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Ocean Jigsaw Puzzle Piece Series: Earthquake Recovery and Ocean Education in Onagawa [2018年06月20日(Wed)]

This blog post was originally uploaded in Japanese
to OPRI's blog
on April 26, 2017.

---

It has been a year since the 2016 Kumamoto
Earthquake, and continuing efforts toward recovery were
reported recently in the news. The Tōhoku Region also
underwent a large amount of damage in the Great East
Japan Earthquake and is still in a process of recovery.

A teacher training session was conducted on the 11th
and 12th of February 2017 under the title of
“Educational Tour of the Ocean for Teachers/
Understanding Ocean Education from a Perspective of
Disaster Prevention −With Onagawa, at the Forefront of
Earthquake Restoration−” (The event was hosted by
The Nippon Foundation in cooperation with the
University of Tokyo Ocean Alliance’s Research Center for
Marine Education and the Ocean Policy Research
Institute of the Sasakawa Peace Foundation). Since OPRI
has been engaged in ocean education for many years,
I have visited schools myself and conducted surveys
concerning the implementation status of ocean
education. During those visits, I often heard that
teachers were learning (or planning to learn) about
disaster prevention, especially tsunamis, due to the
impact of the Great East Japan Earthquake.

To be honest, I have never experienced a large-scale
earthquake. When the Great East Japan Earthquake
occurred, I was living in an area completely unaffected
by it. All I could do was obtain information by watching
about the affected areas on television. While
participating in the teacher training as a tour leader
however, by visiting locations which were greatly
damaged by the tsunami and listening to people discuss
restoration and what actually happened on the day of
the earthquake, I learned things one can usually only
learn by actually visiting the affected sites.

I heard many stories and learned a lot through this
teacher training, but would like to introduce one example
in regard to ocean disaster prevention education. As
some of our readers might already know, the students of
Onagawa Junior High School have begun an activity
called the “Stone Memorial of Life Project.” The students
plan to erect large stone tablets in twenty-one locations
around Onagawa. Each tablet will be placed at a location
that is higher than the elevation reached by the tsunami.
The students came up with this project in order to
encourage a continued awareness of the catastrophe for
the next 1,000 years.

Each stone tablet contains a haiku −a short Japanese
poem− written about the disaster by the students.
I think this is a project from which many schools can
learn a lot when undertaking ocean education, especially
ocean disaster prevention education.  

In addition to being a great location for learning,
Onagawa is a wonderful place to visit. Everyone I met
there was friendly and kind. The seafood was delicious,
and the “Onagawa-don,” a bowl of rice topped with
seafood which I prepared for myself, was superb.
(I am now a little regretful that I was too impatient to
take a photograph of it and instead immediately ate it.)

I heard that the promenade in front of Onagawa Station,
in the shopping area known as “Seapal Pier Onagawa,”
was designed so that the sun would rise at the end of it
on New Year’s Day. You should visit Onagawa to try the
delicious seafood and see the first sunrise of the year.

上里1.jpg
View of Onagawa Bay from the earthquake and tsunami
resistant fish freezing and storage facility “Maskar”

Rina Uesato
Ocean Policy Studies Division

Posted by OPRI at 15:00 | この記事のURL | コメント(0)
Ocean Jigsaw Puzzle Piece Series: Development of a Comprehensive Forest, River and Ocean Health Check [2018年05月30日(Wed)]

This blog post was originally uploaded in Japanese
to OPRI’s blog
on November 22, 2016.

---

In 2000, when our institute was operating as the Ocean
Policy Research Foundation, we developed an “Ocean
Health Check” to measure marine environmental
conditions using the “stability of the ecosystem” and
“circulation of water” around the coastal zones as
indicators. Using this system, we conducted two
assessments of the “stability of the ecosystem” and
“circulation of water” in Japan. The first assessment
began in 2001 in 88 closed bays, and the second
assessment began in 2006 in 71 closed bays. The
results of the implementation of the “Ocean Health
Check” clearly showed that the negative environmental
conditions existing in the coastal waters resulted from
human activity there and on adjoining land areas.

