3. Education Policy and Results
3.1. Education Policy
After starting the Green Asia Program, we applied for the establishment of “Global Strategy forGreen Asia” Course in the Interdisciplinary Graduate School of Engineering Science and the
Graduate School of Engineering, and it was approved on November 1, 2012. While the Green Asia
Program is a five-year program integrating master’s and doctoral courses, a student who passes thequalifying examination (QE) can earn a master’s degree. The requirements for completing the courseand passing the QE are as follows.
(1) Requirements for Doctoral Degree
Course students can obtain a doctoral degree after (1) being affiliated with the doctoral course(including the master’s course) for five years or more, (2) earning at least 77 credits including thoselisted below, (3) being engaged in sufficient research work under proper supervision by his or her
mentor, and (4) passing both the review of his or her doctoral thesis and the final qualifying
examination.
1. Practical English: 4 credits
2. Industrial Systems: 4 credits
3. Internship: 5 credits
4. International Exercise: 16 credits
5. Research: 18 credits
6. Social, Environmental, and Economic Systems: 12 credits
7. Special Subjects: 18 credits(2) Qualifying Examination
In addition to the conditions set forth above, course students must (1) be affiliated with themaster’s course at least two years, (2) earn at least 40 credits including those listed below, and (3)pass the qualifying examination that checks the student’s ability to conduct the research work
included in the doctoral course.
1. Practical English: 3 credits
2. Industrial Systems: 3 credits
3. Internship: 2 credits
4. Research: 6 credits
5. Social Systems, Environmental Systems, and Economic Systems: 10 credits
6. Special Subjects: 16 credits
The subjects are classified in the following seven groups (Table 2-9).
1. Practical English: 4 subjects and 1 credit per subject
2. Industrial Systems: 4 subjects and 1 credit per subject
3. Internship: 3 subjects and 1 or 2 credits per subject
4. International Exercise: 9 subjects and 1 or 2 credits per subject
5. Research: 6 subjects and 2, 4, or 6 credits per subject

25

6. Social, Environmental, and Economic Systems: 10 subjects and 2 credits per subject
7. Special Subjects: 96 subjects and 1 or 2 credits per subject
Most of the subjects in the category of special classes are the modified English-language
version of the Japanese ones that have been conducted in the Department of Molecular and Materials
Sciences, Department of Applied Science for Electronics and Materials, Department of Energy andEnvironmental Engineering, or Department of Earth Resources Engineering. However, the 11
subjects marked with an asterisk (*) in Table 2-9 are newly developed, as are all subjects other than
the special classes (Table 2-10).
Table 2-9. Classes, Years, and Credits of Subjects
Class

Practical English

Industrial
Systems

Internship

International
Exercise

Research

Social,Environmental,
and Economic
Systems

Subject

Year

Practical English （I）
Practical English （II）
Practical English （III）
Practical English （IV）
Industrial Systems （I）
Industrial Systems （II）
Industrial Systems （III）
Industrial Systems （IV）
Practice School
International Internship
Domestic Internship
International Exercise A1
International Exercise A2
International Exercise A3
International Exercise A4
International Exercise B1
International Exercise B2
International Exercise B3
Research Guidance Exercises （I）
Research Guidance Exercises （II）
Fundamental Research （I)Fundamental Research （II)Fundamental Research （III)Doctoral Research （I）
Doctoral Research （II）
Doctoral Research （III）
Social Systems （I）
Social Systems （II）
Social Systems （III）
Environmental Systems （I）
Environmental Systems （II）
Environmental Systems （III）
Environmental Systems （IV）
Economic Systems （I）
Economic Systems （II）
Economic Systems （III）

26

1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1,2
3,4
3,4
3
4
4
5
3,4
4,5
5
4
5
1
2
2
3
3+4
4+5
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3

CreditCompulsory
1
1
1
1
1
1
1
1
2
2
1
2
2
2
2
1
2
1
2
2
2
2
2
2
4
6

Selective

2
2
2
2
2
2
2
2
2
2

Special

Special

Fundamentals of Ionized Gas Dynamics
Tutorial on Ionized Gas Dynamics
Fundamentals of Opto-Electronics
Tutorial on Opto-Electronics
Fundamentals of Crystal Physics andEngineering
Fundamentals of Ionized Gas Dynamics
Advanced Topics of Crystal Physics andTutorial on Ionized Gas Dynamics
Engineering
Fundamentals of Opto-Electronics
Fundamentals of Nonlinear Physics
Tutorial on Opto-Electronics
Advanced Topics of Nonlinear Physics
Fundamentals of Crystal Physics andFundamentals of Nanomaterials ChemistryEngineering
Advanced Topics
Topics ofof Crystal
Nanomaterials
Advanced
PhysicsChemistry
andFundamentalsof
Functional
Molecular
Engineering
Engineering of Nonlinear Physics
Fundamentals
Advanced Topics
Topics ofof Nonlinear
FunctionalPhysics
Molecular
AdvancedEngineering
Fundamentals of Nanomaterials Chemistry
Advanced Topics of Electrochemistry for
Advanced Topics of Nanomaterials Chemistry
Materials
Fundamentals of Functional MolecularFundamentals of Chemical Reaction
Engineering
Engineering
Advanced Topics of Functional Molecular
Advanced Topics of Chemical Reaction
Engineering
Engineering
Advanced Topics of Electrochemistry for
Advanced Topics of Organic Materials
Materials
Chemistry
Fundamentals of Chemical Reaction
Fundamentals of Device Materials
Engineering
Fundamentals of Applied Science forAdvanced Topics of Chemical Reaction
Electronics and Materials I*
Engineering
Fundamentals of Applied Science forAdvanced Topics of Organic Materials
Electronics and Materials II*
Chemistry
Fundamentals of Applied Science for
Fundamentals of Device Materials
Electronics and Materials III*
Fundamentals of Applied Science forPhysical Chemistry I
Electronics and Materials I*
Physical Chemistry II
Fundamentals of Applied Science forPhysical Chemistry III
Electronics and Materials II*
Materials Science I
Fundamentals of Applied Science forMaterials Science
II
Electronics
and Materials
III*
Materials
SciencePhysical ChemistryIIII
Organic Chemistry
PhysicalChemistry III
Organic
Chemistry
Physical Chemistry II
III
Organic Chemistry
Materials
Science I III
Organic Analytical
Materials
Science IIChemistry
Industrial
AnalysisIII
for Materials
Materials Science
Surface
Crystallography
Organic Chemistry I
Theoretical
Materials
Organic
Chemistry
II Science
Surface
Chemistryof
Organic Chemistry IIISolids
Polymer Analytical
Materials Science
Organic
Chemistry
Molecular
Spectroscopy
Industrial Analysis
for Materials
Advanced
Materials Science
Surface
Crystallography
Functional
TheoreticalMaterials
MaterialsScience
Science
Structural
Materials
Surface Chemistry ofScience
SolidsSolid State
Ionics Science
Polymer
Materials
Advanced
Organic
Chemistry I
Molecular Spectroscopy
Advanced
Organic
Advanced MaterialsChemistry
Science II
Advanced
Organic
Chemistry
Functional Materials Science III
Advanced Materials
Organic Chemistry
Structural
Science IV

Solid State Ionics
Advanced Organic Chemistry I
Advanced Organic Chemistry II
Advanced Organic Chemistry III
27
Advanced Organic Chemistry IV

1~3
1~3
1~3
1~3

2
2
2
2

1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3

2
2
2
2
2
2
2
2
2
2
2
2
2
2
2

1~3
1~3

2
2

1~3
1~3

2
2

1~3
1~3

2
2

1~3

2

1~3
1~3

2
2

1~3
1~3

2
2

1~3

2

1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3

2
2
2
2
2
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22

1~3
1~3
1~3
1~3
1~3

2
2
2
2
2

Special
SpecialAdvanced Lecture on Molecular and Material
Science I
Advanced Lecture on Molecular and Material
Advanced Lecture on Molecular and Material
Science I
Science II
Advanced Lecture on Molecular and Material
Advanced Molecular and Material Science I
Science II
Advanced Molecular and Material Science II
Advanced Molecular and Material Science I
International Lecture on Molecular andAdvanced Molecular and Material Science II
Material Sciences I
International Lecture on Molecular andInternational Lecture on Molecular andMaterial Sciences I
Material Sciences II
Internationalon MolecularandFundamentalsLectureof Molecular
and Material
Material Sciences II
Science I*
Fundamentals of Molecular and Material
Fundamentals of Molecular and Material
Science I*
Science II*
Fundamentals of Molecular and Material
Fundamentals of Molecular and Material
Science II*
ScienceIII*
Fundamentals ofMaterial
Fundamentalsof Molecular
Energy andand
Environmental
Science III*
Engineering I*
Fundamentals of Energy and Environmental
Fundamentals of Energy and Environmental
Engineering I*
Engineering II*
Fundamentals of Energy and Environmental
Fundamentals of Energy and Environmental
Engineering III*II*Engineering
Fundamentals
of Energy
andandEnvironmental
Advanced Topics
of Energy
Engineering III*
Environmental Engineering
Advanced Topics of Energy and
Thermal-Relating Engine Technology
Environmental Engineering
Compressible Fluid Dynamics
Thermal-Relating Engine Technology
Mathematical Analysis of Environmental
Compressible Fluid Dynamics
SystemMathematical Analysis of Environmental
Micro-Climatology
SystemEcoenergy Engineering
Micro-Climatology
Turbulent Flows in Engineering
Ecoenergy Engineering
Thermal Energy Utilization Systems
Turbulent Flows in Engineering
Resource Geology I
Thermal Energy Utilization Systems
Resource Geology II
Resource Geology I
Mineral Engineering
Resource Geology II
Engineering Geophysics I
Mineral Engineering
Engineering Geophysics II
Engineering Geophysics I
Engineering Geophysics III
Engineering Geophysics II
Geothermics (Advanced)
Engineering Geophysics III
Geothermal Engineering (Advanced)
Geothermics (Advanced)
Geothermal System Modeling
Geothermal Engineering (Advanced)
Resource Development and Environment
Geothermal
System Modeling
Study
Resource
Development
and Environment
Mineral Resources Production
Engineering
Study
Safety Engineering (Advanced)
Mineral Resources Production Engineering
Rock Engineering (Advanced) I
Safety Engineering (Advanced)
Rock Engineering (Advanced) II
Rock Engineering (Advanced) I
Mining Machinery System (Advanced)
Rock Engineering (Advanced) II
Resources Processing (Advanced) I
Mining Machinery System (Advanced)
Resources Processing (Advanced) II
Resources Processing (Advanced) I
Resources Processing (Advanced) III
Resources Processing (Advanced) II
Advanced Energy Resources Engineering
Resources Processing (Advanced) III
Petroleum Reservoir Engineering
Advanced Energy Resources Engineering
Subsurface Mass Transport Engineering
Petroleum(Advanced)Reservoir Engineering
Subsurface Mass Transport Engineering(Advanced)

28
28

1~3

2

1~3
1~3

2
2

1~3
1~3
1~3
1~3

12
1
1
1

1~3
1~3

1
1

1~3
1~3

21

1~3
1~3

2
2

1~3
1~3

22

1~3
1~3

2
2

1~3
1~3

2
2

1~3
1~3

22

1~3
1~3

2
2

1~3
1~3
1~3
1~3

2
2
2
2

1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3

2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2

1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3
1~3

2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2

1~3

2

Fundamentals of Crystal Physics and1~3
2Engineering
Advanced Topics of Crystal Physics and1~3
2Engineering
Fundamentals of Nonlinear Physics
1~3
2
Advanced Topics of Nonlinear Physics
1~3
2
Fundamentals of Nanomaterials Chemistry
1~3
2
Advanced Topics of Nanomaterials Chemistry 1~3
2Special Lecture on Earth Resources
1
1~3
Fundamentals of Functional MolecularEngineering I
1~3
2
Engineering
Special Lecture on Earth Resources
1
1~3
Advanced Topics of Functional MolecularEngineering II
1~3
2
Engineering
Special Lecture on Earth Resources
1
1~3
Advanced Topics of Electrochemistry forEngineering III
1~3
2
Materials
International Cooperative Study on Earth2
1~3
Fundamentals of Chemical Reaction
System Engineering (Advanced)
1~3
2
Engineering
International Cooperative Study on Mining
2
1~3
Advanced Topics of Chemical Reaction
Engineering (Advanced)
1~3
2
Engineering
International Cooperative Study on Energy
Special2
1~3Advanced Topics of Organic Materials
Resources Engineering (Advanced)
1~3
2
Chemistry
International Academic and Industrial Liaison
2
1~3
Fundamentals of Device Materials
Research
Fundamentals of Applied Science forInternational Cooperative Study on Earth
1~3
2
2
1~3
Electronics and Materials I*
Resources Engineering
Fundamentals of Applied Science forInternational Field Practice
1~32Electronics and Materials II*
Fundamentals of Earth Resources Engineering2
1~3
Fundamentals of Applied Science forI*
1~32Electronics and Materials III*
Fundamentals of Earth Resources Engineering2
1~3
Physical Chemistry I
II*Physical Chemistry II
1~3
2
Physical Chemistry III
1~3
2
MaterialsTable
ScienceI
1~3
22-10. Subjects Other Than Special Class
Materials Science II
1~3
2
ContentsScienceand Objectives
Subject
MaterialsIII
1~3
2
Organic
Chemistry
I training to understand the
1~3(1) Rhythm
and beatrules of pronunciation and2word
Practical English Organic
order inChemistry
English; (2)writing to improve descriptions
II Fundamental trainings in 1~3
2 in
scientificpapers andpractices for reading to improve(I)
Organic
Chemistry
III reports; (3) Fundamental1~3
2comprehensionofChemistryscientific papers
Organic
Analytical
1~3
2(1) Practicaltraining
to develop and improve commandof English and ability
Industrial
Analysisfor
Materials
1~3
2 to
Practical English
speak
the
language;(2)AhigherlevelofpracticethanPractical
EnglishSurface Crystallography
1~3
2(I) to
(II)
move
up
to
the
intermediatelevelofwritingandreadingskills
Theoretical Materials Science
1~3
2Practical English Surface(1) Practicaltraining
to improve the conversational
Chemistryof Solids
1~3 abilities; (2) A higher level
2 ofpracticeMaterials
than PracticalEnglish (II) to improve writing(III)
Polymer
Science
1~3 and reading skills
2(1)
Practical
training
toacquireinterpersonal
representation methods in English
Molecular Spectroscopy
1~3
2
Practical English Advanced
and to improve
presentation
Materials
Science skills; (2) A higher
1~3level of practices than Practical
2
English (III)and learning
writing and reading 2skills(IV)
Functional
Materials
Science speed reading to improve
1~3
further Materials Science
Structural
1~3
2
A tourpoints of production and technologicaldevelopment, including
Solid
State ofIonics1~3
2
Industrial Systems Advanced
academicOrganic
researchChemistry
and development,
in Japan or
Asian countries accompanied
I
1~3
2 by
questions, answers, and discussions with the technicians and researchers to obtain(I)
Advanced Organic Chemistry II
1~3
2
basic knowledge about Asian industries
Advanced Organic Chemistry III
1~3
2
Industrial Systems Classes with individuals who are active in the areas of production, development,
Advanced Organic Chemistry IV
1~3
2
and service in companies to learn the systems approach(II)
Lectures by persons who are active in the fields of production, development, andIndustrial Systems
service in companies to learn development of ideas for new technologies, how to(III)maximize additional value of a product, and how to reduce environmental load27
Acquisition of fundamental knowledge
to engage in international standardization
as a convener or expert by learning an outline of standardization: activities of theInternational Organization for Standardization (ISO), institution and development
Industrial Systemsof Japanese Industrial Standards (JIS) and the Vienna Agreement, the need for JIS(IV)
to be matched to the international standard, and experience in preparing andproposing NP and conducting a virtual international meeting, taking
standardization in the field of ISO/TC146 (Air Quality) as an example
Practical works in research and development, production, or service in a company
Practice Schoolor a research institute in Japan (normally 1-2 months)

