Global Environmental Law and Policy

The objective of this course is to identify ways and means to create global benefits and realize sustainable
society. To that end, examine legal and institutional framework of global environmental policy as well asactivities of various actors including governments, international organizations, business and civil society.

1. Introduction and Explanation of Course Outline
2. Stockholm to Rio
3. Rio to Johannesburg
4. Environmental Accords
5. The Ozone Layer Protection and Climate Change Regimes
6. The UN Systems, Development Assistance and the Environment
7. Civil Society and Governance without Government
8. Paths to the Future
9. Outline of the Japanese Environmental Law.
10. Corporate Social Responsibility
11. Smoking Regulation in Japan
12.-15 Basic Environmental Law, Air Pollution Control Law, Environmental Impact Assessment Law, etc.

Speth, J.G., and Haas, P.M. liGlobal Environmental Governancd(Island Press) ISBN:1-59726-081-9

f~rfiJ~ ll:fliln&m~oy9966~ C:tiA~f*x\~f±) ISBN:978-4-621-07912-6
f~il~ ll:flil~-*- b-"\-:} ~ (http://www.env.go.jp/en/lar/lar-index.html)~~~7°1) / r~~f!C{f.j9 Go

Necessary materials will be copied and ditributed.

-16-

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First, to aquire basic theory and analytical framework on- economic mechanism on environmental destruction and degradation,-technology, society, institutions and policies to ensure environmental, social and economic sustainability
Second, to acknowledge realities ofthe above theories, policies and institutions through ecperiences ofEurope, the United States, Japan and China.
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We' 11 give lecture on the theory and policy of sustainable development in view of environmental/
ecological economics. Our special focus is:- Reconstructing relations between human and nature, taking environmental constraint, material cycle,
efficiency, equity and sustainability into account- Clarify socio-economic mechanisms of global and local environmental problems and policies and measures
to deal with them
- Valuing the environment and evaluating the policies and institutions that cause current environmental
problems
Then we' 11 discuss policies and institutions that can manage local and global common-pool resources and/or
environmental assets, integrate environmental concerns into development, and can finance for sustainable
development.

Introduction:Economics and the Environmentm2§1 : :E;±J!rJJJm~z:)lt9 0~tfot~0)7~o--r C1) s~:t~m'li*
Economic Approaches to the Environment (1): Strong Sustainabilitym3§1 : r;±J!rJJJm~z:)lt9 0~rfot~O)r~o--r C2) s~:t~m'li*
Economic Approaches to the Environment (2): Weak Sustainability

m4§1 : r;±J!rJJJm~z:)lt9 0~ttr~0)77oo--r C3) ~tJ~r*tfliU~~r**
Economic Approaches to the Environment (3): Neo-classical and institutional Economics
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Environmental Externalities and Valuationm6@]: r;±J!~~O)§~. §t~. =t~~*-18-

~-----------------------------------E
Pearson Education Limited,l994) C::k1B~~d}.~ nJt#~*Ittl~AF~~ ' *r=F*I11l~¥1H±. 200lif:)
Vander Bergh, Jeroen C.J.M (ed.) ~Handbook of Environmental and Resource Economics, Edward Elgar~(1999)~~~~j ~*7y70)!1:1J!I&m~

CBHfD¥:, Jlif!J)1) --/--r Y lj' 1) .A}- ()(~~<: 7 .A 7 1) .A 7 fJ'\~ G )(M*ti!h~7t)(fWD I Reading List~. n~mmM~: f~*7EPT~~tJ:9=6~13t~~rJi!O)~f! · ~~ · ~iJZflffi~ • ~~oo. 2oo91F~t~i. ~~jjO)*~~<=f~~Gl"~G lJ-7--r ylj'1J .A t-~!ffi.
The other references are listed in the textbook, and will be shown at the class and KULASYS.
~13#. ~!Wt<=e-mailC'7;j;J;f:<l{)(G L:

t . .)(-;].;7 F l/.At;::l:, liu@econ.kyoto-u.ac.jp

mori.akihisa.2a@kyoto-u.ac.jp-20-

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7J<£]i~O)glJ-I! I Management of fisheries resources***:f:E!~~ : *:fit} II., **~EB., ***LilTGiven by Prof. Funakawa*, Prof. Shibata** and Prof. Yamashita***, respectively.

~~$0)'J'~i\~(50%):t0 d: lfM7K~i\~(50%)fd:-tf---El L -c~1rffi9 ~oEvaluated by the sum of scores of mid-term quizzes and repmts (50%) and end-of-term examination (50%).

Manuel C. Molles, Jr. WEcology: Cocepts and Application~ (WCB McGraw-Hill) ISBN:0073309761
RichardT. Wright WEnvironmental Science: Toward a sustainable futureJ] (Pearson Education
International) ISBN :0131442007
W. Dubbin WSoils~ (The Natural History Museum, London) ISBN:0565091506
Michel Kaiser WMarine Ecology: Processes, Systems, and Impactsj] (Oxford University Press) ISBN:
9780199249756-22-

Class 11: Community-based NGO advocacy campaigns (Guest lecturer: Sarajean Rossitto)
Class 12: Case study: community-based education (Guest lecturer: Masayoshi Ogawa)Class 13: Group preparation for educational program presentations
Class 14: Group presentations
Class 15: Group presentations and conclusion

Class handouts

A list of recommended readings will be distributed in class

Office Hours: by appointment-24-

-----------------------------------:t1t~l±lr$tv~-~

Class attendance and a report submission(~~=if)~{fi701) /~Class handouts-26-

±I:Hf5)(f~~:¥1{I o/)(~±I:Hf5)(f~~:¥1{I <to/)(~Regional Planning and Land Management

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This course is designed to review sustainable rural development alternatives and strategies while introducing
students to appropriate usage and management of resources and environments at local level focusing on landuse planning. Key concepts, systems and institutions in regional planning are discussed. Planning andmanagement of resources are reviewed while introducing students to the methods and procedures of land
classification, land-use planning, regional development planning and environmental impact assessment. Partof the course will explicitly deal with integrated rural development in developing countries with appropriatecomprehensive environmental management at local level.

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1st week
Objectives and roles of regional planning are outlined through introducing rural developments projects in
Western Europe. The systems of regional planning in Japan and some European countries are compared to
explain the concepts of comprehensive environment management forcusing on land use in the context ofregional planning.
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90o t~C, ±±thf1Jffl~C-:Jv 1 C:ti, Schumacher&rfLeopoldO))(Mf\iJ 1 G.:t-O)¥*~~~o<

2nd week
Methods and basic concepts ofusage and management of land and water will be described. Especially welearn the basic concepts on land use from articles by Schumacher and Leopold
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1

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3rd trough 5th weeks
Key concepts, methods and procedures in land-use planning in developing countries are reviewed and-28-

(1 )* E. F. Schumacher: The Proper Land Use in 'Small Is Beautiful' , pp.1 08-124, Harper Perennial, 197 5(2)* Aldo Leopold: The Land Ethic in 'A Sand County ALMANAC' , pp.201-226,
Oxford University Press, 1968(3)* FAO: Guidelines for Land-use Planning, pp.l-73, FAO, 1993
(4) FAO: A Framework for Land Evaluation, pp.l-65, FAO, 1976
(5) FAO: Environmental Impact Assessment oflrrigation and Drainage Projects, pp.1-66, FAO, 1995
(6)* Richard A. Carpenter, James E. Maragos: How to Assess Environmental Impacts on Tropical Islands andCoastal Areas, Environment and Policy Institute, East-West Center, 1989
(7) Jl;jvf\~ Jl;jvf\7}<Jff13ZVI1~~: ±ttl!~IJffllz:)jO)~)IIfi t 151!., pp.81-208, Jl;jvf\*ff~ttb'h~, 1964 (Process
and method of land-use classification)

Office hour
Consultations by appointment only.
e-mail: shin@kais.kyoto-u.ac.jp
Research Building #5, Room 208-30-

-----------------------------------(~~il)~~r::p~c~Jf-'9 .:Q

-32-

-34-

reference to management of water and organic-matter resources in the agro-ecosystems.

m7§1: $!k::t-5V70JFJ:!J · 0JI.li:l:{hO){±:!i,~~~t±it!!t!Jffl I Ecological conditions and land utilizationin mountain foothills of Central Eurasia.
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The ecological conditions in mountain foothills of Tienshan and Altai mountains in Central Eurasia are
discussed with special reference to livestock production and historical movement of nomad people.

ms §I : t~i:S'~-J~ I General discussionv;f--

1±\Jfli:~)[tt-~cJ: IJ!ilt$l~~¥ffffi~.@ Cil: soF.?:l-~J:,l-J_~) , WCF.'?:~it- (6of.'?:), 1±\Jf!!:F.?:csf.?:/§1)v;f--& : 70-79F.'?:, PJ: 60-69F.'?:, ~PJ: 59F.'?:

Grade is evaluated by the attendance to lectures and the marks of reports (Excellent: >80, Good: 70-79, Pass:
60-69, Failed: <59).