The Japanese government enacted the Basic Act on
Ocean Policy as a national policy in 2007. Article 25,
the “Integrated Management of the Coastal Zone,”
stipulates that “if it is determined that it would be best
to apply countermeasures in coastal sea and land areas
integrally, the government shall take necessary
measures to ensure that such an area be managed
properly by implementing regulatory and other measures
comprehensively.” (Translation by the Ocean Policy
Research Institute provided here. For the full unofficial
translation by the Japanese government, see * at the
bottom of the post.) In regard to coastal zones,
therefore, the natural environment and human society
should be considered in a unified manner and policies to
be implemented should be discussed and evaluated
comprehensively. It was to this end, that, while
extending the scope of the coastal zone − which
includes the coastal sea and land areas − to forests,
rivers and oceans, we developed a new diagnostic
method in 2015 called the “Comprehensive Forest,
River and Ocean Health Check” at our institution.

The Ocean Health Check was based on two main
components: the “stability of the ecosystem” and
“circulation of water.” Our “Comprehensive Forest, River
and Ocean Health Check” added the “state of social and
economic activities of human beings in the coastal
zones” as another component from a social science
perspective. Also, from both a natural science and
social science perspective, we set five goals and made
a list of 22 detailed items to cover, and suggested
qualitative indications in 34 items to evaluate these.
This was the first phase in the development of the
assessment method used for government policies.
In the next phase of development, we will conduct trial
health checks using actual data from local governments.
Through comparisons, such as between those areas
where comprehensive management is implemented in
the coastal zones and the areas where it is not, we will
check the effectiveness of the assessment resulting from
our “Comprehensive Forest, River and Ocean Health
Check” and review the characteristics of the indicators.
We would also like to establish the best assessment
method possible.

In future, we hope that this “Comprehensive Forest,
River and Ocean Health Check” will help in providing
useful suggestions for establishing a plan to be
implemented in coastal areas as a basis for evaluating
each government policy.

高1.jpg
Relationship between Forests, Rivers and Oceans
(Source: “Sato-Umi Zukuri no Tebiki-Sho”)
**Refer to the above source (in Japanese) and
here
for more information on Sato-umi.


Xiang Gao

Research Fellow
Ocean Policy Studies Division

*See here for the full unofficial translation of the
Basic Act on Ocean Policy on the Headquarters for
Ocean Policy website. Also, below is a portion of
Article 25 from the unofficial translation.

Article 25 (1): The State shall take necessary measures
for the coastal sea areas and land areas, where
recognized suitable for the measures to be implemented
in a unified manner upon the natural and social
conditions, to be managed properly, by the regulatory
and other measures to the activities implemented in
the integrated manner...

Posted by OPRI at 14:30 | この記事のURL | コメント(0)
Ocean Jigsaw Puzzle Piece Series: What Seawater Carries and Connects [2018年04月25日(Wed)]

This post was originally uploaded in Japanese
to OPRI's blog
on April 5th, 2017.

---

Half a year has passed since the “Ocean Jigsaw Puzzle
Piece” was introduced in our institute’s blog as a new
series. We deeply appreciate those who are reading the
blog posts. I would like to explain a little bit about the
series for those who are unfamiliar with it. Researchers
at our institute take turns introducing what we are
studying individually or a key “piece” we have found in
our research. This is reader-participation type content,
in which we hope that readers will understand the
research goals we are aiming for after reading various
“pieces.”

This time I would like to talk about my speciality −
hydrology: studies for water currents. It is the existence
of dense fluid (water) which separates the characteristics
of the sea environment, including the coastal area, from
the land environment. Water is about 1,000 times
heavier, about 50 times more adhesive and about 4
times harder to warm up and cool down than air. A 100
gram unit of water can dissolve about 200 grams of
sugar. This means that water can hold one ton of
material per cubic meter. A small current of 30
centimeters per second of water has the same kinetic
energy as a wind speed of 10 meters per second. One
liter of water can dissolve the daily calories required for
2.5 adult men.

