14717 items found.
An overview of human computer interaction and problems of current interest. Topics include: history of HCI, human factors, designing HCI experiments. As a practice in this class, it is required to develop your own prototype of PUI(perceptual UI) / TUI(tangible UI) system, and demonstrate it for a user experiment at the finale.
An overview of human computer interaction and problems of current interest. Topics include: history of HCI, human factors, designing HCI experiments. As a practice in this class, it is required to develop your own prototype of PUI(perceptual UI) / TUI(tangible UI) system, and demonstrate it for a user experiment at the finale.
This year the course will be held in Japanese.
(Note 1) Since we switch between classes in Japanese and classes in English every year, the textbook will be in English (http://amzn.to/2jOtKBD).
(Note 2) If there are no students who speak only English, the class will be held in Japanese.
In this lecture, we will discuss computing systems that deal with Behavior and Affective (human internal states such as emotion and mood). We will discuss the background, concepts, technologies, construction methods, application examples, utilization, social implementation, and challenges of advanced research in this field. Students will learn practically through assignments to actually create such programs, and at the end of the semester, two or three students will work on a mini-project.
Ecology is the scientific study of the relation of living organisms to each other and their surroundings. Landscape ecology integrates biophysical and analytical approaches with humanistic and holistic perspectives across the natural sciences and social sciences. Landscapes are spatially heterogeneous geographic areas characterized by various interacting patches or ecosystems, ranging from relatively natural terrestrial and aquatic systems such as forests, grasslands, and lakes to human-dominated environments including agricultural and urban settings. You will learn the fundamental theories and methods of landscape ecology, and the application to nature conservation and restoration.
Design maintaining nature capital and conserving ecosystem service is necessary for sustainable development in urban and rural areas and natural reserve. The design with nature using ecosystem services wisely is called ecological design. In the class, students study ecological design concepts, spatial planning, natural and living materials for design, nature restoration, and monitoring methods through a whole process of a project. Students should understand natural processes and basic concepts and methods of ecological design in the class. There will be lectures, including guest ones, fieldwork, and group work. Also, there should be some reports during and after class.
“The Limits to Growth” (by The Club of Rome), published in 1972, noted that "the global system of nature in which we all live – probably cannot support present rates of economic and population growth much beyond the year 2100." However, the Ecological Footprint*, an indicator of the impact of human activities on the global environment, has doubled since the 1970s, reaching 1.7 times the global supply of ecosystem services (biocapacity) that the Earth can produce and absorb. In particular, in our country, the production and consumption are separated, and the cost of cleaning up the resulting pollution and harm are not sufficiently taken into account (the environmental burden is passed on to other regions and future generations). As a result, environmental problems in developing countries are becoming more serious, and the effects of climate change are gradually becoming a reality in the world.
In this course, through group works, we will try to set the boundaries of the environment and manage natural resources. After defining the scale of the environment to be managed, students will belong to a community that uses the environment, and each student will play a role within the community and try to "design" a way to make the limited natural resources sustainable.
Since the class requires a lot of basic information as a basis for discussion, the tasks assigned in preparation for the class are mainly to collect materials and organize data.
*Ecological Footprint: The amount of demand for ecosystem services needed to produce the resources we consume and to absorb the CO2 generated by socioeconomic activities, expressed in terms of the area of the earth.
“The Limits to Growth” (by The Club of Rome), published in 1972, noted that "the global system of nature in which we all live – probably cannot support present rates of economic and population growth much beyond the year 2100." However, the Ecological Footprint*, an indicator of the impact of human activities on the global environment, has doubled since the 1970s, reaching 1.7 times the global supply of ecosystem services (biocapacity) that the Earth can produce and absorb. In particular, in our country, the production and consumption are separated, and the cost of cleaning up the resulting pollution and harm are not sufficiently taken into account (the environmental burden is passed on to other regions and future generations). As a result, environmental problems in developing countries are becoming more serious, and the risk of climate change impacts is increasing into the future and intergenerational equity issues are growing.
In this course, through group works, we will try to set the boundaries of the environment and manage natural resources. After defining the scale of the environment to be managed, students will belong to a community that uses the environment, and each student will play a role within the community and try to "design" a way to make the limited natural resources sustainable.
Since the class requires a lot of basic information as a basis for discussion, the tasks assigned in preparation for the class are mainly to collect materials and organize data.
*Ecological Footprint: The amount of demand for ecosystem services needed to produce the resources we consume and to absorb the CO2 generated by socioeconomic activities, expressed in terms of the area of the earth.