-36-

-----------------------------------Lecture 5: Urban Risk Reduction: Regional and Local perspectives
Lecture 6: Climate Change Adaptation: Examples of Vietnam and India
Lecture7.8: Participatroy planning and management and problem solving exercises

Attendance, proactive participation in discussion, and report are the requirements to obtain credit.

R. Shaw and R. Krishnamurthy, 2009 WDisaster Management: Global Challenges and Local Solutions~
R. Shaw, H. Srinivas, A. Sharma, 2009 WUrban Risk Reduction: An Asian Perspective~
Rajib Shaw, Juan Pulhin, Joy Pereira, 2010 WCliamte Change Adaptation and Disaster Risk Reduction: An
Asian Perspective~
Rajib Shaw and Anshu Sharma WClimate and Disaster Resilience Initiaitve~:zis:~~iHi, 11) .A 7 :J 3: .::r. .::7-V 3 /@J § O)~~~c: TM~~1:Yv.., 9 omt*t ~J]~!i2)Cw J tJ!i!iW GTV"* 9 o ~ Gl.t'"'tw¥~~c:::-:::>v'~T ~i,

This course is linked to the course: "Risk Communication and Environment Disaster Education." Further
information will be provided in the orientation in Lecture 1.

-38-

i ~Eiil-1!- 3251

Comprehensive management of whole watersheds is essential for solution of several water pollution
problems to establish sound and comfortable environment. This lecture gives basics and applications on:causes and effects of many pollution issues and its management knowledge such as engineering techniques,·udicial systems and administrative strategies. The purposes of the lecture course are to study mechanisms ofwater pollution, and to consider its management.
All of the lectures are given in English, but some translation assistances are given in Japanese.
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Main water pollution issues (heavy metals, organic matter, eutrophication, persistent organic pollutants,
microbial contamination) are explained from the viewpoint of sources, pollution mechanisms, andcountermeasures.
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2. Fundamental knowledge on water environment 7J<!Im~~ (6/12)
Fundamental knowledge required for understanding water pollution mechanisms and countermeasures are
explained.
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Many regulations related to water environments are explained to let students understand the concept forwatershed management.
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Pollution problems occurring in flowing water environment are lectured in terms of pollutant materials,
sources, distribution mechanisms, influences and countermeasures.
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5. Water management in closed water areas M~Jt7J<~7J<ft!! (7/3)
Pollution problems occurring in closed water environment are lectured in terms of pollutant materials,
sources, distribution mechanisms, influences and countermeasures.

-40-

~-----------------------------------·-42-

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4844607175-44-(f!I~-) ISBN:978-Mft§~m~~~~=~-V3Y~<5€~> Environmental Communication Studies

ft§fi~ 3259~~\§!

Classes will be conducted in English

All environmental communication has a common aim: it seeks not only to inform, but to influence behaviour
and action by raising awareness of environmental issues. In this class, we analyse a selection of "voices"
speaking for nature and the environment through art, photography, literature, the press, film, advertising,public relations, and the internet, in order to understand 1) how communication can influence our perceptionsof the environment, and 2) how it can influence our actions, in relation to the natural world.
All students are required to submit three short written assignments over the duration of the eight-week course.
Students will also be assessed on the basis of attendance and the level of participation shown in classdiscussion and debate.

Week 1: Introduction: what is environmental communication?
Week 2: In nature's name (1): animal voices
Week 3: In nature's name (2): women's voices
Week 4: In nature's name (3): indigenous voices
Week 5: Talking pictures: voice of the Green Screen
Week 6: Voice of the press: framing environmental issues in the news
Week 7: Corporate voices: greening business or greenwashing the planet?
Week 8: Voice of protest: harnessing the power of "new media" in environmental communication

All students are required to submit three short written assignments over the duration of the eight-week course.
Students will also be assessed on the basis of attendance and the level of participation shown in classdiscussion and debate.

Students are not expected to purchase textbooks for this course. Instead, the materials to be used in class will
be distributed one week prior to each class. Students are expected to read all distributed materials before
coming to class.

-46-

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rtt!!f):j(0)11PJ~J (d7-99em) ISBN:978-4-622-08165-4

J • .r'\.7- ~ ·::f.~ 1) ::I 'Y r:t7--r 7-.77- C,J,:JJ) : Y3Bi 13:00"""'15:00 C1:iJf~~: A~:f*431)*:t7 1' 'A 77-~JTI!!O)~~~i._ KULASIS~llt~L 'l <tt_~v'o-48-

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Mana~ement ofSatoUJTIJ· the symo!otlc relanonship be~veenhuman activities ana the coastal eco~ystemiE!.~:lf.Et~ 71-IHW¥f1w~~t/5- ~t1l

a :zls:~/5€~a, Japanese/English
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r! ·1t~~iJ:m±J!•~t!:F,f~r~~iJ:~~~~n-=-;(b, c:nG~F~~~m±J!~~~c~t9~~tt~~~~~ ~G~,AMffl~~~D·~W~~~n~,~tto/.J~£,~~~tto/J~~niJ:~~-!3-x~ID~~~-:>v'-r~~ L, ~7J'iJ:7.k£~Vj~~£1i'15R~ · :jij~~ ~ t<:6D~1im~~~t9 ~0<<This course is designed to review the symbiotic relationship between human activities and coastal biologicalproduction systems, referred to as "Satoumi" . Students will examine basic mechanisms of fisheries
resource production in coastal ecosystems and integrated coastal zone management, including watershedareas, in order to identify and evaluate sustainable conservation and restoration measures. The mechanisms offisheries resource fluctuation will be reviewed based on the biological production stmcture in coastal marine
ecosystems. Effects of human activities in watershed and coastal areas on coastal ecosystem biodiversity andfisheries resource production will be examined. Particularly, we will focus on thetemporal and spatialchanges of terrestrial inputs to coastal waters and the responses of coastal ecosystems to these loads. We will
discuss countermeasures to maintain and regenerate rich and sustainable coastal environments.

m11m · m2@]

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t=:tt:tttto/.JJI~iJ:~~~iJ:Jtc:.~£~n~~ffttt~~~~~iJ:-~~~M~~o

1st and 2nd week
Current trends in world and domestic fisheries: Statistics published from F AO and MAFF Japan will beoutlined. Biological production mechanisms of marine fisheries resources will be explained based on theenergy flow from primary production to top-level fish predators. The complex relationships among new
production and regenerative production systems (grazing and microbial food chains) will be discussed via
lecture.

3rd week
Mechanisms of fishery resource fluctuation: Hypotheses on the determination mechanisms of fish year-class-54-

-------------------------------------56-

Handouts will be distributed in class.

(~~-)
Meinzen-Dick, R., Knox, A., Place, F. and Swallow, B. Winnovation in Natural Resource Management: The
role of property rights and collective action in developing countriesj] (John Hopkins University Press)
Molden, D. (ed.) WWater for Food, Water for Life: A Comprehensive Assessment ofWater Management inAgriculturej] (Earthscan)
Persoon, G. A., van Est, D.M.E. and Sajisa, P.E. Wco-Management ofNatural Resources in Asia: A
Comparative Perspectivej] (NIAS Press)
Wittayapak, C. and Vandergeest, P. (eds.) WThe Politics ofDecentralization: Natural Resource Managementin Asiaj] (Mekong Press)

Available for consultation any weekday, visit to the office or upon appointment.

-58-

Students will be evaluated on the basis of attendance, active participation in class, a group presentation andshort assignments.

:t7 -17--77-: $1W~<:::.)(-;v~7~~/ 1--1rt -:JL <tit!.v"o
Office hours

by arrangement.

