgrading Lighting Facilities
A carbon dioxide emissions reduction was achieved by upgrading 1,800
light fixtures at the Library with high efficiency fittings and movement
sensors.
Introduction of Solar Power Generation Equipments
A carbon dioxide emissions reduction was accomplished through the
installation of solar power generating equipments(120kw in total) in five of
the Library’s buildings.
Transformer UpgradeTransformers in the Faculty of Agriculture were upgraded, resulting in a
carbon dioxide emission reduction.

ਡᆏ൥ߔၭఱ

ᆖ࢝൥ߔǱȊȅȒȁȎȏȅȐȕ!ȋȂ!ȐȄȁ!Ǯȕȑȇȕȑȏ

℄⃿ᄢቇᣉ⸳ㆇ༡ㇱ〒903-0213 沖縄県中頭郡西原町字千原1番地
TEL：098-895-8178 FAX：098-895-8077
E-mail： kankyo@to.jim.u-ryukyu.ac.jp
環境報告書2011全文はホームページで公表しています。
ホームページ http://w3.u-ryukyu.ac.jp/ecan/

Message from the President

It’s time to change the paradigm!
Improve education, Increase cooperation with society, Promote regional contributions
Teruo Iwamasa, president, University of the Ryukyus
After March 11, the social current has been changed. The nuclear accident in Fukushima
Prefecture had a worldwide impact, and efforts throughout Japan to save electricity
continue. While the electrical power situation here in Okinawa differs from the rest ofJapan, the need to decrease carbon dioxide emissions by cutting back on the consumptionof electricity and saving energy is a nationwide social problem. While it’s currently only
one possibility, gasoline mixed with 3% alcohol is an alternative energy form currently
being explored. It’s imperative that we change the paradigm with regard to how we view
and use energy.
Contributions that universities can make to this type of social movement can be broken
down into two main areas. The first is the educational aspect. Our university has beenpromoting Education for Sustainable Development(ESD). Additionally the library, hospital,
University Hall, and elementary and junior high schools associated with the university areusing solar power generation.
The second area has to do with advancing cooperation with local communities. There is no
nuclear power plant in Okinawa. While each island is doing small-scale power generation,
through increased energy self sufficiency and by using energy more efficiently, Okinawa,
blessed with rich nature and free of nuclear power plants, has the prospect to viewed as amodel region in this regard.
On the other hand, the university’s financial situation will become more and more difficult.
Due to current economic conditions and the need for earthquake reconstruction, grants willcontinue to decrease. While grants for scientific research and competitive funding is slightly
rising subsidies are declining.
In studying the effects of a possible temporary rise in the consumption tax to 10% and anincrease in costs resulting from a rise in fossil fuel prices, we have been making every effort
to cut down on expenses.
Although all possible measures have been discussed in order to avoid any negative impact
at a decrease in funding on our research outcomes, the current realities are harsh.
With regard to facilities management, we’re looking at energy efficiency and otherenvironmental measures. For example, we’re practicing energy saving by replacing
standard lights with LED fixtures and replacing old air conditioners throughout theuniversity. Although active research and educational activities as well as medical care may
require more energy consumption. we expect positive results throughout the academic andresearch unit of the university in changing the paradigm of how we view and use energy.

