Real estate accounts for the majority of national wealth; in Japan, it accounts for 87% of the four quadrillion yen net worth. This enormous asset value represents the capitalized expenditures of individuals and organizations for the use of land and structures. Real estate research includes theoretical and empirical analysis of household decisions and business activities, such as homeownership, leasing, development, debt financing, equity investment, property management, and valuation. Research also evaluates public policy using the capitalized value of real estate through agglomeration, transportation, and other channels. Furthermore, research extends to the macroeconomic analysis of interest rates, inflation, asset bubbles, and financial crises. Thus, real estate research, which integrates financial, macro, business, and urban economics, is pragmatic yet theoretical, local yet international, and microeconomic yet macroeconomic. This course consists of a practical component for future policymakers and businesspeople and a research component for future researchers. The practical component provides an institutional understanding of real estate markets, financial analysis, and investment decisions, which also serves as a foundation for academic research. It combines lectures with in-class labs for hands-on learning The research component introduces theories, methods, and empirical findings through lectures and student presentations. Real estate finance also serves as a good prototype for learning general finance, including corporate finance and asset pricing.

COVID-19 has starkly reinforced how the world faces global risks, not just to health but also the disruption of integrated supply chains. Why does the World Economic Forum publish its annual Global Risks Report and how does it arrive at its findings? And what are so-called “Existential Risks” that supposedly imperil humanity’s very survival? As governments such as the United Kingdom issue National Risk Registers to guide policy makers, this module enables students to examine the security dimensions of living in what sociologists have termed a ‘World Risk Society’. It highlights the new nature of vulnerability in an era of contested and often politicised science, as well as the impact on how we conceptualise and think about security. The module shows how key stakeholders such as industry, media, governments and politicians have to play crucial roles in not only shaping responses to these perceived risks, but also how to appropriately manage them. Students will be introduced to how risks of all types have challenged policy makers in the post-Cold War era from ethnic conflicts in Kosovo, the 9/11 terror attacks, Afghanistan, Iraq and so-called Islamic State. Most recently so-called existential risks such as AI and climate change and systemic risks to critical infrastructure such as the Suez and Panama Canals, disruptions to supply chains and concepts such as Economic Security have captured attention. While these issues are not necessarily new in a historical sense, this module shows how they have garnered renewed attention through the prism of risk. Policy responses are finally examined such as capacity-building for “futures literacy” and National Risk Assessment Exercises. The following outcomes are emphasized: 1.An ability to understand and evaluate a range of new security challenges and policy responses interconnected through globalization and technology 2.The linkage between industry, media, politics, and science and its relevance to global security affairs 3.The ability to collate and evaluate arguments from different sources and theoretical perspectives 4.The ability to formulate and articulate views coherently in written and oral forms 5.Critical thinking, analytical and reading skills

People have to live with food safety risk under global economy. There are lot of arguments for and against pesticides, GMOs, food additives etc. from the view point of food safety. Objective of this class is to learn the meaning of ‘food safety and risk” at the beginning, and then learn the international framework of food safety with risk assessment, risk management and risk communication. The students learn the characteristics of hazards and effective control measure, and how to govern or live with risk under risk society. Introduction and several case studies on risk assessment and risk management are also provided on microbiological risk(food poisoning and infectious disease), food allergy, GMOs, clone meat, agricultural chemicals(ex. pesticides), food additives, dietary supplements and newly introduced nano-tech foods by advanced technology.

COVID-19 has starkly reinforced how the world faces global risks, not just to health but also the disruption of integrated supply chains. Why does the World Economic Forum publish its annual Global Risks Report and how does it arrive at its findings? And what are so-called “Existential Risks” that supposedly imperil humanity’s very survival? As governments such as the United Kingdom issue National Risk Registers to guide policy makers, this module enables students to examine the security dimensions of living in what sociologists have termed a ‘World Risk Society’. It highlights the new nature of vulnerability in an era of contested and often politicised science, as well as the impact on how we conceptualise and think about security. The module shows how key stakeholders such as industry, media, governments and politicians have to play crucial roles in not only shaping responses to these perceived risks, but also how to appropriately manage them. Students will be introduced to how risks of all types have challenged policy makers in the post-Cold War era from ethnic conflicts in Kosovo, the 9/11 terror attacks, Afghanistan, Iraq and so-called Islamic State. Most recently so-called existential risks such as AI and climate change and systemic risks to critical infrastructure such as the Suez and Panama Canals, disruptions to supply chains and concepts such as Economic Security have captured attention. While these issues are not necessarily new in a historical sense, this module shows how they have garnered renewed attention through the prism of risk. Policy responses are finally examined such as capacity-building for “futures literacy” and National Risk Assessment Exercises. The following outcomes are emphasized: 1.An ability to understand and evaluate a range of new security challenges and policy responses interconnected through globalization and technology 2.The linkage between industry, media, politics, and science and its relevance to global security affairs 3.The ability to collate and evaluate arguments from different sources and theoretical perspectives 4.The ability to formulate and articulate views coherently in written and oral forms 5.Critical thinking, analytical and reading skills