29

International
Internship
Domestic
Internship
International
Exercise A1

International
Exercise A2

International
Exercise A3
International
Exercise A4
International
Exercise B1
International
Exercise B2
International
Exercise B3
Research Guidance
Exercises (I)Research Guidance
Exercises (II)Fundamental
Research (I)Fundamental
Research (II)Fundamental
Research (III)Doctoral Research(I)
Doctoral Research(II)
Doctoral Research(III)

Practical works in research and development, production, or service in a company
or a research institute overseas (normally 1-2 months)
Practical works in research and development, production, or service in a company
or a research institute in Japan (normally about 2 weeks)(1) Learning the Green Asia Industry Argument and related issues about
technology, society, economy, and environment by attending a Green Asia
Forum; (2) Reporting on the knowledge and ideas acquired through participating
in a session of the forum(1) Learning the Green Asia Industry Argument and the related issues about
technology, society, economy, environment, and politics by attending Green Asia
Forum; (2) Reporting on the knowledge and ideas acquired through theparticipating in a session of the forum; (3) Researching an issue related to theGreen Asia Industry Argument(1) Learning the Green Asia Industry Argument and related issues about
technology, society, economy, environment, and politics by attending Green Asia
Forum; (2) Reporting on the research on an issue related to the Green Asia
Industry Argument(1) Learning the Green Asia Industry Argument and related issues about
technology, society, economy, environment, and politics by attending Green Asia
Forum; (2) Writing an article or reporting on the research on an issue related to
the Green Asia Industry Argument(1) Research presentation on doctoral research at the International Strategy
Conference for Green Asia; (2) Discussion in the conference(1) Research presentation on doctoral research at the International Strategy
Conference for Green Asia; (2) Planning a discussion in the conference, deciding
the theme for it, and participating as a moderator; (3) Participating in planning andconducting the conference under the guidance of one’s mentor, and playing a roleassigned by the mentor(1) Research presentation on doctoral research and the article for Green Asia at
International Strategy Conference for Green Asia; (2) Discussion on an issue
assigned by the mentor at the conference
Assisting the research work or the coursework of a master’s course student undersame mentor to learn methods of teaching researches
Assisting the research work or the coursework of a master’s course student undera professor other than student’s own mentor to learn methods of teachingresearches
Research work under the supervision of a professor; the contents are planned by
the student, his or her mentor and tutor, and the professor, and the results arereported
Research work under the supervision of an professor other than the professor for
Fundamental Research (I); the contents are planned by the student, his or her
mentor and tutor, and the professor, and the results are reported
Research work under the supervision of a professor other than the professors for
Fundamental Researches (I) and (II); the contents are planned by the student, hisor her mentor and tutor, and the professor, and the results are reported; then, theresults of Fundamental Researches (I)-(III) are presented as a whole(1) Determination of a research theme for the doctoral course, and writing a
critical review about the researches and the related literatures; (2) Constructing a
research proposal including objectives, methods, and expected results of theresearch work in the doctoral course; (3) Oral presentation on the critical review
and the research proposal(1) Research work to obtain the doctoral degree; (2) Interim report about theresult; (3) Oral presentation of the results(1) Research work to obtain the doctor degree; (2) Doctoral theses presenting theresults including those from Doctoral Researches (I) and (II); (3) Oralpresentation about the theses

30Social Systems (I)Social Systems(II)
Social Systems(III)

Environmental
Systems (I)Environmental
Systems (II)Environmental
Systems (III)
Environmental
Systems (IV)

Economic
Systems (I)Economic
Systems (II)

Economic
Systems (III)Developing basic skills (1) to comprehensively analyze the current global society
characterized by competition for natural resources and food among countries andcompanies, world-scale environmental problems, food issues, population
problems, economic imbalances, and so on, and simultaneously (2) to create
pictures of a Green Asia suggesting compatibility among economic growth,resource conservation, and environmentally friendly societies in Asian countries
living together, along with pictures of leadership in such a global community
Learning the foundations of Asian society through comprehensive commentaries
on societies, economics, industries, cultures, and economic and industrial
relationships in Asia
Understanding features of economic globalization such as the noticeable increase
in international capital migration and its influences on industries, societies, andcultures, including the history of the first stage of globalization from the early
20th century to World War I, the Bretton Woods System after World War II, andthen the second globalization from the late 20th century to the present
Global environmental issues of concern such as global warming, explanations ofmajor causes of the issues, international undertaking to solve the problems,
politics and technologies related to preserving environments, influences of green
technologies and systems on industries and economies
Learning international responses to water-resource issues and the closely related
food issues, and learning about concrete actions and related technologies throughexplanations of them
(1) Understanding current usage and consumption of carbon and other mineral
resources, and the development of and issues related to resource globalization; (2)Learning environmental issues resulting from consumption of natural resources
and technologies, industrial and social systems, and political means to deal with
the issues
Learning foundations of engineering of urban traffic, urban and environmental
systems, risk (social analysis), lifelines, urban infrastructure (urban management),
urban system management, and energy system management
Understanding the dynamics and features of Asian economics, and learning
foundations to understand them by economic statistics; keywords: income,production/distribution/spending, consumption, investment, saving, debt,
additional value, gross domestic product (GDP) nominal GDP, real GDP,potential GDP, gross national income (GNI), principle of these equivalence ofnational income, growth rate, GDP deflator, national wealth (active assets),
income transfer, national bond and debt, net export
Learning foundations of economics to quantitatively understand economic
dynamics in Asia based on Economic System (I); keywords: money supply,
monetary base, money stock, money flow, money-related index,
employment-related index, price index, consumer price index (CPI), core-core
CPI, supply and demand, currency, inflation, deflation, stagflation,
inflation-deflation gap, domestic demand and foreign demand, economic growth,international economy, trade, exchange, fixed exchange rate and flexible
exchange rate, free trade, tariff, non-tariff barrier (NTB)
Understanding basic theories in macroeconomics, and examples used therein as apolicy for dealing with recessions such as inflation and deflation based on theknowledge from Economic System (I) and (II)3.2. Social Science
In order to educate students who could be leaders in addressing environmental issues inacademic or business field, the Green Asia Program provides several subjects categorized into social
system, economic system and environmental system, through which the Green Asia Program
students could obtain knowledge about social and economic system in Asian countries and enhance
students’ critical thinking ability in solving environmental problems from the viewpoint of social
31science as well as engineering science. The subjects that were conducted in AY2014 and AY2015 arelisted in Table 2-11.
Table 2-11. Social Sciences Course in Academic Years of 2014 and 2015
Instructor
Theme
Development of Economics andShunsou Tsukada
Professor
International Cooperation
Social Systems (I)College of Asia Pacific Studies,
Ritsumeikan Asia Pacific University
Political systems, economic systems
Tomoaki WatanabeSocial Systems
Assistant Professor
and environmental problems
Green Asia Education Center（II）
Kyushu University
Afternoon colloquium
Guest lecturers
Social Systems（III）<Advanced topics of environmental I>
Akira Harata, et. al.
Professor
Introduction to novel carbon resource
Faculty of Engineering Scienceenvironment
Kyushu University

Subject

Environmental
Systems （I）1

Environmental
Systems （II）

Environmental
Systems （III）
Environmental
Systems （IV）
Economic Systems（I）
Economic Systems（II）
Industrial Systems（III）

Jun-ichiro Hayashi, et. al.
Professor
Institute for Materials Chemistry andEngineering
Kyushu University<Advanced topics of environmental
III> Introduction to novel carbon
resource utilization

Takashi Watanabe, et. al.
Assistant Professor
Green Asia Education Center
Kyushu University
Chin-Yang Yu
Associate Professor
Taiwan University of Science andTechnology
Ali Elkanel
Professor
University of Waterloo
Takashi Watanabe
Assistant Professor
Green Asia Education Center
Kyushu University
Osseo-AsareDistinguished Professor
Pennsylvania State University
Shiro Hori
Professor
Fukuoka University
Shinji Miyake
Professor
Seinan Gakuin University
Hajime Miki
Assistant Professor
Green Asia Education Center
Kyushu University<Advanced topics of environmental
II> English discussion about
environmental problems

32

Conjugated Polymers for
Optoelectronics
Process Optimization ofEnvironmental Systems
Introduction to Modern Western
Philosophy
Aqueous system
International Economy, Energy Policy
Macro economics
Joint Study Program with Doshisha
University and Hiroshima University(at Oki Islands in 2015)

Social,Environmental,
and Economic
Systems
Special Lecture (I)Social,Environmental,
and Economic
Systems
Special Lecture (II)1

Keiko Sasaki, et al.
Professor
Faculty of Engineering
Kyushu University

Joint Study Program with Doshisha
University and Hiroshima University(in 2014)

Osseo-AsareDistinguished Professor
Pennsylvania State University

Aqueous systemStudents choose two out of three advanced topics

3.3. Practical English(1) General Introduction
As is clearly stated on our website and in accompanying promotional literature, Green Asia
Program is a leading graduate schools educational program which is strongly supported by the Japan
Society for the Promotion of Science (JSPS). The prerequisite for the success of any such global
leading program is that all participating students must have a sufficient English communication andwriting ability. Moreover, as a predominantly core physical sciences curriculum with a strong social
sciences aspect this is particularly essential.
All Green Asia course students during the period of their studies are required to receive
technical classes in English, lead discussions, give scientific presentations and most importantly,
critically evaluate and write scientific papers. Any student who does not possess such fundamental
skills in English will find it extremely difficult to perform these key assignments. As a means toensure that all students have this necessary ability, the Green Asia Program enforces a strict English
proficiency requirement. This is applied equally for students from overseas and domestic students
who desire to join the program.
Currently there are a wide range of English language assessment systems being utilized globally,
however, the TOEIC system has been broadly applied in Japan and neighbouring Asian nations.
Despite those academics who cite the deficiencies of this commonplace multiple choice based
examination, there remains a clear and reliable correlation between the TOEIC score achieved and aparticular student’s proficiency in writing and communication. Therefore, this system is used as ourbenchmark.
Generally speaking a minimum TOEIC score of 700 is the requirement for all students who
desire to join the program. However, for a leading scientific researcher a score of approximately 900
is desirable.
It is widely known that many Japanese students struggle with the use of English, especially intechnical subjects. The ability of domestic students is often deficient in comparison with their fellow
students from most other Asian nations. In an attempt to remedy this hazardous situation, we havedevised a strong incentive based educational scheme which aims to raise the ability of the domestic
students to at least reach or in some cases surpass their international counterparts. In this context it is
crucially important to celebrate those domestic students with an excellent ability so they may serveas role models for others who struggle with the motivation to learn English properly. As can beobserved by the steadily increasing TOEIC scores of all domestic students after they begin their33

studies in the Green Asia Program we are succeeding in this mission.
(2) Educational Strategy
The critical start point of any educational program is to attain the best teachers and instructors.
We utilize services provided by ALC Press Inc. as well as independent lecturers. ALC specializes inthe teaching of English to both employees of prominent Japanese global corporations as well as
students at universities and colleges in Japan. We have found ALC to be particularly efficient at
raising the level of the Japanese Green Asia course students. This is because ALC are familiar withthe challenges that domestic students face when learning English and have devised appropriate
strategies to counter them.
In addition, ALC have a mixture of native Japanese and foreign instructors. For Japanese
students who begin from a very low TOEIC score of approximately 400 to 600, it is necessary for an
instructor to explain carefully in Japanese the mechanisms and grammatical structures of the English
language. For one reason or another such students have failed to grasp these concepts when studying
English at high school.
For the majority of the international students who have a fairly good English proficiency fromthe outset, this domestic student focussed approach to instruction is not useful and may lead toboredom and other negative effects. Students such as these simply require a refinement andpolishing of their core English ability which can enable them to reach the desired target score of
approximately 900. Consequently, there exists a two-tier system of English instruction which ismade necessary by the difference in ability between the two groups. To cater for these higher level
students, we have enlisted the services of two private lecturers who both have a wealth of experience
with students who are studying in the physical sciences from diverse ethnic and cultural
backgrounds.
Finally, we have devised a rather unique and innovative “carrot and stick” system for the Green
Asia students. This has proved to dramatically enhance the motivation of the lower and higher level
students to learn and improve themselves. We initiated the rule whereby all students who score atleast 930 in our in-house TOEIC tests can from that point onwards be exempt from all classes.
Students who can surmount this formidable obstacle can receive all credits automatically without
attending any further classes. In this manner, they are treated as fluent speakers who no longer
require tuition. Thus, far only one student has achieved this, nonetheless it has led to a highpercentage of the students scoring around and above the 900 mark. At the other end of the spectrum,
any student who scores less than 700 in the same examination is required to undertake double classes.
Normally students are required to take 15 classes, this means such students would be required to take30 classes. However, they would only receive credits for 15, with the other 15 being supplementary.
As can be expected, many students believe this to be a tiresome burden. In an attempt to avoid thissituation lower level students with motivational issues have been enthused to push themselves harder,whilst those who are in need of many more classes than normal find this situation beneficial.
Because of this system very few students remain below the 700 mark.

34

(3) Class Structure
As can be observed in Table 2-12, the Practical English course involved the use of numerous
ALC instructors and two private lecturers. The ALC instructors were Sanae Takeuchi, Anthony
Bellington, Justin Williams, Maki Aoto, Moses Yamane, Etsuko Furuta, Mark Hall and Matthew
Asser. The two independent lecturers were Nicholas A. M. Shillingford and Arina Brylko. The
duration of each class and the frequency are shown in the table, typically each class had a duration of
1.5 hours. One of the reasons for the relatively large number of classes is the duel campus nature of
the GA program. Students are spread between the two campuses, Ito and Chikushi, with the majorityof the students belonging to the Chikushi campus. In previous years a remote videophone system
was used between the two campuses in order to minimise the necessary classes. This technology was
found to be inadequate and disruptive. Many students complained that they could not follow theclasses properly therefore this method was discontinued.
Table 2-12. An Overview of the Classes Which Comprised the Practical English Course
Subject
Instructor and ContentsCampus(Number of Student)
Spring Semester in 2014 Academic Year
Chikushi (6)Practical
Sanae Takeuchi, Anthony Bellington, Justin Williams
English (II)(ALC)
• Creative speaking (1.5 hours, 5 classes)• Speaking & communication (1.5 hours, 10 classes)
Practical
Maki Aoto, Anthony Bellington (ALC)
Ito (2)English (II)• Creative speaking (1.5 hours, 5 classes)• Speaking & communication (1.5 hours, 10 classes)
Practical
Moses Yamane (ALC)
Chikushi (8)English (II)• Debate & discussion (1.5 hours, 15 classes)
Practical
Anthony Bellington (ALC)
Chikushi (3)English (IV) • Presentation & speed reading (1.5 hours, 15 classes)
TOEIC
Etsuko Furuta (ALC)
Chikushi (10)Training• Presentation & speed reading (1.5 hours, 15 classes)
Autumn Semester in 2014 Academic Year
Practical
English (I)Practical
English (I)Practical
English (I)Practical
English (III)Practical
English (III)Practical
English (IV)

Maki Aoto (ALC)• Rhythm and beat (1.5 hours, 10 classes)• Reading (1.5 hours, 1 class)• Writing (1.5 hours, 4 classes)
Anthony Bellington (ALC)• Debate & discussion (1.5 hours, 15 classes)
Mark Hall (ALC)• Academic English (1.5 hours, 15 classes)
Mark Hall (ALC)• Academic English (1.5 hours, 15 classes)
Matthew Asser (ALC)• Speaking & communication (1.5 hours, 15 classes)
Anthony Bellington (ALC)• Presentation & speed reading (1.5 hours, 15 classes)

35

Chikushi (5)Chikushi (7)Ito (5)
Chikushi (7)Chikushi (9)Ito (2)

Presentation Justin Williams (ALC)
Intensive• Presentation intensive (7 hours, 3 classes)
Presentation Anthony Bellington (ALC)
Intensive• Presentation intensive (7 hours, 3 classes)
Presentation Matthew Asser (ALC)
Intensive• Presentation intensive (7 hours, 3 classes)
Spring Semester in 2015 Academic Year
Practical
Anthony Bellington (ALC)
English (II)• Academic English (1.5 hours, 15 classes)and (IV)
Practical
Nicholas A. M. Shillingford (independent)
English (II)• Advanced scientific writing and communication (1.5 hours,and (IV)
10 classes)
Practical
Nicholas A. M. Shillingford (independent)
English (II)• Advanced scientific writing and communication (1.5 hours,and (IV)
10 classes)
Autumn Semester in 2015 Academic Year
Practical
Nicholas A. M. Shillingford (independent)
English (I)Arina Brylko (independent)
and (III)• Scientific writing and communication (1.5 hours, 10 classes)
Practical
Arina Brylko (independent)
English (I)• Advanced scientific writing and communication (1.5 hours,and (III)
10 classes)
Practical
Nicholas A. M. Shillingford (independent)
English (I)• Advanced scientific writing and communication (1.5 hours,and (III)
10 classes)
Practical
Nicholas A. M. Shillingford (independent)
English (I)Independent Lecturer: Arina Brylko
and (III)• Scientific writing and communication (1.5 hours, 10 classes)
Practical
Arina Brylko (independent)
English (I)• Scientific writing and communication (1.5 hours, 10 classes)and (III)
Practical
Nicholas A. M. Shillingford (independent)
English (I)• Advanced scientific writing and communication (1.5 hours,and (III)
10 classes)

Chikushi (5)Chikushi (5)Ito (5)

Chikushi and Ito (14)

Chikushi and Ito (11)

Chikushi and Ito (10)Chikushi (7)Chikushi (8)Chikushi (6)Ito (2)

Ito (5)

Ito (2)(4) ALC Curriculum
Practical English (I)Medium level class: by participating in this class the students will learn how to use English
sound rules effectively through various training exercises such as dictation, repetition, overlappingand shadowing. They will also learn how to process English in English. This training is a very
effective and useful self-study tool. During writing classes, they will learn the basics of email
writing and how to select the appropriate words depending on the situation and context. The readingclass involves learning skills such as speed reading, summarizing and paraphrasing so that thestudents can reinforce their own reading ability.