環境負荷

Environmental Burdens● 総エネルギー投入量● 電力使用量āᆖ࢝൥ߔɁɉĂ࣋‫ߤ࢞ॸۋ‬຦Ʌ཮Ƞʀʥ˃ʆĜɂȱɀĂ๝ᆵĆ๬ીʄʑĆǝ୭ᄧĆ‫ݛܕ‬ಒᄧʄʑຑɬ઴ᅙȱɀȞɘȳăǎǌǍǌ༃๱ɉĂ഍ʀʥ˃ʆĜຂ໴ᆲɈǓߠɬ๝ᆵȦಬɛɀȤɤĂʀʥ˃ʆĜ੽ঌɬమɛɥȹ
ɛɅɉ๝ᆵ઴ᅙᆲɈ੽ঌɅଲɤ೨ɚૢȦ੕ɜৌ‫ݪ‬โɁȜɥɂ঒ȢɘȳăႨߔɁɉĶʀʋɺʇʏʿˋ32ķɈࠞࣃʶʥʐʹˋʠʏʑʞʸɬߤᅙȳɥȭɂɁĂࠞࣃ࿹‫ݷ‬ฝঌɅଲɤ೨ɭɁȞɘȳăā๝ᆵ઴ᅙᆲɉĂࡊஈඩĪ෸ࣷ‫ࢦݿ‬4
購入電力量(千ｋＷｈ）
Amount of electricity purchased༃ိࣧī྘ǍœঌɈᄆ࿈ɅൎȱɀǌąǍœɈ੽ঌɂɄɤĂᄆ࿈ɉൿ౰୸ᅰɘ 2010年度
ȵɭɁȱȹăᄆ࿈ɬൿ౰୸ᅰɄȥȽȹ 2009年度
ᅟۚɂȱɀɉĂ઴ᅙᆲɈ൥཰ɬಬɛɥ 2008年度
࿽മ࿒ۡɅȤȞɀࠏଞౘȦഝ‫ݡ‬ȱȹȭ 2007年度
2006年度ɂɞ੕਒࡜‫ݗ‬ǎǔŎɬ෰Ȣɥ໲ౘȦഝ‫ݡ‬ȱȹȭɂຑȦ‫ࣗ܆‬ȱɀȞɘȳăāࠞࣃᄆ࿈ɬൿ౰ȳɥȹɛɅĂௐʀʥळɈʀɺʋˋɞ௎ცಡྩɈ৩ఛ࢒ɍാᅣ৉ཡ๝ಡྩɈഝಡɬಓ࣡โɅो
‫ކ‬ȱɀȞȩȭɂɂȱɀȞɘȳăɘȹĂǎǌǍǍ༃๱ɉĂ࿽മ࿒ۡɈௐʀ
ʥఫඣɬଌૈȱĂȷɈय़‫ݪ‬ɅࡊȿȩइൌโɄൎ઄ɬॳບȱĂ๝ᆵ੽ঌɬ
ైమȱɘȳă

ହāᇆ
๝ᆵ
Īਈ໴ī

Electricity(Purchased)āėāĪാᅣ৉ཡ๝ī

Electricity(Solar Power)

๬ીʄʑCity Gas

B୭ᄧ

Bunker A

઴ᅙᆲ

ඍ‫ڮ‬

43-833! ಫȇXȄཡ༂ᆲĪHKīඍ‫ڮ‬ཡ༂ᆲ

437-349:/:8HK0ಫlXiĽ243! ಫȇXȄĽ

electriccity

2-:26!

ಫnǏ

229-753

72/:65HK0ಫnǏ

294!

ȇǨ

8-2 66

4:/2HK0ȇMǏ‫ݛܕ‬ಒᄧʄʑ

34/1!

Ȑ

2-2 7961/9HK0ಫnʄʕ˂ˋ

2 7/1!

ȇǨ

665

45/7HK0ȇM

ॎᄧ

:!

ȇǨ

44:

48/8HK0ȇM

ຌᄧ

2!

ȇǨ

48

47/8HK0ȇM

Liquefied Petroleum Gas
Gasoline

Light Gas Oil
Heating Oil

総エネルギー投入量の割合
Percentage of Total Amountof Energy InputŦඍ‫ڮ‬ཡ༂ᆲɉĶʀʥ˃ʆĜɈ઴ᅙɈਗᆅ‫ݛ‬Ʌ࠲ȳɥၭᆍૈ਄ࡤഥķɅɢɥăāൾȱĂ๬ીʄʑɅȾȞɀɉĂ‫݋‬໢ʄʑĪ߰ī৊࿍ඩɅɢɥăcity gasothers!!!

Total Amount of Input Energy
In carrying out educational and research activities, the University of the Ryukyus
uses various types of energy: electricity, natural gas, Type A fuel oil, liquefied
petroleum gas, and more. In 2010, electricity accounted for 70% of the university’s
overall energy consumption. Consequently, decreasing electricity usage will be themost effective means to reducing the overall amount of energy utilized. The university
is using the “Eco action 21” management system to reduce the burden it places on
the environment.