-60-

-~EI~ ::k~~iJ'HI::~~<~~> Atmospheric Chemistry

Environmental issues of the Earth atmosphere which we are facing will be overviewed. Future prediction of
atmospheric environment will be discussed.
fi.§~SJ.f::k~rJJ~~~~9 0 tc:6b~<=~\~id:£~ffi~t G l: ~ ::k~mm~ iJiWJ~:&tf~~fl~~i:-::>v"l:~¥~9 0o ~~<=~ ::k~$-c::m~tJ:11::~&:J;t~<:-::>v"l:m~9 0o ::k~~:l:lrJJ~t G -r~~IJfJ:;t')'y~
UBl~ ~ i:lnisJ<1l~H~11:: 7.]- =t- Y ~, Y rJJ~ fJ: ~ ~<:-::> v" l: ~3i~JT 0) ~OJ!~ JE~Hl~ ?t. l: ~SJ.f 9 0 orStructure of the atmosphere, transportation of the air will be studied and basic chemical reaction kinetics is
also studied in order to understand global issues of atmospheric environment. Ozone layer destruction, global
warming, and oxidant increase will be discussed.

Structure of earth atmosphere, transportation of the ari

2

11::~&:J;t:£!!~

Introduction of chemical kinetics
3 nlt~11111::~
Chemistry in the stratosphere4 *~~'1111::
Acidification of the atmosphere5±t!!£sJ<¥.ffi'tl3l11::
Global warming process

6?.t=t-Y~'yr rJJ~

Photochemical oxidant issue
7 *7Y70)::k~rJJ~
Long range transport of pollutant in Easter Asia

8~t!:t 1~~*1- t *~Air quality governed by new energies

Class attendance and reports submissio-62-

JI~EI~ ~~*~jfgiJnt~~<~i.R> Ecosystem Production and Dynamics~~*~~jfgt~~~~~~~~~~D~~~~tti~~~~~¥•~~u~-~~*m~~~~~~~0Students will learn basics of ecology and plant physiology necessary for discussion of ecosystem production
and dynamics, and examples of research in various ecosystem studies.
F.S. Chapin et al. (2002) Principles ofTerTestrial Ecosystem Ecology~~~~~~~

t l, L fflv "~ ~!~*~~jfgt~~~oo~~~m~ft~~--~~0~~~~~*~~•~•~~ ~~~•~£~~-~~~~M~~~~W~£H~L,-c~-~-~~*$~8~t~W~£~~~~~ *k~~~~~~*~~~n*~*~ffi#~~*~W#~~*#~oo•m~~~ftl,~ ~hG~~£t~~~oo~ ~m~~:EJi!tf(~~~oStudents will be introduced to the descipline of ecosystem production and dynamics with Principles of
Terrestrial Ecosystem Ecology by F.S. Chapin et al. (2002) as a reference material. The following topics will
be covered: definition of ecosystems, their structure, dry matter production, carbon dynamics, long-term
dynamics, structure of leaves as the organ for dry matter production, wood structure and dry matterproduction, etc. We also overview representative ecosystems of the Earth (tropical rain forest, tropicalseasonal forest, temperate forest, and boreal forest), and researches on production and dynamics being
conducted therein.

5tJ ,1 §1: ~!~*~~-~£ t~-~!~
Assimilation and carbon dynamics of ecosystemsmz§l:~n*~~MM~~t~~m~~Long-term dynamics of ecosystems and estimation methods
3•~~·titJ~G-E~!JX~£
Leaf trait and photosynthesis
4*~~~•fi~tJ~G-E~~JX~jfg
Xylem function and photosynthesis
mslill:~m~ffi#~~u~m~w#~~*
Tropical rain forest and tropical seasonal forest ecosystems
6oo•m#~!~*
Boreal ecosystems
1
rMtm#~li~* t~•~!~m~~~~c~~±t!H~~)
Temperate forest ecosystems and practice of carbon dynamics studies(Field trip to a study site)m lill:m lill:m lill:m lill:-64-

lt~EI~ ±tl!S~i!t lJ A 7~<~~> Earthquake Disaster Risk Management

To understand basic theory of earthquake risk management and practical cases of disaster control.
-rn~c:f-t~-t 0±:61J · ~Ji:O)¥!!~J?*IrtrffliJY"-O)tJZ&~~cx-t-t 0~-w~xt)lt~J:, ~~C'I¢ t~~0~±.!?$$·ttJ!~O)-~·~-~~~~~C'~0. CO)-~C'~. ~-ttl!-~i!f0A70)~~t -r0)~15~ · ~~O)t<=67J0)1.Jt*~C'~0±tl!S 1J A 77-* ~_)(::,; ~c:--::Jv"-c•~~fr-5.
It is essential to correspond to earthquake disaster appropriately in order to maintain safe society. This course

tti!S,r-rovides knowledge of various earthquake disaster risks and earthquake risk management as acountermeasure for disaster prevention.

1 . •~0) § ~ bl~IJX. lJ A 7 7-* ~ _)( ::,; r- O)lt~

z. lJ A77-*~_)(::,; r- t~~~r!
3. ~' \ -lf- F O)f£S:ft
4. ±-I±!SJTI:~~N t ~i!t

5. -~~-ttt75~0~~h-7
6 . ±-I±!S 1J A 7 ~ljlfiffi
7 . ~~$rli®t~t @js. :fXiJ'~O)±tl!S~i!txtm

Introduction of the Course, General Information of Risk Management
Risk Management and Basic Mathmatics
Quantification of Various Hazards
Seismic Hazard and Disaster
Structure Reliability and Fragility Curves
Seismic Risk Estimation
Bussiness Continuity Plan
Disaster Management in Japan!-0~~c:)lt L:: l"~fl~~fr:!11J9 0.

None specified. Printed materials are distributed if necessary.

-66-

~aEt~~ 1~±~EI-~ 3284~~·EI~]!1!f!L~Xj1 J!~MjiWMiW~~~~~~~il*liff§"&'~~-~~~@j~

I B:zls:~:ts~Lf5€~:zls:@j~~§~~~~-7~·~~T~~0T~~-~t~~~ft·~~~~~~-~~-~~~m
Jli:1J~~~1~ ~ 1! ~ C. t ~C ci0 ~ oObjective of this lecture is to understand 1) the concept of rural sustainability and 2) how rural planning cancontribute to maintain and/or improve the sustainability of rural areas.
~B~-~~~~~~~~~~~~G~~~~~~¢~C~OO~Mm~~R~t~GLT~~~~
Jli:¥~ J&IiER • r.5JriiiHt~*Irtr~7'o-;\;v1t~~~~~~~tT ~ !E1±~rJJ t LT~:t~®Etl:~*~ ~~v"'J>Jci0~o ;zls:@j~l:'~~~ t-lli~t v" -Jl:t~~~~ 7 o~:tt*t-lli~~c:tsv"T ~ ~-~~t~#-i}J" G:t~m~~-~~~IJI!~ ~ t<:~~~~t~~C'Jv"T@j~~ ~oRural areas provide various benefits, known as multifunctionality of agliculture, as well as agricultural
produce to the people. However, ongoing trend of depopulation and aging, combined with rapid globalizationof the world economy, has been impairing functions and sustainability of those areas. In this lecture, paying
special attention to the efforts put in place at the scale of local governments and communities in rural areas,
we learn basic design principles to achieve rural sustainability.

<

m1§I ;v-7 Jv · ~ ~ T ~ ~ J T ~ ~•~ t e~m-•~~*¥*fl~1

5f'42§1
5f'43 §I
5f'44§1

5f'Js§J
5f'46§1
5f'47§1

tl~~moo:~-~~·~~~~~0~~t~~h~~~*I?'tr~f~tlOO : ~~m~111t t ::I~ .:t.::. ~ ~ ~ :/ ;r, ~Xft~ffitl@ : ~~~ V'Y :/ tJv-~ lv · ~ ~ ~~ ~ 0 ~ ~I~~~ffitlOO: ~i~*-lf-~~tArJJ~mifU
i&*~ffitlOO (1) : ::1 ~ .:t.::. ~ ~ ~~- ~ t L td!M1~~~flf!
i&*~f~tlOO (2) : B:zls:~S~St1~fim~Si00 t&t1~:t~m~l1!.Conceptual framework of Rural Sustainability and Planning
2.Social dimension: Rural sustainability and coping capacity oflocal communities
3 .Economic dimension: Rural revitalization and community business
4.Cultural dimension: Local/indigenous knowledge and rural sustainability
5.Environmental dimension: Ecosystem services and human well-being
6.Human dimension: Community-based rural resource management
7.Policy Dimension: Changing facets of Agricultural and Rural Development Program of Japan and theircontributions to rural sustainability2§1~v;f>- r- k. ~ IJ ~¥fiffi~ ~0

All students are required to submit two reports during the course. Topic of the reports will be provided in the~-----------------------68-

~-'~ 1§1 :~1 ±if!J5J(J~~I6(*~~~
Exercise in Global Environmental Policy:b!hJ~JH~jji~g ~f¥t;fi~TfE!~:if:t~ ±iJ!J)J(f~jji~g <t~f¥t ;fi~*±ihJ)J(f~jji~g <t~f¥l

tj\1llJ--O)fif!