36

Advanced level class: the Creative Speaking course is one of ALC’s original programs whichaims to enable students to speak out using their own words. During this lesson, they will practicecreating their own ideas and speaking out through various language functions such as describing,narrating, making suggestions and so on while adding extra information. The classes are conductedby Japanese instructors in English. This should be a good starter for the communication course. The
stage, Discussion and Presentation Skills, of the course focuses the development of effective
discussion and presentation skills. The purpose of the course is to give students practical English
skills to help them function not only in an academic setting but also in social situations. Many of theskills required for discussion and presentations are easily transferrable to a number of key areas.
Primary skills covered during the course include how to use verbal and non-verbal communication
effectively, how to organize information logically, and how communicate that information to others
in a clear and concise manner.
Practical English (II)Medium level class: the Creative Speaking course is one of ALC’s original programs whichaims to enable students to speak out using their own words. During this lesson, they will practicecreating their own ideas and speaking out through various language functions such as describing,narrating, making suggestions and so on while adding extra information. The classes are conductedby Japanese instructors in English. This should be a good starter for the communication course. This
course aims to build new students’ fundamental English communication skills. Every week, classes
will focus on one practical language function that can be used in a variety of situations. The
materials and related class activities give participating students ample opportunity to communicate
creatively during class in either pairs or groups. The instructor will provide the class with feedback
based upon how successfully they achieve their goals in each class. Self-study assignments will begiven at the end of each class and students will be encouraged to study in their own time.
Advanced level class: this course is designed for students who already have an advanced levelof English and wish to maintain their English communication skills as well as build their ability toform clear arguments by expressing and supporting their ideas effectively through both discussion
and debate. As with other courses, these skills are transferrable to other key academic and social
situations. Each class will focus on one skill per class followed by a group activity and then skills
and language-related feedback from the instructor. As the course progresses, students will have more
responsibility over the direction of the discussion and debate topics.
Practical English (III)Medium level class: the Creative Speaking course is one of ALC’s original programs whichaims to enable students to speak out using their own words. During this lesson, they will practicecreating their own ideas and speaking out through various language functions such as describing,narrating, making suggestions and so on while adding extra information. The classes are conductedby Japanese instructors in English. This should be a good starter for the communication course.
Discussion and Presentation Skills: This stage of the course focuses on introducing effective
discussion and presentation skills. The purpose of the course is to give students practical English

37

skills to help them function not only in an academic setting but also in social situations. Many of theskills required for discussion and presentations are easily transferrable to a number of key areas.
Primary skills covered during the course include how to use verbal and non-verbal communication
effectively, how to organize information logically and how communicate that information to others
in a clear and concise manner.
Practical English (IV)
Medium level class: this course is designed for students with an intermediate level of English
who wish to improve their presentation skills. The course focuses primarily on effective methods for
preparation, organizing and presenting information logically, script revision and delivery of apresentation. Students will be given ample time to practice their presentations as well as to assess
their own performance. Each practice session will also include peer/instructor feedback sessions.
The initial part of each class (10 to 15 minutes) will focus on speed reading.
(5) Independent Lecturers
Nicholas A. M. Shillingford, a university teacher from the UK, has been teaching science
communication skills in Fukuoka for several years. He has designed our new state-of-the-art“Advanced Science Writing and Communication” course. This is tailor-made to equip the Green Asia
scientists with the skills to publicize their research at conferences and in journals, and to collaborate
with researchers from other countries and cultures. Students practice making PowerPoint and poster
presentations about their latest research. The writing element of the course examines all sections of ajournal article while students work on assignments based on the all-important Introduction andDiscussion sections. Students are also trained in essential aspects of Intercultural Communication forcollaborating with other scientists on research projects.
Arina Brylko has taught academic and science writing to graduate students, both in Japan andPhilippines, for a decade. She has designed “Science Writing and Communication” and “Advanced
Science Writing and Communication” courses for the Green Asia Program students. These courses
aim to equip the students with essential skills necessary to write research papers for publication in
English and present their research at conferences. In the writing component of the course, students
identify the conventions of academic writing through exposure and analysis, practice applying thoseconventions, and improve their writing skills through feedback from peers and instructors. Close
examination of real examples of scholarship published in respective fields is a critical element of thecourses. Students also do several writing tasks based on their current research, practicing writing
various parts of an academic research paper. The presentation component of the course requires
students to present their research using visual aids.
(6) General Rules and Regulations for the Practical English Course• Students from the so called “Anglosphere countries” such as the USA, UK, Canada,
Australia, New Zealand and the Republic of Ireland are exempt from all English classes.
Consequently, they are required to prove this fact by presenting their passports at the start ofthe course, and receive all 4 credits from Practical English by the submission of their

38

passport. They are encouraged to take Japanese classes voluntarily.
• Non-Anglosphere students are treated in the same fashion as an Anglosphere student if they
are able to achieve a score of at least 930 of TOEIC or an equivalent test. In order to qualify
the student must present an official certificate to the Green Asia Education Center before thestart of the course or achieve this score in an in-house TOEIC test.
• Any course student is permitted to take the same English class more than once.
• Each English class should have a similar number of students to preserve the optimum
teacher/student ratio.
• Each English class should contain students with a similar starting ability as measured by our
in-house TOEIC test.
• Students who are initially placed in a lower ability class (with a score of less than 700) musttake 30 classes in each semester and will be awarded 1 credit. (15 regular classes with 15
supplementary classes; in a form that each regular class has 1 supplementary class).
• Students are allowed to miss a maximum of 3 classes. Before missing a class the student
should contact the Green Asia Education Center office by email at least 1 day in advance.
3.4. Industrial Systems
A Green Asia subject, Industrial Systems, is held for course students to acquire the basics of‘objective appraisal’, ‘global perspective’ and ‘practical understanding’, and to study ‘leadership’from a lecture by global leaders in industrial fields. From this subject, the course students study thefollowing items.
• Students study fundamental knowledge of Asian industry by organization of site tours ofboth production and research and development facilities (including university laboratories)
in Japan and other countries in Asia. Students are given the opportunity to discuss withresearchers and technicians in these institutions via Q&A sessions.
• Students take a series of lectures by business people who actively work in the fields ofproduction, product development, manufacturing and services. Following the examples ofbusiness solution, students will learn the thought processes & practical methods of ‘Systems
Approach’, in which multiple departments cooperate together to solve their problems.
The subjects held as Industrial Systems in academic years of 2014 and 2015 are shown in Table
2-13.
Table 2-13. Subjects held as Industrial Systems in Academic Years of 2014 and 2015
Items
Contents
Academic Year 2014
Overseas short-term trip to
The plan was cancelled due to deteriorating situation in Bangladesh.
Bangladesh(Details: II 3.7. (1) a))
Overseas short-term trip to
19 GA students and 9 GA-RA students visited Mahidol University
Thailand(Phayathai and Salaya campuses) and Daikin Industries (Thailand) Ltd.
(March 10-15, 2015)(Details: II 3.7. (1) b))
Domestic factory tour to
Total 46 participants including 27 GA students, 12 GA-RA students,
Chiba and Shigaand 7 academic staffs visited Nippon Steel & Sumitomo Metal(March 17-20, 2015)
Corporation, Fujikura, Daikin in a single trip. (Details: II 3.7. (2) a))39

Lecture “ProjectManagement”
Lecture “International
Standardization andCertification”
Academic Year 2015
Workshop in Korea(February 3-6, 2016)
Tour to Domestic
Companies(December 10-11, 2015)

Lecturer: Sei-ichiro Ikeda (Executive Officer, Chiyoda Corporation)
Lecturer: Kazuhide Ito (Kyushu University), Akira Izumi (Section
Chief, Ministry of Economy, Trade and Industry)

31 GA students, 12 IEI students, and 10 academic staffs visited Yonsei
University. (Details: II 3.7. (1) c))
32 GA students, 16 IEI students, 1 GCOE student (as GA-RA), and 4
academic staffs visited Nippon Steel & Sumitomo Metal Corporation(Oita Works), and Toyota Motor Kyushu, Inc. (Miyata Plant).
(Details: II 3.7. (2) b))
Lecturer: Yoshihide Fueda (Section leader, Chiyoda Corporation)

Lecture “ProjectManagement”
GA: Green Asia Program; GA-RA: Green Asia-Research Assistant; IEI: Intellectual Exchange andInnovation Program; GCOE: Global Center of Excellence Program(1) Project Management (April 25, May 30, June 27 and July 11, 2014)
This class was held by Chiyoda Corporation as a lecture of Engineering Advancement
Association of Japan (Photo 2-1). The following materials were provided by the lecturer.
1. Orientation - project management: an introduction of the speaker’s background,fundamentals of project management and the syllabus of the lecture.
2. Project organization and team building: describe the role of the project team, project
organization and the essential nature and character of the project manager.
3. A case study of project management: learn how to build a team through a role-play exercise.
Give a team presentation and receive the critique of the lecturer.
4. The definition of “scope” and “work breakdown”: present the scope of a project and how tocontrol the project.
5. Project control: present an overall project control method, i.e. schedule, cost, risk etc. and acase study and character of the project manager.
6. Real project execution: present how to execute a real project based on the lecturer’s
experience.
7. Case study of the real project: describe the role of the project team, project. Learn how tomake decisions as a project manager.
(2) International Standardization and Certification (March 2 and 9, 2015)
The main objective of this course is to acquire knowledge of the international standardization
system (Photo 2-2). The main focus is to understand the laws, regulations, implementation ofstandardization, and policy. This lecture presents an overview of international standardization.
Various specialists who are playing active parts in international standardization are invited as guest
lecturers. The guest speakers introduce and outline the technical issues of standardization and thepresent trends. A standardization exercise is carried out. The following materials are provided by thelecturer.

40

1. Introduction (standardization, the de facto standard and the de jure standard)
2. ISO/TC146 (air quality) examples and activities
3. Standards, laws, regulations, certifications and standardization policy
4. Importance of international standardization and certification
5. Standardization and corporate activities
6. Debate and discussion

Photo 2-1. Mr. Sei-ichiro Ikeda (Executive Officer, Chiyoda Corporation) and the Lecture “ProjectManagement” in 2014 Academic Year

Photo 2-2. Mr. Akira Izumi (Section Chief, Ministry of Economy, Trade and Industry) and the Lecture“International Standardization and Certification” in 2014 Academic Year

(3) Project Management 2015 (April 17, May 22, June 26 and July 10 in 2015)
The “project management 2015” (Industrial System III) was held as a lecture of Engineering
Advancement Association of Japan (ENAA) by Chiyoda Corporation. The lecturer was Mr.
Yoshihide Fueda (Section leader, Chiyoda Corporation). By using four days (April 17, May 22, June
26 and July 10 in 2015), 25 Green Asia course students studied the concept of project management,
required skill, how to reach to success, and so on.
On April 17, the first day of the lecture, the students studied “what is project?”, “what is project
management?”, etc., and also studied the definition of each technical term, how to make anorganization to the specific project, the role of administrator in the organization, and so on. On May
22, the students carried out a case study (practical training) by making a few groups to consider the41

most proper facility arrangement in a plant under the specific conditions. On June 26, the students
conducted another case study to consider the scheduling on housing construction plan from thestandpoint of planning period and required cost. On July 10, the final day, the students performed
more practical case study in which the students have to consider a delay of the construction and its
management to solve the problem.
Table 2-14. Lecture “Project Management 2015”
Date and Venue
Contents
April 17
Yoshihide Fueda
Chikushi and Ito campuses (using
Unit-01: Orientation - project management
teleconference)
Unit-02: Project organization and team building
May 22
HRM and Yoshihide Fueda
Chikushi campus
Unit-03: Case study of project management
Yoshihide Fueda
Unit-04: Scope definition and work breakdown structure
June 26
Yoshihide Fueda
Chikushi and Ito campuses (using
Unit-05 and 06: Project control
teleconference)
July 10
Yoshihide Fueda
Chikushi campus
Unit-07: Actual project execution
Unit-08: Case study for actual project

Photo 2-3. Mr. Yoshihide Fueda (Section leader, Chiyoda Corporation) and the Lecture “ProjectManagement 2015”42

Throughout the lecture, the students studied about the huge projects in foreign countries and theimportant role of the ‘project management’ for achieving a success.
3.5. International Exercise(1) International Exercise A
International Exercise A provides the students opportunities to review and assess technologies
from industrial and social point of view beyond their specific research areas. Through a series ofclasses, the students are expected to recognize social/economic contexts of technology. Until the endof 9th semester, the Green Asia course students is required to submit the reviewed paper in journal(e.g., Evergreen) as a final product of their works in a series of International Exercise A.
Table 2-15. Classes of International Exercise A (Case of the 1st Batch Students) from October 2014 toMarch 2016
Subjects
SemesterContents
OutcomeInternational6• Finding a topic and making a plan of theInternational
Exercise A
Exercise A-1
research (research design), etc.
• Monthly meetings for discussion and debates
report 1• Individual meetings for discussion and debates
International
7• Distilling an argument, etc.
International
Exercise A-2• Monthly meetings for discussion and debates
Exercise A• Individual meetings for discussion and debates
report 2
International
8• Discussing hypothesis/measurement and sources International
Exercise A
Exercise A-3
of date (information), etc.
• Monthly meetings for discussion and debates
report 3• Individual meetings for discussion and debates(2) International Exercise B
International Exercise B imposes on each of the Green Asia PhD course students (3rd to 5thyears of the Green Asia Program) a poster presentation on progress of his/her doctoral research, anddiscussion for a certain theme in Student Session, and both of them are conducted in International
Forum for Green Asia that is annually held by organization of the Green Asia Education Center inautumn. In addition, as International Exercise B-2, the students are required to design and prepare
the international forum in their 4th year of the Green Asia Program (corresponding to the 2nd year of
the PhD course). Detailed contents of the international forums were reported in II 5.1.
International Forum for Green Asia 2014
In the Poster Session, five of the 1st batch Green Asia course students who were in the 3rd yearof the program, and nine of the Green Asia-Research Assistant students presented papers on the
results of their researches.
In the Student Session, the Green Asia course students and the Green Asia-Research Assistant
students GCOE course (Global Center of Excellence Program “Novel Carbon Resource Sciences”)
students, 41 in total, were separated into four groups and discussed each theme related to related toinvited lectures or keynote addresses. The themes were preliminarily picked by four of the GCOE

43

course PhD students as a coordinator of each group, and they chaired the discussion, because they
had not received the corresponding credits. Then representatives from the groups reported an
outcome of the discussion orally.
International Forum for Green Asia 2015
In the Poster Session, twenty of the 1st and 2nd batch students who were in the 3rd and 4th yearof the program, respectively, presented papers on the results of their researches.
In the Student Session, 45 Green Asia course students were separated into six groups anddiscussed each theme related to invited and special lectures. Six 1st batch students preliminarily
picked discussion themes and chaired the discussion. Then representatives from each group reported
an outcome of the discussion orally, and this session was also chaired by the 1st batch students.
3.6. Internship Program
The Green Asia course students have to participate in some internship in order to gain valuable
work experience in industrial and/or research institutes throughout Japan and in key overseas
locations, thus fostering their practical and leadership abilities. The various activities will beorganized as a sequence of “Practice School” about 1 month, “Overseas Internships” lasting from 2
to 3 months and finally a “Short Domestic Internship” of duration 2 to 3 weeks. During the “PracticeSchool”, each student will be free to choose from a range of organizations and potential technicalmentors and then make detailed plans regarding the execution of the project under the guidance of
their chosen mentors. After approximately 2 years the student will have the opportunity to acquire asecond period of work experience with the same host organization ant technical mentors as chosenpreviously.

