This course provides an opportunity to study contemporary major hot-topics in terrestrial hydrology and water resource systems. Through presentations and discussions, participants are expected to obtain key concepts and perspective for the analysis, design and management of water resource systems in various scales including or particularly on a global-scale. Rather than introducing detailed equations and methodology, much attention is paid to acquire concepts and perspective inherent to water resource systems that are typical examples of human-nature systems in the "Anthropocene" in the modern world. Specifically, topics include "urban water", "agriculture and water", "forest and water", "extreme floods", from the viewpoint of sectors and elements. Topics also include, in terms of global-view, "water resources assessment", "virtual water and water footprint", and "global warming and water systems including mitigation and adaptation measures."
The aim of this course is to let students carry out investigation, participate in discussions and give presentations on selected major topics. Students, even Japanese students, are encouraged to write, discuss and make presentations in English throughout the course.
By the end of this course, students will be able to:
1) obtain latest and key knowledge, concepts and perspectives on major contemporary topics in terrestrial hydrology and water resources. The scales of the topics vary from catchment to global.
2) build capacity to discuss and present on each topic.
Hydrology, Water cycle, Water resources, Floods, Droughts, Global environment, Climate change, Global warming, Anthropocene, Sustainability
✔ Specialist skills | ✔ Intercultural skills | ✔ Communication skills | ✔ Critical thinking skills | Practical and/or problem-solving skills |
Lectures, group-presentations, discussions and small-exams are mixed in every class. There are opportunities of group-based research and presentation by students. In this academic year, an introductory class and a group discussion class will be done alternately. Because of the nature of the topics that are inherently integrated and complicated, the topics 1-14 may be integrated/combined. Also, understanding and discussion for each topic may not be separated into two classes (= both may be done in a single class). Because each topic is relatively independent, the order may be changed. Hot topics will be introduced with audio/video media.
Course schedule | Required learning | |
---|---|---|
Class 1 | Introduction; Terrestrial hydrology and water resource systems | Understand the targets and objectives of this course. Introduction to the flow of this class. Discuss on a small topic as an example of the subsequent classes. |
Class 2 | Uncertainty of climate change 1 (Understanding the problem; lecture by professor)(Dividing students into groups) | Understand a major problem on this topic. Divide into groups and start a discussion. |
Class 3 | Uncertainty of climate change 2 (Discussion and group presentation by students) | Discuss and propose potential/plausible/possible solutions to the problem, and make a group presentation by each group. |
Class 4 | Forest and water 1 (Green dam 1) (Understanding the problem; lecture by professor) | Understand a major problem on this topic. |
Class 5 | Forest and water 2 (Green dam 2) (Discussion and group presentation by students) | Discuss and propose potential/plausible/possible solutions to the problem, and make a group presentation by each group. |
Class 6 | Urban water 1 (Understanding the problem; lecture by professor) | Understand a major problem on this topic. |
Class 7 | Urban water 2 (Discussion and group presentation by students) | Discuss and propose potential/plausible/possible solutions to the problem, and make a group presentation by each group. |
Class 8 | Virtual water trade and water footprint 1 (Understanding the problem; lecture) | Understand a major problem on this topic. |
Class 9 | Virtual water trade and water footprint 2 (Discussion and group presentation) | Discuss and propose potential/plausible/possible solutions to the problem, and make a group presentation. |
Class 10 | Soft path: Water reallocation, water market 1 (Understanding the problem) | Understand a major problem on this topic. |
Class 11 | Soft path: Water reallocation, water market 2 (Discussion and group presentation) | Discuss and propose potential/plausible/possible solutions to the problem, and make a group presentation. |
Class 12 | A brief history of water management in Japan 1 (Understanding the problem) | Understand a major problem on this topic. |
Class 13 | A brief history of water management in Japan 2 (Discussion and group presentation) | Discuss and propose potential/plausible/possible solutions to the problem, and make a group presentation. |
Class 14 | Recent hydrological disasters in Japan (Understanding the problem, and discussion and presentation) | Understand a major problem on this topic, and then discuss and propose solutions to the problem. |
To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.
Not specified
Handouts will be distributed in the class
Assessment is based on the quality of presentations and reports. A short presentation (or a report) is assigned for each topic. Modification will be explained in the Introduction of the course.
None required
This year, due to a certain reason, I should be in charge of "hydraulics experiment" for undergraduate students that is done at the afternoon of Thursday. Thus, on Thursday, some devises including on-demand video may be applied. Thus, the order of lecture topics may be re-ordered.