● 都市ガス使用量ā๬ીʄʑ઴ᅙᆲɉĂࡊஈඩĪ෸ࣷ‫ࢦݿ‬4༃ိࣧī྘2œঌɈᄆ࿈ɅൎȱɀĂǏœɈഝ‫ݡ‬ɂɄɤɘȱȹă࿽മ࿒ۡɬதȞȹౘඩɁ྘ߏȱȹ௲ਗɉĂǒąǍœɈ੽ঌɂɄȽɀȞɘȳăȱȥȱĂ೐༃๱྘ɁɉǎąǍœɈഝɂɄȽɀȞɘȳɈɁĂ୅ᅟɈ਒ȩɄȽȹ๬ીʄʑ઴ᅙᆲɈ੽ঌɅ৐ȫĂۜȧറȧଲ೨ɬైమȱɘȳă

都市ガス13A（千ｍ3）Natural Gas 13A
2010年度
2009年度
2008年度
2007年度
2006年度Natural Gas Consumption
Despite trying to cut natural gas usage by 1% of the standard value (the average ofthe last three years), consumption actually increased by 3%. Concerning the amountof consumption excluding the University Hospital, the university achieved a 6.1%
reduction. However, that figure reflects a 2.1% increase in consumption as comparedto the previous year. Despite an increased demand for natural gas, we will continue
to strive to reduce its overall usage.

Electric Power Consumption
Despite a goal of decreasing electricity consumption by 1% of the standard value(the average of the last three years), only a 0.1% reduction was achieved.
The reasons the goal could not be achieved were an increase in the number ofpatients at the University Hospital as well as an increase in the number of days when
the high temperature exceeded 28 degrees Celsius.
To achieve our environmental goals, we will proactively install more energyefficient air conditioners and lights as well as solar power systems.
Additionally, in Fiscal Year 2011,the energy reduction to be made by the University
Hospital will be measured and concrete steps to further promote the reduction ofenergy utilization will be instituted based on those results.

● 二酸化炭素排出量

二酸化炭素排出量（ｔ−CO2）

環境研究

Environmental Researches

海洋バイオマスによる二酸化炭素の削減とバイオマスエネルギーの開発

島しょ県・沖縄県におけるエネルギー環境教育に関する実践的研究

Carbon Dioxide Reduction and the Development of Biomass Energy

Island Prefecture: Conducting Research Into Energy-Related Environmental
Education in Okinawa

工学部

准教授

瀬名波

出

教育学部

火力発電所や工場などから出る煙中に含まれる高濃度のCO2（二酸化炭素）を海水に溶かして、海藻を養殖し、バイオ燃料に転換する「海洋バイオマスによる二酸化炭素吸収・利活用システム」の技術開発に取り組んでいます。

エネルギー環境教育とは、単にエネルギー･環境問題に関する事実関係の知識の習得のみではなく、それらの知識をベースとして、エネ
ルギー･環境問題の解決に向け自ら課題意識を持ち、主体的かつ適切に判断し、行動できる人間を育成する教育です。本研究では、沖縄県の地域特性を活かしたエネルギー環境教育に関する教材開発やカ
リキュラム開発及び普及･啓発活動を行っています。

We’re currently working to develop technology that will enable the highconcentration of carbon dioxide emissions from thermal power plants and factories
to be used to promote the growth of algae which can be converted into biofuel.

Water Supply

Water level

写真１ 高濃度CO2海水による海藻の養殖

写真２ 海藻を原料としたバイオエタノール生成と燃焼実験

Picture: 1. Experiments have been conductedusing sea water with high concentration levelsof carbon dioxide to raise algae.