While water circulates between the ocean and the land
from mountains passing through rivers and
underground, it transfers various things such as heat,
nutrients, sediments, and sand by absorbing some,
dissolving some, and retaining some. Then it returns to
the ocean after part of it is used by humans. A main
characteristic of water is its power to “carry” things
whether they are tangible or not. As many various items
are “carried,” substances circulate in the water, resulting
in the ecosystem itself having a strong connective
power. When we think about the ocean environment
and the coastal area, we need to think about wider and
long-term impacts comprehensively.

KF 1.PNG

Diagram of the Water Cycle in Coastal Areas
(Created by the author. Click image to enlarge.)


The substances carried by water currents include living
things. Areas linked by living things are called ecosystem
networks, a key concept for conservation and
revitalization of ocean and coastal ecosystems.

In the research done on the network of the Asari clam
larvae in Tokyo Bay which was conducted mainly by the
National Institute for Land and Infrastructure
Management of the Ministry of Land, Transport and
Tourism(*), a diagram of clams was created through
the connections among individuals from various fields
of expertise. Fishermen cooperated with the survey
and provided information on clams, fishery researchers
identified Asari clam larvae, oceanography researchers
analyzed the bay and ocean currents, communication
technology researchers observed the current inside the
bay using marine radar, ecosystem researchers
confirmed the life cycle of Asari clams and their
predation relationship, and assessment and analysis
experts conducted the survey and analysis.

KF 2.jpg

Presumed Network of Asari Clam Larvae
(The red arrows show the links inside the same
tidal flat, the blue arrows show the links between
different tidal flats, and the numbers show the relative
strength of the links.)
Source: Hinata & Furukawa (2005)

This diagram shows that the link between the north and
the southwest of Tokyo Bay, on the Tokyo and
Kanagawa Prefecture side, is oriented mostly in one
direction. This indicated to us that we would need to
create and restore tidal flats−the sizes do not matter
but the number should be increased−to strengthen the
network. In response to these research findings, the
“Action Plan for Tokyo Bay Renaissance,” which was
developed in 2003 (with the second phase decided in
2013), established a “prioritized area” between inner
Tokyo Bay and the western side as a restoration
measure.

Restoration of tidal flats is also important in our
institute's project titlted “Implementation of model site
projects on Integrated Coastal Management." Four
tidal flats were restored in Ago Bay, Shima City, by
opening the gate of the dyke which was originally set up
to create reclaimed land. These tidal flats are expected
to create a variety of networks in the flow of the coastal
waters. They will function as the core of the ecosystem
network and as a base for human interactions. For that
purpose, we will continue our research by focusing on
water circulation and “items the water carries” with a
comprehensive perspective by working together with
a variety of stakeholders.


Keita Furukawa

Director, Ocean Research and Development Department


*Additional material: Research on Asari clam larvae


References:
Hinata, H., & Furukawa, K. (2005). Ecological network
linked by the planktonic larvae of the clam Ruditapes
philippinarum in Tokyo Bay. In E. Wolanski (Ed.),
The Environment in Asia Pacific Harbours.
http://www.springer.com/jp/book/9781402036545

Kasuya, T., Hamaguchi, M., Furukawa, K., & Hinata, H.
(2003). Larval abundance, distribution, and size
composition of planktonic larvae of the clam Ruditapes
philippinarum in the summer season in Tokyo Bay.
Res Rep Nat Int Land Infrastr Mang 8 (in Japanese)
http://www.nilim.go.jp/lab/bcg/siryou/rpn/rpn0008.htm

Kasuya, T., Hamaguchi, M., Furukawa, K., & Hinata, H.
(2003). Larval abundance, distribution, and size
composition of planktonic larvae of the clam Ruditapes
philippinarum in the fall season in Tokyo Bay. Res Rep
Nat Int Land Infrastr Mang 12 (in Japanese)
http://www.nilim.go.jp/lab/bcg/siryou/rpn/rpn0012.htm

Tokyo Bay Renaissance Promotion Council. (2003).
Action plan of the Tokyo Bay Renaissance. (in Japanese)
https://www1.kaiho.mlit.go.jp/KANKYO/TB_Renaissance/

Posted by OPRI at 15:00 | この記事のURL | コメント(0)
Ocean Jigsaw Puzzle Piece Series: Ocean Education Grant System ~The Pioneer School Program and a Consideration of Ocean Education~ [2018年03月22日(Thu)]

This blog post was originally uploaded in Japanese
to OPRI's blog
on February 8th, 2017.