Master Course
01Doctoral Course
2

3

4

5

Years
Practice school

Overseas Internship Domestic Internship

Figure 2-8. Varieties of Internship for the Green Asia Program.

All internships in the Green Asia Program are composed of following 3 steps: (1) planning ofinternship (selection of organization, on-site supervisor called “technical mentor”, and kind ofwork/research activity to do), (2) internship at the site, and (3) presentation examination in the frontof the Green Asia professors.
(1) Practice School
Activity report about the Practice School is a part of the qualifying examination. Namely,
students have to pass this examination to go on to the doctoral stage as a Green Asia course student.

44

Students are evaluated by technical mentor’s impression and presentation examination. PracticeSchool sites visited by 2nd and 3rd batch students are summarized in Table 2-16.
Table 2-16. 2nd and 3rd Batch Students and Organizations Where They Conducted Research Activities as
Practice SchoolStudents
Practice School Site
Period
2nd Batch Students
Yu Narazaki 楢﨑 優
NIMS1 物質・材料研究機構
2014/8-2014/9
Rina Takizawa 滝沢 里奈
Nippon Steel & Sumitomo Metal
2014/8-2014/9
Corporation 新日鐵住金(株)Kazuhiro Tanabe 田邉 和大
NTT2 日本電信電話(株)2014/7-2014/8
Zhang Jianxun 張 建勲
AIST3 産業技術総合研究所
2014/8-2014/9
2
Ryota Yoneda 米田 亮太
NTT 日本電信電話(株)2014/4-2014/6
Natsuhiko Hamada 濱田 夏彦
Toshiba Corporation (株)東芝
2014/8-2014/9
Masahito Tanaka 田中 雅仁
JAMSTEC4 海洋研究開発機構
2014/7-2014/8
Anis Syazwani Binti Shuhaimi
CRIEPI5 電力中央研究所
2014/8-2014/8
Zayda Faizah Zahara
AIST3 産業技術総合研究所
2014/7-2014/8
Tarek Mahmoud Atia Mostafa
Sun Edison Japan サンエジソンジャパン
2014/8-2014/10(株)
Ryan Imansyah
Fujikura Ltd. (株)フジクラ
2014/7-2014/8
Azizah Intan Pangesty
Gunze Limited (株)グンゼ
2014/7-2014/8
Tungjiratthitikan Pennapa
IMS6 自然科学研究機構・分子科学研究2015/4-2015/4
所
Khanam Marzia
Mie University 三重大学
2014/8-2014/9
Pal Animesh
Calsonic Kansei Corporation カルソニッ
2014/9-2014/10
クカンセイ(株)Sendy Dwiki
Swing Corporation 水 ing(株)2014/9-2014/9
3rd Batch Students
Yuki Uchida 内田 勇気
Toray Industries, Inc. 東レ(株)2015/10-2015/11
Shin Sakiyama 﨑山 晋
Mitsubishi Electric Corporation 三菱電機
2015/9-2015/10(株)
Yuta Sato 佐藤 祐太
Gigaphoton Inc. ギガフォトン(株)2015/5-2015/6
3
Satoshi Takeichi 竹市 悟志
AIST 産業技術総合研究所
2015/8-2015/9
Hong Bing Zhou 洪 秉宙
NEC 日本電気(株)2015/8-2015/9
Takayuki Maekura 前蔵 貴行
Toshiba Corporation (株)東芝
2015/7-2015/7
Takaya Fujisaki 藤﨑 貴也
Panasonic Corporation パナソニック(株) 2015/9-2015/9
Yoshiaki Takahashi 高橋 良尭
AIST3 産業技術総合研究所
2015/5-2015/5
2015/9-2015/10
3
Ni'mah Ayu Lestari
AIST 産業技術総合研究所
2016/4-2016/4
Hatem Omar Amin Mostafa
NTT2 日本電信電話(株)2016/2-2016/3
Elserafy
Kibria Mohammad Tawheed
IMS6 自然科学研究機構・分子科学研究2016/3-2016/3
所
Cheng Xiaoyang 程 暁楊
NIMS1 物質・材料研究機構
2015/9-2015/10
Islam Md Amirul
University of Electro-Communications 電
2016/2-2016/3
気通信大学

45

Omar Mohamed Ali Mohamed
Ibrahim
Konadu Kojo Twum

Hitachi Ltd. (株)日立製作所

2015/8-2015/10

Sumimoto Metal Mining Company 住友金
2015/7-2015/9
属鉱山(株)
Kitjanukit Santisak
Swing Corporation 水 ing(株)2015/8-2015/9
3
Tomy Alvin Rivai
AIST 産業技術総合研究所
2016/5-2016/7
1
NIMS: National Institute for Materials Science; 2NTT: Nippon Telegraph and Telephone Corporation;
3
AIST: National Institute of Advanced Industrial Science and Technology; 4JAMSTEC: Japan Agency for
Marine-Earth Science and Technology; 5CRIEPI: Central Research Institute of Electric Power Industry;6
IMS: Institute for Molecular Science

Photo 2-4. Practice School Presentation for the 2nd Batch Students (October 30, 2014)

Photo 2-5. Practice School Presentation for the 3rd Batch Students (November 24, 2015)(2) International Internship
International Internship is conducted in the 3rd to 5th years of the Green Asia course. In thisinternship, students stayed in an oversea research institute, university or company for a period of one
to two months. As same as other internship program such as Practice School, each student consultswith his/her mentor to select a destination to visit. This internship aims that the students experience
practical training in research and development in foreign institutes. The module is allocated to 246

credits and is compulsory to complete this course. As a rule, international students are required totake the internship in countries except for their home country and Japan. His/her graduating
university is also excluded from his/her internship site.
All 1st batch Green Asia course students completed the International Internship. The sites andperiods are shown in Table 2-17. Their oral presentations (18 min including Q&A) for theachievement were conducted on November 4, 2015.
For the 2nd batch students, only two domestic students already carried out the research activity
for International Internship (Table 2-17), and many of them are still under planning. The oralpresentations for the achievement have not conducted yet.
Table 2-17. The 1st and 2nd Batch Students and Organizations Where They Conducted Research
Activities as International InternshipStudents
International Internship Site
Period
1st batch
Hiroshi Akamine 赤嶺 大志
Antwerp University (Belgium)
2014/5-2015/3
Hiroki Gima 儀間 弘樹
Neel institute (France)
2015/5-2015/7
Takanori Hanada 花田 尊徳
Ube Tech. Asia (Thailand)
2014/5-2014/8
Tsuyoshi Sato 佐藤 幹
Reading University (UK)(2016/4-2016/6)
Yusei Masaki 正木 悠聖
Bangor University (UK)2014/6-2014/8
Shinji Matsumoto 松本 親樹
Institut Teknologi Bandung (Indonesia)
2014/8-2014/8
2015/2-2015/3
2nd batch
Yu Narazaki 楢﨑 優
University of York (UK)2015/10-2015/12
Natsuhiko Hamada 濱田 夏彦
Chinese Academy of Sciences (China)
2015/12-2016/1(3) Domestic Internship
Domestic Internship is conducted the 3rd to 5th years of the Green Asia course as same as
International Internship. The module is allocated to 2 credits and is compulsory to complete thiscourse. In this internship, students visit a domestic research institute or company for a period ofaround two weeks, and the aim is to learn about situation and technologies of an industry and/or an
institute in Japan; thus, a university is not desirable for the site. Another purpose is to notice a
difference from Practice School which is conducted in the first or second year of the program.
Table 2-18. The 1st Batch Students and Organizations Where They Conducted Research Activities as
Domestic InternshipStudents
International Internship Site
Period1
Hiroshi Akamine 赤嶺 大志
CRIEPI 電力中央研究所
2015/11-2015/11
Takanori Hanada 花田 尊徳
Ube Tech. Asia (Thailand)
2014/5-2014/8
Tsuyoshi Sato 佐藤 幹
Daikin Co. Ltd. ダイキン工業(株)2015/10-2015/12
Yusei Masaki 正木 悠聖
Swing Co. Ltd. 水 ing(株)2015/8-2015/8
Shinji Matsumoto 松本 親樹
Hokkaido Research Organization 北海道立 2015/9-2015/10
総合研究機構1
CRIEPI: Central Research Institute of Electric Power Industry

47

Five out of six 1st batch Green Asia course students completed Domestic Internship. The sites
and periods are shown in Table 2-18. Their oral presentations (12 min including Q&A) of theachievement were conducted on July, 2016.
The 2nd batch students are still under planning, and have not conducted it.
3.7. Short-term Trips
We conducted short-term trips to domestic and overseas companies, universities, andinstitutions, and these double as Industrial Systems (I) or (II).
(1) Overseas Short-term Trips
An integral component of the Green Asia Program is the so called “Overseas Short Internship.”This academic event typically has a duration of approximately 3 to 5 days depending upon the
distance to the particular destination and the availability of personnel at the host institution andindustrial sites.
Generally, the location of the overseas internship has roughly corresponded to the various
collaborating universities and corporations which are listed on the Green Asia Program website.
Some of these universities include the National University of Singapore, Mahidol University(Thailand), Dhaka University (Bangladesh), and National University of Malaysia. The potential
destinations have also been expanded somewhat due to the utilization of personal networks of
Kyushu University academic staff. For example, the most recent overseas internship destination was
Yonsei University located in Seoul, South Korea, which is not an institution originally designated as
an official partner, nonetheless such expansions are a welcome and productive asset.
In addition to academic institutions such as those mentioned above, various industrial sites andcorporations have also been visited such as Daikin Industries and Sumitomo Steel. When visiting
such industrial sites Green Asia course students experience a guided tour of the production and R&D
facilities followed by a Q&A session with company employees.
Objectives
All Green Asia course students are encouraged to attend at least one overseas short internshipduring their 5-years program. In many cases each student may attend several depending upon theirother academic commitments and availability at the time.
The general atmosphere of the internship is reminiscent of a professional academic conference.
A selection of the students but not all are required to present the key themes of their academic
research and engage the audience in a discussion. Those students who did not have a chance topresent their work are compelled to do so during the next short overseas internship. Also in
attendance are a contingent of students from the host institution who likewise give a shortpresentation and lead a discussion regarding their academic studies. This discussion is madeparticularly stimulating by the presence of a number of academic staff from each university.
The main challenge with organizing such an event however is the incredibly diverse disciplinesof the Green Asia course students. In some instances, a student may have only the most rudimentaryknowledge of their peer’s subject matter. Consequently, all participating students are encouraged to48

refrain from focussing on deep technical details and instead adopt a more flexible style in order toteach the diverse audience why their research is important and what are the fundamental objectives.
This is a particularly difficult skill to acquire, although thankfully the Green Asia Program gives
them ample opportunity to practice during other events. In this manner participating students often
gain a valuable insight and understanding of a field which they previously knew very little. The
evaluation of the industrial site visit is achieved by the submission of detailed activity report insteadof a presentation style event.
a) Workshop in Bangladesh in 2014 Academic Year
We had planned a short-term trip to Dhaka, Bangladesh, including a workshop in the Universityof Dhaka and visits to industries on January 2015. Unfortunately, it was cancelled at the last minutes
because of political unrest in Dhaka. Therefore, alternatively, we conducted a workshop in Thailand
on March (II 3.7. (1) b).
b) Workshop in Thailand in 2014 Academic Year
Destinations
Mahidol University is one of the most prestigious public universities in Thailand, with a strong
reputation as a research intensive institution. Originally focussed on the medical sciences, Mahidol
University now offers degree programs in a wide range of scientific and non-scientific disciplines.
Consisting of two main campuses in and around the city of Bangkok (Phayathai and Salaya),
Mahidol University was ranked as Thailand’s number 1 university by the well-respected QS Asianuniversities ranking system. Thus Mahidol University was a long anticipated and excellent choice
for Overseas Internship destination.
Daikin Industries is a large multinational air conditioning manufacturer based in Osaka Japan
with a substantial manufacturing site in Thailand as well as numerous other global locations. Daikin
Industries was previously the focus of a short domestic internship event at Shiga, therefore it was aparticularly interesting opportunity for the participating students having already gained an insight
into the Japanese operations to explore the Thai operations also.
Participants
Approximately 40 Kyushu University students and staff participated in this short overseasinternship. In addition to those participants who belonged to the Green Asia Program, members fromthe Campus Asia and Novel Carbon Resource Sciences Programs were also invited to attend. The
participating students were assembled at Fukuoka International Airport and given their tickets. The
Kyushu University group then flew directly to Bangkok international airport and made their way via
monorail to the hotel which was located in the Phayathai district, a relatively short walking distancefrom the Mahidol University Phayathai campus. Table 2-19 gives the details and affiliation of all
staff and students who participated.