2. Researchers are working to use algae as a raw
material from which to develop bioethanol fuel.

図１ 潮汐発電用小型水車の特性試験装置の概要
No. 1 -- An outline of experiments using asmall waterwheel for tidal power generation

図４● 環境教育に関する開設科目! Ķࢼฆ࣋‫ݨۋ‬ᄆķĂĶಮᄑ‫ݨ‬ᄆķĂ࢒ɍĶဋಮ০‫ݨ‬ᄆķɅȤȞɀĂࠞࣃृ‫ݨ‬ᄆɬঢ়ȩާಡȱĂߔ౺Ȧಓ࣡โɅࠞࣃᄎ൨Ʌଲɤ೨ɚɢȠࠞࣃ࣋‫ۋ‬Ɉ୤ଌɬూȽɀȞɘȳă3121༃๱ɉǍǍǔɈ‫ݨ‬ᄆɅ‫ܤ‬ɓǐĄǎǕǍშȦିਆȱɘȱȹă

Professor Tsutsumi introduces theuniversity of eco campus concept.

Environmental Discussions with New Students
On April 2, 2010, following the university’s entrance ceremony, an orientation washeld for the 1,694 new students. Professor Junichiro Tsutsumi, Deputy Director for
the Eco Action 21 Project, introduced them to the tenets of the project and talked
about how the university could expand its sphere of environmental activities so as tohelp build a more sustainable society.

● 総合環境学副専攻の概要
ā഍ਗࠞࣃߔဋಮ০Ī೔ߔɈߔ౺ɬൎ௣ɂȱȹࠞࣃ࣋‫ۋ‬Ɉʃ˂ʅʽˁʸīɉǎǌǌǔ༃๱ɅʑʗĜʠȱɀǏ༃ᄆɅ໴ɤĂஏ෮ɅࡨັɅ
௮Ƚɀȧɘȱȹăဋಮ০Ɉ౷ࡤɈ๨ሃߔ౺ɉ
ǎ༃૫ȥɣɁĂǎǌǍǌ༃๱Ʌఛȱȩဋಮ০Ɉߔ౺ɂȱɀడಃȱȹɈɉǍǕఱɁ೔ۙ໻ɛ
ɣɦɘȱȹăᅰ༃๱ɉ஑ɛɀɈୌᆡ౺ɬ༮୸
ȳɥȭɂɅɄɤɘȳă

Subjects related to environmental education
The university is expanding the number of majors, minors, and general education
courses related to the environment, with a focus on encouraging students toproactively address environmental issues.

● 附属小・中学校の取組■附属小学校の取組ā࿽മழߔ৫ɁɉĂĶࠞࣃ࣋‫ۋ‬ķɂȞȠშ೐Ɉ࣋‫ݨ‬ɉȜɤɘȵɭă߂࣋‫ݨ‬ɅȤȞɀĶࠞࣃ࣋‫ۋ‬ķɬ୭๘ɅȱȹඍইɜɕɂɭɃȜɤɘȵɭăȱȥȱĂ߂࣋‫ݨ‬ᆴ‫ۊ‬ɅȤȞɀĶࠞࣃķɅȾȞɀଲɤ௫ȬĂȜɥȞɉĶࠞࣃķɅȾȞɀ৽Ȣȯȵɥ৙࿧ɬȱɀȞɘȳă

プレゼンテーションの様子
Students give a presentation on theenvironment to classmates

Activities in University-affiliated Elementary and Junior High Schools
Formal environmental courses are not part of the curriculum in University-affiliatedElementary School. However, teachers place a priority on integrating environmental
topics into their different subjects, thereby promoting student awareness of theenvironment.
大学の環境報告書から学ぶ
Students study the university'senvironmental report.

An Overview of the Minor in General Environmental Studies
The minor in General Environmental Studies was initiated three years ago in
Academic Year 2008. Generally students register for the program in their sophomore
year. In Academic Year 2010, 19 students were accepted. The first group of students
to finish the program will graduate next year.

■ 附属中学校の取組āࠞࣃɅ࠲ɩɥ࣋‫ۋ‬ā౺๤ൿɈࠞࣃɒɈᆅ
‫ސ‬ɬఠɛɥȹɛĂʀʥ˃ʆĜဿࠓɬᆀᅙȱȹ੼࿚ɬ౿੼ȳɥୂࣞɞĂ൥ߔɈಪ౺Ʌɢ
ɥਆࡹɬଌૈȱĂʀʥ˃ʆĜɒɈᆅ‫ސ‬ɬఠɛɥࠞࣃ࣋‫ۋ‬ɬ਄Ȟɘȱȹă

大学講師による講義
university lecturer teaches a class at the
Junior High School.