---

The Ocean Policy Research Institute of the Sasakawa
Peace Foundation (OPRI-SPF) began the development
of a new marine educational grant called the “Ocean
Education Pioneer School Program”
(link in
Japanese) jointly with The Nippon Foundation and
the University of Tokyo Ocean Alliance's Research
Center for Marine Education
(RCME) in 2016.

In its first year, 64 schools (elementary schools, junior
and senior high schools and schools for special needs
education) from 28 prefectures from Hokkaido to
Okinawa participated. Each school provided a draft
curriculum on educational topics pertaining to oceans
when they applied for the funding. There were various
kinds of programs: programs applicable for any location
in Japan − such as disaster prevention, driftage
research, fishing port observation, fish tasting, and
tideland observation − to programs which utilize local
features − such as a salmon study in the northern
region, community collaborated eelgrass reproduction
activity, traditional salt-making, creation of squid culture
bed using both land and sea, and a drive-fishing
experience using a traditional fishing boat used near
coral reefs called a “sabani.” From simply viewing the
list of the programs, I could not help but realize that
the Japanese islands are actually quite varied and
extensive. Some members from OPRI-SPF visited several
elementary schools and observed their activities. It was
impressive when the children were sharing stories about
the ecology of the crabs they had caught during their
beach education class and the name of the coral they
were growing in a tank. A teacher told us that a child
who was normally quiet and reserved in the classroom
showed outstanding leadership in the tideland
observation.

Part of the activities' results was presented at the 4th
National Ocean Education Summit “New Trends in Ocean
Education” hosted by the RCME and The Nippon
Foundation at the University of Tokyo on Feb. 5, 2017.
Three hundred and sixty people attended from
institutions nationwide, including boards of education,
inland schools, and social education facilities. The venue
was surrounded by an air of excitement. There were 23
poster presentations from 13 pioneer schools. Students
of elementary and junior high schools from the Tokyo
metropolitan area and remote places such as Hironocho
(Iwate Prefecture), Kesennuma City (Miyagi Prefecture)
and Nachikatsuuracho (Wakayama Prefecture)
participated in the summit. They took their presentations
very earnestly. There were occasions when senior high
school students were engaged in high-level heated
discussions with university professors or students from
different schools, and I could see that the summit was
an important meeting place for them.

In addition, we spoke with enthusiastic teachers from
Ishikawa Prefecture and Minami-Satsuma City of
Kagoshima Prefecture who traveled on the very first
Shinkansen bullet train of the day, and I was
overwhelmed to realize that ocean education is so
widespread from one enthusiastic person to another.
Among the Pioneer Schools, there have been instances
where two schools which are located geographically
quite far apart have made contact, exchanged
information and lent a helping hand in developing each
other’s programs. Moreover, Pioneer School Program
activities are now starting to involve their surrounding
areas, to become wider social education programs.
Great potential is expected.


Nakamura1.jpg

The poster presentation hall at the 4th National Ocean
Education Summit. In front is a set of diving gear for
“Nanbu-Moguri,” which was presented by Iwate
Prefectural Taneichi Senior High School.

These days a new trend in ocean education is definitely
beginning to become apparent. However, as discussions
progress at the Pioneer School meetings, we often return
to the main subject of “what is ocean education in the
first place?” The image people have of the ocean varies
depending on the person. The concept of the ocean is
extremely broad. So I sometimes wonder myself
what exactly does ocean education signify?