49

TableTable 2-19.
2-19. Details
Details ofof AllAll ThoseThose Students
Students andand Staffs
Staffs Who
Who ParticipatedParticipated inin thethe Overseas
Overseas Short-term
Short-term
Internshipat
Mahidol
University
Internship at Mahidol University
Student Name
Student Name
Xu ZheXu ZheHiroshi Naragino
Hiroshi Naragino
Lee Chan Min
Lee Chan Min
Ryuichi Nagata
Ryuichi Nagata
Yoo Sung-Jun
Yoo Sung-Jun
Mohamad Yunus Rozan
Mohamad Yunus Rozan
Qian Deyu
Qian Deyu
Wang Yongjun
Wang Yongjun

Nationality
Nationality
ChineseChineseJapaneseJapanese
KoreanKoreanJapaneseJapanese
KoreanKorean
Malaysian
MalaysianChineseChineseChineseChinese

M/F
M/F
M
M
M
M
M
M
M
M
M
M
Ｆ
Ｆ
M
M
M
M

Grade
Grade
D2
D2
D2
D2
D2
D2
D2
D2
D2
D2
D3
D3
D3
D3
D3
D3

Faculty
Faculty
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
GSEng
GSEng
GSEng
GSEng

Department
Department
MMS
MMS
ASEM
ASEM
MMS
MMS
EEE
EEE
EEE
EEE
ASEM
ASEM
ERE
ERE
ERE
ERE

Yuki Furutani
Yuki Furutani

JapaneseJapanese

M
M

M2
M2

IGSES
IGSES

MMS
MMS

Shin Sakiyama
Shin Sakiyama
Hong Bingzhou
Hong Bingzhou
Takaya Fujisaki
Takaya Fujisaki
Yoshiaki Takahashi
Yoshiaki Takahashi
Hatem Elserafy
Hatem Elserafy
Kibria Tawheed
Kibria Tawheed
Cheng Xiaoyang
Cheng Xiaoyang
Omar Ibrahim
Omar Ibrahim
Kitjanukit Santisak
Kitjanukit Santisak
Zayda Zahara
Zayda Zahara
Mostafa Tarek
Mostafa Tarek
Ryan Imansyah
Ryan Imansyah
Azizah Pangesty
Azizah Pangesty
Pennapa Tungjiratthitikan
Pennapa Tungjiratthitikan
Khanam Marzia
Khanam Marzia
Animesh Pal
Animesh Pal
Sendy Dwiki
Sendy Dwiki
Takanori Hanada
Takanori Hanada
Tsuyoshi Sato
Tsuyoshi Sato
Staff Name
Staff Name
Shigeru Koyama
Shigeru Koyama
Hideo Nagashima
Hideo Nagashima
Masaharu Tsuji
Masaharu Tsuji
Michitaka Ohtaki
Michitaka Ohtaki
Andrew Spring
Andrew Spring
Hajime Miki
Hajime Miki
Naoko Mae
Naoko Mae
Kiyoshi Hasegawa
Kiyoshi Hasegawa
Yuki Fukushima
Yuki Fukushima
Hiroyuki Ayado
Hiroyuki Ayado

JapaneseJapanese
ChineseChineseJapaneseJapaneseJapaneseJapanese
Egyptian
Egyptian
Bangladeshi
Bangladeshi
ChineseChineseEgyptian
Egyptian
Thai
Thai
IndonesianIndonesian
Egyptian
EgyptianIndonesianIndonesianIndonesianIndonesian
Thai
Thai
Bangladeshi
Bangladeshi
Bangladeshi
Bangladeshi
IndonesianIndonesian
JapaneseJapaneseJapaneseJapanese
Nationality
Nationality
JapaneseJapaneseJapaneseJapaneseJapaneseJapaneseJapaneseJapanese
BritishBritishJapaneseJapaneseJapaneseJapaneseJapaneseJapaneseJapaneseJapaneseJapaneseJapanese

M
M
M
M
M
M

M1
M1
M1
M1
M1
M1
M1
M1
M1
M1
M1
M1
M1
M1
M1
M1
M1
M1
M2
M2
M2
M2
M2
M2
M2
M2
M2
M2
M2
M2
M2
M2
M2
M2
D1
D1
D1
D1
Position
Position
Professor
Professor
Professor
Professor
Professor
Professor
Professor
Professor

IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
GSEng
GSEng
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
GSEng
GSEng
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
IGSES
GSEng
GSEng
IGSES
IGSES
IGSES
IGSES
Faculty
Faculty
IGSES
IGSES
IMCE
IMCE
IMCE
IMCE
IGSES
IGSES

ASEM
ASEM
ASEM
ASEM
MMS
MMS
ERE
ERE
ASEM
ASEM
MMS
MMS
MMS
MMS
EEE
EEE
ERE
ERE
ASEM
ASEM
ASEM
ASEM
ASEM
ASEM
MMS
MMS
MMS
MMS
EEE
EEE
EEE
EEE
ERE
ERE
ASEM
ASEM
EEE
EEE
Department
Department
EEE
EEE
MMS
MMS
ASEM
ASEM
ASEM
ASEM

M
M

M
M
M
M
Ｆ
Ｆ
M
M
M
M
Ｆ
Ｆ

M
M
M
M
Ｆ
Ｆ

Ｆ
Ｆ
Ｆ
Ｆ
M
M
F
F

M
M
M
M

M/F
M/F
M
M
M
M
M
M
M
M
M
M
M
M
F
F
M
M
F
F
M
M

Assistant
Assistant
Professor
Professor
Assistant
Assistant
Professor
Professor
Assistant
Assistant
Professor
Professor

Sub-Director
Sub-Director
Sub-Chief
Sub-Chief
Chief
Chief

CourseCourseNovel
Novel
CarbonCarbonResource
Resource
Sciences
Sciences

Campus Asia
Campus Asia

Green Asia
Green Asia

Green Asia
Green Asia
Green Asia
Green Asia
Green Asia
Green Asia

Administrative
Administrative
Administrative
Administrative
Administrative
Administrative

IGSES: Interdisciplinary Graduate School of Engineering Sciences. IMCE: Institute for Materials Chemistry and
IGSES: Interdisciplinary Graduate School of Engineering Sciences. IMCE: Institute for Materials Chemistry andEngineering. GSEng: Graduate School of Engineering. ASEM: Applied Science for Electronics and Materials. MMS:Engineering. GSEng: Graduate School of Engineering. ASEM: Applied Science for Electronics and Materials. MMS:
Molecular and Material Sciences. EEE: Energy and Environmental Engineering.
Molecular and Material Sciences. EEE: Energy and Environmental Engineering.

50
50

Mahidol University Faculty of Science
The primary event of this particular overseas internship was a special seminar hosted by the
Mahidol University faculty of science which is split between the Phayathai and the Salaya campuses.
The first day’s activities consisted of a series of scientific presentations at the Phayathai campus byacademic staff and students from both institutions. There were approximately 60 participants in thisspecial seminar including many students from Mahidol University who made up the audience.
The main session commenced with a brief introduction and background presentation
concerning Mahidol University by the Dean of the faculty of science, Prof. Skorn Mongkolsuk. This
introduction was to the great benefit of the Kyushu University students and staff many of whom had
little prior knowledge of Mahidol University. The introduction was concluded by an overview of themain research activities being carried out within the faculty. As a courtesy to the attendees from
Mahidol University, the three academic programs from Kyushu University, Green Asia, Campus
Asia and Novel Carbon Resource Sciences were introduced by Prof. Nagashima. This served as an
excellent means to advance the global programs operated by Kyushu University and also as amethod of attracting excellent students from Mahidol University to apply for such programs in the
future. Currently there are several students originally from Mahidol University who havesubsequently enrolled in one of the aforementioned three programs. The key note lecture of themorning session was delivered by Prof. Tsuji of Kyushu University. This was entitled “synthesis ofcore-shell types of micelle nanoparticles in solutions and their applications.” The lecture wasreceived enthusiastically by the audience who generally were employed in a similar research field
and appreciated the results achieved.
In order to facilitate discussions and foster relationships between members of both institutions,a coffee break was held before the next speaker took to the stage. During this period there werefriendly conversations between students and staff of both institutions. The series of lectures was
resumed by Assistant Prof. Sunintaboon from Mahidol University. The title of his presentation was“fabrication of amine-functionalized polymeric particles and their potential applications.” Next
Assistant Prof. Spring from Kyushu University gave an overview of the “recent innovations inelectro-optic polymeric materials and chromophore design.” These two talks thus concluded themorning session of the first day. The afternoon session followed lunch, during which the staff andstudents were separated. This session differed from that which occurred in the morning and was
mainly focussed on student participation. Therefore, all presenters were students, with the allocatedtime shared approximately equally between those of each institution. In total 8 students delivered
their research themed presentations, with each speaker being allocated 10 minutes followed by ashort discussion. This was the conclusion of the academic aspect of the first day. Green Asia staff
and Kyushu University students then accompanied a selection of Mahidol University students who
kindly offered a Phayathai campus tour. Several senior Kyushu University professors during thistime engaged in various collaborative discussions with their Mahidol University counterparts. In
conclusion the first day of activities at the Phayathai campus of Mahidol University was a great
success and was exceedingly valued by all participants.

51

Photo 2-6. A Group Photo of Kyushu University and Mahidol University Students and Staffs

Photo 2-7. A Group Photo Including the Dean of the Faculty of Science, Prof. Skorn Mongkolsuk (centre left)

Photo 2-8. The Collage of Music Building on Mahidol University Phayathai Campus

The following day’s activities were focussed on the beautifully presented and modern Salaya
campus of Mahidol University. This was located approximately 2 hours’ drive to the outskirts of thecapital in extensive landscaped grounds. After arrival at the department of chemistry building
belonging to the faculty of science a brief history and overview of the new Salaya campus was givenby the Associate Dean, Associate Prof. Taweechai Amornsakchai. A more specific synopsis of the
Department of Chemistry Polymer Group and its principal research activities was provided by the52program director, Prof. Pranee Phinyocheep. Kyushu University was then introduced by Prof.
Koyama after which he delivered his key note lecture entitled “research and development ofalternative refrigerants for heat pump and air conditioning systems in Japan.” Prof. Siwaporn
Meejoo Smith of Mahidol University then presented her research into the “thermoelectric properties
of non-sintered carbon nanotube/sodium cobalt oxide composite.” Following a short coffee break,the student centred afternoon session began which involved presentations by 13 students in total.
The respective titles of the student presentations can be observed in table 2. Each student wasallotted 10 minutes to present followed by a short Q&A session as was the case previously. Upon the
conclusion of the afternoon session, the Kyushu University group embarked upon a laboratory tourof the Chemistry Department and a trip by bus around the campus grounds. All members of the
Kyushu University assembly were left with an excellent impression of Mahidol University. The
academic and English ability of the Thai students was exceptional, giving all a renewed motivation
for the continuing globalization of Kyushu University. Table 2-20 gives details of the Kyushu
University student presenters and the titles of their talks.
Table 2-20. The Presentation Titles of the Kyushu University Students
Name

Nationality

Presentation Title

Xu ZheChineseThe Rheological Properties of Cellulose with Preheat treatment in AmimCl Solution

Lee Chan Min

KoreanAg Supported on Electrospun CeO2 Fibrous Catalyst with Macro-structure for Diesel Soot Combustion

Yuki Furutani

Japanese

A Quantum Chemical Study on Cathode Active Materials of Organic Radical-Molecules in Secondary Battery

Zayda Faizah Zahara

IndonesianCharacteristics of Hydrothermal Treatment of Woody Biomass and Features of Upgraded Solid

Tungjiratthitikan Pennapa

Thai

Heterogeneous Lewis Acid Catalysis with Polymeric Rare Earth Arylsulfonate Complexes

Sendy Dwiki

Indonesian

Acid Mine Drainage Problem: Indonesia Mining Site Study Case

Hiroshi Naragino

Japanese

Fabrication of Nanodiamond Powder Using Coaxial Arc Plasma Gun

Yoo Sung-Jun

KoreaｎDevelopment of Computer Simulated Person with Numerical Airway

Qian Deyu

ChineseApplication of Goaf-side Roadway Retained and Y-type Ventilation in Deep Underground Coal Mine

Mostafa Mahmoud Atia Tarek

Egyptian

Growth of Beta Iron Disilicide Thin Films Prepared by Sputtering and the Application to Photodiodes

Azizah Intan Pangesty

Indonesian

Development of Polymer Scaffold/Cell Sheet Hybrid for Blood Vessel Tissue Engineering

Animesh Pal

Bangladeshi

Experimental Investigation of Consolidated Adsorbent/Ethanol Pairs for Cooling Application

Ryuichi Nagata

Japanese

Condensation and Pool Boiling Heat Transfer Characteristics of Low GWP Refrigerants on a Horizontal Plain Tube

Mohamad Yunus Rozan

Malaysian

CVD Growth of Graphene for Electronic Applications

Wang Yongjun

ChineseMeasurement of Critical Self-ignition Temperatures of Low Rank Coal Piles

Ryan ImansyahIndonesian

Optical Mode Switch for Optical Interconnection Networks in Data Centers

Khanam Marzia

Bangladeshi

Effect of Gas Cooler Geometry on Heat Transfer Characteristics of CO2 Heat Pump Water Heater53

o 2-9. A Stunning View of thePhoto
Ceremonial
2-9. A Hall
Stunning
in Mahidol
View of
University
the Ceremonial
Salaya Hall
Campusin Mahidol University Salaya Campus

ustries Thailand

Daikin Industries Thailand

ticular short overseas internshipThis particularalso included
short overseas
a visit internshipto Daikin also
Industries
included
Thailand,a visit to Daikin Industries Thailand,

kindly organized by which
Prof. Koyama
was kindly
whoorganized
has numerous
by Prof.
colleagues
Koyamaand
whocollaborators
has numerous
at colleagues and collaborators atstries. As mentionedDaikin
beforehand
Industries.
this wasAs mentioneda particularly
beforehandinteresting
thisdestination
was a particularly
for the interesting destination for theversity students given
Kyushuthat they
University
had earlier
students
visitedgiven
the Japanesethat they sister
had earliersite invisited
Shiga thenearJapanese sister site in Shiga nearenabled them to makeKyoto.
various
Thiscriticalenabledcomparisonsthem to makebetweenvariousthecritical
two sites
comparisonsand note thebetween the two sites and note theUpon arrival at the exceptions.
Daikin Industries
Upon Thailand
arrival at site
the byDaikinbus Industries
a general introduction
Thailand sitewas
by bus a general introduction wase of the Daikin managerial
given bystaff.
oneItofwastheinteresting
Daikin managerial
to note that
staff.
broadly
It wasspeaking
interesting
theto
Thai
note that broadly speaking the Thai

arkably similar to thesite
Japanese
was remarkablysite in Shiga.
similar to the Japanese site in Shiga.

duct lines, research and development
The product andlines,future
research
expansionand developmentof the plantand
were
futurediscussed.
expansion
A of the plant were discussed. A

session followed in lively
which Q&A
the students
sessionparticipatedfollowed inenthusiastically,
which the students
unfortunately
participatedthere
enthusiastically, unfortunately there

ough time available wasto answer
not enoughthe wide
timerange
availableof questions
to answerwhich
the widewere range
fielded.
of Thequestions which were fielded. The

iversity students were
Kyushuthen University
divided into
students
two groups
were then(Japanese
dividedandintoOverseas)
two groupsand (Japanese and Overseas) andpon a detailed and comprehensive
embarked uponfactorya detailed
tour.andDuringcomprehensive
this tour a Daikin
factory factory
tour. During
floor this tour a Daikin factory floor

fully explained the worker
various carefully
aspects ofexplained
production,
the andvarioushowaspects
the Japaneseof production,
concept andof how the Japanese concept ofad been successfully“Kaizen”
applied tohadeachbeenstagesuccessfully
in order applied
to enhanceto eachthe efficiency
stage in orderof theto enhance the efficiency of theess. The tour was greatly
overallenjoyedprocess.byTheall those
tour waswhogreatly
attendedenjoyedand leftby everyone
all those whowith attendedanand left everyone with anpression of Daikin Industries
excellentThailand.
impression of Daikin Industries Thailand.