COVID-19 has starkly reinforced how the world faces global risks, not just to health but also the disruption of integrated supply chains. Why does the World Economic Forum publish its annual Global Risks Report and how does it arrive at its findings? And what are so-called “Existential Risks” that supposedly imperil humanity’s very survival? As governments such as the United Kingdom issue National Risk Registers to guide policy makers, this module enables students to examine the security dimensions of living in what sociologists have termed a ‘World Risk Society’. It highlights the new nature of vulnerability in an era of contested and often politicised science, as well as the impact on how we conceptualise and think about security. The module shows how key stakeholders such as industry, media, governments and politicians have to play crucial roles in not only shaping responses to these perceived risks, but also how to appropriately manage them. Students will be introduced to how risks of all types have challenged policy makers in the post-Cold War era from ethnic conflicts in Kosovo, the 9/11 terror attacks, Afghanistan, Iraq and so-called Islamic State. Most recently so-called existential risks such as AI and climate change and systemic risks to critical infrastructure such as the Suez and Panama Canals, disruptions to supply chains and concepts such as Economic Security have captured attention. While these issues are not necessarily new in a historical sense, this module shows how they have garnered renewed attention through the prism of risk. Policy responses are finally examined such as capacity-building for “futures literacy” and National Risk Assessment Exercises. The following outcomes are emphasized: 1.An ability to understand and evaluate a range of new security challenges and policy responses interconnected through globalization and technology 2.The linkage between industry, media, politics, and science and its relevance to global security affairs 3.The ability to collate and evaluate arguments from different sources and theoretical perspectives 4.The ability to formulate and articulate views coherently in written and oral forms 5.Critical thinking, analytical and reading skills

This course introduces qualitative research methods and provides hands on opportunities to experience research practice, focusing on five major qualitative research approaches (narrative approach, phenomenology, grounded theory, ethnography, case study). It involves thorough discussions of qualitative research methodology including its nature, design, data collection procedures, and conceptualization. The course further familiarizes students with and guides them through the process of conducting their own pilot study related to each student s discipline and interests. At the end of this course, students will be able to: 1. define what qualitative research and data are 2. design effective qualitative research in relation to their research questions 3. collect and organize qualitative data under ethical consent practices 4. analyze qualitative data and ensure its validity 5. report their conceptualization of qualitative data as research findings

This course introduces qualitative research methods and provides hands on opportunities to experience research practice, focusing on five major qualitative research approaches (narrative approach, phenomenology, grounded theory, ethnography, case study). It involves thorough discussions of qualitative research methodology including its nature, design, data collection procedures, and conceptualization. The course further familiarizes students with and guides them through the process of conducting their own pilot study related to each student s discipline and interests. At the end of this course, students will be able to: 1. define what qualitative research and data are 2. design effective qualitative research in relation to their research questions 3. collect and organize qualitative data under ethical consent practices 4. analyze qualitative data and ensure its validity 5. report their conceptualization of qualitative data as research findings

To understand the mechanism how natural disasters are caused in the social system, and to obtain skill to analyze the mechanism, process and causes, so that he/she can discuss the mitigation strategy. It consists from two parts. The first part aims to learn basic knowledge about natural disasters as social events. - Factors and mechanism that cause disasters - Concept of Pressure and Release Model (at Risk) etc. The second part is mainly group work for the case studies.

Understand objectives and effects of key policies in international finance from both theoretical and empirical perspectives. In particular, this course focuses on a fundamental question: How does, and should, the international financial system play roles in two important macroeconomic phenomena, i.e., business cycle and economic growth? In addition, this course covers frequently discussed recent policy issues such as monetary union, international reserve, and spillovers of macroeconomic policies to other countries.

海外における研究や調査実施に必要な知識を修得する Learn knowledge and get information required for conducting overseas research and field work