I come from an earth science background, and I teach
geography and biotic life history to university students.
My lecture starts from the time when there was no
ocean on the Earth. The dramatic evolutionary changes
which have affected Earth and its ecosystems over
4 billion years are impressive. When I ask my students
which topic they remember the most, the top answer is
“the movement of life from ocean to land.” They said
that they were particularly moved when they found the
connection between ancient creatures and themselves.
Plants, insects and animals came one after the other to
the land from the sea; but at that time, our distant
ancestors also adapted their bodies in order to
overcome many obstacles so as to survive on land.
However, they never completely relinquished the
environment of the ocean they had been living in before.
Four-legged animals came to land with an ocean
component inside their bodies.

The ocean that land animals have inside their bodies is
“bones.” The calcium ion plays an important role as an
intercellular signalling substance which controls muscle
contraction and emission of physiologically active
substances. Calcium is stored in this ocean of bones in
preparation for its shortage. Also, the ion concentration
in human cells reflects the ion concentration in the
Cambrian ocean, and the ion concentration in our blood
reflects the ion concentration in the ocean. In the 4.6
billion years of Earth’s history, the ion concentration of
seawater has gone through several large-scale changes.
Calcium ion concentration dramatically increased
immediately before the Cambrian period 550 million
years ago. The expansion rate of the mid-ocean ridge is
considered to be the cause*. Organisms, armed with
calcium carbonate shells which they made using
abundant materials, have emerged. The chemical
composition of seawater in each era in Earth’s history
is imprinted and reflected in the bodies of multicellular
animals.

Considering this, there is no need for us to cry, “Let’s
live with the ocean!” Our lives have been intertwined
with the ocean since long ago. However, the sense of
having the ocean inside our bodies has been lost in
those of us who live in the modern age. This has caused
the connection with the ocean environment to become
distant and non-contiguous. Astronauts add Earth
environmental components into their space suits before
flying into outer space. We are like astronauts who have
stayed in outer space too long and have forgotten the
reason for wearing the space suits. To know the ocean
is to know ourselves. In what class at school can we
regain this feeling? I hope that children can find it on
their own without relying on ocean education as part
of a social studies** unit and can learn to value
natural science, art and culture.


Nobuko Nakamura

Research Fellow
Ocean Policy Studies Division / Ocean Education Division


* The period of rapid expansion of the mid-ocean ridge
signifies the period of increased production of oceanic
plate composed of basalt. This is equivalent to large-
scale volcanic activities and the warm period. At this
time, the calcium (Ca) released due to the quality
change of basalt and the magnesium (Mg) uptake
from the seawater increase, and the Mg/Ca ratio in the
seawater decreased. (Stanley 2006)

** In the report on the revision of the curriculum
guidelines by the Central Education Council of the
Ministry of Education, Culture, Sports, Science and
Technology in December 2016, it says that “(We will)
review the necessary part of the curriculum related to
issues such as... understanding the ocean and national
land territories” within “Social Studies, Geography
and Civics.”

Nakamura2.PNG
Changes in Ocean’s Chemical Composition (Ratio of
Calcium [Ca] and Magnesium [Mg] through
Phanerozoic Eon)

There are two kinds of crystal structures in calcium
carbonate: calcite and aragonite. The crystal structure
of the shells calcified organisms make differs depending
upon the time period.

Posted by OPRI at 15:00 | この記事のURL | コメント(0)
Ocean Jigsaw Puzzle Piece Series: Is the Experience from the Fukushima Disaster Being Put to Use? [2018年03月07日(Wed)]

This blog post was originally posted in Japanese to
OPRI's blog
on November 9, 2016.