. Daikin Industries Thailand
PhotoStaff
2-10.Giving
Daikina Industries
Short Presentation
ThailandFollowed
Staff Givingby aaQ&A
Short Session
Presentation Followed by a Q&A Session
with Kyushu University Students with Kyushu University Students

54

54

Photo 2-11. Kyushu University Students Participating in the Daikin Industries Thailand Q&A Session

Finally on the remaining day of the short overseas internship the Kyushu University students
were given the opportunity to experience the various aspects of Thailand’s rich and vibrant culture,
as well as the numerous important historical sites in and around Bangkok.
c) Workshop in Korea in 2015 Academic Year
The Period of Green Asia Korean excursion was from February 3 to 6, 2016. In this excursion,
we visited Yonsei University at Seoul, and participated the joint symposium with them.
On February 4, the 1st day of the symposium, professors from Yonsei University as well as
Kyushu University made presentation about their research. They explained the current trend ofresearch area respectively. After the symposium, professors of Yonsei University took us to theirlaboratories. During the laboratory tour, we visited some laboratories, including electrochemicallaboratory, chemical laboratory and their measurement room.
In the 2nd day of the symposium, students from Yonsei University as well as Kyushu
University made presentation about their research. It was the first time for most 1st year students tomake a presentation in international symposium. During the lunch break, following the student guide,
we have visited the main campus of Yonsei University. We looked around the statue of Dr.
Underwood, founder of Yonsei University, open space and library.
On February 6, we visited the National Museum of Korea, which exhibits Korea’s historicalassets from ancient times to the modern era. This largest and fascinating museum tells us a lot ofthings on Korean culture, which has long closely interacted with Japanese culture for over two
thousand years.
We are sure that throughout the tour the Green Asia students got an excellent learning
experience.
Time Table
Day 1, February 4

9:30-9:45
9:45-11:45<The 2nd Joint Symposium of Kyushu University and Yonsei University>
Researcher Session
Opening Remarks: Prof. Hansung Kim (Yonsei University)
Session 1 (Chair: Hansung Kim, Yonsei University)(25minutes presentation and 5 minutes Q and A, each)- Prof. Yong-Gun Shul (Yonsei University)- Prof. Kiichi Hamamoto (Kyushu University)55

- Prof. Byungchan Han (Yonsei University)
11:45-13:00
13:00-15:00

15:00-15:15
15:30-17:00(/17:30)

Lunch (with Professors of Yonsei University)
Session 2 (Chair: Kyushu University)(25 minutes presentation and 5 minutes Q and A for each)- Prof. Dong Wang (Kyushu University)- Prof. Youn-Sang Bae (Yonsei University)- Prof. Michitaka Ohtaki (Kyushu University)- Prof. Joonhong Park (Yonsei University)
Closing Remarks: Prof. Jun Tanimoto (Kyushu University)
Laboratory TourDay 2, Feb. 5

10:30-10:40
10:40-11:55

11:55-13:30
13:30-14:30
14:30-15:45

15:45-16:00
16:00-17:15

17:15-17:20<The 2nd Joint Symposium of Kyushu University and Yonsei University>
Student Session
Opening Remarks: Associate Prof. Aya Hagishima (Kyushu University)
Session 1(10 minutes presentation and 5 minutes Q and A for each)- Konadu Kojo (M2, Kyushu University)- Kit Janukit Santisak (M2, Kyushu University)- Tomy Alvin Rivai (M2, Kyushu University)- Byambasuren Ulziidelger (D5, Yonsei University)- Jangho Lee (D6, Yonsei University)
Lunch
Campus Tour with a Guide
Session 2(10 minutes presentation and 5 minutes Q and A for each)- Yu Narasaki (D1, Kyushu University)- Xiaoyang Cheng (M2, Kyushu University)- MD Amirul Islam (M2, Kyushu University)- Joonhee Kang (D5, Yonsei University)- Jeemin Hwang (D1, Yonsei University)
Coffee Brake
Session 3(10 minutes presentation and 5 minutes Q and A, each)- Ryota Yoneda (D1, Kyushu University)- Hatem Elserafy (M2, Kyushu University)- Ibrahim Omar (M2, Kyushu University)- Seung-Ik Kim (D3, Yonsei University)- Choa Kwon, (M1, Yonsei University)
Closing Remarks: Prof. Hyoungkwan Kim (Yonsei University)(Photo)56

(2) Domestic Short-term Tripsa) Tour to Domestic Companies in 2014 Academic YearA domestic factory tour visiting three Japanese global companies was held on March 17 to 20,2015 as a part of an oversea short trip for a Green Asia subject, Industrial Systems. In this tour, wevisited the nation’s largest core industrial plants regarding iron manufacture, optical fiber, andair-conditioning apparatus fields in a single trip, and had an opportunity to hear various stories about
research and development. Total 46 participants including 27 Green Asia course students, 12 Green
Asia-Research Assistant students, and 7 academic staffs spent the fulfilling time, and it became thelargest Green Asia domestic tour in history on its scale.
Day 1. March 18 (Wed), Nippon Steel & Sumitomo Metal Corporation (Chiba)
We visited the Kimitsu Works and Futtsu Research & Engineering Center of the Nippon Steel& Sumitomo Metal Corporation (NSSMC) in Chiba prefecture. The Kimitsu Works is about 15
minutes by bus from JR Kimitsu station. After getting the instruction of the works, a factory tour
starts in 2 groups using a bus to watch inside the works. It was surprising that the fact that privatetransportation and transmigration system well developed inside the works. For example, the cars
have the specific number plate for the work’s private use. Moreover, private trains run inside thefield; of course, there are private railway trucks and railroad crossing. We first visited the No. 4 blast
furnace. The aspects of the blast furnace from the viewpoint called “Otachi-dai” (space with adistinguished history) have tremendous impacts. Next, we headed for the hot-rolling area. We could
see here very powerful aspects that thick and huge red-hot steel plate was rolled out to more thinplate with a thundering noise and strong heat. Then, we transferred to the Futtsu Research &Engineering Center located about 20 minutes by bus. After getting the center’s instruction, we
visited several research points in the center. For example, the use of by-product generated in the ironmanufacturing process was researched for solving sea desert phenomenon. As the other example, theresearch for examining detailed composition of the materials at an atomic level to understand thestrength of ironware from the microscopic viewpoint. Finally, we performed a Q&A session with 40
minutes and heard valuable stories on the care and idea regarding research and development.
Day 2. March 19 (Thu), Fujikura (Chiba)
We visited the Sakura Plant of Fujikura in Chiba, which is well known as a company
manufacturing optical fiber, conducting wire, etc. The plant is about 10 minutes by bus from JR
Sakura station. After getting the instruction of the plant, a factory tour started in 4 groups using a bus.
First, we visited the fiber spinning plant of optical fiber. In the plant, thick base materials for opticalfiber were stringed out from the top of the height of the 6th floor of the building and stretched to an
ultrafine wire when they reached to the 1st floor. Inner structure of the base material consisting ofseveral layers was retained during the process. We also saw micro-size devices for maintaining
optical fibers such as a fusion splice. Many working processes for the maintenance requiring a lot ofexperiences at one time were automated in these devices, which led to a reduced burden of daily
works and the retain of working quality. At several points, we got the instruction from the company
using VTR and samples. Finally, a Q&A session was held for around 30 minutes and it became ameaningful opportunity for the exchange of opinions.
57

Photo 2-12. Tour to Nippon Steel & Sumitomo Metal Corporation
Photo 2-12. Tour to Nippon Steel & Sumitomo Metal Corporation

Photo 2-13. Tour to Fujikura
Photo 2-13. Tour to Fujikura

58
58

Day 3. March 20 (Fri), Daikin (Shiga)
In the morning, we visited the Miyako Ecology Center in Kyoto prefecture. In the center, we
could directly touch many displays regarding ecological wisdom and proposal for environmental
problems. Furthermore, the building in itself includes many ingenuities saving energy and resources.
We could feel many ideas on ecological point of view from the visit.
In the afternoon, we visited the Shiga Factory of Daikin, about 30 minutes by bus from JR
Kusatsu station. After getting the instruction from the company, a factory tour started in 2 groups. In
the factory, we saw many automated guided vehicles running and working, and surprisingly there
were various automatons efficiently using gravity force, inertial force, etc. Furthermore, various
measures with “Kaizen” spirit improve well a working environment in Daikin. Then we got the
instruction of “Production of DAIKIN System (PDS)”. In the system, the species and amount of the
products were timely changed to the consumer’s needs. The same products were not always provided
on the same line so that the stock could be reduced as much as possible. Finally, we made a Q&A
session with around 50 minutes. The student who had visited the Daikin Industries Thailand asked
about the difference between domestic and overseas bases, and it led to the impressive discussion.
The domestic factory tour for continuous three days was a valuable activity not only for theGreen Asia course students but also staffs for visiting the nation’s largest industrial plants at once.
We are extremely grateful to the three companies for kindly accepting us regardless of busy
schedules.

Photo 2-14. Tour to Daikin

59

Time Table
Day 1: March 18 (Wed) Nippon Steel & Sumitomo Metal Corporation (Chiba)• 13:10
Arrive at the Nippon Steel & Sumitomo Metal Corporation Kimitsu Works• 13:10-13:30 (20 min) Presentation - introduction of NSSMC Kimitsu works• 13:40-14:50 (70 min) Factory tour (making 2 groups)• 14:50-15:00 (10 min) Q&A session• 15:20
Arrive at NSSMC Futtsu Research & Engineering Center• 15:20-17:00 (100 min) Presentation - introduction of NSSMC RE Center and the Green Asia
Program
Factory tour
• 17:00-17:40 (40 min) Q&A session
Day 2: March 19 (Thu) Fujikura (Chiba)• 13:10
Arrive at the Fujikura Sakura Plant• 13:20-13:50 (30 min) Presentation - introduction of Fujikura including VTR and the Green Asia
Program• 14:10-16:05 (115 min) Factory tour (making 4 groups)• 16:10-16:40 (30 min) Q&A session
Day 3: March 20 (Fri) Daikin (Shiga)• Morning
Visit to Miyako Ecology Center as each group’s action.
• 13:00
Arrive at Daikin Shiga Factory• 13:10-13:30 (20 min) Presentation - introduction of Daikin• 13:40-14:40 (60 min) Factory tour (making 2 groups)• 14:50-15:30 (40 min) Presentation - introduction of PDS (Production of DAIKIN System)• 15:30-16:20 (50 min) Q&A sessionb) Tour to Domestic Companies in 2015 Academic Year
From December 10 to 11, 2015, the Green Asia course students visited two Japanese major
factories located in the northern area of Kyushu island, the Nippon Steel & Sumitomo Metal
Corporation in Oita prefecture and Toyota Motor Kyushu Inc. in Fukuoka prefecture. The total
number of the participants of the tour were 54, including 33 the Green Asia course students, 4 Green
Asia professors. The detail of the tour is as follows.
Purpose• Discover the products being manufactured and the various processes of production from twoof Japans biggest global corporations.
• Meet and discuss with factory engineers and managerial staff in order to understand the key
operational activities of the corporation and its policies/strategies.
• Provide a novel opportunity for students to increase their knowledge of modern Japaneseindustries.
• Provide new students with an opportunity to become more intimately acquainted with theirpeers.
• Give some insight into the culture, history and working practices on the island of Kyushu.

60

Time Table
December 10
9:009:5010:00-13:50
14:00
14:30-15:30
15:30-16:00
16:15-17:00
17:00
December 11
9:30-13:00

Depart from Ito Campus by bus to Chikushi Campus
Chikushi Campus
Depart from Kyushu University Chikushi Campus by bus
Lunch at Beppu-wan Service Area
Video presentation by company
Factory tour by company staff
Q&A session with managers
Depart from Nippon Steel & Sumitomo Metal Corporation Oita Factory
Arrive and check into the Daiwa Roynet Hotel Oita in Oita city

13:15-13:30
13:30-14:30
14:30-15:00

Depart from the hotel
Lunch at Koga Service Area.
Video presentation by company
Factory tour by company staff
Visit to the Toyota Public Relations Museum

15:00-15:30
15:45-17:00
17:00
18:00

Q&A session with company managers
Depart from Toyota Motor Kyushu
Arrive at Ito Campus
Arrive at Chikushi Campus(3) Three Leading Graduate School Programs Joint Fieldworks
Annual Three Leading Program Joint Fieldwork of the Green Asia Program, “Global Resource
Management Program” (Doshisha University), and “Taoyaka Program for creating a flexible,
enduring, peaceful society” (Taoyaka Program, Hiroshima University) starts from 2014 byorganization of Assistant Prof. Mitsuaki Ueda, Doshisha University.
The Global Resource Management Program and the Taoyaka Program hosted the fieldwork in
Beppu in 2014 and in Okinoshima island in 2015, respectively. Therefore, the Green Asia Program
will plan the fieldwork in Kitakyushu, Oita and Kumamoto area in 2016.
a) Joint Fieldwork in Beppu (Oita) and Fukuoka in 2014
This joint fieldwork in Beppu, Oita prefecture, was conducted from September 8 to 11, 2014.
Around 10 students joined from each program and around half of them was oversea students. We
visited geothermal area in Beppu, and took classes about energy, environment and international
relationships, which were provided by staff form companies and Japan International Cooperation
Agency (JICA). Students were divided into three groups and discussed about a presentation on the
final day.
On September 8, we had a kick-off meeting at Ritsumeikan Asia Pacific University located in
Beppu, and students were divided into three groups. After an outdoor class for geography of Beppu,
entitled “What is occurring in central Kyushu?” from Prof. Hayashida (Doshisha University), we
received a lecture: “Renewable vs nuclear; distributed vs concentrated” from Prof. Wada
(Coordinator of Global Resource Management, Doshisha University). Then we visited Suginoi Hotel61

that has a private geothermal power plant, and Kyoto University Beppu Campus. We moved to a
hotel and had a round-table conference while taking dinner.
On September 9, after the second outdoor class from Prof. Hayashida (Doshisha University),
we visited Hachobaru Power Plant that is the largest geothermal power plant in Japan, and received
explanations about its background and sustainability. Then in Fukuoka, we received two lectures:“Geothermal energy - development and evaluation of sustainability” from Assistant Prof. Nishijima(Kyushu University) and “Factors associated with dynamics of poverty in rural midhills of Nepal”
from Assistant Prof. Niraj Prakash Joshi (Hiroshima University) in the Nishijin Plaza, Kyushu
University.

Photo 2-15. Joint Fieldwork in Beppu (Oita) and Fukuoka: Jumonjibaru Lookout (upper left), Outside
Lecture (upper right), Kyoto University Beppu Branch (middle left), Hachobaru Geothermal Power Plant(middle right), Presentation in the Final Day (lower left), and Group Photo (lower right)

62

On September 10, for a whole day, lectures were offered in a meeting room of West Japan
Engineering Consultants, Inc. (WEST JEC), an affiliate company of Kyushu Electric Power Co., Inc.
The titles of two morning lectures were “The past, the present, and the future of Africa: anintroduction” and “Engineering application of “geominetics” to smart material for environmental
technology”, which were given by Prof. Mine (Doshisha University) and Prof. Sasaki (Kyushu
University), respectively. In the afternoon, we received three lectures. Mr. Kobayakawa (Japan
International Cooperation Agency, JICA) conducted a lecture entitled “Project formulation andimplementation under Japanese official development assistance”. Dr. Tagomori (WEST JEC) talked
about “Geothermal power in practice”. Finally Prof. Nakata (Doshisha University) gave a lecture
about UNESCO’s works in Africa, “Asia-Africa sustainable energy partnership”.
In the morning of September 11, the last day of this fieldwork, the students preparedpresentation of the afternoon session. In the afternoon, after a keynote speech of Mr. Kondo(Ministry of Education, Culture, Sports, Science and Technology, MEXT), presentations werecarried out by the students for 60 min for each of three groups. Each group told talked about
utilization of geothermal power at specific area: Indonesia, Philippines and Kenya. In thepresentations, historical and society situation, applications, and a comparison with other methods
were explained, and they seemed to be well summarized. After the presentation, students received acertificate.
This was first experience for us, and it is rare to have such fieldwork jointly with three
universities. While our research fields were very difference from each other, students became friend
easily and seemed good experience to discuss issues outside their own fields. Every class was highlevel, and locations that we visited were proper. The students’ presentation in the last day was alsofine, and therefore this first joint fieldwork was successfully completed.
b) Joint Fieldwork in Okinoshima Island in 2015
The 2nd fieldwork jointly with the three leading programs was conducted in Okinoshima island,
Shimane prefecture, from August 17 to 22, 2015. This year, Texas State University Austin School(27th of the QS world ranking) also jointed the fieldwork. The 1st fieldwork in 2014 was mainly
planned by Global Resource Management, and this year, the Taoyaka Program organized this also asa joint fieldwork with Texas State University which has a close relationship with the Taoyaka
Program. A main theme was set as “development of renewable energy technologies in remote island”,
and the contents were six lectures, visit of plants, and students’ group work and presentation.
Thirty-three students (Kyushu University 4, Doshisha University 4, Hiroshima University 15, andTexas State University 10), and eleven faculty staffs (Kyushu University 1, Doshisha University 1,
Hiroshima University 7, Texas State University 1, Finland 1) from 11 countries in total attended.
We once stayed at a hotel in Saijo, Higashi Hirosima, on August 16, and in the morning ofAugust 17, we moved to Sakaiminato, Tottori prefecture, by bus followed by to Okinoshima islandby ferry. After an opening ceremony, participants were divided into groups, and then confirmed
themes for discussion. Then Dr. Okamoto (Hiroshima University) gave a lecture about energy
situation in Japan.
On August 18, first we were lectured about situations in Okinoshima island and plans for63renewable energy technologies in Okinoshima island by staffs of Okinoshima town office and the
Chugoku Electric Power Co., Inc., respectively. Next Dr. Kaneko (Hiroshima University) gave alecture on energy situations in remote islands. In the afternoon, we visited Saigo Thermal Power
Plant and Biomass Beneficiation R&D Plant. The power plant has produced most of power used inthis island. The biomass plant has been challenging to beneficiate waste wood from this island incollaboration with Mie University and succeeded in producing lacquer at low cost. Then the group
works were continued. Some groups interviewed with people in Okinoshima people with recording.
On August 19, we moved to Nakanoshima island by ferry, and visited a planned construction
site of a wind power plant in Amashi-cho. The power plant would be completed in 2016, and be able
to cover 30% of electric power used in this island. Then we moved to Nishinoshima island to take atour of a hybrid battery plant. This had NAS (sodium-sulfur) and lithium ion batteries, and is thelargest one in Japan. We also stopped over Kuniga beach in Nishinoshima island, farmed for a sceneof rare beauty.
On August 20, first we took two lectures about renewable energy technologies in Naruto from
Mr. Ichikawa (WWF) and about renewable energy technologies and tourist development from Prof.
Pedersen (from Finland). In the afternoon, the group work was held after explanation from Prof.
Norton (Texas State University). We also visited a recycle center, a final disposal site, a waste
incinerator plant, and an effluent treatment facility.
On August 20, the last day of this fieldwork, we spent the whole day conducting the group work
followed by the presentation. We had company of a vice mayor of Okinoshima-cho.