Advices on internship and thesis will be given individually.

Evaluation by each advisor.

-70-

:fD~
~Ff

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----11

~ ~ jgfWit;fiJ ffl ~iJL{illi~~~~>{~~:¥GJ1X~t: IPHtl" O):j:1§~~1T '5o~B~~O)M~~~L-c, ~m~90)*~~~~~~~~0)~~~. M~O)~~O)~-?~,~O)~'J~m•~~Gh~O)~~~G~~~~o *k~O)~t~~~. -~~-~~k~l"0)~9fi~~SfHitHt:~ ~om@l 1------2 ~0)¥~15~~ric60-c, f~±~~O)I*J~~¥~15~-tt. ~h~t:~~v"l"~:bo~:@:~~~~

9 ~0 ~:to. ¥~15-~;ffl-~~ ~~~~t:fl7t~~t:~"fiO)~rEil~~x ~0
5:1-tfih~, ~:;l5 t ~«~~~~ ~~t:"Jv"l" t, :f_§~~~iJ~:J:I§~9 ~o*tc:~,~~~h~;f', ~tm*l

tffr0)'/7 ~ (Stata) ~fflv"l", 7'-::)lO)fJOIS?5J'tfi=f.~~t:"Jv"l"t~~9~o::t7 -1 ~7'7-,J::J:I§/EL~v"o j-fv~T~--1/ ~j Y ~~t~ ~to j-JvT Pv~'ijito@kais.kyoto-u.ac.jpo-72-

t±~~M*Jt;f!J:Jifrlg~~~

iili!~I!il~jit ~~. . tB'

Exercise mInfrastructure and Environmental Engmeenng-EM~.Et~ illif*IJR!l~jit 11~~
Hlfi:ITFI)Ii ~O)fiQExperimental and analytical skills on environmental infrastructure engineering particularly focusing on geeenvironmental engineering are introduced. Presentation and discussion is made to strengthen theunderstanding of environmental infrastructure engineering.
it!!MII~I~~ r:j=l;L,, t Gt.:: :f±f;:¥M*Jt;f!J:Jifrlg~~<: ~9 -Q ~~~~~tJTO)-'f-1!~1~1~ 9 -Q t t t ~<: ~ 7°~~Y~-V3Y·W~~~~~tlf;:£MM~:Jifrlq~~O)~M~~~-Qo

Based on the attendance and contribution.

-74-

Jil~EI~ ~fm~~~f*if:~~~
<~iR>

.

jB~:lf.Et~ it!!f~~ti7~ ~~Exercise m Landscape Ecology and Plam1mg -it!!f;:J(~J:i~~ lfq?_t:j)t

~133

~lilT

I§_

1JO?$*X{~±~Eifi~ 3319(])*&~. El~]