---

Since 1992, The Nippon Foundation and the Ocean Policy
Research Foundation (now the Ocean Policy Research
Institute) have been engaged in an international
research project, mainly in Japan, Russia, and Norway,
to open a Northern Sea Route, and have been looking for
opportunities to raise awareness of this future passage
through the Arctic Ocean. Conducting maritime industry
research in the Arctic Ocean includes research in a wide
range of fields, including everything from planetary
science and marine ice engineering to maritime
distribution trends, maritime law, international law, the
Arctic Council, domestic laws in coastal countries,
Classification Society regulations, the insurance industry,
and nuclear vessel reactors. Today, I would like to touch
on one topic relevant to nuclear vessel reactors and
related to the Chernobyl and Fukushima nuclear
disasters, which were mentioned at the 5th International
Expert Symposium in Fukushima on Radiation and
Health. This symposium was held on September 26
and 27, 2016, hosted by The Nippon Foundation as part
of its work related to the Fukushima disaster.

In Hokkaido, polar lows and other polar weather
phenomena are causing problems for residents,
but various substances of Siberian origin travel great
distances on the prevailing westerly winds, sometimes
making their way into the trees of Hokkaido. On
April 26, 1986, the radioactive substance strontium 90
emanated from the No. 4 reactor at the Chernobyl
Nuclear Power Plant due to the meltdown of its core.
By chance, after conducting growth ring analysis of an
elm tree that had fallen when Hokkaido was struck by a
typhoon, we learned from trace amounts detected in the
ring corresponding to 1986 that strontium 90 from the
Chernobyl disaster had reached Hokkaido. On the other
hand, radioactive material resulting from the core
meltdown of the Fukushima Daiichi Nuclear Power Plant
on March 11, 2011 reached Northern Europe, which
naturally means that this incident, with its consequent
impact on the atmosphere, has become a global
problem.

Japan is the only country to have suffered the effects
of atomic bombs, but it is strange that the national
government is not raising awareness about the
nuclear disaster among its people through the sharing
of appropriate documents with local governments.
These documents should contain information on issues
that we should have learned from the nuclear disaster,
starting from the origins of the disaster, and including
information on the aftereffects of nuclear radiation and
how to prevent further contamination. Nuclear power
companies, which are said to be maliciously hiding this
information, may be exerting significant influence to
keep this information suppressed, but now, after the
government has decided to approve atomic energy,
I think it is time to raise awareness on these issues.
While I cannot say that the following articles fall into
the category of awareness-raising literature on these
issues, I do recommend that my readers have a look
at them.

北川先生_図.PNG


- AV Yablokov, et. al. (Supervising Translator Jun
Hoshikawa), “Chernobyl: Consequences of the
Catastrophe for People and the Environment,”
Iwanami Shoten, 2013.

- Nuclear and Radiation Studies Board, “Lessons Learned
from the Fukushima Nuclear Accident for Improving
Safety of U.S. Nuclear Plants; Phase 1 and 2,”
The National Academies Press, 2016.

Hiromitsu Kitagawa
Special Research Fellow

Posted by OPRI at 15:00 | この記事のURL | コメント(0)
Ocean Jigsaw Puzzle Piece Series: Security in the Eurasia Blue Belt and Sea Power [2018年02月21日(Wed)]

This blog post was originally uploaded in Japanese
to OPRI's blog
on April 12, 2017.

---

In 1492 Christopher Columbus departed Palos de la
Frontera in Spain and reached the American Continent.
It was wise of him to proceed to the west over the
Atlantic Ocean. In those days, Europeans never imagined
that the Earth could be round. There was a rumor that a
flaming sea was spread all over the northern regions.
If he had headed for the north in order to disprove the
superstition, his voyage would not have been blocked
by fire, but an ice-covered ocean. It will be spring soon
in Japan, but as a result of the sea ice which used to
close off the Arctic Ocean shrinking with the progression
of global warming, the Arctic Ocean is beginning to be
used as a sea route now.