Photo 2-16. Joint Fieldwork in Okinoshima Island: Kuniga Beach (upper left), Biomass Beneficiation
R&D Plant (upper right), and Saigo Fire Power Plant (lower)

64

The participants of this fieldwork were from four universities, and each group consisted of theuniversities. The students were sociable, and discussion with students with different majors fromother universities seemed to be no problem. Also it was good study to receive lectures about
renewable energy technologies from different positions and to visit the related facilities and areas
consistently.
3.8. Laboratory Rotation
In order to acquire a broad academic knowledge, all Green Asia course students participate in a
“Laboratory Rotation” which is a research activity in three different laboratories including the mentor’slaboratory during the first two years of the course. For the purpose, we strongly recommend that each
student selects a laboratory with a research theme which is not very similar with students’ primaryresearch. Furthermore, a laboratory for humanities and social sciences is also encouraged. The
period of the research activity in each laboratory is approximately 3 months or more. Aftercompleting a period of research in each laboratory, the student submits a report detailing theachievements of the research activity. Finally the student must deliver an oral presentation detailingthe key aspects of the research at the time of the qualifying examination (QE). (see also II 3.10)
The laboratory rotations which were held (or ongoing) in the period of 2014-2015 academic
years are listed in Table 2-21.
Table 2-21. Laboratory Rotation of the 2nd, 3rd, and 4th Batch Students
Name of GA
Laboratory rotation I
Laboratory rotation II
Laboratory rotation III
student(sub-major)(sub-major)(main major)
2nd batch students
Yu Narazaki
Functional Molecular
Photochemistry
Organic and polymer(ASEM)Engineering (ASEM),(Department ofmaterials, Photonic
2014/05-2014/08
polymer, optoelectronics Chemistry)(MMS),
2014/09-2014/12
Rina Takizawa
Nanotechnology,(Faculty of Engineering), Physical Metallurgy,(ASEM)
Physical Chemistry,
2014/10-2014/12
Crystallography, Solid
Molecular Engineering,
State Physics (ASEM)
Material Science(ASEM),
2014/07-2014/10
Kazuhiro Tanabe
Organic and polymer
Opto-electronics,
Electronic Materials(ASEM)
materials, Photonic
Photonic device,Engineering,
polymer, Optoelectronics Semiconductor Materials Semiconductor,(MMS),
Opto-electronic
Engineering (ASEM),
2014/08-2014/11
communication (ASEM)
2014/10-2014/12
Zhang Jianxun
Thermal Engineering,
Chemical Reaction
Material Engineering(ASEM)Heat Transfer,
Engineering (ASEM),(ASEM)
Refrigeration and2014/10-2014/12
Air-conditioning
Engineering, Adsorption
Desalination (EEE),
2014/05-2014/08

65

Ryota Yoneda(ASEM)

Semiconductor Device
Engineering (ASEM),
2014/03-2014/09

Comparative
Environmental Politics,
International Relations(GA), 2014/10-2014/12

Electronic device(ASEM)

NatsuhikoHamada(ASEM)

Comparative
Environmental Politics,
International Relations(GA), 2014/8-2014/12

Plasma physics(Department ofAdvanced Energy
Engineering Science),
2014/10-2014/12

Plasma Physics andEngineering, Electrical
Discharge Engineering(ASEM)

Masahito Tanaka(ERE)

Environmental
Remediation (ERE),
2014/04-2014/06

Resource Geochemistry,
Ocean Science(Department of Earth andPlanetary Sciences),
2014/04-2014/06

Mineral processing,Environmental
remediation,
Environmental
microbiology (ERE)

Anis Syazwani
Binti Shuhaimi(ASEM)

Environmental Policy,
Environmental
Economics, History ofSocial Thought(Department of Design),
2014/05-2014/08

Thermal Engineering(EEE), 2014/10-2014/12

Chemistry, Chemical
reaction engineering(ASEM)

Zayda Faizah
Zahara(ASEM)

Comparative
Environmental Politics,
International Relations(GA), 2014/7-2014/11

Catalysis chemistry(MMS),
2014/12-2014/03

Chemical and Reaction
Engineering (ASEM)

Tarek Mahmoud
Atia Mostafa(ASEM)

Functional Inorganic
Materials, Analysis bysynchrotron radiation(MMS),
2014/06-2014/10

Electronic device(ASEM),
2015/04-2015/06

Applied Physics, Thin
Solid Films, Solid State
Physics (ASEM)

Ryan Imansyah(ASEM)

Organic and polymer
materials, Photonic
polymer, optoelectronics(MMS),
2014/06-2014/09

Semiconductor Device
Engineering (ASEM),
2014/10-2014/12

Opto-electronics,
Photonic device,
Semiconductor,
Opto-electronic
communication (ASEM)

Azizah Intan
Pangesty(MMS)

Polymer Science (MMS),
2014/01-2014/03

Organic Chemistry (GA),2014/10-2014/12

Tissue engineering,
Biomechanics,
Biomaterial (MMS)

Tungjiratthitikan
Pennapa(MMS)

Organic and Polymer
Synthesis chemistry(MMS),
2014/08-2014/10

Analytical Chemistry(MMS),
2015/01-2015/03

Organic Chemistry (GA)Khanam Marzia(EEE)

Environmental
Engineering, Public
Health Engineering(EEE), 2014/05-2014/08

Chemical and Reaction
Engineering (ASEM),
2014/11-2015/01

Thermal Engineering
(EEE)

66

Pal Animesh(EEE)

Chemical and Reaction
Engineering (ASEM),
2014/05-2014/08

Materials Engineeringand Carbonic Materials(ASEM),
2014/12-2015/02

Sendy Dwiki(ERE)

Mineral processing,Environmental
remediation,
Environmental
microbiology (ERE),
2015/01-2015/04

Geochemistry, Resources
and Environmental
Geology (ERE),
2014/12-2015/06

3rd batch students
Yuki UchidaElectronic device(ASEM)(ASEM),
2015/01-2015/03

Shin Sakiyama(ASEM)

Yuta Sato(ASEM)

Applied Physical
Chemistry, Inorganic
Materials Chemistry(ASEM),
2015/05-2015/07
Electronic device(ASEM),
2015/01-2015/03

Satoshi Takeuchi(ASEM)

Metal physics, Electron
microscopy (MMS),
2014/12-2015/12

Hong Bing Zhou
(ASEM)

Organic and polymer
materials, Photonic
polymer, Optoelectronics(MMS),
2015/07-2015/09
Opto-electronics,
Photonic device,
Semiconductor,
Opto-electronic
communication (ASEM),
2015/02-2015/05

Takayuki Maekura(ASEM)

Surface Science (MMS),
2015/10-2016/01

Electronic Materials
Engineering,
Semiconductor Materials
Engineering (ASEM),
2015/06-2015/08
Plasma application[medicine andagriculture] (Departmentof Advanced Energy
Engineering Science),
2015/09-2015/11
ThermophysicalEngineering,
Nanotechnology, MEMS
(Department of
Aeronautics andAstronautics),
2015/10-2016/02
Electronic Materials
Engineering,
Semiconductor Materials
Engineering (ASEM),
2015/10-2016/01
Microstructure ofMaterials (ASEM),
2015/10-2016/01

67

Thermal Science andEngineering, Heat
Transfer Enhancement,
Refrigerating andAir-conditioning, Energy
Efficiency Assessment(EEE)
Rock Engineering,
Underground Space
System Engineering,
Mining Machinery (ERE)

Nanotechnology,
Physical Chemistry,
Molecular Engineering,
Material Science(ASEM)
Organic functional
materials (ASEM)

Plasma Physics andEngineering, Electrical
Discharge Engineering(ASEM)

Applied Physics, Thin
Solid Film, Solid State
Physics (ASEM)

Opto-electronics,
Photonic device,
Semiconductor,
Opto-electronic
communication (ASEM)
Electronic Materials
Engineering,
Semiconductor Materials
Engineering (ASEM)

Takaya Fujisaki(MMS)

Chemical systemengineering,
electrochemistry,computational chemistry,
fuel cell engineering(Inamori Frontier
Research Center),
2015/07-2016/01(International Institutefor Carbon-Neutral
Energy Research),
2015/07-2015/12

Analytical chemistry(MMS)

YoshiakiTakahashi(ERE)

Geochemistry, Resources
and Environmental
Geology (ERE),
2015/09-2015/11

Rock Mechanics,
Blasting, GeoMechanics(ERE), 2015/11-2016/01

Rock Engineering,
Underground Space
System Engineering,
Mining Machinery, Solid
Resources Mining (ERE)

Ni'mah Ayu
Lestari(ASEM)

Catalysis chemistry(MMS),
2015/05-2015/08(Not yet started)

Chemistry, Chemical
reaction engineering(ASEM)

Hatem Omar
Amin Mostafa
Elserafy(ASEM)

Organic and polymer
materials, Photonic
polymer, Optoelectronics(MMS),
2015/10-2016/02(Not yet started)

Opto-electronics,
Photonic device,
Semiconductor,
Opto-electronic
communication (ASEM)

KibriaMohammad
Tawheed(MMS)

Thermal Engineering,
Heat Transfer,
Refrigeration andAir-conditioning
Engineering, Adsorption
Desalination (EEE),
2015/04-2015/07

Opto-electronics,
Photonic device,
Semiconductor,
Opto-electronic
communication (ASEM),
2016/01-2016/04

Surface Science (MMS)Cheng Xiaoyang(MMS)

Opto-electronics,
Photonic device,
Semiconductor,
Opto-electronic
communication (ASEM),
2015/07-2015/09(Not yet started)

Organic and polymer
materials, Photonic
polymer, Optoelectronics(MMS)

Islam MD Amirul(EEE)

Surface Science (MMS),
2015/03-2015/05

Material Engineering(ASEM),
2015/12-2016/02

Thermal Engineering,
Heat Transfer,
Refrigeration andAir-conditioning
Engineering, Adsorption
Desalination (EEE)68

Omar Mohamed
Ali Mohamed
Ibrahim(EEE)

Konadu Kojo
Twum
(ERE)

Kitjanukit
Santisak(ERE)

Tomy Alvin Rival(ERE)

Marine renewableenergy, Ship and oceanengineering,Computational fluid
dynamics (Department ofEarth System Scienceand Technology),
2015/04-2015/09
Systems Biology,
Microbiology, Wood
Chemistry (Department
of Innovative Scienceand Technology for
Bio-industry),
2015/04-2015/07
Radiation Damage,
Nuclear materials, latticedefects (Department ofApplied Quantum
Physics and Nuclear
Engineering),
2015/05-2015/07
Rock Engineering,
Underground Space
System Engineering,
Mining Machinery, Solid
Resources Mining(ERE), 2015/05-2015/08

Wind engineering, Fluid
dynamics, Atmosphericboundary layer, Wind
energy (Department of
Aeronautics andAstronautics),
2015/11-2016/02

Wind Turbine
Technology (Departmentof Earth System Scienceand Technology)

Organic Chemistry,Supramolecular
Chemistry, Functional
Molecular Chemistry(Department ofChemistry andBiochemistry),
2015/11-2016/02
Mineral Processing,
Powder Technology,
Recycling (ERE),
2015/11-2016/02

Environmental
Remediation, Biomining(ERE)

Mining Engineering,
Economic Geology,
History of Mining andMetallurgy (The Kyushu
University Museum),
2015/12-2016/03

Earth Resources Science,
Hazard Geology,
Volcanic Geology,
Geothermal Geology(ERE)

4th batch students(Not yet started)
M L Palash
Thermophysical(EEE)Engineering,
Nanotechnology, MEMS
(Department of
Aeronautics andAstronautics),
2016/01-2016/04
ASEM: Department of Applied Science for Electronics and Materials
MMS: Department of Molecular and Materials Sciences
EEE: Department of Energy and Environmental Engineering
ERE: Department of Earth Resource Engineering

Biohydrometallurgy,
Bioremediation,
Bioengineering,
Environmental
Microbiology (ERE)

Thermal Engineering,
Heat Transfer,
Refrigeration andAir-conditioning
Engineering, Adsorption
Desalination (EEE)

3.9. Afternoon Colloquium
Green Asia Afternoon Colloquium is a component course of Social Systems III, and designed toprovide the course students with a general and comprehensive knowledge, including not only thestrictly scientific but also various liberal arts fields such as economics, sociology, jurisprudence and69

literature. Reputed scholars and specialists from within and outside Japan talk about issues to let thestudents develop an advanced knowledge and understanding of the global society and find common
solutions to global problems. The objective of this course is as follows.
1. To develop fundamental competencies and acquire a comprehensive knowledge via debatesin the field of science and liberal arts.
2. To develop critical thinking skills by participating and organizing debates. In particular,
successful students will learn to analyze information logically and appreciate the problems
in the various fields provided by presenters.
3. To communicate their knowledge, develop reasoning and clarify ideas both in written andoral forms to discuss modern global problems.
The final grade for the course was determined by (1) attendance at least 10 sessions, and (2)submission of a short summary (at least 400 words long) within 3 days.
We had 15 colloquia in 2014 and 13 in 2015 academic years, inviting renowned researchers,
specialists and entrepreneurs as a lecturer from various field (Table 2-22, and Photo 2-17).
Table 2-22. Afternoon Colloquium in Academic Years of 2014 and 2015
Date
LectureTitle
Academic Year 2014
Multi-mode multiplexing
April 11,Kiichi Hamamototechnology for future internet data
2014
Professor,
traffic
Faculty of Engineering Science, KU
Mining and its environmental
April 18,
Kouichiro Watanabe
impact through history in Japan
2014
Professor,
Faculty of Engineering, KU
Physics of sustainable energy
May 9,
Michitaka Ohtaki
2014
Professor,
Faculty of Engineering Science, KU
Merits and demerits of citation
May 23,
Minoru Nishida
2014
Professor,
Faculty of Engineering Science, KU
Carbon saves the earth!
June 27,
Seong-Ho Yoon
2014
Professor
IMCE, KU
Indoor environment
July 25,
Kazuhide Ito
2014
Associate Professor,
Faculty of Engineering Science, KU
What is a healthy relation among
August 8,
Aya Hagishima
academia, populace, politics and2014
Associate Professor,
bureaucracy? A case of Japanese
Faculty of Engineering Science, KU
urban environment
Revolution in material
August 22, Shigeto Okada
2014
Professor
IMCE, KU
August 27, The 2nd Forum of Integrated Research and Education Center for Energy
2014
Production, Storage, Saving, and Transfer Technologies: Energy
Conversion and Storage I

70

Venue
Chikushi

Chikushi

Chikushi

Chikushi

Chikushi

Chikushi

Chikushi

Chikushi

ChikushiSeptember
9, 201411th Inamori Frontier Research Symposium

Ito

September
26, 2014

Takahiko Miyazaki
Global warming and air
Associate Professor,
conditioning
Faculty of Engineering Science, KU
Japan-France CDV Diamond Power Device Workshop(at Nishijin Plaza, Kuju Joint Training Center)

Chikushi

October
6-10, 2014

October 15, Jun Tanimoto
2014
Professor,
Faculty of Engineering Science, KU
January 23, Tsuyoshi Yoshitake
2015
Associate Professor,
Faculty of Engineering Science, KU
January 30, Akio Toshimitsu
2015
Professor,
Institute for Chemical Research,
Kyoto University
Academic Year 2015
April 30,
Osama Eljamal
2015
Associate Professor,
Faculty of Engineering Science, KU
May 25,Valeriy S. Maisotsenko
2015
DoctorIdalex Inc. and Coolerado Inc.
June 4,2015
June 10,
2015

July 3,
2015
July 24,2015
September
4, 2015
November
6, 2015

Naoji Yamamoto
Associate Professor,
Faculty of Engineering Science, KU
Nilesh J. Vasa
Professor,
Department of Engineering Design,
Indian Institute of Technology
MadrasSatoshi Hata
Professor,
Faculty of Engineering Science, KU
Hiroshige Matsumoto
Professor,
I 2CNER, KU
Akihiko Yabushita
Associate Professor,
Faculty of Engineering Science, KU
Masamichi Takase
Manager,
Department of Electric Power
Development,
Summit Energy Corporation.