5Y~~~-7·I~O~-~~U5Y~~~-7·75Y=Y~~~~WMtt~~~~~~~~
~~fr7

-76-

~~~it~~1~lE~~5J'fYO)liJf~~c:OO{*O)~v":s'<:iX~~wt~~ I*J:&:~c:"Jv"l"~>J-~~17-5 t t t ~c:~ ~~~O)liJf~~~~c:009 ~~~~~6b~o C. nG ~JE!! G-cwr~~D~J?liJf~-'f?'t~{~1~~1i~oDiscussion is held based on literatures related to the field of terrestrial ecosystems management andrespective research topics of the students in order to increase the knowledge and methodology of the research.

Cif:Is@Jf¥&) o
To achieve the objectives above, reading of literatures and presentation of individual research topics areincluded in the seminar.

Evaluated by the sum of scores of attendance and the presentation.

-78-¥~!§!~ f!~Vft@FJJ'IW¥~~U&~<~iR> Exercise in Environmental Geoinformatics$5trl

EBff 1E1:Y{{t$)(j)t ~~ *1H-

liJ~O)--lz ~ 7-~c:t5v ~T ~ ili!f51<~1ti:t5 ct 'LH~1ti@Fdf'tfi~~~c f*b0 ~~lHHHc-:Jv ~--r~i~9 0 t ~~c~5~~c-&~ fl!i!IJjiJ0)7-?~C-:Jv~T~< tJffi 'J T~:f'3~f~fa:'9 0o-80-

Advices on internship and thesis will be given individually.

Evaluation by each advisor-82-

~*!EI~ !~~::J ~ ::L -=.7"--:/ 3 /~llll~~tB3~£t~ tt!!I5J(f!Bft!#~ 't~B't Tracey GANNON<5€~> Exercise in Environmental Communication Studies -~§11~

JR Y1!.

f

:x.

3351

This course offers guided study in topics related to environmental communication.

Participants develop their research interests through i) individual study, ii) tutorials with the course supervisor,iii) presentation practice before their peers, course supervisor and guest lecturers, and iv) group work anddiscussion. Group seminars are held regularly to foster a supportive atmosphere in which participants candevelop their research skills as individual researchers and as collaborative members of a learning community.
Advice on thesis development will be given individually, through tutorials, and on a collective basis, throughpresentation practice and discussions held during group seminars.

Particpants will be evaluated on the basis of 1) active participation in individual tutorials and group seminars,
2) presentation skills and presentation content, 3) written reports to be submitted at the end of the course, and4) thesis development.

Reading materials and course content will be determined in accordance with the respective study interests ofparticipants taking this course.

C*~~)
rf! ~z: mtHt'"t 0

B't*

-84-

f~~:JDJ: lf-1 /5- /Y''Y 7o:M~~ Mlf~clli~~1Tv"*'t o -~~C-::Jv"Tti~ ~~?-77 -1 / lj'~O)~Uilll!~&lf7Jtt~0)~1~~ *~He~ ?-77 -1 :,;lj'~~?-77 -1 :,;lj')J-iffi~<=-:Jv"TO)~*
XmkO)J!i~7E t ~~~1:Yv" * 9 oDiscussion on basic literature of the marketing theory or the marketing analysis with aim of training fortheoretical and statistical analysis on the environmental-marketing issues.

~1f/JrO)Jiig7E'"f~i~ 87-ls:AiJ'~.v"tc:?-77 -1 / lj'O)~~Ji7.:f- ;x_ t- ~~7E!v L:d7-*"t o 7'o lj'~:j:g~~~~'"f~~-~0)3~0)-::J~~~~'"f~~~~ ~-5~-;x_~m~~~LT~~ili0)?-77-1
ylj'tJ:1J'7 1J t~b ~ * Ltc:o I~~?-77-1 :,;l)'t:t-O)$'"ffll!~~L~v"t~ ~iJ"~iJ"7-!s:jii(iJ'~JLz*-li!vo 7-!s:1f/Jrti~ lti!Y21¥-JJ: * t 6b GtL Tv"0 ?-77 -1 :,;lj'~O)~f4-iJ'~®"::) tc::O)'"f ~ c tl~~7EJ7-~iJ'~G, ~ili0)?-77-1 ::.;lj'O)~rm~~~?-77-1 /lj'O)cl?) ~:11~<:-::Jv"T~ -~.7fH<=~?t Tv"~*Lct'5o<

2. W~R~1=fiJJ0)7J'iffi: ?-77 -1 :,;lj'~i~ W1R~1:YiJJ~ ~ '5 t-7';v{l::: L T ~ ~O)J: '5 ~<=71iffi L T~tc::iJ"~ ~C'Jv"T#lf*9o §7J'L:7J'iffi90t~0t~ Z:O)cl?)tc:~O)~O~iJ'It-/"*9o tc::ti.
L~ ~@Hi~ !f-!f/EO))J\.iffi:ftt0)~1~J: ~ t~ ~/v~)J-iffi:ft!iJ'~®"::)T~ ~O)J: '5 ~<:15ebtlv"0iJ"tv" "::) tc::,~m&~~ ~ *"to c tl~~ t L T, § {~""..0) Ji!:..iJ'iJ' ~ t L T t2 ~ v"o<4. ?~77 -1 /l}'~ll!f:l: ~*0)4P~Ii!f:l~STP~II!f:l~c~ r*i~fiffifiiJ r{[ffifjift~IJJ r]m~t-~ -17-1fi:::J tv""::)tc:~iliO)~f5~~iJo:t~ roof~'fdi?-77-1Y7'J r-1::.;5-i-'Y r- • ?-77-1/7'
r*±~~¥-Jilff0)7-77 -1:,; 7'J ~ ~ ~ ~fitc::~?iWlrm t=tlkV" * 90Evaluation by each advisor-86-

~Jtl~EI~ r~m~I¥JY :?Y~rtrse~~~<~~>Exercise in Environmental Perspectives in Asian EconomicHistory

ICEi~~ {~±~Eifi~ 3359

f.§~;fff.t~ tt!!I~Ja~m~-g ~~I!ltfllltjl l~m~M 11~M/f'~ ~~~~~i I::c- O)flli

fiFF.J1!m

~JtlO)WiJ! e 1§1~]I-1 Y 5- Y1ifff~ t f~±~:Zf'FfiJtk 'Jv"'l ~f*l¥17ctm¥J~1T-5 o
Advices on internship and thesis will be given individually~iii t 11'13]~IJ:ij:h -5 o Conducted at any time~¥1:]~~C. let L~fiffiO)JJ~ •~m¥J~~ ~c. ct 0 M751J~fUfi
Evaluation by each advisor~]
t.Jt~4t~c.mm-t 0[~~-~](~~·)~~$ ~c.*-Bfl-'9 0c~O)fl!! c~•~~tJO)mffi • ;:1-7 .-r "Ar?-~) )*:<f7 -1 7-.YlJ-~J]i!iO)fl"fflUi, KULASIS'"flit~~L'l ( tE.~v"o-88-fti} ®:A~mu1~~

3~j_~§~ OOr~f~±$!':? .:1'--_:/ )Z / _l--~ti7Ji[~!B :1f.Et~<~~> Exerc1se m IntenatiOnal Envrronrnental Management -Advices on internship and thesis will be given individually.

Students who enrolled International Environmental Management Program (G30 Program) only.

Evaluation by each advisor(~~~)~*Ji:l~c*B:f'r-9 0-90-Advices on internship and thesis will be given individually.

~~:f:::Y '5 o Conducted at any time

Evaluation by each advisor-92-

::k~C£f4~{1::$~U&~

Exercise in Atmospheric Chemistry

Advices on internship and thesis will be given individually.

Evaluation by each advisor-94-

B*~ (£\~~c:}Jt C-c~~) /Japanese (English if it' secessary)

Discussion concerning regeneration of degraded secondary nature in Japan:EJi!:(:EO) B*O) §~~~fa:~ ;t ~J:"C'!Il~~£U-i~c:-:Jv'T~;t ~a B*1ER*f0) §~*Ji!;fDEf\J~ §~t 0)*-:J ~-& v>:1.JiJ"~b :h-:J-:J £5 ~ :EJi!tRJa: ~ ;t, ¥.} j:: 0) PJ~~'Ii, 1B~11 ~$ ffl.=f.~~7J};ft~'¥ fa: ~ruE 1-" ~~O)£U-fO)~~Ef\1~®~7JJa:m~9~o

We will discuss about Satoyama as one of the most important secondary forest vegetation in Japan. Throughthe understanding ofloss of traditional and naturally-friendly nature management, we try to grope for present
ideal treatment of Satoyama.

~-0)~~~, ili~~mt-~"C'O)~~~h~V3YO)~~, ~~U,·R~*~:h~~-?~~-5< v~- r-~c:~"JTfr-?o %'~c:~~c~i\l~9Hifrb~v'a
No Exam. Graded by attendance, discussion and report.

(fiEJ J II~ !;5)(~~-)

IFEcology and management of coppice woodlands~ (Chapman & Hall)
IFLandscape mosaics~ (Cambridge University Press)

0-~~y~0~r- c~~~7~~0~~~£5~~~~~~~w
Reading List
1) !=p~J!l~~ : llfflttlt~}t ~1!~!;5, 1952
2) 'J'7J*~ · ~EB ~= : ;r-. :It~ 7, :6-tl$t~J;5, 2001
3 ) Hannes Palang & Cary Fry (ed.) Landscape Interfaces Cultural Heritage in Changing Landscapes,
Kluwer Academic Publishers, 2003

-96-

Jl~l§l~ i~~'~¥~921£1!!

<~~>

,

i!Qf5JHJt±J!$:~ f'l~Bt

Infonnation Processing for Environmental Management L~:if.f£~ i!Qf)j(!Jt±J!$:~ {f~Bt
8

51W tB

7J<!Y ~English and some Japanese~~O)~Jt~.>?:t-O)J\Fd'Jr&WJ t O)~b IJ ~~Fd'Jt¥Hc:7:HJT, ~t1009 -Q:f.f~t L "(0)±{[1£1!!'~¥~~ AT b
(GIS)O);f!JJ=t=Hc: -:=>v ''l~~o GIS~C: J: G~Fs~'tw¥~921fl!!O)~li1!. ~;fj~JC~t-T'-5 ~;f!Jffl L tdtl1~:5:HJT,
1d: GLf~c::lt!!~!m%~100"""0)GISJitffl~c:-:=>v''l, ~f*I¥J$WU~c: J: G;%~~~?t -c~J&9 Go
To learn the methods of spatial analysis and planning of human-environment interactions using Geographic
Information Systems (GIS). Lectures and case studies on the basics of spatial information processing with
GIS, regional analysis using statistical data, and GIS application to regional development planning will be
g1ven.

!WJI §] : jj'-1 !fY A~~0) §I¥] t [*Jg, ;%~11~ (;\~ ::J / , GIS~ 7 ~ 9 .I 7) 0)£& I) tbZv'~~C:-::Jv''l~I3Jj9 Go
Week 1: Orientation on class outline, learning equipment and materials.
!WJ2§J : ~Fcil'tw¥~ t GIS~Fd'J'tw¥~0);fmm, *¥'11, 921fl!!~c: ~9 G ~li1!~D~, ±-llifl!!'tw¥~~ A 7 b 0) ffi!:£1!! t ;ji~~O);fj~f~~~;;& L,±th~~fl0)7J'fJT, ±th~~@i"""O)GISJitffl ~c:-:=>v 'l" ~f*WU~c: J: IJ M~9 Go
Week 2: Basics of spatial data processing and GIS application.

$3'"'-'8§! : ArcGIS~C: J: -Q_:EJm~f'FJJJG{~~I¥JGIS ~ 7 ~ 9 .I YC'® GArcGIS~ fflv\ :lt!!~O)~~ • ;fj~O)~li1!. -"\7 5 T'- 5 :to J: Lf~'li
T'-5-"\-A921~0)~-~~~~~90o *k~~T'-5~~~·~IL, -Jm~~~<:lt!!~~f'F
JJX9 GoWeeks 3- 8: Basics of map and database processing using ArcGIS, and map making with statistical data.

$9'"'-'15§! : FrfJ%0) 1) A 7 · ~'li~5ffiffi
00~~-j- 1) ;t ~C:~~ < ±{[1~0)~7IH~~GIS C':fi!a<" Alternative Futures" O)fj!~ t :f.)llfi, :t5 J: Lf 1)
1}''Y F7'-5921fl!!O);ffi!t~t~-~~~~J&L, ~WU±tl1~~c::to~t000%0)1J A7 t~'liO)~fiffi~1::Y'5o
Weeks 9 - 15: Development risk and suitability assessment by grid data based on "Alternative Futures"
framework.

-98-

-~1§1~ ~~~l~$<~~> Terrestrial Ecology----~-r----~~--~---b~--------~----~------~{~±~L~~CG~~~~~$~m~~~M9GL~,¥~t~G~~$~~~h~~~~~~9o~~<:, ArJJ¥2iiJJiJ'~JIP:~~~l~*~<=51~~c ~ttG~:I:Jlro~~!H<:-:Jv'l"t~~ -cv•< a J~Ht~~<:~:~L fiji!!{!.$:
m~~iJJ,~~~~~fi, ~-~~~L<~,~~~~tt~~~~~*~-~~,~~~~*'
f:t!!f)j(~ft~*t v'-:::> t::.7-?~<:-:Jv•-c, m@J~.WU~t t ~<:~~ l"v' < oIn order to understand various ecological phenomena occuring on land, we aim to learn the underlying
ecological thinking. In particular, we focus on the environmental issues that are caused by human activities
on ecosystems. Specifically, we consider the following cases: changes in animal population, epidemics,
various mechanisms of species coexistence, loss of biodiversity and ecosystem services, watershed ecology,
ecosystem and global topics.