What does it mean now that the Arctic Ocean has
become a sea route? A ship leaving a port in Japan can
proceed northward over the Pacific Ocean, westward
after entering the Arctic Ocean from the Bering Sea until
reaching the Atlantic Ocean, southward to enter the
Mediterranean Sea, travel through the Suez Canal,
eastward over the Indian Ocean and can return to Japan
via the Malacca Strait. Next, the same ship can proceed
toward the Bering Sea, but this time proceed eastward
over the Arctic Ocean until reaching the Atlantic Ocean,
southward along the east coast of the American
Continent, through the Panama Canal, northward along
the west coast of the American Continent, then can
return to Japan by proceeding westward over the
Pacific Ocean. If the ship chooses to stop in Africa and
South America, rather than go through the Suez Canal
and the Panama Canal, it will also have the additional
option of rounding the Cape of Good Hope and traveling
through the Magellan Strait. Such a long-distance,
uninterrupted journey will become possible. For now,
let us call the former route the “Eurasia Blue Belt” and
the latter route the “Rim America-Pacific Blue Belt.”
The term “sea lane,” which signifies the area between
two ports, might better be called a “Sea Circle” around
the Earth. We might soon have regular container ship
lines which could encircle the Earth like a trunk line or
bulk cargo ships which could circumnavigate the world
while delivering packages like a home delivery service.

Focusing on the “Eurasia Blue Belt” within the
“Sea Circle,” our institute has been conducting a
three-year research study since 2015 entitled
“Security in the Eurasia Blue Belt and Sea Power”
and hosting an international conference each year.
If the “Sea Circle” becomes a viable option, how will
the maritime security environment change? How can
we ensure navigation safety? Will a paradigm shift occur
in the concept of “Sea Power?” Do we need to conduct
a fundamental and urgent review of classical geopolitics?
How should Japan and the international community
respond? The purpose of our research study is to find
answers to these questions.


EBB.jpg

Concept of the Eurasia Blue Belt (Created by the author)


We held two international conferences focusing on the
sea area from the East and South China Seas to the
Indian Ocean in the first year (2015) and the sea area
from the Mediterranean Sea to the North Atlantic Ocean
in 2016. We invited experts from the major countries
which have influential power over each sea area and
discussed the following: (1) the security environment,
(2) the development of globalization and geopolitical
considerations, (3) how to ensure navigational safety
and what exactly Sea Power should be, and (4) how to
stabilize the maritime security environment.

2017 is the final year of the research study, and we will
hold an international conference focusing on the sea
area from the Arctic Ocean to the North Pacific Ocean.
We will also complete a report on the results of our
three-year study and come up with ideas on how to
ensure navigational security within the Eurasia Blue Belt
and how Sea Power could be used to achieve this.
Our institute will continue to promote research studies
with foresight and originality.

Kazumine Akimoto
Special Research Fellow


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Ocean Newsletter No.419 (Jan. 20, 2018) [2018年01月23日(Tue)]

The Ocean Policy Research Institute (OPRI) is pleased to
announce its latest English publication, as part of its
efforts to disseminate information on ocean issues both
in and outside Japan.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

OPRI publishes a Japanese-language newsletter called
the "Ocean Newsletter" twice a month, with the aim of
providing people of different viewpoints and backgrounds
with a forum for discussion and to contribute to the
formulation of maritime policies conducive to coexistence
between mankind and the ocean.

Please find the latest English article in our newsletter
below.

No. 419 (Jan. 20, 2018)
Development of the Sea Grant College Program
in the US and prospects worldwide


Darren T. LERNER
(Director, University of Hawaii Sea Grant College
Program)

It is our sincere hope that the article will provide useful
insights on policy debate in Japan and help to foster
global policy dialogue on various ocean issues.

Posted by OPRI at 17:04 | この記事のURL | コメント(0)
Ocean Jigsaw Puzzle Piece Series: Human Resource Training and Networking [2018年01月17日(Wed)]

*This blog post was originally uploaded to OPRI’s
Japanese blog
on October 12, 2016.

---

For the second piece of the puzzle, I would like to
introduce the WMU Sasakawa Fellowship in-aid
Program
, which this foundation operates with support
from The Nippon Foundation.