Design maintaining nature capital and conserving ecosystem service is necessary for sustainable development in urban and rural areas and natural reserve. The design with nature using ecosystem services wisely is called ecological design. In the class, students study ecological design concepts, spatial planning, natural and living materials for design, nature restoration, and monitoring methods through a whole process of a project. Students should understand natural processes and basic concepts and methods of ecological design in the class. There will be lectures, including guest ones, fieldwork, and group work. Also, there should be some reports during and after class.
Design maintaining nature capital and conserving ecosystem service is necessary for sustainable development in urban and rural areas and natural reserve. The design with nature using ecosystem services wisely is called ecological design. In the class, students study ecological design concepts, spatial planning, natural and living materials for design, nature restoration, and monitoring methods through a whole process of a project. Students should understand natural processes and basic concepts and methods of ecological design in the class. There will be lectures, including guest ones, fieldwork, and group work. Also, there should be some reports during and after class.
“The Limits to Growth” (by The Club of Rome), published in 1972, noted that "the global system of nature in which we all live – probably cannot support present rates of economic and population growth much beyond the year 2100." However, the Ecological Footprint*, an indicator of the impact of human activities on the global environment, has doubled since the 1970s, reaching 1.7 times the global supply of ecosystem services (biocapacity) that the Earth can produce and absorb. In particular, in our country, the production and consumption are separated, and the cost of cleaning up the resulting pollution and harm are not sufficiently taken into account (the environmental burden is passed on to other regions and future generations). As a result, environmental problems in developing countries are becoming more serious, and the risk of climate change impacts is increasing into the future and intergenerational equity issues are growing.
In this course, through group works, we will try to set the boundaries of the environment and manage natural resources. After defining the scale of the environment to be managed, students will belong to a community that uses the environment, and each student will play a role within the community and try to "design" a way to make the limited natural resources sustainable.
Since the class requires a lot of basic information as a basis for discussion, the tasks assigned in preparation for the class are mainly to collect materials and organize data.
*Ecological Footprint: The amount of demand for ecosystem services needed to produce the resources we consume and to absorb the CO2 generated by socioeconomic activities, expressed in terms of the area of the earth.
This lecture is a sociological discussion of war memory inheritance, focusing on material and information. It does not teach about materials or information technology themselves. The question is how humans create and make sense of spaces filled with objects and information.
Language divides the world through the symbols of words. So how do children learn language? How do children change as a result of having a language? To what extent does our thought depend on language? In what degree are linguistic categories diverse across different languages? In this class, based on various experiments in cognitive science, we will consider the mechanisms of children's language acquisition, the development of the concept, the relationship between language and conceptual learning, and the relationship between language and thinking.
On-campus class will be usually held, but there is a possibility that some on-line classes may be held, due to the availability of guests.
In this class, we first learn to use corpus to explore how we understand meanings of each word and how the lexicon is structured in the mind. We then discuss the following issues. 1) In what degree are linguistic categories diverse across different languages? Is there any universality in the way different languages carve up the world? ; 2) To what extent does our thought depend on language? ; 3) to what extent is children’s conceptual development shaped by language learning?
In this class, we first learn to use corpus to explore how we understand meanings of each word and how the lexicon is structured in the mind. We then discuss the following issues. 1) In what degree are linguistic categories diverse across different languages? Is there any universality in the way different languages carve up the world?; 2) To what extent does our thought depend on language? ; 3) to what extent is children’s conceptual development shaped by language learning?
Threat situation in cyberspace, such as occurrence of cybercrimes and cyber attacks, is becoming more and more serious. This course will take a look into how entities, including police, are tackling issues such as cybercrimes and cyber attacks, and also discuss what other issues exist. There may be guest lecturers.
Please note that this course mainly focuses on cybercrime prevention and will not basically deal with the conventional meaning of information security management (to
secure information inside an organization in organized and systematic manner), although some guest lecturers may talk about conventional 'information security management'.
The aim of this course is to help the students acquire the coaching skills that obtain the good relationships with others by resolving communication dilemmas.
1. to help the students acquire the coaching skills.
2. to obtain or develop the good relationships with others.
3. to practice solving communication dilemmas based on the different coaching skills activities.
Generally, the quality of communication is the one of the MOST important factors which influences over the organizational capacity.
Therefore, we will explore the techniques which enable the team members to be united, TO CO-CREATE AND COLLABORATE ACTIVELY TO BETTER PERFORMANCE IN FAVORABLE TO HUMAN RELATIONS.
In Sports Communication, lectures are given on the following four themes to think about and practice sports.