~~~ti~~<:-:Jv•-c, ~ 2 ~~&~~~~~ c ~ '5 a
1. ~l~$A.P~ C~~~l~*)
2 . f~f!.$:M~~iJJ~ G~ G C~Ai::'l1)
3. ~~~~~fi~~~9G C~M~~~)
4. M-~~~~~~gM9G C~-~~~L<~)t

5. ~~~~~!j:~f~~;k~~DG ( 4 -:J~JTI;~)
6. ~~*ttl~~oo~~~~G c~~*v-~~)
7. rm~~~* ttt!!r31<~1~* c=t:lfmPJfi~~*±~)

We conduct classes on the following topics about two weeks each.
1. Introduction to ecology (terrestrial ecosystem)
2. Population dynamics in the wild (stability)
3. Predicting the outcome of epidemics (threshold)4. Coexistence of many species (various mechanisms)
5. Loss of biodiversity (four kind of crisis)
6. Ecosystem and society (ecosystem services)
7. Watershed ecosystem and global topics (sustainable society)tm@J~tBJft:B (40%) ~<:d::-=> -c~iJZf[ffi9 Go
Evaluation by Report( 60%) and Attendance(40%)-100-I~fj!r:p~ct!Flli ~ h01~~Ef\Jtd:3=€~!1o/J~~ I~±jl;:J;Jv-t- /~O)f=J~!lo/J~O)~fjlr=pO)~frJ~ j:!t~*~W~~'li;>{7J.::.;(b~ 1J7-7~{[ffi0)7Jt!~tLT;\~;t7'Yt~~ ;\~;t?-7J-~ ~~11~1Jt~7Jt!~ it$!1o/J~~f!O)mf!JIJ1!~~ PRTRit~~C"::Jv"l"~if~90o *t.:~ 7'1)-/72.7lJ-~ -:flJ-/7
7/ tJ :J-~<:~9 0 7 'Y 7°7'- id:'IW¥~~<:-:>v"l"~~9 Gorr

Toxic compounds such as carcinogens and endocrine disrupter are ubiquitous in our environment. In thisclass, it will be discussed about their fate and impact on the environment along with their toxic mechanisms.
This class will also mention about toxicity reducing methods, regulation of toxic compounds, and green
chemistry and technology.

• Guidance: basic technical terms, environmental fates of pollutants.
• The basis of toxicology: classification of toxicity, index of toxicity, distribution and metabolism of
micropollutants.
• Environmnetal contaminants : Radioactive compounds, Heavy metals, PAHs, Dioxins, endocrine disrupters·Management for toxic chemicals: Toxicity testing, regulation laws, PRTR, RoHS
• Green chemistry and technology

Report-102-•~1§1~ ~m7-lf-1 ::,;~<~~> Environmental Design Research~I§Jti.f!t 3707

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-104-

Students in this course will review and practice organization, mechanics and grammar as needed to write
publishable English-language academic research papers. They will also learn to make more effective, wellorganized and cogent verbal presentations.
This task-based course will cover the structure and rhetoric of academic papers, preparation of outlines andabstracts, thesis statements, key stylistic elements, support and documentation. In the latter part of the course
we will practice academic presentations skills for academic presentations and each student will make apresentation to the class.

1. Intro. to the writing process: Paragraph and report organization
2. Research and gathering information; peer editing
3. Thesis statement and research proposals
4. Note-taking and organizing notes
5. Plagiarism; paraphrasing and summarizing
6. Parts of the report: Introduction
7. Literature review and language focus
8. Parts of the report: Body/ Methods, results and discussion
9. Parts of the report: Conclusion
10. Parts of the report: Abstract
11. References and documentation: APA style
12. Introduction to presentation skills
13. Presentation practice and preparation
14. Individual presentations
15. Individual presentations and review-106-

~-:!&~1=1.0 J',l:[f6f.-t~-h lfiJfggMf~~i±l:zfs:'+~.:st~.!~l=l-'0 AW'J • ~/J0::±: JR. :fl-rilJUJEI:f:L\ .

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Qualitative and Participatory Research Methods for Envrronmental Studies -Andreas NEEF

This course will introduce specific approaches, policies and strategies towards sustainable governance of
natural resources. Students will learn the necessary methods and skills to analyze and address natural resource
conflicts at various levels and in different contexts.
Lectures, discussions and exercises will address selected contemporary challenges in natural resource
governance, such as adaptation to floods, land grabbing in least developed countries, the global biofuel
expansion and payment schemes for environmental services.

Week 1: Definitions and principles of qualitative social research, relative strengths of qualitative vs.
quantitative approaches
Week 2: Design of qualitative research (research questions, conceptual framework)
Week 3: Methodological concepts (sampling, documentation, quality criteria, research evaluation)
Weeks 4-5: Specific qualitative research methods (participant observation, in-depth and narrative interviews,
focus group discussions)Week 6: Participatory approaches to agricultural research for rural development: Concepts, approaches,typologies and practice
Week 7: Specific participatory and interdisciplinary research techniques: Rapid Rural Appraisal (PRA) andPat1icipatory Rural Appraisal (PRA)
Week 8: Data preparation, data coding and textual data analysis
Weeks 9-12: Small study projects in groups
Week 13: Computer Assisted Qualitative Data Analysis Software (CAQDAS): Introduction
Week 14: Computer Assisted Qualitative Data Analysis Software (CAQDAS): Applications
Week 15: Presentation of findings from study projects and final evaluation of the course-108-~~§~ §1tJ¥!yjjj';\j-YA~II<5€~>

Andreas NEEF

Natural Resource Governance II

This course will introduce specific approaches, policies and strategies towards sustainable governance of
natural resources. Students will learn the necessary methods and skills to analyze and address natural resource
conflicts at various levels and in different contexts.
Lectures, discussions and exercises will address selected contemporary challenges in natural resource
governance, such as adaptation to floods, land grabbing in least developed countries, the global biofuel
expansion and payment schemes for environmental services.

Lecture 1: Introduction to political ecology approaches and major contemporary challenges in natural
resource governance
Lecture 2: Local adaptation to climate change and flood disasters: Case studies from the hillsides of Thailand
and Vietnam
Lecture 3: Socio-economic and environmental impacts of the global biofuel boom
Lecture 4: Land grabbing in Southeast Asia and Africa: Mechanisms and coping strategies
Lecture 5: Methods of analyzing stakeholders'interests in natural resource governance

Lecture 6: Payments for Environmental Services (PES) and Reducing Emissions from Deforestation andForest Degradation (REDD+)
Lecture 7: Preparation for role play in small groups
Lecture 8: Upstream-downstream conflicts in a watershed context: Roleplay (Exam)Students will be evaluated on the basis of active participation in class and the performance in a roleplay on
solving upstream-downstream conflicts in a Southeast Asian watershed.

-110.,.--

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90o ~~~;L ~:¥~7J:W:F~7J'!J?t;\,y 77'7?/ F t9~ 6~;f~m~~1~~Hc~~?t L::::..;\7-.t.i'A (LA.2@J) C'fr-5o IT3Z~_l~:f'~ rt>y77..~fjUt GT~i, :7dPJJII7';119~-~t-~I*'J3£, ~!HfH"V/\-TLt~~~g,~~·~~~iJ:E~~~~~~~m~·~ffltttRmB~M&, ~~~~R~~~~ttl~~g,arn~~~t~~~m3£,~~m•-c~~tl~~~•ft~oo9~~M&,s~~&,~I. Y 51'-, :J:Zf,J1~gid: E C' it~ oCase studies on the sustainable utilization of natural resources in Southeast Asia and the surrounding area,
global issues on environment and human life using ethnic issues, development, socioeconomic system andpolitics as well as technological and ecological points of view.
Lecture will be held in omnibus style by six professors who have a variety of academic backgrounds. Each
topic will be discussed during a session of two lectures. Topics will be such as agriculture and agriculturaldevelopment in a delta land, swidden system and its transformation, community based organization andadministraton/utilization of common resources/land, livelihood and social transfmmation of ethnic minorities
in mountainous area, local development and maintain the integrity of terrace paddy fields, aging society, ruralissue, gender, transformation of technology etc.