Nishijin,
Kuju

Modeling
human-environment-social systemand evolutionary game theory
What are required for renewableenergies?

ChikushiIntellectual property forinnovation

Chikushi

Bioremediation; biologicaltreatment processes

Chikushi

Renewable energy from air: theMaisotsenko cycle is solid basis todevelop a new energy saving
strategy
HikingChikushi

Chikushi

Chikushi

Advances in optical techniques for Chikushi
trace gas sensing in environmental
monitoring

71

Three-dimensional electron
microscopy

ChikushiHydrogen energy

Chikushi

Photodissociation dynamics ofwater ice

Chikushi

Renewable Energy Business
Development by Sumitomo
Corporation

ChikushiNovember13, 2015

Masaya Miyazaki
Professor,
KASTEC, KU

Microfluidic chip for biochemical
analysis and processing

Chikushi

December4, 2015

Katsuhiko Tomooka
Professor,
IMCE, KU

Manufacturing at the molecularlevel

ChikushiJanuary 8,
2016

Takeshi Yanagida
Professor,
IMCE, KU

Self-organized nanostructures andtheir promises

ChikushiJanuary 15,
2016

Stephanie Handley-Sidhu
Lecturer
School of Geography, Earth andEnvironmental Sciences,
University of Birmingham

Characterisation of biogenichydroxapatites: suitable material
for the environmental restorationof nuclear sites

Ito

Shoji Kojima
Review of chilean economy and
ItoProfessorore deposit
Department of Geological Sciences
Universidad Catolica del Norte
KU: Kyushu University, IMCE: Institute for Materials Chemistry and Engineering, I 2CNER:
International Institute for Carbon-Neutral Energy Research, KASTEC: Art, Science, and Technology
Center for Cooperative Research
February 6,
2016

Photo 2-17. Afternoon Colloquium

3.10. Qualifying Examination
One of the unique curriculum of the Green Asia Program is the stage gate system. In thisprogram, a five-level stage gate system has been introduced to ensure the equality of our graduate
program, and students are required to pass each stage gate to advance to the next stage. The firststage gate for the course students is qualifying examination to start a doctoral research, which is set
in the end of the 2nd year of the 5-years program. It is scheduled in the same time period of master
defense. However, contents of the qualifying examination are deeper and harder than the master
defense. The detail contents are summarized below. First, the candidates must acquire 40 or morecompulsory subjects, whereas general requirement to receive master degree in regular course is 30 ormore credits. Next, the students who fulfill the requirement for the credit take presentation for
fundamental research activities (Laboratory Rotation), for Practice School, a short essay examination,72

and a written examination about his/her own specialty. In addition, the students have to get 3.0 or
more GPA. Course students who complete above all requirement can get through the qualifying
examination and go on to the next 3 years (latter 3 years of the 5-years program) as the Green Asia
course student.
Criteria to take the qualifying examination
Students have to acquire 40 credits or more including the following components before the end of
this semester.
(1)

Practical English: 3 or more credits(2)

Industrial Systems: 3 or more credits(3)

Internship: 2 credits for Practice School (Students have to finish practice school.)(4)

Research: 6 credits for Laboratory Rotation (Students have to complete the Laboratory
Rotation within 3 different laboratories including their main laboratory.)(5)Social, Environmental, and Economic Systems: 10 or more credits in total(6)

Main and Sub Specialties: 16 credits or moreOpinion sheet from each mentor professor
Criteria to pass the qualifying examination(1)

3.0 or more GPA(2)Pass a presentation of activities for fundamental research (Laboratory Rotation)(3)

Pass a presentation of activities for Practice School(4)

Pass a short essay examination(5)

Pass a written examination about a student’s own specialty
In addition, we have actively accepted students to the 3rd year of the Green Asia Program fromthe “Cooperational Graduate Education Program for the Development of Global Human Resources
in Energy and Environmental Science and Technology” (EEST or Campus Asia Program) that is adouble degree program for the master’s course between the Kyushu University (Interdisciplinary
Graduate School of Engineering Science), Shanghai Jiao Tong University, and Pusan National
University. Therefore, we conducted the transfer admission examination for the students whocompleted the Campus Asia Program along with regular qualifying examinations for the Green Asia
course students. The winter examination in 2014 academic year for 2nd batch domestic students washeld on February 12, 2015 (Table 2-23). One Green Asia course student canceled the examination,but 6 Green Asia course students and 2 Campus Asia course students challenged the examinations.
Unfortunately, 1 Green Asia course student could not reach the criteria to pass, but he received
master’s degree based on the rule of the diploma policy, and moved to a regular doctoral course. In
the summer examination in 2015 academic year for 2nd batch international students, all of 9 Green
Asia course students and 1 Campus Asia course student passed it (Table 2-24). All of the 3rd batch
domestic students also passed the examination (Table 2-25).

73

Table 2-23. Candidates, Actual Examinee, and Successful Examinee of the Qualifying Examination forthe 2nd Batch Domestic Students (February 12, 2015)
Department
Candidates
ActualSuccessful(Incorporation)
Examinee
Examinee1
Molecular and Materials Sciences
1 (0)
6 (1)
Applied Science for Electronics and Materials11
1 (1)Energy and Environmental Engineering
Earth Resources Engineering2
1 (0)
Total
9 (2)
8 (2)
7 (2)
1
2
Interdisciplinary Graduate School of Engineering Science; Graduate School of Engineering
Table 2-24. Candidates, Actual Examinee, and Successful Examinee of the Qualifying Examination forthe 2nd Batch International Students (August 28, 2015)
Department
Candidates
ActualSuccessful(Incorporation)
Examinee
Examinee
Molecular and Materials Sciences1
2 (0)
5 (1)
Applied Science for Electronics and Materials1
2 (0)Energy and Environmental Engineering1
2
Earth Resources Engineering
1 (0)
Total
10 (1)
10 (1)
10 (1)
1
Interdisciplinary Graduate School of Engineering Science; 2Graduate School of Engineering
Table 2-25. Candidates, Actual Examinee, and Successful Examinee of the Qualifying Examination forthe 3rd Batch Domestic Students (February 8-9, 2016)
ActualSuccessful
Department
Candidates(Incorporation)
Examinee
Examinee
Molecular and Materials Sciences1
1 (0)
6 (0)
Applied Science for Electronics and Materials1
0 (0)Energy and Environmental Engineering1
2
Earth Resources Engineering
1 (0)
Total
8 (0)
8 (0)
8 (0)
1

Interdisciplinary Graduate School of Engineering Science; 2Graduate School of Engineering

Photo 2-18. Winter Qualifying Examination in 2014 Academic Year for the 2nd Batch Domestic
Students (February 12, 2015)74Summer Qualifying Examination
Photo 2-19.
in 2015
SummerAcademic
Qualifying
YearExamination
for the 2nd Batch
in 2015International
Academic Year for the 2nd Batch International
Students (August 28, 2015)
Students (August 28, 2015)

ch Review and Proposal
3.11. Research Review and Proposal

een Asia course student who
Every
is in
Green
the first
Asiasemester
course studentof the 3rd
whoyearis inmustthe first
pass semester
through of the 3rd year must pass throughiew and Proposal” as“Research
the 2nd Stage-Gate.
Review andThis
Proposal”
involvesas (1)
the writing
2nd Stage-Gate.
a comprehensive
This involves (1) writing a comprehensive

vious works that are review
related of
to previous
the doctor
works
thesisthatof areeachrelated
student,
to (2)
the submitting
doctor thesis
twoof each student, (2) submitting two

scripts: a review paper
types
andofamanuscripts:
research proposal,a review
andpaper(3) making
and a researchan oral preparation
proposal, and (3) making an oral preparation

The Green Asia course
aboutstudents
them. The
shouldGreen
makeAsia
an course
effort itstudents
becauseshouldwell-organized
make an effort it because well-organized

w and proposal paperresearch
could bereview
used forandanproposal
introduction
paperofcould
their bedoctorusedthesis.
for an introduction of their doctor thesis.

ia course students in theGreen
3rd toAsia
5th course
years havestudents
receivedin thea 3rd
research
to 5thfund
years
from
have
thereceived a research fund from theeover, student who program.
received Moreover,excellent evaluation
student who
in received
this stageexcellent
gate successfully
evaluation in this stage gate successfully

onal research fund. received additional research fund.

ction(1) Review Section
e number of words in the review
Preferable
sectionnumberis 4,000.
of words
Importantin the point
reviewis section
to cite manyis 4,000.
prior
Important point is to cite many priorated to the student’s researches
own study,related
and theyto theshouldstudent’s
refer more
own study,
than 50
andreferences.
they should
It isrefer more than 50 references. It is
most of the students firstto collect
time forprior
mostresearchesof the students
systematically,
to collectandprior
thusresearches
this is goodsystematically, and thus this is goodome a scientific professional.
training to become a scientific professional.

ection(2) Proposal Section

the review, each courseBasedstudent
on proposes
the review,
futureeachplanscourseincluding
student new
proposesideas future
and plans including new ideas andis/her own doctoral concepts
researches.
for Ithis/hershouldown
consistdoctoralof several
researches.
components
It should
suchconsistas a of several components such as a

icance, methods, expectedpurpose,results,
significance,and plans.
methods,
Preferable
expected
numberresults,of words
and plans.
is 2,000.
PreferableItnumber of words is 2,000. It

ommended to submitisthis
strongly
proposal
recommended
to the JapantoSociety
submit for
thistheproposalPromotion
to theofJapan
Science
Society for the Promotion of Scienceh fellowship for young(JSPS)
scientist,
researchsupported
fellowshipby Ministry
for youngof scientist,
Education,
supported
Culture, bySports,
Ministry of Education, Culture, Sports,

echnology, Japan (MEXT).
Science, and Technology, Japan (MEXT).

ntation(3) Oral Presentation

entation about the Research
Oral
Review
presentation
and Proposal
about theis scheduled
Research Review
in the end
andofProposal
the first is scheduled in the end of the firste 3rd year (corresponding
semesterto theof themiddle
3rd yearof the(corresponding
1st year of thetodoctoral
the middle
course).
of theEach
1st year of the doctoral course). Each

0 minutes in total (15students
minutes
hasfor30presentation
minutes in andtotal15(15minutes
minutesforfordiscussion).
presentationIt andis 15 minutes for discussion). It ispresentation, and thus
relatively
should belong
well
presentation,
prepared forand
long
thus
discussion.
should be well prepared for long discussion.

75

75

Topics of the doctoral research for the 1st and 2nd batch students are summarized in Table
2-26.
Table 2-26. Doctoral Research Themes of the 1st and 2nd Batch Students
Name (Department)
Research Theme
1st batch student
Tsuyoshi Sato 佐藤 幹
Particle image velocimetry measurement of unsteady turbulent(EEE)
flow around regularly arranged building models
Takanori Hanada 花田 尊徳
Photodetection
inmetal-semiconductor-metal
structures(ASEM)
comprising semiconducting Boron-doped UNCD/a-C:H
Hiroki Gima 儀間 弘樹
Fabrication of Nitrogen-doped ultrananocrystalline diamond films(ASEM)
prepared by coaxial arc plasma deposition
Hiroshi Akamine 赤嶺 大志
Electron microscopy studies and image analysis for evaluation of(ASEM)
microstructures in L10 ferromagnetic alloys
Shinji Matsumoto 松本 親樹
New cover system for the prevention of acid mine drainage(ERE)(AMD) in open pit coal mine in Indonesia
Yusei Masaki 正木 悠聖
Acidophilic iron-reducing microorganisms and their application(ERE)
in mineral processing and heavy metal remediation
2nd batch student
Natsuhiko Hamada 濱田 夏彦
Steady-state sustainment of a Tokamak through coaxial helicity(ASEM (AEES))
injection and project of CHI configurations on QUESTYu Narazaki 楢﨑 優
Synthesis and properties of various 6,6’-substituted(ASEM)
binaphthyl-type chiral dopants for stabilization of cholesteric bluephasesYuki Furutani 古谷 優樹
A study with first principles for developing kinetic model of(ASEM)
reforming tar derived from biomass pyrolysis
Tomoaki Hirakawa 平川 知明
Three-dimensional large amplitude shallow water waves(EEE (ESST))
Ryota Yoneda 米田 亮太
The effect of magnetic structure on ECR plasma breakdown /(ASEM (AEES))EBW excitation with HFS Injection
Masahito Tanaka 田中 雅仁
Arsenic immobilization techniques in metallurgical operation(ERE)
Zayda Faizah Zahara
Kinetic study of gasification of char from sugarcane bagasse(ASEM)
Tarek Mohmoud Aita Mostafa
Wireless power transmission: Capacitive power transfer for(ASEM)
drones and robotics applications
Choi Cheolyong
Thermochemical reactions/conversion of coal in the reductor of(ASEM)
steam-O2 or steam-O2/CO2 gasifier
Ryan Imansyah
All Optical System Digital Signal Processing, Optical Mode
(ASEM)
SwitchAzizah Intan Pangesty
Development of tubular hybrid graft by combining PLCL/PCL(MMS)
tubular scaffold with cell sheet under dynamic-mechanicalstimulation culture
Pennapa Tungjiratthitikan
Modifying of rare earth metal-organic frameworks for Lewis acid
(MMS)
catalyzed reaction

76

nam

l

i

Marzia
CFD Khanam
simulation of heat and mass
CFD transfer
simulation
withofadsorption
heat and mass transfer with adsorption(EEE)
phenomena for energy system applications
phenomena for energy system applications
Study onand biomass-derived
AnimeshPalconsolidated composite adsorbents
Study on consolidated
composite adsorbents and biomass-derived
activated carbons for waste heat
driven carbons
adsorption(EEE)
activatedfor coolingwaste heat driven adsorption coolingapplications
applications
Sendy
Dwiki study of acid mineFundamental
study of andaciditsmine drainage formation and its
Fundamental
drainage formation(ERE)
countermeasure
the long-term Source: coal overburdencountermeasure in the long-term
Source: coalin overburden
dumpingarea,methodby drywith
covertheas the prevention method with the
dumping area, by dry cover as theprevention
utilization of fly ash and organic material
utilization of fly ash and organic material

0. Oral Presentation of the
Photo
Research
2-20.Review
Oral Presentation
and Proposalof thefor Research
the 2nd Batch
Review
Internationaland Proposal for the 2nd Batch International
Students (February 24, 2016)
Students (February 24, 2016)

vation of the Students’
4. Conservation
Educationalof theRecords
Students’ Educational Records

dents’ grades, reports from
The
their
students’mentors,
grades,and deliverable
reports from
such
their
as mentors,
reports for
andIndustrial
deliverable such as reports for Industrial

e been organized andSystems
files as havean individual
been organized
portfolio
andoffiles
eachasGreenan individualAsia course
portfolio
studentof each Green Asia course student). The students’ deliverable(Photo 2-21).
was corrected
The students’by thedeliverable
program staffs
was corrected
are also retainedby the programforstaffs are also retained fors.

their histories.

Photo 2-21. Portfolio of the Students’
Photo
Educational
2-21. Portfolio
Recordsof the Students’ Educational Records

7777