① We will elucidate the dilemmas of relationships through sports and consider what effective coaching is all about.
②Communication is essential to improve athletic performance, including the relationship between coaches and athletes and among athletes. We will learn and practice strategies to help athletes take the initiative.
③The formation of rules and life skills programs that demonstrate team skills will be explained and educational materials will be developed. The course aims to foster these skills in the students themselves.
④ Exploring ways in which sports can contribute to society.
In order to improve the effectiveness of learning, discussions and group work will be actively conducted in class.
Threat situation in cyberspace, such as occurrence of cybercrimes and cyber attacks, is becoming more and more serious. This course will take a look into how entities, including police, are tackling issues such as cybercrimes and cyber attacks, and also discuss what other issues exist. There may be guest lecturers.
Please note that this course mainly focuses on cybercrime prevention and will not basically deal with the conventional meaning of information security management (to
secure information inside an organization in organized and systematic manner), although some guest lecturers may talk about conventional 'information security management'.
This course provides the effective coaching methods which make better human relationships between the coaches and the athletes, and among the team mates to enhance the quality of the performance on each field. Based on the Life Style Program Method, students will be required to propose the way to motivate the athletes to fulfill their potential. For the sake of making good learning effects, class members will be active participants of every activity such like discussions, group works, and so fourth.
Music is ubiquitous in our environment. A question in this course is how music is processed in our brain and how we can design the environment and change our brain functions with music. Recently, an emerging research field of Music and Neuroscience (“Neuromusic”) has been elucidating the neural correlates of music perception, cognition, and performance. In this course, I will overview what has been known so far in the Neuromusic research from the integrated point of view of Neuroscience, Evolutional Biology, Developmental Brain Science, Human Movement Science, and Cognitive Science.
In this course students consider various ethical issues related to information with view point of architect or implementer of "info-ethic" rather than just studying so called "information ethic" or "information morale." Topics covered include ongoing issues in society and discuss with viewpoints of Norm, Architecture, Market, and Law. Through this process students acquire skills to identify optimal solution to problems that do not have defined right answer with their own ethical view.
Examples of cases to be discussed include "copyright and innovation", "security and privacy", "traceability and freedom of expression." These issues usually have conflicting requirement from various stakeholders and require harmonious design of technology and systems.
Through this process students will learn concept and architecture behind solutions and acquire knowledge and skills to be used by user, developer, corporate executives, government officials.
Expected students for the course include developer or designer of information technology, media, or security, consultant, and policy maker in the government.
Music is ubiquitous in our environment. A question in this course is how music is processed in our brain and how we can design the environment and change our brain functions with music. Recently, an emerging research field of Music and Neuroscience (“Neuromusic”) has been elucidating the neural correlates of music perception, cognition, and performance. In this course, I will overview what has been known so far in the Neuromusic research from the integrated point of view of Neuroscience, Evolutional Biology, Developmental Brain Science, Human Movement Science, and Cognitive Science.
Forest Science and Engineering covers forests/timberland, forestry, lumber production and wooden architecture. The subject of this course focuses on lumber production and wooden architecture located downstream, and the other subject focuses on forests/timberland and forestry operations situated upstream. This course teaches specialized knowledge and examines the current overall situation together with the technologies and social systems that are associated with the existing issues and problems. Students are expected to gain specialized knowledge, deepen their understanding of the subject matter, and develop their own views and opinions.
The forests/timberland which account for 67% of Japan’s total land and all the related industries are closely tied to our daily life. The currently observed issues associated with forests/timberland, lumber production and wooden architecture are serving as a mirror that clearly reflects those aspects that Japan’s technology development and social system designing have lost sight of.
In the future, the students taking this course may not choose a profession that requires the knowledge covered in this course, but it is intended to equip them with expansive and deep thinking needed for each crucial decision making.
This course covers building construction methods as the basis for architecture.
Every human being has vast experiences, memories, and develops intelligence during the decades of life in which he or she lives and dies. The pluralistic intelligence referred to here is neither that which ranks individuals according to intelligence tests nor that of eminent intellectuals. Rather, it is important to discover diverse forms of intelligence that are open to encounters with others, including "wisdom" and physical "skills" rooted in daily life.
Life" is a process that nurtures intelligence. We can ask about the lives of others, on the one hand, from the process of formation through social relations and the environment (interaction with bodies, objects, and space), and on the other hand, from the method of utilization in the field. Through discussion, we ultimately aim to pioneer research on the process of "intelligence" generation rooted in the reality of human life and death.