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mB @]: CJ!JJ<) ~m?tmx~~~~R~~~m~~(1) Ando: What can be learned from the uniqueness of environment and society of Southeast Asia by contrast
with South Asia and Japan.
(2) the Transformation of agricultural technology and its broadening in Southeast Asia: view from ancient
times 1(3) the Transformation of agricultural technology and its broadening in Southeast Asia: view from ancient
times 2(4) Kono: Development and sustainability in the Southeast Asian Continent 1(5) Kono: Development and sustainability in the Southeast Asian Continent 2(6) Shimizu: Natural and cultural environments as foundation ofhuman survival: a case study of indigenous

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~ ~iJ: <, :Z*t-au~iiD~iJ::~iJZ~:frf=J~ 0)~, ~/E0)£1iJJ!~D~~iD)j( LiJ::tt"oHumankind in this century must seek for the sustainable path under the constraints of energy supply, global
environment, population, economic development and exhausting resources. Innovative energy technology
such as fusion and its possible application is lectured from the aspects of sustainability. Energy technology
has risk and exte:mal costs through environmental and social pathways. Evaluation of advanced energy
systems from th.s aspect will analyze the energy system for sustainable society.No specific knowledge isrequired for thi~ interdisciplinary lecture.

]:m1@] : Futu.e Energy-Environment problem and metha/\evaluation**O)I~~-¥-•m~~t~~~~:m2@J : Innovatige energy technology;fusion-~~I.*~.:f-~~tLl"0)~8~:m3@J : Energy technology and application for sustainable society:t~mE~:f±~O)t<=<lt>O)I.i'--Jv.:f-~~ t .:t-O)fiJffl:m4@J : Energy safety and environmental impact
I.*;v.:f-~~~11 t •m~•

:ms@J : Future energy system and hydrogen technology,Nuclear energy and its application.
**O)I*~.:f-VA~bt*~' ~I*~=f-t.::CO)~ffl:m6@J : Aging and life of nuclear power plants: Technological issues related to material degradation,
externality in aging management

JJiFrh/7 Y r O)~*I~fl::t~lf!J: ;f;;J~O)*I~~{I::~cOOb.:@I~o ~lf!J~/EDIZ9o:m7@J : Recycle and Biomass;\~.::t~A

t 1J ~~ ~ ;v

:ms@J : Risk and its evaluation
1) A~t .::CO)~{iffi:m9@J : Externality and Impacts on environment and society
1i-fi~'ti t:t±~"'-0)~•m10@] : Energy R&D and its economical evaluation
I*~-¥-~~OO~t.:t-0)*¥~~-~~
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[1iff9'tfl.lJt t*Jflli! $)(~ 0) ;fl~ • § ~)til$~ I$~ ·!W~$, f]!$ tv" -5 Jti!m~1lff9't~ff0)1=j~~t~-:J tc::$5t_~H<= J: ~~!YlJti*JT~~$~$)(~~~ Gl", t~~~t±~O)~~~;::£,~Ji~1:1¥!1lf4$0)9£M~<:: 'iifl§- 9 ~ $5t~~fr -5o C. td<:: d:: lJ, $:~!S­~~m~tfift~~'JOO~~~m!Y~t~,1:1¥11!0)fi.#O)J£M~'iifl§-9~A~~J1Jt~fi~o1::{¥!11fi.$~~9~~~0)-~~0~-~C'fi-jom1@] : (:l;g~) Introduction/The atmosphere viewed from the satellitesm2@] : Cili*) Atmospheric Remote Sensing Im3@] : (?$EEl) Climate and Weather of the Sun-Earth System
m4@J : (?$EEl) Electromagnetic waves and Earth's environmentms@] : (LU*) Atmospheric Remote Sensing IIm6@] : (:l;g~) Changes of the atmospheric air quality
m7@] : (;fmr') Tree biotechnology in the post-genome era I
ms@] : (;fmr') Tree biotechnology in the post-genome era IIm9@] : (f~W) Wood Collections and related sciences I
m10@] : (?Jt~) Conversion ofbiomass resources to fuels and chemicals Im 11@] : (f~LU) Wood Collections and related sciences IIm12@] : (1Jt~) Conversion ofbiomass resources to fuels and chemicals IIm13@] : (~~)Role of terrestrial vegetation on the prevention of the global warmingm14@] : (~~)Plant secondary metabolite supporting quality ofhuman life

tAA* ~;f,- r ~<:: J: lJ glfl{ffii.
Evaluate mainly by the presentations in the class as well as end-of-term report, taking active and constructive
participation in the class into account.

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m3 §I : Catt) Termites - the role as eco-system engineers -m4§1 : ("51t) Wood-attacking beetles- biology and control strategiesms§l : (133$) Structural Study ofNatural Polysaccharides.
m6§1 : (133$) Computational Chemistry in Polysaccharides.
m7§1 : (J II#) Life Cycle Analysis and Material Flow Analysis of Wood-based Materials in the
Humanosphere§I : (*tt) Computer simulations in space plasmas and their application to sustainable humanospherem9§1 : C*1t)Electromagnetic environment in the Earth's magnetospheremw§l : (J II#) Development of Ligno-cellulosic Materials for Establishing the Resource- Sustainable
Societym11 §I : (1!il*) Microwave Power Transmission
m12§1 : (1!il*) Solar Power Satellite
mB§I : ('J\~~) Exploration ofthe space electromagnetic environment

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biological information networks
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ms@l C~'r'r) m·ii~*fi~{t$ t fl~:to ~ 'Uf.;mf~$ Chemistry of reactive oxygen species in relation
to health and environmental sciences
m6@1 ( fti:Jlj) ;(=j8*~{*~J:EJ[ · Ji!~ · {)i:~lj Discovery, development and role of organic
semiconductors
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m8@1 (~jffi) 1fi*JT~8~~~ t ~j- /A 7- Jv;M;f31. Nanoscale materials with innovative functions
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mlo@l~~f~$ttilif)J(~~ Plant science and global environment
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ml3@1 Cr:Ftt) {t$~¥JJit t ~1f£-El~ Chemical resources and material synthesis
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A natural disaster is a low-frequent and high-impact risk event. It is very important to make an integrated risk
management plan, which consists of various counte1measures, e.g., prevention, mitigation, transfer andreparedness. In this class, economic approaches for understanding features of natural disaster risk anddesigning appropriate countermeasures of integrated disaster risk management.

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5f3 1@] : Introduction and Explanation of Course Outline
5f32-3@]: The Global Trends ofNatural Disasters
5f34@]: The Integrated Disaster Risk Management
5f35-6@J: Methods for Disaster Risk Assessment
5f37-8@J: Risk Perception Bias and Importance of Land-use Regulations and Risk Communication
5f39-10@J: Cost-Benefit Analysis of Preventions and Mitigations
5f3 11-12@]: Disaster Risk Financing
5f3 13@]: Disaster Management and Sustainable DevelopmentrtM* v~- ~= J: IJ ~fiffi.
Evaluate mainly by the presentations in the class as well as end-of-term report, taking active and constructive
participation in the class into account.

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Frontier of Sustainability Sciencef~±This class is designed for graduate students to learn a variety of research frontier of Sustainability Science.
Sustainability Science is a new academic field that was lately created to find out ways to attain sustainable
elooment and sustainable society. By understanding a variety of academic fields related to sustainability
interactions among them, students are expected to get recognition, beliefs and instruments, not to mention
technological solution and practical knowledge that help to advance sustainable development.
This class aims to provide an integrated and inter-disciplinary approach to sustainability science. Lecturesconsist from a variety of academic field, including philosophy, politics, economics, energy, architecture,and marine science and so on. In this sense, this class welcomes students from a variety ofarea. Students are encouraged to share ideas, knowledge and deep understanding on ways to advancesustainable development through group discussions and presentation that followed by the lectures.