Activities in University-Affiliated Junior High school
So as to deepen their understanding of the environment, students participated inprojects involving energy conversion and took classes on energy and the environment
from university teachers.

海浜における潮汐発電の体験学習

Students get hands-on experience with tidal power
generation equipment.

図３● 新入生への環境コミュニケーション

Environmental education is not simply amatter of acquiring knowledge. Rather, it
involves nurturing individuals who areable to use that knowledge as a basis
from which to make independentjudgments regarding environmentallyrelated issues and to take action on thoseissues.
Current research involves using theunique characteristics of Okinawa’s
various areas to develop teachingmaterials, curriculum, and consciousnessraising activities related to theenvironment.

Water wheel

潮汐発電装置の設置状況

Tidal power generation equipment was
installed at a local beach.

Environmental Education

堤教授によるエコキャンパスの紹介

Overflow tank

Carbon Dioxide Emissions
The majority of carbon dioxide emissions resulted from electricity (82%) andnatural gas consumption (16%). Despite striving to cut carbon dioxide emissions by
1% of the standard value (the average of the last three years), in fact, emissions
increased by 0.5%. We will continue to work toward attaining our emissions
reduction goal.

āǎǌǍǌ༃ǐॢǎ໲Ă໴ߔૺষɅ਄ɩɦȹ
ʂ˂ʀˋʞĜʏʿˋɅȤȞɀĂఛ໴౺ǍĄǒǕǐშɅൎȱĂǡǝǎǍ഍ߣဋಗ໸ଞɈรā஋‫ێ‬ᇾ৙ߔင࣋ୂȦĂᆖ࢝൥ߔɈఛ໴౺ɒɈ
ࠞࣃʋʷʽʣʉĜʏʿˋɂȱɀࠞࣃʶʥʐʹ
ˋʠʏʑʞʸĪŁʀʋɺʇʏʿˋǎǍīɈଲ೨ɬ௘‫ގ‬ȱĂ૩റ‫ݢ‬༑Ʉଜ‫ޏ‬Ɉ৭භɅ৐ȫɀ൥ߔȥɣࠞࣃߤ຦Ɉሆɬঢ়ȬɀȞȭȠɂঘɍȥȫɘȱȹă

清水洋一

Yoichi Shimizu, professor, Department of Education

Carbon Dioxide Emissionsāʀʥ˃ʆĜ௉ྣɅࡧۚȳɥ໩બ
2010年度‫ݛ‬ඖ೧༧୸ᆲɈߠਗɉĂ๝ᆵȦ93œĂ૫ȞɁ๬ીʄʑȦ27œɂɄɤĂ 2009年度
๝ᆵɂ๬ીʄʑɈ௉ྣɅɢɥ໩બ 2008年度‫ݛ‬ඖ೧༧୸ᆲȦ൥཰ɬಬɛɀȞɘȳă 2007年度
ā໩બ‫ݛ‬ඖ೧Ɉ༧୸ᆲɉĂࡊஈඩĪ෸ 2006年度
ࣷ‫ࢦݿ‬4༃ိࣧī྘Ǎœ੽ঌɈᄆ࿈
Ʌൎȱɀ,1/6œɈഝ‫ݡ‬Ă೐༃๱྘
Ɂɜ1/6œɈഝ‫ݡ‬ɂɄȽɀȞɘȳăᄆ࿈ൿ౰Ʌ৐ȫɀۜȧറȧଲ೨ɬై
మȱɘȳă