While many people may immediately recognize WMU,
for those of you who do not, it is short for the World
Maritime University
, a graduate university in Malmo,
Sweden, which was founded in 1983 by the 
International Maritime Organization
(IMO). The
IMO is a UN agency that promotes international
cooperation in relation to maritime issues.
Since 1987, four years after the foundation of the
university, The Nippon Foundation has been providing
scholarships to promote human resource training
for those who will be future leaders in the maritime
and marine fields. Eligible candidates for these
scholarships include young people from the Asia-Pacific
region who are involved in maritime administration.
Thus far, The Nippon Foundation has provided support
for 582 young people from 70 nations. After graduating,
these young people take on key roles in government
agencies, educational institutions, and other similar
organizations in their own countries, and play active
leadership roles in the maritime and marine fields.

The WMU Sasakawa Fellowship in-aid Program
provides financial support not only for human
resource training, but also for another key pillar
in the form of a network of Sasakawa-funded graduates
(Sasakawa Fellows). In September 2016, a gathering of
enrolled Sasakawa Fellowship students was held at
WMU. This gathering can be considered the foundation
from which students build their networks. This event was
held to provide the students with a place where they can
interact with each other, to have them discuss the
benefits and possibilities of a network of Sasakawa
Fellows, to encourage them to be aware of their
positions as Sasakawa Fellows, and to voluntarily take
part in building a post-graduation network. We believe
that this event is a starting point for enrolled Sasakawa
Fellowship students to gain mutual awareness of each
other, and to give their Sasakawa Fellows network a
more solid form after graduation.

Since its founding, WMU has accepted students
from roughly 50 countries every year. Living in such
a multicultural environment is one of the unique
features of WMU. By sharing their lives with students
from diverse cultures, customs, religions, and beliefs,
students learn how to build relationships founded on
mutual trust, which may prove to be a vital key that
enables them to solve commonly shared issues
extending beyond the borders of countries and
organizations. I wish these students the utmost
success in the future.


WMU.jpg

From the September 2016 gathering for enrolled
WMU Sasakawa Scholarship students


Shinichi Ichikawa
Manager, Ocean Education Division


Posted by OPRI at 15:00 | この記事のURL | コメント(0)
Ocean Newsletter No400 (Apr.5.,2017) [2017年04月05日(Wed)]
We publish a Japanese-language newsletter called the
"Ocean Newsletter" twice a month. (previously known
as the "Ship & Ocean Newsletter")

The "Ocean Newsletter" seeks to provide people of
diverse viewpointsand backgrounds with a forum for
discussion and to contribute to the formulation of 
maritime policies conducive to coexistence between
mankind and the ocean.


We would like to inform you that we posted the following
papers in English recently.

No400 (Apr.5.,2017)
Birth of the North Pacific Fisheries Commission (NPFC)
By Dae-Yeon MOON (North Pacific Fisheries Commission)
https://www.spf.org/opri/projects/information/newsletter/latest/latest01.html

It is our sincere hope that the Papers will provide useful
insights on policy debate in Japan and help to foster
global policy dialogue on various ocean issues.

Posted by OPRI at 10:23 | この記事のURL | コメント(0)
Ocean Newsletter Selected Papers No.21 [2017年03月10日(Fri)]
The Ocean Policy Research Institute aims to conduct
cross-sectoral research in ocean related issues in
order to initiate debate on marine topics and
formulate both domesticand international policy
proposals.

We publish a Japanese-language newsletter called the
"Ocean Newsletter" twice a month.
The "Ocean Newsletter" seeks to provide people of
diverse viewpointsand backgrounds with a forum for
discussion and to contribute to the formulation of
maritime policies conducive to coexistence between
mankind and the ocean.


"Ocean Newsletter Selected Papers No.21"
contains
English-language versions of papers from the Japanese
Newsletter edition, published from No.371 (2016.1.20)
to No.390 (2016.11.5).

https://www.spf.org/opri/projects/information/newsletter/selected/

It is our sincere hope that these Selected Papers will
provide useful insights on policy debate in Japan and
help to foster global policy dialogue on various ocean
issues.
Posted by OPRI at 16:34 | この記事のURL | コメント(0)
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