Lectures are given by professors of five universities: Hokkaido University, Ibaragi University, University ofTokyo, Osaka University and Kyoto University intensively for three days of July 14-16. All the lectures andworks are given in English. Detailed description is as follows. Students are expected to raise questions
the lecturers.
1: Introduction
2-6: Conceptual and ethical viewpoints: Environment and development in Africa, Consensus building,
Environmental conservation and Ainu people
7-11: Science and technological viewpoints: Advanced energy development, Urban tree-planting,change adaptation, Sustainable fishery management,
12-14 Group works and presentation
15 Summary

Wsustainability Science: A Multidisciplinary Approach~-124-(UNU Press)

An examination will be given at the conclusion of the course; students will also be asked to submit a "final
report" . Grades given in these two components will determine the grade assigned to each student.

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~1@]~6@]0)~~~~~~~~~J:,@J£*t~O)j{i~·W~~fi')oPositive participation, attendance, presentatations and submission of reports are evaluated. Each student isrequired to make an English presentation related to the lecture contens involving his/her investigation anddiscussions.
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-Disaster Management: Global Challenges, Local Solutions: Rajib Shaw and R.R. Krishnamurthy, University
Press, 2009~0){-lft~i~ nl~~~<:~~0

The other books will be announced at the class.

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Notice during lecture hours-128-No. 8 (June 4) Wastewater Treatment Plants Case Study in China -Biological Nutrient Removal (BNR)(Prof. Wen, Tsinghua University) t=j=I!E0)39F7J<911£!IJ~$[.: 1::.~#1¥]~~~~ (BNR) Cm.::k#)zj;f€1.
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No. 11 (July 2) Student Presentations /Discussions II (all) #1::.~~:9£~2 (~~)

Evaluate by class attendance, Q&A and presentation.
~~~no., :9£~40 J: tf~1~l:W!Zflffi9 .Go

A lecture with 120 minutes is conducted 11 times.
Either of this course or New Environmental Engineering I, advanced" can be dealt as "Asian
Environmental Engineering", which is a subject needed for completion of the EML course.
PowerPoint slides are main teaching materials in the lectures, and their hard copies are distributed to thestudents. In addition, a list of technical terms and difficult English words is given to the students with their
explanation and Japanese translation.
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Air Pollution, Its Historical Perspective from Asian Countries (III),
Japan (Kurata)

m6 §I c11112) $~wiHm~~~ c~~)Student Presentations /Discussions I (all)

5fJ7@] (11/19) '"? l/-V70)~~~gJ][O)~~ ('"?7~*$Agamuthu~~)
Overview of Waster Management in Malaysia(Prof. Agamuthu, University of Malaya)

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Solid Waste Management, Case Study in Japan(Takaoka)

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Solid Waste Management, Case Study in China(Prof. Wang, Tsinghua University)

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Solid Waste Management, Case Study in Malaysia(Prof. Agamuthu, University of Malaya)m1 1 @] c12117) $~w1um~~II c~~)Student Presentations /Discussions II (all)-132-

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This course will focus on necessity of the risk communication in the disaster risk management, with specificexamples of risk information, disaster education, stakeholder tool field experience and etc. The course will
include participatory planning exercise targeting specific problems.
1. To understand necessity of the risk communication in the disaster risk management
2. To understand linkage of risk communication and disaster education
3. To provide actual examples from the field on risk communication and disaster education*•~;tl-~Cf~ 3 -::J~ttiJ'G~~o1) FJJ~g~ J: lfiDf!~~~~ C%1 2@1 §)2) 1) A7:J ~ ~=7-V3 Y t~jj~~W~~f*I¥J~~f~U1-Vf9't (%3 · 4 · 5 • 6@1§)
3) ~M~~ C%7 8@1§) o%1@1: 1)A7:J~~=7-V3/~<:009~~~%2@1: ~jj~~w~<=009 ~~~oo%3@1:0A7:J~~=7-V3Yt~~~w:B*~~~~%4@1: 1J A7 ::1 ~ ~=7-v 3 Y t~jj~~w: a*~~vu n%5@1:0A7:J~~=7-V3Yt~~~w:~~~~~%6@1 : 1) A 7 :J ~ ~=7-V 3 Y)t:JI'Y-;].;~<:009 ~~~%7@1 : 1) A 7 :J ~ ~ =7-V 3 Y~~M~~(l)%8@1: 1JA7:J~~=7-V3Y~~M~~(2)The course has three parts:i) overview of issues and problems (Lecture 1, 2)ii) concrete examples of risk communication and disaster education (Lecture 3, 4, 5 and 6)iii) learning exercise (Lecture 7, 8)
Lecture 1: Overview of risk communication, issues and challenges
Lecture 2: Overview of disaster education, issues and challenges
Lecture 3: Linkages of risk communication and disaster education: Examples of Japan I
Lecture 4: Linkages of risk communication and disaster education: Examples of Japan II

-134-

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1: Basic issues of geoenvironmental engineering, by Katsumi (±tMmii~I~O)~~)
2 & 3: Damage to environment and water supply and sewerage systems caused by natural disaster,
their emergent measures, by Katsumi and Fujii (El~J».~~C J: ~fi~FJJ~ • J: r7J<*l:fBt~ t~~)r~)Jt
4: Immediate treatment of disaster debris, by Inui (.J».~J1BiHo/.JO)}Jt~)r~Jit)
5 & 6: Geotechnical utilization of disaster debris, by Inui and Katsumi (.J».~J1B~%JO)±t.!Hmi~i¥J

5i1.J;f1Jffl)
7 & 8: Overall design and community-based activity for disaster recovery, by Katsumi and Shaw (1~~7Yr~~~Y, ~~~=~~-~«~O)n®
au:~crulres 9 & 10: Management against geoenvironmental contamination with accidental nuclide, by Inui and.~,_......J._.. . . . cn)tt-Jtl:%JJr~c J: ~±t!!~Ii~tr5m)
ILe~ctulfes 11-15: Exercises at the disaster recovery sites in Tohoku area, by Katsumi and Inui (I~~Jfu:ffi!~ · ~the participation into the class discussion and the final report.

will be conducted either mid or end of August. Lectures 1-10 will be given in 5 days and Lectures
11-15 will be given in succeeding 3 or 4 days including the transportation. Detailed schedule will be
once it is fixed. Due to the capacity, students attending "International Course on Approaches for
Resilience" have priority.
f#J~~fi:JI'i8jj $r1U~-T/E 0'lv"~o 5 B Fdl'C'Lectures 1-10~, 3'"'--'48 Fdl'C'Lecture 11-15~~7Ji!!9 ~{~:fff~4Miflg<;Vd:J}JIS'~i, International Course on Approaches for Disaster Resilience~:bD~~~117'G9~ :ij}JIS'iJ\ d5 ~ 0-136-

------------------------------------(b )Field study :Stay at a facility located at Tango Peninsula for 5-7 days during the summer break, and learn the basics of
ecosystems and landscapes as well as field investigation methods. Field study is scheduled to take place from30th July &#8211; 4th August. (Details to be announced later.)(d)Experiments and practical studies:
In this module, students attend two 2-day courses of laboratory work or practical study related toenvironmental and/or technological research in study fields outside those to which they belong. These
activities will take 4 days in total, and are expected to take place during the summer break. (Details on the
study schedules and contents offered in this module will be announced later.)(c)Literature review and its presentation:
In this module, students read-up upon literature relevant to their field and prepare a short report (up to threeA4 pages) reviewing what they have read. Students are required to make a presentation and defence on adesignated day (tentatively, scheduled on 30th July). Humanities students are requested to read the previous
literatures related to their field of study. Students in the sciences are requested to read and review a number ofjournal papers. (Students should consult with their supervisor and the faculty member in charge of this course
in order to determine the details (themes and quantities ofliteratures) of their literature review.)
NOTE: Students should choose from among optional modules (b), (c), (d) in accordance with their preference,
their individual study needs, and the contents of each module. Students should indicate their choice ofoptional study module on the "Seminar in Environmental Management Questionnaire" provided for thispurpose. The form should be submitted to the academic affairs section of the administration office ofGraduate School of Global Environmental Studies by 27th April2010.

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t9.Q.
Active participation, attendance, and submission of reports are evaluated. The students are required to include
on the reports the results of their own investigation on the discussed topics.

None------------------------------------.·
Iliftx*~)C/ H!~t-(3)"~< ~ ~ ~- 138-