環境教育

教授

Izuru Senaha, associate professor, Engineering Department

学生の環境活動

Student Environmental Activities● 琉大祭● 第１回学生環境座談会

āǎǌǍǌ༃Ǎǌॢǎ໲ġǏ໲Ʌ਄ɩɦȹ൦ǑǕ‫ޑ‬ᆖ൥੥ɁɉĂǎǌǌǕ༃๱Ʌۜȧറȧߔ౺Ȧ೨ఉȳɥଌ਄‫ۙڳ‬‫ޏ‬Ȧ଱ൌɂɄȽɀĂჹࡴ๑ຑȥɣ୸ɥʌʷɈঌᆲ‫ݛ‬ɂယ်Ɉ่ฦɅଲɤ೨ə
ɘȱȹăჹࡴ๑ຑȥɣ༧୸ȯɦɥ઴Ȟଘɀᅎࡉɞʲʛʠʴʠ˃ĆऋȧࠦɄɃɉĂ߂ჹࡴ๑Ȧ‫ޑ‬େĆယ်ȱɀʌʷୠಓஒ
琉大祭の様子Ʌ‫ۿ‬ɍĂࠞࣃྰ‫ۙڳݛ‬Ɉ๘ॳĆૄຩɬ Picture: A scene at the University of theିȫɥȭɂɁĶʌʷķɂĶ૝঍ķɈယ Ryukyus Festival.
်ɬ่ฦȱɘȱȹăୠಓஒɁɉĂ‫ݢ‬༇ဘĂɺ˃ʷࠦĂʑʙĜ˃ࠦĂʲʛʠʴʠ˃ĂඦʴĜ˃ᇆɅယ်ȱĂ૝঍ʌʷɉĂ˂ʍɼʇ˃ࣞଞɅ‫ޑ‬େɬ‫گ‬ᅲȱɘȱȹăāᆖ൥੥୒ᆡষɅɉĂઞ‫ݡ‬චൌɅɢɥ‫ޏ‬௲Ɉ೔ൌ౸೽ɬ਄ȞĂࠞࣃɅ༯ᆞȱȹߔ‫ܠ‬੥ɬଌএȱɘȱȹăāĶ൥ߔɅȜȽȹɣȞȞɂૃȠࠞࣃɒɈଲɤ೨əɂɉķĂĶ൥ߔ౺Ȧଲɤ೨ɚɓȧߤ຦ɂɉķɈǎȾɬʞĜʶɅǡǝǎǍߔ౺‫ޏۙڳ‬଱੓ɁǓॢǍǎ໲൦Ǎ‫ޑ‬ᄆɈߔ౺ࠞࣃ੐ඨ‫ޏ‬Ȧ਄ɩɦɘȱȹă

University of the Ryukyus Festival
The 59th Annual University of the Ryukyus Festival was held October 2 and 3,
2010. Similar to the previous year, a student-formed executive committee exercised
total management over efforts to reduce the amount of garbage from refreshment
booths and the sorting of recyclable items such as containers, plastic bottles, andempty cans.
Students at each refreshment booth collected and sorted their containers, plastic
bottles, and empty cans and took them to a garbage collection point where they were
inspected by members of an environmental beautification committee, who also offeredadvice on garbage that could be recycled.
At the garbage collection point, trash was further separated into combustibles,
aluminum cans, steel cans, plastic bottles, and corrugated cardboard, and a recycling
company was asked to pick up those items.
After the festival, participating groups came together to clean up the university
campus.
In the end,an environmentally-friendly school festival was successfully achieved.

1st Student Environmental Conference
The EA21 Student Committee organized the university’s first student environmental
conference on July 12. The conference themes were “Environmental Efforts the
University Should Pursue” and “Actions University Students Should Undertake.”グループに分かれてアイ
ディアを出し合う様子
環境への取組紹介の様子
Presentation of environmental measures

Small group discussions
promoted individual ideas● エコキャップ運動āʲʛʠʴʠ˃ɈʅʻʛʯɉĂএ੭ௌࢉȦ଱ɄஐᆅɁȳȦĂယ်‫ޑ‬େȳɥȭɂɅɢɤ੔ᆀᅙ‫ݢ‬༑Ʉ૝঍ɂɄɤɘȳăǡǝǎǍߔ౺‫ޏۙڳ‬ɁɉĂʀʋʅʻʛ
ʯ‫ۿ‬຦ɬࡅ‫ކ‬ĆଌૈȱɀȞɘȳă

キャップ回収ボックス設置状況
Cap collection boxes
were set up at various
locations.

Eco-cap Campaign
Currently, plastic bottle caps are generally disposed of through burning, but if they
are separated and collected, they can be recycled. The EA21 Student Committee
planned and executed an Eco-cap campaign to promote their reuse.